STUDENTS’ PERCEPTION TOWARDS ONLINE LISTENING CLASS
SKRIPSI
BY
UMIATI RUI’YAH NPM 2170.10.7.3082
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JULY 2021
ABSTRACT
Rui’yah, Umiati. 2021. Students’ Perception Towards Online Listening Class.
Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I: Hamiddin, S.Pd., M.Pd ; Advisor II; Diah Retno Widowati, S.Pd., M.Pd.
Keywords: perception, online learning, listening.
Online learning has been adopted in education around the world due to social distancing to prevent Covid-19 from spreading. All teaching and learning activities online learning are done through internet connection. In terms of ELT context, creative and conducive learning method needs to be developed to cover learning need, Listening is considered to be very complex to be adjusted in online learning environments as the activities involves complex learning method that highly
dependent on direct supervision of the instructor. Suitable is needed to be developed in designing learning environment. Therefore, the researcher aims to conduct study about students’ perception in online listening.
This study used descriptive qualitative research method and semi structured interview as instrument. The data for this research collected from 10 students of English department from University of Islam Malang through online with the use of WhatApp video call. The data are analysed using qualitative data analysis based on Miles and Huberman (1994) that consist of data reduction, grouping, coding, and interpretation to get the data as a whole.
The result identifies that online learning activities in listening class focuses on revealing the learner with authentic material and encourages students to practice listening skill independently especially IELTS by providing the students with suitable and sufficient material. It also found that learning platform are applied effectively.
The study also identifies that the participants have positive responses towards online listening such as enjoyable, practical and flexible, well delivered and facilitated, good instructor and more successful compared to previous semester.
CHAPTER I INTRODUCTION
This chapter defines backround of the research, research problems and objective of the research, scope and limitation, the significance of the research and definition of the key terms.
1.1 Background of the Study
Online learning has become global scale practice around the world following social distancing in the attempt to suppress coronavirus spread and anticipate more infection. The use of online learning has increased recently, as many countries in the world are unwilling to take the more risk of Covid-19 virus from the direct meeting at schools and universities (Bailey, 2020). Online learning is a method of teaching and learning where the material delivered indirectly and teacher and students
communicates and interacts through network access using technological devices or application (Milliner, 2017). The utilization of internet in having interaction, accessing material and receiving support in learning process through learning experience allows more flexibility to teaching and learning activities (Nugroho, 2020). However, the application of online learning is not always suitable for every
learning teaching and learning as some learning might requires direct interaction (Moorhouse, 2020).
According to Payne (2020) When it comes to the use of technology is not a one size fits all approach as it rest on the types of technology implemented and also the content material being taught. This indicates that the use of technology requires additional consideration in terms of factors such as teaching instruction and
construction of learning experiences. There are possible issues in the application of online learning especially that involves with the requirements of having good communication such as participation in collaborative learning tasks, group presentations and group assessments (Susilowati, 2020). Additionally, Davidson (2015) also noted some issues also involves more personal factors such as anxiety associated with using technology, the perception of inequity in assessment as well as inability or difficulty in peer interaction. Despite of its difficulties in the application that requires adjustment and improvements to meet teaching and learning standard, online learning also have more potential if used effectively.
In online learning all teaching and learning activities are carried out online through internet connection as well as for English classes. Following the impact of COVID 19, the Implementation of a learning system has been done more than a year.
All efforts have been done by both the institutions and the lecturers to achieve good results and effective method from this online learning. However, some responses from students may arise about this online learning system, especially for English
courses (Rifiyanti, 2020). Thus, the learners’ perception of English online learning is required to further motivate improvement in online learning. According to Lagerspets (2008) Empirical studies of perception is the use of everyday and non-technical conceptions of logic as the background. This is due to the studied phenomenon are defined as individuated on the basic understanding which have central role in human society and social study.
Previous studies have been conducted on learners’ perception of online learning. The study conducted by Saifuddin, (2018) revealed that the students’
perceive e learning as beneficial to improve motivation, comprehension and help the readiness in the lecture. The important implication of learners’ perception of learning a foreign language will influence further learning and teaching process where the learners are the main stakeholders in every modela of education as getting
information based on students’ experience both in traditional and online interaction, either gained knowledge or learning atmosphere will create a perception in every learner (Hromova, 2019).
In terms of ELT context, creative and conducive learning method needs to be developed to cover learning need in the sudden shift of face to face learning to online learning. Amongst the four English skills, listening teaching and learning considered to be very complex to be adjusted in online learning environments. listening learning activities involves already complex learning method such as listening audio material together under direct supervision of the instructor. Listening is the basic skill in
learning language as infants begins to learn language from how it sounds before learning how it is written and spoken when they grow up. In the term of second and foreign language, listening used for two purposes to gain an understanding and respond accordingly as well as to support other language skills development (Richards, 2005). Listening skill is about to receiving the message that originated from sound and voice (Picciano, 2002). According to Adnan (2014) listening is a process of getting the message and meaning from taking attention to the information we hear. As receptive skill, listening has been shown to assist in the acquisition of pronunciation, vocabulary and syntactic knowledge (Lanning, 2015).
