scholarly journals Indonesian EFL Students’ Perceptions on Learning Autonomy in Online Learning Delivery Mode

2021 ◽  
Vol 3 (2) ◽  
pp. 122-134
Author(s):  
Dalilan Dalilan
Keyword(s):  
Online Learning ◽  
English Education ◽  
Learning System ◽  
Independent Learning ◽  
Delivery Mode ◽  
Study Program ◽  
Study Results ◽  
Efl Students ◽  
Context Of Learning ◽  
Self Learning

The online learning delivery method is increasingly used in the teaching and learning process at universities. This type of learning is relatively new to students, in particular to Indonesian EFL students. Students' learning autonomy in an online learning system is inevitably required. Autonomy in online learning and in offline learning can be differently perceived by the students. This study aimed at revealing EFL students' perception on learning autonomy in an online learning method. A questionnaire was used as the single instrument to obtain data from 35 students of the English Education Study Program of Tarbiyah and Teacher Education Faculty, State Islamic University Raden Fatah Palembang. The study sample was selected using opportunity sampling, and data were analyzed using a simple percentage statistic formula. The study results indicated that the majority of the students perceive online learning as independent learning in which they must have self-learning awareness and motivation, self-learning responsibility, and self-directed and governed learning. They also perceived that they could develop the problem-solving ability, critical thinking, and learning initiative in autonomous online learning. In the context of learning independently in an online learning system, self-time management is also essential to support their learning optimally.

scholarly journals EFL College Students’ Skill in Using Collocations in Writing Essays

2021 ◽  
Vol 2 (1) ◽  
pp. 6-11
Author(s):  
Dewi Nopita
Keyword(s):  
College Students ◽  
English Education ◽  
Natural Order ◽  
Study Program ◽  
Training And Education ◽  
Essay Writing ◽  
Writing Course ◽  
Efl Students ◽  
Efl College Students ◽  
Academic Year

Collocation is a natural order of words in which one word should be attached to another in a particular context. For students who learn English as a foreign language (EFL students), using collocations has been recognized to become a problem. This article is going to describe EFL college students’ skill in using collocations in writing essays. 42 students from the same class were selected. They were the 4th semester students of English Education Study Program at Teacher Training and Education Faculty of UMRAH who took Essay Writing course in the academic year 2019/ 2020. The students were given a take-home assignment to write essays. Then, the essays were analyzed to find out the students’ skill in using collocations. It was found that in using collocation in writing essays, 5 students had excellent skill, 14 students had good skill, and 23 students had low skill. The incorrect use of collocations consisted of lexical and grammatical collocations. Finally, it is hoped that these findings could be a useful input for future Essay Writing course.

scholarly journals EFL Student Difficulties of Online Learning During Coronavirus Pandemic at IAIN Langsa

At-Tafkir ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 150-167
Author(s):  
Muslem Muslem
Keyword(s):  
Online Learning ◽  
English Education ◽  
Psychological Impact ◽  
Qualitative Approach ◽  
The Other ◽  
Education Department ◽  
Student Difficulties ◽  
Internet Connection ◽  
Efl Students ◽  
The Subject

This research was aimed to find out the EFL students’ difficulties and psychological impact of online learning during coronavirus (COVID-19 ) at IAIN Langsa. This research used a qualitative approach. Documentation and interview were used to collect the data in this research. The subject of this research was EFL students of the English education department at the sixth-semester students of IAIN Langsa. The result of this research showed that the students encountered several difficulties in learning online consisting of; Internet data, internet connection, difficulties in doing assignments, intrusion, lack of experience in using technology, comprehending the lesson of EFL and interaction between students and lecturer. On the other hand, the psychological impact of online learning encountered by the students such as; frustration and feeling sadness

scholarly journals The Correlations among Reading Habit, Multiple Intelligences, and Writing Mastery of English Education Study Program Students of Sriwijaya University

2018 ◽  
Vol 2 (2) ◽  
pp. 165
Author(s):  
Ayu Lestari ◽  
Sofendi Sofendi ◽  
Ismail Petrus
Keyword(s):  
Multiple Intelligences ◽  
English Education ◽  
Reading Habit ◽  
Reading Attitude ◽  
Study Program ◽  
Pearson Product Moment Correlation ◽  
Correlational Research ◽  
Education Study ◽  
Efl Students ◽  
Academic Year

