p-ISSN: 2722-399X; e-ISSN: 2722-1857

Studies in Learning and Teaching

SiLeT, Vol. 1, No. 2, August 2020: 112-121
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and Teaching

Students’ Experiences in Using Online Learning Applications Due to

COVID-19 in English Classroom

*S Famularsih1
1Institute for Research and Community Service, IAIN Salatiga, Salatiga 50716, Indonesia

Article Info ABSTRACT

Article history: The COVID-19 has brought about schools and universities closed the
Received 25, August 2020 whole way across the world. Subsequently, teaching has changed
Revised 29, August 2020 drastically, with the distinctive rise of online learning, whereby
Accepted 30, August 2020 teaching is embraced remotely and on computerized stages. Research
Available Online 31, August 2020 recommends that online learning has been appeared to expand
Keywords:
maintenance of data, and take less time, which means the
progressions of coronavirus have caused may be digging in for the
COVID-19 pandemic long haul. In this case, online learning application stages are broadly
English classroom utilized by English educators in instructing and learning. The online
Online Learning
learning stages are likewise utilized as a strengthening apparatus to
Students’ experiences
advance autonomous learning. This study focuses on the utilization
of online learning application in English as a Foreign Language (EFL)
Classroom. The participants of this study were 35 students of second
semester students of English Department in one of universities in
Salatiga, Indonesia. The data was gathered through surveys and
semi-structured interviews. Moreover, it was explained using
descriptive qualitative approach. This investigation showed that
most of students considered the utilization of online learning
application in English learning is effective and efficient in this
emergency situation. However, the obstacles in using online learning
application in English classroom were slow-speed internet
connection, so many tasks, not all teaching material can be taught
through online learning, and lack of interaction between lecturer and
student. In this pandemic situation, the most favorite online learning
application among students is WhatsApp Group because it takes a bit
of internet quota. Therefore, students can save their internet quota in
this condition.

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INTRODUCTION
The COVID-19 pandemic is the first and biggest health crisis in this era. Many countries decide
to close schools, colleges and universities. The United Nations (UN) was upset by this fact.
International organization headquartered in New York, USA, proves that education is one of
the sectors so affected by the corona virus. Worse yet, it happened in a fast tempo and broad
scale. Students are forced to learn from home because face-to-face learning is eliminated to
prevent COVID-19 transmissions. Moreover, many teachers and lecturers are not yet proficient
in teaching using online learning applications, especially in various regions. In some research
showed that most of the students had negative perceptions to online learning. However, they
agreed that online learning was the right solution during COVID-19 pandemic situation
(Rohman et al., 2020). In this situation, Zoom, Skype, and WebEx as video conferencing
platforms are being used heavily as are Learning Management Systems (LMS) like Canvas,

