Analyzing Students’ Perceptions of English Language Learning Through Online Learning Implementation
DOI:
https://doi.org/10.23887/jpiundiksha.v11i3.45764Keywords:
Students' perception, E Belajar, English online learning, E-Learning.Abstract
E-Learning also known as online learning became fully established during previous school year. This study aims to analyses students' perceptions of the usefulness of the E Belajar platform as a medium in the English online classroom, as well as the presences of English teachers. The method use is qualitative, consisting of a questionnaire and an interview. In a questionnaire, 56 students from one schools were asked to rate 20 statements on a five-point Likert scale. This school was chosen through purposive sampling because it used the E-belajar platform designed by ministry of education. In interview, there are five respondents through purposive sampling method to explore in depth usefulness of E-belajar and teachers presences. For the analysis, questionnaire data were analyzed using SPSS IBM Version 22, while the interview data were analyzed using thematic analysis. The result show that students preferred offline classes because the explanation of the learning materials was more obvious. In a face-to-face class, students can ask the teacher direct questions; they can maintain the offline class; they can gain more lessons in an offline class; they can understand more easily; they can enjoy themselves; the time in an offline class is more efficient; the explanation is clearer, and they can interact with the teacher. In summary, they acknowledged that E Belajar was beneficial in learning English and that teachers should consider using the digital platform during English online classes; however, teachers must guide and teach students accordingly.
References
Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/jpsp.2020261309.
Adzobu, N, Y. (2014). Design, Use and Evaluation of E-Learning Platforms: Experiences and Perspectives of a Practitioner from the Developing World Studying in the Developed World. Informatics, 1, 147–159. https://doi.org/10.3390/informatics1020147.
Albashtawi, A., & Al Bataineh, K. (2020). The effectiveness of google classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning (IJET), 15(11), 78–88. https://doi.org/10.3991/IJET.V15I11.12865.
Almanar, M. A. (2020). The Shifting of Face To Face Learning To Distance Learning During the Pandemic Covid-19. Globish: An English-Indonesian Journal for English, Education, and Culture, 9(2), 111. https://doi.org/10.31000/globish.v9i2.2772.
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and Challenges of Using e-Assessment. International Journal of Information and Education Technology, 8(1), 34–37. https://doi.org/10.18178/ijiet.2018.8.1.1008.
Arthur, R., Dwi, R. N., & Lenggogeni, L. (2020). E-Module of Cost Estimating Course in Building Construction Vocational Undergraduate Program Faculty of Engineering Universitas Negeri Jakarta. Jurnal Ilmu Pendidikan, 25(2), 88. https://doi.org/10.17977/um048v25i2p88-96.
Ashraf, H., Kazemi, B., & Kazemi, S. (2017). Technology in ELT: Iranian EFL Teachers’ Perception towards Using Fotobabble in English Classes. Language Teaching Research Quarterly, 4, 25–30. https://doi.org/10.32038/ltrq.2017.04.03.
Aswir, A., Hadi, M. S., & Dewi, F. R. (2021). Google Meet application as an online learning media for descriptive text material. Jurnal Studi Guru Dan Pembelajaran, 4(1), 189–194. https://doi.org/10.30605/jsgp.3.3.2020.533.
Avando Bastari, Adi Bandono, & Okol Sri Suharyo. (2021). The development strategy of smart campus for improving excellent navy human resources. Global Journal of Engineering and Technology Advances, 6(2), 033–043. https://doi.org/10.30574/gjeta.2021.6.2.0011.
Budi, & Nurjayanti, B. (2013). Pengembangan Metode Pembelajaran Online Berbasis E-learning (Studi Kasus Mata Kuliah Bahasa Pemrograman). Jurnal Sains Terapan, 53(9), 1689–1699. https://doi.org/10.29244/jstsv.2.1.59-66.
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? In Currents in Pharmacy Teaching and Learning. https://doi.org/10.1016/j.cptl.2018.03.019.
Chin, K. E., Kwon, D. H., Gan, Q., Ramalingam, P. X., Wistuba, I. I., Prieto, V. G., & Aung, P. P. (2021). Transition from a standard to a hybrid on-site and remote anatomic pathology training model during the coronavirus disease 2019 (covid-19) pandemic. Archives of Pathology and Laboratory Medicine, 145(1), 22–31. https://doi.org/10.5858/arpa.2020-0467-SA.
Chu, S. K. W., Zhang, Y., Chen, K., Chan, C. K., Lee, C. W. Y., Zou, E., & Lau, W. (2017). The effectiveness of wikis for project-based learning in different disciplines in higher education. Internet and Higher Education, 33, 49–60. https://doi.org/10.1016/j.iheduc.2017.01.005.
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367.
