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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Teaching campus program is a learning and teaching activity in the basic education unit of the independent campus learning program which aims to provide opportunities for students’ to learn and develop themselves through activities outside classroom. This study aims to find out what learning models are used by English Student teachers who participated in campus teaching program, and what are the students activity when learning model be applied by English students at SD Inpres Lasiana using qualitative approach with observation methods in the class and interview. Research subjects are three students’ of English study program who attended teaching campus program. The research result show that there are four learning models used by English Students’ in classroom learning, namely: cooperative, contextual, direct learning , and problem based learning model. There were three classes observed by researcher, namely: class IVc, Va, and Vb. As for result of interview by one English student that the purpose of participating in teaching campus program is to develop knowledge outside lectures by helping teachers to teach in elementary school, especially in the three region, namely; frontier, disadvantaged,and remote areas. And to have experince in teaching especially in literacy and numeracy. It can be concluded that English Student teachers should apply appropriate learning models to students in learning process in class to increase students’ learning activities.
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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
An analysis of teacher’s logical fallacy in terms of teaching English for junior high school students. This thesis also has three research questions that would be answered by the teachers’ logical fallacy of English subject, types of teachers’ logical fallacy existed/used and also common ways of teachers’ logical fallacy happened in teaching learning process. To answer the questions, the writer used phenomenological studies in qualitative approach’ method. Moreover, the writer found ten items in seven types logical fallacy happen in teaching learning process at SMP Swadaya Tarus. Direct observation while recording the audio1 as the instrument, listening to the audio then transcribed the data2. Then, the writer identified and classified the data3, the writer analyzed the data4 based on theory and logical form of logical fallacy. In fact, the writer has ten examples happened in seven types of logical fallacy uttered by the teacher in teaching learning process. Therefore, one item of Ad Hominem, one items of appeal to common belief, two items of appeal to force, one item of ambiguity fallacy, one item of strawman fallacy, two items of weak analogy, and two items of the fallacious uttered in three various way of logical fallacy such as argument fallacious, reasoning fallacious, and fallacious tactic. Instead of that, it could be argued that, logical fallacy still happened everywhere instead of educational environment.
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
A DESCRIPTIVE STUDY OF STUDENT SATISFACTION LEVEL TEACHING STRATEGIES BY PPL UKAW STUDENTS AT SMP NEGERI 10 KUPANG
ABSTRACT
Student, Supervisor1, Supervisor2,
(Sophia Dewanti Bili) (Seprianus A. Nenotek, S.Pd., M.Pd) (Norci Beeh, S.Pd., M.Pd)
Corresponding writer’s email: [email protected]
This research is entitled A Descriptive Study of Student Satisfaction Level Teaching Strategies for PPL UKAW Students at SMP Negeri 10 Kupang. The formulation of the problem in this study is what is the level of student satisfaction with the UKAW PPL teaching strategies for students at SMP Negeri 10 Kupang? The purpose of this study was to determine the level of student satisfaction with the teaching strategies of UKAW PPL students at SMP Negeri 10 Kupang. The approach used in this research is quantitative descriptive using Sopiatin's theory (2010). Sources of data in this study were individuals from 15 students of SMP Negeri 10 Kupang using a questionnaire. The results of the study found that the level of student satisfaction with the teaching strategies of PPL UKAW Kupang students was in very satisfied category with a score of 81.33%, but the empathy indicator had to be maximized because students felt quite satisfied. So, the writer can conclude that the teaching strategy used by UKAW Kupang PPL students is good and it is prove with students feeling satisfied.
Keywords: Level of student satisfaction, teaching strategies, PPL students
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT
Student, Name1 Supervisor 1, Name2 Supervisor 2, Name3
(Susanti Kondamara1) (Jos Bire2) (Eltina A. Maromon3)
English Education Study Program. Teacher Training and Education Faculty.
