Syntax Literate: Jurnal
Ilmiah Indonesia p–ISSN: 2541-0849 e-ISSN: 2548-1398
Vol. 7, No.9,
September 2022
CHALLENGES AND OPPORTUNITIES IN TEACHING
ENGLISH IN ONLINE LEARNING: A CASE STUDY AT MTS NW BORO TUMBUH IN ACADEMIC YEAR
2021/2022
M Rian Afriandi, Kamaluddin, Lalu Ali Wardana
Faculty of Teacher Training and Education, Mataram University, Indonesia
Abstract
Pandemics
are the most extensively reported in 2020, with implications for a variety of
industries. Due to the emergency situation produced by the pandemic, many
countries have shuttered major sectors, including education. Since then,
governments throughout the world have enacted lockdowns in various countries
dependent on the severity of the epidemic to guarantee that its spread is
limited and the curve flattens. The study aims to Analyze the challenges and
opportunities in teaching English in online learning: a study case at MTS NW Boro Tumbuh in academic year
2021/2022. This type of research is descriptive qualitative research. The
results of study show that the challenge of teaching English online has various
challenges as like: the challenge is a little complicated when compared to the
WA group, the complicated E-Learning is too much space compared to the WA
group, the difficulty with internet interference From the application, Using
the application is a bit difficult In terms of adapting to teaching that is different from conventional
methods and when dealing with students, sometimes when learning English begins
they are just absent and do not open the learning material and some are late in
delivery and make for various reasons.
Keywords: challenges and opportunities; online
learning; pandemic
Pandemic are the most
widely reported in 2020 including their impact on a number of sectors. Many
countries have closed most sectors including education sector due to emergency
situation caused by outbreak COVID-19 pandemic. MTS NW Boro
Tumbuh was among the School
affected by these change. The learning system that previously used traditional
system turned into an online system.
COVID-19
was first reported in the city of Wuhan, China in 2019 and has swept across the
world. On March 11, 2020, the World
Health Organization (WHO) declared COVID-19 a pandemic based on the extent of
its spread. As of 23 April 2020, about 2
million people have been confirmed to have the disease worldwide with more than
182,000 deaths confirmed to be infected with the disease. South Africa reported its first confirmed
case of COVID-19 on 5 March 2020 and about a month later (5 April 2020), the
number of cases rose to 1,585. As of 23
April 2020, the number of confirmed cases in South Africa had risen to 3953
with 75 associated deaths. Researchers
believe that the coronavirus is transmitted through the fluids of an infected
person. When the liquid falls on a
surface and someone comes into contact with it, mostly with their hands and
then touches the nose or mouth with their hands, the person will be infected
with the virus. As a result, medical
experts have concluded that social distancing remains the best way to contain
the spread of the virus. Governments
around the world have since implemented lockdowns in various countries countries based on the severity of the pandemic to ensure
that its spreading is contained and the curve flattened.
According
to Diab & Elgahsh (2020) that E - Learning is the
best method in education in this period, It has
emerged as a vital solution to the education process. Teachers were required to
be able to adapt to learning systems that used technology and the internet to
be able to provide the best learning experience to students so as to create an
efficient learning system. Lack of knowledge of technology will greatly impact
the blended learning system and economic background was also a problem for
teachers and students as a support for the implementation of online learning
system. By using a variety of supporting application platforms at this time will
certainly be able to facilitate teachers and students in the application of
online learning systems.
Based
on the researcher’s preliminary study, the online learning process has been
applied at the MTS NW Boro Tumbuh
since the pandemic attack. One of English teacher at this school said that
online learning is the best way to do because of this situation and some
teachers use online-based applications that support online learning such as
google classroom and google meet. Not only giving a solution in education
field, it also leads teacher and students to utilize technology and internet in
teaching and learning process. On the other hand, this kind of learning has
some obstacles. One of them is the application that is used in supporting
online learning often getting interference due to the internet connection.
Another problem comes up within the learning process when students do not
understand the materials, in this situation teachers face difficulty in
explaining the material due to the different character of students. According
to Melissa (2022), there are six pillars that we need for good quality online
learning including : learning objectives, assessment,
learning materials, student interaction, online student support, evaluation.
Changed
in the education system caused by this pandemic will have impact on the
attitudes of Teacher and Student in the learning process. Included how student
respond of using the renewal system implemented by the Government.
According
to the new style of learning process and those phenomena above, the researcher
is aimed to research on challenges and opportunities in teaching english in online learning : a
study case at mts nw boro tumbuh in academic year 2021/2022
This type of research is descriptive
qualitative research. Descriptive
research is a design to obtain information about the current status of a
phenomenon to determine the natural state as it was at the time of the study.
