English Teachers’ Perspectives on Challenges, Suggestions, and Materials of Online Teaching amidst the Global Pandemic

Novrika Nartiningrum, Arif Nugroho



Maintaining undisrupted learning during this pandemic becomes a challenge for teachers all over the world. In Indonesia, the practices of open online learning are not yet to be implemented. Online learning in Secondary school Year 7-9 level goes as far as internet-assisted learning or blended learning. Thus, previous research has not examined teachers' perspectives on full online learning as implemented during the Covid-19 pandemic. Considering this situation, EFL Secondary school Year 7-9 teachers’ perspectives, as one of the essential aspects of online learning, lack investigation. Therefore, the present study offers 20 EFL Secondary school Year 7-9 teachers’ insights regarding challenges, suggestions, and teaching materials needed during the Covid-19 outbreak. Drawing on qualitative data collected by means of self-written reflections and semi-structured interviews, the findings informed that poor internet signal disrupts the teaching process. Thus, the teachers suggest that maintaining a stable internet connection should become a priority. Then, easy access to online applications and websites is deemed necessary by teachers as material sources for online teaching. The results of this study contribute to the literature of English language teaching in response to the present-day phenomenon about online learning, particularly in Secondary school Year 7-9 level.



Mempertahankan pembelajaran tanpa gangguan selama pandemic ini menjadi tantangan bagi para guru di seluruh dunia. Di Indonesia, praktik pembelajaran online terbuka masih belum diterapkan. Pembelajaran online di Sekolah Menengah tingkat 7-9 masih sejauh pembelajaran dengan bantuan internet atau pembelajaran campuran. Dengan demikian, penelitian sebelumnya belum mengkaji perspektif guru tentang full online learning sepertin yang diterapkan selama pandemi Covid-19. Mempertimbangkan situasi ini, perspektif guru EFL Sekolah Menengah Kelas 7-9, sebagai salah satu aspek penting dari pembelajaran online, belum diselidiki. Oleh karena itu, penelitian ini menawarkan perspektif dari 20 guru 20 EFL Sekolah Menengah Kelas 7-9 tentang tantangan, saran dan bahan pengajaran yang dibutuhkan selama wabah Covid-19. Berdasarkan data kualitatif yang dikumpulkan melalui refleksi yang ditulis sendiri dan wawancara semi-terstruktur interviews, temuan menginformasikan bahwa sinyal internet yang buruk mengganggu proses pengajaran. Oleh karena itu, para guru menyarankan bahwa menjaga koneksi internet yang stabil harus menjadi prioritas. Kemudian, aplikasi dan website online yang mudah diakses dianggap dibutuhkan oleh guru sebagai sumber materi pembelajaran online. Hasil penelitian ini berkontribusi pada literatur pengajaran Bahasa Inggris dalam menanggapi fenomena pembelajaran online saat ini, khususnya di tingkat Sekolah Menengah Kelas 7-9.


pembelajaran digital; pengajaran online; perspektif guru; saran guru; tantangan guru; digital learning; online teaching; teachers’ challenges; teachers’ perspectives; teachers’ suggestions


Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences Online2, 36, 1–5.

Alberth, A., Mursalim, M., Siam, S., Suardika, I. K., & Ino, L. (2018). Social media as a conduit for teacher professional development in the digital era: Myths, promises or realities? TEFLIN Journal, 29(2), 293–306. https://doi.org/10.15639/teflinjournal.v29i2/293-306

Alwehaibi, H. O. (2015). The impact of using YouTube in EFL classroom on enhancing EFL students’ content learning. Journal of College Teaching & Learning (TLC), 12(2), 121–126. https://doi.org/10.19030/tlc.v12i2.9182

Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76

Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12–27.