Artha Wacana Christian University. Kupang. Indonesia
Email. [email protected]
Speaking is the essence learning the language. Active communication cannot be acquired if learners cannot speak what their minds. However, teaching speaking is not an easy job, there are problems to solve and teachers play a huge role to make learners understand. The need for a strategy to solve problems cannot be denied as well. One of method that can be implemented was audio lingual, “Audio lingual method is one of effective methods in increasing students speaking skills” Amelia, (2012). Audio Lingual Method teaching students to use grammatical sentence patterns. Based on background above, the writer wants to know how the process of implementing the audio lingual method is and what problems faced by the teacher of SMPN 1, because when the writer approached the teacher, audio lingual method already implemented and there were problems faced. In this research, the writer used descriptive qualitative and purposive sampling technique to determine sample. The writer chose English teacher of 9K as sample. In collecting data, the writer used observation and interview as research instrument. Technique for analysing data is descriptive qualitative research by four steps; collecting data, classifying the data, verification and conclusion. The result and conclusion of this research; writer conducted research in three meetings. Based on observation, English teacher of SMP N 1 already followed the procedures of audio-lingual method. It was an effective method for 9K because it helped students practice English more. The teacher still can handle students even there were problems faced; lack of vocabulary, and confident.
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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research is entitled improving students speaking skill through communicative language teaching (CLT) method at SMP Negeri 1 Kupang. Speaking skill is one of four skills that important in English but some students had problems with their speaking skill. The writer used communicative language teaching (CLT) method in teaching English especially by using picture series to help students improving their speaking skill. The aim of this research was to determine whether communicative language teaching (CLT) method improving students speaking skill. This research used pre experimental designs. The population of the research was 8th A grade of SMP Negeri 1 Kupang. The total of the population was 11 classes, while for sample the writer used cluster random sampling. There were 32 students as sample of this research. In collecting the data, the writer used speaking test, pre test and post test to know students’ speaking skill. The result of data analysis show that the mean score of students on pre test was 7.81. After the treatment given by the writer, the mean score of students on post test was17.34 and the improvement was 12.2 %. The data analyzed by using t-test. The t-test value (5.21) was greater than t-table value (1.69552) the alternative hypothesis (H1) was accepted and null hypothesis (Ho) was rejected. The result showed that there was an improvement on students speaking skill through communicative language teaching (CLT) method.
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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Teaching practice is an integral component of the initial teacher education program. However, students undergoing teaching practice have some concerns about their experience. They have a number of worries and anxieties, which result in high levels of stress. Various factors can cause students to be anxious about teaching practices such as the methods used in teaching, classroom and material management, or inconsistencies in the way students are evaluated by tutors. This study aims to determine the anxiety of preservice teachers about teaching practices, what the possible sources of student teacher anxiety. Methods: For this purpose, the pre-service teacher anxiety scale was used to collect data and provide student-teacher questionnaires. The participants were 8 student teachers of the Department of English Teaching from the Faculty of Education. Findings and Results: Findings indicated that student teachers were anxious about factors such as evaluation, classroom management, and lack of self-confidence. In addition, they were more anxious about evaluation and classroom management than pedagogy and staff, and teacher-student relations. The findings also reveal that student teacher anxiety before and during their teaching practice may be due to several inconsistencies: the way student teachers are assessed and evaluated, the varying expectations of mentors and supervisors related to their performance in class, lack of congruence among mentors. Regarding their approach to teaching practice, and finally, poor quality of feedback provided to student teachers by their mentors and supervisors
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Tujuan dari penelitian ini adalah untuk mengetahui soft skill dan hard skill mahasiswa semester VI kelas B pada mata kuliah Micro Teaching Program Studi Pendidikan Biologi Universitas Kristen Artha Wacana Kupang. Penelitian ini merupakan penelitian Deskriptif kualitatif dengan menggunakan desain studi kasus untuk mengkaji kemampuan hard skill dan soft skill yang didapat oleh mahasiswa setelah mengikuti mata kuliah Micro Teaching. Subjek dalam penelitian ini adalah seorang Dosen pengajar dan mahasiswa sebanyak 22 orang mahsiswa. Pengambilan data dalam penelitian ini melalui observasi langsung dalam kelas dengan mengikuti proses belajar dan mengajar, wawancara berupa pengisian kuisioner/angket dan dokumentasi. Teknik analisis data menggunakan teknik triangulasi dengan reduksi data penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukan pembelajaran Mikro Teaching sangat bermanfaat yang dibuktikan dengan respon mahasiswa berdasarkan nilai hard skill yaitu berkisar antara 87,27-91,82 artinya mahasiswa sangat setuju (SS), dan nilai soft skill berkisar antara 71,82-92,73 artinya mahasiswa setuju (S) dan sangat setuju (SS).
