455
THE PROBLEMS AND STRATEGIES OF ENGLISH EDUCATION STUDENTS DEALING WITH ONLINE LEARNING
IN EXTENSIVE READING SUBJECT
Rahmat Hidayat1, Syarifuddin Dollah2*, Amra Aryani3
1,2,3English Department, Universitas Negeri Makassar, Indonesia
E-mail: 1[email protected], 2*[email protected], 3[email protected]
*corresponding author
Abstract
This study aims to describe the problems and strategies of English education students dealing with online learning in the extensive reading subject. The researchers apply a qualitative method. To achieve the research objectives, the data collected were in the form of interviews.
The population of this study was English Education students academic 2021/2022. The results of the data analysis show that the problem is about the effectiveness of extensive reading subjects in online learning, network availability, learning media, learning method, learning interest, social interaction, and material provided. The strategies related to methods, materials, the use of media, and student interest.
Keywords — Online Learning, Problems, Strategies, Extensive Reading.
INTRODUCTION
The World Health Organization recommends the spread of Covid-19 is to quarantine, travel restrictions, hazard control at work and closure of public facilities. This pandemic caused severe disruption in various socio-economic fields. The education sector also experienced significant disruptions. Schools and universities have been closed, either nationally or locally in several countries with COVID-19. In response to the global implications of the COVID-19 pandemic, several studies have found the phenomenon that the Covid-19 pandemic has also had a major impact on the education sector (Rahardjo &Pertiwi, 2020). In the field of education, the government through the Ministry of Education and Culture throughout the country has implemented a learning policy, namely learning from home. The learning from home is a learning policy allows the teaching and learning process to continue even though the teacher and students do not meet in person at school. Teachers can still deliver teaching materials, and
students can still receive lessons trough online learning. Online learning is a direct learning system without face to face between teachers and students (Allen & Seaman, 2007). Online learning is a program to organize online learning classes to reach a group of students from different places and distances. Online learning allows students to learn without having to meet face-to-face both with fellow students and with lecturers as subjects in the teaching and learning process. Online learning refers to the use of internet-based technology features that are highly dependent on the availability of information technology. As a result of this pandemic, online classes have become alternative learning media and may be the only learning model at this time. Especially for English Education Students also apply online learning methods as a result of the policy of the minister of education and culture earlier. However, many students at English Education Students, online classes are merely a means to fulfil course and unit requirements. There is a lack of willingness and desire to learn. Students are simply not motivated in online classes. Students simply complete their assignments to receive credit for a passing grade, rather than genuinely engaging with the course material. Because online courses tend to have more than 30 students, most of the assignments are short and simple.
Assignments are design to be graded easily to accommodate such a large number of students instead of being assignments where students can interact with the material more in depth. Perhaps the biggest disadvantage of taking online classes is that there is no face-to-face interaction between teachers and their students. Live sessions are rare and are often scheduled at midday when students have to attend class or other work. Lecturer's office hours may also be inconvenient times for many students as well. Most interactions with lecturers must be via email which is often direct and impersonal. It is almost impossible for students to build relationships with their lecturers. Students cannot raise their hands to ask questions during a lecture to clarify information or to share their own ideas with the class. This makes it more difficult for students to understand the material and build new connections in their brain.
There is also little interaction amongst students. It can be harder to create research groups and form relationships with their peers. Students do not have the same opportunities to make new friends or network with people in their field. Most communications are through emails, discussion chains or group chats. Face-to-face interaction is minimal if it is even there at all.
Offering online classes certainly helps students who would otherwise not be able to attend in- room class sessions. However, they fail to provide a genuine education with an emphasis on convenience rather than critical thinking. We need online classes to restructure themselves so
457 students can have a learning experience that will actually provide quality education. With that, the students inevitably have to apply and adapt to online learning classes in improving their English so that the learning process can keep going.
Extensive reading is a topic that has been widely discussed over last decades and its benefits have been generally approved by many researches. Bamford and Richard (2004) state that students who read more will not only become better and more confident readers, but they will also improve their reading, writing, listening and speaking abilities and their vocabularies will get richer. They praise the motivation aspect of Extensive reading, seeing its primal benefit in developing positive attitudes toward the foreign language and increased motivation to study this language. As a conclusion, extensive reading is a reading approach done by the readers, in this case is students get pleasure and information without under the pressure of any lecturers’
instruction. Extensive Reading (ER) is an approach to second language reading. When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency.
