Thesis proposal seminar is one of requirements for English Department students to process their thesis. Students should present their thesis proposal which provide information about their research. The presentation covers research topic, theoretical framework, and chosen methodology. This research focuses on the challenges of thesis proposal seminar both online and offline. This also identifies students’ solutions for making a good presentation. This is a descriptive qualitative research since it is used to describe the challenges of students and find out the solutions by questionnaire and in-depth interview. The subjects of this research are 35 students who have taken research and seminar subjects and has presented thesis proposal seminar offline and online in January–May. The findings show that students faced some challenges during thesis proposal seminar related to seminar preparation, topic’s mastery, students’ confidence and technical issues.  To make a good presentation, students need to understand their research topic and research methodology well. They also need to plan their presentation by doing a lot of practices and having good preparation. These solutions necessarily encourage students’ confidence and motivation to do presentation effectively.

During online and offline teaching learning, teachers need to be ready and consider certain aspects in order to teach effectively and get the best results for the students. This research was aimed to know the English teachers’ readiness in terms of materials development, lesson planning, and teaching skills in online and offline teaching and learning. This study adopted embedded mixed research design that utilized closed-ended questionnaires and interview as instruments for data collection. There were 72 English teachers from Junior and Senior high schools (SMP, MTS, SMA, SMK, and MA) around South Kalimantan as the subject of the research. The result showed that most of the English teachers were ready in developing materials, lesson plan, and teaching skills. They were familiar with the types, the objectives, the principles and the stages in developing materials. In preparing lesson plan, they consider cognitive, affective, and psychomotor aspects, basic competencies, instructional media, character education, literacy 4 C's and HOTS skills activities, learning sources, and assessment. In applying teaching skills, the teachers did some adaptations and improvements by using a variation of online and offline applications in teaching.