**4.6 Challenges faced by teacher F**

Different from the other five teachers, Teacher F taught in a vocational school in a big city in Papua, Indonesia. In general, she did not face too many problems. There were three big problems that she thought hindered learning, which were students' motivation, the Internet connection, and the curriculum. In dealing with the Internet connection, Teacher F admitted that there was nothing she could do. She just hoped that the connection would get better and the provider would soon handle the recurring trouble and could provide a good, stable connection. About the curriculum, Teacher F mentioned that she could not do anything either, since it was decided by the central government.


#### **Table 3.**

*Summary of the teachers' problems and solutions.*

*Exploring Problems Encountered by Six Indonesian Teachers in Teaching English: A Case Study… DOI: http://dx.doi.org/10.5772/intechopen.102968*

The time given for English lessons was far from enough. It was only a 2-hour lesson for grade 10 each week, or approximately 80 minutes per week. Grade 11 and 12 students got a 3-hour lesson per week, which means 3 times 40 minutes, or 120 minutes (2 hours) per week. "*During this pandemic, one lesson hour is even shorter than that*," Teacher F explained. Time to learn this international language was very limited.

There were some efforts that Teacher F had done in dealing with motivation. First, she gave special guidance to students who had low achievements. She gave them special attention and was willing to give extra lessons outside of the school hours if needed. Besides that, she also tried to remind the students about the importance of learning English. The last effort that she did was choosing peer tutors to help other classmates who were weak and had difficulties in learning. The teachers' problems and the solutions are summarized in **Table 3**.

#### **5. Conclusion**

From all the teachers' narratives about the difficulties and solutions they implemented, several conclusions can be drawn. First, every teacher has their own way to teach and adjust their way of teaching in this pandemic era. Secondly, it has to be noticed that every solution should be adjusted with the class situation. No methods are the best methods. The teacher is the one who knows the situation best, and all methods should be adjusted with the class situation.

The next conclusion is that no matter what the students' family conditions are, teachers need to keep motivating these students. Motivation is one of the key factors that determine students' success in their language learning. It is like fuel that keeps vehicles running. Without motivation, language learners will lose their spirit to learn and may come to a stagnant point.

The research questions in this study have thus been answered and summarized in **Table 3**. This study, however, has its limitations in terms of the number of participants and coverage of topics. There were only six participants, and the discussion focused on the teachers' problems and solutions. Future researchers can include more participants and delve into more complex topics like teaching media or teaching techniques.

#### **Appendices**

#### **A.1 Questionnaire for teachers**

Dear Respondents, please answer the following questions. The answers can be written in Indonesian or English. Thank you.

	- a.Inadequate school facilities.
	- b.Bad Internet connection.
	- c.Low English competence of the students.
	- d.The low motivation of the students.
	- e.Your low motivation in teaching.
	- f. Other problems:

Please complete the table about your data.