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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of this research is to describe the body language used in the teaching and learning process in the classroom. The research questions are what are the characteristics and functions of body language used in teaching and learning process?, and what are the types of body language used in teaching and learning process?. This research is a descriptive qualitative research. The data resource of this research is taken from YouTube channel. The technique of data analysis used are put the data that has been classified into the pictures, identify the data of the pictures and describe the meaning and than interpreted the data. The result of this research shows that there are three thingsof body language used in the teaching and learning process in the classroom.The first is Function of Body Language. There are several functions of body language, such as Repetition, Substitution, Contradiction,Complementary and Accentuation. The second item is Characteristic of Body Language.It is usually related to body movements, such as the body and it’s parts and movements, head language and hand language and it’s parts and movements. The last item is Types of Body Language, such as The Head-Movement and Placement of the Head, Facial Expressions-the face has many muscles, Body Posture, Hand and Finger Gestures and also Facial Expression-to show the face look like in which it has a meaning in communication. The body language is needed in teaching learning process because it can help the teacher to understand students’ thoughts and vice versa students can understand the teacher’s thoughts. This can be seen from the body language shown by teacher and students through body movements and facial expressions.The impact for the teacher to know the meaning of body language, namely, the teacher knows whether the student can receive well or not the lessons given during the teaching and learning process in class and vice versa students can also read the body language used by the teacher to show whether the lessons given to students are understood. Well or not by the teacher.
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The study discuss about “A DESCRIPTIVE STUDY OF ENGLISH TEACHERS STRATEGIES IN TEACHING SPEAKING AMID PANDEMIC COVID-19 AT SMP ADVENT NUSRA IN ACADEMIC YEAR 2020/2021”. The writer formulates 2 research questions, namely: (1) What are the strategies that teacher used in teaching speaking amid pandemic covid-19? And (2) How does the English teacher apply strategy in teaching speaking amid pandemic covid-19. The aims of study in this research are: to find out the English teacher strategies in teaching speaking amid pandemic covid-19 and to know the English teacher apply the strategies in teaching speaking amid pandemic covid-19. This research used qualitative method and collecting the data by interview and recording the conversation. The writer uses theory Brown 1994 about strategies in teaching speaking and Malyana 2020 theory about the teaching process amid pandemic. From the 12 strategies proposed by Brown, the researcher only used 4 strategies in teaching speaking, namely: role play, storytelling, dialogue, and opinion/idea. Judging from this pandemic situation, the teaching process is carried out online and offline. Some of these strategies are used because they are very effective to improving students speaking in English during pandemic covid-19. From the result of this study, the research expected teachers to used effective strategies and good media selection so that students can easily understand the lessons given amid the pandemic covid-19
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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study is about “A DESCRIPTIVE STUDY ON TEACHING STRATEGIES APPLIED BY AN ENGLISH TEACHER IN NEW NORMAL ERA AT SMPN HOINENO”. The research problem of this study is what are the types of teaching strategies applied by an English teacher in the new normal era at SMPN Hoineno? The purpose of this study is to find out the types of teaching strategies applied by an English Teacher in a new normal era at that school. In this research, descriptive qualitative has been used as the method for describing the result which was taken from an English teacher at SMPN Hoineno. An observation checklist was used as the instrument to gain the data. The result shows that there are some strategies applied by the English teacher at SMPN Hoineno. Those strategies are (1) small group discussion, (2) question and answer, (3) exercises, and (4) picture.
