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This study aimed to analyze primary English teachers' problems and strategies in dealing with passive students in an emergency remote teaching situation in Ambon, Indonesia. Then data were gathered using a qualitative approach using observation and interview protocol. The participants of this study involved five English teachers from different elementary schools in Ambon, Maluku. The researcher discusses some themes that emerged from the data analysis in the findings.This section is divided into three sections: characteristics of passive students, problems in dealing with passive students in an ERS, and strategies in dealing with passive students in an ERS. The problems were grouped into three points: technical issues, infrastructure, and the factors from the students. The device and internet connection were among the technical issues. Next, the complex infrastructure for online learning, such as the unstable network and the limitation of internet data, were the common problems that caused online teaching and learning to be unsuccessful. Furthermore, students' limitations in having and using technology, including handphones, and the limitation of media, such as the textbook, were the main factors in rural areas that impacted their attendance and participation in and outside online classes. The problems that came from the students were the lack of confidence and the less supportive situation at home. Regarding dealing with these problems, the teachers tried to apply their strategies to face them. Two strategies in handling passive students who turned off cameras and muted microphones were recalling them or allowing them to use the chat box on the Zoom Meeting. The teachers sharing a screen of the textbook material and letting students take screenshots was another strategy to help those who did not have the textbook. Making a video tutorial on downloading and using online learning applications was another strategy the teacher used in dealing with the students and parents who could not use the online platforms. If it did not succeed, the teacher allowed them to submit the homework to the WhatsApp application. The students who did not have handphones were permitted to join an online class with their friends who had mobile phones. Moreover, the teachers allowed the students to submit heir work at school. Lastly, one teacher took the initiative to visit the students at home and share the materials with them to prevent misunderstanding of the material, which would affect their grades. Indeed, the problems faced and strategies done by the teachers in ERT situations in this study were varied and more complicated than teaching under normal conditions. Specifically related to the strategies, the teachers had to give extra effort to ensure the students had access to and understood the materials by providing additional explanations, tutorials, and even more time to visit the students at home. In conclusion, the results of the findings are that teachers currently experience difficulty in implementing health protocols, the lack of students motivation makes offline learning in English courses problematic, and the strategies used are varied and adapted from several methods. |
