Sukmawati, Sujarwo, Dewi Nidia Soepriadi, Nurul Amaliah: Online English Language Teaching…

AL-TA'LIM JOURNAL, 29 (1), 2022, (62-69)

(Print ISSN 1410-7546 Online ISSN 2355-7893)

Available online at http://journal.tarbiyahiainib.ac.id/index.php/attalim

Online English Language Teaching in the Midst of Covid-19

Pandemic: Non EFL Students' Feedbacks and Responses
Received: 09th September 2021 Revised: 13th February 2022; Accepted: 27th February 2022
Permalink/DOI: http://dx.doi.org/10.15548/jt.v29i1.732

Sukmawati *) Abstract: The study aims to determine students’ responses and

Universitas Megarezky, Sulawesi feedbacks during online learning in English courses during Covid - 19.
Selatan, Indonesia. The research method used descriptive quantitative method. Data were
E-Mail: sukmar.dilla@gmail.com taken using questionnaires and interviews. The questionnaire was
prepared through Google Form and a link was sent to students, and
Sujarwo lecturers via WhatsApp. The population and sample in this study were
Universitas Megarezky, Sulawesi students of the DIII TLM study program, S1 Pharmacy, S1 PGSD and
Selatan, Indonesia. S1 ARS at Universitas Megarezky who took English courses. The
E-mail: jarwo.ibrahim@gmail.com instrument used is a response questionnaire and student feedback during
online learning. Based on data processing and analysis that online
learning carried out by lecturers in English courses has been effective,
Dewi Nidia Soepriadi efficient, varied, helping students understand the material, forming
Universitas Pattimura, Ambon, independent learning, and increasing student active participation in
Maluku Indonesia. learning. There are several important findings regarding online learning
E-mail: during the COVID-19 pandemic. Zoom, WhatsApp and Google
dewi_nidiasoepriadi@yahoo.com Classroom are the most widely used applications as learning media.
There are several obstacles experienced by teachers and students during
Nurul Amaliah the implementation of online learning related to internet access and
Institut Agama Islam Darud Da’wah quotas. Both students and teachers long for face-to-face learning
Wal Irsyad, Polewali Mandar, activities directly in the classroom. Both students and teachers long for
Sulawesi Barat, Indonesia. face-to-face learning activities directly in the classroom. Zoom,
E-mail: nurulamaliah13@gmail.com WhatsApp and Google Classroom are the most widely used as learning
media. There are several obstacles experienced by teachers and students
*) Corresponding Author during the implementation of online learning related to internet access
and quotas. Both students and teachers long for face-to-face learning
activities directly in the classroom.

Keywords: English online learning; feedback; response.

How to Cite: Sukmawati, S., Sujarwo, S., Soepriadi, D., & Amaliah, N. (2022). Online English Language Teaching
in the Midst of Covid-19 Pandemic: Non EFL Students' Feedback and Response. Al-Ta lim Journal, 29(1).
http://dx.doi.org/10.15548/jt.v29i1.732

INTRODUCTION of education (Stambough et al., 2020). Many

countries around the world have closed
At the beginning of 2020, people academic activities in schools and universities
around the world were shocked by the to prevent the transmission of COVID-19.
outbreak of the COVID-19 disease. This Social distancing is believed to be able to break
disease has been declared a global pandemic the chain of transmission of COVID-19 (Ong
because this disease has spread to various et al., 2020).
countries and more than one million people
have been infected with COVID-19 (WHO, The Covid-19 pandemic has changed
2020). The global COVID-19 pandemic has the order of learning that has been carried out
affected many aspects of life including aspects by lecturers at universities. Online learning is
one of the main strategies that must be carried

62

© 2022 by Al-Ta’lim. This work is licensed under (CC-BY-SA)

