REPORT FINDING

1. The Importance of Learning English Online

Similar findings also emerged from the analysis of data collected from open-
ended questionnaires, in which the students expressed their positive points, negative
and ambivalence of view about the importance of learning English online. From 100
students of SMAN 4 Tapung surveyed, 92 percent of them voluntarily provided a
response that learning English online is important. 8 percent of students delivered
negative responses and none student provided the ambivalent response. The student’s
belief in the importance of learning English online was underpinned by several
reasons as presented in the table below.

Table 4.3 The Percentages of emerging themes indicating belief in the importance of
online learning

No Category F %
Positive Responses 92 92
1 Needed/Necessary 34 31,28
2 Beneficial 26 23,92
3 Condition/Situation 19 17,48
4 Technology 5 4,6
5 No reason 6 5,52
6 Learning Process 2 1,84

Negative responses 8 8
1 Challenging 7 0,56
2 No reason 1 0,08

As the table presented, there are five reasons that emerged frequently from the
students’ positive responses on the importance of learning English online. The result
of data analysis strongly indicated that the students of SMAN 4 Tapung viewed
neededor necessary as the most important reason for implementing online English
learning. This reason was the most frequent reason reported by the students. Three of
the students stated:

“Saatsituasisepertiinibelajar Bahasa
inggrisPentingkarenapelajaranbahasainggristrmasukdalampelajaranygwajibdanNilaiharu
s di ataskkm.” (Eva Wulandari)
 (In situations like this, learning English is important because English lessons are
included in compulsory lessons and the grades must be above the minimum
completeness criteria (KKM))

“Pentingkarnameski daring, bhasainggrismerupakan skill yang

haruskitakuasaiuntukbersaingdiberbagaibidangdengannegara lain.” (Lorenza Tiara P)

(It is important because even though learning online, English is a skill that we must
master to compete in various fields with other countries)

“Pentingbuat masa depan.” (RifdoAlfino)

(Important for the future)

Four other reasons related to the importance of learning English online, which
include beneficial, condition and situation, technology and learning process. In terms
of the benefits of learning English online, the students argued that learning English
online could increase knowledge, facilitate interaction with foreigners, to get a better
job and make them not leave behind the technology.

“Penting,
karenauntukmenambahilmutentangbahasaluardanmempermudahberinteraksiantarbedaba
hasa.” (Muhammad FadelMiharsa)

(Important, because to increase knowledge about foreign languages and make it easier
to interact with foreigners)

"PentingkarenakitaharusbelajarbahasaInggrissupayabisamendapatkanpekerjaan yang
lebihlayakmenye." (IsraDatul Jannah)

(It is important because we have to learn English in order to get a better job.)

"Penting, karenakitahidup di zaman globalisasidimanateknologimulaiberkembangpesat,

kitasebagaigenerasimudaharusmampuberadaptasi." (RafiqMaulana)

(It's important, because we live in an era of globalization and technology is starting to

develop rapidly, we as a young generation must be able to adapt)
 In terms of the condition or situation of learning English online, the students
argued that learning English online was needed becausedue to the current situation of
the covid-19 pandemic.

"Pentingkarnameskisituasisaatinisedangtidak baik2 saja,

kitatetapharusbelajarbahsainggrisataubahasadunia." (DindaSuryani)

(It is important because even though the current situation is not good, we still have to
learn English or the world language)

"Menurutsayapenting... Karna degankeadaanskrangsangattidakbaikapalgi denga virus

corona ,inisangatbahayabgimerekaskolatatapmuka." (Dharma)

(I think it's important... Because the current situation is not very good, especially with
the corona virus, this is very dangerous for them to go to school face to face.)

In terms of technology of students in learning English online, the students

argued that the students have toadapt with technology.

“Penting, karenaselaindapatmencarijawabandari internet atausumber lain kita juga

dapatlebihbanyakmemahamitantangkemajuanilmupengetahuandanteknologi(IPTEK)”
(NurulAlfatyaYr)

(Important, because apart from being able to find answers from the internet or other
sources, we can also understand more about the progress of science and technology
(IPTEK))

In terms of learning process of students in learning English online, the

students think that online English learning can help students to more easily understand
the lesson.

