THE IMPLEMENTATION OF EMERGENCY REMOTE TEACHING IN …
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THE IMPLEMENTATION OF EMERGENCY REMOTE TEACHING IN
THE ENGLISH LANGUAGE DURING COVID-19 PANDEMIC
(A Case Study of the Eleventh Grade at MA. Al-Khairiyah in the 2020/2021
Academic Year)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (S-1) in English Education
By:
SITI ZULFA
11160140000047
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF JAKARTA
2021
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APPROVAL SHEET
THE IMPLEMENTATION OF EMERGENCY REMOTE TEACHING IN
THE ENGLISH LANGUAGE DURING COVID-19 PANDEMIC
(A Case Study of the Eleventh Grade at MA. Al-Khairiyah in the 2020/2021
Academic Year)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (S-1) in English Education
By:
SITI ZULFA
11160140000047
Approved by the advisors
Advisor I Advisor II
Dr. Farida Hamid, M.Pd Atik Yuliyani, M.A. TESOL
NIP. 19631010 199103 2 003 NIP. 19840410 201503 2 003
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF JAKARTA
2021
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ENDORSEMENT SHEET
The examination Committee of the Faculty of Educational Sciences certifies that
“Skripsi” (Scientific Paper) entitled “The Implementation of Emergency Remote
Teaching in the English Language during Covid-19 Pandemic” (A Case Study of
the Eleventh Grade at MA. Al-Khairiyah in the 2020/2021 Academic Year) by Siti
Zulfa, student’s registration number 11160140000047, was examined at examination
session of the Faculty of Educational Sciences, Syarif Hidayatullah Islamic State
University Jakarta on Jakarta, 12 January 2021. The “skripsi” has been accepted and
declared to have fulfilled one of the requirements for academic title of “S.Pd.” (S-1) in
Department of English Education.
Jakarta, 12 January 2021
EXAMINTAITON COMMITTEE
Date Signature
CHAIRMAN : Didin Nuruddin Hidayat, Ph.D. ( ) ( )
198007302009121 001
SECRETARY : Zaharil An'asy, M.Hum. ( ) ( )
197610072007101 002
EXAMINER I : Didin Nuruddin Hidayat, Ph.D. ( ) ( )
198007302009121 001
EXAMINER II : Maya Defianty, Ph.D. ( ) ( )
198012132009012 005
Acknowledged by
The Dean of Faculty of Educational Sciences
Dr. Sururin, M.Ag
NIP. 197103191998032001
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ABSTRACT
Siti Zulfa. NIM. 11160140000047. “The Implementation of Emergency Remote
Teaching in the English Language during Covid-19 Pandemic” (A Case Study of
the Eleventh Grade at MA. Al-Khairiyah in the 2020/2021 Academic Year). A Skripsi
of the English Education Department, the Faculty of Educational Sciences, Syarif
Hidayatullah State Islamic University of Jakarta. 2021.
Advisor I : 1. Dr. Farida Hamid, M.Pd
Advisor II : 2. Atik Yuliyani, M.A. TESOL
The study aims to discover the implementation of emergency remote teaching in the
English language during the COVID-19 Pandemic at the eleventh grade of MA. Al-
Khairiyah in the academic year of 2020/2021. This study seeks how teachers
implement emergency remote teaching in the English language and what respondents'
perceptions toward feeling, benefits, drawbacks, and achievement of emergency
remote teaching in English language. Qualitative is used as a method of research. A
case study is used as design research. The data collecting used questionnaires and
interviews, also document as evidence. The participants of the study were the students
of the eleventh grade at MA. Al-Khairiyah, the principal, English teachers, and
representative of students' parents. The study result indicates that the implementation
of emergency remote teaching in the English language runs well along with the
drawbacks faced by teachers and students. However, the online activity offered
beneficial things in the crisis learning. The participant felt unfamiliar with online
activity, but they accepted learning transformation during the COVID-19 pandemic.
Keywords: Emergency remote teaching, online activity, COVID-19 pandemic, English
language learning
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ABSTRAK
Siti Zulfa. NIM. 11160140000047. “The Implementation of Emergency Remote
Teaching in the English Language during Covid-19 Pandemic” (A Case Study of
the Eleventh Grade at MA. Al-Khairiyah in the 2020/2021 Academic Year). Skripsi
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan. UIN Syarif
Hidayatullah Jakarta 2021.
Pembimbing I : 1. Dr. Farida Hamid, M.Pd
Pembimbing II : 2. Atik Yuliyani, M.A. TESOL
Penelitian ini bertujuan untuk mengetahui implementasi pengajaran jarak jauh pada
bahasa Inggris selama Pandemi COVID-19 di kelas XI MA. Al-Khairiyah pada tahun
ajaran 2020/2021. Penelitian ini bertujuan untuk mengetahui bagaimana guru
mengimplementasi pengajaran jarak jauh darurat pada bahasa Inggris dan seperti apa
tanggapan peserta terhadap perasaan, manfaat, kendala, dan pencapaian di pengajaran
jarak jauh pada bahasa Inggris. Penelitian kualitatif digunakan sebagai metode
penelitian. Studi kasus digunakan sebagai desain penelitian. Pengumpulan data
menggunakan kuesioner dan wawancara, serta dokumen sebagai bukti. Sampel
penelitian ini adalah siswa kelas sebelas di MA. Al-Khairiyah, kepala sekolah, guru
bahasa Inggris, dan perwakilan orangtua siswa. Hasil penelitian menunjukkan bahwa
pengimplementasian pengajaran jarak jauh pada bahasa Inggris berjalan dengan baik
beriringan dengan kendala yang dihadapi guru dan siswa. Namun, belajar online
menawarkan hal bermanfaat dalam pembelajaran disituasi darurat. Peserta merasa
tidak terbiasa dengan pembelajaran online, tetapi mereka menerima perubahan
pembelajaran selama pandemic COVID-19.
Kata kunci: Pengajaran jarak jauh, pembelajaran online, pandemi COVID-19,
pembelajaran bahasa Inggris
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ACKNOWLEDGEMENT
حي حن الر بسم الله الر
In the name of Allah, the Most Compassionate the Most Merciful, because of
grace and blessing from Allah SWT. It started because of Allah SWT and finished
because of Allah SWT. The writer has accomplished this study under the title “The
Implementation of Emergency Remote Teaching in the English Language during
Covid-19 Pandemic”. The peace towards Prophet Muhammad SAW have guided into
a bright and great life.
The research process in 2020 was quite challenging, Alhamdulillah the author
was given the strength in the middle of the storm and doubt to finish the paper. In the
hard situation, the author was driven to discover the research of learning process
COVID-19 Pandemic, particularly in English language learning. The author was very
grateful because of the permission from Allah SWT and support from every people in
the process of research. This study was presented to the English Education Department,
Faculty of Educational Sciences, Syarif Hidayatulah State Islamic University Jakarta
2020. It was one of requirement to get the academic title of S-1.
In addition, the author was grateful also thankful to her parents and family that
always accompany and support to finish this study. The authors' beloved mother Dra.
Hj. Maisuroh, M.Pd. and father Drs. H. Iskandar (Alm), thank you for the endless love,
pray, and support to her. The presence of parents encouraged the author. Even her
father has passed away but the love and pray always accompanying the author.
Besides, the author would like to express her gratitude to her advisor, Mrs. Dr.
Farida Hamid, M.Pd. and Mrs. Atik Yuliyani, M.A. TESOL, for the advice, guidance,
and support during her study. It was destiny for the author to meet the great and kind
advisors in conducting the research. May Allah SWT always give them kindness.
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The author also would like to express her gratitude during the process of study
and conducting the research for:
1. Dr. Sururin, M.Ag., as the Dean of Faculty of Educational Sciences Syarif
Hidayatullah State Islamic University Jakarta.
2. Didin Nuruddin Hidayat, M.A., Ph.D., as the Head of English Education
Department.
3. Zaharil Anasy, M.Hum., as the Secretary of English Education Department.
4. Teguh Khaerudin, M.App.Ling., as the Academic Advisor Class B 2016/2017
Academic Year.
5. All lecturers and staffs at the English Education Department for teaching
knowledge, giving experience, and giving motivation during author’s study.
6. Mrs. Siti Marina Maharani, S.Pd., as the Principal of MA. Al-Khairiyah who
had given to the author to do research and support.
7. Mrs. Nurul Huda and Mrs. Mawaddah, S.Pd., as English Teachers of MA. Al-
Khairiyah for their advice, guidance, and supports during the research.
8. The Students of Eleventh Grade at MA. Al-Khairiyah in the 2020/2021
Academic Year for participating in author’s research.
9. The representative of Student-Parents of Eleventh Grade at MA. Al-Khairiyah
in the 2020/2021 Academic Year for contributing in author’s research.
10. Her family, especially uncle Dr. Edwin Syarif, MA., aunt Aryasih, aunt
Sukmawati, S.E., M.Pd., sister Raesita Rahmah, S.Ds., brother Muhammad
Abidzar Ilhamy, sister Nadia Safira, relative Mpok Awin and Bang Dudung.
11. Her dearest family, Ebiatunnissa.
12. Her sisters, Anisa Andriani, Yatni Fatwa Mulyati, Muetia Safitri, Ariffianty Ika,
Chairani Ardillah, Aisyah Nur, and Annyndhyta.
13. All beloved friends form BLITZ 2016 for support, accompany, and good
memories during the campus life.
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14. Her friends, Tragina Elisa, Nuraisyah, Salmah Safitri, Anita Maharani, Nia
Ningroem, Muhammad Rony, and Rifdatul Habibah, S.Pd.
15. Everyone who helped and supported the author to complete this study, and
whose names cannot be mentioned one by one. The author apologizes in
advance but does not decrease the author's respect for them.
In a nutshell, the author so thankful to everyone that contributed to the success
of this study. Besides, the author realizes that this study still has a mistake. Hence, the
author would mind the suggestion to make the research better. The author hopes that
this study would be beneficial to everyone.
Jakarta, 12 December 2020
SITI ZULFA
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TABLE OF CONTENT
APPROVAL .................................................................................................................. i
ENDORSEMENT SHEET ........................................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI............................................................. iii
ABSTRACT ................................................................................................................. iv
ABSTRAK .................................................................................................................... v
ACKNOWLEDGEMENT ........................................................................................... vi
TABLE OF CONTENT ............................................................................................... ix
LIST OF APPENDICES .............................................................................................. xi
LIST OF TABLES ...................................................................................................... xii
CHAPTER I INTRODUCTION ................................................................................... 1
A. Background of the Study ................................................................................ 1
B. Identification of Problem ................................................................................ 4
C. Limitation of the Problem .............................................................................. 4
D. Questions of the Study ................................................................................... 4
E. Objectives of the Study .................................................................................. 4
F. Significance of the Study ............................................................................... 5
CHAPTER II THEORITICAL FRAMEWORK .......................................................... 6
A. Emergency Remote Teaching ........................................................................ 6
1. The Nature Emergency Remote Teaching ................................................. 6
2. The Benefits of Emergency Remote Teaching .......................................... 7
3. The Drawbacks of Emergency Remote Teaching ..................................... 8
B. English Language Learning ............................................................................ 9
1. The Nature of English Language Learning ............................................... 9
2. The Advantages of English Language Learning ..................................... 10
C. Students' Proficiency .................................................................................... 11
1. Students' Emotional Presence .................................................................. 11
2. Students' Understanding of the Materials ................................................ 12
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3. Students' IT Knowledge .......................................................................... 15
D. School Support System ................................................................................ 16
E. Implementation of Emergency Remote Teaching in English Language ...... 17
F. Relevant Studies ........................................................................................... 19
CHAPTER III RESEARCH METHODOLOGY ....................................................... 23
A. Research Method and Design ....................................................................... 23
B. Place and Time of the Research ................................................................... 24
C. Sample of the Research ................................................................................ 24
D. Data Collection Technique ........................................................................... 25
E. Data Analysis Technique .............................................................................. 30
CHAPTER IV FINDINGS AND DISCUSSION ....................................................... 33
A. Findings ........................................................................................................ 33
B. Discussion .................................................................................................... 52
CHAPTER V CONCLUSION AND SUGGESTION ................................................ 57
REFERENCES ............................................................................................................ 59
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LIST OF APPENDICES
Appendix 1 The Questionnaire Instrument ................................................................. 66
Appendix 2 The List of Questions for Principal Interview ......................................... 71
Appendix 3 The List of Questions for English Teachers Interview ........................... 73
Appendix 4 The List of Questions for Students Interview ......................................... 75
Appendix 5 The List of Questions for Student Parents Interview .............................. 77
Appendix 6 Interview Transcript of Principal MA. Al-Khairiyah .............................. 79
Appendix 7 Interview Transcript of English Teachers of MA. Al-Khairiyah ............ 87
Appendix 8 Interview Transcript of Students MA. Al-Khairiyah .............................. 94
Appendix 9 Interview Transcript of Student Parents MA. Al-Khairiyah ................. 100
Appendix 10 Students' Achievement in Online English Language Learning ........... 104
Appendix 11 Surat Pengesahan Proposal .................................................................. 108
Appendix 12 Surat Bimbingan Skripsi ..................................................................... 109
Appendix 13 Surat Izin Penelitian ............................................................................ 111
Appendix 14 Surat Keterangan Penelitian ................................................................ 112
Appendix 15 References Examination Paper ............................................................ 113
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LIST OF TABLES
Table 3.1. Number Questionnaire Distributed and Completed ................................... 25
Table 3.2. Number Interview Distributed and Completed ......................................... 25
Table 3.2. Indicator of Questionnaires ........................................................................ 27
Table 4.1. Tabulation data from the questionnaires of student's feeling in online
English language learning during the COVID-19 pandemic .................... 33
Table 4.2. Tabulation data from the questionnaire of the benefits of online English
language learning during the COVID-19 pandemic ................................. 38
Table 4.3. Tabulation data from the questionnaire of the drawbacks of online English
language learning during the COVID-19 pandemic ................................. 43
Table 4.4. Tabulation data from the questionnaire of the online English language
learning achievement during the COVID-19 pandemic............................ 47
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CHAPTER I
INTRODUCTION
A. Background of the Study
In the new decade of 2020, we sit in a sophisticated era by integrating
technology. Learners could involve technology in learning a language.
Technology provides language sources (Bull & Ma, 2001, as cited in Ahmadi,
2018). The utilization of technology helps learners to develop their knowledge
in English. According to Basheer Nomass (2013) technology has an important
influence on teaching a language besides teachers' job. Technological advances
could develop English language learning. In addition, the learning management
using technology increased this year because of the COVID-19 pandemic. It
also impacts Indonesia; from March 2020, there have been almost 1.000
confirmed cases of COVID-19 (World Health Organization, 2020). COVID-19
has an impact on Indonesia's education.
According to the World Health Organization (2020), people must avoid
crowds to prevent the virus. Hence, people cannot be gathering with massive
people. Indonesian classroom meets many students and teachers; then it
changed into emergency remote teaching. Hodges et al. (2020) write the
learning process was carried out through emergency remote teaching (ERT)
since the unexpected situation occurred. This teaching-learning process utilizes
online media to connect teachers and students in the Indonesian classroom.
Kementerian Pendidikan dan Kebudayaan Republik Indonesia (2020) writes
Surat Edaran Menteri Pendidikan dan Kebudayaan Republik Indonesia
Nomor: 36962/MPK.A/HK/2020 tentang pembelajaran secara daring, it is
stated that “Learning through online and work from home to prevent the spread
of Corona Virus Disease (Covid-19).”
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Education in Indonesia already regulated technology in English learning
activities. Mali (2016) writes based on Peraturan Menteri Pendidikan dan
Kebudayaan Republik Indonesia Nomor 65 Tahun 2013 tentang Standard
Proses Pendidikan Dasar dan Menengah, stated that technology enhances
students' potency and productivity; therefore, teachers and students need to
utilize technology in the learning-teaching activity. Students' practice with
technology would influence their attitudes in the learning process. (Holscherl
& Strubel, 2000, as cited in Alberth, 2013). However, in the real situation,
Indonesian classrooms faced technology's growth as challenging in the learning
activity (Ammade et al., 2018). The handicaps in Indonesian students to
implement online study related to internet networking (Cakrawati, 2017).
Implementing an emergency remote teaching in the English language
creates new challenges for teachers to adapt to the current situation. Marshall
et al. (2020) mentioned that teachers did not have a well-prepared to teach
online all of a sudden. The teachers worried about the low online teaching
quality since they also have limitations to control students’ progress. The online
abrupt situation makes students lose contact with peers; then, teachers could not
teach properly through online media (Jeffery & Bauer, 2020). The face-to-face
classroom needs to change online in emergencies; students and teachers must
admit it directly to continue the learning process. Therefore, online activity
offered teachers and students facilities to change into fast modifications in
education (Adedoyin & Soykan, 2020).
The process of achievement in emergency remote teaching involves
teachers, students, and school support. Stanley (2013) pointed out that internal
school support could direct a better learning process. The school's contribution
is necessary besides the capability of teachers and students. Teachers need to
control students' progress since students' emotional presence could influence in
a crisis. The English language's effectiveness is relevant to four English skills,
vocabulary, and grammar (Jabeen & Thomas, 2015; Stanley, 2013). Moreover,
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teachers and students need to know the technology knowledge caused it could
assist the learning process. A (2019) writes that technology provides simplicity
in the education field; it facilitated teachers and students to communicate in an
advanced way. There are benefits and drawbacks with regards to implement
emergency remote teaching during COVID-19 pandemic.
Emergency remote teaching utilizes online education to assist teachers
and students in the learning process. The use of online study requires teachers'
creativity and capabilities in developing the learning activity (Wilson, 2018).
Online education provides adaptable and practical material sources with simple
organization and accessibility, then it encourages students to be self-learners
and enables long-life learning (Mukhtar et al., 2020). Although online study
provides many benefits in the education field, there are drawbacks to implement
it during the unexpected situation. Onyema et al. (2020) mentioned that a
pandemic's impact could make students have low performance. The students
could not participate entirely in activities since they feel anxious and lose
interest in the study. Furthermore, the education stakeholders should consider
the students' needs in learning process during COVID-19 pandemic.
Since 2020, emergency remote teaching is an alternative to continuing
education, especially in English language learning. The previous research was
conducted by Petillion and McNeil (2020) under the title "Student experiences
of emergency remote teaching: Impacts of instructor practice on student
learning, engagement, and well-being." The research objective to discover the
challenges, impact on students' results, students' engagement, and students'
mental. This study seeks how teachers are implementing emergency remote
teaching in the English language in the Indonesian classroom. It contains how
teachers implement emergency remote teaching in the English language and the
perception of participants towards feeling, benefits as well as the drawbacks,
and achievement of emergency remote teaching in the English language
especially in eleventh grade of senior high school. Based on the background of
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the study, the writer conducts a study under the title "The Implementation of
Emergency Remote Teaching in the English Language during COVID-19
Pandemic" (A Case Study of the Eleventh Grade at MA. Al-Khairiyah in the
2020/2021 Academic Year).