Another way to say this is students learn to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases. It is instructive to compare Intensive Reading (IR) with Extensive Reading.
Setyawan (2020) “Challenges on Teaching Online English Subject in SMK Negeri 1 Nawangan”. Describes the challenges of teachers in teaching English online at SMK Negeri 1 Nawangan. This research aims to identify and describe the challenges faced by teachers in teaching English online at SMK Negeri 1 Nawangan. The subjects of this research were 2 English teachers at SMK Negeri 1 Nawangan. This research applies a qualitative method. The research method used by the researcher is by interviewing and giving online questionnaires. The interview was conducted at the house of Mrs. Rn. Meanwhile, the online questionnaire was given via WhatsApp contact Mr. S. This research found that poor internet access experienced by students of SMK Negeri 1 Nawangan is a major problem. Students are often slow to respond to the process of learning activities carried out online. In addition, teachers also cannot directly measure students' abilities. To reduce internet access problems experienced by students, the school facilitates internet data packages for teachers and students. In the end, this research is expected to be useful for English teachers, readers, and schools to get information and can develop the quality of education. This research has similarities with the research that will be carried out, namely about the problems faced by students facing online learning. In addition, there are also differences between this research and the research to be conducted, namely this
research focuses on teachers or teachers while the research that will be conducted focuses on English education students.
Efriana (2021) this literature research aims at analyzing online learning difficulties faced by EFL teachers and students, and students’ parents during the Covid-19 pandemic and solutions to solve them. Research data sources are collected through textbooks in print or online form, articles from periodical journal websites, law regulations, and other sources which are relevant to the research problem. The data was analyzed qualitatively with an interactive model, covering data collection, data reduction, data presentation, and conclusions. The implementation of the online learning during the Covid-19 pandemic, especially in EFL learning, caused various problems for teachers, students, and parents, as indicated in the current research. The similarity in this research is finding out the difficulties in online learning. And the difference between this research and the research that will be conducted is to analyze the effectiveness of online learning. Based on the explanation above, the researchers are interested in observing and finding what problems and strategies of English education students dealing with online learning.
LITERATURE REVIEW 1. Online Learning
Online learning allows flexibility of access, from anywhere and usually anytime. However, the application of online learning must still pay attention to aspects such as being able to provide easy access so as not to interfere during the learning process and teaching materials must be design properly by involving students and being able to improve learning. However, this is still lacking in most online learning that is done. According to Rosset (2002), online learning has many advantages, but it must also be supported by commitment and resources, and must be done properly. It is this supporting aspect that must be of greater concern to online learning providers. The researcher divided the benefits or the roles of online learning in to five benefits or roles, as follows:
a. Enhancing students-to-students and faculty-to-students communication.
b. Enabling students-centered teaching approaches.
c. Providing 24/7 accessibility to course materials.
d. Providing just-in-time methods to assess and evaluate student’s progress.
e. Reducing amount of faculty time spent on “administrivia”
459 The benefit of flexibility in online learning courses cannot be overstated due to its prevalence in reasons why students are attracted to online learning. In a research conducted by Kirtman, a student responded to online coursework by stating, “it is more self-guided so I can spend more time on the concepts that I need help with and less on concepts that I can pick up quickly” (Kirtman, 2009, p.110). Self-regulated learners have a tendency to use various
“cognitive and meta cognitive strategies to accomplish their learning goal” (You & Kang, 2014, p.126). Learners who are able to home in on their self-regulated learning skills frequently utilized time management, reviewed material regularly, sought help from professors or peers, met deadlines, and had the skill of meta cognition in order to reflect upon their own learning (You & Kang, 2014). The benefit of flexibility in online learning courses cannot be overstated due to its prevalence in reasons why students are attracted to online learning. Online learning allows for students to work at a time and a place that is compatible with their learning needs.
A number of instructors and students commented on their ability to focus more of their attention on the content of the course and less on issues such as parking, traffic, and other problems that may arise when attending a traditional class environment (Thomson, 2010).
