Analysis on the Implementation of English Private Class as a Solution for

English Learning Difficulty During Pandemic

(A study at AB Variasi)

A GRADUATING PAPER

Submitted as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan

(S.Pd) in English Education Department of Teacher Training and Education Faculty State

Institute for Islamic Studies (IAIN) of Salatiga

BY :

SHYNTA TAFSIUL KUSUMA

NIM : 23030170072

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA
 2021

CHAPTER I

INTRODUCTION

This chapter consists of the introduction of the research problem. It’s contain 7 issues,

these are Background of the study, Problem of the study, Objectives of the study, Limitation of

study, Significant of the study, Definition of key term, and Graduating paper outline

A. Background of study

Education is fundamental to development and growth. The human mind makes possible

all development achievements, from health advances and agricultural innovations to efficient

public administration and private sector growth. For countries to reap these benefits fully, they

need to unleash the potential of the human mind. There is no better tool for doing so than

education (King, 2011). School is a means of education. A place where knowledge can be given

and received well. However, since the coronaviruses disease (Covid-19) appeared schools have

become less useful.

Global pandemic caused by the outbreak of Coronaviruses disease (Covid-19) around the

world in 2020 has changed how human behaves in daily life. Most of countries that are affected

by this contagious of diseases have their society performed social distancing, a control action to

avoid infectious diseases transmission by minimizing contacts between susceptible person and

infected person may pass on the diseases (Reluga, 2010). As a result, people are encouraged to

do their activities from their own houses (e.g. working and studying) by using the advanced of

technology. To support the continuity of learning during the coronaviruses diseases (Covid-19).

Global pandemic caused by the outbreak of Coronaviruses disease (Covid-19) around the

world in 2020 has changed how human behaves in daily life. Most of countries that are affected
by this contagious of diseases have their society performed social distancing, a control action to

avoid infectious diseases transmission by minimizing contacts between susceptible person and

infected person may pass on diseases (Reluga, 2010).

In the education sector, the government through the Ministry of Education and Culture in

all countries has implemented a learning policy, namely learning from home (Leli, 2021 p.39).

The learning from learning policy allows the teaching and learning process to continue even

though teachers and students do not meet directly at school. Teachers can still deliver the

teaching material, and students can still receive the lesson without leaving their homes.

Online learning is a part of distance education that specifically combines electronic

technology and internet-based technology or ICT in learning. Online learning is a program for

organizing online learning classes to reach a broad and massive group of students. Online

learning refers to the use of internet-based technology features, which are highly dependent on

the availability of information technology (Leli, 2021 p.39).

In addition, online learning is a learning system without directly face to face between

teacher and students (Allen & Seaman, 2007). The online learning requires an internet network.

The teacher and students carry out learning together, at the same time, but in different places.

Various applications and platforms can be used, such as whatsapp, telegram, zoom meeting,

google meet, google classroom, edmodo, and others. To support this online learning, the main

device needed is computer or android connected to the internet network.

Facts among the public actually show that this online distribution system creates

several difficulties and problems. Students not catch the material that their teacher gave. That is

caused by, some students’ parents and students do not have computer or android device as found
in a research conducted by Wahab and Iskandar (2020). Such condition makes them difficult in

facing the reality. On the one hand, there is a demand for the fulfillment of educational services

for students, as mandated in the constitution. On the other hand, they are faced with a lack of

supporting facilities.

The problem is not only in the lack of learning equipment or facilities, but also in the

absence of the internet quota. Providing internet quota requires a high cost. This difficulty is felt

by students and parents from middle to lower class economies. They do not have adequate

budget to provide the internet network.

It doesn’t stop there. Even though the internet is in their hands, students still face

difficulty accessing the internet network because of the places they live. A research carried out

by Nashruddin, Alam, and Tanasy (2020) confirms that some students live in remote rural areas

that are not covered by the internet. In addition, their cellular network is sometimes unstable, due

to the geographical location which is quite far from the signal coverage. This is also a problem

that occurs in many students who take online learning, so the implementation is less effective.