According to Creswell in (Pangestika
& Sari, 2016), qualitative research is a process of
investigating understanding based on different methodological traditions from
investigations that explore social or human problems. Researchers construct complex images, analyze
words, report detailed views of information, and conduct research in natural
settings.
This research is inteded
to describe The Challenge and Opportunities of Teaching English Online During The Pandemic of COVID-19 in MTs NW Boro
Tumbuh.
1.
Population of the research
The subject of this research is English
teacher at MTs NW Boro Tumbuh.
Total number of English teachers at MTs NW Boro Tumbuh is 2 teachers and the researcher will take 2 English
teachers.
2.
Object of the research
The object of this research is The Challenge
and Opportunities of Teaching English Online During The
Pandemic of COVID-19 in MTs NW Boro Tumbuh.
The research is implemented in MTS NW Boro Tumbuh. The reason why
researchers took this location is because based on my interview the ability of
teachers to teach students through an online-based system is still lacking, so
that in the teaching process students still lack understanding of what their teachers
have taught. This research took place in Dasan Tumbu Desa Tumbuh
Mulia Kecamatan Suralaga Kabupaten Lombok Timur.
This research proposal will use one types of
variables, namely independen variable. According to Sugiyono, the independent variable is the variable that
influences or causes the change or the emergence of the dependent variable
while the dependent variable is a variable that is affected because of the
independent variable. The Independent variables in this research is online
learning in English course.
Data is an important tool in research. From
this data, the researcher knows the answer to the research formula. Data
collection must be relevant to the research question. The data in this study
researchers used qualitative data procedures for data analysis.
The data in this study will obtained from
conducting interviews with English teachers at MTs NW Boro
Tumbuh as evidence. In data collection, researchers
need sources to obtain available data. Data sources are research subjects whose
data can be obtained. An important source of data in conducting research.
Thus the data source is the substance in which
the researcher will get the necessary information. Sources of research data are
obtained from informants or people who provide information, information
sources, or data sources.
In this study, researchers will use the
results of interviews with 2 English teachers in Mts NW Boro
Tumbuh. In this qualitative research the results of
interviews are used as the strongest source to obtain information as evidence
for collecting data in a study
To collect data in this study, researchers
used research techniques, namely interviews. Researchers will use interviews to
collect data. It will ask teachers to get information about the challenge and
opportunities of teaching English online during the pandemic of COVID-19 in MTS
NW Boro Tumbuh.
Research data collection techniques, interact
directly with participants to ask certain information about the challenge and
opportunities of teaching English online during the pandemic of COVID-19 in MTS
NW Boro Tumbuh..
According to (Hastono,
2006), Data analysis is a very important activity
in a study because data analysis can have meaning / meaning that can be useful
for solving research problems.
1.
Data collection
In the first model of collection was
conducted on interview based on categorization that was in accordance with the
research problems which developmend exacerbating data
through subsequence data searches.
In this study then the researcher conducted
interviews with the English teachers to describe the challenge and
opportunities of teaching English online during the pandemic of COVID-19 in MTS
NW Boro Tumbuh.
2.
Data Reduction
Data reduction is a process of selecting, focusing on simplifying,
abstracting, and transforming raw data that arise from written records in the
field. This process continues as long as a qualitative research-oriented
project is completed.
In this study, researchers have obtained several data obtained from
interviews. However, the researchers chose and sorted out the important data to
be included as a result of the study and which data should be discarded which
was not related to the results of the study.
3.
Data Display
In this study, the researcher got the results from interview data where
the researcher gave several questions to the English teachers at MTS NW Boro Tumbuh. The data obtained is
about the challenges and opportunities of teaching English online during the
pandemic of COVID-19 in MTS NW Boro Tumbuh, where this data creates challenges in terms of
using applications used for teaching where the teacher feels a little
complicated when compared to the WA group, ELearning
which complicated has too much space compared to the WA group, the difficulty
of internet interference from the application, using this application is rather
difficult in terms of adapting to different teaching from conventional methods.
for the opportunity the teacher can make teaching materials in the form of
instructional videos, be creative as much as possible so that students are more
interested and teachers can learn more about several kinds of online learning
techniques from various applications.
4.
Conclusion Dawing/Verfication
Conclusions verified during the study. That verification may be asshort as possible rethinking the mind of the analyzer
during she wrote, are view of the field notes, or maybe be so through and use
up energy with reconsideration and exchange ideas among peers to develop
agreements intersubjective efforts to place copies a finding in another set of
data.
In short, meanings that arises from other data must be tested fortruth, robustness, and compatibility which is validity.
