The objectives of this research are to describe the implementation of teaching-learning activities for students with mild mental retardation during the covid-19 pandemic and to identify teachers’ perception on teaching English to students with mild mental retardation during the covid-19 pandemic of SMPN 6 Tuban. The method of this research was qualitative research. The subjects of this research were the English teachers of VIII C, IX B, and a special companion teacher of SMPN 6 Tuban. The instruments of this research were observation, interview, and documentation. The result of this research can be described that this is a new challenge for them because learning activity is done online. Teachers are required to still be able to deliver material and accompany students in the learning process during the Covid-19 pandemic. They use the media, method and also apply special principles for students with mild mental retardation. For special companion teachers, the limited face-to-face opportunity twice a week is an opportunity that must be utilized as well as possible because during online learning for students with mild mental retardation is too difficult to understand the material due to the absence of assistance and lack of attention from their parents. The teacher hopes that the students find happiness in learning through online learning classes they enjoy and can understand the material, especially for students with mild mental retardation. Based on the result of this research, the researcher found that in learning English, the activities that are more often used are the drilling method and copying simple words or vocabulary, so the materials and teaching methods used with students with mild mental retardation are different. The outcomes of teachers' perceptions of teaching English to students with mild mental retardation during the Covid-19 pandemic vary greatly, the section on teachers' perceptions reveals that teachers believe that learning English for students with mild mental retardation is difficult to do online because students with mild mental retardation face technological difficulties and obstacles. Because learning is done online, teachers find it more difficult to control the condition and development of students with mild mental retardation.