Another problem is the unpreparedness of teachers for online learning. The transition

from conventional learning systems to online systems occurred suddenly because the Covid-19

pandemic was not preceded by mature preparation. A number of teachers do not have

Information and Communication Technology (ICT) skills so they are unable to adapt the change,

namely technology and information-based learning. Even though, it is inevitable for teachers to

use technology to support their teaching. Especially during the Covid-19 pandemic, like or not,

ready or not, ICT-based learning must be implemented so that the learning process can keep

running.
 In essence, the main problem is the understanding on the subject materials. Students still

need someone who is competent to be able to help them understand or complete assignments

from school. Because, sometimes their parents limited time in accompanying their children

during online learning. Therefore, private tutoring is the solution for students. Especially for

English student learner. Tutors in private class can also be referred to as informal schools that

can still run during the pandemic while still adhering to health protocols.

This study took place at AB Variasi study house located in Kalibening, Salatiga. AB

Variasi study house is a non-formal school institution that has been established since 2017. The

establishment of AB Variasi study house is based on various problems around it. Parents who

have difficulty in accompanying their children to study, then look for solutions so that their

children can learn to read, count and complete school assignments with the assistance of non-

formal teachers. Where children can learn and focus on one teacher, can ask what they are not

clear from what they get at school, can bring students and teachers closer psychologically as well

as instill good attitude values for children. Starting from greeting and saying good words to the

teacher.

The learning concept used in AB Variasi study house with a private system. Each child is

provided with assistance by one tutor, with 1 hour of learning according to the focused subject.

They are also given the facility of a comfortable place, namely a house that is designed with

partitions so that each tutor and child can focus on carrying out learning. For learning support

media in the form of LKS books and package books. In addition to place facilities, AB Variasi

study house also has tutor facilities that are competent in their fields. So that AB Variasi study

house serves learning assistance from PAUD to high school ages. With varied learning services,

one of which is private English class.

 In the current situation of the Covid-19 pandemic, private English classes are in great

demand. Because learning and delivery of material in schools is less than optimal. As a result of

learning that has been innovated due to circumstances, from face-to-face learning to online

learning. So that at home children are required to understand the material and do assignments

independently. By taking a private class, children can get assistance like in a formal school.

Based on the description above, and researchers finding about research gap which

happened caused by the lack of research on English private class and the real condition that

shows the importance of English private class. The researcher assumes that this research is

novelty so, the researcher interest to conduct this research entitled “Analysis on the

Implementation of English Private Class as a Solution for English Learning Difficulty

During Pandemic (At AB Variasi)”.

B. Problem of study

Based on the background of the research above, the researcher involves the research

question are:

1. How are the conditions of English learning process at AB Variasi English private

class?

2. How are the implementation of English private class help the student in English

learning at AB Variasi English private class?

C. Objectives of The Study

According to the problems of the research, the main objectives of this research are as

follow:

1. To find out the conditions of English learning process at AB Variasi English private
 class.

2. To find out the implementation English private class that help the students in

English learning at AB Variasi English private class.

D. Significances of the Study

1) Theoretical benefit

The benefit of this research is to be useful for the world of education. In the form of

information and knowledge about English private class which supports the formal

education.

Practical benefit

a) The researcher expects that this research can contribute to development of non-

formal education, Especially English education.

b) For the English tutor it can be used as additional knowledge about the

advantages of private class.

c) For student, it can be used as a solution for English learning difficulty during

pandemic.

E. Definition of Key Terms

1. English private class

The English Program is a training facility to improve English language skills

according to student demand. This program is at the request of the student personally.
 Time, place and learning materials are tailored to the needs of student (iec.web.id).