2. Extensive Reading
Davis (1995: 329) in Sheu, (2003:8) defines that extensive reading means giving students time encouragement materials read pleasurably own level many books without pressures testing marks. In language teaching terms, Williams and Moran in Richards, (1998:6) confirm that extensive reading is one of four styles or ways of reading besides skimming, scanning and intensive reading. However, they focus on extensive reading not as a style but as an approach.
As a conclusion, extensive reading is a reading approach done by the readers, in this case is students get pleasure and information without under the pressure of any lecturers’ instruction.
In general, students learning to read in English do not like reading and they rarely read. This is partly due to the way reading is approached in the language class. The reading skill is most often taught by close research of short passages followed by analysis of language.
METHODS
This research design uses a qualitative design because the focus of this research is to find out the problem and strategies faced by English education students that deal with online learning. Hancock, Okleford and Windiridge (2007) argue that qualitative research is concerned
with explaining the opinions, experiences, and feelings of individuals that produce subjective data. The methodology of this research is descriptive qualitative. This research focuses on reports of experience or on data which cannot be adequately expressed numerically.
Qualitative descriptive can obtain an overview of phenomenology in the research of social context.
In collecting data for this research, the researchers used qualitative techniques. The specification of the analysis is a qualitative descriptive method. Data were obtained by using interviews. In collecting data, the researchers were using the interview method to get more information about the problem and strategies of English education students dealing with online learning in the extensive reading subject. In this research, researchers used semi-structured interviews to obtain data from students. In the semi-structured interview technique, the researchers conduct face-to-face interactions more deeply and openly, as stated by Sugiyono (2010, p. 320) that this type of interview is included in the in-depth interview category which is freer in its implementation compared to structured interviews. The purpose of this type of interview is to find problems more openly, where the parties invited to the interview are asked for their opinions and ideas.
After collecting data, the researchers analyzed the data. The data from the interview will be analyzed as follow:
1. Collecting the raw data;
2. Transcribing the recording;
3. Drawing conclusion.
RESULTS
The findings related to the problem and strategies of English Education students dealing with online learning in Extensive Reading subjects. The researcher’s discus the findings related to the research question. In line with the results of interviews, the researchers found that students had many problems or obstacles and strategies in the process of online learning.
Several indicators can be key from this research. However, before the researchers discuss several indicators related to student problems, it is necessary to know that every student must have problems. As we know, problems are an activity that inspires or is capable and has a specific purpose in it. The most significant point will be arranged in this part, this discussion will provide the answer to the research questions that stated in the first chapter which is about
461
“Students’ problems and strategies dealing with online learning in Extensive Reading subject”.
There are two research question should be answered; what problems are faced by English Education students deal with online learning in Extensive Reading subject and how do English education student deal with online learning in extensive reading subject.
1. The problems faced by English Education students deal with online learning in Extensive Reading subject
This study found that the problems faced by students in online learning in Extensive Reading courses are no longer many problems, this is because students have adapted to online learning in the courses they have. In every online learning that is carried out in each course, they must use their respective learning media, where students in the current era are more aware of technology and its use. Demanded to use gadgets or similar technology in 2019 when the Corona virus had spread widely, now it has been approximately three years that online learning has been implemented and students are already proficient in using technology related to online learning. In interview questions that ask the effectiveness of online learning to students, it is true that the average respondent answered that online learning is less effective which is less effective because of several problems such as applications using an internet connection where not all areas where students live have good network quality. On the other hand, other problems that are present in online learning are the influence on families and economic conditions during the pandemic which have decreased.
Based on the findings above, according to Istijanto divided problems into two group, namely simple problems and complex or complex problems, which when viewed from the theory presented by Istijanto, it is found that problems that are in accordance with the problems during Extensive Reading learning are simple problems which Simple problems have a small scale, are not linked to other problems, do not have big consequences, the solution is not too complicated, and can be solved by individuals. The scope of this problem is limited to individuals and can be solved by individuals as well.
As stated by Byun & Slavin (2020:665) also found that although facilities are adequate and the national curriculum facilitates online learning very well, the imbalance in education that each student gets is also caused by family influences and financial problems that interfere with the learning process.
2. The strategies for dealing with online learning in Extensive Reading subject by English Education students.
This study found that the strategies for dealing with online learning in Extensive Reading subject are students have adapted to online learning, related to methods, materials or student interest in following this course, it is no longer a problem because lecturers at The Extensive Reading course, is quite good at implementing interactive and fun online learning where students like the method used.