Final conclusion noonly occurs during the data
collection process, but it is necessary verified sothat
it can really be accounted for.
This research uses qualitative descriptive analysis, which describes the
data using sentences to obtain clear and detailed information. The data
analysis technique in this study was carried out by reflecting on the results
of interviews with English teachers at MTs NW Boro Tumbuh. The data obtained in this study are in the form of
interview.
This
chapter presents the findings and discussion of the research to answer the
research questions. This study discusses
Challenges and Opportunities in Teaching English Online Learning a case study
at MTS NW BORO TUMBU. Researchers will
be presented in the form of a description, based on the data that has been
obtained both in this study through interview techniques conducted by
researchers for 2 month.
The
findings were collected based on the results of interviews with teachers to
find out what are the challenges and opportunities of teaching English online
during the COVID-19 pandemic at MTS NW BORO TUMBU by asking some questions to
the English teacher at MTS NW BORO TUMBU
The Challenge and Opportunities of Teaching English in
online learning a case study at MTS NW BORO TUMBU
To
describe the challenges and opportunities of teaching English in online
learning in MTS NW BORO TUMBU, the writer used interviews. The writer asked
questions to the English teachers at MTS NW BORO TUMBU.
Based
on the formulation of the problems in this study, the following results will be
discussed: the challenge and opportunities of teaching English in online
learning a case study at MTS NW BORO TUMBU.
On
interview that have been made five times, the teachers explained what are the
challenges and opportunities of teaching English in online learning in MTS NW BORO TUMBU. Teachers stated
that the teaching English online learning in MTS NW BORO TUMBU, the teacher
felt that he received more challenges than opportunities in terms of teaching.
Based
on the research that has been done by the author through interviews, the
authors get several factors as follows: a.
teacher's understanding, b.
challenges and opportunities, c.
teaching English in online learning
a.
Understanding of The Teacher
Before the author asks about the problem of
this finding. The author interviewed 2
teachers about the following: what is a teacher? Is it consistent with what you do directly
during the COVID-19 pandemic/inappropriate?
According to the opinion of the two English teachers at MTS NW BORO
TUMBU, as follows:
In the author's opinion, the two English
teachers at MTS NW BORO TUMBU have the same opinion regarding the teacher's understanding. The main task of the teacher is to guide,
direct, train, assess, and evaluate students.
During the COVID-19 pandemic, the teacher's meaning could not be carried
out perfectly because it was hindered by various disturbances when learning
began.
Basically the main task of the teacher is to educate,
teach, guide, direct, train, assess, and evaluate students in early childhood
education, formal education, basic education, and secondary education. "In the series of main tasks, the first
thing that is mentioned is educating.
However, with the current situation which is
only through online mode, teachers are only able to become teachers, deliver
materials, give assignments and assessments, without being able to direct or
maintain and provide training (teaching, guidance, leadership) regarding morals
and intelligence. Which is definitely
not in accordance with the true meaning of the teacher
b.
The challenge and Opportunities
The writer interviewed 2 English teachers in
MTS NW BORO TUMBU, about the writer's problem formulation. As follows: The
challenge and opportunities teaching English in online learning in MTS NW BORO
TUMBU.
1.
The Challenges
The writer interviewed the two English
teachers at MTS NW BORO TUMBUabout the challenges of
designing online learning including the lesson plans, looking for the material,
then evaluating the assignments and assessing what kind of students.
The two English teachers answered the same
that yes, it was included in the lesson plans for online learning design, they
used textbooks and from the internet for learning materials, to give students
grades and evaluate their assignments to assess everything from the assignments
given in the e-learning application.
The author interviewed two English teachers
about the challenges of using learning technology or applications used in
teaching. They said that for teaching
and learning applications use the E-Learning application because it is easy to
monitor students when student learning begins, whether they are doing according
to the instructions from the teacher or not.
The author interviewed two English teachers
about the challenges in trying the E-Learning app for the first time, are there
any challenges and what are the challenges in using it? and E-learning in what form?
The challenge for the first time in trying an
E-Learning application for teachers is no challenge at all in terms of trying
an E-Learning application for the first time.
while for students experiencing challenges where when they first tried
the application they felt confused and had difficulty trying it. In terms of using the E-Learning application,
the two English teachers have different challenges as follows:
Teacher SM : the
challenge is that it is a little complicated when compared to the WA group, the
complicated E-Learning has too many rooms compared to the WA group. Teacher UB:
the challenge is the difficulty of internet interference from the application.
The author interviewed two English teachers
asking about the challenges in managing students and in individual or group
assignments, then the assignments were in the form of video recordings or
simply answering questions in books.