2. English learning

One of the problems in learning English is the opinion of most students that

English is a difficult and boring subject, so that many students do not like English lessons

and even make English as one of the lessons that have difficulty understanding the

material presented and have an impact on its low English learning achievement (Slameto,

2010). Moreover, English is a foreign language in Indonesia. They will understand more

when learning is only via online.

3. Learning Difficulty during pandemic

Online learning during the Covid-19 pandemic as the part of distance learning

has various problems. Those problems are experienced by teachers, students, and parents.

The problems faced students are understanding on the subject materials that teacher gave,

in the form of inactivity in following learning, limited supporting facilities, and internet

network access. The problem of parents is in the form of limited time in accompanying

their children during online learning (Leli, 2021 p.45).

F. Organization of Graduating Paper

This graduating paper will consist of five chapters. Each chapter will be

discussed as follow:

Chapter one is the introduction, which contains a background of the study, the

problem of the study, objectives of the study, significances of the study, definition of the

key terms, and enclosed by an organization of the graduating paper.

Chapter two is a review of related literature. It presents a theoretical review of

English Private Class, English Learning, Learning Difficulty during Pandemic. The
review of the literature on this paper is made into a sub-point that can make the research

well understandable. Beside theoretical review, there are previous studies that relevant to

this research.

Chapter three is a methodology. It discusses research approach, research

method, research design, place and time of research, the population of research, technique

of collecting data, evaluation, of criteria, research instrument, and technique of data

analysis.

Chapter four is data presentation and data analysis of the implementation of

English private class as a solution for English learning difficulty during pandemic at AB

Variasi.

Chapter five is closure as the last part which contains the conclusion and

suggestion. For the attachment their bibliography and appendix.

 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the review of the related literature that relevant to the topic of the

researcher. The theoretical review presents the underlying theories of English private class,

English learning and learning difficulty.

1. Previous Study

The first related study is the journal Ana Ramadhayanti (2018), a BSI University

student journal. The purpose of this study was to determine the ability to understand English

vocabulary and pronunciation in the language of today's teenagers. This research design is

quantitative. The method used is a survey and data collection through distributing

questionnaires. The results showed that the ability to understand each other had a significant

and positive effect on learning strategies using online tutoring methods. Meanwhile,

pronunciation (pronunciation) also influences each other with significant and positive
research results on learning strategies with online tutoring methods. It was concluded that the

online tutoring method had a positive impact on the ability to understand English vocabulary

and pronunciation.

The second related study is the journal I Gusti Ayu Agung Dian Susanthi (2021), a

student journal of Warmadewa University, Denpasar, Bali-Indonesia. The purpose of this

study was to determine the obstacles to learning English and how to overcome them. This

research uses the type of case study research. The technique of collecting data in groups is to

ask the obstacles experienced when learning English. The results of the study show that

community service activities have a positive effect on overcoming the obstacles faced when

learning English.

The third related study is the journal Ni Made Dita Sintadewi, Ni Putu Juni Artini,

irwan Febryan (2020), a student of the English teacher education study program and an

elementary school teacher at Triatma Mulya University. The purpose of this study was to

analyze the types of learning difficulties in English experienced by students, the factors that

influence learning difficulties, and to reveal the efforts that can be made to overcome

learning difficulties in learning English in class V of Elementary School. This research

method is descriptive qualitative. The research subjects were 22 class V students and class V

teachers. While the data collection procedures used were interviews, questionnaires, and

documentation. The results showed that most of the students still had difficulty learning

English. This is because it is influenced by internal and external factors that are less

supportive or adequate. It can be concluded that 5th grade elementary school students still

have difficulty in learning English lessons.

 The fourth related study is a graduating paper from Muhammad Hilman Agost

Dermawan (2017), Yogyakarta State University. The purpose of this study was to identify

and describe the management of the English Course Program at the English Café Yogyakarta

Course Institute. This research is a qualitative research with case study method. The subjects

of this research are CEO, general manager, chef and member at English Café Yogyakarta.