B. Identification of Problem
According to the background study, the researcher identifies the
problems of this study that would investigate in the study, as follows:
1. The learning activity changed from face-to-face classroom into emergency
remote teaching during COVID-19 pandemic.
2. There are some benefits and drawbacks with regards to emergency remote
teaching in the English language.
C. Limitation of the Problem
This study focuses on the implementation of emergency remote
teaching in the English language during the COVID-19 pandemic at the
eleventh grade of MA. Al-Khairiyah in the academic year of 2020/2021.
D. Questions of the Study
The study intended to know the answer from the questions:
1. How is the teachers implement emergency remote teaching in the English
language during COVID-19 pandemic?
2. What is respondents’ perception toward benefits, drawbacks, feeling, and
effectiveness of emergency remote teaching in the English language during
COVID-19 pandemic?
E. Objectives of the Study
The objectives of the study are:
1. To know how the teacher implement emergency remote teaching in the
English language during COVID-19 pandemic.
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2. To find out the respondents’ perception toward benefits, drawbacks,
feelings, and effectiveness of emergency remote teaching in the English
language during COVID-19 pandemic.
F. Significance of the Study
In this study, there are significances into the education field, especially
for teachers, students, and future researchers, as following:
1. Learning activity transformation from face-to-face learning into emergency
remote teaching during the COVID-19 pandemic. Teachers and students
connect through online activity. Online activity encourages teachers to
well-prepare and expands teaching activities. In an unexpected situation,
teachers are forces to teach online without decent preparation. Therefore,
teachers need the training to reinforce teachers' ability in emergency remote
teaching, especially in online activities of English language.
2. Students have been connected with technology in daily life; thus, they could
adapt quickly to online activity. Since a crisis, online media provides the
material sources and learning process. Emergency remote teaching
activities drives students to be active learners, be creative, and be self-
discipline. The sophisticated technology connected people worldwide;
during this time, students could understand the English knowledge and
social change to adapt to a new normal situation.
3. During the COVID-19 pandemic, learning activity changed into emergency
remote teaching in Indonesia. Online activity assists education by
connected teachers and students. This research presents the actual process
of implementing the Indonesian classroom's emergency remote teaching in
the English language during the COVID-19 pandemic. Furthermore, many
topics could be discussed and developed in emergency remote teaching. The
writer looks forward to the other study concern in education, especially
English language learning during the COVID-19 pandemic.
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CHAPTER II
THEORITICAL FRAMEWORK
A. Emergency Remote Teaching
1. The Nature Emergency Remote Teaching
Since COVID-19 occurred, the unpredictable situation of learning
activity has been changed. Emergency remote teaching employs to continue
the learning process in a disaster circumstance; it could be carried out
through online learning, blended, or hybrid course (Hodges et al., 2020).
The learning process utilizes online activity to connect teachers and
students. Bozkurt and Sharma (2020) mentioned that emergency remote
teaching was a temporary thing to solve the education process problem. The
unexpected condition does not allow face-to-face learning; then, it switches
into the distance learning process from home. Hence, the utilization of
online media was important in emergency remote teaching.
According to Ferri et al. (2020), the emergency remote teaching
process involves online learning in provisory by the education stakeholder.
Emergency remote teaching was temporary during a pandemic; it could
assist teachers and students' learning process. The modification of online
learning in emergency remote teaching entangles the contribution from
teachers, students, student parents in a crisis (Whittle et al., 2020). The
emergency remote teaching process was a learning activity out of necessity.
The use of online learning was different in regular circumstances; at this
point, online activity was an instruction to the continuing education process
amidst the COVID-19 pandemic.
Based on the explanation above, the writer concluded that
emergency remote teaching in the learning process becomes a necessity
during the COVID-19 pandemic. The urgent situation requires every people
to be far apart from each other, especially teachers and students. Hence,
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emergency remote teaching unites the learning activity through an online
environment. The media of online learning utilize differently from the
regular online learning; this online media supports the learning process in
the long-distance activity. It needs support from teachers, students, student-
parent to well-drive the emergency remote teaching process, particularly
during the COVID-19 pandemic.
2. The Benefits of Emergency Remote Teaching
Emergency remote teaching utilizes online media in the learning
activity; it has profits for the teachers and students. The learning type of
emergency remote teaching promotes learners' learning within emotional
presence (Bozkurt & Sharma, 2020). The tough condition modified learning
process; teachers and students need empathy approach inactivity. The
activity focuses not only on getting knowledge but also on carrying out
students' thinking and self-care in Pandemic. Gaur et al. (2020) mentioned
that online media in emergency remote teaching offered the teachers,
students, and staff to understand the technological knowledge and online
learning activity. Technology advanced requires users to practice optimally
in the teaching-learning process.
Online media in emergency remote teaching assists teachers and
students to interact; they can utilize advanced technology in the learning
process. According to Arkorful & Abaidoo (2015), they pointed out that
online activity was permitted to set the learning process's schedule and
location. In a crisis, online media provides long-distance learning activity.
Teachers and students could adjust the schedule to make the activity
comfortably. Online activities should be related to real-life, then students
could regularly use the material (Ni Shé et al., 2019). Particularly, online
media in emergency remote teaching emphasized students' centers where
the study regulation is based on students and assisted by the teacher to
manage and control the activity.
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To sum up, emergency remote teaching employs online media in
teaching-learning activities. During the COVID-19 pandemic, people felt
uncertainty in life, also teachers and students in the learning process. Hence,
the learning activity through an emotional approach could strengthen the
mind and feel for teachers and students. Online media encourage the
learning process better in the future by learning its components. Teachers
and students demand to adapt to the emergency remote teaching process
related to the schedule. Even though teachers and students were separated
in this situation, delivering the materials must relate to the real condition.
Emergency remote teaching assists the learning process in a crisis.
3. The Drawbacks of Emergency Remote Teaching
The impact of COVID-19 in education gives a tough situation for
teachers and students. The implementation of emergency remote teaching
faces many drawbacks in the learning process. The activity gained a hugely
stressful time to teach, access, and evaluate the study (Gaur et al., 2020).
Teachers and students have difficulty adapting to the new learning system
quickly, and they are also incompetent in technology and online media. In
addition, Adedoyin and Soykan (2020) argued that drawbacks in emergency
remote teaching activities are related to anxiety, socio-economic, and
unreadiness. Students feel afraid of the unsafe situation to study; the
surrounding environment would also affect students’ performance in
learning. Thus, teachers and students not ready to face new challenges in
education during the emergency situation.
In the online activity process, teachers and students face handicaps
in the emergency remote teaching activity. Rababah (2020) points out that
there were three main points of online activity drawbacks: practical
instruction deficiency, lack of accessibility, and inconsistent teaching style.
The unfamiliar online environment causes teachers and students difficulty
to adapt to the learning process. In addition, the drawback of online activity
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could restrict interaction between students. Arkorful & Abaidoo (2015)
stated that the online process conduces a lack of interaction between
teachers-students or students-students. Since they learn from a different
location, it was hard to have prominent attention in online activity. Teachers
and students in different located, making it hard for them to use online since
they never experience it before.
Based on the explanation above, the writer concluded that
emergency remote teaching faced many drawbacks. The school has tons of
duty to provide the learning process running properly in this crisis. The
uncommon use of online media in the teaching-learning process was
complicated for teachers and students. The fearful situation impacted
students' performance in learning; they could not participate properly. Also,
a lack of technology tools hampered online activity. Teachers and students
were not facilities to study online. Since teachers and students were study
at home, they interact through online communication. Therefore, it makes
the students' control was diminished in emergency remote teaching.
B. English Language Learning
1. The Nature of English Language Learning
English language as an international language has an essential role
in communication; hence language proficiency is necessary. Panggabean
(2015) argues that English language ability as a universal language has
increased peoples' consciousness to learn through the education field or
dwelling environment, easing communication with each other. In addition,
English language learning is related to appropriate learning materials.
According to Tomlinson (2008) English language learners get better
acquisition when facilitated with the authentic learning materials; it would
affect learners' performance in remembering and developing their English
skills. Moreover, learners need to drill English ability in communication.
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The process of English language learning requires the usage habit.
Sherafati & Mohammadi (2016) mentioned that the English language
learning experience produces knowledge; it contains practicing and
understanding the materials. The process of obtaining the English language
habitually was influenced by the learners' desire. The significance of
learning English is students' readiness and students' ability to learn, then the
method chosen by the teachers would influence students' improvement (W.
Panggabean, 2018). The students' willingness to learn English produced the
mode of students accepting and practicing the materials. In English
language learning, the students could expand their insight into the
sustainable method or media in the learning activity.
Based on the explanation above, the writer concluded that English
language learning is an activity to learn the English language by using
authentic material and advanced media to mastering the English language
optimally. In communicating, the English language as an international
language becomes necessary for people to connect worldwide. The English
language learning process needs readiness from teachers and students to
develop the idea in the activity. The experience of English usage in daily or
academic could boost students' performance. The habit of using English is
a technique in implementing language to establish good communication and
a deep understanding.
2. The Advantages of English Language Learning
Learning something new would expand more knowledge. English
language learning followed understanding information about the society.
The use of language connects to its society and culture (Fernandez, 2008).
The advantages of English language could comprehend the country's
civilization; hence, students could have rich knowledge and an idea around
the language and culture. In addition, Mahu (2012) mentioned many things
in this world that people would know if they learned English. For instance,
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many songs or films used the English language. Since people understand
the language, it would help to get the point of joy. Learning English served
people to engage in every circumstance, such as academic or entertainment.
The education field uses English in every activity of teaching-
learning. Further, employee enrollment used the English language as a
qualification. According to Nishanthi (2018), a person able to live in a
sophisticated era understands the English language. By learning English, it
would be a useful person in great interest. In addition, the benefit of
studying the English language could increase job opportunities and ease
communication (Anamaria-Mirabela & Monica-Ariana, 2013). The broad
knowledge and comprehension of the English language established a
significant potential for people. English language acquisition serviced
people to be ready to face the modern era.
To sum up, study the English language could develop information
around the language and culture. Understanding the language and its culture
would make people understand and respect their own culture. In addition,
education, economics, and lifestyle used English as an essential language.
English proficiency assists someone in studying, working, and living easily.
The significance of English language learning to communicate with each
other worldwide since it was an international language.
C. Students' Proficiency
1. Students' Emotional Presence
In the current situation, the students' role was necessary to aim for
the emergency remote teaching process. Students' emotions could influence
the quality of how they learn and the students' achievement. Smart & Cappel
(2006) mentioned that students' expression in learning activity could be
seen from the media application. Online media could make students excited
to participate in the activity since it was convenient, and it could make self-
learners. In tune with Cleveland-Innes & Campbell (2012), they write that
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the emotion could be an interrupter, but it could be fixed during the learning
process. The situation of enjoyment or not in learning with online media
depends on students. Online media offered many opportunities for students,
but it depends on students' participation.
The emotional presence could recognize whether students
understand or not about the materials in the teaching-learning process.
Sarsar & Kisla (2016) stated that the crucial thing to find out students'
understanding could appear from students' emotions in the learning activity.
Students' high interest in the study activity indicates that they find the
enjoyment of online learning progress. Moreover, Hewson (2018) argued
that the temperamental and cognitive was part of learning activity. The
sense of affection by teachers in the learning process would influence
students' personalities. Hence teachers and students should be conscious of
the emotional presence, especially in emergency remote teaching activity.
The students' emotional presence in emergency remote teaching
during COVID-19 pandemic was important. The students' emotional have
to control in succeeding learning activity, whether they could be pleased or
not in understanding the materials. The teachers and students should be
conscious of the importance of learning by the emotional presence and
study achievement. The balance of emotional and cognitive could reach the
success of the teaching-learning process, especially in this crisis
circumstance. It was essential to manage the online media in learning
activity so that the learning objective could aim.
2. Students' Understanding of the Materials
The importance of English proficiency would affect students in the
learning process. According to Nishanthi (2018), English is an important
language to study that used in the education field as a written or spoken
language. There are many books or material texts in English; students could
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learn English to get knowledge. English proficiency is called the aim of
something or competence. English language proficiency contains reading,
listening, writing, and speaking skills (Stern, 1983; Bachman, 1990; as cited
in Hasan & Akhand, 2014). The explanation of students’ understanding of
the four skills as follows:
Reading skill is essential in English receptive skill. The activity of
reading means someone reads the text or understand the meaning (Hornby
2005, as cited in Bastías et al. 2011). In the reading process, it necessary to
understand the text by using a strategy called reading skills. The strategy of
reading skills contains scanning (get specific information) and skimming
(get general information) of reading text (Harmer 2007, as cited in Bastías
et al. 2011). The students' reading skills would develop when they have
comprehended the meaning in the text and its word by word completely.
The other part of the receptive skill is listening. When someone
focuses on hearing something, it means the process of listening; the person
understands the message and could respond to it (Hornby 2005, as cited in
Bastías et al. 2011). Listening skills divided into two types, namely
extensive listening (listen for pleasure) and intensive listening (listen for
particular) about the audio track (Harmer 2007, as cited in Bastías et al.
2011). By enhancing listening skills, students could get the point of
conversation in the audio and could get the interpretation.
The English language also has a productive skill, namely writing.
The process to produce words into a sentence means writing (Hornby 2005,
as cited in Bastías et al. 2011). The necessary writing skill in English helps
students be creative about producing the letter; hence, it needs to create
students' habit of writing something such as a story (Harmer 2007, as cited
in Bastías et al. 2011). Writing skills requires students' desire to write
sincerely and clearly about something; it contains a well-understanding of
the concept and writing components.
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Speaking is the other part of the productive skill. The meaning of
speaking is the process of talking or discussing with others (Hornby 2005,
as cited in Bastías et al. 2011). The person must speak about the topic to
somebody and vice versa. The speaking process could be carried out by
giving students a list of topics and then asking students to create a
conversation (Handfield 2008, as cited in Bastías et al. 2011). Increasing
students' speaking ability involves students' confidence to speak and expand
creativity about conversation ideas.
Furthermore, indicators measure that students' language proficiency
is right, namely, accuracy, fluency, complexity, appropriacy, and capacity
(Richards 2018, as cited in Renandya et al. 2018). The competence of
accuracy connected the comprehension of vocabulary, grammar, and
pronunciation. Next, the fluency of students' category can give a thought
and concept in communication. The complexity means students able to use
elaborate grammar and vocabulary. The appropriacy in language implies
that students could adjust the language usage according to the audience and
its context. Last, the capacity of students means the amount of students'
knowledge about the topics, and it could be discussed into formal and
informal context.
The competence of English language skills, namely, reading,
listening, writing, and speaking does necessary to assist students' foreign
language, especially Indonesian students. Every skill has its advantages and
method in developing an understanding of the English language. Hence,
students must realize that English skill proficiency would help the teaching-
learning process and real-life situations. The four skills would be developed
through students' habits to practice and use English in every situation.
Therefore, English language learning is a key in life and further education.
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3. Students' IT Knowledge
Students need a deep understanding of technology and information
in online activity. The definition of information technology is a learning
process and its application method, processing, transferring, and creating
data (M. R. Karmi 2003, as cited in Hamidi et al., 2011). In technology,
students could get various information, and it could be education media.
Hence, students should discover technology usage, for instance, searching,
uploading, and downloading. In addition, sophisticated technology assists
students in increasing their knowledge and encouraging students to study
(R. C. Mishra 2005 as cited in Hamidi et al., 2011). Education and
information technology are unity, it means technology could assist the
learning activity, particularly during COVID-19 pandemic.
The use of internet technology in the learning process involves
guidelines and direction; it means teachers and students should know the
internet's regulation safely. According to Kovalchick & Dawson (2004),
internet safety concern law prohibiting online activity, maintaining privacy,
and internet permission. Internet as a tool to study offered the whole of
information that students looking for something; hence students should be
wise in using the internet. Furthermore, the internet could affect students'
physical, cognitive, and socio-emotional. Therefore, how students used the
internet for learning would be influenced students' attitudes and behavior
when students are surfing cyberspace. The emphases thing in using the
internet is netiquette; it is the manners to do while using an online activity.
Netiquette is related to a global view, respect, tolerance (Kovalchick &
Dawson, 2004). Students' attitude in online learning would affect their
performance and protect their privacy.
The teachers and students should know the regulation and action in
using technology in the teaching-learning process. Understanding operating
the technology would assist students in online learning, then the teacher
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could give the various type of teaching innovation. However, it should be
in line with protecting every students' privacy using cyberspace, such as
identity or personal data. Hence, it necessary for teachers and students to
build a defense strategy in using internet technology. Kovalchick and
Dawson (2004) point out that adults' role in supervising and direct children
in internet learning would show safe navigation in internet roaming. In the
school, the teachers could manage students' internet activity, so they keep
track to study in online learning.
D. School Support System
The education connected with school life, teachers, and students could
be sharing and learning together with the pleasant atmosphere. Malhotra and
Goyal (2013) mentioned that education means get to know the knowledge,
skills, and behavior of clusters, and it is sustainable things for the future. The
school system of the learning process has been a transformation from traditional
class to online classroom. The use of technology tools as media in the teaching-
learning process has expanded the online learning of education; for instance,
virtual classrooms and social networks have significant activity roles (Malhotra
& Goyal, 2013). Hence, the school management system has to set up
requirements for the online learning process, especially in senior high school.
The school provided the teachers and students to be ready for every
online learning activity. In the online learning process, the school used various
learning management systems (LMS). Ippakayala and El-Ocla (2017) pointed
out that LMS is an application or platform to learn with advanced technology.
The use of LMS in the school should be evident before the teachers and students
use online learning. The school has to instructional guide for teachers and
students; it included step-by-step how to operate, manage tasks, and
communicate with the teachers (Schoology, 2019). The training section is
necessary for both teachers and students before they hold online learning.
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The teachers have a substantial task in the online teaching-learning
process. Dell et al. (2008) write that teaching many students that needs teachers
with good qualified and student-friendly online learning. It means the teachers
need training before diving into online ac, such as preparing teachers'
personalities and knowing how to engage students. When students get difficulty
in conducting online learning, teachers could well direct them. Moreover,
teachers have roles in controlling students' activity or students' emotions
(Schoology, 2019). Online students could feel disconnected from their learning
activity; hence, teachers could persuade the importance of online activity.