Coskun, A., & Marlowe, Z. (2015). Technology in ELT: English Teachers Investigate Animoto and Fotobabble. International Journal of Higher Education, 4(3). https://doi.org/10.5430/ijhe.v4n3p119.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.
Ferdianto, F., & Dwiniasih. (2019). Learning Management System (LMS) schoology: Why it’s important and what it looks like. Journal of Physics: Conference Series, 1360(1). https://doi.org/10.1088/1742-6596/1360/1/012034.
Heggart, K. R., & Yoo, J. (2018). Getting the most from google classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140–153. https://doi.org/10.14221/ajte.2018v43n3.9.
Hima, A. N., Saputro, T. H., & Farah, R. R. (2021). Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception. KEMBARA Journal of Scientific Language Literature and Teaching, 7(1), 131–142. https://doi.org/10.22219/kembara.v7i1.15805.
Hong, J. C., Liu, X., Cao, W., Tai, K. H., & Zhao, L. (2022). Effects of Self-Efficacy and Online Learning Mind States on Learning Ineffectiveness during the COVID-19 Lockdown. Educational Technology and Society, 25(1), 142–154. https://www.jstor.org/stable/48647036.
Istri Aryani, I. G. A., & Rahayuni, N. K. S. (2016). Innovation of Teaching and Learning English Applied to Animal Sciences’ Student with the Combination of Computer Media and Audio Visual. International Journal of Linguistics, Literature and Culture, 2(1). https://doi.org/10.21744/ijllc.v2i1.5.
Jaya Saragih, M., Mas Rizky Yohannes Cristanto, R., Effendi, Y., & Zamzami, E. M. (2020). Application of Blended Learning Supporting Digital Education 4.0. Journal of Physics: Conference Series, 1566(1), 0–6. https://doi.org/10.1088/1742-6596/1566/1/012044.
Kourieos, S., & Evripidou, D. (2013). Students’ Perceptions of Effective EFL Teachers in University Settings in Cyprus. English Language Teaching, 6(11), 1–16. https://eric.ed.gov/?id=EJ1078477.
Kumalawati, R., Murliawan, K. H., Yuliarti, A., Kartika, N. Y., & Noermelani, E. (2021). Utilization of information technology for learning in Covid-19 disaster conditions. IOP Conference Series: Earth and Environmental Science, 716(1). https://doi.org/10.1088/1755-1315/716/1/012001.
Lee, J. S., & Drajati, N. A. (2019). English as an international language beyond the ELT classroom. ELT Journal, 73(4), 419–427. https://doi.org/10.1093/elt/ccz018.
Liando, N. V., Pelenkahu, N., & Mongkaren, S. (2021). Students and Parents’ Perceptions toward English Online Learning during Corona Virus Pandemic. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(1), 91–97. https://doi.org/10.23887/jpbi.v9i1.35049.
Lusiyani, R., & Dara Anindya, W. (2021). Choosing and Using Learning Media during Remote Teaching: Teachers’ Thought. Journal of English Language Teaching and Linguistics) e-ISSN, 6(2), 2021. https://doi.org/10.21462/jeltl.v6i2.555.
Marhaeni, A. A. I. N., Dantes, N., & Paramartha, A. A. G. Y. (2018). Teacher Assessment Literacy: Discrepancies in Authentic Assessment Practice in EFL Context. Proceeding Book of 1st International Conference on Educational Assessment and Policy, 2, 18–21. https://doi.org/10.26499/iceap.v2i1.90.
Masterson, M. (2020). An Exploration of The Potential Role of Digital Technologies for Promoting Learning in Foreign Language Classrooms: Lessons for a Pandemic. International Journal of Emerging Technologies in Learning, 15(14), 83–96. https://doi.org/10.3991/ijet.v15i14.13297.
Mpungose, C. B. (2021). Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus. African Identities, 00(00), 1–17. https://doi.org/10.1080/14725843.2021.1902268.
Nainggolan, A. P., & Manalu, R. B. B. (2021). Pengaruh Penggunaan Google Classroom Terhadap Efektifitas Pembelajaran. Journal Coaching Education Sports, 2(1), 17–30. https://doi.org/10.31599/jces.v2i1.515.
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747.
Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as Online Teaching Strategy During COVID-19: A Mini-Review. Frontiers in Psychology, 12(May), 1–9. https://doi.org/10.3389/fpsyg.2021.648552.
Noguera, I., Guerrero-Roldán, A. E., & Masó, R. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers and Education, 116, 110–129. https://doi.org/10.1016/j.compedu.2017.09.008.
Nugroho, A., & Mutiaraningrum, I. (2020). EFL teachers’ beliefs and practices about digital learning of English. EduLite: Journal of English Education, Literature and Culture, 5(2), 304–321. https://doi.org/10.30659/e.5.2.304-321.
Ogbonna, C. G., Ibezim, N. E., & Obi, C. A. (2019). Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach. South African Journal of Education, 39(2), 1–15. https://doi.org/10.15700/saje.v39n2a1383.
