Exploring Teachers’ Strategies and Perceptions of Online English Instruction at Senior High School

Abstract

This research aimed to identify the teachers’ strategies for online English instruction, the teachers' perceptions regarding the use of technology, the students’ perceptions toward the teachers’ strategies, the students' perceptions regarding the use of technology, and to what extent are the students engaged in online English instruction. This research took place in SMAN 1 Pakue, Kolaka Utara. This research employed mixed method research design. The researcher used purposive sampling technique. The participants of this research are two English teachers and 26 students that they taught. The instruments are questionnaire, interview, and audio-video recording. The data obtained is analyzed through qualitative and quantitative data. The results of this research indicated that: 1) the English teachers at SMAN 1 Pakue applied three teaching strategies, namely direct instruction, discussion, and task-based instruction strategy and the dominant teaching strategy used by the first teacher were direct instruction and discussion strategy while the dominant teaching strategy used by the second teacher was task-based instruction. 2) the teachers' perceptions regarding the use of technology were positive, indicating that teachers strongly agree with the technology used in online instruction in terms of perceived usefulness, ease of use, and user attitude that it was a good idea and recommended to use the application during distance learning. 3) the students’ perceptions toward the teachers’ strategies in online English instruction were positive because some strategies implemented by teachers helps them to understanding the materials and it can be effective when the strategies applied in online learning also students are enthusiastic and easy to understand well with the material meanwhile teachers should not only just assign many tasks to students, but also provide more explanations and understanding about the topic, 4) the students' perceptions regarding the use of technology in online English instruction were positive perception in which students strongly agree with the application, it seen from the perceived of usefulness, ease of use, and user attitude that showed the application is a good and recommended to use in online learning, and 5) to what extent are the students engaged in online English instruction was good in terms of behavioral, emotional and cognitive engagement. Behavioral engagement in which participation in extracurricular academic activities, while students' emotional behavior includes students often being enthusiastic, enjoying, and satisfied with academic activities, last cognitive engagement ranges from memorizing what is taught in class to develop understanding.