Putu Arya Pratama

AN ANALYSIS OF REMOTE TEACHING
IMPLEMENTATION IN TEACHING ENGLISH AT

SMAN 2 SINGARAJA DURING COVID-19 OUTBREAK
PUTU ARYA PRATAMA

NIM 1812021037
ENGLISH LANGUAGE EDUCATION

FOREIGN LANGUAGE
LANGUAGE AND ART FACULTY
UNIVERSITAS PENDIDIKAN GANESHA
SINGARAJA
2022
AN ANALYSIS OF REMOTE TEACHING
IMPLEMENTATION IN TEACHING ENGLISH AT
SMAN 2 SINGARAJA DURING COVID-19 OUTBREAK
SKRIPSI
Diajukan kepada
Universitas Pendidikan Ganesha
Untuk Memenuhi Salah Satu Persaratan dalam Menyelesaikan
Program Sarjana Pendidikan Bahasa Inggris
Oleh
Putu Arya Pratama
NIM 1812021037
JURUSAN BAHASA ASING
FAKULTAS BAHASA DAN SENI
UNIVERSITAS PENDIDIKAN GANESHA
SINGARAJA
2022
ii
SKRIPSI
DIAJUKAN UNTUK MELENGKAPI TUGAS
DAN MEMENUHI SYARAT-SYARAT UNTUK
MENCAPAI GELAR SARJANA PENDIDIKAN
Menyetujui
Pembimbing I, Pembimbing II,
Dr. I. G. A. Lokita Purnamika Utami, S.Pd., M.Pd. Nyoman Karina Wedhayanti, S.Pd.,
M.Pd.
NIP. 198304022006042001 NIP. 198204212008122003
iii
Skripsi oleh Putu Arya Pratama ini
Telah dipertahankan di depan dewan penguji
Pada tanggal __ Juni 2022
Dewan Penguji,
(Ketua)
NIP.
Penguji I,
……………………………..
NIP. ……………………..
Penguji II,
Dr. I. G. A. Lokita Purnamika Utami, S.Pd., M.Pd.

NIP. 196407141988102001
Penguji III,
Nyoman Karina Wedhayanti, S.Pd., M.Pd. (Anggota)

NIP. 198812012015042003
iv
Diterima oleh Panitia Ujian Fakultas Bahasa dan Seni
Universitas Pendidikan Ganesha
guna memenuhi syarat-syarat untuk mencapai gelar sarjana pendidikan
Pada:
Hari : Senin
Tanggal : __ Juni 2022
Mengetahui,
Ketua Ujian, Sekretaris Ujian,
Dr. I G A Lokita Purnamika Utami, S.Pd., M.Pd.

NIP NIP. 198304022006042001
Mengesahkan,
Dekan Fakultas Bahasa dan Seni
Prof. Dr. I Made Sutama, M.Pd.

NIP. 196004241986031002
v
PERNYATAAN
Dengan ini saya menyatakan bahwa karya tulis yang berjudul “AN
ANALYSIS OF REMOTE TEACHING IMPLEMENTATION IN TEACHING
ENGLISH AT SMAN 2 SINGARAJA DURING COVID-19 OUTBREAK”
beserta seluruh isinya adalah benar-benar karya saya sendiri dan saya tidak
melakukan penjiplakan dan pengutipan dengan cara-cara yang tidak sesuai dengan
etika yang berlaku dalam masyarakat keilmuan. Atas pernyataan ini, saya siap
menanggung resiko/sanksi yang dijatuhkan kepada saya apabila kemudian ditemukan
adanya pelanggaran atas etika keilmuan dalam karya tulis ini atau terdapat klaim
terhadap keaslian karya saya ini.
Singaraja, … Juni 2022
Putu Arya Pratama

NIM. 1812021037
vi
ACKNOWLEDGMENT
First of all, the author would like to thank Ida Sang Hyang Widhi Wasa, The
Almighty God for His blessings, so that the researcher can complete the preparation
of this thesis properly with the title “An Analysis of Remote Teaching
Implementation in Teaching English at SMAN 2 Singaraja During Covid-19
Outbreak”. With all limitations, this thesis was completed with the help, guidance,
and encouragement of many people. For that, the author would like to express the
deepest gratitude to:
1. Dr. I G A Lokita Purnamika Utami, S.Pd., M.Pd. as the first supervisor who
guides the line of this study from the beginning to the end by giving attention,
feedback, and time
2. Nyoman Karina Wedhanti, S.Pd., M.Pd. as the second supervisor who
supports the line of this study.
3. … as the examiner of my thesis who gives a lot of meaningful feedback,
advice, and improvement on my thesis.
4. Mrs. Sri and Mrs. Yunita are the English teachers in SMAN 2 Singaraja who
are willing to participate in my thesis as the subjects of my study.
5. My beloved family always supports and blesses me to finish my thesis in
terms of prayer, mentally, physically, and financially.
6. Jagung Tinggi in English group are my close friends in college life who still
support me to keep me cheerful during making the thesis.
7. My thesis team (Dewa, Indra, and Nanda) always supports and gives me many
feedbacks while progressing my thesis.
vii
8. My friends in Diamond Class who gives me many various experiences,
memories, and support while studying in English Language Education.
Singaraja, ……….. 2022
Putu Arya Pratama
viii
AN ANALYSIS OF REMOTE TEACHING IMPLEMENTATION IN
TEACHING ENGLISH AT SMAN 2 SINGARAJA DURING COVID-19
OUTBREAK
By
Putu Arya Pratama, NIM. 1812021187
English Language Education
ABSTRACT
The purpose of this research is to examine the implementation of remote