The higher grades students already have a learning style of self-reliance
and autonomy; they could learn by themselves or with their peers. Though,
students should have a mentor to lead and explain the procedure of online
learning (Alberta, 2019). Schools, teachers, and students should cooperate and
guarantee that the learning process goes right. Students could be guided on
operating the online learning system, such as login, send the assignment,
download the material. In addition, Alberta (2019) mentioned that students
need motivational support in online learning because they merely learned
through screen view, and it impossible to meet their peers frequently. Hence,
the school, teacher, and parents' presence are necessary to accompany students
in the online process during a crisis.
E. Implementation of Emergency Remote Teaching in English Language
Emergency remote teaching utilizes online activity to connect teachers
and students in the learning process. According to Rahiem (2020), the
discussion section of online activity can employ applications such as Google
Meet, Zoom, WhatsApp, and Social Media. Thus, finding the materials teachers
and students can use the Internet. In addition, teaching-learning of language use
the online environment in common. Amin and Sundari (2020) mentioned three
tools to use in emergency remote teaching: video conferencing, learning
18
management systems (LMS), and mobile messenger. Teachers could apply the
video conference in sharing the materials. Google Classroom plays a great role
to share and collect the assignments. Teachers and students also utilize the
application of messenger in communication. Many other online platforms are
supporting emergency remote teaching.
English language learning is necessary to study science, information,
and technology; moreover, it could expand economic-life and work-life
(Gunantar, 2016). The technology utilizes in learning the English language.
Hence, it is essential to learn English by using advanced technology, especially
using online activity. According to Coryell and Chlup (2007), applying online
activity is concerned with the four things: preparation, self-learning, support,
and cooperation. It requires the readiness of students and the availability of
technology tools. Then, the self-learning of students' ability to be independent
learners and know the technology knowledge. Support such as fund is necessary
for online class. The achievement in online English learning is related to
cooperation with peers' and teachers' monitoring. English learning's focus
objective, especially in four skills of English, vocabulary, and grammar. The
explanation as follows:
English Receptive skills consist of reading and listening. In online
English language learning, reading skills could implement students with digital
books. The students could read many books from various sources; they could
use simple keys to finish reading on time (Hun 2006, as cited in Blake, 2016).
Reading material through digital social reading helps students learn various
book styles and develop their knowledge in English. Next, listening skills are
necessary for students, especially in communication. The implication of online
learning in listening skills, the teachers could prepare many links of the video
or voice file then students could practice in real life under teachers' control
(Blake, 2016). The use of video and voice files could be from native speakers,
and it should relate to daily or academic things.
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English skills include productive skills, namely writing and speaking.
In writing English in online learning, the teachers could ask students to create
a text in writing online then send it to the teachers; later, the teachers could give
feedback (Blake, 2016). The students and their peers could collaborate to write
a digital story in online learning; they could give each other comments. In
addition, speaking online learning, the teachers and students could use many
call video conferencing to facilitate face-to-face interaction (O’Dowd 2007, as
cited in Blake, 2016). The students could practice their English without feeling
shy in online learning. Besides, the teachers could ask students to record
speaking English to increase their ability to utterance the idea. Online learning
assists students and teachers since it flexible.
Vocabulary and grammar are necessary components of English. The
learning activity of vocabulary could use dictionary applications to find
meaning. Students would find out the new word by reading a digital book or
listening to songs (Ma, 2017). The exciting activity in online learning offered
students' cognitive to accept the new English words. In addition, grammar is a
significant thing to be learned by students because they could apply the four
skills properly by understanding the grammatical rules. In an online learning
activity, the teachers could set up the exercise such as fill-in-the-blank in online
sites, write a text and check-in grammar application, and use video transcripts
to analyze grammar rules (Bikowski, 2018). The practice of grammar material
needs repetition and various kinds of activities in online learning.
F. Relevant Studies
The use of emergency remote teaching was significant in the learning
process during the COVID-19 pandemic. Some relevant researches related to
this study, the explanation in the following:
First, the research conducted by Petillion and McNeil (2020). The title
is "Student experiences of emergency remote teaching: Impacts of instructor
20
practice on student learning, engagement, and well-being." The research goals
to determine the impacts of different emergency remote teaching practices on
students' learning, engagement, and mental well-being. In this research, the
participants contain 290 students in the midst semester at the University of
British Columbia's Okanagan. The research used surveys and interviews to
collect the data; it was phenomenological study. This research discovers that
emergency remote teaching negatively impacts student learning, engagement,
and mental well-being. The similarity between Petillion and McNeil's research
and this study to find out how is the implementation of emergency remote
teaching contains teacher practices and students' emotional impact. This study's
research gap focuses on Indonesian classrooms' school level to know
respondents' perception toward benefit, drawback, feeling, and effectiveness in
emergency remote teaching, especially in English language learning.
Second, the research under the title "Students' responses to emergency
remote online teaching reveal critical factors for all teaching." conducted by
Jeffery and Bauer (2020). The research aims to know that students' chemistry's
learning environment was changed and students' response to online learning
adaptation. The participants consist of 208 peoples in survey 1 and 124 in
survey 2. Data collection used survey. The first survey asked to explain
pre/post-transition class and laboratory, while the second survey asked to
estimate pre/post-transition verbal exchanges on a typical day. The findings
present that learning transformation differs from the regular classroom, while
laboratories changed to suboptimal passive observation. The similarity between
Jeffery and Bauer's research and this study to discover the learning style has
shifted into emergency remote teaching; it includes before and after learning
circumstance. This study's research gap focuses on Indonesian classrooms'
school level to know respondents' perception toward benefit, drawback, feeling,
and effectiveness in emergency remote teaching, especially in English language
learning.
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Third, the research conducted by Rahiem (2020). The title is "The
Emergency Remote Learning Experience of University Students in Indonesia
amidst the COVID-19 Crisis." The research investigates the Indonesian
university students' lived experience in emergency remote learning (ERL)
during the COVID-19. The sample research contains 80 students from the
Social Science Education Program at a public university in Jakarta. This study
used a qualitative phenomenological approach. Collecting the data through
respondents' diaries, reflective essays, and an online focus group. The research
result shows that students' experiences fell into first: blended learning consists
of e-learning, m-learning, and conventional learning; second: paradoxical
learning consists of flexible and challenging learning. The similarity between
Rahiem's research and this study to find out students' experience in emergency
remote teaching. This study's research gap focuses on Indonesian classrooms'
school level to know respondents' perception toward benefits, drawbacks,
feeling, and effectiveness in emergency remote teaching, especially in English
language learning.
Fourth, the research under the title "The Impact of Online Learning:
Student's View." was conducted by Yusnilita (2020). The objectives of the
research focus on the accomplishment of students through online learning. The
sample of this research consists of 20 students of Baturaja University. The data
collected through a questionnaire. The researchers used data analysis of
descriptive statistics. Findings research shows that students allow students to
feel easy and flexible; it also drives them to be active and creative. The
participants consented that online learning has advantages in the learning
process. The similarities between the research and this study are discovering
the students' feelings to utilize online media in the learning process. Next, the
research and this study want to find out the online activity for teachers and
students. This study's research gap focuses on Indonesian classrooms' school
level to know respondents' perception of benefits, drawbacks, feeling, and
22
effectiveness of online media in emergency remote teaching, especially in
English language learning.
Last, the research conducted by Zakarneh (2018). The title is
"Effectiveness of E-learning Mode for Teaching English Language in Arab
Universities." The research objective to find out whether using an e-learning
platform is effective in English language teaching. Participants contain 98
pupils of Arab universities. To collect the data, Zakarneh used an open-ended
questionnaire as an instrument. The research used the excel data analysis tool
as the technique of analysis. His study result presents that e-learning in the
English language was effective than in the traditional classroom; then, the
platform of e-learning appropriate for students to expand vocabulary, grammar,
and four English skills. The similarity between Zakarneh's research and this
study is to know whether online media is effective and successful in English
language learning. This study's research gap focuses on Indonesian classrooms'
school level to know respondents' perception of benefits, drawbacks, feeling,
and effectiveness of online media in emergency remote teaching, especially in
English language learning.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Method and Design
The research used qualitative research as a method and a case study as a
design. The writer used method and design to discover a deep understanding of
emergency remote teaching in English language during the COVID-19 pandemic.
The advantages of using qualitative, especially case study design, are that
conceptual validity concerns the literature review and theoretical concept according
to researchers' needs to assess (Starman, 2013). This study is sufficiently intriguing
to investigate online English learning in the Indonesian classroom; it would be
profound by using the qualitative method and case study design.
The method used qualitative research. According to Hancock et al. (2009)
qualitative research focuses on social phenomena that understanding must be
expanded. The research used a qualitative attempt to explain society's case and
identify the case and peoples' effect. In the following study in the area, the research
would discover the empirical evidence related to the case. Also, a qualitative study's
characteristic seek people's involvement and their viewpoints about the issue in real
life (Hatch, 2002). This study's qualitative method connects to people's
circumstances and attempts to understand the matter with an in-depth explanation.
The design used a case study. Given (2008) mentioned that a case study is
a profound research concern, some social life phenomenon. Case study valuable in
the education field in order to execute the problem and its impact on society. The
purpose of the case study is to describe the problems exhaustively; then, this design
could explain the research problem. The case study is the issue of one or more cases
that would analyze profoundly; it aims to create full comprehension of that case as
could be expected (Punch 1998, as cited in Silverman & Marvasti, 2008). In this
research, the matter of a case becomes significant to investigate and arranges for
factual knowledge.
24
B. Place and Time of the Research
The research conducted at MA. Al-Khairiyah. The school is located on Jl.
Mampang Prapatan IV No. 74. RT. 006 RW. 02, Tegal Parang, Kec. Mampang
Prapatan, Kota Jakarta Selatan, Daerah Khusus Ibukota Jakarta 12790. The
research started from 14 September 2020—30 September 2020.
C. Sample of the Research
The qualitative research used data and samples as the main raw material.
Data analyzing based on the words refer to verbal data such as interviews, survey
letters, media reports, field notes, etc. The participant of the research is the main
data cause the obtained data from the result of participant toward the issue in the
study (Given, 2008). In the study of qualitative, participants' response in the study
is the key material, the material processed adjusts to the objective of the research.
Therefore, it is important to decide the participant as the main data in the research
since the sample of data should be in line with the research to reach the aims.
In collecting the data of qualitative research, picking the sample is
necessary and it would be affected the quality of the study. The key of data
collection in qualitative research namely purposive or strategic sampling. The
purposive and strategic sampling called the beginning step to decide the sample
hence it would be appropriate to the research. Since the sample is significant in the
research, the researcher should determine the number of participants in the study
(Hancock et al., 2009). The use of purposive sampling focused on the objective and
target of the research based on researchers' needs.
In this study, the researcher used purposive sampling in collecting the data.
The collecting of data specifically fits certain criteria it means the sample of data
based on research needs to aim the goal of the study. The participants of the
research consist of the principal, the two English teachers, the students of the
eleventh grade of MIPA class, and IIS class the total of 71 pupils, and representative
student parents of students in MIPA class and IIS class.
25
Table 3.1.
Number Questionnaire Distributed and Completed
Participants
Number of
Questionnaire
Distributed
Number of
Questionnaire
Completed
Students 71 64
Table 3.2.
Number Interview Distributed and Completed
Participants Number of Interview
Distributed
Number of Interview
Completed
Principal 1 1
English Teachers 2 2
Students 10 10
Students’ Parent 10 10
A total of 64 questionnaires were filled by participants and returned, it
consists of 34 pupils of the MIPA class and 30 pupils of the IIS class. The students'
interview consists of five students of the MIPA class and five students of the IIS
class. The interview of student parents consists of five student parents of the MIPA
class and five student parents of the IIS class. It was chosen based on the equal
number of gender and class identity, moreover, the response in the questionnaire
was the main concern to obtain the interview data.
D. Data Collection Technique
Accumulating the data in the research needs strategy to be well organized.
Qualitative research is related to describing and explaining the response from the
sample towards the issue of study. Given (2008) point out that words correlated to
the data of qualitative research. The discoveries in the qualitative study acquire
26
empirical data in the study field. The data provided detailed information about the
issue in the narrative, it means the data collection would contain the lettering. In
addition, Creswell (2012) writes that collecting the data in qualitative research
necessary to get respondents' approval to collect the text or picture data and their
information. The evidence from the sample would be present in research
discussion, hence, it is compulsory to get permission with sample in advance.
There are some categories in collecting the data of qualitative research,
namely, observations, interviews and questionnaires, documents, and audiovisual
material (Creswell, 2012). In this research, the collecting data used questionnaires
and interviews to get a deep answer about the issue. Codó (2009) mentioned
questionnaires beneficial to draw respondents' information and measurable
competence in language, application, and manner. Whereas, Interview would get
lengthy clarification. The instrument assists the writer in qualitative research. The
used instrument in this research described in the following:
1. Questionnaire
A questionnaire is a list of questions or statements that is filled by
participants, the use of questionnaires should have proper aims that link to the
research objective and it should be obvious as data analysis (Roopa & Rani,
2012). The part of the questionnaire obtained the issue of research, then the
researchers asked respondents to answer based on their point of view. Codó
(2009) argues that based on the questionnaire would get useful data in the
research. It means creating and selecting the questionnaire should be adjusted
in research needs hence, it would help the researcher get the information related
to the research goal. There are four kinds of questionnaires, namely contingency
questions/cascade format, matrix questions, closed-ended questions, and open-
ended questions. In addition, the research used closed-ended questions as data
questionnaires (Goode and Hatt 1952, as cited in Roopa & Rani, 2012).
The type of close-ended restricts the amount of sample in the research
(Reja et al., 2003). The core sample data ease researchers to examine the case
27
deeply. In addition, the used of closed-ended questionnaire facilitate researcher
to specify respondents' idea. The closed-ended types contain scales namely
Yes/No questions or the other option scale number. The type of closed-ended
used the Likert scale, it is a psychometric scale used to quantify social manner.
The used of Likert scale offered the sample to choose by rating the questions
fit their respond, for instance, there are scales from 1 to 10, with 10 being the
most preferred (Roopa & Rani, 2012). This research used a Likert scale of a
closed-ended questionnaire, it contains number 1-4; 1 (Strongly disagree), 2
(Disagree), 3 (Agree), 4 (Strongly agree).
In this research, there are four indicators of the questionnaire, namely,
students' feeling, benefits, drawbacks and students' achievement in online
English language learning. Each of the indicators contains five statements and
the total questionnaire was 20 questions. The list of questions adopted from
Zakarneh (2018) and Yusnilita (2020). However, the researcher also engaged
to create and adjust the questions for participants that still in senior high school
level. The questionnaire was established by using simple words and clear
statements to avoid misunderstanding. The distribution of a questionnaire
instrument to students used the Indonesian context to ease the research topic.
Table 3.2.
Indicator of Questionnaires
Indicator of Questionnaires Item Number
Students' feeling in online English language learning 5
Benefits of online English language learning 5
Drawbacks of online English language learning 5
Students' achievement in online English language learning 5
Total 20
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In this research, the writer used Google form to collect the data from
participants. It contains five parts. First, the identity of participants. The
participants were asked their name, class, gender, phone number and email.
Next, it contains statements about students' feeling. Then, it showed
questionnaire of benefit of online learning. Next, it was mentioned
questionnaire of drawbacks in online learning. Finally, it presents the
statements of students' achievement.
2. Interview
An interview is the most instrument used in qualitative research.
Researchers could ask the respondents of the detailed information by taking
notes or tape, then the data sample transcribes to a document (Creswell, 2012).
Implementation of the interview focused on evidence by the participant of
research, it was done with a list of questions that asked concern the issue.
According to Hancock et al. (2009) the interview in qualitative research used a
semi-structured interview, it is a list of question open-ended types suitable for
the research objective. The use of open-ended questions allows participants to
answer freely, hence there are no answer choices. By using this kind of
interview assists to collect the data directly, hence, the area of social research
commonly uses the interview as the instrument.
The use of an interview in qualitative research to reveal the significance
context that the sample used to arrange their perspective and comprehend
related to the issue (Hatch, 2002). The participants' viewpoint would be straight
information in the process of collecting data, hence researchers should follow
the interview plot. It would affect the result of data in an interview by emerging
from the interviewer and interviewee. Moreover, the open-ended questions in
the interview section give possibilities to respondents to utter their idea.
According to Reja et al. (2003) the benefit used open-ended questions served
the participants' thoughts extemporaneously. It means no compulsion to asked,
the participant voluntarily to give their opinion in the interview section. An
29
interview instrument of this study, the researcher used the list of the open-ended
question asked the respondent.
The list of open-ended questions in an interview is related to the main
four indicators of this research: students' feeling, the benefits, the drawbacks
and students' achievement in online English language learning. The number of
questions interview for the principal and English teachers were 10 questions.
The total questions interview for the students were 9 questions. The number of
questions interview for the student parents was 7 questions. The questions
based on the development of the questionnaire instruments. The interviews
were done in detail concerning the issue. In addition, the interview section used
Bahasa in conversation with the respondents; the questions also distribute in
Bahasa. The interview process was carried out through a telephone interview;
then the result would be recorded and type into a file.
3. Document
The use of the document as an instrument to complete the data of
research. The document contains words in a file that the researcher could draw
as primary data or secondary data (Given, 2008). The research could get the
document by conducting the test independently to the research sample in
collecting the data. In the other hand, the document data could obtain from the
institution by asking permission with the teachers. According to Bowen (2009),
to know project development at school; the document has roles in preparing
details of the project. Document data present the improved of students in a
project at school. For instance, the data document of English language learning
score could indicate the progress of students. The part of the document assists
the researchers to organize and compare with other data.
Qualitative research involves valid data through the document to
strengthen data research (Bowen, 2009). The research obtained from document
data could be evidence to prove the research objective. Data document
equipped other data to answer the research question in the study. There are
30
many kinds of the document could use as the data instrument. Creswell (2014)
writes that document divided into public such as newspapers or private such as
letters. In the public document, the researcher can easily utilize in the study to
get the information of data. In contrast, the private document has limited access
for the researcher requiring permission to get the data. The data document as
research instrument could abbreviate time research in collecting data.
In this study, the researcher used document data of students’ score in
English language learning through online study during COVID-19 pandemic.
The document data contains students’ scores using online media the status
before and after implementing online activities. The data was secondary
document by asking permission from English teachers at MA. Al-Khairiyah
school. The first document data is students’ score before using online study in
the early of emergency remote teaching. Next, other data document perceived
after the online learning process present the students’ score. The researcher
compared the two documents data to determine student achievement in online
English language learning.