Cakrawati, L. M. (2017). Students’ perceptions on the use of online learning platforms in EFL classroom. English Language Teaching and Technology Journal (ELT-Tech Journal, 1(1), 22–30. https://doi.org/DOI: https://doi.org/10.17509/elt%20tech.v1i1.9428

Cole, J., & Vanderplank, R. (2016). Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System, 61, 31–42.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. University of Nebraska–Lincoln.

Derakhshan, A., & Hasanabbasi, S. (2015). Social networks for language learning. Theory and Practice in Language Studies, 5(5), 1090–1095. https://doi.org/10.17507/tpls.0505.25

Fatimah, A. S., Kardijan, D., & Sulastri, F. (2020). Blogging in Extensive Reading: Students’ voice in blended learning classroom. Vision: Journal for Language and Foreign Language Learning, 9(1), 81–95. https://doi.org/10.21580/vjv9i14847

Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2). https://doi.org/https://doi.org/10.24059/olj.v23i2.1481

Harding, J. (2018). Qualitative data analysis: From start to finish. SAGE Publications Limited.

Hembrough, T., & Jordan, J. (2020). Creating a digital writing classroom: A mixed methods study about a first-year composition tablet initiative. International Journal of Instruction, 13(2), 567–586. https://doi.org/10.29333/iji.2020.13239a

Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 Outbreak. Smart Learning Institute of Beijing Normal University UNESCO, March, 1–54.

Hughes, A. (2005). A perspective on perspectives. BMJ Journals, 90(8), 771.

Intansari, R. (2013). Teachers’ strategy in implementing English curriculum in a junior high school in Indonesia. Indonesian Journal of Applied Linguistics, 2(2), 226–235.

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4–29.

Köse, N. K. (2016). Technological Pedagogical Content Knowledge (TPACK) of English Language instructors. Journal of Educational & Instructional Studies in the World, 6(2), 12–19.

Kumi-Yeboah, A. (2013). Blended and online learning in virtual K-12 schools. Transforming K-12 Classrooms with Digital Technology, February, 25–42. https://doi.org/10.4018/978-1-4666-4538-7.ch002

Marwan, A. (2017). ESP teaching challenges in an Indonesian vocational higher institution. The English Teacher, 12.

Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13–22. https://doi.org/10.7575/ijalel.v.2n.1p.13

Nugroho, A., & Nartiningrum, N. (2020). Classroom activities for teaching Speaking: Voices of Indonesian EFL learners. ENGLISH FRANCA: Academic Journal of English Language and Education, 9(1), 35–46. https://doi.org/10.31571/bahasa.v9i1

Nugroho, A., & Rekha, A. (2020). Speech Acts of requests: A case of Indonesian EFL learners. Journal of English Language Teaching and Linguistics, 5(1), 1–16.

Nugroho, A., Zamzami, M. R. A., & Ukhrowiyah, N. F. (2020). Language input, learning environment, and motivation of a successful EFL learner. Journal on English as a Foreign Language (JEFL), 10(1), 46–69.

Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. T. (2010). Innovative data collection strategies in qualitative research. Qualitative Report, 15(3), 696–726.

Prawiro, I. Y. (2020). Vocational teachers challenges in developing their professional competence in Indramayu. Vision: Journal for Language and Foreign Language Learning, 8(2), 169–180.

Singh, G. (2016). Challenges for teachers in the era of e-learning in India. Scholedge International Journal of Multidisciplinary & Allied Studies, 3(2), 14–18.

Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113.

Virgiyanti, D., Widiati, U., & Suharmanto, S. (2016). Characteristics of effective junior high school English teachers in Kabupaten Pacitan based on students’ and teachers’ perceptions. Jurnal Pendidikan - Teori, Penelitian, Dan Pengembangan, 1(3), 338–346. https://doi.org/10.17977/jp.v1i3.6159

Yin, R. K. (2015). Qualitative research from start to finish. Guilford publications.

Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126. https://doi.org/10.1080/0309877X.2017.1356916

Full Text: PDF

DOI: 10.15408/ijee.v1i1.17886


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.