STUDENTS' PERCEPTIONS TOWARD SYNCHRONOUS ONLINE

ENGLISH LEARNING DURING COVID-19

A Thesis Proposal

Submitted as Partial Fulfillment of the Requirements to Obtain Bachelor of

Education (B.Ed) in English Language Education

Written by:

Pitri Karismanda

17018146/2017

Advisor:

Dinovia Fannil Kher, S.Pd, M.Pd

NIDN. 172020

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ART

UNIVERSITAS NEGERI PADANG

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2021

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 TABLE OF CONTENT

Table of Contents

CHAPTER I INTRODUCTION...........................................................................6

A. Background of the Problem.......................................................................6

B. Formulation of the Problems.....................................................................9

C. Research Questions.....................................................................................9

D. Purposes of the Research..........................................................................10

E. Significance of the Study..........................................................................10

F. Definition of Key Terms...............................................................................10

CHAPTER II REVIEW OF RELATED LITERATURE.................................12

A. Conceptual Framework..................................................................................18

CHAPTER III RESEARCH METHODOLOGY.............................................19

A. Research Design........................................................................................19

B. Population and Sample.............................................................................19

C. Instrumentation.........................................................................................20

D. Techniques of Data Collection.................................................................20

E. Techniques of Data Analysis....................................................................20

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 CHAPTER I
INTRODUCTION

A. Background of the Problem

Corona virus 19 gives impact for all aspects of life including the education.

The beginning of 2020, the school policy changes from face to face become

online class. English subjects is one of the compulsory subjects that be held

virtually. Jena (2020) states that online learning is a learning system that uses the

internet network. For instance, the school usually used Google Classroom,

WhatsApp, and Video Conferencing on teaching the students. Then, the

implementation of online learning has been differentiation with regular class such

as the reduction of the time.

Online learning become popular for about last 2 years. Bakia (2012) mentions

that online learning is used because of its recognized to provide more flexible

access to content by offering a learning experience for those who cannot afford to

attend the school. Nowdays, online learning becomes the ;learning alternative by

reason of the students are not able to come to regular class. Its because Corona

virus is still spreading in many regions such as Padang city. Moreover, The

Minister of Education and Culture of Republic Indonesia has instructed schools to

carry out online learning since 17 March 2020 for COVID-19 affected areas

Kemdikbud RI (2020) These policies lead students to learn from home and

teachers to work from home, too. It fully replaces face-to-face learning in

classroom by using Synchronous-online English learning.

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 Online learning is divided in two types, they are synchronous learning and

asynchronous learning. Hughes A (2014) states that synchronous learning allows

teachers and students to have real time learning processes and interactions using

electronic mode. Synchronous learning provide voice or text chat rooms which

gives an opportunity of teacher and students interaction. Apart from chat, video-

conferencing facilitates face-to-face communication. On the other hand, Salmon

(2013) states that asynchronous environments are not time bound and students

can work on e-tivities on their own pace. In addition, communication does not

happen in real-time. Those who are involved in this type of communication may

read and respond every time (Lim,2017). So, the differences between synchronous

and asynchronous is based on the implementation. First on the synchronous

learning, the teacher and student must interact in the same time but the

asynchronous learning, the students are flexible to access the lesson.

There are so many studies discussed about the effectiveness of online

learning. Suprianto, Sitti, Mahmudin (2020) with the research title “The

Effectiveness of Online Learning Amid the COVID-19 Pandemic”. Based on his

research result online learning during the COVID-19 pandemic was implemented

quite effectively. This is evident from the reaction is in the satisfactory category,

learning is in the fixed category, the behavior is in the fixed category, and learning

outcomes are in the increased category.

A number of studies on synchronous learning have been performed (Luce,

2016; Yigit, 2018). First, a study from Luce (2016) entitled Analyzing the

Paradoxical Impact of Synchronous Learning in Distance Education was

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performed. This study was conducted through a series of interviews with

instructors who have used synchronous methods within their online courses

through either their own choosing or at the request of their institutions. The study

focused only on the instructors’ experiences and did not include direct data related

to the students’ perspectives.