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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The research problem in this study was that: What is the process of implementation of Jigsaw technique in teaching speaking?. This research aims to describe the process of the implementation of Jigsaw technique in teaching speaking by the teacher through videos. This research used documentation technique, to describe the processes of Jigsaw technique in learning process. Based on data collected of watching videos by used Jigsaw technique there was nine steps in applied Jigsaw technique in learning process, there were:1) Students are divided into 5 to 6 persons in each group; 2)The teacher appoints one student in each group to be the group leader; 3) The material is divided into 5-6 segments and distributed for each member of the group; 4) Each student ought to study their own part of material; 5) The teacher gives time for students to read and understand the part of the material given. 6) Forming the Jigsaw group in which the student of should gather to with the student with same material. This is called the “expert group”; 7) Students return to their home/Jigsaw group and teach their peer in their Jigsaw group; 8) The teacher floats from the group in order to observe the process; 9)the teacher gives a quiz on the material. Based on nine steps that applied in Jigsaw technique the writer concluded that in applied Jigsaw technique teacher should applied nine steps to make Jigsaw Technique is effective. In applied Jigsaw technique its needs team work and all students should have responsibility in their group and also their segment
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT
This study discusses the strategies applied by English teachers. The author conducted this research with the title A study on the strategies applied by English teachers in teaching vocabulary at SMP Lanud El tari Kupang in academic year 2021/2022 to achieve the objectives of the research, the purpose of this study is to help students’ in learning, especially in learning vocabulary data were collected through observations and interviews at SMP Lanud El tari Kupang, the data collected the analysis using descriptive qualitative research reveals that the strategies, applied by the teacher are very helpful for students’ in the learning process.
The strategy used is memorization, synonym/antonym, translating, fill in the blank, explanation, and realia. There are several additional strategies used by the teacher, namely: Students describe objects, students who succeed in describing and guessing the object correctly and given a gift a prize. Using simple and concise explanations, no need to be complicated so that students can easily understand. Students come forward to give the names of these objects and mention them one by one, the students who writes the most and correctly names the objects is the winner. Teachers does not use other difficult word. And provides oral written and explanation.
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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT This thesis was written with title An Analysis on Teacher’s Strategies on Online Teaching Writing Narrative Text During Pandemic of Covid-19 at SMAN 1 Amarasi Selatan Year 2020/2021. The research questions is what strategies are used by teachers in online teaching writing narrative text during the covid-19 pandemic and how the teachers apply the strategies in online teaching writing narrative. The purposes of this study is to find out the strategies used by the teachers in online teaching and to find out how the teachers apply these strategies in online teaching. The method used to collect the data is a questionnaire. The source of this data research was taken from the questionnaire results of two English teachers at SMAN 1 Amarasi Selatan. The results of this study indicate that the two teachers have the same teaching strategy, while the way to apply the strategy is different. Key Words: Teachers Strategies, Online Teaching, Narrative Text.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The title is "A Descriptive Study On Types Of Ice-Breaking Techniques In Teaching English At SD GMIT Kuanino II Kupang" the research problems of this study are: (1) What are the types of Ice Breaking techniques used in teaching English (2) What is the dominant type of Ice Breaking techniques used in teaching English. The type of research used is descriptive qualitative research. The data was collected by checklist observation, in this case the writer observed the activities of the teacher in the class who used the types of ice-breaking during the lesson. Based on the data, it was found that (1) The types of ice breaking techniques used by the teacher in teaching English at SD GMIT Kuanino II Kupang are, yelling, claps hand, songs, body motion, games, and audio visual, (2) The most dominant type of ice breaking used by the teacher in teaching English at SD GMIT Kuanino II Kupang, is yelling.