They also stated that in terms of managing students there was no
challenge because before learning began the students had been given directions
so that learning and teaching could run smoothly. As for individual assignments only and for
assignments to answer PG questions, essays, summarizing and in the form of CBT.
In the opinion of the English teacher, there
are several challenges faced by students, sometimes when learning English
begins, they are only absent and do not open learning materials and some late on sending
assignments given by the teacher.
2.
The opportunities
The author interviewed two English teachers
about their opportunities while teaching during the COVID-19 pandemic. They also said that there are teachers who
can make teaching materials in the form of learning videos, be creative as much
as possible so that students are more interested and teachers can learn more
about various kinds of online learning techniques from various
applications. But for students this is a
very good opportunity because it is more sophisticated, modern and for students
who are diligent it is more practical and can learn different new things during
hands-on learning.
3.
Teaching English Online
The opinion of an English teacher at MTS NW
BORO TUMBU about online-based English teaching using an internet connection and
online-based applications where English teachers use E-Learning applications.
After
the data is obtained and processed based on the description above, then the
researcher wrote and obtained the data obtained from the above findings.
Researchers also know what are the challenges and learning opportunities
English in online learning at MTS NW BORO TUMBU, the understanding of the
teacher and can also find out what applications are used online during
teaching.
Before
the author asks about the problem of this finding. The author interviewed 2 teachers about the
following: what is a teacher? Is it
consistent with what you do directly during the COVID-19
pandemic/inappropriate? According to the
opinion of the two English teachers at MTS NW BORO TUMBU, as follows:
In
the author's opinion, the two English teachers at MTS NW BORO TUMBU have the
same opinion regarding the teacher's understanding. The main task of the teacher is to guide,
direct, train, assess, and evaluate students.
During the COVID-19 pandemic, the meaning of the teacher cannot be
implemented perfectly because it is hindered by various disturbances when
teaching begins.
Based
on the theory of opinion regarding about teachers as follows: U. (2015, p. 221)
states that teachers as professional educators are tasked with educating,
teaching, guiding, directing, training, assessing, and evaluating students in
formal education. Teachers act as role
models, motivator, intellectual, and wise.
According
to UU RI 14 of 2005, teachers are professional educators with the task of
teaching, educating, guiding, training, assessing, directing, and evaluating
students in early childhood education through formal primary education and
secondary education.
And
the author also draws the conclusion that the theory from the opinions of the
two teachers is in accordance with the meaning of the teacher's understanding.
The
author interviewed two English teachers at MTS NW BORO TUMBU about the
challenges of designing online learning such as lesson plans, searching for
materials, then evaluating assignments and grading students.
The
two English teachers answered the same that yes, it was included in the lesson
plans for online learning design, they used textbooks and references from the
internet for learning materials, to give students grades and evaluate their
assignments to assess all of the assignments given in the e-mail
application. learning. Syarifuddin (2015,
p. 80) says that the task of educators in general is to educate, in its use,
educating is a series of processes of teaching, praising, giving gifts, giving
encouragement, and getting used to.
While the teacher's special duties are:
a.
As a teacher (Instructional): planning teaching programs, implementing
programs that have been prepared, and evaluating after the program is
implemented.
b.
As an Educator (Educator): Directing students to the level of maturity
with a perfect personality.
c.
As a leader (managerial): Leading and controlling oneself, the students
and the community concerned, regarding efforts to direct, regulate, supervise,
control, participate in the program implemented.
The
two English teachers at MTS NW BORO TUMBU have challenges that fit with Syarifudin's theory, which concludes that teachers must
educate, instruct, and
manage teacher duties appropriately.
The
challenge for the first time in trying an E-Learning application for teachers
is no challenge at all in terms of trying an E-Learning application for the
first time. while for students
experiencing challenges where when they first tried the application they felt
confused and had difficulty trying it.
In terms of using the E-Learning application, the two English teachers
have different challenges as follows:
Teacher
SM: the challenge is that it is a little complicated when compared to the WA
group, the complicated E-Learning has too many rooms compared to the WA group.
Teacher UB: the challenge in using the
application is a little difficult.
In
addition to providing interesting learning materials to be used for E-Learning,
for example making learning video teaching materials, using power points etc. According to Gusty, et al., (2020, p.133)
Online learning during the Covid-19 pandemic certainly requires the role of
parents and adequate electronic devices such as laptops and smartphones as well
as supporting networks. In addition, new
methods of teaching or communicating online are needed during online
learning. Teachers and lecturers must be
able to change strategies or methods in the teaching process during the
COVID-19 pandemic.
