METHOD OF THE RESEARCH
A. RESEARCH DESIGN
This research used Descriptive Qualitative Method. This design was intend to describe phenomena or problems in learning English. Related to the statement, the researcher described the students‟ analysis factors that affecting online learning method. This research analysed factors that affecting this online learning method based on questionnaire result from the students.
B. RESEARCH INSTRUMENT
Research instrument was a tool that used by the research to collect the data. The used of instrument depends on the data which needed by the reseach, and it related to the research problem. In this research, the researcher used open ended questionnaire to collect the data. The researcher
selected students of English department in Muhammadiyah University of Makassar. The questionnaire related about online learning method.
C. RESEARCH SUBJECT
The participant of this research was the sixth semester students in English department Muhammadiyah University of Makassar year 2019/2020. It consist of 7 classes. Moreover, the total sample of this research are 14 students. The participants selected by using purposive sampling technique. Purposive will be usedy because there were participant criterions, such as the chosen participants should be ever or are did online learning.
D. DATA COLLECTING
To obtain the data, it needed instrument in research, the instrument was a key component in a study. According to Sugiyono (2011: 148), a research instrument was a tool used to measure observed natural and social phenomena. Instruments to obtain data must used a method called data collection techniques.
In this research, the researcher used questionnaire with open ended questionnaire as instrument to get the data by using Google Form as a media.
In providing the testusing , the researcher asked the students as participant about the questions that related about online learning method. The researcher used Google Form because it would be make more easier to collect the data in this pandemic situation.
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E. DATA ANALYSIS
In this research, the data collected need to deep analyze in order to be more meaningful. In this researsh, the term of analyzing data known as data analysis. In analyzing data, the researcher will analysis factors that affecting online learning of the students. After analysis the data, the researcher can conclude about anything that become students obstacle in affecting online learning especially internal and external factors.
To present the data for make easy to understand, the data analysis steps used in this study was Analysis Interactive Model from Miles and Huberman, which divided the steps in data analysis activities with several parts, namely data collection (data collection), data reduction (data reduction), data display (data display), and drawing conclusions or verification (conclussions).
1. Data Collection
In the analysis of the first model, data collection from survey mothed that used Google Form based on categorization in accordance with the research problem which developed by sharpening the data through further data research.
2. Data Reduction
Data reduction was a form of analysis that sharpens, classifies, directs, disposes of unnecessary data and organizes data in such a way that final conclusions could be drawn and verified (Miles and Huberman, 2007: 16). According to Mantja (in Harsono, 2008: 169), data reduction continues continuously as long as the research have not 21
ended. This research used coding, clasifying and interpreting in data reduction process.
3. Conclusion
Withdrawal of conclusions was part of a complete configuration activity (Miles and Huberman, 2007: 18). The conclusions were also verified during the study. Conclusions were drawn since the researcher compiles records, patterns, statements, configurations, directions of cause and effect, and various propositions (Harsono, 2008: 169).
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consisted of findings and discussion of the research as the result. Findings showed the results from the data that have been collected and analysed from the questionnaire. Discussion deals with the description and interpretation based on the findings of the research.
A. FINDINGS
In the findings, the researcher got the data from the questionnaire. The researcher used questionnaire by Google form as instrument of the research. The questionnaire consist of 15 item of Close Ended Questionnaire, and 8 item of qestion. The participant were 14 students of English Departement. The researcher concluded the factors in internal factor and external factor. Internal factor consist of
understanding dimension, activeness dimension, and effective and efficient dimension. External factor consist of media dimension, network dimension, and environment dimension.
1. Internal Factor
a. The use of online learning by English department students at Muhammadiyah University of Makassar from students’
understanding dimension.
Item 1
Table 4.1 Online learning makes it easy for me in the learning process.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 3 21.4%
3 Disagree 10 71.4%
4 Strongly disagree 1 7.1%
Total 100%
Table 4.1indicated that 0 students or 0% said “strongly agree, 3 students or 21.4% said “agree”, 10 students or 71.4% 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 online learning makes it easy for them in the learning process.