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2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Epafras Blegur, Tiarma Marpaung, Zuvyati Aryani Tloanen This study studied the development of students' writing skills through Contextual teaching in class VIII SMP Swasta Swadaya Tarus. The purpose of this research is to find out whether Contextual Teaching can improve students' skills in writing descriptive text. The research used is quantitative research, the teaching method used is pictures. This study used a pre-experimental design in this study. Class VIII SMP Swasta Swadaya Tarus School who took part in the class were 42 students of Class A and B as the population and further divided into 21 students of class B as the sample. Data collection was obtained using tests, pre-tests and post-tests. When data collection techniques are found by calculating the average score on the pre-test and post-test. The results of this study showed that there was a significant difference between the pre-test and post-test with an average pre-test score of 34.85 and a post-test of 77.61. Based on this, students' vocabulary mastery increased by 77.61 points. The hypothesis (Ho) is rejected and the hypothesis (Ha) is accepted. This shows that the use of media images in writing can improve students' writing skills. The research question has been answered.
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2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research is entitled “An Analysis on Teachers' Strategy in Teaching English for Tourism at SMK Negeri 1 Kupang”. The formulation of the problem in this research is: what are the teachers' strategies in teaching English for tourism at SMK Negeri 1 Kupang? The purpose of this study is: to find out the teaching strategies used by English teachers majoring in tourism, SMK Negeri 1 Kupang. The research method used is a qualitative description. Data sources were taken using observation and interview techniques. Based on the results of the observation that the English teacher majoring in tourism, SMK Negeri 1 Kupang uses two types of teaching strategies, namely acceptance teaching strategies and discovery teaching strategies. From the results of this study, it can be concluded that Teaching acceptance is what the teacher plays an active role in presenting information to students, namely from general matters to more specific issues. After that, students are allowed to think about the application of the concepts learned. Discovery teaching is in which the teacher presents realities, cases, or problems to students. Then understand and solve it. Students find and express ideas, concepts, and ideas that can be brought into a broader study, especially in tourism.
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2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
A DESCRIPTIVE STUDY ON THE USE OF DISCUSSION TECHNIQUE IN TEACHING ENGLISH TOWARTDS STUDENTS OF SMAN 5 KUPANG ABSTRACT Reinati, Afliana Marpaung, Tiarma Hambandima,Erny S N Corresponding Writer’s Email: [email protected] This study is about Discussion technique Teaching English Towards Students. The writer conducted this study under the Title.There was one English Teacher of SMA N 5 Kupang, involved in this study. To attain the aims of this study, the data were collected through direct Observation supported, The collected data were analyzed using qualitative. The findings revealed that the teachers have two discussion techniques in teaching English, But the commonly teacher used there are Panel discussion and Symposium Discussionthat teacher used in the classroom. Teacher used two techniques to improve students in speaking English. The result of the research show that discussionn technique can improve students’ speaking skill. In order to became one of appropriate ways in teaching English.Discussion is one of appropriate technique to improve students’ speaking skill which has a view that students are active learners. It is considered that students learn best when they are personally involved in the teaching experience. Through discussion technique, the students can share ideas, information, or opinion to another friends. The enviroment will not be threatening so that the learners are eager to communicate. Teaching English through discussion also provides an opportunity to develop accuracy, fluency and keep the learners highly motivated. Teacher used symposium discussion and panel discussion is good for students to learn English with other friends.