English teaching in terms of preparation, method, and assessment, as well as to
describe the challenges that English teachers encountered while teaching remotely.
The descriptive qualitative research was carried out at SMAN 2 Singaraja. The
descriptive qualitative approach was employed in this investigation. The subjects of
the research were three teachers. Three instruments were used to gather data: an
interview guide, a lesson plan assessment sheet, and observation sheet. Before
performing remote teaching, the teachers prepared several teaching preparations, such
as lesson plans, learning media/platforms, learning sources, and teaching strategies. In
the procedure, referring to the finding, the session from teacher opened the class with
greeting then to the main activity and continue to the closing, was run quite well
although many troubles occurred during it. The assessment was given at the end of
class by teachers which had been attached to the related platform. Furthermore, the
study also found out that teachers encountered some challenges during remote
teaching implementation such as connectivity issue, device specification differences,
students activeness and student attendance rate.
ix
Table of Contents
ACKNOWLEDGMENT..........................................................................................................................vii
ABSTRACT..............................................................................................................................................ix
CHAPTER I...............................................................................................................................................1
INTRODUCTION.....................................................................................................................................1
1.1 Research Background........................................................................................................................1
1.2 Problem Identification.......................................................................................................................5
1.3 Limitation of study............................................................................................................................5
1.4 Statement of the problems................................................................................................................5
1.5 Research Objectives...........................................................................................................................6
1.6 Research significance.........................................................................................................................6
CHAPTER II..............................................................................................................................................8
REVIEW OF RELATED LITERATURE.................................................................................................8
CHAPTER III..........................................................................................................................................16
RESEARCH METHODS........................................................................................................................16
CHAPTER IV..........................................................................................................................................33
FINDING AND DISCUSSION...............................................................................................................33
CHAPTER V...........................................................................................................................................64
CONCLUSION........................................................................................................................................64
x
LIST OF TABLES
Table 1 The Two English Teachers List................................................................17
Table 2 The Relationship Between Research Questions and Data Collection......17
Table 3 Blueprint of Observation Sheet.................................................................20
Table 4 Blueprint of Interview Guide....................................................................23
Table 5 Blueprint of Lesson Plan Evaluation Sheet..............................................26
Table 6 Gregory Formula.......................................................................................27
Table 7 The Validity Value Interval......................................................................28
Table 8 Expert Judgement for Observation Sheet.................................................28
Table 9 Expert Judgments for Interview Guide.....................................................28
Table 10 Expert Judgements for Lesson Plan Evaluation Sheet............................29
xi
LIST OF APPENDICES
Appendix 1 Approval Letter...............................................................................67
Appendix 2 Instrument Validation by 1st Judge..............................................67
Appendix 3 Instrument Validation by 2nd Judge.............................................71
Appendix 4 Interview Guide to English Teacher 1...........................................75
Appendix 5 Interview Guide to English Teacher 2...........................................76
Appendix 6 Lesson Plan from English Teacher 1.............................................77
Appendix 8 Meeting of Remote Teaching Implementation from English Teacher
1..............................................................................................................................77
Appendix 9 Meeting of Remote Teaching Implementation from English Teacher
2..............................................................................................................................78
xii
CHAPTER I
INTRODUCTION
1.1 Research Background
The world has been faced a Covid-19 outbreak since at the beginning of
2020 which impacted several vital life fields for instance education. Based on
Ramadani and Xhaferi (2020) In this outbreak context, the teaching process was
impacted in a variety of ways, and it became one of the most significant things to
consider when building an educational system as it transitioned from traditional
learning to online learning. Due to the outbreak, traditional teaching or commonly
called face-to-face teaching was moved to remote teaching that fully used
technology in its implementation. Remote teaching was either stated as distance
teaching, the teacher has to teach the students in distance without regular
classroom meetings. According to Zou et al (2021), most countries have
implemented policies and provided funding to improve online teaching from
school to university levels. As substitutes conventional teaching, various online
platforms, and technological tools have available to provide remote teaching in
advance.
Every country has received different impacts depending on the readiness
of the country facing this outbreak and may have different ending for it (Lee,
2020) as cited in (Herliandry et al., 2020). China, where the first case was found
in December 2019, has reported rapid increase of cases first 3 months. Therefore,
remote teaching was applied immediately by the government of China in avoiding
the spread of Covid-19 then this would be a temporary change for traditional
1
teaching in delivering the material (Gao and Zhang, 2020). In Indonesia, Covid-
19 first found in the early march 2020. According to (Susilo et al., 2020), the first
case of Covid-19 in Indonesia has officially reported on 2nd of March 2020 with
two suspected positive which has been done a flight before from affected country.
After the first case was reported by the government, the development of this virus
has infected more people and increase the mortality rate up to 8.9%, the highest in
Southeast Asia (Susilo et al., 2020). That makes some sectors has got significant
impact, one of the most affected is education.
Before the outbreak, Indonesia applied offline system or commonly called
as face-to-face for teaching and learning process which is most of the meeting will
be conduct in the classroom. All school level, from kindergarten until university,
has been done this system for so long. When this outbreak is already spread to the
whole world, Indonesia and other country need to do some adaptation in
managing their education service. This Covid-19 has forced the authority to set
and try the new system that accommodate student and teacher in distance learning
which never been implement it before (Sun et al., 2020). This distance learning
can be a solution but in the other side it is rather challenging because of the basic
obstacle such as the large area of this country, unstable and uneven internet
connection, and different zone of time (Kusuma & Hamidah, 2020). The moving
from traditional classroom to this distance learning is require good cooperation
and hard work from every element in realizing it successfully then. The elements
consisting of student, teacher and parent especially for teacher should be adapted
quickly to continue the run of teaching and learning process which was stopped in
the beginning of this pandemic. Indirectly, this outbreak has brought the education
2
sector into the new era of remote teaching and learning that can guide the
generation develop more (Goldschmidt & Msn, 2020).
Remote teaching is the way to teach through the connection in delivering
the knowledge using media or platform (Basilaia & Kvavadze, 2020). It must be
easy to conduct this remote teaching referring to the development of technology
that leads some important aspect such as connection, software and hardware are
mass-produced by technology factory. In the massive development and production
of technological tools in this industrial revolution 4.0, the remote teaching can be
done effectively to solve the problem of lateness in delivering material to students
due to the change of classroom meetings during this outbreak (Verawardina et al.,
2020).
Although the availability of online application and hardware tools to
support this remote teaching is sufficient, teacher still need to learn in adapting to
this new way of teaching. According to (Ahmed et al., 2020), this outbreak push
teacher to adapt quickly with some innovations related to the use of technology in
implementing remote teaching. Teacher can learn more on using online platform,
application and optimizing them for running the online classroom properly. In the
implementation of remote teaching, Evaluation is needed for teachers which has
significant in purpose to asses student comprehension and skill or measuring
student development during teaching and learning process. Based on Oliver
(2000) Evaluation or assessment could be done online by using an online
questionnaire platform or another comparable platform to quickly get information
from students.
3
This research aim is to know about the implementation of remote learning
in SMAN 2 Singaraja. Current condition encourages this school to adapt the
remote teaching in purpose to run teaching and learning process continuously and
rapid transition from offline to online method. Before the outbreak is spreading,
SMAN 2 Singaraja applied face-to-face classroom in the teaching and learning
process instead of remote classroom. A preliminary observation has done with
series of question by the researcher in order to dig the information about situation
of remote teaching implementation at school, preparation and challenges during
implementing remote teaching. There are three English teacher which all of them
has been applied remote teaching to their class. Google Classroom is chosen by all
the teachers to conduct remote teaching during this outbreak because of the
easiness and simple feature of this platform to run online classroom properly.
Proper network and technological tools are the main requirements in
implementing remote teaching by reason of it needs online application and
platform to conduct it well. Teachers already owned the device that stated above
to realize it. In the other side, aside from the adequate device, teachers also face
several challenges during this outbreak. In SMAN 2 Singaraja, most of teachers
only use common chat application in this case is WhatsApp to inform students the
material and many information related to the teaching and learning process.
Besides using WhatsApp, teachers also applying an online classroom platform as
stated above. These two applications are used by two out of three English teachers
in SMAN 2 Singaraja. The flow of classroom information and discussion during
remote teaching do not run as well as before the outbreak period. This thing is
4
need to be concerned by the teachers in purpose to realize remote teaching
through optimizing the available apps and platform.
As the researches state above, remote teaching was a new thing in
Indonesia and has just applied during this Covid-19 outbreak in the move of
traditional classroom to the fully online classroom. This remote teaching was
applied during outbreak to the entire school in Indonesia rapidly with some
programs and campaigns that was released by the government as the effort of
expanding remote teaching at that moment. At the current situation, remote
teaching is temporarily canceled due to the government outbreak regulation in
urging school to implement offline learning. SMAN 2 Singaraja had its first time
to fully conduct this remote teaching either and face several obstacles in the span
of remote teaching implementation which relate to this research topic.
1.2 Problem Identification
To present, research indicates that implementing remote teaching affects
both student learning and instructor instruction. Many academics have studied
remote teaching implementation, focusing on many elements such as remote
teaching preparation, procedures, obstacles, and instructors' perspectives while
remote teaching. These studies, however, were undertaken independently. There
was little emphasis on explaining remote teaching implementation at the same
time; that is, how teachers prepare, conduct, and assess pupils.
1.3 Limitation of study
5
This study is focused to the implementation of remote teaching in SMAN
2 Singaraja which firstly applied due to the outbreak in the region of Buleleng
regency. The aim of research is to investigate aspects of remote teaching
implementation start from preparation, procedures and assessment. the difficulties
during the implementation of remote teaching is also observed in this study.
1.4 Statement of the problems
Based on the above issues, the statement of the problem can be written
into the following questions.
1. How did the English teachers prepared their preparations before implementing
remote teaching at SMAN 2 Singaraja?
2. How were the implemented procedures of English teachers in implementing
3. In what way did the English teacher assessed their students while implementing
4. What challenges were encountered by the English teachers in implementing
1.5 Research Objectives
Based on the statement of the problem above, the research objectives are:
1. To analyze how the teacher plan remote teaching in teaching English at SMAN
2 Singaraja.
2. To analyze the information about the steps of implementing remote teaching by
SMAN 2 Singaraja English teacher.
6
3. To analyze the student evaluation during remote teaching which is conducted
by English teacher at SMAN 2 Singaraja.
4. To analyze about what challenges are faced by English teacher at SMAN 2
Singaraja in implementing remote teaching during Covid-19 outbreak.
1.6 Research significance
This study significance is for teacher which is expected can help teacher in
conducting a proper remote teaching and collecting the difficulties during remote
teaching implementation in purpose to assist teacher anticipate the unwanted
