Online Teaching during the Covid-19 Crisis in Indonesia: Is It Effective?
DOI:
https://doi.org/10.47134/ijsl.v2i3.146Keywords:
Online Teaching, The Covid-19, English Lecturer, ChallengesAbstract
The covid-19 plague compels ELT lecturers in Indonesia to move their teaching method from face-to-face to online teaching in a short time suddenly. However, the government has not fulfilled the facilities and infrastructure to do online teaching. This study investigated the effectiveness of online teaching implementation at the university level based on the English lecturers' perceptions. This study involved 46 lecturers from Indonesia in different areas, such as South Kalimantan, East Java, Central Java, West Java, Central Sulawesi, South Sulawesi, and Jakarta. The researcher used two instruments to collect the data: semi-structured interviews and questionnaires. The researcher made the data reduction and displayed to analyze the qualitative data, whereas for quantitative data, the researcher analyzed by statistical calculation. The findings of this study indicated that online teaching implementation was not effective yet. The English lecturers faced several significant challenges during online teaching implementation during the Covid-19 plague.
Downloads
References
Albashtawi, A. H., & Al Bataineh, K. B. (2020). The effectiveness of google classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning, 15(11), 78–88. https://doi.org/10.3991/IJET.V15I11.12865.
Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and opportunities for Russian higher education amid covid-19: Teachers’ perspective. Education Sciences, 10(12), 1–11. https://doi.org/10.3390/educsci10120368.
Arifani, Y. (2019). The application of small Whatsapp groups and the individual flipped instruction model to boost EFL learners’ mastery of collocation. Call-Ej, 20(1), 52–73. http://callej.org/journal/20-1/Arifani2019.pdf.
Bikowski, D. (2016). Effects of Web-Based Collaborative Writing on Individual L2 Writing Development. Language Learning & Technology, 20(1), 79–99. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44447/20_01_bikowskivithanage.pdf.
Borup, J., & Evmenova, A. S. (2019). The effectiveness of professional development in overcoming obstacles to effective online instruction in a college of education. Online Learning Journal, 23(2), 1–20. https://doi.org/10.24059/olj.v23i2.1468.
Butler, N. D. (2017). Learning to speak in the digital age: an examination of instructional conditions for teaching public speaking online. Voice and Speech Review, 11(1), 40–54. https://doi.org/10.1080/23268263.2017.1370805.
Çetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 1–10. https://doi.org/10.1111/jcal.12255.
Chang, W. Y. (2020). Exploring solutions to decrease Taiwanese university lower achievers’ English writing difficulties via blogging. Call-Ej, 21(2), 114–131. http://www.callej.org/journal/21-2/Chang2020.pdf.
Dehghanzadeh, S., & Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151–156. https://doi.org/10.1016/j.nedt.2018.09.027.
Dimaculangan, K. A., Hadji Abas, H., & Quinto, C. S. (2022). Narrative Study of Teaching Strategies and Challenges Encountered by Teachers in Synchronous Online Classes. International Journal of Social Learning (IJSL), 2(2), 201–216. https://doi.org/10.47134/ijsl.v2i2.113.
Fageeh, A., & Mekheimer, M. A. A. (2013). Effects of Blackboard on EFL Academic Writing and Attitudes. JALT CALL Journal, 9(2), 169–196. https://files.eric.ed.gov/fulltext/EJ1107985.pdf.
Francis, K., Salter, J., Costanzo, L., Desmarais, S., Troop, M., & Parahoo, R. (2019). Scribe hero: An online teaching and learning approach for the development of writing skills in the undergraduate classroom. Online Learning Journal, 23(2), 217–234. https://doi.org/10.24059/olj.v23i2.1531.
Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped Teaching with CALL in EFL Writing Class : How Does It Work and. European Journal of Educational Research, 8(4), 983–997. https://doi.org/10.12973/eu-jer.8.4.983.