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Edmodo, Schoology, Google Classroom, and the like to be one of online learning applications.
According to Zhao (2003) the current literature review has found that there is a lot of research
on technology implementation in online education related to cost savings and efficiency, that
improving the quality and effectiveness of online education requires a framework that must be
applied in schools.
The term of “online learning” is related to the 21st Century Education. European
Commission (2001) explains it as the use of new multimedia technologies and the internet to
improve the quality of learning by facilitating access to resources and services as well as remote
exchanges and collaboration. Nowadays, the terms “21st century education” and “21st century
skills” are widely known. The concept of 21st century education suggests lecturer to improve
their instruction to ensure their students meet the requirement of 21st century skills. The
relevant skill is expected to establish students’ ability for competitive career and good life, skills
for lifelong learning and creative innovation, and skills for literacy, information, media, and
technology (Suherdi, 2012). Orlando and Attard (2015) reported that “teaching with technology
is not a one size fits all approach as it depends on the types of technology in use at the time and
also the curriculum content being taught”.
Furthermore, lecturers should integrate technologies with content and pedagogy in
teaching processes. 21st century learning is characterized by student’s ability in developing
social skills one of it is technological skills to exploit ICT tools appropriately (Hwee et al., 2016).
Therefore, lecturers should be able to develop the ability to be more creative in using ology to
meet students’ learning needs. Teaching and learning processes should not only occur in the
classroom but technology can be used by both lecturers and students to facilitate language
learning materials. Lectures can ask their students to use their gadget such as smartphones or
laptop for doing something useful and meaningful.
In online learning, lecturers need Learning Management System (LMS) as a platform for
teaching and learning activities. The use of Learning Management System (LMS) is an online
learning activity to facilitate collaborative teaching and learning processes. Blended learning
defined above is supported extensively by learning management system (LMS) used
interchangeably (Wilen-Daugenti, 2009). LMSs and online learning platforms can be used for K-
12 and higher education. The best LMS for 2018 are Absorb, Moodle, Canvas, Schoology,
Blackboard Learn, Brightspace, Edmodo, Qiuzlet and Google class-room, based on editor's
rating, SCORM (technical standard for e-learning soft-ware), Bundled Course Content, Single
Sign-On (SSO), E-Commerce, Developer API, Available LTI Support, and Native Web Hosting.
Chakraborty and Muyia (2014) revealed several factors that can create interesting learning
experiences for online learners namely creating and maintaining a positive learning
environment, building learning communities, providing consistent feedback on time, and using
the right technology to deliver the right material. By using one of LMS, students do not feel
bored online learning activities (Mustafa, 2015). Online learning becomes a trend among higher
institutions as an alternative approach in teaching and learning processes. It is a solution to
overcome physical distance and bring students closer together by carrying out projects in online
learning (Haron et al., 2015). In teaching English, the students have experiences that online
learning platforms help them to practice language skills and to acquire new English
vocabularies (Cakrawati, 2017).
Another digital platform that can give driving force to advance for online learning is
WhatsApp. It is an essentially a correspondence application but shares various highlights with
social media applications. The use of social media provides feedback between teachers and
students and it makes them communicate more efficiently and effectively (Archambault et al.,
2016). WhatsApp is created in 2009 in California, it has gotten well known with 1.5 billion users
in 180 nations, which makes it the most used chat application, along with Facebook messenger.
It provides text, pictures, audio, video, messages for free, and make calls. Ngalomba (2020)
states that WhatsApp is cost-effective and user friendly and has competitive advantage over the
other social media. WhatsApp provides a safe application due to the inclusion of end-to-end

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encryption (E2EE) procedure. Moreover, this application can check the messages have been
received properly and read by the receiver when the blue marks appear next to the messages.
The lecturer can also use WhatsApp for one-on-one text exchanges to address individual
students’ needs. Moreover, discussions, lecture updates, assignment, and submission deadlines
can be communicated via WhatsApp. Students can also contact their lecturer via WhatsApp
regardless of time differences, physical distance in office working hours. Therefore, lecturer can
give students’ individual feedback immediately. Using WhatsApp can improve the learning
experience and make it relatively easy for lecturers to make interaction with students at their
own convenience. WhatsApp application is a useful learning media for teaching English
language. Students have opportunities for practicing English language skills and components
for free, more personal and comprehensive relationship between students and teachers, they
will be more sociable person (Jasrial, 2018). Furthermore, Ristanti (2020) adds based on the
research, WhatsApp is a favorite online application for teaching and learning processes because
students are familiar in using this application. WhatsApp provides a number of features with
social media applications.
However, according to Purwanto et al., (2020) while some believe that the unplanned and
rapid move to online learning with no training, insufficient bandwidth, and little preparation
will result in a poor user experience in teaching activities. Gillett-Swan (2017) states that in her
paper requires very little technological capacity on behalf of the facilitator, but in developing
the sense of community and belonging that may be needed to better facilitate an interactive and
engaging online learning activities for students and to reduce the obstacles often felt by
students in this quarantined situation. This may encourage students’ motivation to participate
in this online learning activities. The online learning also gives challenges for many academic
staff who increasingly require higher levels of technological competency and proficiency. To
solve these challenges in online learning, the institutions need to provide professional
development for instructors, trainings for learners, and technical support for content
development (Kebritchi et al., 2017). Moreover, some of the student anxieties in online learning
could be overcame and benefit the students through the pedagogical methods.
Another idea comes from Purwanto et al. (2020) that the students’ implication in using
online learning in this pandemic situation is they feel forced to study remotely without
adequate facilities and infrastructure at home. This facility is very important for teaching and
learning process such as laptops, computers or mobile phones that will make it easier for
students to participate and listen to their teachers’ explanations in the online teaching and
learning process. Butler (2012) states that delivering materials in online learning is limited. It
makes students feel bored and lack challenges in teaching and learning processes. Croft et al.
(2010) argues the lack of interaction and discussion between students on non-cohort-based
courses lessens the richness of the learning experience and omits a significant element of the
constructivist approach to learning. Social interaction plays an important role in learning.
Interacting with other students or teachers has proven to be quite effective in assisting the
students to manage their thoughts, reflect on their understanding, and find gaps in their
reasoning (Okita,2012). However, in online learning activities the interactions among lecturer
and students can be supported by using emoticons. The use of emoticons is to represent
emotional and personality nuances present in face-to-face communication (Dunlap et al., 2016).
In this study, students certainly have their own opinions and experiences of online learning
in this COVID-19 pandemic situation. The results of analyzing students’ experiences in online
learning is known to be suggestions for lecturers and institutions in conducting this online
learning activity to keep it running well and optimally. Thus, from that background, the
purpose of this study is to investigate the learners’ perception on Online Learning in the midst
of a COVID-19 pandemic. The purpose of this study is to obtain information about students’
experiences in using online learning application due to COVID-19 in English classroom.

