CHAPTER III RESEARCH METHODS RESEARCH METHODS
C. Discussion on the Result of Data Analysis
1. The EFL Learners’ experiences toward using E-Learning in English Subject for the tenth grade at MAN 3 Jembrana
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
access the English materials was provided by their teacher in e-learning every time and everywhere.
The finding of easily accessing course information in online learning was consisten with Indrakusuma and Putri’s theory, they confirmed that E-Learning is one of the new ways in the learning process and uses electronic media specifically the internet as a learning system.
Through E-Learning, the material provided for students can be accessed anytime and anywhere.111 It was supported Flora Amiti, Cited by Perveen revealed that Students in asynchronous E-learning environments have access to materials such as audio or video lectures, handouts, articles, and PowerPoint presentations. This information is available at any time and from any location112.
The second was regarding autonomous learning. The researcher found that autonomous learning in online learning is an experience mentioned by the EFL learners. EFL learners confirmed that they initiative to learn independently, search and find new knowledge by themselves.
The EFL learners also confirmed that they often seek additional information regardless of English lessons to help them more understanding.
This finding above was in line with an article written by Fei Li, et al. they stated that the way students learn behavior is engaged with the
111 Indrakusuma. A. H., & Putri, A. R. E-Learning: Teori dan Desain. Tulungagung:
STKIP PGRI Tulungagung, 2016.
112 Flora Amiti, “Synchronous and asynchronous e-learning,” European Journal of Open Education and E-Learning studies, Vol. 5, Issue 2, 2020, 60-70
learning environment.113 In conclusion, the EFL learners conducted self- access learning in asynchronous e-learning.
The third was technology adaptation. The researcher found that In English asynchronous e-learning, learners are required to use a specific application to aid in the learning process such as WhatsApp application.
Has already been discussed previously and chosen for a specific reason.
The application used by the participants is certainly based on the implementation of a learning management system as the medium of online communication. most of the EFL learners’ participants at tenth grade of MAN 3 Jembrana applied e-learning and WhatsApp in the English learning process confirmed that in communicating between teachers and students, students and students prefer using WhatsApp. Due to WhatsApp, the application is saving its quota and its application is simple, convenient used to media as communication. Some EFL learners confirmed that using WhatsApp as a communication tool helps them send multimedia messages such as photos, videos, documents and audio.
In line with communication between peer students and between teacher and students in the usage of language in natural communication as signed of sociolinguistics in language and speakers community.114
113 Li, F., Qi, J., Wang, G., & Wang, X. (2014). Traditional classroom VS e-learning in higher education: Difference between students’ behavioral engagement. International Journal of Emerging Technologies in Learning, 9(2), 48–51.
114 Tatu Siti Rohbiah, “Introduction to Micro Linguistics”, (Serang: Media Madani,
2020), 23-24
The finding above was suitable with Sonia Gon and Alka Rawekar, they mentioned WhatsApp is a free messenger application that works across multiple platforms such as iPhone and Android phones. WhatsApp messenger has the following collaborative features: 1) Multimedia: it allows the user to exchange videos, text messages, images, and voice notes. 2) Group Chat: it supports the interaction of up to 50 group members. 3) Unlimited Messaging: The number of messages that can share on WhatsApp is unlimited.115
The fourth was a Web-Based Learning System. The researcher found that In English asynchronous e-learning, EFL learners faced some challenges in learning using e-learning. The EFL learners confessed that in English asynchronous e-learning, they obtained elaboration through e- learning media sent by the teachers in English asynchronous e-learning rather than listening directly to the teachers’ elaboration as they did during face-to-face learning. The materials were provided by their English teacher, who expects the EFL learners to learn at their own pace. Due to the teacher does not give the elaboration in detail in English lesson like the way in offline school. The EFL learners got difficulty in comprehending the English material. Some EFL learners also report that they faced difficulties in doing the assignment.
The finding regarding lack of elaboration from their teacher regardless English lesson above was suitable with Isabella Gloria Hariadi
115 Sonia Gon & Alka R. “Effectifity of E-Learning through WhatsApp as a Teaching Learning Tool.”MVP Journal of Medical Science, Vol 4. No.1 Januari-Juni 2017, 19-25
and Debora Chaterin Simanjuntak. They stated that EFL learners may have different background knowledge, ability and skills. Which need som more repeated explanation than other students.116
The finding of difficulty in comprehending the English material above was supported by Akujobi & Chukwu, they stated that the EFL learners got difficulties of comprehend the theory because of a lack of elaboration from the English teacher.117
The finding of misunderstanding the materials and difficulty doing the assignment was suitable with David’s theory. They confirmed that students misunderstood the materials and had difficulty in doing assignments because of a lack of elaboration from the English teacher and they did not have the interest to ask the question to teacher about materials that they did not understand.118
The last was Technical Support. The researcher found there are several challenges to implementing an e-learning system in an educational institution. This is a problem that occurs not only in rural areas but also in cities. Technical challenges, such as network problems, are one of the many obstacles that arise.
The finding of technical support such as network problems was supported by Traci Sitzmann, Katherina Ely, Bradford S Bell, Kristina
116 Isabella Gloria Hariadi & Debora Chaterin Simanjuntak. “Exploring the Experience of EFL Student Engaged in Asyncronous E-Learning”. Academic Journal Perspective: Language, Education and Literature Vol. 8. No. 2. November 2020. 72-86
117 Akujobi, O.S., & Chukwu, E. “Challenges of Effetive English Language Learning in Nigeria Secondary School”. International Journal of Arts and Humanities, Vol. 1 No. 4 (2012), 57-68
118 Jeff Davis. Teaching ESL: 10 Common Problems in the Classroom (2016)
Bauer. They stated that technical issues could impact students' asynchronous e-learning, the obstacles coming from the technical support such as signal and internet connection.
Based on the research findings which were supported by the theories, it can be concluded that the EFL learners’ experiences of using e- learning in English subject at 10th Grade MAN 3 Jembrana were Easily Accessing Course Information, Learning Autonomously, Technology Adaptation, Web-Based Learning System and Technical Support.
2. What are the EFL Learners’ motivations toward using E-learning in