Efl Teachers' Perspectives on Teaching English Speaking Skills at Senior High School During The Emergency Remote Teaching: A Case Study

Abstract

COVID-19 forced teachers and students to adjust learning activities which initially used offline learning but had to change to online learning. It indicates that teachers must be aware that teaching strategies in online learning can be different from offline learning where they must be able to apply appropriate strategies to overcome their communication barriers, motivate them, and could make students willing to speak. This study aimed to investigate teachers’ perspectives in teaching English speaking skills during the emergency remote teaching. The participants were two EFL teachers in a senior high school in Situbondo, East Java. The qualitative case study design employed in this study is to investigate teachers’ perspectives in teaching English speaking skills during the emergency remote teaching (ERT). The researcher employed interviews as data collection and thematic analysis adapted by Braun & Clarke (2006). The results of this study revealed that teachers’ perspectives on the instructional process during ERT experienced numerous adjustments, limitations, and benefits. Also, teachers’ perspectives on Information and Communication Technology (ICT) usage during ERT revealed a limitation on the internet network. However, the teachers had positive perspectives on implementing ERT in terms of choosing learning platforms. This research provides information to assist English teachers in identifying and dealing with various issues in teaching English speaking skills during ERT.