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.
