Teachers' Perspective of Distance Learning TV in Teaching Speaking During COVID-19

The pandemic situation of COVID-19 has damaged various aspects, including education. Distance learning becomes the substitute to facilitate teaching-learning, especially in rural areas. It uses television as a teaching medium to tackle the internet connection problem. Television has been used for a long time and used for entertainment purposes. However, educators start to add educational purposes, especially to learn a language. Unfortunately, television was only an additional teaching tool and was not used thoroughly. This research aims to observe the teacher's perspective of Distance Learning Television (DLTV) to teach speaking, particularly in a rural area, Thailand. The subject research is two English teachers who teach primary school in Thailand, and they use DLTV as the teaching media. The result showed that teachers have a positive perspective on DLTV as a teaching medium, especially in speaking. It contains benefits that can support students in their speaking comprehension. Furthermore, teachers have the role of facilitators and encourage students during the learning process. Despite the drawback of DLTV, it is still be taken care of by teachers by collaborative work with colleagues

Pandemic-Triggered Online Teaching in Romania. A Language Teacher’s Perspective

With the restrictions caused by the pandemic, schools closed and classes went online in the spring of 2020. Suddenly, teachers found themselves in unexpected situations they had to deal with. With limited IT skills and no training courses offered by the Ministry of Education guiding them into the world of Google Classroom, Meet, or Zoom, teachers all over Romania had to cope with e-learning somehow. In the present study, I propose to investigate some of the positive and negative aspects of going online, to compare digital language classes involving different age groups (pupils of elementary schools or middle schools vs university students), as well as the diverse social background which influenced online learning to a large extent. I also intend to look at teaching different language skills: is there any relevant change in this respect as opposed to teaching face-to-face?

ASPECTS OF READING WEAKNESSES AMONG FIRST ‎CYCLE STUDENT IN PRIVATE SCHOOLS IN SULTANATE ‎OF OMAN

This study aimed to identify the aspects of reading impairment ‎among cycle one pupils at private schools in the Sultanate of Oman ‎from their teacher's perspective and discover statistically significant ‎differences in cycle one teacher's responses in those schools attributed ‎to the governorate variable.‎ In order to achieve the study's goal, the researchers used the ‎descriptive method. The survey population included all cycle one ‎teachers in private schools from governorate of Al-Batinah South and ‎North, Muscat and Al-Dakhiliyah. Responses of 500 teachers were ‎received from those governorates. At the same time, among those ‎teachers about 150 teachers were chosen randomly. They represent ‎‎30% to be the purposive sample. The researchers started to use a ‎questionnaire to measure the degree of popularity of the aspects of ‎reading impairment among cycle one pupils at private schools in the ‎Sultanate Of Oman. This questionnaire is divided into three categories ‎related to reading letters, words, and sentences. ‎ It was revealed that the degree of popularity of the aspects of ‎reading impairment among cycle one pupils at private schools in the ‎Sultanate Of Oman from the cycle one teacher's perspective came to ‎an average degree. However, there are no statistically significant ‎differences at the level (0.05) among the teachers' responses according ‎to governorate variable. ‎ According to the study result, it is recommended to put more ‎efforts in teaching reading skills in order to eradicate the common ‎aspects of reading impairment. Related to these recommendations, it ‎is suggested that conducting pilot studies aimed at testing proposed ‎programs are required to find out their effects to solve challenges ‎resulted from aspects of reading impairment among cycle one pupils ‎at private schools in the Sultanate Of Oman‎.

BENEFITING FROM RUANGGURU FOR TEACHING ENGLISH: TEACHER’S PERSPECTIVE

Technology has been successfully attracting human’s life, including in education. It can be seen that there are a lot of online learning especially in English language learning that can be accessed by everyone in everywhere. In Indonesian context, Ruangguru is an example of an online course that most popular used nowadays. This paper aims at exploring the way of teaching practices that used by teachers and challenges they faced in teaching English in Ruangguru. This study is a descriptive qualitative using interview as the instrument of data. The respondents of this present study are teachers who teach English from different level of students and learning programs that were chosen by snowball sampling. This study found that most of the teachers have similar methods of teaching such as preparing materials reading and having knowledge before delivering lesson to students. The teachers also faced corresponding challenges such as internet connection and difficult question that should be answered directly.

Teacher Challenges and Solutions in Teaching EFL Students

The present study was aimed at identifying the EFL teacher challenges in teaching English, EFL learners’ problems in the classroom from teacher’s perspective, and the EFL teacher’s solutions for the problems exist in the classroom activity at SMK Negeri 1 Gianyar. A qualitative method was used to identify an EFL teacher challenges and solutions in teaching English. An interview was done through Google Form and WhatsApp chat with the participant. The results revealed that there are two main challenges faced by the teacher and four main challenges faced by the students based on the teacher’s perspective. Additionally, the study also revealed the teacher’s solutions for the challenges appeared during the English teaching process. Further, it is suggested for the teacher to use jigsaw strategy in teaching that will make the students take an important part in teamwork instead of without doing nothing in a group activity.