From the study of Yigit (2018) entitled Perception of Students Who Take

Synchronous Courses through Video Conferencing about Distance Education the

study indicated that students’ perceptions of the course changed during and at the

completion of the course. It was generally seen in the descriptions students made

about the environment before taking synchronous distance education that they did

not have advance information or that they had a prejudice due to their

misinformation. It is seen in the conducted interviews that these prejudices start to

be eliminated thanks to the opportunities provided by synchronous distance

education through this process.

Although there are studies that discuss about online learning but there is no

studies about how the perception of synchronous online learning. It is important

because this situation facing the Corona Virus-19 pandemic now , so synchronous

online learning is widely used in the learning process.

Online learning will be continued because its flexible that means the students

can learn in everywhere such as at home. Then, students technology experience

can increase because of online learning. It is also can save much time both

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students and teachers. So, the students perception is crucial before the online

learning is designed.

In accordance of the explanation above, the writer assumed that it is urgent to

analyze students’ perceptions and obstacles faced by students during synchronous

learning. This study aimed to know the perception from students who has

enjoying synchronous online English learning in comprehending all the material

given by teachers. Therefore, a research under the title “Students’ Perception

toward Synchronous Online Learning during Covid-19” will be conducted. The

writer aims to describe the perception of the students toward synchronous online

English learning during Covid-19. The writer will analyze this perception because

it is an important topic and need to be known. Then, the perception of

synchronous oline english learning is a still a few researchers who analyze it. The

writer used the descriptive research.

B. Formulation of the Problems

Based on the description of the research above, the writer would like to

formulate the problems as follows:

1.How is Students’ perception of Synchronous Online English Learning during

COVID – 19 Pandemic at fourth year students in English Education of

Universitas Negeri Padang.

C. Research Questions

The research questions are as follow:

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1.What are the students’ perceptions about Synchronous online English learning

during Covid-19?

D. Purposes of the Research

Based on formulation of the problem above, the aims of the research is; to

know students’ perceptions about synchronous online English learning during

Covid-19.

E. Significance of the Study

The results of the study are expected to be able to give the following benefits:

1. For the next researchers

It is hoped that the study can be used as a reference to conduct similar

research about synchronous online English learning.

2. For the readers

This research will be a benefit for the readers to increase their

knowledge about synchromous learning.

F. Definition of Key Terms

In order to avoid misunderstanding of the terms used in this research, the

following definitions are given:

1. Students’ Perception

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Students’ Perception is how students think about sychronous learning

2. Synchronous Learning

Synchronous online learning is teaching activity that take place in real time which

usually use video meeting platforms.

CHAPTER II
REVIEW OF RELATED LITERATURE

1. The concept of Online Learning

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 Stern J (2018) stated that online learning is one type of distance learning

alternative that occurs through internet. In this learning, the teacher is not in the

classroom directly but through a virtual classroom by creating a comfortable

environment. Furthermore, Jena (2020) stated that online learning is a learning

system that uses the internet network for example such as WhatsApp, Instant

Messaging or Video Conferencing is used by students to interact indirectly with

their teachers and other students to replace face-to-face classes.

Online learning is one of learning using electronic media. It is using the

internet network that can connects students and teachers, so that there is direct

interaction in learning even though in a different room. Online learning is a

teaching and learning process that uses the internet and digital media in

delivering the lesson (Waryanto. N, 2006). In this era, the online learning method

is considered closer to the current generation of students who use technology very

often. This is a form of digitalization in the world of education that has many

benefits. With online learning can help students to learn lessons that students can

not learn in school. The use of the internet allows everyone to communicate

directly with other people.