DISCUSSIONS
The discussion of the research shows the result of the interview to answer the research questions in the first chapter. The research question is “What are the problems of English education student deal with online learning in Extensive Reading Subject? and “How do English education student deal with online learning in Extensive Reading Subject?” The researchers collected data through interviews. There are six students of English education that studies Extensive Reading courses taken as respondent in this research. There are ten interviews’
questions. Based on the data, result found. There are several problems with English Education students in online learning in Extensive Reading courses.
1. Problem of English education student deal with online learning in Extensive Reading Subject
a. Effectiveness Problems
The results of the interview show the effectiveness problems in dealing with extensive reading learning, From the first question, "is the online learning method effective for you?"
most of the interview respondents answered ineffective and less effective, it can be seen from six interview respondents, four of them answered ineffective and less effective. From the results of the interview above, we can see that the dominant students answered that they disagree to take part in online learning. It can be seen from students’ comments:
(Extract 1, 25/12/2021)
…Online learning is less effective in the learning process. (Pembelajaran online kurang efektif dalam proses pembelajaran).
b. Internet Availability
In the following interview questions, we will discuss how students harness the power of the internet to create great learning experiences when campus is closed. Some of the
463 interviewees answered this interview question by stating that they used the internet by looking for learning resources or learning materials from available media such as YouTube or Google Scholar. On the other hand, they can also interact and discuss via Google meet or Zoom. This can be seen from student comments:
(Extract 2, 25/12/2021)
...By using learning media available on the internet. (Dengan cara menggunakan media pembelajaran yang tersedia di internet).
c. Learning media
The second was in the interview regarding the media used in online learning which reads
"what media do you use in bold learning?". In this question, on average, students use online media such as Zoom and Google Meet online meeting rooms as rooms to meet face-to-face online. In addition, on average, students use platforms such as classroom, Google Docs, Google Drive and the most frequently used is WhatsApp. Almost all students said that using WhatsApp in learning is due to the practically of using WhatsApp. Iin addition to communicating, on the other hand, lecturers also use it more as a learning medium. From the results of the interviews above, it can be seen that the dominant students use easy-to-understand media such as Zoom meetings, Google meet and WhatsApp to participate in online learning. This can be seen from student comments:
(Extract 2, 25/12/2021)
…Online learning media can be used with Google Classroom, Google meet, Syam-Ok, WhatsApp, Quizziz and Zoom. (Media pembelajaran online dapat digunakan dengan Google Classroom, Google meet, Syam-Ok, WhatsApp, Quizziz dan Zoom).
d. Learning interest
Moving on to the next discussion, namely about learning interest in participating in online learning in the Extensive Reading course, where the question reads "How is the student's interest in participating in online learning in the Extensive Reading course?”. Interest is a focus accidentally born with, passionate, desire, and pleasure (Natawijaya, 1978:94). In which the average student interview answers say that they are interested in the subject. This course is due to its attractive learning, namely the interaction between lecturers and students is good.
From the results of the interviews above, it can be seen that the dominant students answered that they were interested in this course because the learning was interesting. This can be seen from student comments:
(Extract 1, 25/12/2021)
… Students' interest in taking reading courses is currently less interested because the learning method is just like that. (Minat mahasiswa untuk mengikuti mata kuliah membaca saat ini kurang diminati karena metode pembelajarannya begitu saja).
e. Learning Method
The next interview question was about the learning methods applied by the campus, where the question was "Does your campus have its own method of bold learning?" This question was answered by many students with an average answer, namely the method used by the campus, namely the bold learning method that uses applications. This method has been implemented since the COVID-19 outbreak has spread widely and has turned all face-to-face activities into bold activities that use the media. From the results of the interviews above, it can be seen that the method used by the campus in online learning is the online method itself, where students use applications or media for learning from their respective homes. This can be seen from student comments:
(Extract 1, 25/12/2021)
… In my opinion, the learning method on my campus is the same as that of other campuses.
(Menurut saya, metode pembelajaran di kampus saya sama dengan kampus lain).
From the results of the interview, it can be seen that the bold method is not always ineffective, the success of this bold method is also supported by its application where the application of the method itself will be quite effective if it is supported by good application as well. This can be seen from student comments:
(Extract 1, 25/12/2021)
… The learning method is more for students who are more active in the teaching and learning process, such as presentations. (Metode pembelajarannya lebih kepada siswa yang lebih aktif dalam proses belajar mengajar, seperti presentasi).