Henrie, C. R., Bodily, R., Manwaring, K. C., & Graham, C. R. (2020). Exploring Intensive Longitudinal Measures of Student Engagement in Blended Learning. International Review of Research in Open and Distributed Learning, 16(3), 131–155. https://doi.org/10.19173/irrodl.v16i3.2015.
Imleesh, R. M. M., Humaida, I. A. I., & Hasibuan, M. A. H. (2020). The Effectiveness of Classroom and Online Learning: A Study for Social Education Students during Covid-19. International Journal of Social Learning (IJSL), 1(1), 54–61. https://doi.org/10.47134/ijsl.v1i1.7.
Kamal, T., & Illiyan, A. (2021). School teachers’ perception and challenges towards online teaching during COVID-19 pandemic in India: an econometric analysis. Asian Association of Open Universities Journal, 16(3), 311–325. https://doi.org/10.1108/AAOUJ-10-2021-0122.
Leis, A., Cooke, S., & Tohei, A. (2016). The effects of flipped classrooms on English composition writing in an EFL environment. In Blended Learning: Concepts, Methodologies, Tools, and Applications (Vol. 4, Issue 32, pp. 1272–1287). https://doi.org/10.4018/978-1-5225-0783-3.ch062.
Lin, H. (2015). Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis. ReCALL: The Journal of EUROCALL, 27(3), 261. https://doi.org/10.1017/S095834401400041X.
Mącznik, A. K., Ribeiro, D. C., & Baxter, G. D. (2015). Online technology use in physiotherapy teaching and learning: A systematic review of effectiveness and users’ perceptions. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0429-8.
Mehring, J. (2016). Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom. Computers in the Schools, 33(1), 1–10. https://doi.org/10.1080/07380569.2016.1139912.
Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and barriers to ICT use among English teachers in Indonesia. Teaching English with Technology, 18(1), 3–23. http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-34ba375d-50d4-4341-9c9b-6e6fd275c1c0/c/ARTICLE1.pdf.
Nguyen, N. Q., Lee, K. W., Nguyen, D. N. P., & Naidu, S. (2019). An investigation into using flipped classroom model in an academic writing class in Vietnam. International Journal of Computer-Assisted Language Learning and Teaching, 9(1), 32–57. https://doi.org/10.4018/IJCALLT.2019010103.
Payne, J. S. (2020). Developing L2 productive language skills online and the strategic use of instructional tools. Foreign Language Annals, 53, 243–249. https://doi.org/10.1111/flan.12457.
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Computers & Education Challenges in the online component of blended learning : A systematic review. Computers & Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701.
Safford, K., & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Journal of Educational Technology, 47(1), 135–150. https://doi.org/10.1111/bjet.12222.
Setyorini. (2020). Pandemi COVID-19 dan Online Learning: Apakah Berpengaruh Terhadap Proses Pembelajaran Pada Kurikulum 13? Jiemar, 1(1b), 95–102. https://doi.org/10.7777/jiemar.v1i1.31.
Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. bt, & Chen, W. S. (2020). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305–316. https://doi.org/10.1080/14703297.2019.1574597.
Tseng, S.-S., & Yeh, H.-C. (2018). Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension. Interactive Learning Environments, 26(6), 789–802. https://doi.org/10.1080/10494820.2017.1412989.
Wang, C., Hsu, H.-C. K., Bonem, E. M., Moss, J. D., Yu, S., Nelson, D. B., & Levesque-Bristol, C. (2019). Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior, 95, 114–125. https://doi.org/doi.org/10.1016/j.chb.2019.01.034.
Xia, J. C., Fielder, J., & Siragusa, L. (2013). Achieving better peer interaction in online discussion forums: A reflective practitioner case study. Issues in Educational Research, 23(1), 97–113. https://espace.curtin.edu.au/bitstream/handle/20.500.11937/13284/196902_108132_Xia_Achieving_better_peer_interaction.pdf?sequence=2&isAllowed=y.