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RESEARCH METHOD
This study applied qualitative method as qualitative research is an inquiry process of
understanding based on distinct methodological traditions of inquiry that explore a social or
human problem (Creswell, 2012). In qualitative research, statistics are not used to analyze the
data; Questionnaire and semi-structured interview were used to collect the data in this study.
The questionnaire consists of 15 closed-ended questions using a Four-Likert scale and 1
question for students’ polling. The questionnaire was adapted from similar previous studies
written by Cakrawati (2017). The questionnaire was created to figure out students’ perspectives
towards the use of online learning platforms in this pandemic situation. The researcher used
content validity as validation and one-shot measurement as reliability of this instrument.
Content validity refers to the degree to which an assessment instrument is relevant to, and
representative of, the targeted construct it is designed to measure (Michalos, 2014). The
interview aimed to gain in-depth explanation and description on the use of online learning
platforms at home. Furthermore, the researchers interviewed the students by calling them by
using WhatsApp application. The interview involving 15 students showed that they found the
obstacles of using online learning applications. The respondents of this study were 35 English
department students who took English subject class. Moreover, in this class students were not
only learning a certain skill but also the four English skills namely listening, speaking, reading,
and writing.

RESULTS AND DISCUSSION

This part presents the findings related to the research questions on students’ experiences in
using online learning application due to COVID-19 in enhancing language ability. The
discussion is explained through the interpretation of the results shown in the tables elaborated
with the findings from the questionnaire and interview.

Students’ experiences on the use of online learning application in English classroom in

pandemic situation
In this Table 1 showed that most respondents chose agree (65.5%) and strongly agree (18.5) that
learning materials provided by their lecturer in online learning help them in improving their
understanding of the subject. The students also agreed (SA= 13.5%, Agree = 65.5%) that by
using online learning they can submit their assignment easily (Chakraborty & Muyia, 2014).
This is in line with student B (S.B) in her interview:

S.B: Menurut saya, online learning harus lebih ditingkatkan lagi karena gampang. Soalnya saya nggak
perlu ngeprint tugas.
(I personally think that online learning should be promoted. It is quite simple. Online learning can be
easier because I do not need to print out their assignment.)

Even though there are students who are neutral and disagree with question number 3
which stated whether online learning can motivate them to learn about the lesson. However,
the highest percentage still can be seen by the students who chose agree (42%) and strongly
agree (14.5%).

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Table 1. Students’ Questionnaire

No Questions SA A N D
1. the learning materials such as videos, 18.5% 65.5% 16.0% -
power point files, articles and assignments
posted by my lecturer in online learning
help me to improve my understanding
about the learning material.
2. Online learning is convenient to use 13.5% 65.5% 16.0% 5%
especially in submitting assignments.
3. Online learning activities and discussions 14.5% 42.0% 36.5% 7%
can motivate me to learn more about the
lesson.

