Independent Learning in English Online Class During Covid-19 Pandemic: Students Perceptions and Its Challenges

Abstract

The spread of Covid-19 in Indonesia forces teachers and students to conduct the online learning-teaching process independently. Online learning is carried out to protect teachers-students and reduce the number of people affected by the virus. Thus, this present study aims to discuss how independent learning in online English class put into practice at school, discover students’ perceptions of independent learning in online English classes and its challenges during the Covid-19 pandemic. This present study relays on mixed methods research design. Qualitative and Quantitative data were collected through a survey using a google form. Qualitative data were analyzed by coding, classifying, explaining, and concluding. Meanwhile, quantitative data were analyzed using the Likert scale method through SPSS ver. 23. The results show that in the learning-teaching process during the covid-19 pandemic, students learn independently using learning-teaching materials provided by English teachers. Besides, students use media such as YouTube to help them understand the material given by teachers. Students claim that independent online English learning is ineffective since students find difficulties in understanding materials. Although students use technology to support the learning-teaching process, it does not work well since the internet connection is unstable and internet quotas are limited. Therefore, teachers should manage independent online learning properly to enable students to achieve the goal of the learning-teaching process. Teachers should organize and control the learning-teaching process according to current needs; planning, implementation, and assessment.

Online teaching strategies for conversational English by university lecturers

“…Lecturer One started his casual English conversation by using greeting words such as 'Holla' to create a friendly environment that draws the students' willingness to participate in the lesson. The finding is in line with Nagauleng and Waris (2022) who suggest that videoconferencing stimulated students' perceptions positively concerning learning conversational English online. To acknowledge such stimulation, the students used the word 'Yeah', 'Yep', 'Gee whizz', 'Wow', and 'Oh Gosh' to indicate that they welcome and know that they were dealing with conversational Also, the finding supports Ozfidan, et al (2021) suggestion that students become highly motivated when learning conversational English online.…”

“…The findings show that students were eager to learn the 'word formation process' spontaneously. The establishment is congruent with Nagauleng and Waris (2022) who suggest that videoconferencing provokes students' willingness to rely on videoconferencing than the traditional method of teaching students in the classroom environment. To indicate their understanding of the lesson, the students gave stunning examples and types of the 'word formation process'.…”

“…Several considerable studies have been conducted to examine strategies for teaching conversational English online. For example, in Indonesia, Nagauleng and Waris (2022) studied students' perceptions concerning learning online and found that students were excited about learning online. In Saudi Arabia, Ozfidan, Fayez and Ismail (2021) explored an array of students' perceptions concerning online teaching and learning and discovered that the students were highly motivated to learn online.…”