The
author interviewed two English teachers asking about the challenges in managing
students and in individual or group assignments, then the assignments were in
the form of video recordings or simply answering questions in books. They also stated that in terms of managing
students there was no challenge because before learning began the students had
been given directions so that learning and teaching could run smoothly. As for individual assignments only and for
assignments to answer PG questions, essays, summarizing and in the form of CBT.
Gusty,
et al., (2020, p. 137) stated that online learning requires facilities and
infrastructure that must support each other.
One example is an adequate internet network and a smartphone that is
used according to the specifications of the application used. Therefore, in addition to facilities and
infrastructure that must support each other, an online learning model is also
needed that can make it easier for students to follow learning well so that
curriculum achievement at every level of education can be fulfilled.
English
teachers agree, there are several challenges faced by students, sometimes when
they start learning English, they are only absent and do not open learning
materials and some are late in sending assignments given by the teacher and
make some various reasons . According to Akbar & Noviani
(2019, p. 23), Students become lazy to study, with technological advances it
should make it easier for students to learn such as using laptops, gadgets,
with internet networks, this is what makes students lazy to study, sometimes many
of them just
spending time, such as playing online games, youtube,
instagram, tik tok, and
others that will affect students' interest in learning.
The
author interviewed the two English teachers about their opportunities while
teaching during the COVID-19 pandemic.
They also said that teachers can make teaching materials in the form of
learning videos, be creative so that students are more interested and teachers
can learn more about various online learning techniques from various
applications. Wakhudin,
et al., (2020, p. 37) said, When learning online,
educators are required to increase their creativity in teaching.
However,
for students this is a very good apprtunity because
it is more modern and can learn different new things during hands-on learning. Koswara in Anshori (2016, p.198)
states that:
a.
Learn by doing. Simulate learning
by doing what you want to learn; an example is a flight simulator
(flight simulator), where a prospective pilot can be trained to fly an airplane
like he is practicing with an actual airplane.
b.
Incidental learning. Learn
something indirectly. Not all things are
interesting to learn, therefore this strategy students can learn something
through other things that are more interesting, and it is hoped that the actual
information can be absorbed indirectly.
For example, learning geography by doing a "virtual trip" to
forest areas.
c.
Learning by reflection. Learning something by developing ideas / ideas
about the subject to be studied. Students are encouraged to develop ideas /
ideas by providing initial information and application will " listen" and process the input of
ideas/ideas from students then be given further information based on input from
students.
d.
Case-based learning. Learn something based on cases that have occurred
regarding the subject to be studied. This strategy depends on expert sources
and cases can
be collected on the material to be studied. Students can learn a material from
cases that have occurred in the material.
e.
Learn while exploring. Learn
something by exploring the subject to be studied. Students are encouraged to understand the
material by independent exploration of the material. The application must provide sufficient
information to accommodate the exploration of the student.
f.
Learn something by setting goals to be achieved (goal-directed
learning). The student is positioned as
someone who must achieve a goal, and the application provides the facilities
needed to do so. Students then develop
independent strategies to achieve these goals.
The conclusion
is how teachers and students themselves take advantage of these opportunities
and what they can do well, precisely, and easily understood by students who
receive online-based teaching.
The
opinion of an English teacher at MTS NW BORO TUMBU about online-based English
teaching where English teachers use E-Learning applications. According to Harto
in Khusniyah & Hakim (2019, p. 20), emphasizes
that an educator is required to have four competencies to use digital
technology appropriately. First, an
educator must understand and be able to use digital technology and its
applications. Second, have leadership
competencies that can lead students to have an understanding of technology. Third, being able to accurately predict the
direction of change and strategic steps to deal with it. Fourth, have competence in self-control from
change, and be able to deal with it by generating ideas, creativity, and
innovation.
Based
on the description and data analysis in the chapter above, it can be concluded
as follows:
Challenges
and apportunities in teaching english
in online learning : a case study at mts nw boro tumbu
in academic year 2021/2022.
Conclusions
regarding the challenges themselves are many or difficult because they can
hinder the teaching and learning process.
Then the challenge of teaching English online has various challenges as
like: the challenge is a little complicated when compared to the WA group, the
complicated E-Learning is too much space compared to the WA group, the
difficulty with internet interference From the application, Using the
application is a bit difficult In terms of adapting to teaching that is different from conventional
methods and when dealing with students, sometimes when learning English begins
they are just absent and do not open the learning material and some are late in
delivery and make for various reasons.
The opportunities that teachers can learn in online learning are:
teachers can make teaching materials in the form of learning videos, be
creative so that students are more interested and teachers can learn more about
several kinds of online learning techniques from applications. However, online learning students are more
sophisticated and modern because they are in the millennial era so they will
get used to it.
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