Online Learning in EFL Classroom during Pandemic COVID19 : Teaching Activities, Problems and Solutions

Sri Damayanti(1*), Irwan Irwan(2)
(1) Cokroaminoto Palopo University
(2) SMA Negeri 6 Palopo, Indonesia
(*) Corresponding Author
DOI : 10.24256/ideas.v9i1.1911


This study aims at finding out online teaching activities, online learning difficulties faced by EFL teachers and students, and students’ parents during the Covid-19 pandemic and solutions to solve them.  Some EFL lecturers volunteered to participate in this research through invitation. The EFL teachers were requested to make written reflections regarding their practices in carrying out online EFL learning and the challenges they encounter. Five of them were involved in a follow-up interview individually. Semi-structured interview was administered. Data coding was done and appropriate extracts were informed in results section. To validate the data, data coding was done independently by study. As results, the EFL teachers have carried out online learning through a series of activities ranging from checking the students’ attendance to giving score on the students’ works synchronously or asynchronously depending on each school policy. Various applications and platforms ranging from learning management system to additional resource are employed. However, many problems emerge from the students, the teachers, and the students’ parents along with the valid reasons. Therefore, the online learning does not run well since it lacks of preparation and planning. Implications for better online learning are discussed. Future prospective researches are directed and encouraged



Online Learning, online Teaching activities, online teaching Problem and Solution


Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9(9), 166-178.

Allen, I. E., & Seaman, J. (2007). Online Nation: Five Years of Growth in Online Learning. Newburyport, MA.: ERIC.

BBC. (2020). Coronavirus: Window of Opportunity to Act, World Health Organization Says. Retrieved December, 2020, from china-51368873

Chun, D., Kern, R., & Smith, B. (2016). Technology in Language Use, Language Teaching, and Language Learning. The Modern Language Journal, 100, 64-80.

Cviko, A., McKenney, S., & Voogt, J. (2014). Teacher roles in designing technology- rich learning activities for early literacy: A cross-case analysis. Computers & Education, 72, 68–79. doi:

Dabbagh, N., & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Upper Saddle River, NJ.: Pearson/Merrill/Prentice Hall.

Means, B., & Penuel, W. R. (2005). Research to support scaling up technology-based educational interventions. In C. Dede, J. P. Honan & L. C. Peters (Eds.), Scaling up success: Lessons from technology-based educational improvement (pp. 176– 197). San Francisco: Jossey-Bass.

Mendikbud. (2020). Mendikbud dan mendagri gelar rakor dengan kepala daerah bahas pembelajaran di masa pandemi. Retrieved December, 2020, from gelar-rakor-dengankepala-daerah-bahas-pembelajaran-di-masa-pandemi

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks CA: Sage Publication.

Nashruddin, N., Alam, F. A., & Tanasy, N. (2020). Perceptions of Teacher and Students on the Use of E-Mail as A Medium in Distance Learning. Berumpun: International Journal of Social, Politics, and Humanities, 3(2), 182-194.

Oomen-Early, J., & Early, A. D. (2015). Teaching in a Millennial World: Using New Media Tools to Enhance Health Promotion Pedagogy. Pedagogy in Health Promotion, 1(2), 95-107. doi:

Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’ Achievement in

Learning English. JELITA, 1(2), 56-64.

Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education.

Journal of Applied and Advanced Research, 3(1), 33-35.

Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research, 3(1), 45-47. doi:

Roschelle, J., Knudsen, J., & Hegedus, S. (2010). From new technological structures to curricular activity systems: Advanced designs for teaching and learning. In M. J. Jacobson & P. Reiman (Eds.), Designs for learning environments for the future: International perspectives from the learning sciences (pp. 233–262). New York: Springer.

Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.

Selwyn, N. (2013). Education in a Digital World: Global Perspectives on Technology and Education. New York: Routledge.

Sheingold, K., & Hadley, M. (1990). Accomplished Teachers: Integrating Computers into Classroom Practice. New York: Center for Technology in Education.

Turnage, A. K., & Goodboy, A. K. (2016). E-Mail and Face-to-Face Organizational Dissent as a Function of Leader-Member Exchange Status. International Journal of Business Communication, 53(3), 271–285. doi: 10.1177/2329488414525456

Verseput, N. (2008). Pictopal in practice: Integration of ICT-related activities to support early literacy in classroom practice. Enschede: University of Twente.

Wahab, S., & Iskandar, M. (2020). Teacher’s Performance to Maintain Students’

Learning Enthusiasm in the Online Learning Condition. JELITA, 1(2), 34-44.

Wenglinski, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ: ETS.

Yin, R. K. (2003). Case study research design and methods. Thousand Oaks: Sage.

Article Statistic

Abstract view : 242 times
PDF views : 343 times

How To Cite This :


  • There are currently no refbacks.

Copyright (c) 2021 Sri Damayanti, Irwan Irwan

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