“Penting, agar mahasiswadapatbelajardengan focus.” (BungaNatasyaIsmet)

(It is important, so that students can learn with focus)

 “Pentingkarena flexible” ( MuhammadRizqyApriyandi)

(Important because it is flexible)

As the table presented, there is 1 reason that often arises from students'
negative responses about the importance of learning English online. The results of
data analysis showed that SMAN 4 Tapung students viewed online English learning
as not important because it was a challenge for students, the reason being that SMAN
4 Tapung students did not understand the material, had difficulty understanding the
material and felt bored because they did not understand the learning material. This
reason is the reason most frequently reported by students. Three students stated:

“Tidak penting karna kurang paham” (Aidil Sah)

(It's not important because I don't understand)

“Membosankan...karena tidak mengerti” (JINGGA YONTA MARSA)

(It's boring...because I don't understand)

“Tidak penting karena sangat sulit dipahami” (Ragil Rivaldo)

(It's not important because it's so hard to understand)

Table 4.4 The Percentages of emerging themes indicating belief in the favorable feeling
of online learning

Similar findings also emerged from the analysis of data collected from an open-ended
questionnaire, in which students expressed positive, negative, and ambivalence points of view
about their feelings when learning English online. Of the 100 students of SMAN 4 Tapung
surveyed, 29 percent of them voluntarily responded that learning English online was fun. 62
percent of students gave negative responses and 9 students gave ambivalent responses.
Students' opinions about their feelings when learning English online are supported by several
reasons as presented in the table below.

No Category F %
Positive Responses 29 29
1 Freedom of learning 10 2,9
2 Feeling favorable 5 1,45
3 No reason 4 1,16
4 Flexible learning 3 0,87
5 Learning process 2 0,58
6 Effective learning 1 0,29
7 Pandemic 1 0,29
8 Willingness 1 0,29
9 Beneficial 2 0,58

Negative Responses 62 62
1 Ineffective learning 39 24,18
2 No reason 12 7,44
3 Learning process 7 4,34
4 Environment 2 1,24
5 Lack of interaction 1 0,62
6 Flexible learning 1 0,62

Ambivalent Responses 9 9
1 No reason 5 0,45
2 Flexible learning 2 0,18
3 Learning process 2 0,18
4 Ineffective learning 2 0,18
5 Willingness 1 0,09

As the table presented, there are 9 reasons that often arise from students' positive
responses about their feelings of pleasure when learning English online. The results of data
analysis showed that students of SMAN 4 Tapung saw that it was fun to learn English online
because of the freedom of learning. This reason was the reason most frequently reported by
students. Three students stated:

“menyenangkan karna bisa melaksanakan kegiatan dirmh jgk” (Bunga Natasya Ismet)

(It's fun because I can carry out home activities too)

“menyenangkan karna bisa belajar di media manapun” (Dota Asrindo)

(fun because you can learn in any media)

 “menyenangkan karna apabila kita tidak memahami materi yg di share guru, kita dapat mencari lebih
dalam dan rinci dari google ataupun sumber lain” (Nurul Alfatya Yr)

(It's fun because if we don't understand the material shared by the teacher, we can search more deeply
and in detail from Google or other sources).

In terms of students' feeling favorable towards learning English online, the students
thought that learning English online was fun because they liked English lessons and because
it was easy for them to understand.

“menyenangkan, karna saya suka pelajaran bahasa inggris” (IIR DELA YUNITA)

(fun, because I like English lessons)

“menyenangkan karna mudah untuk dipahami” (Syahira Rani)

(fun because it is easy to understand)

“menyenangkan karna saya suka aja” (Wella Mutiara Sari)

(fun because i like it).

In terms of students' enjoyment of learning English online, students think that learning
English online is fun because learning is flexible. Students give opinion:

“Menyenangkan karna fleksibel” (Heru Handoko)

(fun because it's flexible)

“menyenangkan karna bisa sambil makan dirumah, dll” (Stevy Adellia)

(It's fun because you can be at home while eating etc).

 In terms of students' enjoyment of learning English online, students think that learning
English online is fun because of the learning process. Student give opinion:

“menyenangkan karna bisa dilakukan dirumah dan easy atau fleksibel” (Anisa Pertiwi)

(fun because it can be done at home and easy or flexible).