Item 2
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Table 4.2 The lecturer teaches the material well in the online learning process.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 3 21.4%
3 Disagree 11 78.6%
4 Strongly disagree 0 0%
Total 100%
Table 4.2 indicated that 0 students or 0% said “strongly agree, 3 students or 21.4% said “agree”, 10 students or 78.6% said “Disagree”, and 1 students or 0% said “Strongly Disagree”. Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were disagree that the lecturer teaches the material well in the online learning process.
Item 3
Table 4.3 Students feel more mastered learning material during the online learning process.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 0 0%
3 Disagree 10 71.4%
4 Strongly disagree 4 28.6%
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Total 100%
Table 4.3 indicated that 0 students or 0% said “strongly agree, 0 students or 0% said “agree”, 10 students or 71.4% said
“Disagree”, and 4 students or 28.6% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were disagree that they felt more mastered learning material during the online learning process.
Item 4
Table 4.4 Does online learning improve students‟
concentration in learning?
Increase (7.1%)
Student 1:
“Yes, because we study individually. There is no interference from other friends.”
Less Increase (28.6%)
Student 2:
“In online learning, I am especially in a crowded environment with children so when I study it is rather difficult for me to concentrate.”
Student 3:
“Less improve, because they have to find a place that has good network coverage.”
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Student 4:
“Sometimes. Depends on the lecturer. More attention of the lecturer, more concentrate.”
Student 5:
“It's not enough because when I do my job I only need to copy the answer on Google.”
Not Increase (64.3%)
Student 6:
“Not. Because it is difficult to implement.”
Student 7:
“No.”
Student 8:
“No.”
Student 9:
“Not because when we do regular network lectures are not good.”
Student 10:
“No, because a lot of material or assignments are given without being explained.”
Student 11:
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“Not because there are so many disturbances from surrounding environment.”
Student 12:
“No, because there are a lot of disturbances including noisy neighbors.”
Student 13:
“No, because they don't meet directly with the lecturer.”
Student 14:
“-“
Table 4.4 indicated that 1 students or 7.1% said “increase”, 4 students or 28.6% said “less increase”, 9 students or 64.3% said “not increase”. Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University agree that online learning was not improve students‟ consentration.
b. The use of online learning by English department students at Muhammadiyah University of Makassar from students’
activeness dimension.
Item 1
Table 4.5 I felt happy during the online learning process.
No. Classification Frequency Percentage 27
1 Strongly Agree 0 0%
2 Agree 3 21.4%
3 Disagree 7 50%
4 Strongly disagree 4 28.6%
Total 100%
Table 4.5 indicated that 0 students or 0% said “strongly agree, 3 students or 21.4% said “agree, 7 students or 50% said
“Disagree”, and 4 students or 28.6% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were disagree that they felt happy during the online learning process.
Item 2
Table 4.6 Students do assignments more easily with online learning methods.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 5 35.7%
3 Disagree 8 57.1%
4 Strongly disagree 1 7.1%
Total 100%
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Table 4.6 indicated that 0 students or 0% said “strongly agree, 5 students or 35.7% said “agree”, 8 students or 57.1% 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 students do assignments more easily with online learning methods.
Item 3
Table 4.7 Students feel more actively participating with online learning methods than in the classroom.
No. Classification Frequency Percentage
1 Strongly Agree 1 7.1%
2 Agree 1 7.1%
3 Disagree 10 71.4%
4 Strongly disagree 2 14.3%
Total 100%
Table 4.7 Iindicated that 1 students or 7.1% said “strongly agree, 1 students or 7.1% said “agree”, 10 students or 71.44%
said “Disagree”, and 0 students or 0% said “Strongly Disagree”. Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were disagree that they feel more actively 29
participating with online learning methods than in the classroom.
Item 4
Table 4.8 Students became more ontime while attending the online learning process.