 Sukmawati, Sujarwo, Dewi Nidia Soepriadi, Nurul Amaliah: Online English Language Teaching… 63

out by lecturers in order to ensure that the lecturers who carry out online lectures can
learning process continues. Online learning is prepare better online learning (Koroh, 2020).
a challenge for lecturers to carry out learning Then During the pandemic, teachers faced
activities that provide the competencies requirements quickly to provide feedback to
needed by students in the future. Online students remotely and perform all online
learning has a different pedagogical effect teaching roles. The authors in this section build
from face-to-face learning (Setiono, 2021). a strong argument that functional feedback is
This is a challenge for lecturers to carry out critical when students and teachers work
meaningful online learning activities. The remotely. They argue for personalized learning
presence of many online learning platforms that requires feedback at different points of the
has changed the current and future learning learning process utilizing multiple functions
paradigm. This is something that must be and forms of feedback and, importantly, using
anticipated by lecturers by thinking about what contextualization and situational approaches
online learning strategies have a positive (Istenič, 2021).
pedagogical effect for internalizing the various
competencies needed by students, especially Research related to online learning
the competencies they will need in the future. during the COVID-19 pandemic puts a lot of
In this condition, lecturers must have specific emphasis on learning outcomes, online models
pedagogical abilities for online learning that used or student responses. Based on the results
are different from face-to-face pedagogy in of the temporary analysis during online
class. learning during Covid 19. There are some
important components to be studied as
Distance learning in the network feedback in the implementation of distance
(online) is a new thing both teachers and learning. The responses of students and parents
students themselves (Rompas, 2021). The use are important as feedback on the quality of
of technology in learning encountered many learning carried out by teachers. Likewise,
obstacles such as the network, the availability teacher responses can provide feedback on the
of balance and frequent blackouts, so that teaching and learning process that is being
students became lazy to take lessons. The carried out.
existence of these obstacles will lead to
different student responses and feedback. Feedback is an essential component of
There are several studies related to online any learning experience. It allows students to
learning during the COVID-19 pandemic identify gaps in their learning and improve
which state that student responses to this their self-regulation (Pinheiro Cavalcanti et al.,
online learning method are quite diverse. From 2019). Feedback generally refers to
the results of the analysis of this study, it information provided by others about a
describes the behaviour of students in online person's performance. Such a definition is
learning quite well because the learning rather broad, and can include verbal/written
process is more flexible and does not take up values and comments. In the article the focus
much time. However, students still prefer to is on feedback in the form of written teacher
study at school rather than distance learning comments(Song & Lee, 2017). Feedback
due to the constraints of facilities and costs and improves learning outcomes and effective
the lack of classroom interaction (Padli & feedback requires teachers to first interpret
Rusdi, 2020). The results of the study showed student work or responses and then provide
that the overall response of students to online students with information that will improve
learning during the covid-19 pandemic was their learning (Ruiz-Primo & Li, 2013).
very positive with a percentage of 77.71% and However, classroom feedback is generally
student learning independence towards online delivered by teachers through one-sided, one-
learning during the covid-19 pandemic was way messages, thereby limiting learning
very positive with a percentage of 77.50%. The opportunities for students. The scientific
conclusion is that online lectures during the literature argues that feedback from one
Covid-19 pandemic gave a very positive direction, while important, is inadequate.
response. From these results, it is hoped that Instead, researchers have suggested that

© 2022 by Al-Ta’lim. This work is licensed under (CC-BY-SA)