And there are 4 other reasons that make students happy in learning English online
such as: Effective learning, Pandemic, Willingness, and Beneficial. Students give opinions:

“ menyenangkan, karna kita bisa lebih mudah mencari arti dan memahaminya” (Yollanda Mefa Dwi
Aprila)

(fun, because we can more easily find meaning and understand it : effective learning)

“menyenangkan karna menyenangkan dan dapat mengurangi covid” (Dwi Regy Pranata)

(fun because it's fun and can reduce covid : pandemic)

“menyenangkan, dari belajar bahasa inggris kita bisa memahami secara perlahan bahasa-bahasa inggris”
(Eva Wulandari)

(fun, from learning English we can understand English slowly : Willingness)

“ menyenangkan karena bisa membuat kita bisa berbahasa inggris” (Fernanda)

(fun because it can make us able to speak English : Beneficial)

As the table presented, there are 5 reasons that often arise from students' negative responses
about their feelings of pleasure when learning English online. The results of data analysis
showed that students of SMAN 4 Tapung saw that it was not fun to learn English online
because of the ineffective learning. This reason was the reason most frequently reported by
students. Three students stated:

“ membosan kan karena nggak ngerti” ( Aidil Sah)

( boring because i don’t understand )

“ membosankan, karena gak langsung guru yang menerangkan jadi kurang ngerti ☹” (Elisa indriani sirait )

( boring, because the teacher doesn’t directly explain so don’t understand )

“ membosankan, karena selama daring saya hanya disuruh mencari materi” ( Mayang Purnama Sari )

( boring, because while online i was only to look for materials )

And there are 4 other reasons that make students boring in learning English online such as: learning process,
environment, lack information, and flexible learning. Students give opinions:

“membosankan, karena gak langsung guru yang menerangkan jadi kurang ngerti ☹” (Elisa Indriani Sirait)

“boring, because the teacher doesn’t directly explain so they don’t understand”

“membosankan, karena selama daring saya hanya disuruh mencari materi” (Mayang Purnama Sari)

“boring, because while online learning i was only to look for materials”

“membosankan, karena saat bljr secara online susah buat memahami pelajaran bahasa inggris secara cepat”
(Sherin Naura Efendi)

“boring, because when studying online it is difficult to understand english lesson quickly”

“ membosankan, karena tidak ada teman” (Delon saputra)

“boring, because there are no friends”

“ membosankan, karena lebih mudah offline” (Aufa Dhayatul Fadilla)

“boring, becuase it’s easier offline”

As the table presented, there are 4 reasons that often arise from students' ambivalent
responses about their feelings of pleasure when learning English online. The results of data
analysis showed that students of SMAN 4 Tapung saw that it was ambivalence to learn
English online because of the ineffective learning. This reason was the reason most
frequently reported by students. Two students stated:

“ menyenangkan dan membosankan, menyenangkan karena materi pembelajaran dapat kita jumpai banyak di
internet dengan mudah, membosankan karena tidak semua materi dapat di pahami” (Tiara Febriani)

“fun and boring, fun because we can find a lot of learning materials on the internet easily, boring because not
all the material can be understood”

“menyenangkan karena bisa dirumah sambil makan dll, tapi membosankan tidak ada teman dan tidak mengerti
dengan penjelasan guru” (Stevy Adellia)

“it’s fun because you can be at home while eating and others, but it’s boring having no friends and not
understanding the teacher’s explanation”

Three other reasons that make students feeling ambivalent in learning English online such as:
flexible learning, learning process and willingness . Students give opinions:

“menyenangkan karna fleksibel dan membosankan karena kurang efektif” ( Dinda Suryani )

“fun because it’s flexible and boring because it’s less effective”

“ menyenangkan tp membosankan juga karena banyak tugas” ( Said Muagil)

“fun but boring too because, so many tasks”

“menyenangkan tapi kadang membosankan karena sulit” ( Mhd. Ikhsan Al Amin Siregar )

“fun but sometimes boring because it’s hard”

“kadang menyenangkan karena fleksibel dan kadang membosankan karena tidak mengerti sepenuhnya” (Nabila
Yanmar)

“sometimes it’s fun because it’s flexible and sometimes it’s boring because it doesn’t fully understand”

Table 4.4 The Percentages of emerging themes indicating belief in the willingness to join
online learning

No Category F %
Positive Responses 49 49
Condition 28 13,72
Needed 14 6,86
No reason 4 1,96
Effective learning 3 1,47
Willingness 2 0,98
Beneficial 1 0,49

Negative Responses 45 45
No reason 19 8,55
Ineffective learning 11 4,95
Condition 6 2,7
Learning process 4 1,8
Environment 2 0,9
Needed 1 0,45
Financial 1 0,45

Ambivalent Responses 6 6
Condition 6 0,36
Learning process 3 0,18