The present research focused on investigating the implementation, the teacher’s problems, and solutions in implementing synchronous online learning using Google Meet in reading class and exploring the students’ perceptions of implementing synchronous online learning using Google Meet in reading class.

An intrinsic case study was used to illustrate the data-oriented objectives mentioned earlier. The participants of this research were students in a private university in Jember. The researcher applied observation, questionnaire, and interview to gather the data, which were further analyzed using the Interactive data analysis model.

The findings were four points: 1) Synchronous online learning using Google Meet was applied during reading class. The lecturer delivered materials that were appropriate to the students’ needs. In the class, the lecturer invited the students to read text, do group discussions, and ask questions. 2) The lecturer faced schedule, personal, technical, environmental problems, and students’ difficulty identifying indicators of reading during implementing synchronous online learning using Google Meet in reading class. 3) The lecturer’s solution to solve the issues was to invite the students to do a discussion to reschedule, check devices, and help them such as giving clues and interpreting the meaning. 4) The students positively perceived synchronous online learning using Google Meet in reading class. It can be concluded that the practice of synchronous online learning using Google Meet can be an alternative way to teach reading.