The objectives of this study were (1) to describe the students’ Reading habit, multiple intelligences, and writing mastery, (2) to find out whether or not there was significant correlation among the students’ Reading habit, multiple intelligences, and writing mastery, and (3) to find out whether or not the students’ Reading habit and multiple intelligences contributed to their writing mastery. In this study, 76 undergraduate EFL students of English Education Study Program of Sriwijaya University in the academic year 2017/2018 were chosen as a samples by means of purposive sampling. This study applied correlational research design. The data were collected by using questionnaires and test, and were analyzed by using Pearson Product Moment correlation coefficient and regression analysis. The results showed that (1) most of the students (50%)  were in the average level of reading habit; most of the students (15.7%) had six dominant intelligences; most of the students (57.8%) were in the good level of writing mastery; (2) reading attitude was the only habit which had a negative and significant correlation to the students’ writing mastery (r= -271, p< 0.018); reading attitude also had positive and negative and significant correlation to the students’ ideas  (r= 0.367, p< 0.001) and thesis voice audience (r= -0.236, p=< 0.040); logical intelligence was the only intelligence which had negative and significant correlation to the students’ writing mastery (r= -0.238, p= 0.038); ideas was the only the aspect of writing had a positive  and significant correlation to the students’ logical intelligence (r= 0.267, p= 0.020) and intrapersonal intelligence (r= 0.250, p= 0.029); (3) reading attitude became the best predictor and influenced the students’ writing mastery with 7.3% contribution (R2 = 0.073).

scholarly journals EFL students’ responses to learning basic reading and writing skills

2018 ◽  
Vol 5 (1) ◽  
pp. 40-53 ◽  
Author(s):  
Syayid Sandi Sukandi ◽  
Dian Noviani Syafar
Keyword(s):  
English Education ◽  
Writing Skills ◽  
Literary Texts ◽  
Study Program ◽  
Reading And Writing ◽  
Academic Texts ◽  
Basic Reading Skills ◽  
West Sumatra ◽  
Efl Students ◽  
Teaching Learning

This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.

scholarly journals Saudi EFL Students’ Use and Perceptions of Blackboard before and during Online Learning Amid COVID-19

2021 ◽  
Author(s):  
Zainab Alsuhaibani
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Learning Management Systems ◽  
Management Systems ◽  
Structured Interviews ◽  
Institutional Policies ◽  
Technical Problems ◽  
Study Results ◽  
Efl Students ◽  
Three Phases

Online learning becomes the means of education during COVID-19. Blackboard is one of the learning management systems that has been widely used before and during the pandemic. This study focuses on English as a Foreign Language (EFL) students’ use and perceptions of Blackboard. It explores and compares EFL students’ use and perceptions of Blackboard considering three phases: before COVID-19 in 2019, during online learning in 2020, and during online learning in 2021. A questionnaire and semi-structured interviews were used to collect the data. A total of 381 Saudi EFL students participated in the study. The results show that there are statistically significant differences in EFL students’ use of Blackboard between the three phases. EFL students’ use of Blackboard increased during online learning in 2020 compared to 2019, especially concerning the frequency of visiting Blackboard and the time students spent using it. Further, EFL students’ use of Blackboard increased significantly during online learning in 2021 compared to 2019 with regard to visit frequencies, time spent, and Blackboard tools used. Considering perceptions, the results indicate that there are statistically significant differences in students’ perceptions of Blackboard in terms of easiness and usefulness between the three phases. Interestingly, students had more positive perceptions of Blackboard before COVID-19 in 2019 and during online learning in 2021. The technical problems that students faced while using Blackboard during 2020 might have affected their perceptions. The study results of students’ use and perceptions of Blackboard are discussed in light of institutional policies and support.

scholarly journals A FRAMEWORK IN ONLINE LEARNING PROCESS: A GUIDE TO EDUCATIONAL TEACHING DURING COVID 19 PANDEMIC

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Leovigildo Lito D. Mallillin ◽  
Jocelyn B. Mallillin ◽  
Eduardo A. Carag ◽  
Jane B. Collado ◽  
Mary Grace D. Largo
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Continuous Process ◽  
Sampling Technique ◽  
Delivery Mode ◽  
Learning Potential ◽  
Study Results ◽  
Study Process ◽  
Support Students

