English Online Learning in Indonesia
Welcome to our scholarly exploration of "English Online Learning in Indonesia"! Amidst the unstoppable pace of digital transformation, online English education has become an important cornerstone for learners in Indonesia. In this article, we will investigate how the wave of online learning is permeating the educational landscape in Indonesia, opening a window to a new era in English understanding and mastery.
Let's discover together how these online platforms not only change the way we learn, but also provide new opportunities and fundamental challenges. Happy reading!
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Language education in Indonesia has gone through various developments, especially in learning English since the beginning of independence until now. English is an international language that is widely used in all parts of the world, whether in business, politics, economics, education, or publication. This makes English an important factor to be able to compete in the international arena following other countries. This is what then encourages the emergence of learning English at various levels of Indonesian education. In addition, the ability to speak English has become an important need for the world because English can be used as a broad means of international communication (Sinaga & Pustika, 2021). The inclusion of English into the curriculum by the Indonesian government is proof that English is an important subject in the Indonesian education system (Sinaga & Pustika, 2021). It aims to prepare students to face the era of globalization and to improve students abilities in languages. Various improvements and updates continue to be made in order to optimize English learning from elementary to tertiary levels.
The development of language education certainly has a strong relationship with the influence of technology. According to Alqahtani (2018), technology has developed rapidly and has an increasingly large role in aspects of language learning. In line with this, Kaharuddin & Rusni (2021) argues that technology helps the process and system of learning English with material content that can attract students' interest in learning English. This is very helpful in the teaching and learning process as a supporting medium in learning, especially English lessons. Furthermore, Kaharuddin & Rusni (2021) argues that students can be more active in finding learning resources via the internet to improve their English skills with technology. The use of technology in learning English also has the advantage of improving reading, writing, communication exercises, and grammar exercises (Kaharuddin & Rusni 2021; Alqhatani, et all., 2018). Internet media is a medium that connects the whole world simultaneously through smartphones. Technological developments in education in Indonesia are also gradually developing. Several technological devices and applications have been introduced to support language learning. However, the development of distance learning (E-learning) has only begun to develop rapidly after the COVID-19 pandemic occurred in 2020. This is in accordance with Prasetyo, et al. (2021) opinions which revealed that online learning methods have existed for a long time, but experienced developments during the pandemic. covid.
In 2020, the whole world was shocked by the spread of the Covid-19 virus which originated in Wuhan, China. Almost the whole world is feeling the impact of the virus and affecting most sectors of life. To reduce the spread of the virus, many countries then implemented long-term lockdowns and social restrictions. Quoting from Muslimin & Harintama (2020), lockdown is one way to minimize contact with other people in order to reduce the possibility of spreading the virus. The spread of this virus resulted in 72,347 cases (Sinaga & Pustika, 2021) and had an impact on teaching and learning activities (Sinaga & Pustika, 2021; Allo, 2020). Furthermore, the Scientific and Cultural Organization (UNESCO) argues that the corona virus outbreak has had a major impact on the education sector where there are around 300 million students hindered in learning activities and threatens their right to education in the future (Allo, 2020).
Even though the direct learning process at school can improve students' language skills both in terms of listening, speaking, and reading directly, the Covid-19 outbreak has forced learning to switch to e-learning. This is of course unavoidable, so like it or not all related aspects must follow these enforcement rules in order to avoid the virus. As technology develops, the process of teaching and learning English can be done using technology called e-learning. There is also a shift in face-to-face education models in classrooms where technology can be integrated. Transformation of the online learning system is the only option in an urgent situation due to the Covid-19 virus (Mahyoob, 2020)
Many countries then implemented remote learning, including in Indonesia. Covid-19 made the Indonesian Ministry of Education and Culture implement online learning policies that were previously conventional (Agung, Surtikanti, & Quinones, 2020; Sinaga 2021), to facilitate the teaching and learning process between students and teachers remotely. According to Efriana (2021), online learning methods can be a way out so that the learning process continues. Although this system is not as effective as face-to-face learning, the government is implementing online learning on a large scale to prevent the spread of the virus without disrupting the learning process of students in Indonesia (Holisoh, & Fitriani, 2020).