things happened. The data is also served by researches to teacher in realizing an
appropriate remote teaching as good as the offline one. Research significant can
be separate into two as follows:
1. Theoretical Significance
The research significance is used to investigate teacher readiness in
applying remote teaching at SMAN 2 Singaraja to the implementation,
procedure, evaluation, and challenges.
2. Practical Significance
a. For the teachers
This study result may be possible to improve teaching skill for
teachers in conducting remote teaching.
b. Other researchers
This study is carried to be referenced for others researchers with the
same topic in purpose to enrich their references.
c. Government
7
This study result can be used for the government as reference in
developing remote teaching especially in Buleleng regency.
1.7 Definition of Key Terms
1.7.1 Theoretical definition
Remote teaching, in which teachers and students are separated in space but
not in time, changes the learning situation and the school organization. (Millet,
2012: Xiong et al, 2016)
1.7.2. Operational definition
Remote Teaching: The process of English teaching and learning activity that
implemented remotely through Google Meet, WhatsApp, Google Classroom and
Quizizz online platform.
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Theoretical Review
Theoretical review is as the based on this study. It is contained of some
relevant study that related to the actual condition that has been took from several
researches: Covid-19 effect of education, learning platform and application, the
transition of teaching method.
8
Covid-19 pandemic has impacted significantly to the education field that
changed face-to-face learning into online learning. According to Yen (2020) The
emergence of COVID-19 has had an impact not only on daily work and living, but
also on the studies of students of all grades. To counteract the pandemic,
universities and colleges have developed a range of online learning programs,
guided by applicable legislation from the central and local governments, to
facilitate the proper and orderly growth of school education and teaching. Many
forms of online platforms and applications are used massively in supporting
online learning.
According to Basilaia & Kvavadze (2020) Remote teaching is the way to
teach by distance using the connection in purpose to deliver the knowledge using
media or platform. Various used of platforms such as Google Classroom, Quizizz,
Kahoot and many others online meeting are the elements which connected student
and teacher during remote teaching. These elements are called as media or
supporting platform to conduct distance teaching and learning process. In
conducting the remote teaching well, teacher should own many knowledges of
technology and several specific skills which related to the media handling.
Mastering media of technology is one of the necessary skills that must be
owned by teacher. There are the other five skills based on Albrahim (2020) which
has classified the competencies of English teacher: pedagogical skills, content
skills, design skills, management and institutional skills and social communication
skill. Teacher need to acquire at least the technological skill in order to realize a
proper remote teaching. The context of technological skill here is mastering online
learning platform such as Google workspace, Zoom meeting, Quizizz and the
9
other mainstream platform. In addition of these online platform mastery,
technological tools like computer or laptop and handphone also need to owned by
teacher.
2.1.1 Remote Teaching Implementation
In conducting remote teaching, online application and technological tools
are necessary. Online platforms are serving lots of application to use and
download in successing remote teaching. (Abidah et al., 2020) find that there are
many online platform and application for supporting the run of remote teaching
for free for instance Google Classroom, WhatsApp, Zenius, Quipper and
Microsoft. Teacher and student can access these online applications from some
platform as long as it is accessible and available.
These applications are handed by teacher as a facilitator in accordance
with the needs of their classroom. Today’s online platform has given a real
experience of discussion as face-to-face classroom done through many free video
teleconference app such as Zoom and Google Meet (Wiranda & Adri, 2019). A
virtual interaction and distance learning will be more effective through using these
online platforms with its feature inside. In addition to the online platform and
application, it also could involve some sources outside the online, television
channel for education for the example (Zhou et al., 2020). Various sources of
learning platform and application are used to realize remote teaching and learning
process optimally.
2.1.2 Teachers Readiness in Implementing Remote Teaching
10
The readiness of teachers in preparing and implementing remote teaching
can be seen by several vital aspects as stated in (Phan & Dang, 2017) that in
realizing an appropriate remote teaching, cooperation among human resources and
mastery of technological tools also basic teaching skill and knowledge for
instance competency, pedagogy and methodology. For measuring the readiness of
teachers, in addition to the availability of internet and hardware, these aspects
above are necessary either.
Good internet signal and supporting device as the specific factor for
measuring the readiness of either teacher and student implementing remote
teaching. In the other side, the used of technological device for instance
handphone and personal computer have been increased these days which
supported by proper network at some locations and regions.
2.1.3 The Evaluation used in Remote Teaching Implementation
Evaluation for teachers is significant in purpose to asses student
comprehension and skill or measuring student development during teaching and
learning process. Based on Oliver (2000) evaluation or assessment can be done
through online way by using online questionnaire platform or others similar
platform in order to dig students information rapidly.
Teachers can choose several online assessment platforms which some have
been integrated with another application. As example is Google Form that can be
connected to Microsoft Excel after students work on the exam or assignment. It
can make information of student comprehension and mark faster to compile and
processed.
2.1.4 The Challenges during Remote Teaching Implementation
11
Remote teaching implementation has brought several challenges for the
teachers which generally involves improper technological tools, availability and
unstable internet connection, and teacher competency in maximizing online
teaching and learning platform. The challenges can be separated based on these
general aspects such as the restricted of internet connection and device capability
between teachers and students (Rosalina & Elyani, 2020). In addition to that
challenge, teacher ability in applying teaching and learning platform through
online is needed to be develop.
Inability of utilizing technology properly can be affected to the run of their
classroom and it will be appeared as challenges for teachers when conducting
remote teaching. Choosing the best media and platform that have easy access and
small size of application can be challenges for teacher remind that not all students
have stable of connection and proper device (handphone and personal computer)
to join remote teaching. These challenges can make remote teaching run
improperly.
2.2 Empirical Review
Empirical review is contained of the others researchers that related to the
present study. Here is the review of these studies in connection with remote
teaching.
First study came from Choi and Chung (2021) that examined the
challenges and strategies applied in online language learning and teaching. The
strategies used by less experienced English teacher in realizing a sustainable
online learning environment is the focus of this study. This study was conducted
12
in South Korea which the results appeared that EFL teacher face new challenges
during this Covid-19 outbreak. This study either state that challenges were pushed
EFL teacher create a proper authentic technology-mediated language learning
environment in order to have better online teaching and learning experience.
Atmojo and Nugroho (2020) conducted research which aimed to
investigate the way of EFL teachers implement online teaching and its obstacles.
There are 16 teachers to be observed in this research in gaining the data of how
these EFL teachers deliver the material in online way. Several activities and
online learning applications were applied by teachers during online learning. The
obstacles were mainly come from the students and parents in preparing and
planning the online learning with teacher that affected to the lack run of online
teaching and learning process.
Another research which focused on EFL teachers during this pandemic
was conducted by Gao and Zhang (2020). This study was investigated EFL
teachers’ cognitions about online teaching in Chinese University. Three teachers
were interviewed in the study related to the qualitative approach that has been
applied here. The analysis found that clear cognitions of features, advantages, and
obstacles were owned by teachers and through knowing the needs of students,
teachers obtained technological information & communication in purpose to
integrate it with material delivery.
The fourth study was investigated EFL remote teaching effectiveness
during this Covid-19 pandemic. Zou et al (2021) find that the way of material was
carried out by EFL teachers in China through various methods. Questionnaires
and interviews were applied to collect the data. The finding of the study shows
13
that the more teachers increase their skills, training and confidence, remote
teaching could be run well.
Research by Bailey and Lee (2020) investigate remote teaching in the
scope of its benefits, challenges and strategies. This study was taken place in
South Korea and snowball sampling technique was applied to recruit 43 EFL
instructors with different experiences in university level. Covid-19 has brought
challenges to EFL instructor in delivering the material which has been proofed by
this study. The study reported that from no-, low- and high-experience group,
high-experience teacher faced less challenges than the other groups. Strategies and
benefits were similarly reported by all the groups.
Pu and Xu (2021) conducted a research in the field of remote teaching
which focused on examining changing assessment practices of EFL teachers
during remote teaching. There were seven teachers from different region has
interviewed individually in collecting the data. Online classroom observation,
teachers journal reading and instructional design were included either. Finding of
the research found that teachers were neglect the assessment before changed
rapidly to overdoing assessment. While they employed a variety of online
assessment methods, they did not systematically include online assessment into
their online curriculum. It indicates that this problem is most likely caused by
instructors' misunderstanding of the nature of online assessment as an inherent
component of curriculum and a significant way of improving students' learning.
Another supported research in the span of remote teaching implementation
was conducted by Ramadani and Xhaferi (2020) to examine the experience of
EFL teacher in using Zoom as teaching platform during remote teaching. The
14
purpose of the research was to find out experience specifically in challenges and
difficulties of EFL teachers implemented remote teaching through Zoom platform.
Qualitative approach was used in analyzing the data and obtain better result of
teachers’ experience. Six EFL teachers at high schools in Kumanova, Macedonia
was participated in research interview. They were aged 32-47 which filled by both
of male and female teacher. The implementation of Zoom platform as the only
online teaching tool was not successfully run than using various tools and
methods. Teachers were tended to teach conventionally than through Zoom
because it was difficult to find student whether they work by themselves or
cheating during the evaluation. In the other hand, teaching in online made the
monitoring of student easier for teacher cause of the use of additional media in the
meeting.
2.3 Novelty of the Study
The researcher conducted a study which focused on the implementation of
remote teaching during Covid-19 outbreak that makes this research different to
the other previous studies related to the same topic. Most of the researches above
brought several topics belong to remote teaching, yet none of the researches above
stated about remote teaching implementation specifically from the preparation,
procedures, evaluation and challenges. Thus, this topic of remote teaching would
be done through engaged English teacher of SMAN 2 Singaraja in interview and
observation session.
15
CHAPTER III
RESEARCH METHODS
Chapter III covers the information about the method of the research which
is conducted. Chapter III consisted of research design, research subject, research
object, instruments of data collection, technique of data collection, technique of
data analysis and research procedure.
3.1 Research Design
In this study, qualitative method is applied to emphasize in collecting and
analyzing the data. This method used to find out hypothesis and theory (Sugiyono,
2013) as cited in (Hadi, 2016). In conducting the study, this method applied to
collect the data how teacher implement remote teaching through interview,
questionnaire and lesson plan analysis.
16
This research utilizes a qualitative technique, specifically a descriptive
qualitative design. Lambert, V. a., and Lambert, C. E. (2012) describe a
descriptive qualitative approach for determining the thorough summary, in
common language, of particular events experienced by individuals or groups of
persons. As a result, this study focuses on teachers' readiness while executing the
remote teaching process during the Covid-19 pandemic outbreak by assessing
their preparation, procedures, student assessment, and problems in remote
teaching.
Specifically, the researcher employs Creswell (2014) theory to conduct an
observation of the participants by participating in a remote class led by English
instructors, in which the researcher conducted an observation based on their
expertise with remote teaching. The researcher then conducts interviews with the
subjects using the interview guide questions that may be found on the data
collecting instrument. Furthermore, the researcher studies the fact and compares it
to the data from the argument. The data is evaluated utilizing Creswell's (2008)
ideas in the form of descriptive analysis. Furthermore, the data is examined using
theory or viewpoint triangulation to determine the data's validity.
3.2 Setting of research
This study is conducted in SMAN 2 Singaraja which is located in Buleleng
regency.
The selection of school as the setting of the study was based on several
reasons:
1. The school had some English teachers that have applied remote teaching and
influence to student development.
17
2. The school had appropriate facility to support remote teaching for instance
computer laboratory and accessible internet connection for student and teacher
during remote teaching.
3.3 Subjects of Research
In order to collect the data of the research, the English teacher that has
applied remote teaching during this pandemic is determined as the research subject.
Two English teachers are chosen as the subject of this research because they were in
the age range of 20-50 years old which indicate that they are teacher who
understand technology application in the remote teaching.
Table 1 List of The Two English Teachers