No. Classification Frequency Percentage
1 Strongly Agree 1 7.1%
2 Agree 8 57.1%
3 Disagree 4 28.6%
4 Strongly disagree 1 7.1%
Total 100%
Table 4.8 indicated that 1 students or 7.1% said “strongly agree, 8 students or 57.1% said “agree”, 4 students or 28.6%
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 agree that they became more ontime while attending the online learning process.
Item 5
Table 4.9 Does online learning increase students‟ learning interest?
Increase (0%)
-
Less Student 1:
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increase (21.4%)
“Actually, online classes are also very helpful in the learning process. However, due to the current situation and conditions coupled with the learning process that might be monotonous, my interest in learning has not increased.”
Student 2:
“Less improve because the explanation from the lecturer is usually not clear due to signal interference.”
Student 3:
“In my opinion it is lacking, because there are some lecturers who do not explain more effectively the material provided, thus making our learning interest less. In addition, the lecturer who gave us the questions was not the same as instructed before, so we students would not want to have to participate.
Here also makes us stressed because the way lecturers do not make students comfortable.”
Not increase (78.6%)
Student 1:
“Not. Because there are some that are very difficult to understand and to search on the internet is not possible because of the network.”
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Student 2:
“No.”
Student 3:
“No, because online learning can disrupt the focus of student learning while learning is in progress.”
Student 4:
“For me not because learning through online is not efficient for me.”
Student 5:
“No, because it‟s boring.”
Student 6:
“No, don't feel challenged because we don't meet lecturers in person. Sometimes feeling lazy appears.”
Student 7:
“It's not enough because with the online learning process I can only focus on the assignments.”
Student 8:
“Not at all because of unconventional or face to face, so sometimes I feel reluctant.”
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Student 9:
“No, because online learning is boring.”
Student 10:
“No, because of network constraints.”
Student 11:
“No, because in my opinion online learning is very inefficient.”
Table 4.9 indicated that 0 students or 0% said “increase”, 3 students or 21.4% said “less increase”, 11 students or 78.6%
said “not increase. Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were agree that online learning was not increase students‟ learning interest.
Item 6
Table 4.10 Does online learning increase student activity in participating during the teaching and learning process?
Increase (46.45%)
Student 1:
“In online learning, I feel there is a slight increase in this, because as long as we pay attention to learning, we can know or answer questions that might be given.”
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Student 2:
“Yes, because with no bath conditions we can go to college.”
Student 3:
“Sometimes, because everyone is not too focused on my movements.”
Student 4:
“It depends on the lecturer if indeed the lecturer is competent and even checking on all participants I will automatically be active.”
Student 5:
“Yes, because I am more diligent in doing my own work.”
Student 6:
“Yes, because we can concentrate.”
Less Increase (7.1%)
Student 7:
“Less improve, because the network is less supportive.”
Not Student 8:
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Increase (46.45%)
“No.”
Student 9:
“Not. Due to network constraints.”
Student 10:
“No.”
Student 11:
“No, because the network sometimes doesn't support.”
Student 12:
“Not because there are lecturers who don't encourage us to study. Makes us uncomfortable during learning.”
Student 13:
“No, because the network is inadequate so I don't participate much in the learning process.”
Table 4.10 indicated that 6 students or 46.45% said
“increase”, 1 students or 7.1% said “less increase”, 6 students or 46.45% said “not increase”. Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were agree that online learning increase student activity in participating during the teaching and learning process.
c. The use of online learning by English department students at Muhammadiyah University of Makassar from effective and efficient dimension.
Item 1
Table 4.17 Students became more focused learning during the online learning process.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 1 7.1%
3 Disagree 8 57.1%
4 Strongly disagree 5 35.7%
Total 100%
Table 4.17 indicated that 0 students or 0% said “strongly agree, 1 students or 7.1% said “agree”, 8 students or 57.1% said
“Disagree”, and 5 students or 35.7% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were 35
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disagree that they became more focused learning during the online learning process.