Data was collected using observation, interview and documentation techniques. The results

showed that the management of English Café Yogyakarta had good management, supporting

factors, flexibility, media utilization and service. So it can be concluded that the English Café

Course Institute can be well managed at Café Yogyakarta.

The fifth related study is Ari Sulistyo's graduating paper (2016), graduating paper

from Semarang State University. This study aims to describe the management of learning

English courses which include: 1) planning the implementation of learning, 2)

implementation of learning, 3) coaching, 4) evaluation of learning. This research uses

qualitative research with descriptive method. Data collection is done by interview,

observation, and documentation. The informants consisted of one manager, two instructors,

and one student. Based on the results of the study, it can be concluded that the learning

management of the ILP Semarang English course consists of Planning, Implementation,

Coaching, and Evaluation which is adjusted to the standards set has been determined by ILP

Semarang.

2. English Private Class

a. Private Class

The problem of education arises simultaneously with the existence of

humans themselves in the world (living) therefore humans are "homo

educandum" meaning that humans are essentially creatures who in addition can

and must be educated, as well as human beings can and must educate” [ CITATION

Riz19 \l 14345 ]

By nature, children need education or guidance from adults. This natural

basis can be understood from the basic needs possessed by every child living in

this world. Allah Says:

ِ ُّ
َ‫َشي ًئ‬ َ ‫ْخر َج ُك ْم ّم ْن بُطُ ِون أ َمهت ُك ْم ََل‬
ْ ‫ت ْعلَ ُْم َون‬ َ َ‫واهلل أ‬

"God gave birth to you from your mother's belly in a state not know

anything.” (QS an-Nahl: 78) (Nur Uhbiyati, 2002 p.89)

From the verse above, it can be concluded that every human being born

does not know anything. And humans to be able to find human status as they

should be, they must receive education. Children can get education from

anywhere. The first education of a child is parents, it is parents who determine

where the child will be taken next.

Thus, the statement above expands the true meaning of education which

currently human orientation with education is the world of school. Learning does

not have to be limited by educational institutions such as schools. Education is

divided into three, namely formal education, informal education and non-formal

education. Formal education is a structured, multilevel, tiered education system,

starting from elementary school to university and equivalent, including academic

and general-oriented learning activities [ CITATION Ish12 \l 14345 ]. Informal

education is education that is obtained by a person from everyday experiences,

consciously or unconsciously, from birth to death, for example in the family, in

the environment or in everyday experiences [ CITATION Soe92 \l 14345 ].

Non-formal education is "regular education that is consciously carried out

but does not follow fixed and strict rules". Non-formal education is education in

which every organized and systematic activity, outside the school system, is

carried out independently or is an important part of a wider activity, which is

deliberately carried out to serve certain children in achieving their learning goals [

CITATION Sud04 \l 14345 ].

The implementation of non-formal education is not bound by school

hours, can be carried out anytime, anywhere and depends on the opportunities

possessed by community members. Another opinion about non-formal education

is that all forms of education are organized intentionally, orderly and planned,

outside of school activities [ CITATION Abu91 \l 14345 ]. From the above

understanding it can be concluded that non-formal education is not a type of

formal education and not a type of informal education, but the learning system

outside of school is organized deliberately, orderly and planned. Although the

learning system is outside of school, it does not mean that it does not lead to the

goals of national education and the National Education Standards (SNP), but it

still leads to the educational goals set by the government of the Ministry of

National Education. One of which includes non-formal education, one of which is

private class. Private is private, separate [ CITATION Tim05 \l 14345 ].

Based on this definition, private English classes are additional lessons in

English subjects outside school hours that are held privately outside of school.
b. Characteristics of Non-Formal Education (Private Class)

The characteristics of non-formal education have a wider degree of

obedience and uniformity compared to formal education. Non-formal education

has a variety of program forms and content, while formal education generally has

a uniform program form and content for each unit, type and level of education.

This difference can also be seen in the techniques used in diagnosis, planning and

evaluation [ CITATION Nan14 \l 14345 ].