No Teacher code Teaching Age Remote Teaching
. Experience Teaching Grade
Experience
English 18 years 44 years 2 years (2  X IPA 4
Teacher 1 Months  X IPA 5
hybrid  X IPA 6
1. learning)  X IPA 7
 X IPS 1
 X IPS 2
 X IPS 3
English 8 years 30 years 2 years (2  X BABUD
Teacher 2 Months 1,2
hybrid  X MIPA
2. learning) 1,2,3,4
 XII BABUD
1,2,3
18
3.4 Research Object
In conducting the research, there are some objects which are examined.
First, the implementation in conducting remote teaching including preparation,
procedures, and assessment as well as the challenges that has been faced during
covid-19 outbreak.
3.5 Method of Data Collection

The researcher has to go through a number of stages in order to collect the
data. The data were collected to address the following study questions:
Table 2 The Relationship Between Research Questions and Data Collection

Method
Research Questions Source of Data Collection Instruments
Data Technique
1. How did the  Teachers  Interview  Interview Guide
English teachers  Lesson  Content  Lesson Plan
prepare their Plans Analysis Evaluation Sheet
remote teaching at
SMAN 2
Singaraja?
implement their Plans Analysis Evaluation Sheet
remote teaching at  Teaching  Observation  Observation
SMAN 2 practical Sheet
Singaraja?
19
assess their Plans Analysis Evaluation Sheet
students learning  Teaching  Observation  Observation
during remote practical Sheet
teaching at SMAN
2 Singaraja?
4. What challenges  Teachers  Interview  Interview Guide
were encountered  Teaching  Observation  Observation
by the English practical Sheet
teachers in
implementing
remote teaching in
SMAN 2
Singaraja?
First, the researcher interviewed two English teachers at SMAN 2
Singaraja, which involved in the study. As part of the interview process using a
questionnaire, the teachers were questioned about their readiness for applying
remote teaching, their preparation prior to implementing remote teaching, and any
challenges they have had in implementing remote teaching based on their own
experiences. When observing teachers, the researcher used an observation sheet to
obtain information on how teachers are implementing remote teaching and what
problems they are facing as a result. Creswell's (2008) descriptive qualitative
20
analysis method was used to examine the data, and the data was reviewed by
Theory or Perspective Triangulation to strengthen the data credibility and validity.
3.6 Instrument of Data Collection
Three instrument that used in this research below.
This study included three instruments: an observation sheet, an interview
guide, and a lesson plan evaluation sheet. In addition, the explanations and
blueprint are supplied below.
3.6.1.Observation Sheet
This observation was applied by the researcher to note the participation
data of participant. Based on (Creswell, 2014) after questioning generic questions
of the participants, the researcher recorded any information which was collected
from them. Participants were requested to provide their opinions on the questions
raised by the researcher. In addition, the researcher recorded responses of each
participant and the information collected from their actions. When investigated the
research question regarding how the teacher implemented remote teaching in this
COVID-19 pandemic, the teacher's note was implemented. The researcher
collected the data through take note based on the answer of the respondents. There
are other tools that was used to collect the data:
The observation sheet was used during the researcher monitoring how the
teacher teach the student through the implementing remote teaching and also ask
several questions.
Table 3 Blueprint of observation sheet
21
No
Aspect Theory Items
.
1. The teacher prepares a lesson plan
before implementing remote
teaching.
2. The teacher prepares the material
Putri, N. R., & that will be shared to the students.
1 Preparation Sari, F. M. 3. The teacher plans a strategy of
(2021) teaching suitable for the context of
remote teaching.
4. The teacher prepares an
appropriate media to implement
remote teaching.
2 Procedure Yen, T.-F. (TF). 5. The teacher greets the students.
(2020) 6. The teacher checks the students’
attendance.
7. The teacher opens the lesson and
does apperception.
8. The teacher explains the materials
systematically.
9. The teacher uses good grammar
and/or pronunciation.
10. The teacher manages the
classroom well.
22
11. The teacher evaluates students’
participation.
12. The teacher invites students to
conclude the lesson
13. The teacher gives feedback for the
students
14. The teacher asks some questions
to check their understanding
15. The teacher gives constructive and
encouraging feedback after
conducting remote classroom
16. The teacher does an evaluation
3 Assessment Fall, P (2020) through a game in several
platforms, like Quizzes, Kahoot,
etc.
17. The teacher assesses students’
performance.
Putri, N. R., & 18. The teacher gives assignment or
Sari, F. M. homework at the end of the class
(2021) to check the understanding of the
students.
4 Challenges Putri, N. R., & 19. Both the teacher and the students
Sari, F. M. have a problem in their connection
(2021) or internet data.
23
Ramadani, A., & 20. The teacher has a problem in
Xhaferi, B. motivating students to participate
(2020) in the lesson.
Ramadani, A., & 21. The teacher has a problem in
Xhaferi, B. managing time while
(2020) implementing remote teaching.
Putri, N. R., &

22. The teacher has a problem in using
Sari, F. M.
the technology.
(2021)
3.6.2 Interview guide
Interview guide was used after the information of the questionnaire are
have been collected by the researcher. One on one interview was conducted for
the despondences who are not busy and feel free to share the idea comfortably
(Creswell, 2012). Face to face interview and a personal message utilizing
Whatsapp as a media was applied to conduct the interview. The researcher asked a
series of questions in order to obtain the necessary data to answer the study's
research question.
Table 4 Blueprint of interview guide
No. Aspects Items
1. How do you prepare the lesson plan before remote

1 Preparation teaching is implemented?
2. How do you design the material that you teach
24
before teaching?
3. What kind of teaching strategy do you use?
4. How do you get the source of materials?
5. What kind of teaching tools do you use?
6. How do you open your class?
7. How do you manage your time for pre-activity of
your remote teaching?
8. How do you check your students’ attendance at the
beginning on your remote teaching?
9. What do you do to find out your students’
background knowledge before proceeding whilst-
activity?
10. Are there any problems in interacting with your

2 Procedure
students by using appropriate grammar and/or
pronunciation?
11. During the whilst-activity, what kind of strategy do
you use in order the students to be active in whilst-
activity?
12. Is it possible for you to develop a group discussion
in remote teaching?
13. How do you close the materials at the end of
remote teaching?
3 Assessment 14. What kinds of platforms do you use in giving
assessment to your students?
25
15. How and why do you choose a suitable assessment
platform?
16. How do you give your feedback to your students
after conducting remote classroom?
17. Do you think that the students can access the
assessment platform that you use?
18. Do you think that the students improve their
learning after using that platform?
19. What do you do to assess your students’
performance in remote classroom?
20. How could you motivate your students to actively
participate in activities assigned at the start of your
class?
21. Do you and your students have a problem in the
connection or internet data?
22. What will you do if your students do not respond to
your remote teaching?

4 Challenges
23. How do you encourage your students if they do not
understand about the material during remote
teaching?
24. How do you achieve the learning objectives if most
of the students do not understand the content of the
material that you teach in remote teaching?
25. Do you manage your time well while implementing
26
remote teaching?
26. Do you have any problems in using technology?
27. Do you have any difficulties to make an assessment
platform for the students? Explain if any!
3.6.3 Lesson Plan Evaluation Sheet
Teachers’ lesson plan was analyzed by researcher refer to this lesson plan
evaluation sheet. Based on (Creswell, 2012) precious information can be gain
through analyzing document. Therefore, the data were collected by using lesson
plan evaluation sheet and it could be seen as follows.
Table 1 Blueprint of Lesson Plan Evaluation Sheet
Theory Items
1. Designing the learning process by mastering aspects of
technology-based expertise in using online platform.
2. Designing the learning process by considering the need of

Edi, F, et
students in order to plan the methods used to gather
al. (2021)
knowledge of students’ need.
3. Providing learning source which is relevant to the material in a
certain resource.
Putri, N. 4. Preparing an appropriate learning media to be accessed by the
R., & students
Sari, F. 5. Designing the learning process with an appropriate teaching
27
strategy to conduct remote teaching.
M. (2021)
3.6.2 Instrument validation
In order to obtain the data required to answer the research objectives, three
instruments were applied in this study. The first instrument was based on
Creswell's (2014) observation theory and was used to perform observations in
distant classrooms. Furthermore, there were certain theories that backed up the
stuff in it. The following instrument was created using Creswell's (2012) interview
guide theory, with some elements taken from the observation sheet. The final
instrument was a Lesson Plan Evaluation Sheet, which had items adapted from
Musselwhite and Wesolowski (2018). Before collecting data, the indicated
instruments had to be verified to ensure that each item could be utilized. As a
result, Content Validation was required to check the instruments and ensure that
each item was pertinent.
3.3.1.1 Content Validation
The researcher used content validation, which involved two professional
judges judging and examining the tools. They would check to see if each thing
was relevant or not. Gregory formula theory from Suasti et al. (2017) was applied
to validate the instrument in order to ensure each of the item possible to use.
Table 6 Gregory Formula

First Judge
Irrelevant Relevant
Second Irrelevant A B
Judge Relevant C D
28
D
Content Validity =
A +B +C+ D
According to the table above, column A indicates that the first and second
judges disagree with the item. Column B indicates that the first judge agrees with
the item, while the second judge disagrees. Column C indicates that the first judge
disagrees with the item, while the second judge agrees. Column D indicates that
both the first and second judges agree on the issue.
The validity of the instrument may be determined using the above-
mentioned content validity formula. As a consequence, the researcher may begin
collecting data when the computation results were compared to the validity value
interval in which the content coefficient validity was judged to be high or very
high. Furthermore, the validity value interval is indicated in the table below.
Table 7 The Validity Value Interval

