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ISSN 2685 – 4112 (Online)
Shedding Light on EFL Students’ Readiness and Problems to Face Online
Learning in the Pandemic Era
Meladina
meladina@fdk.ac.id
Universitas Fort De Kock
Hermi Zaswita
zaswitahermi@gmail.com
STKIP Muhammadiyah Sungai Penuh
Abstract
The pandemic era has changed many aspects of the community lifestyle. It also includes the
English teaching and learning process. Many teachers and students have to do teaching and
learning online. They find some difficulties problems during that process. This research aimed
to find out the Students' Readiness and problems to face online learning in Pandemic Era. It
was qualitative research which was conducted at Fort De Kock University from July to October
2020. The population was all of the students who learn English at Fort De Kock University.
Using a purposive sampling technique, the nursing and physiotherapy students in the third and
fifth semesters were chosen as the samples. The data were taken from the questioner and in-
depth interviews. Then, they were analyzed by computerization and transcription. This research
found that most of the students had difficulties joining online learning such as signal, internet
budget, lack of understanding and focus, and the interactions. By analyzing the results of this
research, it can be concluded that the students are not ready to face online learning. It is
suggested to the stakeholder to be more creative and innovative to face those problems.
Keywords: students' readiness; online learning; pandemic era
INTRODUCTION
Covid-19 (Corona Virus Disease-19) is a new kind of virus invented for the first time
in Wuhan, China, in 2019. This virus can be transmitted through the air and the objects that
touched one another. It is a dangerous virus that does not have any vaccine to stop it. Because
of that, it becomes a global health problem faced by people around the world. Moreover, to
prevent the spread of this virus in Indonesia, the Indonesian government limits the community
activities outside. This policy has many impacts on Indonesia's human life, for example,
economic, social, physiological, and educational sectors. In the educational sector, to save
students, teachers, and education stakeholders from Covid-19, the Indonesian government
closed all Indonesian institutions. It started from kindergarten until higher education from
March 2020 until an uncertain time. Because of this phenomenon, education policies had
changed. They try to prepare some methods that can be used to distance learning, change the
schedule and method of examination, and design online learning that can be accessed by all of
the students.
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This regulation makes students, teachers, instructors,
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and education organizations feel shocked. They have to adapt to the situation they have to keep
social distancing and make effective online learning. Besides, it also needs humanity and unity.
It means that online learning is essential to protect and save our students, faculty, academic
staff, communities, societies, and the nation as a whole (Dhawan, 2020). However, the
application of online learning or online course also gives some problems.
According to (Adnan, 2020) who researched Pakistan, two problems appear in online
learning. First, from the main point of view, it is related to online education's effects and
efficacy. The capacity to successfully teach digitally is different from the goals of teaching and
learning of the educational institution and the priority. Moreover, online learning has many
terms, such as e-learning, online classroom, or online education. Most of the online learning
uses an internet connection to support the process. It is supported by (Adedoyin & Soykan,
2020) stated that online learning uses the internet and some other vital technologies to develop
materials for educational purposes, instructional delivery, and management of programs. Then,
according to (Rapanta et al., 2020) online learning refers to a kind of teaching and learning
process that students have distance from teacher/instructor, they use some form of technology
to access the learning materials, they also use technology to interact with the tutor/instructor
and with other learners and some kind of support is provided to learners. In short, online
learning is a learning process that uses the internet connection and other technologies devices
that can help the educational institution achieve the goals of certain activities. This process of
learning does not require the students and teachers to stay in the same place. They only use
media technology to interact with each other.
