EFL HIGH SCHOOL TEACHERS’ BELIEFS IN DEVELOPING EMERGENCY REMOTE TEACHING: A NARRATIVE INQUIRY OF EXPERIENCED AND NOVICE SENIOR HIGH SCHOOL TEACHERS IN THE COVID-19 PANDEMIC ERA

Abstract

ABSTRACT This paper focused on Experienced and Novice senior high school Teachers' Beliefs in developing emergency remote teaching in the Covid-19 pandemic era. To aim in figure out what are teachers' beliefs in developing emergency remote teaching, to what extent the experienced high school teachers' beliefs can be affected by students in Emergency Remote Teaching, and to what extent the novice high school teacher beliefs can be affected to students in Emergency Remote Teaching. The study employed a qualitative research design, embracing characteristics of a Narrative Inquiry depending on participants’ experiences. The data were obtained from the semi-structured interview Experienced and Novice English teachers from high school as participants. The data analyzed in two forms, firstly the make transcription analysis, and secondly construct the narratives of the interview. The findings revealed that teachers’ beliefs of experienced and novice teacher are different and this will affect the development of Emergency remote teaching from each teachers’ beliefs. Most significantly, for experienced teacher, the most important in emergency remote teaching is teachers’ strategies, and how to utilize existing technology to construct teaching and learning activities easier for students, at greater length, students become more interactive also enthusiastic in understanding the material. Moreover, the important thing for novice teacher is that students can follow class effectively, which with following students' background, in a consequence, using platforms that students can access and providing modules as simple as possible, students could easily understand. Referring to the result of this study, it is recommended that teachers are expected to be better and more creative while teaching and learning activities. The slightest opportunity to use various platforms is needed by teachers in case to develop emergency remote teaching. For further researchers, if they are interested in doing the same research, they can examine students' perceptions of online learners for the effectiveness of teachers’ strategy in developing emergency remote teaching. Finally, the researcher realizes that there are still many shortages in this research, so the researcher really expects the criticism and suggestions for the improvements. Thus, the researcher also hopes this research can be a meaningful contribution for the teacher of English as well as further research.