The next result is Table.2. It showed that respondents agree (38.5%) and strongly agree
(25.5%) with the statement that online learning saves effort and time in learning activities
(Zhao,2003). Then, majority of the respondents strongly agree (69.5%) and agree (14%) that the
online learning platforms can help them in practicing their English skills. Furthermore, students
mostly agreed (strongly agree = 24.5%, agree = 63%) that online learning can help them in
learning new English vocabulary (Cakrawati, 2017). The table also showed that there were high
gaps between agree and neutral or disagree in question 5 and question 6. Those gaps mean that
students have positive experiences towards the use of online learning in the pandemic situation
since it can help them to practice their language skills as well as to acquire new English
vocabularies while they cannot conduct face-to-face meeting in the classroom. Because of the
students agreed that the use of online learning can save their time and efforts, the data shows
that students believed that online learning can increase the effectiveness of learning in this
emergency situation (Haron et al., 2015). Nevertheless, student M shared her experiences in the
online classroom. It can be described in this transcription:

S.M: Bosen. Karena kurang ada tantangan dari pada di kelas langsung. Soalnya waktunya juga
limit. Apalagi, kalau disuruh pakai video conference, Cuma ada waktu 45 menit hanya untuk
tutorial penggunaannya.
(I feel bored because it was lack of challenges rather than in the classroom. Online learning has
limited duration. Especially when we use free video conference, we just have around 45 minutes and
we spend much time just for discussing the tutorial of this video conference application.)

However, most of the respondents (45%) chose neutral and disagree (30%) that online
learning can facilitate interaction and communication between lecturer and students. Student O,
I, and F gave the reason for this problem:

S.O: Saya nggak bisa ngobrol dan berinteraksi dengan dosen-dosen dan teman-teman secara
langsung. Kadang-kadang, Saya WA tapi lama balasnya. (I can’t communicate and interact with my
lecturers and my friends directly. Sometimes, I just text them and it takes too long to get their
response.)
S.I: pembelajaran di kelas bisa berinteraksi langsung sama dosen-dosen dan teman-teman. Saya bisa
nanya langsung dijawab. (face-to-face learning allow me to interact directly with my lecturers and
friends. I can ask anything that I do not understand and get the answer directly).
S.F: kalau ngirim WA ke dosen, saya pakai Bahasa formal sama pakai emoticon supaya jelas soalnya
kelas online nggak ketemu di kelas. (in texting my lecturers, I used formal language and polite
emoticon. This is to avoid misunderstanding).

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Table 2. Students’ Questionnaire

No Questions SA A N D
4. The use of online learning saves effort and 25.5% 38.5% 31.0% 5.0%
time.
5. The use of online learning helps me 14.0% 69.5% 16.5% -
practicing my language skills
6. Online learning helps me acquiring new 24.5% 63.0% 12.5% -
English vocabulary
7. The use of online learning increases the 30% 57% 13% -
effectiveness of learning
8. Online learning facilitates interaction and 10 % 15 % 45 % 30%
communication between lecturer and
students.

In table 3, The result of question 9 showed that the students (strongly agree = 50%, agree =
35%) decided to choose online learning instead of face-to-face meeting in this pandemic
situation (Rohman et al., 2020). In the question 10, many students thought that online learning is
easy to use. It is shown by the high percentage of students choosing disagree (39%). The last
question is one of the problems in using online learning platforms is slow-speed internet on
students’ mobile or personal computer (Purwanto et al., 2020). The table also showed that there
are many students choose strongly agree (47.5%) in this question. Moreover, in responding
question number 10 and 11, student C, A, and G gave their opinions as follows:

S.C.:Saya merasa kesulitan karena tiap dosen ngasih tugasnya banyak banget. (I feel hard to do this
activity because my lecturers gave me so many homework assignments).
S. A: Di kampung saya internetnya agak lambat jadi kadang saya harus nyari tempat yang tinggi
dulu supaya dapat sinyal. (I have slow-speed internet connection in my hometown. Sometimes, I
have to find the higher place to get a good internet connection).
S.G:Saya agak kesulitan karena kurang bisa mengatur waktu karena tugas banyak banget apalagi
kalua internetnya lambat nggak bisa ngirim tugas tepat waktu. (I think online learning is hard for
me because, I can’t manage my time to do so many assignments from my lecturers. Especially when
the internet connection is very bad, I can’t submit my task on time).