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2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
INCREASING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH THROUGH TEACHING OF PARAGRAPH STRUCTURE AT UPTD SMPNEGERI 11 KUPANG ABSTRACT Bibiana rambu boba joru..,1 Tiarma Marpaung.,2 Zuvyati Aryani Tlonaen..3 This research studied the increasing of students' ability to write descriptive text through teaching paragraph structure to class VIII A UPTD SMPN 11 Kupang. The purpose of this research was to find out whether teaching paragraph structure improves descriptive text writing skills. The research used was quantitati ve research, This study used a pre-experimental design in this study. Class VIII A students of SMPN 11 Kupang who took part in class were 31 students A, and 31 students took part in this research. Data collection was obtained using test, pre-test, and post-test. Data collection techniques was found by calculating the average score on the pre-test and post-test. The results of this study indicated was that there is a significant difference between the pre-test and post-test with an average pre-test score of 79,35 and 99,67 for post-test.Based on this, students' vocabulary mastery increased by 98.70 points. Where as in the paired test samples there were significant results between the pre-test and post-test based on the meaning of the value, namely 0.000 0.05. The hypothesis (Ho) was rejected and the hypothesis (Ha) was accepted. This showed that the use of paragraph structure in writing can improve students' writing skills. The research question has been answered. It was concluded the mean score of pre-test was 79,35 and the mean score of post-test was 99,67. The result of t-test shows that the significance values was 0.000 provides students new insight and experience towards learning process. The writing descriptive paragraph develop students’ way of thinking to be broader and dynamic mindset. Therefore, descriptive can be used as an alternative teaching technique to increasing students in learning descriptive text.
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2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The title of this writing is The Improving of Teaching English Vocabulary Using Pictures To The Young Learners English Beginners At Around Liman Beach This research was conducted to answer two research problems, namely 1)Can the pictures improve young learners vocabulary knowledge? 2) How is the application of teaching English vocabulary using pictures to the young learners English beginners at around Liman beach?The aims of this study is to find out the improving and the application of teaching English vocabulary using pictures to the young learners English beginners at around Liman beach. In this research the writer did use quantitative research was used as a method in this study and research design used experimental research. The improving of teaching English vocabulary use pictures to give young learners understand about the meaning and kind of pictures, The study was carried out 6 young learners as English beginners. The data were gathered through tests which were divided into pre-test and post-test. The result of this study indicates that teaching English vocabulary using pictures for the young learners is very effective and increase their knowledge of vocabulary. They gained score of pre-test (69,16) and the score of post-test (88,3). This scores prove that significant different between pretest and posttest. Therefore, teaching English vocabulary using pictures to the young learners English beginners is very motivated and effective for them.
Keywords: Vocabulary, Using Pictures in Teaching, Young Learners Around Liman Beach.
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study is about An English teacher’s respons on the impact of covid – 19 faced by teacher toward online teaching. The writer conducted this study under the title’’ An English Teacher’s Respons On The Impact of Covid – 19 on Online Teaching at SMP N 8 Kupang in Academic Year 2019 / 2020. The aims of this research are (1) to identify an English teacher’s respons on the impact of covid – 19 on online teaching at SMP N 8 Kupang (2) to find out teacher expectation towards an English teacher’s respons on the impact of covid – 19. There are only one teacher of SMP Negeri 8 Kupang involved in this study. To attain the aims of this study, the data were collected through an online interview used Zoom Meeting. The collected data were analyzed using descriptive qualitative method. The findings revealed that teacher had eleven impact of Covid – 19 on online teaching that classified into (1) Not all teacher are proficient in using internet technology or social media as a learning tool, especially in rural environments, (2) Some senior teacher are not yet fully able to use devices or facilities to support online learning activities and need assistance and training first, (3) Teacher must be able to carry out learning with online methods, teacher competence in the use of technology greatly affects quality of learning and outcomes for students, (4) Previously the teacher did the teaching with directly interacting with the situation or face to face with students so that they are familiar with the situation then face with online teaching / learning at home so as to make teacher feel boring, (5) Teacher are not free to monitor students overal development, (6) Usually the teacher meets and socializes with other teachers, but now teacher must teach at home, (7) Teacher must cooperative with parents and maintain communication for the success of students learning, (8) Teacher must seek various ways so that students can understand the material given by the teacher, (9) Teacher must re – prepare all online learning tools, (10) The internet quota needed is large and expensive, (11) The signal and internet access are not fluent.
