This research aims to discover the techniques of teaching English online and the platforms used by the teacher during the covid-19 pandemic at SMK Negeri 1 Banjarmasin. As the government requires every learning activitiy in every school should be carried out online due to the spread of the Covid-19 virus.

           The type of this research was a qualitative approach with a descriptive method. The subject of this study was the English teacher and the object was the techniques of teaching English online during the pandemic. The techniques of data collection used in this research were observation, an interview with an English teacher, and a questionnaire that was distributed using Google Form to the students of XA Multimedia, XIA Multimedia, and XIIA TKJ. In this research, the data were analyzed based on Miles and Huberman’s theory, which are data reduction, data display, and conclusion drawing.

           From the data analysis, the researcher concluded that the teacher uses some ways and platforms in teaching English to the students. The platforms that are used in teaching English online were WhatsApp group and Microsoft Teams. The techniques that are used in those platforms are online discussion, substitution drill, game, and question and answer. In the pre-activities, the teacher usually interacts with the students by asking some questions or asking the students to discuss to stimulate their background knowledge whether in WhatsApp group or a video conference using Microsoft Teams app. During while-activity, she used substitution drills when they were having video conferences, or played a game where the students not only learned to apply the correct pattern but also to make the students learn from making mistakes. In closing, the teacher only repeated her explanation briefly about the topic. Based on the data findings, it can be concluded that there are four techniques used in teaching English during online learning to the students of SMKN 1 Banjarmasin and it is suggested for the teacher to use online discussion and games more often in the while activity because those two techniques can activate students’ enthusiasm and engage students to learn by sharing unconsciously. In pre and post-activity it is suggested for the teacher to use drilling to make the students more familiar with the new pattern of a foreign language.