"Online learning is part of distance education thst specifically combines electronic technology and internet-based technology or ICT in learning.... Online learning refers to the availability of information technology," (Efriana, 2021)
The existence of the Covid-19 pandemic has made the online learning system experience rapid development in the education sector. Many applications have been introduced to support online learning during social distancing. Several technologies that can be used to support online teaching are web-based media, applications, and online platforms (Sari & Oktaviani, 2021). The Minister of Education and Culture of Indonesia, Nadiem Karim, advised educators to apply various e-learning platforms such as the teacher's room, google classroom, zoom, and others (Agung, Surtikanti, & Quinones, 2020). The use of learning applications and other learning support applications is starting to develop widely, but WhatsApp is still the most frequently used. The presence of mobile phones contributes to the success of online learning because most students use their mobile phones in this regard (Mahyoob, 2020). Quoted by Alqhatani, et all., (2018), applications such as WhatsApp can improve writing, vocabulary, and communication in English so that they cover various goals of language learning for students. Furthermore, the results of Alqhatani's, et all., (2018) research suggest using WhatsApp to provide communicative opportunities that can lead to implicit learning. In line with that, Rinekso & Muslim (2020) argued that using WhatsApp was easy to implement because all students were familiar with its use. He continued, the WhatsApp application also does not require large data storage and is simple. Apart from that, Simanjuntak, et all. (2021) also suggests using YouTube as a learning medium in learning English to improve students language skills in various aspects.
In this case, the distance learning system is divided into three. Quoted from Rinekso & Muslim (2020), Perveen suggests that this division includes synchronous, asynchronous learning systems, and hybrid learning or blended learning. The synchronous learning environment is online learning that allows students and teachers to interact directly such through in video conferencing, live chat, and others (Rinekso & Muslim, 2020). Conversely, asynchronous is an online learning method where teachers and students cannot be online at the same time as in e-mail, online modules, blogs, and so on. Meanwhile Hybrid or blended learning refers to learning strategies that combine face-to-face and online teaching in one setting (Albiladi & Alshareef, 2019; and Kaharuddin & Rusni,2021). Each of the synchronous, asynchronous and hybrid has different benefits depending on the desired and appropriate online learning conditions for students and teachers.
Returning to online learning, after it began to be implemented in Indonesia, the shift in the English learning model from face-to-face to online learning elicited many diverse responses. Indonesian educational institutions then widely implemented distance learning. Quoted from Allo (2020), online learning models have advantages and disadvantages that can have an impact on learning outcomes. Some parties who agree say that online learning allows the learning process to continue even without meeting in person at school, "Teachers can still deliver teaching materials, and students can still receive the lessons without having to leave the homes," (Efriana, 2021) which certainly helps to reduce the spread of broader viruses. Supporting this, Allo (2020) quoted from Mislinawati and Nurmasyitah revealed that web e-learning is useful for increasing understanding, independence, self-discipline, learning motivation, and interaction between students and teachers, "They will acquire new vocabulary and expertise in information and technology”. In line with that, quoted from Manegre & Sabiri (2020) explaining that technology can encourage speaking and writing skills when factors such as environment and culture hinder language learning, such as an ineffective speaking environment and others. Furthermore, the capabilities of virtual classroom systems, especially video, chat, and text capabilities, provide students with opportunities for ongoing interaction that enhance student engagement and a sense of community. According to Rinekso & Muslim (2020), several advantages in learning English using online discussions include:
(1) demonstrating knowledge of key concepts, (2) stimulating higher-order critical thinking skills, (3) encouraging peer interaction and teamwork, (4) promoting thoughtful reflection, (5) achieving social interaction and community building, and (6) encouraging student-generated discussion topics," (Rinekso & Muslim, 2020)
Some of these advantages are useful for training students' abilities to improve their English skills. Students are trained to get used to working based on technology and the internet, making it easier for them to work in a digital-based world. Other advantages of online learning mentioned by Mahyoob (2020) include the accessibility of online education globally, saving time, transportation costs, effort, and the advantage of recording lectures while online. In addition, student motivation can increase as learning English online is implemented. A different experience that is felt for the first time for students when learning English online from what they have experienced can increase students' motivation to continue learning (Simanjuntak, 2021).