E. Data Analysis Technique
The analysis data of the research means the task of reducing the data into
narration and interpretation, data analysis is selecting the appropriate data to
discuss in findings. The process could be done in the filed or not depend on
researchers when analysis in the field contains writing, illustrating, and
transcription (LeCompte & Schensul 1999 as cited in Kawulich, 2004). Since the
data has been collected, researchers must be proficient to bundle the response into
a file by select and analyze the suitable data.
The researchers used triangulation in the data analysis technique. According
to Given (2008), triangulation is the method to discover the data is correct through
the measurement of two different points. Triangulation enhances the size of the
31
validity or credibility of research findings by contrasting the output of various
approaches. The researcher used triangulation to compare the result of the
questionnaire and interview data, it confirms the data is valid and clear.
In this research, the data analysis technique refers to the theory of Miles &
Huberman (1994). There are three steps of qualitative analysis, namely, data
reduction, data display, conclusion drawing and verification. At the beginning of
the study, the research should determine the research concept, the issue of research,
the research objective, and the method usage, hence it vividly sets the research
track. This activity also called part of data analysis based on the data collection
period before started analyzing the data. The whole data has been collected would
be analyzed through the three steps, the explanation in the following:
The first step is data reduction, in this stage set researchers to choose, to
focus, to split, and to convert the data. The process begins since the data from the
questionnaire and interview have been filled from the respondents. The researcher
should be wise in analyzing the data into the real unity of the study needs.
The next step is the data display. Since the data reduction is finished into a
file, the researcher should have to show the data into the catchy display, for instance
by using graphs, charts, matrices, and networks. In a data interview, the research
could use narrative to explain the data. When revealing the data, it means the
researchers well-understand the data and its interpretation.
The final step is conclusion drawing and verification. The researchers must
be accurate and careful in researching to avoid misunderstanding. In the end of
research should be a conclusion from research obtained. In addition, the researchers
must be checked whole the data, theory, and source to be clear and valid. Following
all the stage has passed, the step of analyzing the data is complete.
In addition, every instrument has a different analysis technique to present
the data obtained in this research. Analyzing the data requires a suitable process to
make the data display easy to understand by the researchers also the readers. This
is the analyzing data technique based on the instruments by the following:
32
1. Questionnaire Data
Researcher used the hand analysis in questionnaire data. According to
Creswell (2014), the manual questionnaire data carried out by marking the data,
dividing data into part of the research's needs, and concluding data. In this
research, the questionnaire data present in charts based on the indicator of
questionnaire. The researcher selected the questionnaire data with the highest
to lower score of percentage on the Likert scale. Next, the researcher marked
the questionnaire data with highest score by coloring the table chart. The data
questionnaire results matched with the research aim. Researcher recapitulated
the questionnaire data into a file to explain based on questionnaire's indicator.
2. Interview Data
The interview data carried through the researcher with the sample study;
it conducted through a telephone call. Analyzing interviews started from the
interview recorder file, then the researcher transcribed the data interview
(Creswell, 2014). In this study, the researcher was grouping the file record
based on the participant. The audio of the interview of the participant was
listening carefully by the researcher. Next, the interview data audio was
transcribing into a file document. The researcher wrote the interview data by
selecting the word properly. The data interview result adjusted to the discussion
of the study. Data interview used to strengthen other instruments of this study.
3. Document Data
Analyzing document data could be carried out through collect personal
document from participants (Creswell, 2014). In this study, the researcher asked
the teacher about the students' score in online English language learning. There
were two scores of documentation related to the score before and after
implementing the online study. The researcher compared students' development
in the learning activity by marking significant development. The document data
showed that after joining the online study, the students got higher scores than
before. The researcher used the documentation data as evidence in this study.
33
CHAPTER IV
FINDINGS AND DISCUSSION
In MA. Al-Khairiyah school, the emergency remote teaching during COVID-
19 pandemic is divided into asynchronous and synchronous online type. The schedule
of asynchronous and synchronous was alternately each week. In the asynchronous
activity, the teachers and students used WhatsApp group or e-learning to share the task
and the materials. While in the synchronous activity, the teachers and students have
virtual meetings such as discussions about the materials or assignments using the
application zoom or google meet. The data is explained based on data findings dan
discussion.
A. Findings
The findings answer the research question concerns the implementation
emergency remote teaching that used online English language learning during
COVID-19 pandemic. The data questionnaire and interview are explained based on
four indicators, namely, students' feeling, benefits, drawbacks, and students'
achievement. The explanations as follow:
Students' feeling
In this aspect discuss about the students' feeling whether they are pleasant
or unpleasant in learning English language through the online especially during the
COVID-19 pandemic. Students nature and emotion could influence the quality on
how they learn and the result of their study. The sense in the learning process could
turn out into students' personality, whether they could be active learner or passive
learner in online activities.
Table 4.1.
Tabulation data from the questionnaires of student's feeling in online English
language learning during the COVID-19 pandemic
34
No Statement
Alternative Answer
Total
SA A DA SD
1 Online learning is
enjoyable learning tool. 14,1% 53,1% 31,3% 1,6% 100 %
2 Online learning is
interesting for you. 12,5% 51,6% 29,7% 6,3% 100%
3 I learn better if online
learning is used. 14,1% 40,6% 40,6% 4,7% 100%
4
I felt active and
confidence with online
learning.
12,5% 43,8% 37,5% 6,3% 100%
5
My performance in
English would be better
through the online
learning mode than the
traditional classroom
mode.
9,4% 34,4% 40,6% 15,6% 100%
Annotation:
SA: Strongly Agree A: Agree
DA: Disagree SDA: Strongly Disagree
In statement 1, the majority of participants (67,2 %), they were strongly
agreed (14,1%) and agreed (53,1%) that the online learning is an enjoyable tool
because it was easy to use in the learning activity. However, the participants also
disagreed (31,3%) and strongly disagreed (2,6%) that online learning was not a
pleasant learning activity tool.
35
Next, statement 2 indicates that the respondents strongly agreed (12,5%)
and agreed (51,6%) that they were interested in the online learning activity. In
contrast, the other respondents disagreed (29,7%) and strongly disagreed (6,3%)
with the online learning activity that was exciting learning activity.
It was catchy to note from statement 3; most of the respondents were
strongly agreed (14,1%) and agreed (40,6%) that they learn better through the
online learning. However, half of the respondents disagreed (40,6%) and strongly
disagreed (4,7%) with online learning activity because they have uncomfortable
learning activity circumstances.
Statement 4 showed that the participants felt active and confident; they
strongly agreed (12,5%) and agreed (43,8%). On the contrary, the participants also
disagreed (37,5%) and strongly disagreed (6,3%) that they did not feel active and
confident in the online learning activity.
Statement 5 shows that most participants were strongly disagreed (15,6%)
and disagreed (40,6%) that their performance was better in the online learning than
in the traditional classroom. Meanwhile, the other participants were strongly agreed
(9,4%) and agreed (34,4%) that they could have learned English better in the online
learning activity.
According to the principal, she said it was hard to explain the students'
perspective about using the online learning. The students have different feelings
about the online learning activity. It was hard to find out students' real condition
and emotions. She said,
“Kalau melihat siswa senang atau tidak itu sulit dijelaskan disituasi
belajar online, karena guru hanya melihat dari layar monitor saja.
Semenarik apapun media pembelajaran pasti ada ritme bosannya.”
“It was hard to explain the students' feelings during the online learning
because teachers merely control through virtual screen. No matter how
interesting the media of learning, students also felt bored.” (Principal)
36
Next, English teachers have the same opinion about the students' feelings.
They said that how students learn in the online learning is also related to students'
personality. English teacher 1 assumed pleased students would have good
performance. While students felt unpleasant would lack spirit in the online learning
activity. English teacher 1 said,
“Belajar online tergantung pribadi siswanya, ada yang dikelas biasa
mereka aktif dan senang dengan pembelajaran begitu pula belajar
online. Tapi kalau dasar anaknya kurang aktif ya di belajar online
juga seperti itu.”
“The online learning depends on students' personality; the active
students would well-participate in study. In contrast, indolent students
would never be serious in online activity.” (English teacher 1)
In line English teacher 2 argued that it back to the students' character itself;
if they were diligent and desire to study even in an online activity, they would learn
well prepared. If they were indolent student type, it would not influence students'
performance in online English learning. English teacher 2 said,
“Di awal pandemi belajar dari rumah secara online ya anak-anak
pada senang, kalau sekarang anak-anak sudah bosan. Tapi itu
tergantung siswanya juga, kalau dasar siswanya malas ya semakin
malas dan merasa tidak perduli.”
“The early online study from home, students feel happy, but recently
they felt bored. However, it also depends on students; if their
personalities were lazy, they would be more passive and
irresponsible.” (English teacher 2)
The students' perspectives are divided into two opinions about the pleasant
and unpleasant feeling of studying the English language in the online learning.
Based on student 5, she enjoys learning the English language through the online
learning. She said,
“Saya senang banget belajar di rumah karena lebih santai dan bisa
melakukan hal lain. Pelajaran bahasa Inggris secara online begini ya
enak, peningkatan kosakata bahasa Inggrisnya bertmabah banyak.”
37
“I was so happy to study at home since it felt more relaxed and can to
do something else. English language learning online was fun, and I
improved the English vocabulary.” (Student 5)
On the contrary, student 2 has a different opinion. He found that the online
learning activity was not enjoyable. He said,
“Saya merasa kurang senang karena gurunya kurang jelas saat
bicara di pembelajaran bahasa Inggris online. Kalau belajar online
sinyal terganggu, hal itu bisa membuat Saya semakin tidak senang
dan bingung kalau tidak paham materinya.”
“I was unhappy in the online learning activity because the teacher
was not clear in explaining the materials. The interfere of connection
would make me bothered and confused if I do not understand the
materials.” (Student 2)
According to student parents’ sight of English language learning through
the online learning, they have different feelings. They thought learning at school
was better because the students could meet and get attention from the teachers.
However, some parents obtained benefits from online learning activity. Parent of
student 5 said,
“Kalau anak Saya sudah mandiri dan mengerti teknologi jadi mudah.
Belajar ke sekolah juga bagus bisa ketemu guru, tapi Saya juga
merasa senang anak belajar dirumah. Karena banyak dirumah Saya
jadi tau perkembangan anak dengan baik.”
“My child already independent, and knows the technology. Studying
at school also good because she could meet the teachers, but I was
happy that my child study at home. I could understand her progress
better at home.” (Student parent 5)
The parent of student 2 argued that the online learning was the right
determination since the COVID-19 pandemic situation, even though she also
preferred the traditional classroom activity. She said,
“Kondisi seperti ini belajar dari rumah lebih bagus, tapi di kondisi
biasa lebih baik belajar ke sekolah aja. Kalau anak Saya rajin
belajarnya dan suka baca bukunya. Dirumah Saya menyediakan
38
fasilitas internet untuk belajar online dan memantau saja. Selama
belajar online kaya begini senang aja.”
“In this condition, it was better to study from home while the normal
situation learning at school was better. My child was diligent and like
read the book. At home, I preserved internet networking to study;
sometimes, I controlled my child. Since study at home, that was fine.”
(Student parent 2)
According to data interviews and data questionnaires, the students' feelings
in English language learning have various types. The majority of students approved
that online learning is an enjoyable learning tool, and they felt excited. However,
the other believed that the online learning activity was not appropriate because their
performance would not be better than in the conventional classroom. The enjoys
students and unhappy students still need to participate in the online activity English
language in particular.
Benefits
This aspect discusses the benefits of using online English language learning
during the COVID-19 pandemic. Emergency remote teaching utilizes online to
connect learning process especially since the COVID-19 pandemic situation. The
teachers and learners perceived the benefit during the education in this crisis. This
aspect could reveal the benefits of online English language learning.
Table 4.2.
Tabulation data from the questionnaire of the benefits of online English
language learning during the COVID-19 pandemic
No Statement
Alternative Answer
Total
SA A DA SD
1 Online learning practical
for me. 32,8% 53,1% 10,9% 3,1% 100%
39
2 Taking online learning
easier than a regular class. 18,8% 26,6% 39,1% 15,6% 100%
3
I prefer online learning
because it solves time
commitment issues i.e. I
can decide when, where
and how I learn.
20,3% 39,1% 31,3% 9,4% 100%
4
The cost that I should pay
in online learning cheaper
that you should go to
school.
15,6% 31,3% 32,8% 20,3% 100%
5
Online learning is a better
tool for testing and
evaluation.
17,2% 45,3% 25% 12,5% 100%
Annotation:
SA: Strongly Agree A: Agree
DA: Disagree SDA: Strongly Disagree
In statement 1, the participants overwhelmingly (85,9%) consist of strongly
agreed (32,8%) and agreed (53,1%) confirmed that online learning is practical to
use in activity. On the contrary, the participants were hard to use the online learning
by strongly disagreed (3,1%) and disagreed (10,9%).
Interestingly, students disproved with statement 2; they felt the regular class
was more comfortable than the online learning by strongly disagreed (15,6%) and
disagreed (39,1%). However, the rest students were strongly agreed (18,8%) and
agreed (26,6%) that they consented that the online learning activity was convenient.
40
Statement 3 indicates the respondents were strongly agreed (20,3%) and
agreed (39,1%) that the online learning was sufficient to solve time commitment
issues such as when, where, and how they learn. While other respondents refused
because they could not accomplish with time commitment issue in the online
learning by strongly disagreed (9,4%) and disagreed (31,3%).
From statement 4, majority of the respondents were strongly agreed
(15,6%) and agreed (31,3%) that they pay cheaper in the online learning; instead,
they should go to school. However, half of the respondents also disagreed (32,8%)
and strongly disagreed (20,3%) that the online learning cost was higher rather than
they learn in the school.
The respondents demonstrated in statement 5 that the online learning is a
better tool for testing and evaluation by strongly agreed (17,2%) and agreed
(45,3%). On the contrary, the other respondents strongly disagreed (12,5%) and
disagreed (25%) that they do not have a good influence on testing and evaluation
through the online learning.
The principal assumed that the online learning activity provides beneficial
things, such as the opportunity for teachers, students, and student parents to know
the technology. She said,
“Manfaatny jadi banyak belajar teknologi. Guru bisa mempersiapkan
media pembelajaran lebih baik dalam belajar online. Menurut
hitungan Saya, lebih hemat karena pengeluaran biaya hanya pada
kapasitas kuota internet.”
“The benefits of the online learning that we could know technology
better. Teachers could well-prepare the learning media in the online
learning. In my opinion, the online learning was economical since the
cost of the quota internet.” (Principal)
The English teacher has a similar opinion that the online learning was
convenient to facilitate the English language learning. English teacher 1 said,
“Manfaat yang dirasa terkait waktu. Belajar online lebih santai dan
bisa melakukan banyak hal lain. Di pembelajaran bahasa Inggris,
41
Saya menggunakan video jadi siswa bisa melihat lagi tentang materi.
Pembelajaran bahasa Inggris online dapat membuat siswa untuk
belajar secara mandiri.
“It saves time. We could be relaxed and do anything else. In English
language learning, I used video so that the students could study again.
The online learning activity established students to be independent
learners.” (English teacher 1)
In line with a previous opinion, English teacher 2 felt enjoy in the teaching
process. She mentioned,
“Belajar online lebih tenang dan santai. Kalau anak yang tidak
nyaman belajar langsung, sekarang mereka lebih nyaman belajarnya.
Saya mengajar bahasa Inggris online jadi merasa lebih banyak
tantangan untuk lebih kreatif dalam pembelajaran yang
menyenangkan dan siswa mudah paham materinya.”
“The online learning provided a pleasant environment. The
uncomfortable students in the regular class could enjoy the online
activity. Through online English language learning; it forces me to be
creative to create fun activities and make students comfortable and
understand.” (English teacher 2)
According to the students' point of view, they could develop vocabulary and
knowledge of the English language through the online learning. As mentioned by
student 7, he has a lot of time to explore English language materials. He said,
“Saya merasa bertambah kosakata bahasa Inggris karena Saya coba
cari tau artinya. Saya merasa lebih mandiri belajarnya dan punya
waktu lebih untuk belajar. Saya jadi paham tentang materinya.”
“I could improve my English vocabulary since I tried to find out the
meaning. I could be an independent learner, and I have spare time to
explore the materials. So, I understand the English language.”
(Student 7)
In line with the previous opinion, student 3 believes she could get
vocabulary acquisition in the online activity. She mentioned,
“Saya belajar kosakata baru dari teks bahasa Inggris, itu dapat
menambah pengetahuan Saya. Kalau untuk menulis bahasa Inggris
42
lebih baik karena sudah tau struktur kalimatnya. Saya harus lebih
aktif dan bertanggung jawab.”
“I learn new vocabulary from the English text, it could increase my
knowledge. My English writing is getting better since I know the
structure. I have to be more active and responsible.” (Student 3)
In addition, the student parents thought that online learning also have their
benefit in the learning activity. Since the learning process at home, their children
could be independent, and it saves the cost. Student parent 7 said,
“Belajar jadi dirumah aja, anak Saya emang suka dirumah jadi
senang. Cari pelajaran juga serba online. Belajar dirumah jadi lebih
dekat dengan keluarga. Terus tidak perlu mengeluarkan uang jajan.”
“Since study from home and my child was a home-based type, so he
enjoyed it. Studying at home makes my child close to family, and I did
not have supply pocket money.” (Student parent 7)
The good impact of the online learning received by other parents. Students
provided the ease of understanding the material by the online activity. Student
parent 3 said,
“Anak Saya bisa mengikuti pelajaran online sesuai jadwal sekolah.
Yang terpenting adalah anak Saya memahami materinya. Saya selalu
kontrol dia ketika belajar untuk tau kondisinya.”
“My child could engage in the online learning activity. The most
important was my child understands the materials. I always control
my child to know her progress.” (Student parent 3)
Online activity has many benefits in the teaching-learning process,
especially English language learning. The online activity served as accessibility for
students to extra study and explored the English language materials. Moreover,
online learning also offered students to be independent learners. The time issue was
the most challenging thing in the learning activity; hence the online learning offered
flexible time in the study process.
43
Drawback
In this aspect, discuss the drawbacks of using online activity in emergency
remote teaching during the COVID-19 pandemic. In the English language learning,
there must be obstacles and deficiencies by using online media. The shortcomings
in online English language learning could influence teachers' and students' activity.
Table 4.3.
Tabulation data from the questionnaire of the drawbacks of online English
language learning during the COVID-19 pandemic
No Statement
Alternative Answer
Total
SA A DA SD
1 Online learning used much
quota internet. 48,4% 28,1% 18,8% 4,7% 100%
2 I lack the will to study
through online learning. 26,6% 40,6% 28,1% 4,7% 100%
3
Many students lack
seriousness in studying
through online learning.
