CHAPTER III RESEARCH METHODS RESEARCH METHODS
B. Research Findings and Data Analysis
2. The EFL learners’ motivations towards using e-learning in English subjects
In the field, the researcher found that motivation could establish successful learning. In online learning, the EFL learners 10th grade of MAN 3 Jembrana as the participants of this research during the COVID-19 pandemic express their motivation. The researcher divided motivation factors into two categories they are intrinsic and extrinsic factors.
a. Intrinsic Motivation
After getting the data, the researcher found that internal motivation influenced the EFL learners’ experiences of using e- learning in English subjects. Most of the EFL learners’ participants agreed that they were intricately motivated in their online learning.
Their online learning was driven by their 1) ambition, belief, or dream to learn and gain new knowledge, and (2) enjoyment in experiencing new learning methods. Each factor will be explained as follows. First, they claimed that they were motivated in online learning, especially in the utilization of e-learning because they have ambition, willingness to learn and gain new knowledge.
It was stated by student P1, as follows:
“Motivasi saya selama belajar online dimasa pandemic ini, meskipun kita belajar online, bukan berarti kita menjadi malas belajar. Tidak ada alasan untuk malas belajar, malah seharusnya kita semakin rajin belajar.100”
“My motivation in online learning during COVID-19 is being diligent in studying. There is no exception to being lazy to study.
It was supported by student P2, as follows:
“Belajar menggunakan E-learning selama masa pandemic ini adalah hal baru baru buat saya.101”
“Learning using e-learning during the pandemic situation is a new thing for me.”
Additionally, ten of fifteen participants (P1, P2, P3, P5, P7, P8, P12, P13, P14, and P15) stated that they are joining in online learning because they realized how crucial it is to maintain their knowledge.
There are five participants (P4, P6, P9, P10, and P11) who assumed that they did not affect by their intrinsic motivation in online learning.
The participant P7 and P8 mentioned their opinion as follows:
It was stated by students P7 and P8, as follows:
“Enaknya belajar menggunakan E-Learning, kita bisa belajar dengan santai. Dan sekaligus bisa mencari informasi lain dari website lain.102”
“The good thing learning English using e-learning is we can learn at ease. And at the same time, we can search other information from other websites”
“Meskipun sedang dalam situasi pandemic seperti ini, saya menyadari bahwa tidak ada alasan untuk malas belajar.
100 Student 1, Interview Jembrana Thursday 2nd September 2021 by video call
101 Student 2, Interview Jembrana Thursday 2nd September 2021 by video call
102 Student 7, Interview Jembrana Tuesday 7th September 2021 by video call
Karena belajar bisa dimana saja dan kapan saja selama kita memiliki keinginan untuk terus belajar.103”
“Even though now we are all in a pandemic situation, I am realized that does not mean being lazy, we can learn every time and everywhere as long as we have the willingness to learn.”
It was also explained by the teacher, as follow:
“Sejauh ini para siswa tetap mengerjakan dan mengumpulkan tugas, walaupun terkadang sudah melewati batas pegumpulan tugas. Hal ini menunjukkan bahwa para siswa masih memiliki motivasi untuk belajar sekalipun dimasa pandemic seperti saat ini.104”
“So far, students keep continuing to finish and submit their assignments, even though sometimes they submit the assignment have passed the time. This shows that students still have the motivation to learn even during the pandemic.”
Based on the statement from the teacher, the teacher assumed that even during pandemic and process teaching and learning through E-Learning. The EFL learners still have the motivation to learn English through E-Learning. The participants also gave mentioned their motivation that they felt enjoyment in online learning due to technological activities. They stated that learning English using e- learning is a new thing for them, and this is their reason to always follow the online learning process.
The statement above was strengthened by the observation that the researcher did. The teacher showed the researcher the list of submitted assignments. Some EFL learners late submitted their
103 Student 8, Interview Jembrana Tuesday 7th September 2021 by video call
104 Teacher Interviewed by Nur Maulida Ifkarina Jembrana Monday 12th July 2021
assignments. The researcher found that the EFL learners are still a willingness to learn even in this situation.
Based on the interview and observation above, it can be concluded that EFL learners’ motivation during online learning is influenced by intrinsic motivation factors. The intrinsic motivation at 10th grade MAN 3 Jembrana is divided into two categories: 1) ambition, belief, or dream to learn and gain new knowledge, and (2) enjoyment in experiencing new learning methods.
b. Extrinsic Motivation
As a result of data collection, the researcher found that extrinsic motivation also influenced the EFL learners’ experiences of using e- learning in English subjects. Eight of fifteen participants (P1, P3, P4, P6, P9, P11, P13, and P15) agreed that their motivation in online learning during the COVID-19 was influenced by extrinsic motivation 1) environmental conditions namely proper supporting facilities, and (2) always attended the online classes due to avoiding compensation of being absent.
In the extrinsic motivation, the EFL learners tried their best to always fill the attendance in E-learning regardless of bad signals or other obstacles.
