CHAPTER IV FINDING AND DISCUSSIONS
A. Findings
2. External Factor
Table 4.21 indicated that 1 students or 7.1% said “yes”, 0 students or 0% said “less”, 13 students or 92.9% said “not”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were agree that online learning was not more efficient.
Item 2
Table 4.12 Students have a supporting tool for online learning methods.
No. Classification Frequency Percentage
1 Strongly Agree 1 7.1%
2 Agree 8 57.1%
3 Disagree 3 21.4%
4 Strongly disagree 2 14.3%
Total 100%
Table 4.12 indicated that 1 students or 7.1% said “strongly agree, 8 students or 57.1% said “agree”, 3 students or 21.4%
said “Disagree”, and 2 students or 14.3% said “Strongly Disagree”. Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were agree that students have a supporting tool for online learning methods.
Item 3
Table 4.13 What applications do students use in the online learningprocess
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Item 4
Table 4.15 What application that students‟ prefer to use in online learning process.
Google Meet (28.6%)
Student 1:
“Google Meet because it has no time limit and is easily accessible.”
Student 2:
“I prefer the Google meet application because we can face to face and listen so the learning process looks like real.”
Student 3:
“Google Meet because besides being easy to access, the data used is small. Also its features are easy to understand for use in the application.”
14%
36%
16%
25%
3% 3% 3% Goggle Classroom
Zoom Whatsapp Goggle Meet Telegram Webex Schoology
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Student 4:
“Google Meet because it‟s easy to access.”
Google Classroom (21.4%))
Student 5:
“Google Classroom, because it's easier to access, you don't have to use an unstable internet network.”
Student 6:
”Google Classroom. Because it does not require a lot of networks, especially in residences where the network is very inadequate, and also does not spend a lot of quota.”
Student 7:
“Google Classroom, because it doesn't spend a lot of quota.”
Zoom (28.6%)
Student 8:
“In my opinion, the zoom application is very helpful in the learning process because we can face each other face-to-face with the lecturer concerned, so learning may seem a little the 46
same when in the offline class.”
Student 9:
“Zoom because we can face to face with the lecturer when the lecture takes place.”
Student 10:
“Zoom due to join and operation is easier and faster.”
Student 11:
“Zoom easy to use.”
WhatsApp (21.4%)
Student 12:
”WhatsApp. Because it does not require a lot of networks, especially in residences where the network is very inadequate, and also does not spend a lot of quota.”
Student 13:
“WhatsApp because it does not require a strong network and does not spend a lot of quota.”
Student 14:
“WhatsApp, because the network is safe.”
Table 4.15 indicated that 4 students or 28.6% said “Google Meet”, 3 students or 21.4% said “Google Classroom”, 4 students or 28.6% said “Zoom”, and 3 students or 21.4%
said “WhatsApp”. Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were prefer google meet and zoom to used in online learning process.
b. The use of online learning by English department students at Muhammadiyah University of Makassar from netwok dimension.
Item 1
Table 4.16 Students is in an area that has adequate signals for online learning methods.
No. Classification Frequency Percentage
1 Strongly Agree 1 7.1%
2 Agree 7 50%
3 Disagree 3 21.4%
4 Strongly disagree 3 21.4%
Total 100%
Table 4.16 indicated that 1 students or 7.1% said “strongly agree, 7 students or 50% said “agree”, 3 students or 21.4% said
“Disagree”, and 3 students or 21.4% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were 47
48
agree that they were in an area that has adequate signals for online learning methods.
c. The use of online learning by English department students at Muhammadiyah University of Makassar from environment dimension.
Item 1
Table 4.21 Students have the support from my family / neighbors during the online learning process.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 14 100%
3 Disagree 0 0%
4 Strongly disagree 0 0%
Total 100%
Table 4.21 indicated that 0 students or 0% said “strongly agree, 14 students or 100% said “agree”, 0 students or 0% said
“Disagree”, and 0students or 0% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were agree that they have the support from my family / neighbors during the online learning process.
Item 2
Table 4.22 Students did not get any distractions from the surroundings while following the online learning process.
No. Classification Frequency Percentage
1 Strongly Agree 2 24.3%
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2 Agree 4 28.6%
3 Disagree 7 50%
4 Strongly disagree 1 7.1%
Total 100%
Table 4.22 indicated that 2 students or 24.3% said “strongly agree, 4 students or 28.6% said “agree”, 7 students or 50% said
“Disagree”, and 1 students or 7.1% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were disagree that they did not get any distractions from the surroundings while following the online learning process.
Item 3
Table 4.23 Does the environment around students support online learning?
Support (21.4%)
Student 1:
“Yes.”
Student 2:
“Yes, support because my mother always drove me to look for a good network when online study.”
Student 3:
“Yes, because it makes it easier for students to do the learning process especially with the conditions of a current educator.”
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Less Support (35.7%)
Student 4:
“My environment is not very supportive about online learning, especially since there are still some students or their children who do not have a smartphone that supports them. In addition, the material learned is rather difficult for those who are likely to understand.”
Student 5:
“less supportive.”
Student 6:
“Sometimes yes, sometimes not because the network is usually good and not.”
Student 7:
“Sometimes there are also annoying, also due to network factors.”
Student 8:
“The family certainly supports but many other factors such as weather, transportation, and traders will certainly disturb concentration.”
Not Student 9:
“Not. Because the network in my place of residence 51
Support (42.9%)
is not very supportive, I have to go to my friend's village every time the learning process starts, especially during the rainy season and it is very difficult in my opinion.”
Student 10:
“No, because the internet does not support online learning.”
Student 11:
“No, making a fence in front of the house, so a lot of discordant sounds, especially during lunch hour.
Many calls from the kitchen to help prepare food and lunch.”
Student 12:
“No, they assume that online learning is not fun compared to direct learning.”
Student 13:
“Not. There is a lot of noise coming from the neighbors.”
Student 14:
“No, because everyone has their own activities and there is definitely something to make a fuss and
when studying online we have to be away from noise but we can't possibly reprimand our neighbors.”
Table 4.23 indicated that 3 students or 21.4% said
“support”, 5 students or 35.7% said “less support”, 6 students or 42.9% said “not support”. Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were agree that environment around students were not support online learning process.