In fact, we cannot rule out the presence of online learning due to conditions that require us to be trapped in this method. Handling or solutions are always present in every problem that exists even in the face of difficult situations and conditions. The government's quick response to this condition helps reduce the spread of the Corona virus by implementing many prevention methods and so that learning continues, the learning system is online. On this basis, many students must continue to balance their learning with the online method, even though it seems very new to most students.
465 In the last question in this interview, this question leads to communication problems in online learning in the extensive reading course where students who face this are those who take online lectures. In respondents' responses to this question, the average is on network problems that hinder communication when lecturers or students are interacting in the online room, but because they are used to such obstacles since the COVID outbreak attacked, this is not a new obstacle anymore but has been become a common obstacle that occurs in the online space.
Furthermore, talking about the problems that occur in online learning in the Extensive Reading course, there are not many more as previously said because. We can also see that not only students, but lecturers also adapt in online learning so that students can properly and easily accept the material provided.
From the results of the interview, it can be seen that the strategies students use is in accordance with what they like or strategies that make them comfortable and able to understand the material. It is undeniable that there are so many strategies that are used by students in dealing with problems in the Extensive Reading course, both related to strategies for building communication and strategies to overcome disturbances in the Extensive Reading course. Each student has a strategy that is almost the same but, in its application, uses a different path. Talking about strategies, each student has their own way, but most of these strategies they have used before in dealing with the online space.
2. The strategies for dealing with online learning in Extensive Reading subject by English Education students.
a. Students' strategies
This next question refers to students' strategies in dealing with online learning; the question is "What is your strategy in motivating yourself in online learning in Extensive Reading courses?" In this interview, students expressed their different opinions about their strategies for self-motivation, which are strategies that appear in each student.
From the results of the interview, it can be seen that the strategies students use is in accordance with what they like or strategies that make them comfortable and able to understand the material in this course. This can be seen from student comments:
(Extract 1, 25/12/2021)
… Motivate yourself by using media and more interesting learning methods that can increase a person's interest in BLJR because as we all know, learning greatly reduces students' interest in online learning. (Memotivasi diri sendiri dengan menggunakan media dan metode pembelajaran yang lebih menarik yang dapat meningkatkan minat seseorang terhadap BLJR karena seperti yang kita ketahui bersama, belajar daring sangat mengurangi minat belajar siswa).
Furthermore, in this interview questions about the strategy of students to build communication in online learning in the extensive reading course. The question this time is still about strategy but within the scope of communication in online learning, which is necessary in the online period because the communication style, which was previously discussed directly in one room or can be said face to face, must change slightly in the online learning process. Where the average respondent answered that their strategies in building communication were clearly diverse, but because the Extensive Reading course has lecturers who are quite popular and favored by students, building mutual communication is quite easy between lecturers and students. This can be seen from student comments:
(Extract 1, 25/12/2021)
... To build communication in dealing with online lectures, media and supporting facilities or devices are needed. The main thing that I usually do is try to use good facilities or devices so that when I communicate, I can easily interact too. (Untuk membangun komunikasi dalam menghadapi kuliah online diperlukan media dan fasilitas atau device yang mendukung. Hal yang utama yang biasa saya lakukan yaitu berusaha menggunakan fasilitas atau device yang baik agar ketika saya berkomunikasi, saya dapat dengan mudah berinteraksi pula).
b. Students' efforts to improve online learning
The next question is "How are students' efforts to improve online learning in Extensive Reading courses?". Basically, students must strive to improve their online learning so that in dealing with any subject including Extensive Reading, they must be able to use media in online learning where the success of online learning depends on the improvement experienced by its users. From the results of these interviews, the average respondent answered their efforts in improving online learning, namely by preparing themselves and also reviewing the material that had been provided and developed. This can be seen from student comments:
(Extract 1, 25/12/2021)
… In this online learning, the effort is made by listening to the explanation through meet or zoom, although it is less effective because it is usually constrained by the network. (Dalam
467 pembelajaran online ini upaya dilakukan dengan mendengarkan penjelasan melalui meet atau zoom, walaupun kurang efektif karena biasanya terkendala jaringan).