0.8 – 1 Very high
0.6 – 0.79 High
0.4 – 0.59 Average
0.2 – 0.39 Low
0 – 0.19 Very low
The Gregory Formula was used to analyze and verify the instruments,
which included an observation sheet, an interview guide, and a lesson plan
evaluation sheet. The computation results are shown below.
Table 8 Expert Judgments for Observation Sheet
Judge 1
Not Relevant Relevant
Judge 2 Not Relevant A=0 B=0
Relevant C=0 D = 22
D
CV =
A +B +C+ D
29
22
CV =
0+0+0+ 22
22
CV =
22
CV =1
According to the preceding results, the result of the validity of content is 1,
indicating that it comprises a very high in the validity value interval. As a result,
the Observation Sheet instrument is legitimate and ready to obtain data.
Table 9 Expert Judgments for Interview Guide
Judge 1
Relevant C=0 D = 27
D
CV =
A +B +C+ D
27
CV =
0+0+0+ 27
27
CV =
27
CV =1
Interview Guide instrument is legitimate and ready to obtain data.
Table 10 Expert Judgments for Lesson Plan Evaluation Sheet
Judge 1
30
Relevant C=0 D = 10
D
CV =
A +B +C+ D
10
CV =
0+0+0+ 10
10
CV =
10
CV =1
Lesson Plan Evaluation sheet is legitimate and ready to obtain data.
3.7 Data Analysis
Here is the glimpse at how the data is analyzed in this research. Applying
descriptive qualitative methods, the researcher analyzed the collected data. The
descriptive qualitative method was used to analyze the data from various sources
of information, such as classroom observation, interview, and questionnaire.
Interview transcription was applied during interview session with two subjects of
the research. The interview was held separately into two sessions in the different
day. The teachers' readiness to conduct remote teaching during the COVID-19
Outbreak was reflected in the data.
3.7.1 Data Triangulation
The researcher utilized data triangulation in order to collect a review of
several sources of the findings in the study (Odiri, 2019). There are four types of
31
data triangulation, according to Denzin (1978) and Patton (2002), as cited in
(Odiri, 2019), including:
o Methods Triangulation
Methods to determine the convergent validity provided by multiple
methods of data collection, triangulation is used. While conducting a
qualitative and quantitative study, it is common to review complimentary
parts of the same phenomenon. Using this type of data, qualitative
researchers are able to gain the most insight into the points that differ in
these data. In this study Interview, observation, and lesson plan evaluation
were the three data collecting methods utilized to get information from
participants.
o Triangulation of Sources
As an alternative to data triangulation, triangulation of sources utilizes the
same method to assess the validity of a number of data sources. In this
study, there were some sources of data: teachers, teaching practical lesson
plan. Two English teachers are the sources of data in this study.
o Theory/Perspective Triangulation
Theory/Perspective This form of triangulation examines and interprets
data from various theoretical viewpoints or expert theory. In this study,
some theories from experts and previous researches use to define the data.
32
CHAPTER IV
FINDING AND DISCUSSION
This chapter focuses on the findings and discussion based on the data
collections from interview guide and observation. Furthermore, the data
collections were analyzed by using a method of data triangulation.
4.1. Findings
Findings contains of the analysis of data which has been collected through
the three instruments from those two English teachers. The sub-chapter can be
separated as follows:
4.1.1. Remote Teaching Preparation of The English Teachers
This sub-sub chapter contained data result of teachers’ preparation in
conducting online teaching. According to the data instrument of observation,
interview and lesson plan, here are the description of result:
33
4.1.1.1. Interview Guide Data
Interview guide data revealed the data which contained of two
English teacher’s interview results in preparing online teaching. There
are four items attached in the interview guide. The results can be seen
as follows:
English Teacher 1: Lesson plan preparation
Excerpt 1:
“…it is designed early before going to the class.

The suitable material is inserted in the form of one sheet
lesson plan…”
Teacher 1 designed the lesson plan in one sheet format then she
just had to inserted related material.
English Teacher 1: Material preparation
Excerpt 2:
“…For the material, some sources in the internet were took to

create the material. I use online website and video platform like
YouTube to take material for the class. Student book is also used in the
class…”
Learning material was taken by teacher 1 from various sources
such as internet website, online video platform and student book.
English Teacher 1: Teaching strategy preparation
Excerpt 3:
“…Inquiry learning and text-based learning are applied when I

am teaching…”
34
Inquiry-based learning and text-based learning were used by
English teacher 1 during remote teaching.
English Teacher 1: Source of material preparation
Excerpt 4:
“…I get the material from student book and the internet…”
Student book and internet were used as the source of material by
teacher 1.
English Teacher 1: Teaching tools preparation
Excerpt 5:
“…I use laptop to operate Google classroom in remote teaching

session which can be integrated to WhatsApp group in my phone…”
As teaching tools, teacher 1 used her laptop and handphone to run
online teaching and learning platform.
English Teacher 2: Lesson plan preparation
Excerpt 6:
“…Teacher needs to accommodate activity with students need as

in lesson plan contained and in designing the material, I am doing an
observation first like content of curriculum, student capability and
material effectivity to the topic given…”
Lesson plan was designed by teacher 2 through observing many
aspects for instance curriculum and student’s skill.
English Teacher 2: Material preparation
35
Excerpt 7:
“…I usually search on the internet using nowadays search engine

like Google and online learning application like Realia…”
In designing material, teacher 2 used internet sites as main source
of her material.
English Teacher 2: Teaching strategy preparation
Excerpt 8:
“…Role plays and inquiry based-learning are two commonly
used during my remote class…”
Teacher 2 was observed on student learning style then after that
she decided proper teaching strategy to be use.
English Teacher 2: Source of material preparation
Excerpt 9:
“…I use Google and student book for the source of material…”
Google and student book were used as reference for material of
teacher 2.
English Teacher 2: Teaching tools preparation
Excerpt 10:
“…During teaching remotely, many devices are used for instance
personal computer and my handphone…”
Personal computer and handphone were optimized as teacher 2’s device.
4.1.1.2. Observation data
36
The data of observation was done in order to know teacher’s
preparation in conducting online teaching. Observation sheet was given by
the researcher which contained items related to the preparations.
English Teachers 1
Lesson plan was designed by teacher 1 before online teaching session.
Teacher already prepared lesson plan well based on the material that would
be taught in class. Through the availability of learning material in the internet,
it made teacher easier to find additional material outside the given student
book for instance finding text on website or interactive dialogue on video
platform like YouTube. All the prepared material had been poured into lesson
plan briefly. The lesson plan was used to make sure online teaching activity
would be run properly. In order to complete the teaching preparation, teacher
also plan teaching strategy to make material deliver well in class. Inquiry and
also text based-learning were used by teacher during the implementation of
online teaching. Besides these preparations, teacher also planned to teach
with some integrated media such as Google Classroom and WhatsApp. Other
media were used separately by teacher like YouTube, Google Meet and
Quizizz.
English Teacher 2
During the observation, English teacher 2 show that she had made all
the preparation for online teaching as the observation preparation items state
above: lesson plan, material for student, strategy of teaching, and learning
media. Teacher had created a one sheet of lesson plan for her teaching
37
preparation. The lesson plan contained of several items which related to the
teaching and learning process for instance the objective, standard
competency, learning media used, and the step of teaching. While preparing
lesson plan, teacher also compile material according to the lesson plan
whether it came from the student book or surfed internet result. Teacher was
freely to compile material from various source. On the other hand, teacher
had to find out what teaching strategy could be use in the class. Teacher 2
applied problem-based learning as her choice which that strategy was suitable
with the material given. Two integrated platform was prepared by her before
teaching remotely. Google classroom as the learning platform and WhatsApp
group was used to make class communication run well.
4.1.1.3. Lesson Plan Evaluation Data
Lesson plan analysis is described in this sub part.
English Teacher 1
In English teacher 1 lesson plan, there are several general parts as the
regular lesson plan include such as learning objective, standard competency,
teaching strategy, teaching tools and step of teaching. According to the lesson
plan, teacher 1 use laptop and handphone as teaching tools and Google
Classroom for media of teaching. Additional media also stated in the lesson
plan such as WhatsApp and Student book.
English Teacher 2
English teacher 2’s lesson plan contained of learning aim which
focused on student reading comprehensive and listening skill then supported
38
by role play and inquiry based-learning as teaching strategy. Google
Classroom, Realia and WhatsApp group were stated as learning media. In the
lesson plan also found that teacher used laptop and mobile phone as teaching
tools.
The results reveal that teaching preparation of two English teachers was
already good because they had prepared all the aspects properly from the lesson
plan, teaching material, teaching strategy and teaching tools. Lesson plan was the
first important thing to be prepared well by the teachers for their remote teaching.
Some aspects to be focused were syllabus, student ability, the aim of learning and
basic competency. Teacher also had to manage time allocation for their remote
teaching in case of limited time. In those lesson plan, teacher needed to prepare
suitable material to be shared to the students. Both teachers used some websites
and platforms in the internet for the material for instance YouTube, Quizizz and
realia either they used student book to share the prepared material. The material
was used in the strategy of Inquiry-based learning and text-based learning.
Teachers prepared some proper medias to be taught during their remote teaching
such as Google Classroom, WhatsApp, student book and Quizizz. In operating
these medias, teachers had their own personal computer, laptop and handphone.
Table 4.1 The Summary of Teachers’ Preparation
Teache Lesson Material Learnin Devices Teachin Learning

