STUDENTS"™ MOTIVATION IN LEARNING ENGLISH DURING THE ONLINE CLASS
DOI:
https://doi.org/10.26418/jeep.v3i2.50580Keywords:
Online Class, Students"™ Motivation, Students"™ DifficultiesAbstract
This research aims to investigate the impact of the online class on students in learning English and investigate the level of students' motivation in learning English during the online class. This research applied descriptive research on eleventh-grade students of SMK Negeri 2 Pontianak in the academic year 2020/2021. The data collection techniques were measurement and semi-structured interviews, while the tools were questionnaire and interview questions. The findings of this research revealed the negative impacts of the online class, including students"™ difficulties in understanding the teacher"™s explanation and learning materials, problems in creating a conducive atmosphere for learning, and students"™ problems in time management. By contrast, the positive impact of the online class made several students more enthusiastic and more focused on study. Besides, the findings showed that 53% of students were qualified with a moderate degree of motivation. The online class did not significantly change the level of students' motivation in learning English even though the students faced difficulties during the online class.
References
Agustina, T. (2014). English for specific purposes: An approach of English teaching for non-English department students. Beta, 7(1), 37-63.
Cahyani, A., Listiani, I. D., & Larasati, S. P. D. (2020). Motivasi belajar siswa SMA pada pembelajaran daring di masa pandemi COVID-19. Jurnal Pendidikan Islam, 3(1), 123-140.
Dornyei, Z. (2001). Motivational strategies in the language classroom. New York: Cambridge University Press.
Firman & Rahman, S. R., (2020). Pembelajaran online di tengah pandemic COVID-19. Indonesian Journal of Educational Science, 2(2), 81-89.
Fitriningtiyas, D. A., Umamah, N., & Sumardi (2018). Google Classroom: As a media of learning history. Earth of Environment Science. doi:10.1088/1755-1315/243/1/012156
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Educational and Information Technologies. Retrieved from https://doi.org/10.1007/s10639-021-10523-1
Gustiani, S. (2020). Students’ motivation in online learning during COVID-19 pandemic. Holistic Journal, 12(2), 23-40.
Irawan, A. W., Dwisona & Lestari, M. (2020). Psychological impact of students on learning during the pandemic COVID-19. KONSELI: Journal Bimbingan dan Konseling, 7(1). 53-60.
Johnson, D. (2017). The role of teachers in motivating students to learn. BU Journal of Graduate Studies in Education, 9(1), 46-49.
Lans, W., Voordt, V. V., & Theo (2002). Descriptive Research. Delft: DUP Science.
Muliyah, P., & Aminatun, D. (2020). Teaching English for specific purposes in vocational high school: Teachers’ beliefs and practices. Journal of English Teaching, 6(2), 122-133.
Mulyanti, B., Purnama,W., & Pawinanto, R. E. (2020). Distance learning in vocational high school during the COVID-19 pandemic in West Java Province, Indonesia. Indonesian Journal of Science & Technology, 5(2), 271-282.
Nambiar, D. (2020). The impact of online learning during COVID-19: Students’ and teachers’ perspectives. The International Journal of Indian Psychology, 8(2), 783-793.
Sharma, R. (2020). Online learning and its positive and negative impact in higher education during COVID-19. EPRA International Journal of Multidisciplinary Research (IJMR), 6(9), 177-181.
Tsai, M. J. (2009). The model of strategies e-learning: Understanding and evaluating student e-learning from metacognitive perspective. Educational Technology & Society, 12(1), 34-48.
Zuniarti, N. (2016). Students’ motivation in learning English. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 5(10), 1-10.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Journal of English Education Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of English Education Program (JEEP) is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Under the terms of the Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0), author(s) retain copyright and grant the journal the right of first publication (online and print) with the work simultaneously. We use the ShareAlike (SA) component in addition to the Attribution (BY) and NonCommercial (NC) components, as follows:
BY (attribution): Users are allowed to share, distribute, and redistribute the published article in any medium or format, with identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published article and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories, and indexation services, even if these services operate on a commercial basis. Authors grant Journal of English Education Program (JEEP) explicit the right to include the published articles in databases, repositories, and indexation services.
SA (ShareAlike): If user(s) remix, transform, or build upon the material, they must distribute their contributions under the same license as the original (CC BY-NC-SA 4.0).
