scholarly journals STUDY HABITS AND LEARNING STYLES OF VOCATIONAL STUDENTS IN THE EFL LEARNING CONTEXT

2021 ◽  
Vol 9 (1) ◽  
pp. 8-17
Author(s):  
N.K.A. Sudianthi ◽  
M.H. Santosa ◽  
N.L.P.E.S. Dewi
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Research Design ◽  
Study Habits ◽  
Vocational Students ◽  
Learning Context ◽  
Face To Face ◽  
Teacher Students ◽  
Efl Students ◽  
Face To Face Learning

This study aimed to identify study habits during the online learning and face to face learning, the dominant learning styles of the students, find out whether there are differences of study habits in online learning and face-to-face learning, the association between learning styles and study habits, and the constraints of EFL students to have good study habits in online learning. The design of the study was embedded mix method research design. The sample of the study was 205 students in Hotel Department in SMKN 4 Denpasar who were chosen randomly. The data were collected by using close-ended and open-ended questionnaires. The result of the study showed that there were differences between study habits in online learning and face-to-face learning. In online learning, students had moderate study habits, while in face-to-face learning they had good study habits. The dominant learning styles were kinaesthetic and there were low associations between learning styles and study habits. The were some constraints to have good study habits from parents, teacher, students and school.

STUDENTS’ INVOLVEMENT IN EFL ONLINE CLASSROOM DURING THE COVID-19 PANDEMIC ERA

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Nur Isnani Isna
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Late Response ◽  
Online Classes ◽  
Descriptive Case Study ◽  
Face To Face ◽  
Analysis Technique ◽  
Teacher Students ◽  
Face To Face Learning ◽  
Learning At Home

One of the government's policies to stop the spread of the covid-19 pandemic is to shift face-to-face learning at school to distance learning at home. Online learning is not easy to do, it is different from conventional learning. In online classes, students were reluctant to participate in the in-class activities. This kind of reluctance made students lose motivation to learn languages. This study aims to see how the online learning model is to find out the students’ involvement in EFL online classes during the Covid-19 Pandemic at Senior High School in Bengkalis. This present study employs a descriptive case study as the research design. To collect the data, researchers used observation, video documentation, and interviews. Meanwhile, the data analysis technique used in this study were used qualitative data analysis techniques which include three activities, namely: data reduction, data presentation, concluding. The results of this study revealed that. Students could not see the screen display, teacher and student communicating to solve problems, there is a network disruption, students late response to teacher, the class leader is the student who always actively responds to the teacher, students do not respond to teacher directions, students sign in and sign out the zoom meeting

scholarly journals EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic

2020 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Like Raskova Octaberlina ◽  
Afif Ikhwanul Muslimin
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
English Education ◽  
Survey Design ◽  
High Definition ◽  
Good Communication ◽  
Face To Face ◽  
Learning Barriers ◽  
E Learning ◽  
Efl Students

Covid-19 pandemic has made many countries adapt on new situations in different sectors including education. The Indonesia government has decided to adjust the education mode from face-to-face to online meeting using various learning management systems (LMS) such as moodle and google classroom. Moreover, the present research depicted the online learning barriers faced by students as well as their alternatives to cope them. The research implemented descriptive mixed-method survey design. The participants were 25 students of English Education Department. The instruments used to gather the data were the questionnaires and interview regarding the topics. The results showed that students experienced three barriers during the online learning including infamiliriaty of e-learning, slow internet connection, and physical condition e.g. eye strain. The alternatives they proposed were providing training to implement the LMS before the real class, converting high-definition or big-size files into smaller one, and giving break during the online class. The conclusion stated that students had to be creatives to find any solutions and innovations regarding learning barriers including maintaining good communication with teacher and understanding best learning styles individually

scholarly journals The use of slang words in online learning context of EFL class

2021 ◽  
Vol 6 (1) ◽  
pp. 55-62
Author(s):  
Rizky Lutviana ◽  
Siti Mafulah
Keyword(s):  
Online Learning ◽  
Classroom Context ◽  
Learning Context ◽  
Online Classroom ◽  
Online Class ◽  
New Strategy ◽  
Teachers And Students ◽  
Teacher Students ◽  
Efl Students ◽  
Students Attitudes

Abstract During Covid-19 pandemic teachers and students in Indonesia adapt to continue learning by implementing online learning. Online learning creates a new way of communication between teacher and students in online classroom context. This way of communication makes both teacher and students employ new strategy in communication, one of which is by using slang words in online class. This study aimed at investigating the use of slang words by 34 EFL students in Translation online class during 1 semester. This study employed descriptive qualitative in which the source of data is the transcript of students’ chat in WhatsApp Group (WAG) during 6 months. Additionally, questionnaire was used to collect the data about students’ attitudes toward the use of slang words. It is found that students used 32 slang words from both English and Indonesian, most slang words used were influenced by popular slang words used in social media. Students mostly used slang words when (1) chatting with friends in discussing informal topic such as holiday, make up class, and connection problem; (2) expressing feeling; (3) addressing their friends’ names; (4) discussing lesson; (5) responding teacher’s question, and (6) greeting the teacher. Students’ attitude toward the use of slang was positive, they explained that they used slang words in online class to make learning atmosphere more alive and relaxed and those make them easier to understand the lesson. However, students limit the use of slang words when chatting with teacher, most students consider impolite to use slang words as freely as when they chatted with their classmates.online learning, slang words, EFL class

scholarly journals Implikasi Gaya Belajar dalam Desain Blended Learning

2018 ◽  
Author(s):  
Z Mawardi Effendi ◽  
Hansi Effendi ◽  
Hastria Effendi
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
State University ◽  
Auditory Learning ◽  
Face To Face ◽  
Face To Face Learning

Each student has their own learning style which can be one of the factors that will support their success in learning. In general, learning styles are divided into: visual, auditory, and kinesthetic. Some students categorized as visual, and others categorized as auditory or kinesthetic. Students tend to process information more quickly if the information obtained in accordance with their style. Lecturers should know the student's learning style so they can design an instruction that suits them. This study aimed to uncover the learning styles of students of Padang State University. The study of literature used to reveal the importance of learning styles to be considered in the blended learning process, both in face-to-face learning and online learning. The research found that 57% of students have a visual learning style, 27% have auditory learning style, and the rest have a kinesthetic learning style. These results may be better used as guidelines for lecturers to design blended learning.

Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

2021 ◽  
Vol 13 (3) ◽  
pp. 58-70
Author(s):  
Hamonangan Tambunan ◽  
Marsangkap Silitonga ◽  
Uli Basa Sidabutar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Candidates ◽  
Engineering Students ◽  
Learning Groups ◽  
Face To Face ◽  
Face To Face Learning

To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.

scholarly journals Language Learners’ Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts

2021 ◽  
Vol 20 (11) ◽  
pp. 57-77
Author(s):  
Nada Alqarni
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Willingness To Communicate ◽  
Learning Context ◽  
Online Questionnaire ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Contexts ◽  
Face To Face Learning

Foreign language instruction has moved from face-to-face to online learning in response to the COVID-19 pandemic. This study aimed to explore the extent to which Foreign Language Classroom Enjoyment (FLCE), Foreign Language Speaking Anxiety (FLSA) and demographic variables (i.e., age, gender, and course grades) are linked to English as a Foreign Language (EFL) learners’ Willingness to Communicate (WTC) in English under two conditions: online learning and conventional (face-to-face) learning. The study sample consisted of 106 Saudi undergraduate EFL learners. The research instrument was an online questionnaire. The data were analysed quantitatively through t-tests, Pearson correlational tests, and a hierarchical regression analysis. The research findings indicated that: (1) higher levels of WTC were found in the online learning context than in the face-to-face context; (2) FLCE was a positive predictor, while FLSA was a negative predictor, of WTC in the online and face-to-face learning contexts; (3) a high course grade seemed to be a positive predictor of EFL learners’ WTC only in the online learning context. These findings imply that utilizing online-based learning, particularly in the context of developing speaking skills, may foster EFL learners’ communication in the foreign language. Therefore, it is recommended that language teachers should support their students in practicing L2 communication during online classes in a more supportive atmosphere.

scholarly journals Analisis Deskriptif Hasil Belajar Pembelajaran Tatap Muka dan Pembelajaran Online Menurut Gaya Belajar Mahasiswa

2019 ◽  
Vol 18 (2) ◽  
pp. 339-346
Author(s):  
Anthony Anggrawan
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Learning Models ◽  
Face To Face ◽  
Face To Face Learning ◽  
Student Learning Styles

Each higher education institution has a choice of learning models to be held, namely face-to-face learning, online learning, and blended learning. Face-to-face and online learning models have advantages and disadvantages in supporting student learning styles. Student learning styles not only represent what students like in learning, but also affect student learning outcomes. So it is not surprising, until now there is still a crossing of opinion in the achievement of learning, face-to-face learning or online learning that provides better results. This study provides an answer solution to learning English, whether face-to-face learning or online learning that is superior in cognitive learning outcomes according to student learning styles. The results of the descriptive analysis in this study concluded that students with auditory and visual learning styles taught with online learning models had higher average learning outcomes compared to students taught with face-to-face learning models; there is no difference in the average value of kinesthetic student learning outcomes between students who are taught by face-to-face learning with students who are taught by online learning; and in general the results of descriptive analysis show that online learning students are more successful in achieving learning outcomes compared to face-to-face learning students in learning English.

scholarly journals Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic

2021 ◽  
Vol 26 ◽  
pp. 168-174
Author(s):  
Cherie Chu-Fuluifaga
Keyword(s):  
Online Learning ◽  
Tertiary Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Short Period ◽  
The World ◽  
Face To Face Learning

The importance of maintaining connections and relationships across tertiary education for students is discussed as a way of examining the nature of Pacific education in challenging times, particularly in terms of fractured face-to-face learning. Universities have been thrust into an unpredictable time of remote/distance/online learning in a short period of time. The process has been unsettling and challenging for people across the world. As Pacific students and staff experience the unchartered waters of Covid-19 and global disturbances, they are searching out ways to build purposeful connections, shape-shifting and ways to maintain communities of academic togetherness while harnessing the tools of their knowledge trajectories in research. This article will focus on four key principles: valuing personal and academic connections beyond the textbook; discovering heart-warming methods of connection; and connecting for growth and wellbeing.

scholarly journals Online Learning Management in The Covid-19 Pandemic Era

2021 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Herry Sanoto
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Research Method ◽  
Internet Technology ◽  
Fundamental Change ◽  
Positive Perception ◽  
Face To Face ◽  
Learning Management ◽  
Face To Face Learning ◽  
Teacher Opinions

Learning in the era of the Covid-19 pandemic has undergone a fundamental change from a face-to-face learning process to online-based learning to minimize the transmission of the Covid-19 virus. Online learning is basically a learning model with internet technology media, so that the learning process can be carried out even though it is in different places. The research method in this research is qualitative research by describing the online learning management process that is carried out at SMP LAB UKSW. The instruments in this research include observation sheets, student opinion questionnaires, and interview guides. The results showed that the online learning process applies management principles which include planning, organizing, implementing and controlling. The results of student and teacher opinions show that online learning has a positive perception of 83%. The results of the interview showed that the students felt that they were well facilitated by the online learning process that was conducted at SMP LAB UKSW.

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