Now, this learning is used in many schools in Indonesia , then to

understand and know basically when and how implementation of online

learning, there are two instruction toward it (Bakia et al.,2012). The first one

is fully online learning. This learning is a form of distance education that is

carried out online such as teaching materials and assessments which is also

known as internet-based delivery. In this case, the presence of a teacher is not

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 really needed because the instructions and resources are designed to teach

without it. The second one is blended learning which is also called hybrid

learning. This Learning is done face to face and online with a predetermined

teaching time.

Online learning has several characteristics according to Flinders University in

Riyana (2012), there are personal, structured, and active.

1. Personal

Students create learning experiences in online learning itself. In

this learning, students can easily create their own learning

atmosphere with the learning style that they want and make

students feel comfortable. Students do not have to go to school,

wear school uniforms, and come to school at a predetermined time.

Students in the online learning process will learn independently.

there are some internal and external factors that can affect the

success of online learning by students. Intelligence, desire,

motivation, perseverance are internal factors that can influence.

While the technology used, the surrounding environment, the speed

of internet access are external factors that can affect online learning

2. Structured

Online learning is carried out in the same structured way as face-to-face

learning. Before carrying out online teaching and learning activities, such

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 as syllabus, subject matter, media and learning resources, the teacher who

will teach at that time must have prepared in advance. All of these activities

are carried out in a structured manner. In addition to being technically

structured, the level of ability of learning materials must be well regulated.

At the beginning of the meeting, easier material is given. Then, difficult

material will be given at the end of the meeting. In addition, explanations

and examples will be provided for material that is quite difficult to

understand.

3. Active

Activeness of students is needed in this learning process. This active

process is needed both in conventional learning and online learning.

Technology is useful for activating students by facilitating and providing

various things. Technology is given to a teacher to be a facility in designing

effective and efficient activities to make students active in thinking, and

socializing.

The three characteristics above are the explanation that distinguish online

learning between conventional learning activities. In online learning, students'

capture of learning material is no longer dependent on instructors, because

studentscan build their own knowledge through teaching materials delivered

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through online learning. In online learning too, knowledge sources can be easily

accessed by everyone.

The COVID-19 outbreak has become a limitation for us in social interactions

where we have to break the chain of distribution, including the teaching and

learning process in the classroom. However, education and learning must

continue, one of which is by utilizing an online learning system. With this system

we do not need to meet in person, but the teaching and learning process can

continue well (Gomez- Rey, 2016). The device most often used by students at

fourth year students in English Education in Universitas Negeri Padang during the

learning process during this pandemic was an smarthphone. Smartphone are able

to support the continuity of the learning process through applications needed

during distance learning by teachers and students. Distance learning is carried out

using several application options, namely the zoom application and using google

meet. One part of synchronous learning is zoom, this is included in video

conferencing, which during this pandemic synchronous learning is often used by

teachers. Zoom application is for face-to-face online meetings who is the teachers

can see the faces of their students who pay attention to them when providing

material explanations.

2.Synchronous-online Learning

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 According to Hrastinski (2008) Online learning can be divided into a triad of

sychronous and asynchronous learning. The term of synchronous and

asynchronous can be connected to education. It can be applied in online teaching

and learning. These two types of learning such as synchronous and asynchronous

are usually compared to find out the benefits and limitations of effective and

efficient online learning. In this reseacrh, sychronous learning is used as an

alternative to learn during the COVID-19 pandemic situation which uses video

meetings or platforms. Indarti (2015) states that in synchronous online learning,

commonly used by media like video conferencing (Zoom). This type of learning

supports students to have the potential to develop a good learning community with

each other. Students and teachers experience synchronous online learning as more

social and avoid pressure by asking and answering questions in real time.

However, synchronous learning can help students feel like participants rather than

isolates people.

In this learning, teachers’ characteristics using the synchronous online

learning were that teacher-student interactions were carried out at the same time

using internet platforms of a video conference but in different places (UI,2020).