42,2% 50% 6,3% 1,6% 100%
4
Online learning is only
helpful if I as students is
serious and motivated.
32,8% 46,9% 15,6% 4,7% 100%
5
The time of online
learning for you, it is
disturbing you, make you
in hurry or. etc.
31,3% 35,9% 26,6% 6,3% 100%
44
Annotation:
SA: Strongly Agree A: Agree
DA: Disagree SDA: Strongly Disagree
In statement 1, the majority of participants (76,5%), they were strongly
agreed (48,4%) and agreed (28,1%) that the online learning used much quota
internet in the learning activity. However, the participants also disagreed (18,8%)
and strongly disagreed (4,7%) that the online learning activity only needs a little
quota internet.
Statement 2 signifies that students lack the desire to study in the online
learning by strongly agreed (26,6%) and agreed (40,6%). However, the other
students refused the statement because they strongly desire to study in the online
learning by strongly disagreed (4,7%) and disagreed (28,1%).
It was interesting to note that most respondents (92,2%) have approved
statement 3. The students strongly agreed (42,2%) and agreed (50%) that many
students lack the seriousness to study the online learning. On the contrary, the rest
respondents were whole-hearted in learning through the online learning by
disagreed (6,3%) and strongly disagreed (1,6%).
Statement 4 indicates the participants were strongly agreed (32,8%) and
agreed (46,9%) that if they are serious and motivated in the online learning would
be helpful. Besides, other participants refused with this statement; they felt online
learning was not useful by strongly disagreed (4,7%) and disagreed (15,6%).
The last, statement 5 signify that students consented to the idea, they felt
the time of online learning is disturbing, making them in a hurry or. etc. by strongly
agreed (31,3%) and agreed (35,9%). However, the rest of the students were strongly
disagreed (6,3%) and disagreed (26,6%); they were not felt disturbing and make
them in a hurry with the online learning time.
45
According to the principal point of view of drawbacks in the online
learning, it divides into four categories: economic matters, internet networking,
miscommunication, time management, and lack of tools. Principal said,
“Ekonomi setiap siswa berbeda, mereka butuh biaya untuk kuota
internet. Belajar online sangat bergantung dengan jaringan, kalau
jaringan buruk bisa mengakibatkan salah paham antara guru dan
murid. Karena belajar dirumah, anak merasa tidak terikat dengan
aturan jadi pola tidurnya terganggu. Ada juga siswa yang tidak
memiliki HP untuk belajar online.”
“Since the students’ economic level was different, they need cost to
buy the internet quota. In the online learning related to internet
networking, the bad signal would cause misunderstanding between
teachers and students. Because study at home, students do not have
the rules, so their scheduled were disturbed. Besides, some students
did not have a handphone to join online activity.” (Principal)
In line with a previous idea, English teacher 1 has difficulty in internet
connection during the online learning for teaching the English language and she
concerned about lazy students. English teacher 1 mentioned,
“Kendalanya di jaringan tidak bagus atau kuota habis. Terus kendala
lain yaitu siswa yang pada dasarnya malas, mereka sangat sulit untuk
mengumpulkan tugas dan ada anak yang sulit di hubungi.”
“The drawback was the bad networking and low quota internet. Next,
the indolent students have also hampered the online learning activity;
they sluggish to submit the assignment and even hard to contacted.”
(English teacher 1)
Meanwhile, English teacher 2 experienced that the online learning activity
was tough. English teacher 2 said,
“Waktu pembelajaran jadi singkat, karena harus menunggu siswa
bergabung di kelas online. Pengajaran bahasa Inggris secara online
membuat siswa sulit untuk memahami materi, karena sulit untuk
berinteraksi dan hanya sedikit siswa yang merespon dalam
pembelajaran.”
“The drawback was learning activity shorter because I should be
waiting for the student to join the online learning. English language
46
teaching through the online learning made students hard to
understand since it was challenging to interact, and only a few
students could participate in learning activity.” (English teacher 2)
According to students' opinion, they also have drawbacks in the online
learning activity that related to the networking. Student 4 mentioned,
“Dirumah pakai Wi-Fi tapi jaringan internetnya tidak bagus. Saya
juga harus bergantian dengan saudara untuk belajar menggunakan
laptop. Lingkungan dirumah juga sangat menggangu untuk belajar.”
“At home used Wi-Fi, but the connection was bad. I was using a
laptop to study alternately with my siblings. The home environment
was not suitable to study.” (Student 4)
Student 10 face the drawbacks in online activity, she could not join the
forum since the signal endured online learning activity. Student 10 said,
“Kalau lagi belajar terkadang jaringannya menghilang, jadi
suaranya juga hilang-hilangan. Kalau begitu Saya juga tidak tau tadi
lagi membahas apa, gurunya bicara apa begitu. Saya pernah lagi
belajar terus tiba-tiba server keluar karena jaringanya tidak bagus.”
“Sometimes, the networking disconnected, so the teachers’ voice was
disappeared. Then I did not know what the discussion. I ever studied
the online learning; then it was exit because of unstable networking.”
(Student 10)
In line with student parent 4 also face the drawbacks in the online learning
activity. The limitation of tools in the online learning activity caused the student-
parent felt blue and she should be patient in this condition. Student parent 4 said,
“Terkadang internetnya kurang memadai, karena di rumah banyak
yang pakai internet. Kalau mau belajar pakai laptop, anak Saya harus
bergantian dengan saudaranya kan mereka juga butuh laptop.”
“Sometimes the internet connection was not adequate, because we
also used the internet at home. In study, my child needs to alternate
with others in using laptop.” (Student parent 4)
Student parent 10 has a similar issue with the handicaps about the internet
connection. She mentioned,
47
“Belajar online kan sinyal memengaruhi, kalau sinyal lagi jelek ya
suaranya tiba-tiba hilang, jadi kan anak Saya tidak tau gurunya
bicara apa. Ada juga guru yang kurang paham belajar online, jadi
anak susah memahami materi karena pengajarannya kurang baik.”
“The internet signal could influence the online learning activity. If the
connection was disturbing, the teachers’ voice in explaining the
materials disappeared; my child did not know what the teachers said.
The teachers were not familiar with the online learning, so my child
hard to understand the materials”. (Student parent 10)
The drawbacks passed over the online learning activity; it related to
unstable internet networking. Teachers and students could not focus on the
discussion because the networking was disturbing. The drawbacks of online
learning activities in English language learning would burden teachers and
students in the teaching-learning process.
Students’ Achievement
The aspect discusses the quality of English language learning in emergency
remote teaching during the COVID-19 pandemic. The online activity could well
arrange with support from teachers and students. The students' achievement can be
measured by the effectiveness of online English learning. However, the situation
and condition can influence the activity in online English learning.
Table 4.4.
Tabulation data from the questionnaire of the online English language
learning achievement during the COVID-19 pandemic
No Statement
Alternative Answer
Total
SA A DA SD
48
1
Online learning is a better
means for acquiring
vocabulary.
10,9% 50% 34,4% 4,7% 100%
2
Online learning is a better
means for developing
reading skills.
10,9% 50% 31,1% 7,8% 100%
3
Online learning is a better
means for developing
writing skills.
14,1% 46,9% 34,4% 4,7% 100%
4
Online learning is a better
means for developing
listening skills.
14,1% 32,8% 48,4% 4,7% 100%
5
Online learning is a better
means for developing
speaking skills.
9,4% 35,9% 45,3% 9,4% 100%
Annotation:
SA: Strongly Agree A: Agree
DA: Disagree SDA: Strongly Disagree
The respondents demonstrated in statement 1 that they get more vocabulary
knowledge through online learning by strongly agreed (10,9%) and agreed (50%).
On the contrary, the other respondents strongly disagreed (4,7%) and disagreed
(34,4%) that they could not expand their vocabulary knowledge in the online
learning.
Statement 2 signify that students could develop their reading skills in the
online learning by strongly agreed (10,9%) and agreed (50%). However, the other
49
students refused the statement because they could not improve their reading skills
in the online learning by strongly disagreed (7,8%) and disagreed (31,3%).
Next, statement 3 indicates that the respondents were strongly agreed
(14,1%) and agreed (46,9%) to improve their writing skills in the online learning
activity. Meanwhile, the rest of the respondents were strongly disagreed (4,7%) and
disagreed (34,4%) that the online learning is a better means for developing writing
skills.
It was interesting to note that most students (53,1%) refused with statement
4. The students strongly disagreed (4,7%) and disagreed (48,4%) that online
learning could develop their listening skills. However, the other students strongly
agreed (14,1%) and agreed (32,8%) that their listening skills were getting better in
the online learning activity.
In statement 5, it can see that the respondents did not consent that online
learning assists the respondents to improve their speaking skills by strongly
disagreed (9,4%) and disagreed (45,3%). On the other hand, the rest respondents
approved that their speaking skills get higher quality through the online learning by
strongly agreed (9,4%) and agreed (35,9%).
The principal's opinion regarding the online learning was not effective; it is
obliged to run in the school merely during the COVID-19 pandemic. She argued,
“Pembelajaran online tidak efektif dan tidak maksimal, pembelajaran
jarak jauh (PJJ) adalah kegiatan pembelajaran darurat yang harus
dilakukan agar pendidikan tetap terlaksana. Pendampingan belajar
dirumah oleh orangtua berbeda dari segi emosi, psikologi dengan
guru. Bagaimanapun, belajar online efektif pada kapasitas darurat”
“The online learning was not effective and unaccomplished; online
distance learning (PJJ) was urgent learning activity that should be
running. Studying at home accompanied by parents would be different
from emotion and psychology with the teachers. However, the online
learning was effective merely the crucial capacity.” (Principal)
In parallel with the previous idea, the English teachers also discovered that
online learning was not effective. English teacher 1 said,
50
“Belajar online sangat tidak efektif, karena hanya beberapa siswa
saja yang aktif di belajar online. Saya kasihan dengan siswa yang
tidak aktif. Saat ini Saya mengajar bahasa Inggris enak aja karena
materinya mudah dan siswa mengerti.”
“The online learning was not effective because only a few students
could be participating in the online learning activity. I felt pity for the
dormant students. Recently I enjoyed teaching English through the
online learning since the materials still easy, and students could
understand.” (English teacher 1)
English teacher 2 obtained the difficulty in English language teaching, but
it has positive side that students' outcomes was improved. English teacher 2 said,
“Pembelajaran bahasa Inggris tidak bertemu langsung dengan murid
sulit. Jadi pembelajaran bahasa Inggris secara online tidak efektif,
dari waktu pembelajaran yang dikurangi. Tapi ada sisi positifnya
belajar bahas Inggris online banyak nilai murid yang meningkat.”
“English language learning that does not have a direct meeting was
challenging. So, English language learning through the online
learning was not effective since the limited time. The positive one that
students could increase the grades through the online learning.”
(English teacher 2)
The students have an identical opinion about the online learning in English
language learning was not effective. The students obtained a little benefit in the
activity of the online learning. Student 1 said, “
“Kurang efektif karena jaringan internetnya terganggu jadi susah
komunikasi. Belajar online susah bertanya dengan guru, tapi materi
bahasa Inggris masih mudah dimengerti dan Saya masih bisa
mengikutinya. Tapi Saya merasa ada penambahan kosakata bahasa
Inggris sedikit.”
“The online learning was not effective because of the poor internet
connection impact in communication. The online learning activity was
hard to ask the teachers, but the English language materials were still
easy to understand. I enhanced my English vocabulary a little bit”.
(Student 1)
51
According to student 6, who sense the online learning was not effective in
the English language learning activity. However, he could get a positive effect on
online activity. Student 6 said,
“Kurang efektif. Tapi belajar online bisa tambah kosakata bahasa
Inggris. Saya lebih sering menerjemahkan teks di google translate
jadi tambah kosakata dan mudah dihafalnya.”
“The online learning was not effective. However, in the online
learning, I could acquire more English vocabulary. I often translate
the English text in google translate, and it could add my repository
then I could quickly memorize it.” (Student 6)
Based on the students' parent perspective, they noticed that the online
learning was not effective for their children, because it was hard for students to
understand the materials without the teachers explained directly. According to
student parent 1, when her child learned in the online learning and her child did not
understand the materials, it made student parent 1 worried. She mentioned
“Menurut Saya lebih baik ke sekolah aja belajarnya, kalo dirumah
kurang enak. Di sekolah bisa dijelasin langsung sama gurunya kalau
tidak paham materinya. Terus juga jaringan internetnya menghilang,
HP anak Saya sering error jadi kasihan.”
“In my opinion, it is better learned at school, because learn at home
was not right. At the school teachers could explain the materials
directly. In addition, the internet connection was bad, then my child's
handphone often errored.” (Student parent 1)
However, other parents also have a different opinion. Student parent 6
emphasized that learning the English language needs more practice. She said,
“Tidak efektif karena kurang feedbacknya. Kalau belajar bahasa
Inggris harus ada interaksinya. Di bahasa Inggris kan ada grammar
jadi juga harus langsung dijelaskan. Karena bahasa Inggris berkatian
dengan ejaan yang berbeda, jadi harus ada interaksinya.”
“There is no feedback in the online learning activity. English
language learning has required interaction; English grammar should
explain clearly. Since the English language is related to different
pronunciations, so it needs communication.” (Student parent 6)
52
Based on the explanation of interview and questionnaire data, most participants
consented that English language learning through online learning was not effective.
Despite the fact, some participants still obtained the positive effect of online learning,
particularly in English language learning.
B. Discussion
The explanation based on the research questions, as follows:
How do teachers implement emergency remote teaching in English language
during COVID-19 pandemic?
The emergency amidst the COVID-19 pandemic forces teachers and
students to adapt quickly to the new learning situation. The emergency remote
teaching takes over the regular learning process in the classroom. The learning
management system suggested controlling the transformation in online activity
(Aguliera & Nightengale-Lee, 2020). Teachers could manage the learning process
through the online application or media since it could not be carried out in a person.
The utilization of technology, especially online media, assists the learning process
in a different situation. According to Rahiem (2020), WhatsApp and Google
Classroom's platform frequently share the materials or tasks. Teachers and students
access the application easily on a mobile phone or laptop. Meanwhile, teachers and
students also could meet through the virtual learning process by using the video.
The direct communication activity through online uses the video conferencing
application (Amin & Sundari, 2020). The use of online media and platforms adjust
to the learning process if the teachers need to deliver the material in spoken and
used video conferencing. While sharing notes or assignment could use other
platforms which is convenient for teachers and students in online activity.
Online activity offered a convenient activity for teachers to explore the
English language materials in emergency remote teaching. However, the teaching
process still faces many drawbacks. Schlesselman (2020) mentioned that
53
emergency remote teaching arouses other learning activity problems since the
unavailable of technology, networking, accessibility and time zone issues. Teachers
and students did not have equal equipment for online study. In addition, lazy
students could influence the learning process because they were not serious about
studying. The tough situation of pandemic entangled students' emotions related to
stress and anxiety; it makes them hard to well-participate in emergency remote
teaching (Petillion & McNeil, 2020). The online activity was also unfamiliar in the
regular learning process; teachers and students are expected to improve learning in
this situation. Moreover, the handicaps in remote teaching also related to the current
situation outside the school. Marshall et al. (2020) argued that the teacher's role in
online activity was important for students, but teachers still have to face real-life
situations to manage family and children. The different learning situation promotes
teachers to divide the task of learning activity and home service. The teachers'
mains important role in online activity during emergency remote teaching.
Despite the hardship in online activity, there also beneficial things in the
emergency remote teaching process. Gaur et al. (2020) write that the school
enhancing online activity quality by directing teachers to solve the learning issue
during a crisis. Under urgent circumstances, teachers hastened to utilize online
media in the learning process, and the school provided the training online study
activity. The teacher's obvious guidance makes students enjoy and establish their
online activity performance (Jeffery & Bauer, 2020). It means teachers require to
well-prepared in arranging online activities. Since the learning is carried out in a
different situation, teachers and students still get to be familiar with the learning
process. Furthermore, the new online activity during COVID-19 encourages
teachers to be ready in any learning situation. According to Ferri et al. (2020),
emergency remote teaching activity allows developing online activity or media, so
teachers and students could use under normal situation or every circumstance in the
future. This chance could establish teachers and students with online activity by
utilizing advanced technology to study. Emergency remote teaching is a new
54
challenge for teachers and students to accept the various learning types in every
circumstance. Teachers and students could also discover from this crisis that
education is still important to continue entire life with knowledge and technology.
What is respondents’ perception towards feeling, benefits, drawbacks, and
achievement of emergency remote teaching in English language during
COVID-19 pandemic?
Students have various feelings in the emergency remote teaching; some
were pleasant and could learn better; some were unpleasant and could increase
online activity burden. The principal emphasized whether the students enjoy the
online activity or not; students would have a dull learning activity period.
Moreover, most students' parents assumed online study was the best alternative and
could benefit from this situation. According to Mu’in & Amelia (2018), students
have a positive perspective in online study; they were enjoying the activity. Despite
the deficiency, such as unstable internet networking, the students could access the
online activity easily. In addition, Smart & Cappel (2006) mentioned that students'
expression in the learning activity could see from the media's application. The
online media could make students excited to participate. In tune with Cleveland-
Innes & Campbell (2012), they write that the emotion could be an interrupter, but
it could be fixed during online learning. The feeling of pleased or displeased during
online English learning under students' control. During this time online activity
offered students many opportunities to explore the English language materials;
hence, it depends on students' participation in the study.
The respondents believe the online activity in emergency remote teaching
has many benefits. The principal admitted that the online activity creates to be
familiar with technology advancement. The online activity established independent
learners. The student parents consented that their children could establish self-
reliance in the online activity. Besides, during the COVID-19 pandemic, the online
activity was helpful in education. Mukhtar et al. (2020) argued that the benefits of
55
the online activity established a comfortable learning environment so that students
could be self-learners. The learning activity directs students to explore the materials
independently. Online activity permitted to set the schedule and location of the
learning process; teachers and students could adjust with the condition to study
(Arkorful & Abaidoo, 2015). The learning process in crisis considerate teachers
and students' situation. In addition, the education stakeholders provide the fast
change in online activity in this crisis; there so many new rules and directions in
emergency remote teaching to sustain online media in the learning process
(Adedoyin & Soykan, 2020). The different online learning is an opportunity for
teachers and students to fit in a new environment. The online activity supports
English language learning, especially during the COVID-19 pandemic.
The online activity drawbacks of an emergency remote teaching in the
English language would arouse teachers' and students' burden. As stated by the
principal, bad networking could create misunderstandings between the teachers and
students. Then the lack of facility in online activity hampered students in this crisis.