64 Volume 29, Number 1, February, 2022, Page 62-69

feedback should generally be viewed as a gather data (Bogdan & DeVault, 2016);
continuum and optimized from two-way (Creswell, 2014); (Creswell, 2021); (Gall, M.
feedback (Boud & Molloy, 2013). This D., Gall, J. P., & Borg, 2007); (Sugiyono,
feedback can be collected through 2010);(Šuvaković, 2011). This research is one
questionnaires or interviews (Mak, 2019). At that involves students as respondents. This
the tertiary level, feedback tends to be focused study aims to examine student responses and
on the subject matter, as multiple disciplines feedback on online learning carried out by the
provide teaching and understanding of the DIII TLM program, S1 Pharmacy, S1 PGSD
content. Feedback is usually given on and S1 ARS Universitas Megarezky. The
rhetorical structure (related to argumentation), research sample was selected randomly. The
language (related to communication), and questionnaire was prepared through Google
format (related to genre understanding) (Song Form.
et al., 2017). The aim is to study the feedback
process in online learning, in a secondary The research method used in this
education setting learning English as a second research is descriptive quantitative method.
language (ESL). The adoption of online Data were taken questionnaire and interviews.
learning has witnessed a staggering increase in The population and sample in this study were
the last few decades, and countless online students of the DIII TLM program, S1
platforms offer second language learning Pharmacy, S1 PGSD and S1 ARS Universitas
services (Aguerrebere et al., 2018). Feedback Megarezky who took English courses. The
may be useful to decision makers in either fully instrument used a response questionnaire and
online or mixed environments (Espasa, A., students’ feedback during online learning.
Mayordomo, R. M., Guasch, T., & Martinez- Furthermore, from 155 respondents were
Melo, 2019); (Ferrara & Butcher, 2012). asked to be willing to be interviewed in depth
to support the research data obtained. Data
Based on previously researchers obtained then processed in the form of
conducted about online learning during percentages then interpreted and analyzed
pandemic focusing on feedback side, the quantitatively supported by other research
researchers focus on student responses and findings.
feedback in online English language teaching
in the midst of covid-19 pandemic. This is due RESULTS AND DISCUSSION
to online learning as a new thing both for
teachers and for students themselves in which The results of the study found several
the learning process is not face to face but only facts from the analysis of respondents' answers
uses technology in the learning process. The related to Online English Language Teaching
use of technology in learning encountered in the Midst of Covid-19 Pandemic: Non EFL
many obstacles such as the network, the Students' Feedback and Response in receiving
availability of quotas and frequent blackouts, lessons online. This data was taken from all
so that students became lazy to take lessons. students who took English lectures in the DIII
The aims of study were to determine students’ TLM study program, S1 Pharmacy, S1 PGSD
responses and feedbacks using online learning and S1 ARS Megarezky University.
in English courses during Covid – 19 Questionnaires were distributed via Whatsapp
pandemic.Therefore, the results of this Application messages. All students answered
research are expected to be used as a guide for that online learning experienced many
improving the teaching and learning process. obstacles such as slow network, blackouts,
difficulty asking questions, some lessons were
METHOD difficult to understand, lack of guidance from
the teacher, many assignments, limited quota,
This research is included in the too noisy atmosphere and some lessons could
descriptive quantitative research. This research not be practiced. The provision of skills and
is more concerned with what rather than how knowledge to students which is a teaching
or why something has happened. Therefore, process (teaching and learning process) is
observation and survey tools are often used to carried out by teachers in schools using various

© 2022 by Al-Ta’lim. This work is licensed under (CC-BY-SA)

 Sukmawati, Sujarwo, Dewi Nidia Soepriadi, Nurul Amaliah: Online English Language Teaching… 65

certain methods. The reciprocal relationship technology, preventing us from Corona, saving
between teachers (educators) and students transportation costs, being able to save pocket
(students) is an important factor in efforts to money, being able to help parents work while
achieve the realization of a good teaching and studying. One of the benefits of studying from
learning situation in educational and teaching home is to prevent the increasing spread of the
activities. corona virus, so the physical and mental health
In addition to the obstacles faced, there of students and lecturers is the main
were responses stated that studying from home consideration in implementing educational
online was useful for making students policies. This result of research was proven by
independent, being able to develop some data below:

Figure 2. Online learning makes independent

Figure 1. Response Student learning for students

Figure 1 showed that the most students Based on data that Online learning
(60.6%) stated the responsible, did their part, made independent learning for students of Non
20% the easy going – too relaxed. no targets, EFL students Universitas Megarezky, there are
study in moderation and 18.1% the extra miles 73.5% agree, 18.1% disagree and 7.7%
- learn more than required productive from strongly agree
home.

