Abstrak
The present study aimed at describing the English teacher’s problems in implementing the 2013 curriculum in online learning at SMA Muhammadiyah Boarding School Tarakan. A case study was conducted to an English teacher at SMA Muhammadiyah Boarding School Tarakan. Data were collected through observation, interview, and documentation. The concurrent flows of analysis (data reduction, data display, and conclusion drawing) were used to reveal the English teaching problems. The result of analysis disclosed the problems from three teaching dimensions. In the preparation, the teacher found a hard struggling to compile the instructional documents because of the limitation of time in making the documents and in obtaining the references for online learning. In the teaching and learning process, the teacher did not fully meet the target of learning materials listed in the lesson plans because he had to adapt the materials to the online class atmosphere. Controlling the students’ activities was also the challenging part during online class because the teacher could not see the students directly. Although, the teacher had mastered on how to use online learning platforms, some students could not use those platforms appropriately. The other problems were unstable internet connection and support from students’ parents. These led the students became passive and decrease their motivation. In the assessment process, the teacher felt burdened because the assessment components were too complex. Besides that, there was a lot of tolerances given by the teacher to students