Since online learning is very different from conventional learning, the students are not
physically present in a classroom. They do not have the opportunity to interact face-to-face
with their instructors and classmates. Students in online courses have their responsibility for
their learning as they decide when, where, and how long to access the learning materials
(McMahon & Oliver, 2001 in (Wang et al., 2013). There some opinions about online learning,
according to (Dhawan 2020). They were accessibility, affordability, flexibility, learning
pedagogy, life-long learning and policy. Accessibility means online learning can be reached by
students from all locations, both rural and remote. They do not need to get transportation modes
and spent accommodation to reach the education institution. Then, flexibility. It means that the
students can schedule or plan about time for completion of courses available online. The
students also may learn anytime and anywhere, thereby developing new skills in the process
leading to life-long learning. However, in Indonesia, online learning may become new
problems in this pandemic era. Based on the researcher's preliminary survey conducted at Fort
De Kock University, most of the students found problems in the teaching and learning process
in the Covid-19 pandemic era through online learning. First, it was hard for them to connect
with the class because of the signal. It made them late to join the class and postponed to collect
the task given. Second, they do not have enough internet budget to attend the class because
they come from a low-standard economic status family. From this preliminary research, it
needs to conduct research related to students' readiness and problems found to face online
learning in the Covid-19 era. Fort De Kock University is one of the universities in Bukittinggi,
West Sumatera. It is located in the city of Bukittinggi. The students of this university come
from many provinces near West Sumatra, such as Riau Island, Jambi, North Sumatera, and
South Sumatra. There is a large number of students, and they are different from one another.
They are also different in assessing the internet connection because they stay indifferent and
various places. Moreover, Because of this pandemic, most of them came back to their village
and had to do online learning to achieve the goals of the teaching and learning process. One of
the learning that they have to attend an English subject. In Fort De Kock University, the
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students learn English as their general subject. However, they have to master it and understand
the skills provided.
Because of the problems above, it is useful to analyze students' readiness and problems
found to face the online classroom in the pandemic era. Since Fort De Kock University
students' come from various places, it needs to explore the readiness and the problems that they
found to face online learning, especially in English subjects.
METHOD
It was qualitative research by using questioner and interviews. This research was
conducted at Fort De Kock university from May to August 2020. The population of this
research was all of the students who took the English subject. By using purposive samples, the
nursing and physiotherapy students in the third and fifth semesters were chosen as the samples.
They were 113 students. The data were collected through an online questioner survey technique
to gather data about students' readiness and problems regarding online learning. A modified
version of (Bernard et al., 2004) 14-item the questionnaire was used to assess the effectiveness
of online learning. Then, the data were analyzed by frequency of standard students' responses
and were stated in percentages. Demographic data were obtained using the Likert scale and are
reported in the percentage of students' responses. Furthermore, to get students' responses
deeply, the interview had been done after distributing the online questioner. All of the students
have been interviewed. This interview was used to cross-check the data from the questioner
was valid. Then, the interviewees' responses to each question were transcribed. Last, the
answers were analyzed based on the research objectives.
FINDINGS
Online questioner data
The questioner was distributed to know the students' condition in online learning and
the problems that they faced. The statements of the question can be valued as Agree, Somewhat
Agree, and Disagree. The result of the questioner can be seen in the following table:
Table. The Result of the Questioner
No Statements Agree Some Disagree
what
Agree
1. I can use a laptop/computer. 77.7% 17% 5.4%
2. I feel convenient to communicate online. 30.4% 50.9% 18.9%
3. From my point of view, there is no difference 2.7% 17% 80.4%
between an online class and an offline class.
4. Online learning more motivating for me than 4.4% 23.9% 71.7%
conventional learning.
5. In my opinion, all of the courses on the campus 1.8% 23.9% 74.3%
is more effective when I lean it through the
internet.
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6. It is easy for me to complete my task through the 29.2% 39.8% 31%
internet.
7. Face-to-face contact with my lecturer is essential 95.6% 4.4% 0%
for me.
8. Learning in the class and the house are the same 3.5% 23.9% 72.6%
for me.
9. I can learn grammar from my house quickly. 29.5% 52.7% 17.9%
10. I can improve my listening skill on the internet 17.7% 41.6% 40.7%
rather than in the classroom.
11. I can finish my task through internet media 23.9% 46% 30.1%
without finding some problems.
12. I can manage my time effectively and efficiently 22.1% 44.2% 33.6%
to accomplish my online class.
13. I can discuss well with my group team during my 14.2% 41.6% 44.2%
online class.
