A DESCRIPTIVE STUDY OF TEACHING LEARNING PROCESS IN EMERGENCY LEARNING SYSTEM DURING PANDEMIC (COVID-19) AT THE ELEVENTH GRADE ENGLISH TEACHER OF MADRASAH ALIYAH AL-AMIRIYYAH AT YEARS 2020/2021

ABSTRACT

Andini, Marinda Elsa. 2021. A Descriptive Study Of Teaching Learning Process
In Emergency Learning System During Pandemic (Covid-19)
At The Eleventh Grade English Teacher Of Madrasah Aliyah
Al-Amiriyyah At Years 2020/2021.

Key Word: emergency learning system, english teacher, pandemic.
This study aims To describe the strategy of the eleventh grade English
teacher of Madrasah Aliyah Al-Amiriyyah in implementing the emergency
learning system and to analyze the problems faced by the eleventh grade English
Teacher at Madrasah Aliyah Al-Amiriyyah in learning the emergency system
during the pandemic (COVID-19) 2021-2022.
The type of this research is qualitative research.. The subject of this
research is the eleventh grade English Teacher of Madrasah Aliyah Al-Amiriyyah,
namely Mrs. Liya Uswatun Hasanah, S.Pd. Sources of data were taken using
interview, observation, and documentation techniques.
The results of this study are strategy used by the eleventh grade English
teacher of Madrasah Aliyah Al-Amiriyyah is a direct learning strategy with the
lecture method. In using this strategy, several advantages and disadvantages arise.
One of the advantages is that the material can be completed immediately in a
shortened time due to the pandemic (COVID-19). Meanwhile, the drawback is
that many students feel bored with learning because the learning strategy is too
monotonous, so that student’s attention is distracted and becomes obstacles in
learning.
The Problems of English Teacher in Emergency Learning System are as
follows: 1) The lack of time duration makes the delivery of material and
evaluation less thorough. 2) Too often using direct learning strategies with the

lecture method makes students lose their sense of responsibility and self-
awareness. They believe the teacher will explain everything that students need to

know. 3) At the time of giving time to read, students are less conditioned. The
teacher's attention is not thorough.