r Code Plan g g Platform
Sources Strategy
Teacher Availabl Congratulatin Internet Laptop Inquiry- Google
1 e g someone and and based meet,
student handphon learning Google
book e Classroom
, Quizizz
39
Teacher Availabl Intention Internet Laptop Inquiry- WhatsApp
2 e and and based
student handphon learning
book e
4.1.2. Remote Teaching Procedures of English Teachers
The following are the result of English teacher procedures in implementing
remote teaching.
4.1.2.1 Interview Guide Data
The data from teachers interview about remote teaching procedures
would be described in this part. Eight questions were prepared to gain the
proper data of teacher’s remote teaching procedures.
English Teacher 1: pre-activity
Excerpt 11:
“Firstly, I will greet the class and then ask about their current
condition, preparations and praying.”
Greet the class warmly through ask student’s condition and then
praying together were chosen by teacher 1 as her step to open the class.
Excerpt 12:
“Brainstorming as pre-activity and to warmup the class with
question ...”
40
Pre-activity in teacher 1 remote teaching was done in the form of
brainstorming to check student readiness and prior knowledge about
related material or general knowledge.
Excerpt 13:
“Absence can be done through two ways according to the teaching

media used in that day.”
In order to check students’ attendance at the beginning of the class,
teacher 1 used three medias, they are Google Classroom, WhatsApp, and
Google Meet. The link of absence could be sent through these applications
so students could fill it by themselves. However, when Google Meet was
in used, teacher 1 only needed to call students’ name one by one.
Excerpt 14:
“To know student knowledge, questioning method is used.”
Questioning method was used by teacher 1 to find out students’
background knowledge before proceeding whilst activity.
English Teacher 1: class interaction
Excerpt 15:
“Yes, I have to mix my language when teach them ….”
41
During classroom interaction, teacher 1 had to mix and switch her
language between English and Bahasa Indonesia because not all her
students have good English.
English Teacher 1: whilst-activity
Excerpt 16:
“Because of the limitation, I use questioning and peer related to
the material…”
Teacher 1 applied some strategies as state above which related to
the material given that day.
Excerpt 17:
“Group discussion is possible to applied during remote teaching

when we run it on Google meet.”
Group discussion was still possible to do for teacher 1 if she did it
through Google Meet.
English Teacher 1: post-activity
Excerpt 18:
“Closing the material is through asking students to make

conclusion or summarize it.”
For the closing, teacher 1 asked students to give their opinion or
conclusion about the material at the end of the session.
42
Excerpt 19:
“…open it with greeting and motivation to my students…”
Teacher 2 opened the class with greeting and gave students
motivation to boost their mood and build their character.
Excerpt 20:
“…I usually give reference and also prior knowledge then ask
them about it and also a brief explanation about the material.”
In managing pre-activity time, teacher 2 drill the students through
asking and giving them brief explanation and references.
Excerpt 21:
“I do not really check student attendance person by person. I just

give them responsibility to them checking themselves. Besides that, I also
try to remember their name during the lesson.”
Teacher 2 did not used any tools to check her student attendance
because she tried to give the students responsibility on their presence in
class.
Excerpt 22:
43
“…actually, this is not my main duty, counseling teacher has the
duty. But I also have to ask them about student background and problem
that they probably face.”
Instead of finding students’ background knowledge, teacher 2
thought that this was not her duty but as a teacher, she also had to asked
them about it.
English Teacher 2: class discussion
Excerpt 23:
“…I frequently do code mixing once I change my language to
Bahasa Indonesia sometimes it changes to Balinese just to make my
teaching run smoothly.”
Most of students had poor of English, so teacher 2 was adapted it
by doing code mixing.
Excerpt 24:
“…I use discussion, question and answer, role model and also
exampling, confirmation and explaining…”
Teacher 2 applied various kind of strategy in order to increase
student activeness during her remote teaching.
Excerpt 25:
44
“…it is possible if we develop a group remote teaching because
learning in group is somewhat easier than individually. For my class
usually done this group discussion to increase their soft skill and build
relationship between them.”
Group discussion was possible to conduct as teacher 2 already
done with students during remote teaching.
English Teacher 2: post-activity
Excerpt 26:
“…since it done remotely, I usually give them a brief of

motivational text to engage them and make us closer.”
In the end of the session, teacher 2 gave students some
motivational texts as the closing.
4.1.2.2. Observation Data
Observation data section explained about data observation result of
procedures in remote teaching. Here is the description of observation data
result.
English Teacher 1
During observation was held via Google Meet revealed that
English teacher 1 opened the class with greeting as the first step of her
remote teaching. Before it was done, teacher already sent attendance list
checker on Google Classroom to absence the students. After students filled
45
the attendance list, teacher did a little chitchat for breaking the ice before
moved to the main material about giving compliment. Material had been
attached on Google Classroom before the class began, thus teacher can
maximize the time during her session. Students were asked by teacher to
open and read the attached material then they need to elaborate it with
their prior knowledge. In this session, teacher also asked student related to
the material but in here student seems not to be that attractive to answer
teacher question. Only several students responded to the question. it made
class situation more active. During the meet, teacher also gave many
explanations and responded well by some students. Students were
moderately participated in the class discussion. In the main activity,
students were asked to do conversation belong to the topic. From the
performance, researcher found that some students were good and already
had better understanding than the others students who participated in the
activity. In guiding students, teacher spoke bilingually in order to make her
teaching easier to understand, but teacher mostly spoke in Bahasa
Indonesia than English. The researcher also found that students who
participated actively were received compliment and reinforcement by the
teacher. Homework was given to check student comprehension which had
attached on Google Classroom.
English Teacher 2
Meanwhile in teacher 2 procedure, different teaching media was
used during her teaching. She only applied WhatsApp and Google
46
Classroom for her class. These two applications were linked up each other
for the easiness and effectiveness in her remote teaching. Firstly, teacher
greeted students as class opening in WhatsApp group by typing common
greeting like good morning and how are you. Some students were
responded to the greeting mannerly. When students already replied her
greeting, she checked student attendance. There were three choices in
absence form which stated student attendance status: present, permission,
and without confirmation. Class activity moved to WhatsApp group after
checking attendance session, it was started by teacher sharing the material
then command the class to read it. During the class, researcher found that
teacher was tried hard to engage students participate actively but only
several students were interested to participated. In the end of the class,
they were asked to do a homework in student workbook as an evaluation.
According to the results, English teacher 1 and teacher 2 had several
similarities in implementing procedures of remote teaching. As teacher do in
general, both teachers greeted the class with greeting and a little ice breaker.
Students’ absence was done through medias for instance Google Classroom and
WhatsApp which were used by teachers. After checking attendance, both teachers
attach the material through the applied platforms. Teacher 1 was preferred to use
Google Classroom to send the material and sometimes for the class discussion
whereas teacher 2 was optimizing WhatsApp. During the session, they had to mix
and switch language between English, Bahasa Indonesia and Balinese in order to
make students easier to learn. The used of code mixing and code switching was
made the class discussion ran quite smooth during the session. Assessment was
47
conducted by both teachers in the end and during the session using the stated
platforms.
Table X Class activity
Teacher Pre-activity Whilst-activity Post-activity

English Teacher Greeting, Interactive quiz Conclusion,
1 brainstorming and closing and
absence assignment given
English Teacher Greeting and - Closing the class
2 absence and assignment
4.1.3 English Teachers Assessment on Students during Remote Teaching
Observation data and interview guide result of English teacher assessment
is described in this sub-chapter.
The data related to the results of interview which had been done
with these two English teachers assessment method in their remote
teaching. The following are the results.
English Teacher 1: assessment platform
Excerpt 26:
“…I use Google form whether in daily assignment or middle test.

Another alternative platform is Quizizz…”
48
Google Form and Quizizz were two applications used by teacher 1
to assess students.
Excerpt 27:
“…It is easy to use Google Form and the result can be seen
through another linked applications like Microsoft Excel.”
The meaning of excerpt above is teacher 1 made Google Form as
her assessment media because its easiness and effectiveness.
Excerpt 28:
“I usually send them feedback through Google classroom or