Characteristics of non-formal education according to Ishak and Ugi are:

1) Aims to get skills that will be used. Non-formal education emphasizes

functional learning according to student needs.

2) Student centered. In non-formal learning and independent learning,

students take the initiative in controlling activities.

3) The implementation time is relatively short, generally not sustainable.

4) The curriculum is flexible, can be discussed openly and determined by

students.

5) Using participatory learning, emphasizing independent learning.

6) The relationship between teachers and students is horizontal. The teacher

is a facilitator, not a teacher. The relationship between the two parties is

informal and intimate, students see the teacher as a resource person not as

an instructor.
 7) Use of local sources. There are very few educational resources, so local

resources should be used optimally [CITATION Ish12 \p 25 \l 14345 ].

c. The Nature of Non-Formal Education (Private Class)

1) "Non-formal education is more flexible"

The flexible nature of the above in a broad sense, such as there are

no strict credential requirements for students, the time of implementation

is adjusted to the opportunity which means it can be several months, a few

years, or just a few days. In terms of goals, non-formal education can be

broad in purpose, and can be specific according to needs.

While the teachers, also do not need strict conditions, only in the

lessons given he is more than the students, and the method can be adapted

to the size of the class.

2) "Non-formal education is more effective and efficient for certain subject

areas"

It is effective because “non-formal education programs can be

specific according to needs and do not require strict conditions and place.

The implementation can be anywhere like at home.

3) "Non-formal education is very instrumental"

It’s mean the education concerned is flexible, easy and can

produce in a relatively short time. [CITATION Soe92 \p 84 \l 14345 ]

d. Principles of Non-Formal Education (Private Class)

1) The principle of innovation

The principle of innovation is an important principle in the

implementation of non-formal education, because every implementation of

 non-formal education must be an activity for students and is something

that is needed / needed.

2) The principle of determining and formulating non-formal education goals

The formulation of goals for educational programs is an important

and first step that must be done. Talking about the formulation of goals,

means questioning what minimum demands must be met so that students

can carry out their rights and obligations as humans so that they have a

decent life.

3) The principle of planning and developing non-formal education programs

Planning must be comprehensive, this means that the planned

program or activity must be in accordance with the objectives that have

been previously outlined; Planning must be integral planning that includes

the types of formal and non-formal education programs that are

coordinated and motivated, so that the types of education programs do not

conflict with each other; Planning must take into account both quantitative

and qualitative aspects in general, while many people think that in the

implementation of non-formal education they tend to get as many students

(students) as possible, the above assumption is certainly better and more

acceptable in the field. Non-formal education must also be able to improve

the quality of student learning [CITATION Soe92 \p 81 \l 14345 ]

3. English Learning Difficulty

 Learning English can be hard, but it is very important because English is spoken

in many parts of the world. Whether you are a native or non-native English speaker,

having a good command of English is crucial in many life aspects. Often, people are

faced with the challenge of choosing between attending group English classes or private

English Classes. The latter has tons of benefits as outlined below. If you are in San-Paulo

or any other capital, there are many schools. You can choose from to attend the classes

and horn your skills in English (Ali Glover, 2019).

Language has a central role in the intellectual, social, and emotional development

of students and is a supporter of success in studying all fields of study [CITATION Man16 \l

14345 ]. Learning English is different from learning other sciences, language is a

communication tool in dealing with other people. It is not enough just to know the theory

of English grammar, both structure and vocabulary, but practice speaking with high

frequency will make a person more accustomed to pronouncing English sentences

[ CITATION NiM20 \l 14345 ].

a. Metode teaching English

In teaching English there are several things that need to be known, namely the

method of teaching English, and the stages of learning English. Which will be

explained as follows:

1) Grammar-Translation Method

The Grammar-Translation Method had been used by the language

teachers for many years. It was also known as the Classical method as it

was used to teach the classical Latin and Greek literature (Chastain , 1988).