<p>Education is a continuous process of learning and it is a pinnacle of life attitude and a vision of every individual. It analyses the framework of online learning process and improvement guide during Covid 19 pandemic situation. It provides progress in work online learning process and level. The study aims to identify the different frameworks in online learning through implementation of teaching, delivery mode of teaching, support, and school system process as guide to educational system during Covid 19 pandemic. The study employs the application and benefit of Virtual Reality Design (VRD) because it possesses potential application in online learning process in education with systematic existence of design that displays the purpose of learning process and is considered as high-end design of research which is relevant to the study process. The study comprised Two Hundred Sixty Nine (269) from the professional lecturers and teachers in the different continents from Asia, Middle East, Africa, Australia, Europe, and United States of America. Random sampling technique is utilised in the study. Results of the study show an establish proper schedule of students in their regular classes during the period of Covid 19 pandemic and develop proper strategy in teaching during their lecture hours and provide focus to support students in their learning process and undertake initiatives despite of the limited resources in online teaching, identify the means of delivery mode of teaching based on the needs of students in their learning process, support students in their new modality of instruction in their online classes that boost their learning potential ability, and school provides guidelines for the online learning of student tools during Covid 19 pandemic to ensure better education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>

scholarly journals INFLECTIONAL ANALYSIS OF MORPHOLOGICAL PROCESS IN TEACHING MORPHOSYNTAX THROUGH ONLINE LEARNING

2021 ◽  
Vol 4 (3) ◽  
pp. 530
Author(s):  
Eransyah Eransyah ◽  
Helsa Feby Kurnia ◽  
Nalistya Zoheska Ildafiar
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Basic Knowledge ◽  
Past Tense ◽  
Study Program ◽  
Morphological Process ◽  
Plural Form ◽  
Past Tense Form ◽  
The Difference

Inflectional is the smallest part of morphosyntax but it becomes important because it is the basic knowledge that students have to comprehend in learning and producing correct sentence. To understand them, the students have to learn it through virtual learning in COVID-19 pandemic era which  has changed the way of teaching and learning process especially in Morphosyntax. This research aimed to explore the types and the students’ difficulties in understanding inflectional process of morphology. This research used descriptive qualitative method to describe and to analyze the data. To collect the data, the researchers used two kinds of instruments namely pre-test, post-test, and interview. The population in this research consist of two classes from English Education Study Program at the fifth semester at IKIP Siliwangi.The result showed that the student mostly found the types of inflectional process namely plural form, 3rd singular person, past tense, progressive, comparative and superlative correctly while participle both in present and past tense form are mostly found incorrectly for they are having the higher function which are having similarity as verb progressive and as adjective at the same time. To understand the difference of the both function, the students are demanded to recognize well the structure of both. Keywords:  Inflectional Process, Morphosyntax, Online Learning     

scholarly journals Kemandirian Belajar Mahasiswa dalam Pembelajaran Jarak Jauh Selama Masa Pandemi

2021 ◽  
Vol 10 (1) ◽  
pp. 1-12
Author(s):  
Alberta Parinters Makur ◽  
Emilianus Jehadus ◽  
Sebastianus Fedi ◽  
Silfanus Jelatu ◽  
Viviana Murni ◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Strategies ◽  
Independent Learning ◽  
Learning Goals ◽  
Structured Interviews ◽  
Study Program ◽  
First Year Students ◽  
Self Evaluation ◽  
Quantitative Descriptive

AbstrakPenelitian ini dilakukan untuk melihat kemandirian belajar mahasiswa pada mata kuliah Matematika Dasar dalam mengikuti pembelajaran jarak jauh khususnya pembelajaran dalam jaringan selama masa Pandemi Covid-19. Merupakan penelitian kuantitatif-deskriptif dengan 85 orang mahasiswa tahun pertama Prodi Sosial Ekonomi Pertanian Universitas Katolik Indonesia Santu Paulus Ruteng dengan fokus untuk mempelajari kemandirian belajar mahasiswa yang mengikuti pembelajaran dalam jaringan karena situasi Pandemi Covid-19. Hasil penelitian menunjukkan 18.82% mahasiswa yang memiliki kemandirian belajar rendah, sedangkan 81.18% mahasiswa memiliki kemandirian belajar yang tinggi. Selanjutnya, dalam wawancara semi terstruktur ditemukan bahwa mahasiswa pada awalnya mengalami kesulitan dalam beradaptasi perubahan kebiasaan belajar, keterbatasan sumber daya belajar dalam jaringan, dan kurangnya interaksi baik sesama mahasiswa maupun dengan dosen. Keterbatasan ini mendorong mahasiswa semakin mandiri dalam belajar yang terlihat dari lebih dari 70% mahasiswa sudah menetapkan tujuan belajar, strategi belajar, mampu mengatur waktu belajar, dan melakukan evaluasi diri terhadap proses pembelajaran yang telah diikuti. Lebih dari 80% mahasiswa menentukan lingkungan belajar yang mendukung suasana belajar dan mencari bantuan dari rekan sekelas apabila mengalami kesulitan dalam belajar.  Kata Kunci: kemandirian belajar, pandemic Covid-19, pembelajaran jarak jauh. AbstractThis research was conducted to see the independence of student learning in the Basic Mathematics course in participating in distance learning, especially online learning during the Covid-19 Pandemic. This is a quantitative-descriptive study with 85 first-year students of the Agricultural Socio-Economic Study Program of the Indonesian Catholic University, Santu Paulus Ruteng, with a focus on studying the learning independence of students who take online learning due to the Covid-19 Pandemic situation. The results showed 18.82% of students had low learning independence, while 81.18% of students had high learning independence. Furthermore, in semi-structured interviews, it was found that students initially experienced difficulties in adapting to changes in learning habits, limited learning resources in the network, and a lack of interaction between students and lecturers. This limitation encourages students to be more independent in learning, which can be seen from more than 70% of students who have set learning goals, learning strategies, being able to manage study time, and conduct self-evaluation of the learning process that has been followed. More than 80% of students determine a learning environment that supports a learning atmosphere and seek help from classmates.Keywords: independent learning, Covid-19 pandemic, distance learning.