14. My reason to have lack of internet access Cost Signal I don’t Others
know how
to operate it
31.9% 55.8% 0.9% 11.5%
From the result of the questioner above, it can be analyzed that questioner number 1
investigated students' capability in using technology to support online learning. 77.7% of them
were able to use a computer. It means that the skill to use technology was not the problem in
online learning. Only six from 113 students had difficulties in operating the computer. It
indicates that mastering the use of technology was not the crucial problem in online learning
for the students. Then, questioner numbers 2, 7, and 13 showed about online class
communication and students' ability in doing collaborative learning with their friends. From
the table above, it can be seen that 50.9% of the students somewhat agreed that they feel
convenient to do online communication with his/her friends or teacher. Sometimes, they felt
difficulties discussing the materials during the online class (44.2%) with their classmate. It
means that most of the students found some problems in discussing something with their
classmates, such as the materials, the task given by the teacher, and others. Then, most of the
students (95.6%) stated that face-to-face contact with the teacher was essential in the teaching
and learning process. It is also in line with (Martin & Bolliger, n.d.) who stated the engagement
between learner and instructor is a crucial part rather than learner-to-learner or learner-to-
content engagement. It short, it can be concluded that in online learning, some of the students
felt difficulties in doing communication and collaboration with their friends and their teacher.
It was comfortable for them to have direct communication. It is free for them to ask their friends
and their teacher related to the materials. Then, they thought that face-to-face contact with the
teacher is essential for them.
Moreover, the statement number 4, 3, and 8 investigated students' opinion about online
and offline class (conventional). There were 81 students (80.4%) stated that they disagreed
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about online learning more motivating them than conventional learning. It means that they
preferred to learn in the classroom than learning online. According to (Presence & Chen, 2017)
motivation is the most crucial factor that should be considered in online learning. They also
suggested that how to increase students' motivation in learning online by designing an online
course that increases the students' motivation, especially their intrinsic motivation. In
conclusion, the students found different senses in learning online and conventional learning.
They also had a lack of motivation of the students in learning online rather than in the regular
class that has face-to-face contact with the teacher. Because of this problem, teachers should
create an excellent online course that can improve students' motivation to learn by designing
an efficient and effective online learning method.
Furthermore, students' ability to improve their skills in the online class is expressed in statement
number 6, 9, 10, and 12. More than half of students felt quite challenging to accomplish
grammar tasks through online class without attending the class and guidance from the teacher
directly (59 students or 52.7%). Then, 40.7% of students did not agree that they can improve
listening skills through the internet rather than in the classroom. The students somewhat agreed
that they could finish all of their tasks without finding the problems (46% or 52 students). From
these data, it can be inferred that not all the students can improve their English skills and
complete their tasks well in the online class. They found some problems that can make them
cannot finish the task well.
Next, the questioner number 5 and 12 showed about students' time management and
effectiveness of joining online learning. 80.4% of the students stated that they disagreed that
all of the courses on the campus are effective if they learn it online. Some of them felt somewhat
agree that they can manage their time effectively and efficiently to finish the task given by the
teacher in an online class. In short, the students also found some problems in managing time to
submit the task. Sometimes, they could do it on time, and sometimes they could not collect the
assignment in the time that has been set together.
Last, based on questioner number 14, it is inferred that the reason why the students had
limited access to the internet was the signal. Since the students came from different are of
living, not all the area has an excellent signal to support online teaching and learning. There
were 55.8% of 113 students said that they had a problem with the signal.
Based on the data above, most of the students did not agree with online learning. There
were many problems related to online learning. First, they had difficulties doing
communicating with their friends and the teacher. Because of that, they did not have a good
collaboration in learning. Second, they thought that the online class process was very different
from the offline class they have to adopt it more. Then, it was hard for them to improve their
English skill in an online class, and sometimes they found difficulties in managing their time
in learning. Last, the most crucial problem for them was the signal limitation that may disturb
their teaching and learning process in the online class.