It was believed that this method would help students to read and
appreciate the foreign literature. It was also thought that by studying the

grammar of the target language students will be able to understand the

grammar of their native language and learn to speak and write the native

language in a much better way. Though students may not develop

communicative fluency in the target language but would become mentally

sharp in the process of using target language to understand the native

language through some similarities between the two (Fatima, 2015).

The principal characteristic of the grammar-translation method is a

focus on learning the grammar rules and their application in translating

texts from one language into the other. Most of the teaching is provided in

students‟ first language. Vocabulary is presented mainly through direct

translation from the native language and memorization,

using bilingual word list.

Richards and Rodgers summed up the principal characteristics of

the Grammar-Translation Method:

a) The goal of foreign language learning through the Grammar

Translation Method was to read its literature and also to benefit

from the 'mental discipline' and also to benefit from the 'mental

discipline' and' intellectual development' that are the direct

results and' intellectual development' that are the direct results

at this point, emphasize that the language could be learnt

through its grammar rules, and further, an application of these

rules in translation. This in turn automatically leads one to the

 conclusion that language learning is nothing but simple

memorization of rules and facts.

b) Reading and writing (which eventually means translation)

skills were given the major role to play whereas the speaking

skill was paid little or no attention.

c) Memorization and translation were used as means of learning a

language. Words, however, were taught through bilingual word

lists.

d) The sentence as a unit was taken into consideration as a

distinguishing part, in this method. The reason was a

distinguishing part, in this method. The reason was simply

because the grammar was illustrated through the sentence

which later on was translated.

e) Accuracy was emphasized throughout the method and a high

standard was demanded.

f) In this method grammar was taught through a deductive

method. Rules were presented and learners were given a

chance to study and practice the rules and the practice as we

know was dependent more on translation exercises.

g) The mother tongue of the learner was used as a medium of

instruction.

According to Prator and Celce-Murcia the key features of

the Grammar Translation Method are as follows:

 a) Classes are taught in the mother tongue, with little active use of

the target language.

b) Much vocabulary is taught in the form of lists of isolated

words.

c) Long elaborate explanations of the intricacies of grammar are

given.

d) Grammar provides the rules for putting words together, and

instruction often focuses on the form and inflection of words.

e) Reading of difficult classical texts is begun early.

f) Little attention is paid to the content of texts, which are treated

as exercises in grammatical analysis.

g) Often the only drills are exercises in translating disconnected

sentences from the target language into the mother tongue.

h) Little or no attention is given to pronunciation.

2) Direct Method

The priority of Direct Method is relating meaning directly with the

target language without the steps of translation. Direct method is how to

communicate in the target language (spoken), reform method makes

language learning more electivity with radical reform method from

grammar translation method. Also known as reform method, natural

method, phonetically method, anti-grammatically method (Jill Kerper)

Direct method just like an intensive study and the final target, the

pupils are expected as learner and user the level of pupils for this method
 are beginner and intermediate, and teacher is a facilitator in the classroom.

Same activities for this method are activities allowing comprehensible and

focus meaning (CJ Dodson)

3) Audio Lingual Method

One of the key principles of the Audio-Lingual method is that the

language teacher should provide students with a native speaker like model.

By listening, students are expected to be able to mimic the model. Based

upon contrastive analysis, students are drilled in pronunciation of words

that are most dissimilar between the target language and the first language.

Grammar is not taught directly by the rule memorization but by examples.