WhatsApp group.”
The feedback was sent through these two applications to teacher
1’s students.
Excerpt 29:
“Yes, student can access assessment platform that I use because all
of them already own gadget and internet connection.”
Students of teacher 1 could accessed the form that teacher 1 used to
assess themselves.
English Teacher 1: assessment effectiveness
Excerpt 30:
“…improvement depends on students themselves. The use of

learning platform is not guaranteed that students will understand the
subject but it will make students easier to learn.”
49
Teacher 1 assumed that students improvement depended on
themselves but that online platform could make students easier in learning.
English Teacher 1: student performance
Excerpt 31:
“Student performance is assessed immediately through their skill

and comprehension.”
Students’ performance was assessed by teacher 1 based on their
comprehension of the material and their language skill.
Excerpt 32:
“Google form is used for my class in order to assess student.”
From the excerpt above, Google Form was used by teacher 2 to
assess student.
Excerpt 33:
“I use that because it can be set automatically show the result

immediately after student finish it.”
The effectiveness of using Google Form was the reason why she
used that platform.
Excerpt 34:
“Feedback and suggestion will be given immediately after the

class end whether on WhatsApp group or Google Classroom.”
50
The feedback was given after the session ended through medias
used by teacher 2.
Excerpt 35:
“…sometimes some students cannot access it due to several alibis

for instance low signal of internet and device problem, however it still can
be accessed easily for the most students.”
Due to the internet signal and different device specification, some
students hardly accessed the platform but overall, it could be accessed by
most of students.
English Teacher 2: assessment effectiveness
Excerpt 36:
“Student improvement when I decided to use learning platform is

increasing.”
Since learning platform was applied, students’ improvement was
increased.
English Teacher 2: student performance
Excerpt 37:
“Little bit hard to assess their performance remotely especially

during WhatsApp class, so I only see who always ask, interact each other
and answer the question.”
51
Teacher 2 felt not an easy thing to assess students’ performance
remotely. She just assessed it through class interaction and its discussion
session.
4.1.3.2. Observation Sheet Data
The data from observation to both of English teachers about their
assessment method on their students is shown in this part. The data can be
seen as follows.
During the observation, the researcher found that English teacher 1
gave feedback for students immediately after the class conducted. Either
through Google Classroom or straight in Google Meet. Teacher used some
platforms in checking student comprehension for instance Quizizz and
Google Form. In the run of her teaching, teacher assessed student
performance based on their creativity, how student can show their best
when presenting or uttering their answer or suggestion. Assignment or
homework always given by teacher at the end of the session which usually
attached on Google Classroom or sent through WhatsApp group.
English teacher 2 was rarely gave student feedback and suggestion
during her session. She usually gave students feedback in general for the
whole class to make it more effective. Additional platforms were not used
to evaluate except using Google Form. Student performance were not
assessed during her teaching but in the end, teacher assessed students with
assignment which taken from the student work book and the other sources.
Table 10. Summary of Learning Assessment
52
Teacher 1 Teacher 2
Assessment Platform Google Form and Google Form
Quizizz
Students’ Students’ performance (The teacher could not
Performance assessment was conduct students’
Assessment conducted performance
assessments)
Giving Assignment At the end of the lesson, At the end of the
at the End of Lesson the teacher provided lesson, the teacher
quizzes or assignments. provided quizzes or
assignments.
The conclusion taken based on the data above is both teachers had done
assessment during their remote teaching. Google form was the main online
assessment platform used by them whether in quiz or exam. There was a thing
made them different. The difference was teacher 1 applied Quizizz as her
additional platform for students’ quiz but teacher 2 was not. Both teachers
considered another aspect in giving student mark and grade for instance their
skills, comprehension and activeness during the lesson. At the end of the meeting,
both teachers gave homework or small quiz using these online platforms that
would be submitted in the next meeting.
4.1.4. English Teachers Challenges in Implementing Remote Teaching
Related to the results of interview guide data and observation of
challenges faced by English teachers at SMAN 2 Singaraja.
Interview guide data was obtained by asking English teachers with
the prepared question about the challenges encountered when conducting
remote teaching. The data is revealed as below.
53
English Teacher 1: motivate student
Excerpt 38:
“…, I have to motivate my students and engage them in order to make

them more active in class activity.”
English teacher 1 stated that she has her own way to motivate
students in joining her remote teaching. Her way was made herself closer
to students then the interaction would be run optimally and it could be
impact to their activeness and mark.
English Teacher 1: connection issue
Excerpt 39:
“Sometimes, either my student and I get it (internet lagging) when the

meeting is being run.”
Internet and connection problem was usually happened during her
teaching. There are around 36 students in her class and at least one of them
had connection issue when joining the class. Teacher also got this problem
rarely because she already prepared all the stuff early.
English Teacher 1: irresponsible student
Excerpt 40:
“If I don’t get any respond, I will report them to the counseling teacher.”
Reported irresponsible students to the counseling teacher was
teacher choice if there were any students did not respond to her during her
session. Counseling teacher might proceed them based on the rules.
54
English Teacher 1: material explanation
Excerpt 41:
“I will re-explain to them or doing peer explanation.”
Repeated explanation was chosen by her when students did not
understand to the material. She would be willing to explain more to solve
students misunderstand on her material and peer explanation was
conducted to make more interaction among students.
Excerpt 42:
“… I will repeat the material once again.”
She would repeat the material with slower explanation and made it
simpler. There was a standard for her to achieve the number of students
understand the material.
English Teacher 1: time management
Excerpt 43:
“Yes, I do.”
Teacher 1 has been managed her time well during her teaching.
English Teacher 1: tools issue
Excerpt 44:
“No, I do not.”
55
There were no difficulties in using technological tools when
remote teaching was conducted.
English Teacher 1: assessment
Excerpt 45:
“It is difficult when I try to input picture or audio into the platform.”
Basically teacher 1 had no problem in making assessment on a
platform (Google Form) but she was felt hard when tried to add some
pictures and audio for her student assessment.
English Teacher 2: motivate student
Excerpt 46:
“Brainstorming and briefing in the beginning, that is how I motivate
them.”
She believed that brainstorming could motivate her students to
realize an active classroom.
English Teacher 2: connection issue
Excerpt 47:
“My students usually have it.”
Internet connection issue was usually come to students when she
was doing her remote teaching. Whether it was out of internet data, lack of
signal or unexpected problem between device and connection.
English Teacher 2: irresponsible student
56
Excerpt 48:
“I will try to check their condition and communicate to them also
parents.”
For students who did not respond to the class, she would contact
them and planned to have talk with their parents if necessary because she
did not accept any irresponsible act in her remote teaching.
Excerpt 49:
“Question and answer session privately for those who do not understand
the material.”
Teacher 2 encouraged her students through made an interactive
question and answer session whether it was done privately or not, so all
students were engaged and would help each other indirectly.
Excerpt 50:
“The material will be given in a short session once again.”
In achieving learning objectives, there were many activities to run
during the class. These activities were aimed to make students understand
about related material. If students could not understand it, teacher might be
found solutions for it and teacher 2 had her own by giving additional short
session belong to the material.
57
English Teacher 2: time management
Excerpt 51:
“I have good time management, even though need adaptations in the
beginning of remote teaching.”
Remote teaching had made teacher did some adaptations to their
teaching especially in time allocation. Before remote teaching, ninety
minutes was allocated per session but now teacher should fix it into an
hour. She tried to manage her time and created activities to fit on the time.
English Teacher 2: tools issue
Excerpt 52:
“… I don’t have any problem with that.”
Teacher 2 has been familiar with technology because she
owned it and still young to learn more about it.
English Teacher 2: assessment
Excerpt 53:
“I don’t have any difficulties so far.”
In making assessment platform, she already had a platform which
ready to use and edit if needed.
4.1.4.2. Observation Data
58
Observation data shows the data which came from observing both
of English teacher at SMAN 2 Singaraja about their challenges faced
during implementing remote teaching.
English Teacher 1
From the observation, there were several challenges encountered
by English teacher 1 for instance internet connection issue and different
gadget specification. Although teacher had been prepared learning media
before, different gadget owned by students sometimes made teaching and
learning process more challenging for teacher. In many occasions
researcher caught some students had disconnected during session. Teacher
1 had to be more patient to her student as long as her session run. In the
other hand, she used to get internet connection due to her internet provider
and her understanding on gadget or technology.
English Teacher 2
In basic, English teacher 2 faced same challenges as English
teacher 1 had. Lack of internet signal and device issue were brought her to
face challenges in teaching students remotely. She had designed and
planed her devices and connection well, so the challenges usually came
from her students. Whether caused by internet issue or device.
59
From the observation data above can be conclude that internet data
availability and unstable connection were two common challenges faced by two
English teachers. These challenges made teachers more difficult to teach normally
during remote classroom.
Teachers Types of challenges