The student's parents felt difficulty since unavailable tools and bad internet
networking would interfere with online activity. According to Rababah (2020),
three main points of online drawbacks: practical instruction deficiency, lack of
accessibility, and inconsistent instructors' teaching. Students did not have a chance
to explore the materials. In addition, Yuyun (2014) argued that students were not
well prepared for online activity since some students have insufficient tools and
could not study in an online environment. Students could not join the activity
because they could not accept the different circumstances. Teachers and students
not very well-prepared in quick transformation learning in emergency remote
teaching (Wilcox & Vignal, 2020). The current situation urges teachers and
students to adapt instantly to online activity. The drawbacks of the online activity
have to realize before it could influence emergency remote teaching in the English
language during COVID-19 in particular.
56
The effectiveness of online English learning can measure the students'
achievement in emergency remote teaching. Most participants argued online
activity was not effective, but they still obtained the positive effect. According to
the students' results, most students get increased score after online activity
(Appendix 10). Students' parents still doubted online because the English language
related to grammar and pronunciation must explain directly. According to Zakarneh
(2018), learners assumed that the online activity was a fruitful platform for learning
English because it could develop English skills. Studying at home has a lot of time
and opportunities to explore the materials, while teachers could also better prepare
the learning process. Mubaslat (2012) points out that students provided to improve
their English language ability; hence, students' outcomes indicate online learning
effectiveness. Students' progress in online learning could be a positive achievement
in English language learning. Online activity embraced conventional teaching-
learning to be better because online learning offered creative methods and benefits
for learners (Yusnilita, 2020). The enhancement of online activity served teachers
and students to comprehend the learning process under this crisis.
57
CHAPTER V
CONCLUSION AND SUGGESTION
Eventually, following the explanation of research findings and discussion, the
writer could sum up the research conclusion and suggestion.
A. Conclusion
The different situation during the COVID-19 pandemic and the rapid
change to implement emergency remote teaching in education. Teachers,
students, and school forces to utilize online media in running the learning
process. The advance of technology provided the education field to expand the
modern activity. However, the tools, internet networking, and ability to run
online activity were insufficient. Teachers and students never employing online
media for a long time. Hence, the drawbacks arouse the learning process. It
hampered the learning activity for teachers and students. Despite the handicaps,
the online media provided beneficial things to explore in the education process.
Teachers and students require to stand and study with the online activity during
emergency remote teaching.
According to the participants’ perceptions in emergency remote
teaching, they argued this is the new learning process running in education. The
emotional presence become important thing to be concern this time. The
uncertain COVID-19 pandemic creates new school circumstance for teachers,
students, and student parents. The learning process need to contemplate the
relevant activity also reinforcement students’ personality. The hardship would
arise in the learning process since unprepared things in a crisis. However, the
online activity served teachers and students to explore the learning process.
Accepting new things is not easy, since the learning process changes in
emergency remote teaching, teachers, students, student parents can accept it for
future educational experiences.
58
B. Suggestion
The implementation of emergency remote teaching during COVID-19
needs huge attention to achieve the learning objective. The contribution from
teachers, students, student parents, and the school could develop the English
language learning better to utilize the online media. The preparation of
technology tools and high quality of internet connection are fundamental things
in online activity. In addition, the clear regulation from the government
directing emergency remote teaching helps the school implement online media
properly. The government's support in the new era of education is necessary,
for instance, free access internet to online study. Moreover, teachers and
students could learn more in the online activity, especially English language
learning. Teachers and students can well-prepared for the learning activity since
study carried through online activity in emergency remote teaching during
COVID-19 pandemic and future education.
59
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Appendix 1 The Questionnaire Instrument
THE QUESTIONNAIRE INSTRUMENT
The list of questions adopted from Zakarneh, B. M. (2018) “Effectiveness of E-
learning Mode for Teaching English Language in Arab Universities” and
Yusnilita, N. (2020) “The Impact of Online Learning: Students’ Views.”
Indikator No. Pertanyaan Kuesioner Skala Likert
1 2 3 4
Perasaan siswa dalam
pembelajaran bahasa
Inggris secara online
1 Online learning adalah media
pembelajaran yang menyenangkan.
2 Saya merasa pembelajaran melalui
online learning menarik.
3
Saya merasa belajar lebih baik
ketika menggunakan online
learning.
4
Saya merasa aktif dan percaya diri
dengan pembelajaran melalui
online learning.
5
Kinerja Saya dalam pembelajaran
bahasa Inggris akan lebih baik
dengan belajar melalui online
learning daripada pembelajaran di
kelas biasa.
Manfaat pembelajaran
bahasa Inggris secara
online
1 Pembelajaran online learning
mudah untuk digunakan.
2
Pembelajaran melalui online
learning lebih mudah daripada
pembelajaran di kelas biasa.
67
3
Saya lebih suka menggunakan
online learning karena itu dapat
mengatasi permasalahan terkait
waktu seperti Saya dapat
menentukan kapan, dimana dan
bagaimana Saya belajar.
4
Saya mengeluarkan biaya yang
lebih sedikit untuk pembelajaran
online learning daripada Saya
harus pergi ke sekolah.
5
Online learning adalah media yang
lebih baik untuk kegiatan ujian dan
evaluasi pembelajaran.
Kendala pembelajaran
bahasa Inggris secara
online
1 Online learning banyak
menggunakan data kuota.
2
Saya kurang memiliki keinginan
untuk belajar menggunakan online
learning.
3
Banyak murid yang kurang serius
ketika menggunakan pembelajaran
melalui online learning.
4
Online learning hanya akan
bermanfaat jika Saya serius dan
termotivasi untuk belajar.
5
Saya merasa waktu pembelajaran
melalui online learning itu
menggangu Saya, membuat Saya
68
menjadi terburu-buru, dan lain
sebagainya.
Pencapaian siswa
dalam pembelajaran
bahasa Inggris secara
online
1
Saya merasa kosakata bahasa
Inggris Saya bertambah melalui
pemebelajaran online learning.
2
Saya merasa kemampuan
membaca teks bahasa Inggris Saya
meningkat melalui pemebelajaran
online learning.
3
Saya merasa kemampuan menulis
bahasa Inggris Saya meningkat
melalui pemebelajaran online
learning.
4
Saya merasa kemampuan
mendengar bahasa Inggris Saya
meningkat melalui pemebelajaran
online learning.
5
Saya merasa kemampuan berbicara
bahasa Inggris Saya meningkat
melalui pemebelajaran online
learning.
69
THE QUESTIONNAIRE INSTRUMENT
The list of questions adopted from Zakarneh, B. M. (2018) “Effectiveness of E-
learning Mode for Teaching English Language in Arab Universities” and
Yusnilita, N. (2020) “The Impact of Online Learning: Students’ Views.”
Indicator Number Questions of Questionnaire Likert Scale
1 2 3 4
Students' feeling in
online English
language learning
1 Online learning is enjoyable
learning tool.
2 Online learning is interesting for
you.
3 I learn better if online learning is
used.
4 I felt active and confidence with
online learning.
5
My performance in English
would be better through the
online learning mode than the
traditional classroom mode.
The benefits of online
English language
learning
1 Online learning practical for me.
2 Taking online learning easier
than a regular class.
3
I prefer online learning because
it solves time commitment issues
i.e. I can decide when, where
and how I learn.
70
4
The cost that I should pay in
online learning cheaper that you
should go to school.
5 Online learning is a better tool
for testing and evaluation.
The drawback of
online English
language online
English language
learning
1 Online learning used much quota
internet.
2 I lack the will to study through
online learning.
3
Many students lack seriousness
in studying through online
learning.
4
Online learning is only helpful if
I as students is serious and
motivated.
5
The time of online learning for
you, it is disturbing you, make
you in hurry or. etc.
Students' achievement
in online English
language learning
1 Online learning is a better means
for acquiring vocabulary.
2 Online learning is a better means
for developing reading skills.
3 Online learning is a better means
for developing writing skills.
4 Online learning is a better means
for developing listening skills.
5 Online learning is a better means
for developing speaking skills.
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Appendix 2 The List of Questions for Principal Interview
THE LIST OF QUESTIONS FOR PRINCIPAL INTERVIEW
1. Bagaimana proses kegiatan pembelajaran di sekolah dengan menggunakan online
learning selama Pandemi Covid-19?
2. Apa jenis online learning yang digunakan di sekolah pada proses kegiatan
pembelajaran selama Pandemi Covid-19?
3. Menurut Anda, apakah siswa merasa senang dengan pembelajaran menggunakan
online learning selama Pandemi Covid-19?
4. Menurut Anda, apakah pembelajaran menggunakan online learning efektif selama
Pandemi Covid-19?
5. Apa saja kendala saat mengajar dengan menggunaan online learning di sekolah
selama Pandemi Covid-19?
6. Apa saja yang sudah dilakukan sekolah untuk meminimalisir kendala saat
pembelajaran menggunakan online learning selama Pandemi Covid-19?
7. Menurut Anda, apa manfaat mengajar dengan online learning selama Pandemi
Covid-19?
8. Menurut Anda, apa kekurangan mengajar dengan online learning selama Pandemi
Covid-19?
9. Apakah sekolah mengadakan pelatihan dan pengenalan terhadap penggunaan
online learning selama Pandemi Covid-19?
10. Silahkan berikan komentar atau saran Anda untuk meningkatkan pembelajaran
menggunakan online learning selama Pandemi Covid-19!
72
THE LIST OF QUESTIONS FOR PRINCIPAL INTERVIEW
1. How is online learning activity at school during Covid-19 pandemic?
2. What is the online learning type that used at school during Covid-19 pandemic?
3. Do students enjoy online learning activities during the Covid-19 pandemic?
4. Do online learning is effective during Covid-19 pandemic?
5. What are the drawbacks of the online learning activity during Covid-19 pandemic?
6. What have the school done to minimize the drawbacks in online learning during
Covid-19 pandemic?
7. What are the benefits of online learning activity during Covid-19 pandemic?
8. What are the disadvantages of online learning activity during Covid-19 pandemic?
9. Does the school arrange training to use online learning during Covid-19 pandemic?
10. Please, give your comment or suggestion to improve online learning activity during
Covid-19 pandemic!
73
Appendix 3 The List of Questions for English Teachers Interview
THE LIST OF QUESTIONS FOR ENGLISH TEACHERS INTERVIEW
1. Bagaimana proses kegiatan pembelajaran bahasa Inggris di sekolah dengan
menggunakan online learning selama Pandemi Covid-19?
2. Apa jenis online learning yang digunakan di sekolah pada proses kegiatan
pembelajaran bahasa Inggris selama Pandemi Covid-19?
3. Menurut Anda, apakah siswa merasa senang dengan pembelajaran bahasa Inggris
menggunakan online learning selama Pandemi Covid-19?
4. Menurut Anda, apakah pembelajaran bahasa Inggris menggunakan online learning
efektif selama Pandemi Covid-19?
5. Apa saja kendala saat mengajar bahasa Inggris dengan menggunaan online learning
selama Pandemi Covid-19??
6. Apa yang Anda lakukan untuk meminimalisir kendala saat pembelajaran bahasa
Inggris menggunakan online learning selama Pandemi Covid-19??
7. Menurut Anda, apa manfaat mengajar bahasa Inggris dengan online learning
selama Pandemi Covid-19?
8. Menurut Anda, apa kekurangan mengajar bahasa Inggris dengan online learning
selama Pandemi Covid-19?
9. Apakah sekolah mengadakan pelatihan dan pengenalan terhadap penggunaan
online learning untuk pembelajaran bahasa Inggris selama Pandemi Covid-19?
10. Silahkan berikan komentar atau saran Anda untuk meningkatkan pembelajaran
bahasa Inggris menggunakan online learning selama Pandemi Covid-19!
74
THE LIST OF QUESTIONS FOR ENGLISH TEACHERS INTERVIEW
1. How is the online English language learning at school during Covid-19 pandemic?
2. What is the online English language learning type that used at school during Covid-
19 pandemic?
3. Do students enjoy online English language learning during Covid-19 pandemic?
4. Do the online English language is effective during Covid-19 pandemic?
5. What are the drawbacks in online English language learning during Covid-19
pandemic?
6. What have the school done to minimalize the drawbacks in online English language
learning during Covid-19 pandemic?
7. What are the benefits of online English language learning during Covid-19
pandemic?
8. What are the disadvantages of online English language learning during Covid-19
pandemic?
9. Does the school arrange the training to use online English language learning during
Covid-19 pandemic?
10. Please, give your comment or suggestion to improve online English language
learning during Covid-19 pandemic!
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Appendix 4 The List of Questions for Students Interview
THE LIST OF QUESTIONS FOR STUDENTS INTERVIEW
1. Apakah alasan Anda merasa senang atau tidak senang dengan pembelajaran bahasa
Inggris menggunakan online learning selama Pandemi Covid-19?
2. Menurut Anda, apakah pembelajaran bahasa Inggris menggunakan online learning
efektif selama Pandemi Covid-19?
3. Apa saja kendala saat belajar bahasa Inggris dengan menggunaan online learning
selama Pandemi Covid-19?
4. Apa yang Anda lakukan untuk meminimalisir kendala saat pembelajaran bahasa
Inggris menggunakan online learning selama Pandemi Covid-19?
5. Menurut Anda, apa manfaat pembelajaran bahasa Inggris dengan online learning
selama Pandemi Covid-19?
6. Menurut Anda, apa kekurangan pembelajaran bahasa Inggris dengan online
learning selama Pandemi Covid-19?
7. Apakah sekolah mengadakan pelatihan dan pengenalan terhadap penggunaan
online learning selama Pandemi Covid-19?
8. Apa perubahan yang Anda alami selama belajar Bahasa Inggris menggunakan
online learning selama Pandemi Covid-19?
9. Silahkan berikan komentar atau saran Anda untuk meningkatakan pembelajaran
bahasa Inggris menggunakan online learning selama Pandemi Covid-19!
76
THE LIST OF QUESTIONS FOR STUDENTS INTERVIEW
1. What is your reason to feel enjoy or not in online English language learning during
Covid-19 pandemic?
2. Do the online learning is effective during Covid-19 pandemic?
3. What are the drawbacks in online English language learning during Covid-19
pandemic?
4. What have you done to minimize the drawbacks in online English language
learning during Covid-19 pandemic?
5. What are the benefits of online English language learning during Covid-19
pandemic?
6. What are the disadvantages of online English language learning during Covid-19
pandemic?
7. Do the school arrange training to use online English language learning during
Covid-19 pandemic?
8. What are changes did you experience in online English language learning during
Covid-19 pandemic?
9. Please, give your comment or suggestion to improve online learning activity during
Covid-19 pandemic!
77
Appendix 5 The List of Questions for Student Parents Interview
THE LIST OF QUESTIONS FOR STUDENT PARENTS INTERVIEW
1. Bagaimana proses kegiatan pembelajaran bahasa Inggris menggunakan online
learning selama Pandemi Covid-19?
2. Menurut Anda, apakah pembelajaran bahasa Inggris menggunakan online learning
efektif?
3. Apa saja kendala saat pembelajaran bahasa Inggris menggunaan online learning?
4. Apa yang Anda lakukan untuk meminimalisir kendala saat pembelajaran bahasa
Inggris menggunakan online learning?
5. Menurut Anda, apa manfaat pembelajaran bahasa Inggris dengan online learning?
6. Menurut Anda, apa kekurangan pembelajaran bahasa Inggris dengan online
learning?
7. Silahkan berikan komentar atau saran Anda untuk meningkatakan pembelajaran
bahasa Inggris menggunakan online learning!
78
THE LIST OF QUESTIONS FOR STUDENT PARENTS INTERVIEW
1. How is online English language learning at school during Covid-19 pandemic?
2. Do online learning is effective during Covid-19 pandemic?
3. What are the drawbacks in online English language learning during Covid-19
pandemic?
4. What have you done to minimize the drawbacks in online English language
learning during Covid-19 pandemic?
5. What are the benefits of online English language learning activity during Covid-19
pandemic?
6. What are the disadvantages of online English language learning during Covid-19
pandemic?
7. Please, give your comment or suggestion to improve online English language
learning activity during Covid-19 pandemic!
79
Appendix 6 Interview Transcript of Principal MA. Al-Khairiyah
INTERVIEW TRANSCRIPT OF PRINCIPAL MA. AL-KHAIRIYAH
Pertanyaan:
Bagaimana proses kegiatan pembelajaran di sekolah dengan menggunakan online
learning selama Pandemi Covid-19?
Jawaban:
Di MA. Al-Khairiyah di awal pandemi bulan Maret pelaksanaan pembelajaran jarak
jauh (PJJ) dan belajar dari rumah (BDR) hanya menggunakan aplikasi WhatsApp. Pada
Mei 2020, di sekolah mengadakan pelatihan penggunaan media online, seperti zoom,
google meet. Beberapa mata pelajaran berjalan dengan baik, namun ada mata perlajaran
yang juga mengalami kendala. Kegiatan pembelajaran juga mengurangi kompetensi
dasar (KD) setiap mata pelajaran dan waktunya jadi dipersingkat karena sangat
terbatas. Selama pandemi ini pembelajaran online dilakukan sesuai jadwal, guru
semangat dan anak selalu dipacu untuk semangat belajar. Guru selalu berkomunikasi
dengan siswa dan orangtua agar bekerjasama dalam pembelajaran masa pandemi ini
dan mencari solusi atas masalah.
Pertanyaan:
Apa jenis online learning yang digunakan di sekolah pada proses kegiatan
pembelajaran selama Pandemi Covid-19?
Jawaban:
Di MA. Al-Khairiyah sudah punya e-learning dari Kementerian Agama (KEMENAG),
tapi ada media lain juga yang digunakan. Di sekolah pelaksanaan pembelajaran online
ada daring dan luring (luar jaringan), daring bisa menggunakan zoom, google meet,
video conference dan luring bisa menggunakan email, WhatsApp, e-learning. Kegiatan
daring dan luring dilakukan secara bergantian disetiap minggunya. Saya juga
menekankan di setiap pembelajaran harus ada interaksi antara guru dan murid. Saya
juga mengingatkan untuk tidak terlalu membebani, menyesuaikan dengan kesepakatan
guru dan siswa.
80
Pertanyaan:
Menurut Anda, apakah siswa merasa senang dengan pembelajaran menggunakan
online learning selama Pandemi Covid-19?