Figure 3. During this Covid-19 period study at home using an online learning platform

According to students, there were situation and needs of students. The

several types of online learning platforms for recommendation of students about using the e-
their home study, including Google learning platform of 95.5% was Zoom
Classroom, WhatsApp, Zoom, Telegram and application.
Instagram. However, not all of them match the

© 2022 by Al-Ta’lim. This work is licensed under (CC-BY-SA)

66 Volume 29, Number 1, February, 2022, Page 62-69

development of ideas, than with the

mechanical aspects of writing. This study
serves as a useful guide to teachers when
providing feedback, and also serves to
encourage further research involving different
groups of students in different contexts (Song
Figure 4. Students’ response after the Covid-19
& Lee, 2017). Moreover, the other previous
pandemic ended study stated that deals with the issue of student
feedback in higher education and presents an
Non EFL students Universitas online feedback-system and its integration into
Megarezky still chose the online learning the teaching process. It shows some empirical
process after the Covid-19 pandemic ended, based experiences made with the feedback-
students still chose the online learning process system in three courses in a German University
in the classroom (61.3%), while they wanted a of Applied Sciences. It becomes visible that
combination of online and offline as many as feedback-systems have the potential to
32.9%. They argued that interactions in the improve the quality of teaching and make
classroom made it easier for them to learning more interactive and student-oriented
understand the material being studied and (Song & Lee, 2017).
more clearly. The abilities possessed by
students in one class were not the same, they Student feedback dramatically speeds
needed direct guidance. up learning, reminding themselves that being
an educator requires constant reflection and
Some previous studies stated that the growth allows for continuous feedback when
online interview session was also applied to teaching online. Students are the ones who
gather the information concerning the impact actually stick to the virtual classroom
of the constructive feedback provision on approach. They are uniquely positioned to
students' motivational aspects. It is therefore share what works and what doesn't. For
concluded that the provision of constructive example, if I receive feedback that is factually
feedback student's motivation and knowledge inaccurate or feedback that threatens aspects
while they were participating in online (e.g., feedback that questions the teacher's
learning program (Susilana & Pribadi, 2021). attention in planning. Can identify and label
Then it showed that the students paid more feedback triggers. Open-ended questions were
attention to feedback on the rhetorical structure on a voluntary basis. As could be seen in Table
of their writing. 1, the opportunity to give open feedback was
used frequently by all students. The response
There was no statistically significant was high; still it was different in the courses.
difference in the students' revisions of The open answers can be divided into feedback
language/style and format. The results suggest concerning the quality of teaching and
that the students were more concerned with feedback concerning the individual learning
macro issues concerning the clarity of their situation. In total 155 responses were given in
thesis/topic statements and the logical three courses.
Table 1. Number of responses in open questions in all courses.

Number of
Feedback Total
Students
Positive 135
Feedback concerning the quality of
155
teaching negative 20

Hints 25
Feedback concerning the individual
Questions 80 155
learning situation
Problems 50

© 2022 by Al-Ta’lim. This work is licensed under (CC-BY-SA)

 Sukmawati, Sujarwo, Dewi Nidia Soepriadi, Nurul Amaliah: Online English Language Teaching…