Connection Device issue Inactive Time
issue students allocation
English  
Teacher 1
English  
Teacher 2
4.2 Discussion
Several theories surrounding the implementation of remote teaching would
corroborate the findings from the interview guide, observation, and document
analysis data. The findings mentioned were connected to the preparations before
applying remote teaching, procedures during implementing remote teaching,
student evaluation, and problems experienced by teachers when implementing
remote teaching to increase data incredibility and validity.
4.2.1. Implementation of Remote Teaching
60
The discussion of the implementation of remote teaching from two English
teachers of SMAN 2 Singaraja with the sights from many experts and theories can
be seen below.
Preparation is the first thing to conduct in remote teaching implementation
which this part can be separated to several section about teacher preparation such
as lesson plan preparation, finding suitable learning media and source, and
teaching strategy. Based on (Pettersson and Olofsson, 2019) as cited in (Stenman
and Pettersson, 2020) remote teaching has put teacher to prepare proper certain
thing in order to realize the remote teaching. The certain thing is about its
preparation before conducting remote teaching. In carrying out remote teaching,
teacher should prepare and focus to these points: clear learning objectives,
relevant learning materials and media (Dek Ngurah Laba Laksana, 2020). The
finding reveals that these two English teachers had prepared all the stuff well start
from the lesson plan, learning media and source, the material and teaching
strategy which would be used during remote teaching.
Teachers have to accommodate learning material, the media and its strategy
after the preparation done which these things are belong to the procedures of
remote teaching. Those English teachers had their own teaching media and
strategy to carry in remote teaching. Based on (Jarvela et al, 2014) as cited in
(Stenman and Pettersson, 2020) teacher must optimizing learning media which
based on digital didactic principles in the aim can strengthen students’
communication during remote teaching. Some common online medias such as
Google Meet, Google Classroom, WhatsApp and Quizizz were used by both
teachers to optimized time and students’ interaction in remote teaching. Others
61
additional media also provided by teachers. According to (Albrahim, 2020)
teacher can find more material and resources in e-book, YouTube videos, wikis
and social media e.g. WhatsApp.
Assessment has to be done by teacher whether in this remote teaching
model and during the previous face-to-face model to measure students’
understanding either material comprehension and language skills. Assessing
student not only through exam, according to (Bell & Federman, 2014) as cited in
(Albrahim, 2020) others form of assessment can be deployed, randomizing
questions and adherence to the integrity policies has to be declared to realize a
non-cheating student which can make the assessment run as expected. Teacher
also can choose another form of assessment in purpose to know and obtain better
data of students’ skill and their comprehension. Based on (Garcia-Penalvo et al,
2020) as cited in (Iglesias-Pradas, 2021) question in various type and presenting
orally through system of videoconferencing can be available option in assessment.
Refers to the data above, teacher 1 had used various media to assess student of
SMAN 2 Singaraja which can reveal students’ original skill and understanding.
Whereas, teacher 2 only relied a media to assess student because she preferred to
observe students learning process to determine the result.
4.2.2. Challenges of Remote Teaching
This section has purpose to talk on the challenges experienced by English
teachers at SMAN 2 Singaraja based on the findings, which will be presented
from various sight of experts.
Teacher’s number 1 challenges is the differences of internet signal to
among students to connect in the remote teaching. Poor of signal has been an
62
obstacle for teacher to conduct remote teaching before it even started. According
to (Ferri et al, 2020) during remote teaching, these inequalities have brough some
challenges for both teacher and student: poor knowledge of accessing learning
media and sources, different background of student which impacted to the
availability of internet connection at their house to support home learning.
Another technical issue during the implementation remote teaching was device
problem that affected to the access of teaching platform. Institutions should
provide better e-learning platforms to boost Internet access and build an
interactive learning strategy. Furthermore, seminars or training for instructors and
students to increase their technological and pedagogical abilities in online learning
is required (Ferri et al, 2020). These two issues were faced often by both teachers
and had an effect to the run of their remote teaching.
4.3. Implication
The implication of this research is both English teacher of SMAN 2
Singaraja had done the remote teaching well start from preparation, procedures
and the assessment. The preparation stuff for instance preparing suitable learning
media and platform, learning material, one sheet lesson plan and assessment
platform were ready to use. However, the use of Google Classroom, WhatsApp,
Google Meet and Quizizz were too difficult for student who had low specification
of device to join it properly. Teachers need to optimize a platform to
accommodate all students during their remote teaching. The things that went out
63
of expectation was lack of internet signal that made students’ interest in learning
was quite decreasing. This challenge used to be solved in the beginning of
pandemic which the government gave free internet data to students but now it had
been cut. It has to done continuously and there must be a cooperation between
teacher and related parties. Thus, Teacher had to choose suitable media which can
run interactive quiz and discussion through easy platform in order to make the
class more alive and realize a better learning aura in remote teaching.
CHAPTER V
CONCLUSION
5.1 Conclusion
The first part of this chapter is concluding the whole aspects of remote
teaching which was conducted by English teachers of SMAN 2 Singaraja. It can
state that the remote teaching preparation had prepared well. Integrated learning
64
platform and assessment were applied during their session. Either teacher 1 or
teacher 2 faced the same problems due to the connection and device.
5.1.1 English Teachers’ Preparations
The three English teachers were already prepared to undertake remote
instruction in SMAN 2 Singaraja. They had already created remote teaching
preparations such as lesson plan, learning sources, teaching method, learning
media, and teaching equipment.
5.1.2 English Teachers’ Procedures
The two English teacher used learning platform that quite similar and had
the same step in running remote teaching. their remote teaching procedures were
separated into three activities: pre-activity, while-activity, and post-activity.
During those activities, both teachers greeted the students, filled the attendance
list, shared the learning content and had a little discussion while quizzing and it
ended up through assigning students to work on an assignment.
5.1.3 Learning Assessment
These English teachers assessed students with Google Form to measure
their understanding and skills. However, performance assessment did not conduct
due to the challenges faced by teachers in connection and device which were
difficult to investigate students’ real performance.
65
5.1.4 English Teachers’ Challenges
Teachers in SMAN 2 Singaraja had encountered two major challenges that
made dominos impact to other aspects during the implementation of remote
teaching. Internet connection lagging and difference type of device had been a
trouble for two English teachers since it was implemented. Teacher hard to
conduct the discussion and additional activity because this connection issue
frequently happened. Some students needed more effort to join the class due to the
signal and their device lagging. These things were made remote teaching harder to
run properly.
5.2 Suggestion
There are some suggestions given based on the results of this study, as
follows:
5.2.1 For ELE Students as the English Teachers’ Candidate
To avoid the remote class becoming repetitive, it is proposed that ELE
students as English teachers' candidates be better prepared in conducting remote
teaching and be more creative in selecting a suitable teaching technique based on
the level of the students.
5.2.2 For English Teachers
Based on the study's findings, it is recommended that English teachers
improve their teaching skills by participating in teacher training dealing with
remote teaching, simulating students becoming active in order to reward them
66
when they are active, and providing appropriate learning media/platforms that
support and are relevant to the student's level of learning.
5.2.3 For Other Researchers
For other researchers, this study can be used to conduct additional
research, particularly to identify appropriate learning assessments based on the
four basic skills to be taught during remote teaching in order to achieve good
results on the students' English competence related to the implementation of
remote teaching during the Covid-19 pandemic. As a result, several studies on
remote English teaching implementation will be available for reference.
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APPENDICES
Appendix 1 Approval Letter
Appendix 2 Instrument Validation by 1st Judge
72
73
74
75
Appendix 3 Instrument Validation by 2nd Judge
76
77
78
79
Appendix 4 Interview Guide to English Teacher 1
80
81
82
Appendix 7 Lesson Plan from English Teacher 1
Appendix 8 Meeting of Remote Teaching Implementation from English

Teacher 1
83
Appendix 9 Meeting of Remote Teaching Implementation from English
Teacher 2
84
85

Putu Arya Pratama - 1812021037 - Thesis

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Putu Arya Pratama - 1812021037 - Thesis

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AN ANALYSIS OF REMOTE TEACHING

IMPLEMENTATION IN TEACHING ENGLISH AT

ENGLISH LANGUAGE EDUCATION

JURUSAN BAHASA ASING

FAKULTAS BAHASA DAN SENI

UNIVERSITAS PENDIDIKAN GANESHA

DIAJUKAN UNTUK MELENGKAPI TUGAS

DAN MEMENUHI SYARAT-SYARAT UNTUK

MENCAPAI GELAR SARJANA PENDIDIKAN

Pembimbing I, Pembimbing II,

Telah dipertahankan di depan dewan penguji

Pada tanggal __ Juni 2022

Dr. I. G. A. Lokita Purnamika Utami, S.Pd., M.Pd.

Nyoman Karina Wedhayanti, S.Pd., M.Pd. (Anggota)

Ketua Ujian, Sekretaris Ujian,

Dr. I G A Lokita Purnamika Utami, S.Pd., M.Pd.

Prof. Dr. I Made Sutama, M.Pd.

Singaraja, … Juni 2022

Putu Arya Pratama

Implementation in Teaching English at SMAN 2 Singaraja During Covid-19

deepest gratitude to:

feedback, and time

2. Nyoman Karina Wedhanti, S.Pd., M.Pd. as the second supervisor who

supports the line of this study.

3. … as the examiner of my thesis who gives a lot of meaningful feedback,

advice, and improvement on my thesis.

are willing to participate in my thesis as the subjects of my study.

5. My beloved family always supports and blesses me to finish my thesis in

terms of prayer, mentally, physically, and financially.

support me to keep me cheerful during making the thesis.

feedbacks while progressing my thesis.

memories, and support while studying in English Language Education.

Singaraja, ……….. 2022

Putu Arya Pratama

The purpose of this research is to examine the implementation of remote

Table 2 The Relationship Between Research Questions and Data Collection......17

Table 3 Blueprint of Observation Sheet.................................................................20

Table 4 Blueprint of Interview Guide....................................................................23

Table 5 Blueprint of Lesson Plan Evaluation Sheet..............................................26

Table 6 Gregory Formula.......................................................................................27

Table 7 The Validity Value Interval......................................................................28

Table 8 Expert Judgement for Observation Sheet.................................................28

Table 9 Expert Judgments for Interview Guide.....................................................28

Table 10 Expert Judgements for Lesson Plan Evaluation Sheet............................29

Appendix 2 Instrument Validation by 1st Judge..............................................67

Appendix 3 Instrument Validation by 2nd Judge.............................................71

Appendix 4 Interview Guide to English Teacher 1...........................................75

Appendix 5 Interview Guide to English Teacher 2...........................................76

Appendix 6 Lesson Plan from English Teacher 1.............................................77

Appendix 8 Meeting of Remote Teaching Implementation from English Teacher

Appendix 9 Meeting of Remote Teaching Implementation from English Teacher

1.1 Research Background

consider when building an educational system as it transitioned from traditional

learning to online learning. Due to the outbreak, traditional teaching or commonly

technology in its implementation. Remote teaching was either stated as distance

classroom meetings. According to Zou et al (2021), most countries have

implemented policies and provided funding to improve online teaching from

school to university levels. As substitutes conventional teaching, various online

platforms, and technological tools have available to provide remote teaching in

Every country has received different impacts depending on the readiness

remote teaching was applied immediately by the government of China in avoiding

impact, one of the most affected is education.