Covid-19 pandemic is a situation that has impacted people’s life and all sectors especially Education. This pandemic situation forced the restrictions to do online learning in the teaching activities, including English learning in giving English Online Tasks. It raises pro contra between the implementation of online learning. The study aimed to find out the development of English Online Tasks and integrate those tasks in Online Learning Platforms. The study employed qualitative approach with interview and observation method. The sample of this study is one English teacher from SMA Negeri 4 Singaraja. The results showed that the English teacher has a lot of tasks during online learning in 1 semester. In developing English Online Tasks, the teacher has many methods. These tasks are integrated into several Online Learning Platforms. Therefore, it is suggested for the government to use this result as a reference to evaluate the online learning specifically in giving English Online Tasks for senior high school students.

The purpose of this research was to observe two processes: 1) developing online reading tasks; and 2) integrating those tasks into online learning platforms. This research employs a descriptive qualitative design. The subject of this study was English teacher at SMAS Laboratorium Undiksha Singaraja. The data was gathered through observation and an interview guide. The data collection procedure began with an online observation and an interview. The data were analyzed according to Miles and Huberman's (2002) framework of analysis, which includes data collection, data reduction, data visualization, and conclusion drawing. The study's findings indicated that 1) activities were used to develop reading tasks using online learning platforms; 2) teacher used five platforms to develop online reading tasks, including WhatsApp, Google Classroom, Youtube, Kahoot, and Quizizz; and 3) the use of online platforms to develop tasks motivates students to learn, increases students' interest in learning, and assists students in learning technology. The implication of this research is that utilizing online platforms to develop tasks benefits students' ability to learn technology

This qualitative descriptive study aimed at analyzing teachers’ problems and solutions in implementing Student-centered Learning. This study involved an English teacher in SMA N Bali Mandara Singaraja. The instruments of this study consisted of voice recorder, field notes, interview guide, and researcher as the main instrument. The obtained data were analyzed using Miles and Huberman (1994) theory which consisted of data collection, data reduction, data display and conclusion drawing/verification. The results showed that the teacher's problems included problems caused by students, teacher, and facilities to support learning. The teacher’ solutions to solve the problems were by identifying the students' ability, motivating students personally, doing the class management well, using “stick talking” game to lead students to ask a question, instructed students to find more resources on the internet or library, giving a reward, instructed students to revise their planning when it was not meeting the minimum score before mobilizing them to the other group or permitting them to choose individual task based on their interest, grouping students evenly based on the identification result, scheduling and instructing them to do a discussion with their friend before consulting their project to the teacher and the last borrowing tools from the school facilities section and rotating the tool usage.Keywords: student-centered learning (SCL); teachers’ problem; teachers’ solution; 2013 curriculum

The English teacher does not involve a net meeting during online English learning. The net meeting is vital because it becomes a space for students to communicate and interact with their friends and teachers. It can trigger feelings, and they do not want to be actively involved in learning English online because they cannot experience the actual teaching experience and interact with their peers and teachers directly. This study aims to analyze student interactions and the difficulties involved in online English learning. This research uses mixed research methods by following a sequential explanatory research design. The sample in this study consisted of 140 students and was selected using the cluster random sampling technique. The process of collecting data in this study was carried out by distributing questionnaires and conducting interviews. The results of this study indicate that the involvement of students during online English learning is included in the high level seen from every aspect. However, there are some difficulties involved in learning English online, including internet connection problems, boredom, and loss of concentration, which psychologically affect motivation. Then, the slow response makes it difficult for students to contract online. In addition, the limited knowledge of English and the lack of direct interaction with the teacher, which makes students understand English subject matter independently, and the lack of direct interaction with fellow students also establish friendships with other students.

The goal of this study was to analyze teachers’ obstacles in teaching English in SD Negeri 3 Banjar Jawa and students’ issues in the classroom from the teacher's perspective. The issues and solutions in teaching English to teachers were identified using a qualitative technique. The participant was interviewed using a Google Form. Based on the teacher's perspective, the results indicated that the teacher has two main problems, being that students have difficulties in learning vocabulary and pronunciation and that the teachers needed engaging learning material for the students. Teachers are encouraged to bring technology to the classroom to motivate the students during the teaching and learning process.