In this interview asking about student satisfaction in the application of online learning methods, the question is "Are you satisfied with the online learning method in the Extensive Reading course?, this question refers to how well students can use online learning methods where this method involves Regarding satisfaction, as we all know it is relative and can change at any time depending on the situation and conditions experienced, but for a long time in dealing with this online learning method, maybe this question can help the government in developing online learning media. From the results of the interview, it can be seen that the average respondent answered that they were quite satisfied with the online learning method applied during the pandemic so that learning could continue in the midst of the widespread spread of Covid-19. This can be seen from student comments:
(Extract 1, 25/12/2021)
… I think online learning makes students less satisfied in receiving the material or understanding the material presented. (Menurut saya pembelajaran online membuat siswa kurang puas dalam menerima materi atau memahami materi yang disajikan).
In this question in interview asking about what a great learning in the online space looks like, which is where this question asks students' perspectives or responses to the online learning space. In this interview question, the average answers given by the resource persons lead to the management of learning arrangements that provide more space for them to be able to discuss and be more interactive so that great learning in the online space can be present. As stated by The American Society for Training and Development (ASTD) (2009) (in Rusman, 2013) which states that what its intended use is. E-Learning has 4 characteristics that distinguish it from conventional learning, including interactivity, independence, accessibility, and enrichment. The statement supports great learning in the online space. This can be seen from student comments:
(Extract 1, 25/12/2021)
...Great learning in an online space in my opinion is learning that can attract attention even if it is only on-screen learning which can be boring if you don't use the right methods such as interactive discussions. (Pembelajaran yang hebat dalam ruang online menurut saya adalah pembelajaran yang bisa menarik perhatian walaupun itu hanya pembelajaran dalam layar yang bisa jadi membosankan jika tidak menggunakan metode yang tepat seperti diskusi yang interaktif).
In this interview question, the question refers to the strategies used by students in overcoming the disturbances that occur in online learning for extensive reading courses. Where respondents tend to have different strategies in overcoming the disturbances that occur, but almost all respondents answered that their strategies came from each of them who had difficulties or disorders when undergoing online learning in extensive reading courses. This can be seen from student comments:
(Extract 1, 25/12/2021)
... The strategy I use is to evaluate previous disturbances or deficiencies so that they can be addressed in the next lesson or meeting because overcoming the disturbance must be done with self-awareness. (Strategi yang saya gunakan yakni dengan mengevaluasi gangguan atau kekurangan sebelumnya agar bisa dibenahi pada pembelajaran atau pertemuan berikutnya karena mengatasi gangguan haruslah dengan kesadaran sendiri).
CONCLUSIONS
Based on the findings and discussion in the previous chapter, concluded: problems and strategies deal with online learning in the extensive reading subject. Researchers assume that the problem faced by students in learning English online is real. It can be seen in the finding which concludes from the results of student interviews that students are less able to undergo online learning due to the ineffectiveness of online learning, described many students are hesitant to state that they feel there are no connection barriers when learning online for example network availability and the influence on families and economic condition, In addition, many students feel hesitant to state that online learning is more effective than offline learning.
From the discussion, strategies with online learning in Extensive Reading subject are students have adapted to online learning, related to methods, materials or student interest in following this course, it is no longer a problem because lecturers at The Extensive Reading course, is quite good at implementing interactive and fun online learning where students like the method used. Then the learning method talks about interest in learning to follow online learning in the Extensive Reading course. It describes how students interact with their lecturers and classmates and how the lecturer provides material. And the strategy is explained by how the students' motivation for online learning. Due to the Covid-19 pandemic, changes in methods, syllabus, and ways of learning or student learning styles change and adapt to conditions. The strategy in dealing with this must be tactical by students and lecturers or teachers as education actors under any conditions. As in the theoretical study of strategy in chapter II, namely John M. Echols and Hasan Shadly, An English-Indonesian Dictionary (Jakarta:
469 Gramedia, 2007), 560. Etymologically, strategy comes from the English 'strategic' which means plan tactics. Meanwhile, according to the Greek language, strategy comes from the word
"strategos" which has meaning, namely; an attempt to achieve a victory in a war. From the results of the interview, it can be seen that the strategies students use are what they like or strategies that make them comfortable and able to understand the material.
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