This research aims to analyze a teacher's strategy in increasing students’ involvement during online learning in primary school, especially during synchronous activity, by (1) identifying the problems faced by the teacher in terms of students’ involvement during the synchronous activity, (2) examining the teacher's strategies for solving the problems, (3) investigating the most effective strategies used by the teacher for solving the problems. This research used a qualitative research design with a narrative inquiry approach. The data were collected from interviews with a primary school English teacher and zoom meeting classroom observations. The research results show that the problems faced by the teacher in terms of student involvement include concentration, attention, persistence, and activeness. The teacher tried to solve the problems in terms of students’ concentration by combining various activities with various teaching techniques and methods; in terms of students’ attention by playing animated youtube videos; in terms of students’ persistence by applying Presentation, Practice, and Production (PPP) by using PowerPoint; in terms of students’ activeness by using games. The teacher's strategies could partially solve the problems regarding students' involvement because the students' concentration and attention spans were limited, the students were not persistent in completing the tasks, and the students did not participate actively during the lesson, which did not make the total student involvement in teaching-learning activity. The most effective strategy applied by the teacher is the use of various activities and the combination of those various activities with various teaching techniques and methods.