Jawaban:
Kalau melihat siswa senang atau tidak itu sulit dijelaskan disituasi belajar virtual
seperti ini, karena guru hanya melihat dari layar monitor atau HP saja. Menurut Saya,
semenarik apapun media pembelajaran pasti ada ritme bosannya juga. Namun karena
kegiatan PJJ yang sudah berbulan-bulan dijalakankan kayaknya mereka bisa enjoy
sendirinya aja. Di kegiatan pembelajaran, guru menjadi sutradara yang baik untuk
mengetahui bagaimana cara membuat anak semangat belajar. Sekolah juga memantau
kondisi siswa, kalau setiap hari ada guru piket untuk memeriksa kesiapan siswa.
Pertanyaan:
Menurut Anda, apakah pembelajaran menggunakan online learning efektif selama
Pandemi Covid-19?
Jawaban:
Pembelajaran online tidak efektif dan tidak maksimal, pembelajaran jarak jauh (PJJ)
ini memang kegiatan pembelajaran darurat yang harus dilakukan agar pendidikan tetap
terlaksana. Terus juga dalam pembelajaran selama pandemi ini, banyak indikator mata
pelajaran yang harus dikurangi. Selama belajar online tidak ada sentuhan fisik seperti
mencontohkan yang harus dilihat langsung. Pendampingan belajar dirumah oleh
orangtua, berbeda dari segi emosi, psikologi dengan guru yang ada di sekolah.
Bagaimanapun, media online cukup efektif untuk kurikulum darurat, efektif pada
kapasitas darurat selama pandemi ini saja.
Pertanyaan:
Apa saja kendala saat mengajar dengan menggunaan online learning di sekolah selama
Pandemi Covid-19?
Jawaban:
Kondisi ekonomi setiap siswa berbeda, pada pembelajaran online pasti pakai kuota jadi
mereka butuh biaya untuk pengisian kuota internet. Kemudian juga pembelajaran
81
online sangat bergantung dengan sinyal dan jaringan, kalau jaringan buruk bisa
mengakibatkan salah paham antara guru dan murid. Seperti guru sedang menjelaskan
tiba-tiba sinyal terputus jadi siswa tidak mengerti. Selanjutnya, kendalanya yaitu pola
tidur anak. Karena belajar dirumah anak merasa tidak terikat dengan aturan jadi pola
tidurnya terganggu. Ada juga masalah siswa yang mereka benar-benar tidak ada HP
atau Laptop untuk belajar online.
Pertanyaan:
Apa saja yang sudah dilakukan sekolah untuk meminimalisir kendala saat
pembelajaran menggunakan online learning selama Pandemi Covid-19?
Jawaban:
Kendala selama kegiatan pembelajaran online untuk siswa terkait kuota internet yang
habis, kalau ada kendala pasti mereka informasikan di WhatsApp group karena ada
walikelas dan guru piket. Siswa di MA. Al-Khairiyah, 60% muridnya mendapat KJP,
jadi pihak sekolah memberitahu kepada orangtua murid dan murid kalau uang tersebut
digunakan untuk membeli kuota internet. Selama ini semua saling komunikasi, siswa
yang tidak memiliki HP untuk belajar online, alhamdulillah ada donatur yang
membeilkan HP jadi dia bisa mengikuti pembelajaran online.
Pertanyaan:
Menurut Anda, apa manfaat mengajar dengan online learning selama Pandemi Covid-
19?
Jawaban:
Manfaat yang paling dirasa ya jadi banyak belajar teknologi, baik guru, siswa dan
orangtua siswa jadi lebih mengenal teknologi untuk pendidikan. Selanjutnya, belajar
online jadi punya banyak waktu. Kalau belajar online begini, guru bisa lebih baik dalam
mempersiapkan media pembelajaran. Kemudian, menurut hitungan Saya, lebih hemat
sih karena tidak keluar kemana-mana. Terus pengeluaran biaya hanya pada kapasitas
kuota internet.
82
Pertanyaan:
Menurut Anda, apa kekurangan mengajar dengan online learning selama Pandemi
Covid-19?
Jawaban:
Menurut Saya karena kurikulum dikurangkan terus pengajaran kompetensi dasar jadi
tidak maksimal, lalu banyak materi yang harus dipilih untuk diajarkan saat belajar
online. Ini karena waktu pembelajarannya menjadi sempit, kegiatan pembelajaran
menjadi 90 menit dalam satu minggu itu sekali aja. Kekurangnya juga guru tidak tau
kondisi anak ketika belajar dari rumah, karena tidak semua siswa bisa didampingi
orangtua ketika belajar online. Kalau belajar online karena tidak bertemu jadi susah,
tidak bisa langsung nanya atau kasih sentuhan fisik kaya di dikelas biasa. Terus juga
untuk penilaian siswa selama online ini kemungkinan banyak yang tidak murni. Oleh
karena itu, sekolah menitik beratkan penilaian bukan pada kognitif, walaupun kegiatan
penilaian harian (PH) tetap dilaksanakan dan guru diminta untuk memberikan soal
yang membuat anak bisa berpikir dan menganalisis tapi tidak juga disulit-sulitkan
tugasnya.
Pertanyaan:
Apakah sekolah mengadakan pelatihan dan pengenalan terhadap penggunaan online
learning selama Pandemi Covid-19?
Jawaban:
Di awal pandemi bulan Maret, karena baru jadi guru dan murid hanya belajar melalui
aplikasi WhatsApp, guru dan murid belum dilatih penggunaan media pembelajaran
online. Kemudian, sekolah mengadakan pelatihan dan workshop untuk guru dan
karyawan, jadi kami saling bergantian untuk mengajari satu dengan lainnya, belajar
menjadi host, membuat link dan lain sebagainya. Untuk siswa, mereka diarahkan oleh
walikelas masing-masing, seperti cara-cara penggunaan zoom dan lainnya.
Pertanyaan:
Silahkan berikan komentar atau saran Anda untuk meningkatkan pembelajaran
menggunakan online learning selama Pandemi Covid-19!
83
Jawaban:
Di situasi dan kondisi seperti ini kita harus bisa mengolah suatu pembelajaran dengan
baik, agar menghasilkan sesuatu yang baik juga. Jadi lebih banyak mencermati dan
mengamati hal-hal yang terjadi, karena kita tidak bisa menyalahkan kondisi dan situasi
untuk dapat menyelenggarakan pembelajaran seperti biasa. Oleh karena itu, walaupun
di pembelajaran online ada kendala dan kekurangnya setidaknya ada yang kita peroleh.
Saran untuk guru agar mereka bisa berkreasi dan berinovasi, mau untuk terus belajar
media-media dan teknologi yang ada sehingga PJJ tidak membosankan. Sekolah juga
memberi arahan ke guru, siswa dan orangtuanya, agar pembelajaran online efektif,
efesien, dan maksimal dalam pencapainnya, kalau bisa juga berprestasi. Saran untuk
orangtua agar mereka juga mau belajar, jangan hanya mengeluh anaknya tidak paham,
orangtuanya juga tidak paham, nanti bangsa ini mau menjadi seperti apa. Untuk peserta
didik, Saya berharap mereka belajar semaksimal mungkin. Anak-anak harus belajar
dewasa, mereka harus belajar dengan zaman teknologi jangan sampai tabu.
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INTERVIEW TRANSCRIPT OF PRINCIPAL MA. AL-KHAIRIYAH
Question:
How is online learning activity at school during Covid-19 pandemic?
Answer:
Since early Pandemic in March, MA. Al-Khairiyah school implemented distance
learning activity merely used WhatsApp. In May, the school arranged training to use
media in online learning, such as Zoom or Google Meet. The learning activity run well,
even there were problems. It was reducing the basic competencies in materials and
limited time. Teachers and students were forced to eager to study. Teachers always
communicated with students and student parents to cooperate in studying and solving
the problems during the Covid-19 pandemic.
Question:
What is the online learning type that used at school during Covid-19 pandemic?
Answer:
MA. Al-Khairiyah school used e-learning from the Ministry of Religious Affairs also
the other media. Online learning activity divided into synchronous and asynchronous
types. In synchronous activity used to zoom, google meet or video conference, while
in asynchronous activity used email, WhatsApp, and e-learning. The activity alternated
each week. I emphasized that every learning activity needs interaction between teachers
and students. I also remember not to overburden the learning activity.
Question:
Do students enjoy online learning activities during the Covid-19 pandemic?
Answer:
It was hard to know the real students’ feelings since the teacher merely saw from the
virtual screen. In my opinion, no matter how interesting the media it would have
boredom. However, this activity was already conducted for months so that students
could accept it. In the learning process, teachers know how to make students excited in
the study. The school also controls the readiness of teachers and students.
85
Question:
Do online learning is effective during Covid-19 pandemic?
Answer:
The online learning was not effective; this is the emergency learning to continue the
education. There were many reductions in materials, and there was no physical
affection. Student parents’ accompanying at home was different from teachers at
school related to emotion and psychology. However, the online media was effective
for the emergency curriculum during Covid-19 pandemic.
Question:
What are the drawbacks of the online learning activity during Covid-19 pandemic?
Answer:
Students’ economic level was different; online learning requires quota internet so they
need cost to buy it. Then, online learning related to internet networking, the unstable
networking could make misunderstanding between teachers and students. Next, the
students’ management was chaotic. Since study at home, students feel free with the
school rules. Some students did not have a tool in online learning.
Question:
What have the school done to minimize the drawbacks in online learning during Covid-
19 pandemic?
Answer:
The drawbacks in online learning for students was related to quota internet. If there
was a problem, students could tell teachers. Then, 60% of students in MA. Al-
Khairiyah got KJP, so the fund from KJP could use to buy quota internet. During this
online activity, we communicate with each other. Students got donors of tools to study
online.
Question:
What are the benefits of online learning activity during Covid-19 pandemic?
Answer:
86
The benefits for teachers, students, and student parents could know the technology in
education. Online learning provides much time so that teachers could well-prepared in
the teaching process. In my opinion, online learning was economical because it just
needs a charge to but internet quota.
Question:
What are the disadvantages of online learning activity during Covid-19 pandemic?
Answer:
There so many reductions related to basic competencies of teaching materials. The
limited-time of teaching online. Then, teachers did not know students’ condition at
home. It was not easy to adapt to online learning since we cannot meet them directly
as usual. The scoring of online learning mostly not pure. Hence, the school emphsized
not in cognitive, even there was the exam for students. The exam focuses in critical
thinking.
Question:
Does the school arrange training to use online learning during Covid-19 pandemic?
Answer:
In the early pandemic, the online learning process merely used WhatsApp. Then, the
school arranged training for teachers and staff in using online learning media. For
students, they were directed by homeroom teachers.
Question:
Please, give your comment or suggestion to improve online learning activity during
Covid-19 pandemic!
Answer:
In this situation, we need to well-prepare the learning process. We cannot blame the
condition. Hence, even online learning has drawbacks, at least we got something. For
teachers, they need creation and innovation to teach in online learning. Schools also
direct teachers, students, and student parents to cooperate in online learning. For
student parents, they need to study too in accompanying their children. The suggestion
for students, I hope they seriously in the study along with the advanced technology.
87
Appendix 7 Interview Transcript of English Teachers of MA. Al-Khairiyah
INTERVIEW TRANSCRIPT OF ENGLISH TEACHERS OF MA. AL-
KHAIRIYAH
Pertanyaan:
Bagaimana proses kegiatan pembelajaran bahasa Inggris di sekolah dengan
menggunakan online learning selama Pandemi Covid-19?
Jawaban:
Di sekolah mengadakan PJJ (Pembelajaran Jarak Jauh) untuk kegiatan belajar
mengajar. Di sekolah ada kegiatan daring dan luring (luar jaringan). Di pembelajaran
online bahasa Inggris penjelasan materi dilakukan secara daring sedangkan luring
untuk memberikan catatan atau tugas. Karena bahasa perlu banyak interaksi, jadi Saya
berikan tugas seperti percakapan di WhatsApp Video Call. Dari hasil Video Call Saya
jadi tau kemampuan berbicara bahasa Inggris siswa. Enak sih belajar online begini, tapi
banyak juga gangguan yang dirasakan. Jadi harus belajar memahami dan mengatur
tentang pembelajaran online yang menarik tapi juga mudah untuk dipahami oleh siswa.
Pertanyaan:
Apa jenis online learning yang digunakan di sekolah pada proses kegiatan
pembelajaran bahasa Inggris selama Pandemi Covid-19?
Jawaban:
Pembelajaran daring, itu menggunakan video conference yang bisa ada interakasi
dengan siswa, biasanya pakai zoom atau google meet. Di daring ada penjelasan materi,
sesi tanya jawab juga. Di pembelajaran luring, lebih banyak untuk memberikan tugas
atau catatan tambahan. Pembelajaran luring biasanya menggunakan e-learning,
WhatsApp group atau email. Kalau untuk tugas, Saya juga menggunakan video call
dengan siswa untuk percakapan bahasa Inggris.
Pertanyaan:
Menurut Anda, apakah siswa merasa senang dengan pembelajaran bahasa Inggris
menggunakan online classroom selama Pandemi Covid-19?
88
Jawaban:
Di awal pandemi, belajar online dari rumah ya anak-anak sih pada senang, kalau
sekarang anak-anak sudah bosan. Tapi itu tergantung siswanya juga, kalau dasar
siswanya malas ya semakin malas dan merasa tidak perduli. Kalau siswa yang aktif
dikelas ya bisa mengikuti, tapi tetap kurang aja interaksi antara guru dan siswa kan
lebih sulit. Namun anak yang malas atau rajin pasti ada rasa bosan, mereka pasti ingin
bertemu dengan teman-temannya.
Pertanyaan:
Menurut Anda, apakah pembelajaran bahasa Inggris menggunakan online learning
efektif selama Pandemi Covid-19?
Jawaban:
Menurut Saya, pembelajaran bahasa Inggris tidak bertemu langsung dengan murid
susah. Jadi pembelajaran bahasa Inggris secara online ya tidak efektiflah, dari waktu
pembelajaran yang dikurangi. Tapi ada sisi positifnya, belajar bahasa Inggris online
banyak nilai murid yang meningkat. Walaupun tidak tau apakah mereka jujur
mengerjakan hasil sendiri karena banyak faktor yang memengaruhi. Di pembelajaran
online ini banyak peraturan yang dilonggarkan, siswa belajar sendiri dari rumah dan
pasti banyak juga gangguan disekitarnya.
Pertanyaan:
Apa saja kendala saat mengajar bahasa Inggris dengan menggunaan online learning
selama Pandemi Covid-19??
Jawaban:
Kendalanya waktu pembelajaran jadi singkat, karena harus menunggu siswa bergabung
di belajar online. Pengajaran bahasa Inggris secara online membuat siswa sulit untuk
memahami materi, karena sulit untuk berinteraksi dan hanya sedikit siswa yang
merespon ketika proses pembelajaran. Kendala lainnya, adanya gangguan terkait sinyal
dan kuota internet untuk belajar online. Pembelajaran bahasa Inggris yang perlu banyak
interaksi jadi sulit karena adanya kendala tersebut.
89
Pertanyaan:
Apa yang Anda lakukan untuk meminimalisir kendala saat pembelajaran bahasa
Inggris menggunakan online learning selama Pandemi Covid-19??
Jawaban:
Ketika pembelajaran bahasa Inggris online begini tidak bisa untuk mengikuti peraturan
yang ketat, misalnya pengumpulan tugas disesuaikan dengan kesepakatan bersama.
Kendala terkait susah sinyal atau habis kuota, jadi Saya kasih saran mereka boleh
bergabung dengan temannya belajar bersama. Kalau siswa ada yang masih bingung
dan kurang paham dengan materi bahasa Inggris, Saya menyediakan waktu untuk
bertanya diluar jam pembelajaran, mereka bisa menghubungi Saya di WhatsApp.
Pertanyaan:
Menurut Anda, apa manfaat mengajar bahasa Inggris dengan online learning selama
Pandemi Covid-19?
Jawaban:
Belajar secara online lebih tenang dan santai. Kalau anak yang tidak nyaman belajar
langsung, sekarang mereka lebih nyaman belajarnya. Saya mengajar bahasa Inggris
online lebih banyak tantangan untuk Saya lebih kreatif, jadi Saya berfikir untuk
mencari tau bagaimana belajar bahasa Inggris secara online yang menyenangkan, siswa
senang dalam belajar belajar online, dan membuat mereka juga paham dengan materi.
Disisi lain Saya juga merasa lebih dekat dengan keluarga, karena mengajar dari rumah
jadi lebih sering ketemu walaupun ada juga gangguannya sih jadi kurang fokus begitu.
Pertanyaan:
Menurut Anda, apa kekurangan mengajar bahasa Inggris dengan online learning
selama Pandemi Covid-19?
Jawaban:
Karena belajarnya secara online apalagi bahasa Inggris, jadi lebih banyak
tantangannya. Seperti bagaimana menentukan pembelajaran bahasa Inggris online
yang menarik dan mudah untuk dipahami oleh siswa, terus juga permaslahan seperti
jaringan atau kuota ketika belajar juga terkadang menggangu proses pembelajaran. Ada
90
siswa yang tidak ada kabarnya ketika pembelajaran online, jadi susah untuk
mengontrol mereka dalam belajar online begini. Jadi guru lebih saling memahami dan
bantu kalau ada kesulitan sajalah.
Pertanyaan:
Apakah sekolah mengadakan pelatihan dan pengenalan terhadap penggunaan online
learning untuk pembelajaran bahasa Inggris selama Pandemi Covid-19?
Jawaban:
Iya ada pelatihannya, sekolah mengadakan pelatihan khususnya penggunaan zoom dan
google meet. Pelatihannya hanya dua hari, di hari pertama semua guru-guru
menentukan materi esensial yang akan diajarkan untuk pembelajaran sesuai mata
pelajarannya, terus Saya dan guru serumpun menentukan materi untuk mengajar
bahasa Inggris secara online. Di hari kedua ada pelatihan pengajaran daring, mulai cara
penggunaannya, terus kita latihan mengajar secara online. Kalau masih ada yang
bingung, nanti bisa dibantu oleh guru piket untuk buat link zoom atau google meeting.
Jadi semua guru saling membantu dan mengerti dalam pembelajaran online ini.
Pertanyaan:
Silahkan berikan komentar atau saran Anda untuk meningkatkan pembelajaran bahasa
Inggris menggunakan online learning selama Pandemi Covid-19!
Jawaban:
Pembelajaran bahasa Inggris secara online membuat guru jadi harus lebih kreatif, jadi
lebih kerja keras untuk membuat anak-anak tertarik dan tidak bosan belajar online. Ada
sisi enak dari belajar online jadi sering bertemu keluarga, tapi ada juga gangguannya
seperti tidak fokus untuk mengajar. Saya berharap ada pelatihan mengajar secara
virtual yang menarik, karena guru juga butuh inspirasi untuk mengajar online apalagi
mata pelajaran bahasa Inggris. Karena kendala di bahasa Inggris ya anak-anak kurang
paham dengan perintahnya, mereka tidak tau arti katanya jadi kurang paham materinya.