This learning usually limits students’ time because they have to be on time or be

present at the same time as the teacher. Otherwise, if they cannot attend a lesson

at that time, it means that they will miss a lesson. In additon, Clark et al (2015)

mention that the basis of synchronous learning comes from three main effect,

namely the classroom, media, and conference. This learning type is live or a real-

time between teachers and students. In the other hand, Mayadas et al (2007) states

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that asynchronous learning introduced it as an interactive learning community

which is not limited by the time, place and the constraints of a classroom.

In addition, Nian (2005) states there are two advantages of synchronous online

learning, as follow:

a) Immediate feedback can be provided to students so that they can

immediately correct their mistake or strengthen what they have learned.

This is like essential for activities lesson such as group decision making,

brain storming, and also analysis.

b) Increased the quantity of motivation and an obligation to be attend and

participate in the real time which in turn would increase students

involvement in learning activities, hence resulting in better learning

experiences.

In online synchronous learning activities, there are two main role

players such as teachers and students. Both teachers and students are

expected to use the teaching and learning environment flexibly and freely.

It mans that, the only requirement for them is that they should be using

the online classroom, for example Zoom at the same time. They can be

situated anywhere, either in their own situation in any part of the world

like at home since the corona virus 19.

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 However, Hughes, A (2014) stated that synchronous learning

allows teachers and students to have real time learning processes and

interactions using electronic mode. Synchronous voice or text chat rooms

provide an opportunity of teacher and students interaction. Apart from

chat, video-conferencing facilitates face-to-face communication. Using

the discussion feature and webcam, it looks like much in common with a

traditional classroom, except that all participants access it remotely via the

Internet. Interactions that occur directly between teachers and students in

real time are very similar to traditional face-to-face classroom interactions,

better, because distance is no longer a barrier. He also added that

synchronous learning may be challenging because students must have full

time availability.

3. Perception

The word of perception originated from the Latin word “perceptio, and

percipio” which means apprehension with mind and sense, collecting, the action

of taking possession and receiving. According to Qiong O (2017) perception is

divided into three points. Firstly, Perception is how a person thinks about

something and a view of what it looks like. Secondly, perception is the way

people see an object with the senses of sight, hearing, and so on. Thirdly,

perception is the natural ability to understand or pay attention to something

quickly. Furthermore, those mean that perception can help to know students’ idea

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of learning. Stiggins (2007) states that student's idea shows the success factor of a

student in the learning process.

In addition, Kinicki (2010) said that perception is a process of understanding

and interpreting the environment around us. He believes that people have to know

about each other and also the environment.

So, Students’ perceptions is students idea about something new. Moreover,

perception is students’ learned through the student environment which means

comes from student interaction with students surrounding since their child. In this

case, this research would like to find out about students’ perceptions in

synchronous online learning.

4. Students Perception

According Robbin (2001) perception is a process in which a person

explain and give meaning to information when organizing and interpreting

their sensory impressions. From this theory, perception is a sensory

impression with a purpose of some data. Furthermore, Twedt et al (2018)

states that how sensory information can be a perceptual experience. It

means that, students have a view in answering something with their own

thought patterns and sensory information becomes their perceptual

experiences. In this case, knowing students’ perception, this thing can help

the teacher identify characters and what things they are interested in.

Further, from the perception they have, teachers can easily give and

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 determine the topic that indirectly motivate students' enthusiasm in

learning.

A. Review of Relevant Studies

There are some previous researches that relevant to this study, first a study

from Luce (2016) entitled Analyzing the Paradoxical Impact of Synchronous

Learning in Distance Education. The purpose of this research is to examine the

impact of technology-assisted synchronous transactional interventions on the

social construction of knowledge created between instructors and their students in

distance education. To gather the data the researcher using a series of interviews

with instructors who have used synchronous methods within their online courses.

The results of this study is the instructors’ can give motivations for enhancing

their courses with synchronous practices.

In conclusion, the researcher suggests that instructors or teacher may consider

Sychronous online learning as an alternative that can be used in this situation.