The method presumes that second language learning is very much like first

language learning (Larson, 2002). The Audio-Lingual method mainly

consists of the following features:

a) The teacher reads a dialogue by modeling it. It has been always

motivating to put the subject matter in context, and students stand a

better chance of retaining what they have learnt. Students learn the

target language within a concrete context that will enable them to

relate what they learn to real-life learning environments. Teachers

as a role model will encourage and inspire the students to strive for

learning the target language.

b) Students repeat the dialogue. Through repetition students can use

the target language automatically, and fluently as well. In this

method it is desirable that students form a habit formation to use

 the target language with ease, therefore, the more they repeat, the

easier they will speak the target language without thinking.

c) Some words or phrases are changed in the dialogue. Drills used in

this method will allow the students to have practice. Through drills

such as single-slot substitution, multiple-slot substation, and

transformation students are given the opportunity to produce

speech in the target language, furthermore, these patterns will let

them see how language functions. Students learn how to respond

correctly when they practice the drills (Cagri, 2003)

4) Communicative Language Teaching

Communicative language teaching makes use of real live situations

that necessitate communication. The teacher sets up a situation that

students are likely to encounter in real life. Communicative language

teaching often uses a functional-notional syllabus (Ibid, p.32).

Communicative competence includes the following aspects of language

knowledge:

a) Knowing how to use language for a range of different purposes

and functions

b) Knowing how to vary our use of language according to the setting

and the participants (e.g., knowing when to use formal and

informal speech or when to use language appropriately for written

as opposed to spoken communication)

 c) Knowing how to produce and understand different types of texts

(e.g., narratives, reports, interviews, conversations)

d) Knowing how to maintain communication despite having

limitations in one’s language knowledge (e.g., through using

different kinds of communication strategies) (Jack. 2006).

5) Natural Approach

Natural approach is based on the conditions which Krashen argues

underlie all successful language acquisition, whether it is the acquisition of

a first or a second language. Natural approach emphasized comprehensible

and meaningful input rather than grammatically correct production. The

following sample activities taken from Krashen and Terrel’s book on the

natural approach are all designed to provide comprehensible input which

according to the authors is the most important element in language

acquisition. For the students beyond the beginning level, Krashen suggest

that reading is the most efficient to acquire a new vocabulary (James,

p.16)

These activities are designed to involve students’ feeling, opinions,

desires, reactions, ideas, and experiences. They include dialogues,

interviews, preference ranking, personal charts and tables, revealing

information about yourself, activities using the imagination. Although

quite varied, all of these activities focus on meaning not form and attempt

to lower the affective filter. Personal charts and tables’ is an example of an

affective humanistic activity (David, 1991 p. 241).

4. English difficulty during pandemic

Technology is a key component of education in the 21st century. The increasing

use of technology in education had modified teachers’ methods from the traditional

approach that often place them as dispensers of knowledge to a more flexible approach

where they act more as facilitators, mentors and motivators to inspire students to

participate and learn (Onyema & Deborah, 2019). Technology facilitates Remote

learning, Distance learning, Virtual learning, Blend learning, Mobile learning, Distributed

learning, Machine learning, Ubiquitous learning, Deep learning, Cooperative and

Collaborative learning. Most aspect of education is going digital, and education

stakeholders including students are confronted with the challenge of transition to online

education. The use of appropriate educational technologies increases accessibility to

learning resources such as Massive Open Online Courses (MOOCs), and multiple

learning approaches to meet the need of diverse learners (Onyema et al.,2019).

Online education is a general concept for teaching and learning online with the

aid of technology tools and platforms. The success of online education depending on

factors including, good internet connections, learning software, digital skills, availability

and access to technology. Online education platforms are vital tools that support inclusive

education and online learning. Online education has its roots in distance education and

the emergence of digital technologies that facilitate the efficient and reliable delivery of

lectures, virtual classroom sessions and other instructional materials and activities via the

internet (Onlineeducation.com, 2020). With the high penetration of the internet and

mobile technologies across the globe, online education platforms can be maximized to

bridge the gaps in education, thereby reducing the rate of global illiteracy. There are
 broad ranges of online education tools/platforms that facilitate online education

particularly in times of outbreaks like the Coronavirus pandemic. Some of these

technology tools/platforms are listed below:

a. Google Classroom/Open Online education (edu.google.com)

b. Zoom (zoom.us)

c. Whatsapp.com

With a variety of application examples above, learning can still run even though it

is not face to face.

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