It was stated by student P2, as follows:
“Sebenarnya, secara pribadi, saya merasa belajar menggunakan E-learning cukup membosankan, dan banyak juga hambatan yang sering terjadi seperti buruknya sinyal, sulitnya mengumpulkan tugas dikarenakan kendala sinyal. Tapi
saya tetap mengisi daftar hadir dan berusaha mengumpulkan tugas tepat waktu.105”
“I feel that learning English using e-learning is quite boring, and there are also many obstacles that often occur such as poor signal, difficulty in submitted assignments due to signal problems. But I still fill the attendance list and tried to submit assignments on time.”
It was stated by student P5, as follows:
“Saya berusaha untuk mengisi daftar hadir tepat waktu, atau mengerjakan remidi ulangan.Terkadang, kalau belajar dari rumah seperti sekarang ini, ibu saya sering meminta saya untuk membantu memasak atau bersih-bersih rumah.106”
“I tried to fill the attendance list on time, or do remedial exams.
Sometimes, a1t home, my mom asked me to do cooking or cleaning house.”
Eight of fifteen participants also confirmed that their circumstances supported them in the process of distance learning. The supports came in the forms of conducive learning situations, availability of proper learning facilities, support from teachers and friends, and also parents’ encouragement.
It was stated by students P7, P8, and P12 as follows:
“Enaknya belajar online, saya tidak harus pergi kesekolah, menghemat biaya, waktu dan juga energy.107”
“The good thing during online learning, I don't have to spend my time to go to school, it safe money, time and energy”
“Alhamdulillah, saya difasilitasi Wi-Fi, tersedianya Laptop dan smartphone untuk belajar online dan ini sangat membantu dalam proses pembelajaran.108”
105 Student 2, Interview Jembrana Thursday 2nd September 2021 by video call
106 Student 5, Interview Jembrana Monday 6th September 2021 by video call
107 Student 7,Intervie Jembrana Tuesday 7th September 2021 by video call
108 Student 8, Interview Jembrana Tuesday 7th September 2021 by video call
“Alhamdulillah, I have Wi-Fi facilities and a good enough laptop and smartphones for online learning and this is helpful in my learning process.”
“Orang tua saya sangat mendukung saya selama sekolah daring ini. Contoh simplenya, ketika saya sedang mengerjakan tugas, mereka akan mengecilkan volume televisi agar saya bisa konsentarsi dalam mengerjalan tugas.109”
“My parents support my online learning during this pandemic.
The simplest example is when I'm doing on my assignment;
they will turn down the volume of the television to help me concentrate on doing my assignment.”
It was also supported by the teacher’ explanation, as follow:
“Sejauh ini upaya saya dalam meningkatkan motivasi siswa pada masa pandemi ini yaitu dengan memberikan layanan informasi kepada siswa serta memberikan dukungan, sejauh ini saya perhatikan siswa tetap rajin mengisi daftar hadir sesuai jam yang ditentukan oleh pihak sekolah. Hal ini menunjukkan bahwa peserta didik masih memiliki motivasi untuk belajar sekalipun dimasa pandemic seperti saat ini.110”
“So far, my efforts to increase student motivation during this pandemic are by providing information services to students and supported, I have noticed that students are still diligent in filling out attendance lists according to the hours determined by the school. This shows that students still have the motivation to learn even in a pandemic situation.”
Based on the statement from the teacher, the teacher assumed that even during pandemic and process teaching and learning through E-Learning. The EFL learners still have the motivation to learn English through E-Learning. The participants also gave mentioned their motivation influenced by environmental conditions namely
109 Student 12, Interview Jembrana Tuesday 21st September 2021 by video call
110 Teacher Interviewed by Nur Maulida Ifkarina Jembrana Monday 12th July 2021
proper supporting facilities, and try to always attend the presence due to avoiding compensation of being absent.
The statement above was strengthened by the observation that the researcher did. The teacher showed the researcher the list of presence. Some EFL learners late fill the presence. The researcher found that the EFL learners are still a willingness to learn even in this situation.
Based on the interview and observation above, it can be concluded that EFL learners’ motivation during online learning is influenced by extrinsic motivation factors. The intrinsic motivation at 10th grade MAN 3 Jembrana is divided into two categories: 1) environmental conditions namely proper supporting facilities, and (2) always attending the online classes due to avoiding compensation of being absent. In addition, some participants also mentioned another factor that influenced their motivation such as their circumstances supporting them in the process of distance learning. The supports came in the forms of conducive learning situations, availability of proper learning facilities, support from teachers and friends, and also parents’
encouragement.
Table 4.3
The Result of Research Findings
No Research Focus Research Findings
1 2 3
1 How are the EFL Learners’
experiences toward using E- Learning in English Subject for the tenth grade at MAN 3 Jembrana?
a. Easily Accessing Course Information b. Learning Autonomously
c. Technology Adaptation d. Web-Based Learning System 5. Technical Support
2 How are the EFL Learners’
motivations toward using E- learning in English Subject for the tenth grade at MAN 3 Jembrana?
a. Intrinsic Motivation b. Extrinsic Motivation