Item 2
Table 4.18 Students felt online learning more efficient.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 3 21.4%
3 Disagree 6 42.9%
4 Strongly disagree 5 35.8%
Total 100%
Table 4.18 indicated that 0 students or 0% said “strongly agree, 3 students or 21.4% said “agree”, 6 students or 42.9% said
“Disagree”, and 5 students or 35.8% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were disagree that they felt online learning more efficient.
Item 3
Table 4.19 Students felt online learning more effective.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 0 0%
3 Disagree 6 42.9%
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4 Strongly disagree 8 57.1%
Total 100%
Table 4.19 indicated that 0 students or 0% said “strongly agree, 0 students or 0% said “agree”, 6 students or 42.9% said
“Disagree”, and 8 students or 57.1% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were strongly disagree that they felt online learning more effective.
Item 4
Table 4.20 Do students feel online learning is more effective?
Yes (0%)
-
Less (7.1%)
Student 1:
“In my opinion it is less effective, because the learning process might become monotonous so students usually feel bored. Therefore, the concentration of learning can be decreased.”
Not (92.9%)
Student 2:
“Not. Because it requires more understanding.”
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Student 3:
“No.”
Student 4:
“No, there are many obstacles that can make online learning ineffective starting from the time students are reluctant to learn.”
Student 5:
“For me it is not effective because online learning makes us upset with the network that is not good when we start lectures.”
Student 6:
“No, because only a little knowledge can be obtained.”
Student 7:
“No, because if the network is not good then what the lecturer says is unclear.”
Student 8:
“No, because everyone does not necessarily have a good internet network, especially in the village. No, because everyone does not necessarily have a good internet network, especially in the village.”
Student 9:
“No, because ordinary networks do not support and 39
economic life is now declining.”
Student 10:
“In my opinion, face to face meeting is more active because we can assess the psychomotor of students.”
Student 11:
“Not. Because there are many obstacles encountered during online learning so the material provided cannot be understood properly.”
Student 12:
“No, because exposure to the material when lecturing offline is clearer and easier to understand.”
Student 13:
“No, because we cannot get direct directions from our lecturers.”
Table 4.20 indicated that 0 students or 0% said “yes”, 1 students or 7.1% 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 effective.
Item 5
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Table 4.21 Do students feel online learning is more efficient?
Yes (7.1%)
Student 1:
“Online learning is more efficient, because the tasks given do not need to be printed but are sufficiently typed on the computer or cell phone. In addition, they are also trained to be disciplined by the grace period for collecting tasks such as Google Classroom.”
Less (0%) No (92.9%)
Student 2:
“No.”
Student 3:
“Not. Because it requires more time.”
Student 4:
“No because there are some who cannot access the app because the network is inadequate.”
Student 5:
“No, because online learning requires a good quota and network.”
Student 6:
“Not because there is no direct interaction between 41
students and teachers / lecturers. And sometimes it can cause impoliteness.”
Student 7:
“No, because there is also a lack of support for the network and the current economic downturn, which makes us sometimes inefficient in learning.”
Student 8:
“It is not efficient at all because the teaching and learning process is like a lecture under the guise of a seminar.”
Student 9:
“No, apart from spending a lot of quota also often constrained network problems.”
Student 10:
“No, because the exposure of the material is sometimes unclear.”
Student 11:
“No, because I don't think I got any knowledge at all because we only provided material and the assignment without an explaination, finally we all searched on google.”
Student 12:
“Not because, the material received is not very understood.”
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.
2. External Factor
a. The use of online learning by English department students at Muhammadiyah University of Makassar from media dimension.
Item 1
Table 4.11 Lecturers use online learning applications that are easy to access.
No. Classification Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 9 64.3%
3 Disagree 5 35.7%
4 Strongly disagree 0 0%
Total 100%
Table 4.11 indicated that 0 students or 0% said “strongly agree, 9 students or 64.3% said “agree”, 5 students or 35.7% said
“Disagree”, and 0 students or 0% said “Strongly Disagree”.
Thus, the researcher concluded that most students of Sixth Semester English Students of Muhammadiyah University were agree that lecturers use online learning applications that are easy to access.
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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