Investigating Students’ Needs for Effective English Online Learning During Covid-19 for Polbeng Students

Destianingsih, Arita; Satria, Ari

doi:10.31849/elt-lectura.v7i2.4657

Cited by 27 publications

(29 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These platforms took the place of brick-and-mortar classrooms in the offered course subjects and engaged the students by providing a sense of the online classroom environment. One of the most remarkable findings of this study is that Zoom, Google Meet and Microsoft Teams were also favoured for some of their default features, such as recording the sessions, which contributes to the flexibility of online teaching and learning, narrowing the power/status distance between students and teachers, and offering screen sharing opportunities and chat rooms (Destianingsih & Satria, 2020;Hamid, 2020;Wong, 2020). Apart from these, WhatsApp was also much favoured by students and WhatsApp created an online language community where language use continued even while everyone was staying at home during quarantine (Hadianti & Arisandi, 2020;Kholis, 2020).…”

Section: Findings Of the Second Research Question Based On The Impact Of Covid-19 On English Language Teaching And Learning From The Globmentioning

confidence: 86%

“…English language related studies during the Covid-19 process (between March 2020 and February 2021) (Aji et al, 2020;Allo, 2020;Almekhlafy, 2020;Andriivna et al, 2020;Ariyanti, 2020;Astuti & Solikhah, 2021;Atmojo & Nugroho, 2020;Bailey & Lee, 2020;Chiatoh & Chia, 2020;Dahmash, 2020;Davies et al, 2020;Destianingsih & Satria, 2020;Farrah & Al-Bakry, 2020;Fatima, 2020;Fitria, 2020;Forrester, 2020;Fuad et al, 2020;Fuentes Hernández et al, 2020;Gao & Zhang, 2020;Hadianti & Arisandi, 2020;Hafidz, 2020;Hakim, 2020;Hamid, 2020;Hartshorn & Mcmurry, 2020;Hazaea et al, 2021;Hodges et al, 2020b;Hopp & Thoma, 2020;Huang et al, 2021;Kamhi-Stein et al, 2020;Karakuzu et al, 2020;Karataş & Tuncer, 2020;Karim & Hasan, 2020;Kawinkoonlasate, 2020;Khafaga, 2021;Kholis, 2020;Krishan et al, 2020;Kusumawati, 2020;Li et al, 2020;Lie et al, 2020;Loo, 2020;…”

Section: Study Focus Authors Nmentioning

confidence: 99%

“…The studies show that teachers mostly made use of online video conferencing platforms such as Zoom, Google Meet and Microsoft Teams for the interactive features they offered in synchronous teaching of the language (Almekhlafy, 2020;Destianingsih & Satria, 2020;Hakim, 2020;Hamid, 2020;Nartiningrum & Nugroho, 2020). These platforms took the place of brick-and-mortar classrooms in the offered course subjects and engaged the students by providing a sense of the online classroom environment.…”

Section: Findings Of the Second Research Question Based On The Impact Of Covid-19 On English Language Teaching And Learning From The Globmentioning

confidence: 99%

See 2 more Smart Citations

English language teaching and learning during Covid-19: A global perspective on the first year

Erarslan¹

2021

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

PandemicCovid-19 Emergency online teaching English language teaching and learning First year analysisThe world recently witnessed the unexpected emergence of a coronavirus that caused the Covid-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students' access to computer or smart phones. On the other hand, contributing the teachers' digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students' perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students. Research Article

show abstract

Section: Findings Of the Second Research Question Based On The Impact Of Covid-19 On English Language Teaching And Learning From The Globmentioning

confidence: 86%

Section: Study Focus Authors Nmentioning

confidence: 99%

Section: Findings Of the Second Research Question Based On The Impact Of Covid-19 On English Language Teaching And Learning From The Globmentioning

confidence: 99%

See 1 more Smart Citation

English language teaching and learning during Covid-19: A global perspective on the first year