The second research was from Yigit (2018). The title is Perception of

Students Who Take Synchronous Courses through Video Conferencing about

Distance Education. The research design was qualitative research. The data

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collection used semi-structured interviews and observation. Data was analyzed by

means of the descriptive analysis method. The result of this study is students’

perceptions of the course changed during and at the completion of the course. It

was generally seen in the descriptions students made about the environment

before taking synchronous distance education.

Another research was from Vinsensius (2021) who studied about Students’

Challenges in Synchronous-Online English Learning during COVID-19

Pandemic in State Senior High School 1 Depok Yogyakarta. The aim of this study

is to analyze the students’ perception about the challenges in synchronous online

learning. To conduct this research, the researcher use mixed methods. The way

her collect the data is by using survey in synchronous online learning and also

questionnaire. This result of this study is many students have negative perception

about using of synchronous online learning. In conclusion, he found out using

synchronous online learning in the learning process has many obstacles.

All previous study above analyzed about perception in using synchronous

online learning. The similarity between this research and relevant study is the

object of the research which is perception in using synchronous online learning.

There are also the differences between this research and the relevant study. In the

first study, the researcher used as a method and the data were taken from semi-

structure interview in private universities in Yogyakarta.

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 Meanwhile, the second researcher did a study that consisted of a total of nine

students comprised of 2nd and 4th grade students engaged in a course via

synchronous distance education. The researcher used qualitative research as the

method and used interview and observation to collect the data. The third research

was used mixed methods and the data were taken by using survey and

questionnaire in this course.

However, this research still has the differences with the previous research

because synchronous online learning has not been studied by many researchers,

but previously there have been several researchers who have done it. Usually, this

research was conducted in senior high school but the researcher wants to do

research in the college because in the current pandemic situation. This study

focused on students’ perception in synchronous online learning at Universitas

Negeri Padang. This study use descriptive quantitative research as the research

design. Questionnaire will be used as a technique to get the data collection.

B. Conceptual Framework

Figure 1. Conceptual Framework

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 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research is a descriptive study with a quantitative approach. The method

used is a survey method. According to Sugiyono (2010) descriptive research is

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used to analyze data by describing the data that has been collected as it is without

intending to make conclusions that apply to the general public and its

generalization. Saifuddin (2012) stated that descriptive research aims to

systematically and accurately describe the facts and characteristics of a population

or a particular field. According to Kountur (2005) descriptive research has the

following characteristics such as relates to the current situation, describes only

one variable or several variables but is described one by one, and the variables

studied are not manipulated. This research seeks to analyze and explain the

perceptions of Fourth year students of English Education in UNP.

B. Population and Sample

The population of this research is Fourth year students of English Education

in Universitas Negeri Padang which have been learned using synchronous

learning. The sampling technique of this research is purposive sampling.

According to Arikunto (2013) purposive sampling is the method of selecting a

sample by taking a subject which chosen for a particular reason rather than based

on level or region. So, the sample of this research is K-2’17.

C. Instrumentation

In this research, the researcher will use questionnaire as research instrument.

This instrument is chosen because it is efficient for collecting the data. It is

supported by Sugiyono (2010) claimed that questionnaire is an efficient data

collection technique if the researcher knows exactly what variables to measure

and what can be expected from the respondent.

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 D. Techniques of Data Collection

The researcher will collect the data through questionnaire.The questionnaire

instrument was chosen because, as Sugiyono (2010) claimed that the

questionnaire is an efficient data collection technique if a researcher knows

exactly what variables will be measured and what is expected of the respondents.

Efficient here is defined as saving time and costs.

First, researcher will give the instruction to the students. Second, the researcher

will give a questionnaire and tell how to fill out the questionnaire. Third,

questionnaires will be filled in by the participants for one hour. Fourth, the data

will be collected to be processed with a quantitative approach and explained

descriptively.

E. Techniques of Data Analysis

First, the results of the questionnaire will be calculated and processed through

the percentage table to determine the frequency. Second, the researcher will

conclude the results of the questionnaire and explain it descriptively as a whole

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