Oktaria, A. A., & Rahmayadevi, L. (2021). Students’ Perceptions of Using Google Classroom During the Covid-19 Pandemicc. International Journal of Educational Management and Innovation, 2(2), 153. https://doi.org/10.12928/ijemi.v2i2.3439.
Öz, H. (2014). Pre-service English Teachers’ Perceptions of Web-based Assessment in a Pedagogical Content Knowledge Course. Procedia - Social and Behavioral Sciences, 141, 45–58. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.05.010.
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of literature. International Journal of Information Management, 43(July 2016), 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005.
Papadima-Sophocleous, S., & Loizides, F. (2016). Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning. CALL Communities and Culture – Short Papers from EUROCALL 2016, 2016(2016), 363–368. https://doi.org/10.14705/rpnet.2016.eurocall2016.589.
Pramita, M., Sukmawati, R. A., Purba, H. S., Wiranda, N., Kusnendar, J., & Sajat, M. S. (2021). Student Acceptance of E-learning to Improve Learning Independence in the Department of Computer Education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 4(1), 34–44. https://doi.org/10.23917/ijolae.v4i1.9265.
Rahim, N. B. (2022). the Interaction Between Teaching Competencies and Self-Efficacy in Fostering Engagement Amongst Distance Learners: a Path Analysis Approach. Malaysian Journal of Learning and Instruction, 19(1), 31–57. https://doi.org/10.32890/mjli2022.19.1.2.
Rahmani, E. F. (2020). The Benefits of Gamification in the English Learning Context. IJEE (Indonesian Journal of English Education), 7(1), 32–47. https://doi.org/10.15408/ijee.v7i1.17054.
Ramdani, A. S. (2019). The Use of Voki as A Media to Support the Enhancement of First Grade Students Speaking Skills at SMPN 4 Tambun Selatan. Jurnal Inovasi Pendidikan MH Thamrin, 2(1), 12–25. https://doi.org/10.37012/jipmht.v2i1.32.
Ramsin, A., & Mayall, H. J. (2019). Assessing ESL learners’ online learning self-efficacy in Thailand: Are they ready? Journal of Information Technology Education: Research, 18, 467–479. https://doi.org/10.28945/4452.
Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education. Innovative Higher Education, 36(3), 203–213. https://doi.org/10.1007/s10755-010-9167-3.
Ryoo, K., & Bedell, K. (2017). The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science. Journal of Research in Science Teaching, 54(10), 1274–1301. https://doi.org/10.1002/tea.21405.
Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19. Biodik, 6(2), 109–119. https://doi.org/10.22437/bio.v6i2.9759.
Sari, D. A., Ellizar, E., & Azhar, M. (2019). Development of problem-based learning module on electrolyte and nonelectrolyte solution to improve critical thinking ability. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012146.
Saykılı, A. (2018). Distance education: Definitions, generations, key concepts and future directions. International Journal of Contemporary Educational Research, 5(1), 2–17. https://dergipark.org.tr/en/download/article-file/498240.
Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2). https://doi.org/10.29103/ijevs.v1i2.1526.
Syakur, A., Fanani, Z., & Ahmadi, R. (2020). The Effectiveness of Reading English Learning Process Based on Blended Learning through “Absyak” Website Media in Higher Education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 763–772. https://doi.org/10.33258/birle.v3i2.927.
Tawafak, R. M., Romli, A. B. T., Arshah, R. bin A., & Malik, S. I. (2019). Framework design of university communication model (UCOM) to enhance continuous intentions in teaching and e-learning process. Education and Information Technologies, 25(2), 817–843. https://doi.org/10.1007/s10639-019-09984-2.
Uygun, S. (2013). How to become an effective English language teacher. Journal of Educational and Social Research, 3(7), 306–306. https://doi.org/10.5901/jesr.2013.v3n7p306.
Vagg, T., Balta, J. Y., Bolger, A., & Lone, M. (2020). Multimedia in Education: What do the Students Think? Health Professions Education, 6(3), 325–333. https://doi.org/doi.org/10.1016/j.hpe.2020.04.011.
Vázquez-Cano, E., Meneses, E. L., & García-Garzón, E. (2017). Differences in basic digital competences between male and female university students of Social Sciences in Spain. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0065-y.
Ward, Y. D., Ward, J. G., Lester, L.-J., & Tao, M. (2019). A Preliminary Study: The Use of VoiceThread in Online Business Courses. Information Systems Education Journal, 17(3), 29–40. http://isedj.org/2019-17/.
Zimmerman, J. (2020). Coronavirus and the great Online-Learning experiment. Chronicle of Higher Education.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Asnawi Muslem, Ika Apriani Fata, Lathifah M.Nur
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Pendidikan Indnesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