Semoga kondisi segera membaik, kasihan juga guru dan siswa harus menghadapi
kondisi seperti ini, yang penting masih ada usaha untuk belajar.
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INTERVIEW TRANSCRIPT OF ENGLISH TEACHERS OF MA. AL-
KHAIRIYAH
Question:
How is the online English language learning at school during Covid-19 pandemic?
Answer:
The distance learning activity is divided into synchronous teaching materials and
asynchronous for giving notes and tasks. The language needed conversation; I asked
students to speak through WhatsApp Video Call to know their English ability. I enjoy
online learning; even there were drawbacks. So, I need to understand and arrange
catchy online learning for students.
Question:
What is the online English language learning type that used at school during Covid-19
pandemic?
Answer:
In the synchronous activity, used video conference to interact with students, such as
zoom or google meet. There were explaining and question-answer section. In contrast,
the asynchronous activity used e-learning, WhatsApp group, or email. I used video
calls with students for the task.
Question:
Do students enjoy online English language learning during Covid-19 pandemic?
Answer:
In the early pandemic, students enjoy online learning activities, but right now, they
were bored. It is related to students' personality; the indolent students would hard in
online learning. The active students could well participate, but it lacked interaction
between teachers and students. The indolent students or active students also miss their
friends directly as in the regular classroom.
Question:
Do the online English language is effective during Covid-19 pandemic?
Answer:
92
In my opinion, online English language learning was tough. So, it was not effective for
the limited time of teaching. However, there was a positive side; the students' result
was getting better. Even though we did not know they were fair or not in doing the task
or exam. Online learning regulation was not strict since students were studied by
themselves, and there were many obstacles.
Question:
What are the drawbacks in online English language learning during Covid-19
pandemic?
Answer:
The limited-time because I need to wait for the students to join the online learning. It
also made students not understand the materials since it was hard to communicate, and
only a few students could respond. Then, networking and quota internet was hampered
the online learning activity. English language learning requires much interaction, so it
was tough because of its drawbacks.
Question:
What have the school done to minimalize the drawbacks in online English language
learning during Covid-19 pandemic?
Answer:
I made a deal with students to collect the task based on the schedule. I also advise
students to study together if they got trouble with unstable networking and quota
internet. If students still do not understand the materials, they could ask me by
WhatsApp.
Question:
What are the benefits of online English language learning during Covid-19 pandemic?
Answer:
Online learning provides a relaxed situation. Uncomfortable students in direct learning
would enjoy online learning. Online English language teaching gives me the challenge
to create fun learning and make students understand materials. On the other side, I felt
close with my family even there were obstacles in online learning at home.
93
Question:
What are the disadvantages of online English language learning during Covid-19
pandemic?
Answer:
It was challenging to make interesting online learning activities. There were also
drawbacks related to networking and internet quota. Then, there were also hard
contacted students, so it was hard to control them. Teachers need to understand and
help each other in online learning.
Question:
Does the school arrange the training to use online English language learning during
Covid-19 pandemic?
Answer:
The school arranged training to use zoom and google meet. It holds for two days; the
first-day teachers decided the essential materials to teach in online learning. The next
day, we were practicing to operate the media in online learning. If teachers are still
confused, other teachers and staff could help, so we need to understand each other.
Question:
Please, give your comment or suggestion to improve online English language learning
during Covid-19 pandemic!
Answer:
Online English language learning pushed teachers to be creative in the activity to make
students enjoy it. I hope there is training for teachers because teachers also need
inspiration in online learning, especially English. Since the students did not understand
the instruction in English, so they did not understand the material. Hopefully, the
condition is getting better soon; I pity teachers and students in this situation, the most
important that we still trying to study.
94
Appendix 8 Interview Transcript of Students MA. Al-Khairiyah
INTERVIEW TRANSCRIPT OF STUDENTS MA. AL-KHAIRIYAH
Pertanyaan:
Apakah alasan Anda merasa senang atau tidak senang dengan pembelajaran bahasa
Inggris menggunakan online learning selama Pandemi Covid-19?
Jawaban:
Saya merasa terkadang senang tapi ada yang tidak senang juga. Kalau belajar dirumah
jadi merasa senang karena tidak terburu-buru. Kalau ke sekolah harus berangkat pagi,
jadi harus bersiap-siap lebih awal. Kalau belajar bahasa Inggris online, Saya kurang
senang karena hanya paham sedikit materinya. Semakin tidak senang kalau jaringannya
error, jadi terkadang senang atau tidak belajar online tergantung jaringan aja.
Pertanyaan:
Menurut Anda, apakah pembelajaran bahasa Inggris menggunakan online learning
efektif selama Pandemi Covid-19?
Jawaban:
Kurang efektif, karena jaringan internetnya sering terputus jadi susah komunikasinya.
Selama belajar online ada daring dan luring, kalau daring pakai zoom dan luring pakai
WhatsApp begitu. Saya belajar bahasa Inggris di hari Rabu, setelah ikut kelas daring
biasanya dikasih soal di google form, kalau untuk materi dikasih bentuk pdf di e-
learning, kalau tugas biasanya di google drive. Kalau belajar online susah bertanya
dengan guru, jadi kalau Saya bingung biasanya tanya ke temen aja. Tapi belajar bahasa
Inggris online sekarang masih mudah dimengerti dan mudah untuk diikuti.
Pertanyaan:
Apa saja kendala saat belajar bahasa Inggris dengan menggunaan online learning
selama Pandemi Covid-19?
Jawaban:
Kalau ada materi yang sulit jadi sulit paham dengan belajar online begini, karena sulit
untuk bertanyanya. Banyak pakai kuota dan jaringan harus bagus untuk belajar online
95
begini. Jaringan internet juga terkadang tidak bagus jadi Saya merasa lebih sulit
belajarnya.
Pertanyaan:
Apa yang Anda lakukan untuk meminimalisir kendala saat pembelajaran bahasa
Inggris menggunakan online learning selama Pandemi Covid-19?
Jawaban:
Kalau dirumah sinyal internet sedang tidak bagus, jadi Saya harus pergi untuk mencari
sinyal. Kalau lagi belajar zoom jaringannya hilang, jadi Saya keluar dari zoom. Jadi
habis keluar zoom, Saya tunggu dulu terus baru bisa masuk lagi mengikuti
pembelajarannya.
Pertanyaan:
Menurut Anda, apa manfaat pembelajaran bahasa Inggris dengan online learning
selama Pandemi Covid-19?
Jawaban:
Saya merasa bertamabah kosakata bahasa Inggrisnya sedikit-sedikit, walaupun tidak
banyak tapi ada yang didapatkan. Saya merasakan manfaatnya karena terkadang ada
kata terus diartikan dan dijelaskan bersama-sama, jadi semakin paham materinya.
Pertanyaan:
Menurut Anda, apa kekurangan pembelajaran bahasa Inggris dengan online learning
selama Pandemi Covid-19?
Jawaban:
Banyak sih kekuranganya, kalau lagi zoom terkadang suara atau sinyalnya menghilang
jadi susah untuk mengerti materinya. Kurang suka pembelajaran online, kalau tatap
muka langsung bisa tanya langsung, kalau sekarang susah nanya ke gurunya. Terus
juga Saya merasa belum dekat dengan gurunya karena belum pernah merasakan tatap
muka dikelas biasa. Belajar bahasa Inggris online kurang banget untuk percakapan.
Pertanyaan:
Apakah sekolah mengadakan pelatihan dan pengenalan terhadap penggunaan online
learning selama Pandemi Covid-19?
96
Jawaban:
Kalau Saya belajar sendiri cara penggunaannya, kan mudah bisa dicari sendiri. Tapi
mudah sih penggunaan seperti zoom di pembelajaran online ini.
Pertanyaan:
Apa perubahan yang Anda alami selama belajar Bahasa Inggris menggunakan online
learning selama Pandemi Covid-19?
Jawaban:
Ya merasa ada penambahan kosakata bahasa Inggrisnya, tapi sedikit-sedikit. Kalau
kosakata itu bisa cari di internet jadi bisa tau juga.
Pertanyaan:
Silahkan berikan komentar atau saran Anda untuk meningkatakan pembelajaran bahasa
Inggris menggunakan online learning selama Pandemi Covid-19!
Jawaban:
Kalau Saya lebih senang belajar di sekolah, karena lebih mudah mengerti materinya.
Kalau ditanya juga lebih nyambung, belajar dirumah kalau Saya lagi minum tiba-tiba
ditanya jadi Saya kaget. Saya maunya ketemu langsung belajar dengan guru biar
komunikasinya juga lebih mudah.
97
INTERVIEW TRANSCRIPT OF STUDENTS MA. AL-KHAIRIYAH
Question:
What is your reason to feel enjoy or not in online English language learning during
Covid-19 pandemic?
Answer:
Sometimes I enjoy and unhappy with online learning. Study at home makes me relaxed.
I was not enjoying it in online English language learning since I just a little bit
understanding the materials. I felt more unhappy because of the unstable internet in
online learning.
Question:
Do online learning is effective during Covid-19 pandemic?
Answer:
Online learning was not effective because unstable networking made it difficult to
communicate. Online learning used synchronous such as zoom, and asynchronous,
such as WhatsApp. In the online English language learning schedule on Wednesday,
teachers give us the question of materials in Google form, while the materials shared
by e-learning and the task shared in Google drive. Online learning activity made me
confused since I could not ask teachers directly. However, online English language
learning still easy to understand.
Question:
What are the drawbacks in online English language learning during Covid-19
pandemic?
Answer:
I have difficulty to understand the materials since it was hard to ask the teachers. Online
learning used much quota internet and stable networking. If the internet connection was
bad, I felt unhappy.
Question:
What have you done to minimize the drawbacks in online English language learning
during Covid-19 pandemic?
98
Answer:
If networking at my home was not good, so I need to find a place that has a stable
signal. Sometimes, I log out from zoom activity because of an unstable internet
connection.
Question:
What are the benefits of online English language learning during Covid-19 pandemic?
Answer:
I could develop a vocabulary. In the online learning process, we sometimes discussed
the words and translated them to understand the new words.
Question:
What are the disadvantages of online English language learning during Covid-19
pandemic?
Answer:
There were many drawbacks, such as unstable networking make teachers sound
disappeared, so I did not understand the materials. I prefer a regular classroom because
in online learning was hard. I did not feel close to the teacher since I never meet in
person. Online English language learning was not right for conversation.
Question:
Does the school arrange training to use online English language learning during Covid-
19 pandemic?
Answer:
I know the use of online learning by myself; it was easy to operate, such as zoom.
Question:
What are changes did you experience in online English language learning during
Covid-19 pandemic?
Answer:
I improved my vocabulary because I could find it on the internet.
99
Question:
Please, give your comment or suggestion to improve online learning activity during
Covid-19 pandemic!
Answer:
I prefer to study at school because I would better understand the materials. I want to
study directly with the teacher to make communication easier.
100
Appendix 9 Interview Transcript of Student Parents MA. Al-Khairiyah
INTERVIEW TRANSCRIPT OF STUDENT PARENTS MA. AL-KHAIRIYAH
Pertanyaan:
Bagaimana proses kegiatan pembelajaran bahasa Inggris menggunakan online learning
selama Pandemi Covid-19?
Jawaban:
Selama kegiatan pembelajaran online anak Saya bisa mengikuti dengan baik sesuai
jadwalnya. Belajar online seperti ini terkadang membuat dia tidak paham dengan
pembelajarannya karena tidak bertemu langsung dengan gurunya. Kalau Saya hanya
sering mengingatkan tentang jadwal pembelajarannya aja, walaupun kurang begitu
enak belajar online begini ya.
Pertanyaan:
Menurut Anda, apakah pembelajaran bahasa Inggris menggunakan online learning
efektif?
Jawaban:
Menurut Saya lebih baik belajar di sekolah, kalau dirumah kurang enak aja. Anak Saya
belajar dirumah kurang mengerti materi jadi kurang enak, kalau di sekolah kan bisa
dijelaskan atau tanya langsung dengan gurunya.
Pertanyaan:
Apa saja kendala saat pembelajaran bahasa Inggris menggunaan online learning?
Jawaban:
Terkadang anak Saya tidak mengerti materinya, jadi dia juga tidak enak belajar online
begini. Kalau lagi belajar online begini HPnya sering error dan jaringan internetnya
juga tidak stabil jadi susah.
Pertanyaan:
Apa yang Anda lakukan untuk meminimalisir kendala saat pembelajaran bahasa
Inggris menggunakan online learning?
Jawaban
101
Kalau anak Saya sedang belajar terus jaringannya buruk jadi harus cari tempat yang
bagus sinyalnya, karena belajar online kan berhubungan dengan sinyal.
Pertanyaan:
Menurut Anda, apa manfaat pembelajaran bahasa Inggris dengan online learning?
Jawaban:
Karena dirumah jadi lebih santai, juga lebih terjadwal waktu pembelajarannya. Anak
Saya bisa mengikut pembelajaran dan sesuai dengan waktunya. Terus uang jajannya
berkurang, kan dirumah aja. Saya juga lebih merasa nyaman anak Saya dirumah.
Pertanyaan:
Menurut Anda, apa kekurangan pembelajaran bahasa Inggris dengan online learning?
Jawaban:
Kasihan bikin anak pusing sendiri, karena belajar dari rumah dan sendiri. Kalau tidak
mengerti anak Saya jadi bingung. Terus jaringan internetnya suka menghilang, HP
anak Saya juga sering error jadi kasihan.
Pertanyaan:
Silahkan berikan komentar atau saran Anda untuk meningkatakan pembelajaran bahasa
Inggris menggunakan online learning!
Jawaban:
Kalau Saya lebih suka anak Saya belajar ke sekolah, karena ketemu gurunya langsung
jadi bisa tanya jawab secara langsung. Di sekolah juga banyak manfaatnya karena tatap
muka langsung dan mudah paham materinya. Pengen nya agar cepat kembali belajar
di sekolah dan kondisi bisa stabil lagi.
102
INTERVIEW TRANSCRIPT OF STUDENT PARENTS MA. AL-KHAIRIYAH
Question:
How is online English language learning at school during Covid-19 pandemic?
Answer:
My child could well-participate in online learning. Sometimes, my child did not
understand the material since it was not direct to meet the teachers. I always remember
my child about the schedule of online learning.
Question:
Do online learning is effective during Covid-19 pandemic?
Answer:
I prefer to study at school was better. Online learning made my child not understand
the materials, so it was inconvenient if study at school students could directly ask
teachers.
Question:
What are the drawbacks in online English language learning during Covid-19
pandemic?
Answer:
Sometimes my child did not understand the materials, so my child did not enjoy it. The
tools and internet connection were error, so it hampered online learning.
Question:
What have you done to minimize the drawbacks in online English language learning
during Covid-19 pandemic?
Answer:
If the networking was unstable, my child has to find the place with good connection.
Question:
What are the benefits of online English language learning activity during Covid-19
pandemic?
Answer:
103
Online learning felt more relaxed and good scheduled. My child could participate in
online learning. I did not have to give my child a money pocket; also, I felt safe that
my child studies at home in this situation.
Question:
What are the disadvantages of online English language learning during Covid-19
pandemic?
Answer:
It was difficult for students since they study at home and by themselves. If my child
did not understand the material, I also worried. Internet connection was unstable; also,
the tools got an inaccuracy in online learning.
Question:
Please, give your comment or suggestion to improve online English language learning
activity during Covid-19 pandemic!
Answer:
I prefer my child study at school since teachers and students would have easy
communication. Study at school has many benefits such as easy to understand the
materials. I hope my child could study at school, and the condition is getting better.
104
Appendix 10 Students' Achievement in Online English Language Learning
STUDENTS' ACHIEVEMENT IN ONLINE ENGLISH LANGUAGE
LEARNING
Class XI-MIPA
No. Students
Score
Before After
1 Student 1 90 90
2 Student 2 70 80
3 Student 3 70 60
4 Student 4 10 70
5 Student 5 70 80
6 Student 6 100 50
7 Student 7 - 100
8 Student 8 80 70
9 Student 9 70 90
10 Student 10 50 90
11 Student 11 60 70
12 Student 12 50 100
13 Student 13 90 100
14 Student 14 80 50
15 Student 15 70 90
16 Student 16 100 90
105
17 Student 17 70 100
18 Student 18 80 100
19 Student 19 80 70
20 Student 20 80 80
21 Student 21 90 70
22 Student 22 80 100
23 Student 23 80 80
24 Student 24 60 50
25 Student 25 40 80
26 Student 26 70 90
27 Student 27 80 100
28 Student 28 90 50
29 Student 29 80 100
30 Student 30 80 90
31 Student 31 70 100
32 Student 32 60 100
33 Student 33 80 90
34 Student 34 80 100
35 Student 35 90 100
36 Student 36 70 100
106
Class XI-IIS
No. Students
Score
Before After
1 Student 1 - 70
2 Student 2 - -
3 Student 3 - 90
4 Student 4 80 80
5 Student 5 70 90
6 Student 6 30 60
7 Student 7 70 70
8 Student 8 80 50
9 Student 9 80 90
10 Student 10 - 50
11 Student 11 20 70
12 Student 12 70 60
13 Student 13 70 100
14 Student 14 60 100
15 Student 15 70 100
16 Student 16 80 70
17 Student 17 20 80
18 Student 18 20 100
19 Student 19 70 60
107
20 Student 20 60 60
21 Student 21 - 50
22 Student 22 - 60
23 Student 23 80 70
24 Student 24 50 50
25 Student 25 80 70
26 Student 26 80 50
27 Student 27 80 50
28 Student 28 70 10
29 Student 29 - 40
30 Student 30 8- 50
31 Student 31 - 70
32 Student 32 40 80
33 Student 33 80 60
34 Student 34 80 100
35 Student 35 70 40
113
Appendix 15 References Examination Paper
References Examination Paper
Name : Siti Zulfa
Students’ Number : 11160140000047
Title : THE IMPLEMENTATION OF EMERGENCY
REMOTE TEACHING IN THE ENGLISH
LANGUAGE DURING COVID-19 PANDEMIC (A
Case Study of the Eleventh Grade at MA. Al-
Khairiyah in the 2020/2021 Academic Year)
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6
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Advisor I Advisor II
Dr. Farida Hamid, M.Pd
NIP. 19631010 199103 2 003
Atik Yuliyani, M.A. TESOL
NIP. 19840410 201503 2 003