Students' comments varied greatly. learning changes in the context of the crisis
Most of the comments (135) refer to the quality caused by the pandemic (Coman et al., 2020).
of teaching. Open answers were for example “I
really like the example you gave last lesson. Findings revealed that the majority of
NOW I understand!”, or “Your explanation students in this study preferred written,
was too fast the last time!” Questions about the specific, detailed, regular, constructive, and
individual learning situation mainly refer to timely feedback. Students showed interest in
understanding problems and questions (in total the feedback they received and desired to
50). Students made examples with code, they discuss with their lecturers about the feedback
asked simple understanding questions, for in online learning. The findings emphasize the
example “I still have some problems with need for dialogic feedback where students and
materials “Could you please explain the lecturers can share an understanding of what
Coronavirus? Thanks!”.Those hints, questions feedback is and improve the way the feedback
and problems were collected and discussed process is done. Students work collaboratively
together in the next session. to describe optimal feedback for an online
learning system. The results show that
Some previous results of research students' previous experiences (positive and
stated that in the midst of the covid-19 negative) with traditional feedback guide their
pandemic, the students are interested in using perception preferences regarding online
online learning in which can be accessed feedback. Students are aware of the many
flexible, anywhere and everywhere. The best special challenges they face during online
application used by lecturers and students was research, and expressed a strong desire for
WhatsApp application. It was revealed that technology that can support the identification
university students ‘perception on verbal of valid and relevant online content. The need
interaction gave the positive feedback towards for self-reported online feedback is consistent
WhatsApp chat group. This proves that with the successful features of digital learning
ordinarily learners selected agree with utilizing environments that have been shown to support
WhatsApp chat group in doing verbal deeper learning. This study shows that
interaction. Hence, utilizing of WhatsApp chat students' perceived needs and preferences have
group can be recommended as an efficient a strong impact on the degree to which they are
technique in verbal interaction for teaching and likely to assess and utilize feedback in online
learning process (Sujarwo, S., Sukmawati, S., learning.
Asdar, A., Siradjuddin, S., & Ariani, 2020).
Then, it can be stated that the students' CONCLUSION AND
perspective on online learning had a positive RECOMMENDATION
impact in the midst of the covid-19 pandemic
(Sujarwo et al., 2020). In line with the results Based on student responses, Learning
of research conveyed that students’ responses from Home or Work from Home (WFH)
to this online learning method are quite through online learning in the network has a
diverse. From the results of the analysis of this negative and positive impact on students.
study, it describes the behavior of students in Judging from the obstacles faced, this method
online learning quite well because the learning causes learning to be unattractive and
process is more flexible and does not take up unpleasant because the material is difficult to
much time(Padli & Rusdi, 2020). Then the understand and cannot work together with
results of the research revealed that higher friends, because the tasks given are
education institutions in Romania were not independent and not in groups so they are not
prepared for exclusively online learning. Thus, effective and active. Studying at home is not
the advantages of online learning identified in better than at school, because at home there are
other studies seem to diminish in value, while many things that can interfere with learning
disadvantages become more prominent. The such as slow networks, blackouts, difficulty
hierarchy of problems that arise in online asking questions, some lessons are difficult to
understand, lack of guidance from teachers,

67

© 2022 by Al-Ta’lim. This work is licensed under (CC-BY-SA)

68 Volume 29, Number 1, February, 2022, Page 62-69

lots of assignments, limited quota, too noisy Creswell, J. W. (2021). A concise introduction
atmosphere and there are some lessons cannot to mixed methods research. SAGE
practice publications.
While the positive impacts felt by Espasa, A., Mayordomo, R. M., Guasch, T., &
students from Learning from Home through Martinez-Melo, M. (2019). Does the
online learning include: increasing students' type of feedback channel used in online
insight into the use of technology in learning learning environments matter?
and making them more independent, Students ’ perceptions and impact on
preventing the spread of the corona virus, learning. Active Learning in Higher
saving transportation costs, and pocket money Education, 1–15.
or pin money, can help parents work while https://doi.org/10.1177/146978741989
learning and the existence of togetherness with 1307
the family.
Ferrara, L. A., & Butcher, K. R. (2012).
Exploring students’ perceived needs
REFERENCES and ideas about feedback in online
learning environments: Implications
Aguerrebere, C., Cabeza, S. G., Kaplan, G., for digital design. International
Marconi, C., Cobo, C., & Bulger, M. Journal of Cyber Behavior,
(2018). Exploring feedback Psychology and Learning, 2(2), 48–70.
interactions in online learning https://doi.org/10.4018/ijcbpl.2012040
environments for secondary education. 104
CEUR Workshop Proceedings, 2231,
1–10. Gall, M. D., Gall, J. P., & Borg, W. R. (2007).
Educational Research: An
Bogdan, S. J. T. R., & DeVault, M. L. (2016). Introduction (Eighth ed. Ed.), Boston,
Introduction to Qualitative Research Massachusetts: Pearson Publishing
Methods. John Wiley & Son, Inc, Allyn and Bacon.
Hoboken, New Jersey.
Istenič, A. (2021). Online learning under
Boud, D., & Molloy, E. (2013). Assessment & COVID‑19: Re‑examining the
Evaluation in Higher Education prominence of video‑based and
Rethinking models of feedback for text‑based feedback. Association for
learning: The challenge of design. Educational Communications and
Assessment & Evaluation in Higher Technology, 69, 117–121.
Education, 36(6), 698–712. https://doi.org/10.1007/s11423-021-
https://doi.org/10.1080/02602938.201 09955-w Online
2.691462
Koroh, T. D. (2020). Respons mahasiswa
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., terhadap pembelajaran daring dan
Stanciu, C., & Bularca, M. C. (2020). kemandirian belajar mahasiswa selama
Online teaching and learning in higher pandemi covid-19. Widyadewata :
education during the coronavirus Jurnal Balai Diklat Keagamaan
pandemic: Students’ perspective. Denpasar, 3, 54–59.
Sustainability (Switzerland), 12(24),
1–22. Mak, P. (2019). From traditional to alternative
https://doi.org/10.3390/su122410367 feedback: What do L2 elementary
students From traditional to alternative
Creswell, J. W. (2014). Research design: feedback: What do L2 elementary
Qualitative, quantitative, and mixed students think ? International Journal
methods approaches (4th ed.). SAGE of Applied Linguistics, February.
Publications, Inc. https://doi.org/10.1111/ijal.12250