scholarly journals ADOBE FLASH MEDIA LEARNING ENGLISH THROUGH E-LEARNING SYSTEM IN UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA

2021 ◽  
Vol 28 (2) ◽  
pp. 94
Author(s):  
Resty Wahyuni ◽  
Alfitriani Siregar ◽  
Rakhmat Wahyudin
Keyword(s):  
English Education ◽  
Learning System ◽  
Simple Material ◽  
Study Program ◽  
Model Studies ◽  
Adobe Flash ◽  
Education Study ◽  
E Learning ◽  
Media Learning ◽  
Learning English

<p>The Objective of study is to find  the result of the learning process of Adobe Flash as media on the course of <em>Pengembangan Media Pembelajaran </em>through E-Learning system at English education study program in University of Muhammadiyah Sumatera Utara. E-learning provides a set of tools to enrich the value of conventional learning model, studies of textbooks, CD-ROMs, and computer-based training. Students can answer the challenges of globalization. Research Method used descriptive method through qualitative approach. Method of research conducted qualitative. Sample of research were forth semester students of English education study program. E learning system of UMSU provided schedule of course, attendance check, discussion forum between a lecture and students, task file, exercises file integrated Moodle and google form, module e book of <em>Pengembangan Media Pembelajaran</em>, slide file presentation, all activities viewed past, present and future time. Adobe flash media learning English implemented by virtual for one semester. The students can be active teaching English using Adobe Flash, simple material for presentation. They were enthusiastic when learn Adobe flash as media leaning English.</p>

scholarly journals PRAGMATIC TRANSFER IN REFUSALS REALIZED BY PROFICIENT EFL LEARNERS ENGLISH EDUCATION PROGRAM SRIWIJAYA UNIVERSITY

MABASAN ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 43-54
Author(s):  
NFN Eviliana
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Method ◽  
English Education ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Study Program ◽  
Qualitative Research Method ◽  
Pragmatic Transfer ◽  
Efl Students

This research was aimed at describing the strategies of proficient EFL students’ refusal realization in Indonesian and in English and the occurrences of pragmatic transfer (PT) in their refusal realization. Qualitative research method was employed. As the subsidiary of the qualitative research method, quantitative research method was also employed. The subjects were 18 EFL students of English Study Program Sriwijaya University whose TOEFL prediction scores were 450 above. DCT was used as the instrument of collecting data. Data were analyzed based on combined refusal classification by Wannaruk (2005) and Campillo (2009). The results of this research show that proficient EFL students’ mostly used the indirect strategies in their refusal realization both in English and Indonesian. Nevertheless, differences occurred in term of semantic formula choice and order in the twelve situations of DCT. Thus, PT could be observed. In consequences, it is suggested to foreign language teacher or lecturers should be aware that fluency in a language involves both a mastery of linguistic knowledge and pragmatic knowledge. Foreign language learners should be aware of the fact that social variables play a role when refusing, and that their inappropriate refusals may make them sound rude, vague or abrupt. Due to the limitation of this study, future researchers should also explore the differences between EFL  students’ refusal realization in their mother tongue  and Indonesian, the idiosyncrasies that occur in  the proficient EFL students’ refusal realization, and communication strategies used by EFL students in realizing their refusals.

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