Data from Interview
In the interview section, some of the questions were adopted from the questioner to
know the profound reason why did those problems happen. The interview was also used to
clarify if the data in the questioner were valid and reliable. The data from the interview can be
concluded as follow: Most of the students preferred face-to-face learning rather than online
learning. They had several reasons why the students liked to learn in the classroom or
conventional class. First, in the classroom, they can catch the materials given by the teacher
quickly. If they have a problem with doing something, they can directly ask and do not need
much time to wait for the answer. They can also see the expression of the teacher when pointing
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out the vital point when explaining it. Second, the students thought that the interaction between
students and the teacher in the classroom is essential. They felt that the teacher is the role model
in the English classroom. They can directly imitate the ways the teacher speaks when doing the
interaction with them. It could also be supported for them to support their language more.
Third, most of the students also did not fully concentrate when joining an online class at home.
Many factors may disturb their focus when learning, such as their environment. Sometimes the
member of their family asks them to do something when they are listening to the teacher
explanation, or they had to their household duty at the same time with their class. Because of
that, the students lose their concentration and could not understand well the materials offered
by the teacher. Next, in doing the group work or group discussion. Most of the students stated
that it was hard for them to discuss something with their friends in online learning. They did
not make the maximal effort with their friends in the group discussion and tried to do their job
without sharing the ideas between them.
Furthermore, in completing the task, when the teacher asked them to collect the task at
a particular time, most of the students felt under pressure to do it. They tried to do it in a hurry
and did not consider whether it is correct or not. They felt worried that the teacher does not
want to correct their task when it is late in submitting. On the other hand, if they are in the
classroom, they can ask the teacher to give additional time, and they can feel relax and
completing the task. The next problem that they found in submitting the task was signal.
Sometimes, it was hard for them to collect the task on time because they lose their connection.
They could not confirm their teacher about it so they might not have the mark for that meeting.
In conclusion, based on the data from the interview above, it can be stated that there were some
problems faced by the students in online learning that make them preferred to choose face-to-
face or conventional classes. First, it was hard for them to understand the material well because
it was hard for them to ask or give feedback directly to the teacher. Second, there was no
interaction, or they did not feel the role model that can be imitated. Third, it was hard for them
to have full concentration in learning because many factors may disturb it, such as their
environment. Then, the students also hard to do collaboration or discussion to share their ideas
in the group work session. Next, they felt under pressure when completing the task. Last, signal
or connection.
CONCLUSION AND SUGGESTION
Based on the data that analyzed and the research finding, it can be concluded that online
learning may come up like a new problem for the students. Since the students come from
different places, they had different problems. However, most of the students in Fort De Kock
Bukittinggi likes to learn face-to-face learning rather than online learning. They state that face
to-face learning more effective and motivating than to learn especially English subjects.
Besides, they can improve their skills in English in the class because they can directly ask the
teacher and share with their classmate. Then, it was hard for the students to do they collaborate
or cooperate with their friends in group work. The communication could not run well if it is
only by using a cellphone or email because it is not free to explore what they want to say. The
other problem is the lack of internet connection. Some of them live in a place that far from the
city. It makes it hard to find a good connection to join the class and submit their task on time.
In short, the students do not ready to face online classrooms in the pandemic era. Some
problems faced by the students when learning online.
Moreover, it is suggested that the teacher to create and design a teaching method that
makes the students can learn the materials well in this pandemic to make the goals of the
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learning can be achieved. The government should take in part in finding the solution to these
problems. It is not enough by providing the quota for learning; the government should increase
the connection of the internet provider not only in the big city but also in the rural area. It hopes
that all of the students in all of the places can access the internet well without facing a problem
with the signal anymore. Last, in this pandemic situation, good collaboration between students,
teachers, and the government is needed to solve the problems related to online learning. The
further researcher is expected to do to explore more about online learning to make teaching and
learning in the pandemic era can be achieved well and maximal.
ACKNOWLEDGMENT
The authors give thanks to Fort De Kock University that has been given a chance to
conduct the research. Then, many big thanks to all the writers' friends who had helped to
distribute the questioner in their class. Next, to the parties who have provided facilities and
assistance for the accomplishment of this article. Hopefully, this article can be used correctly
and as an input for teachers and government to face online learning in the pandemic era.
Criticism and suggestions that constructive will be accepted to improve this for the further
article.
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Presence, S., & Chen, J. V. (2017). Online Learners ’
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