However, online-based learning is not free from obstacles and challenges during the implementation process. The reality in society actually shows that this online transition has caused several problems (Efriana, 2021). The most basic problem and the most complained about is the availability of the internet (Allo, 2020; Manegre & Sabiri, 2020; Erfiana, 2021; and Kaharuddin & Rusni, 2021). According to Agung, Surtikanti, & Quinones, (2020), many students find it difficult to attend class due to the lack of data/quota package they have. Students who are in rural areas are more likely to experience problems with limited internet access. Areas with poor internet signal face many problems in online learning (Agung, Surtikanti, & Quinones, 2020). In addition, some of the students do not have adequate devices to support their online learning. This is supported by Efriana's (2021) statement which reveals that other problems in e-learning learning are due to the absence of devices such as computers and Android owned by parents and students. The lack of learning support facilities is the most frequent obstacle to the realization of online learning, especially for underprivileged communities and for students who live in remote villages.
Another problem with online learning is the teaching staff. According to Holisoh & Fitriani (2020), the quality of the language teaching and learning process includes not only some but all elements of teaching and learning, including the teacher. From this we can see that the teacher plays a major role in determining the quality of language teaching and the learning process itself. However, when learning takes place online, teachers cannot thoroughly monitor their students. They cannot supervise their students thoroughly during the listening test and also during the speaking class, "...with distance or online learning, students also find it difficult to imitate the way of speaking exemplified by their teacher, and the teacher also cannot optimally train students to speak.,” (Efriana, 2021). Teachers' unpreparedness in the transition to online learning methods also must not go unnoticed. The transition from the traditional learning system to the online system was carried out suddenly and without adequate preparation due to the Covid-19 pandemic (Efriana, 2021). Furthermore, this makes teachers unable to optimize technology-based learning, and is limited in learning mastery. Muslimin & Harintama (2020), from the results of his research, found that some students felt that the teacher was limited in explaining online during synchronous learning.
Several other obstacles are also found in online learning support applications. In research conducted by Muslimin & Harintama (2020), he explained that several things he complained about and another challenge were the WhatsApp application which did not have flexible features for responsive and fast interactions. Several other paid applications that make these learning applications limited access. Students have difficulty making short WhatsApp texts while they have long explanations (Muslimin & Harintama, 2020). Another thing that is also a challenge for online learning is student anxiety. Students tend to be embarrassed to ask questions or comment because of imperfect grammar and anxiety of being noticed by all WhatsApp groups.
The era of globalization encourages the use of technology coupled with the emergence of the Covid-19 pandemic which requires students and teachers to use distance learning making progress in this digital field inevitable. In the transition to this learning model, teachers play an important role in embracing and guiding their students. According to Holisoh & Fitriani (2020), when learning takes place, students need interesting content so they feel excited to take part in online English classes. In this case, the teacher plays an important role in building a learning atmosphere both with an emotional approach and by using interesting application media. In this case, teachers are required to be creative in online learning (Holisoh & Fitriani, 2021). In addition, Muslimin & Harintama (2020) added that to face this challenge, students need to motivate themselves to have increased engagement during online classes. He added that motivation, learning challenges, and the ability to find solutions for online learning are strongly related to one another (Muslimin & Harintama, 2020).
Even though it has several obstacles in its implementation, in fact online learning is considered very helpful during the Covid-19 pandemic. This provides teachers and students with new experiences during the online learning transfer process. In the future, the authors hope that existing technologies can be further optimized to support learning English. Because after all, technology will always develop along with the development of education. They mutually influence each other in improving the standard of human life for the better.
REFERENCE
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