Erarslan¹

2021

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

show abstract

“…While in writing class, the teacher implements the planning, drafting, revising, and publishing activities (Setyowati et al, 2021), The major obstacle during teaching reading and writing is students' vocabulary mastery. For listening skills, students prefer monologue and dialogue with 30 minutes of activities listening to native speaker conversation (Destianingsih & Satria, 2020). Regarding the media used in online teaching Google Classroom, WhatsApp, and Zoom are commonly used by the teacher in conducting online teaching (Hamid, 2020).…”

Section: The Different Condition Among Educational Institution Inmentioning

confidence: 99%

University Students’ Perspective on Material and Activities in English Listening Class During Pandemic

Nurkhamidah¹

2021

Elsya

View full text Add to dashboard Cite

The most obvious impact of Covid-19 in the education field is the shifting of face-to-face classroom meetings into online learning. Since fully online learning is new for most universities in Indonesia, teachers have to abruptly prepare effective learning material and activities to support student learning in distance. Several studies on listening classes in Indonesia have been carried out during the Covid-19 pandemic, but studies that focus on student’s perspectives on the material and activities in English listening class in higher education have not been conducted yet. This study fills this research gap because students’ perspectives are important to improve the quality of listening-focused courses. This study is conducted on January 2021 by involving nine English Education students enrolled in the Basic Listening class at the STKIP Media Nusantara Citra. Questionnaires and interviews are employed to collect qualitative data. Despite the abruptness of creating and adapting new materials with an unfamiliar learning style, results showed that students have a positive perspective toward the effect of the lecturers’ materials on their learning motivation, the usefulness of the material, the level of difficulty and quantity of the material and activities, the variety of material and activities, the usefulness of pre- and post-listening activities, the quality of audio and the suitability of worksheet.

show abstract

“…It aimed to describe the students' motivation to learn English language skills during Covid-19. Meanwhile Destianingsih and Satria [4] studied the needs of the students of Polytechnic of Bengkalis to find the effective method for online English learning during Covid-19. The result shows that the effective method of online English learning is by using Zoom application, where students can make in an interaction through online live video.…”

Section: Introductionmentioning

confidence: 99%

Teaching Writing for Non-Alphabetic Foreign Language during Covid-19: Lecturers’ Point of View

Hamamah¹,

Pujiyanti²,

Delijar³

2021

Proceedings of the 1st International Seminar on Cultural Sciences, ISCS 2020, 4 November 2020, Malang, Indonesia

View full text Add to dashboard Cite

The Covid-19 pandemic has led to the implementation of online learning. Online learning, which is currently being implemented, certainly cannot cover all the aspects needed, especially the lack of interaction and demonstrations. This causes lecturers to find difficulties in teaching writing classes, especially writing in non-alphabetic foreign languages for beginners. By using qualitative methods, this study describes the difficulties experienced by lecturers in teaching writing orthographic characters in the Covid-19 pandemic conditions. The participants involved were 24 lecturers from Chinese literature and Japanese literature from some universities in Indonesia, in which both languages have Hanzi and Kanji characters, respectively. The findings of this study are, the lecturers find it difficult to demonstrate online how to write characters that are in accordance with the strokes and stroke order, besides, lecturers also have difficulty finding applications or software that can be used for teaching writing orthographic characters. The lack of interaction on the video conference platform was also recognized by the lecturers as an obstacle because they could not check students' work in real time at the same time. The results of this study will be used to provide input to institutional management in order to create strategies and possible solutions that can help to overcome these problems.

show abstract

Investigating Students’ Needs for Effective English Online Learning During Covid-19 for Polbeng Students

Cited by 27 publications

References 1 publication

English language teaching and learning during Covid-19: A global perspective on the first year

English language teaching and learning during Covid-19: A global perspective on the first year

University Students’ Perspective on Material and Activities in English Listening Class During Pandemic

Teaching Writing for Non-Alphabetic Foreign Language during Covid-19: Lecturers’ Point of View

Contact Info

Product

Resources

About