Listening plays a significant role in the use of language in communication, however, listening is considered to be challenging skill especially on EFL students (Adnan, 2014). Listening is very complex skill compared to other skills for ESL and EFL learner, in his study it is found that listening difficulties are caused by lack of practice and knowledge to follow listening activity in the class (Schmidt, 2016). In this case, effective way in teaching and learning are necessary to efficiently develop students listening comprehension and skill. Developing effective listening activity, it is necessary to discuss the challenges of online learning in listening class such as getting the gist of fast talking speaker, lack of vocabulary and length of speech (Milliner. 2017). There are many ways developed for listening activities in regular face to face learning, but there is only limited amount of strategies in online listening class (Susilowati, 2020). According to Fauzi & Angkasawati (2019) to deal with the
rate of speech the lecturer can give a chance of repeat on certain part or instruct the students to find key words, as for vocabulary the lecturer can instruct students to take notes on difficult vocabulary and spare some time to discuss it.
There are various problems in online Students might encounter listening activity such as decoding information, grasping the speech, comprehension and recognition of the speech (Jordan, 2002). According to (Nunan, 2002) listening activity is a complex task that involves bottom-up and top-down learning processes.
Khoironi & Hadi (2018) noted that bottom-up process of listening involves decoding sounds for the comprehending of words, sentences, phrases, and the whole texts while top-down process involves the ability to comprehend actively the messages of the speaker with prior knowledge, which includes experience to the topic, knowledge of content, and knowledge from previous events. These two processes are considered necessary to achieve listening.
There are many ways of teaching listening, however, as online learning becomes obligatory to avoid the danger of the pandemic, it is necessary to design appropriate method for online learning by understanding what students’ need and what students’ feel and think about the teaching strategies. Therefore, a study about students’ perception in online listening class is needed.
1.2 Research Problems
Based on the research background the researcher formulates the research questions as follows:
Research problem
1. How is the students’ perception towards online listening class?
2. How is the students’ perception towards difficulties in online listening?
1.3 Purpose of the Research
According to the research questions above, the researcher formulates the purpose of the research as follows:
1. To identify students’ perception towards online listening class
2. To identify students’ perception towards difficulties in online listening 1.4 Scope and Limitation of the Study
The research conducted on 10 participants from 3rd semester of the English Department of the University of Islam Malang using online interview. The interview was conducted using the model of structured interview with 10 items discussing about perception and difficulties in online listening. The platform used by researcher is google form.
1.5. Significance of the Study
In this study, the researcher points out the benefits of this study that can give beneficial information about online listening activities. The result of this study provides beneficial information about learning activities in online listening class as well as students’ perception towards those learning activities. This study informs the reader about how online listening class are conducted and what learning activities implemented in online listening class as well as students’ perception towards it.
For the researcher, this study provides useful information about the study allowing the next researcher to find the gap and limitation to conduct the next
research, the researcher also provides suggestion that helps another researcher to find new idea for next study. For university students, especially English department students, this study gives beneficial information about listening activities and students’ perception to online listening class so that the students can prepare in
learning as well as find solution to the problems that might be encountered in learning activities, Moreover, instructors and lecturers can utilize the information in this study that contains beneficial information on how students feel about teaching strategies in online listening class that can be used to develop better teaching and learning
strategies.
1.6 Definition of Key Terms
This section explains the definition of the key terms used in this research to avoid misunderstanding.
1.6.1. Listening in IELTS
The term listening in IELTS refers to the ability to listen, get information or comprehend the message through the sound and auditory material in English language in English language international standardized test.
1.6.2. Online Learning
The term of online teaching and learning refers to an activity of teaching and learning where the interaction, submission and material is delivered through the use of network and internet.
1.6.4. Online English Listening
Online English listening learning activities refers to the way of teaching and learning English listening in order to get the efficient and suitable way to develop students English listening skills through the use of online network.
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher points out the conclusion based on the result of the study and discussion as well as giving suggestion for the reader and the next researcher.
5.1 Conclusion
According to the finding and discussion, the perception in online listening class, the study identifies that most of the participants have positive perception towards online listening class. The data shows that the positive response stated are enjoyable, practical and flexible, well delivered and facilitated, good instructor. well improved compared to previous semester and successful. In terms of online learning activities in listening class focuses on exposing the learner with authentic material by watching and analyzing videos without subtitle, moreover, the lecturer also
encourages students to practice listening skill independently especially IELTS as well as providing the participants with suitable and sufficient material. It is also found that learning platform are well utilized that supports practicality and flexibility.
In terms of students’ perception, the result is in contrast with the previous studies where most students give negative responses towards online learning.
However, the study also identifies some difficulties that mostly caused by
connectivity problems, the difficulty level of the material, difficult to understanding
accent and the cost of packet data. This is in line with the previous studies that have similar problems about connectivity, comprehension and learning cost.
5.2 Suggestion
Based on the result and conclusion of the study, the researcher points out some suggestion for the reader and the next researcher as follows:
5.2.1 It is suggested for the students to utilize the facility provided by
lecturer and practice listening skill independently outside listening class. The students can also use the material given by lecturer to practice at home.
5.2.2 For the lecturers and university, it is suggested to give develop more effective teaching method and strategies that suits online learning such as providing students with tryout of IELTS at the end of the semester. It is also necessary to direct the students access open source online material to support their learning.
5.2.3 For the next researcher it is suggested more to conduct more studies in online learning based on the teacher perception, in order to understand the
facilitator’s view about teaching in online learning.
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