© 2022 by Al-Ta’lim. This work is licensed under (CC-BY-SA)

 Sukmawati, Sujarwo, Dewi Nidia Soepriadi, Nurul Amaliah: Online English Language Teaching… 69

Padli, F., & Rusdi. (2020). Respon Siswa https://doi.org/10.1177/003368821769

dalam Pembelajaran Online Selama 1445
Pandemi. Social Landscape Journal,
1(3), 1–7. Sugiyono, S. (2010). Metode penelitian
kuantitatif dan kualitatif dan R&D.
Pinheiro Cavalcanti, A., Ferreira Leite De Alfabeta.
Mello, R., Rolim, V., André, M.,
Freitas, F., & Gasevic, D. (2019). An Sujarwo, S., Sukmawati, S., Akhiruddin, A.,
analysis of the use of good feedback Ridwan, R., & Suharti Siradjuddin, S.
practices in online learning courses. S. (2020). An Analysis of University
Proceedings - IEEE 19th International Students’ Perspective On Online
Conference on Advanced Learning Learning in The Midst of Covid-19
Technologies, ICALT 2019, 153–157. Pandemic. Jurnal Pendidikan Dan
https://doi.org/10.1109/ICALT.2019.0 Pengajaran, 53(2), 125.
0061 https://doi.org/10.23887/jpp.v53i2.249
64
Rompas, M. (2021). Respon Siswa terhadap
Belajar dari Rumah pada Masa Corona Sujarwo, S., Sukmawati, S., Asdar, A.,
Virus Melalui Pembelajaran Jarak Jauh Siradjuddin, S., & Ariani, N. (2020).
dalam Jaringan. Jurnal Kreatif Online University Students’ Perception on the
(JKO), 9(1), 34–45. Verbal Interaction through WhatsApp
Chat Group. Al-Ta Lim Journal, 27(3),
Ruiz-Primo, M. A., & Li, M. (2013). 250–257.
Analyzing Teachers’ Feedback https://doi.org/10.15548/jt.v27i3.633
Practices in Response to Students’
Work in Science Classrooms. Applied Susilana, R., & Pribadi, B. A. (2021). World
Measurement in Education, 26(3), Journal on Educational Technology:
163–175. Current Issues open and distance
https://doi.org/10.1080/08957347.201 students. World Journal on
3.793188 Educational Technology: Current
Issues, 13(3), 514–528.
Setiono. (2021). Analisis Respon Mahasiswa https://doi.org/httpsdoi.org/10.18844/
dalam Pembelajaran Online Berbasis wjet.v13i3.5959 1.
Aktifitas di Perguruan Tinggi. Jurnal
Pendidikan, 9(2), 15–23. Šuvaković, U. (2011). On Exceeding of
Division for Qualitative and
Song, G., Hoon, L. H., & Alvin, L. P. (2017). Quantitative Researches in
Students’ Response to Feedback: An Contemporary Scientific
Exploratory Study. RELC Journal, Methodology. Srpska Politička Misao,
48(3), 357–372. 34(4), 395–420.
https://doi.org/10.1177/003368821769 https://doi.org/10.22182/spm.3442011
1445 .20
Song, G., & Lee, H. H. (2017). Students ’ WHO. (2020). Coronavirus. Geneva: World
Response to Feedback: An Exploratory Health Organization.
Study. RELC Journal, May.

© 2022 by Al-Ta’lim. This work is licensed under (CC-BY-SA)