Table 3. Students’ Questionnaire

No Questions SA A N D
9. In this pandemic situation, I prefer online 50.0% 35.0% 10.0% 5.0%
learning instead of face-to-face meeting.
10. I feel difficult to use online learning 7.5% 24.0% 29.5% 39.0%
application
11. Online learning is difficult because of the 47.5% 22.5% 17.5% 12.5%
slow speed internet on my mobile.
Furthermore, in this questionnaire there are 4 questions that related to students’ English
skills. As mentioned before, in this English subject the students not only learn a certain skill but
also these four English skills. For reading skill, many students chose neutral (37%) cannot
decide whether or not that online learning engages them in interesting reading skill.
Nevertheless, half of the respondents with strongly agree (17.5%) and agree (40.5%) argued that
read online materials through the learning platforms can be a quite interesting experience for
them (Mustafa, 2015). The next is listening skill. The highest score is agreed (35%) however the
rest students also chose disagree (25.5%). In speaking skill, between neutral (30%) and disagree
(32.5%) is higher than agree (25%) and strongly agree (12.5%). However, writing skill (SA:
27.5% and A: 50%) got the highest score rather than those three English skills.

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Table 4. Students’ Questionnaire

No Questions SA A N D
1. The use of online learning makes my 17.5% 40.5% 37% 5%
reading experience more interesting
2. The use of online learning can improve 10% 35% 27.5% 25.5%
my listening skill
3. The use of online learning can improve 12.5% 25% 30% 32.5%
my speaking skill
4. The use of online learning makes my 27.5% 50% 22.5% -
writing experience more interesting

The next table is about students’ favorite online learning application. It can be seen in
this table that the top three of these online learning applications are WhatsApp Group (45%),
Google Classroom (25%), and Schoology (12.5%). Student D reported his opinion related to this
questionnaire. Therefore, the favorite online learning application among students was
WhatsApp Group because it took a bit of internet quota and user friendly (Ngalomba, 2020). It
can be seen in this transcription:

S.D: Saya memilih WA ya karena nggak habisin banyak kuota internet dari pada aplikasi lainnya.
Banyak dosen yang minta kita download Schoology dan aplikasi yang sejenis gitu tapi itu harus
bagus internetnya. (I chose WA (WhatsApp Group) because it takes a bit of internet quota rather
than others. Some lecturers asked us to download Schoology and etc. but those need good internet
connection).
Table 5. students’ favourite online learning application
No Online Learning Applications Students’ Responses
1. Edmodo 7.5%
2. Schoology 12.5%
3. Google Classroom 25%
4. Canvas 6%
5. Zoom 3%
6. Google Meet 1%
7. WhatsApp Group 45%

From the results above, it can be concluded that students give positive response to online
learning in this quarantine situation regarding the materials relevancy, convenience, and
stimulus in motivating them to learn more about English lesson. On the other hands, the
students also have negative responses for online learning. Although they agreed that online
learning is effective solution in this pandemic situation, however based on the results of
interview the students feel hard to do this activity because their lecturers give so many tasks
and this situation forced them to study remotely (Rohman et al., 2020).
This study not only described that online learning is for students in the COVID-19
pandemic but also spotted the availability of internet connection, facilities, and online learning
activities implementation. Some students also shared their experiences that they have slow-
speed internet connection in their hometown. Therefore, this is very importance to check
students’ facilities for online learning such as smartphone, personal computer, internet
connection, and electricity (Purwanto et al., 2020). Those make them easier for students to
participate and listen to their lecturers’ explanations in the online teaching and learning process
(Purwanto, et al., 2020). It can be seen, from students’ favorite online application namely
WhatsApp group. Many students chose this application because it takes a bit of internet quota
rather than others. Furthermore, these online learning activities decrease the interaction and
communication among lecturer and students in teaching and learning processes (Croft, et al.,
2010). To avoid misunderstanding in online learning interactions, especially in messaging the
text, the lecturer and students used emoticon that provided by online learning applications

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(Dunlap, et al., 2016). The use of emoticons is to represent emotional and personality nuances
present in face-to-face communication.
In this case, some students also shared that in the online learning activities they feel bored
because it was lack of challenges rather than in face-to-face meeting. This problem caused by
the situation that online learning has limited duration in delivering the materials (Butler, 2012).
Not all materials can be explained through online learning. It can be seen from the data that
students agreed that their reading and writing skills are improved through online learning.
Because their assignments were reading some articles and discussed in writing form. For
listening, sometimes they just listen to audios and videos given by their lecturer. In speaking
skills, they just practice it when presentation time using audio or video. Additionally, based on
the interview, some students argued that online learning should be promoted. They think that
online learning is quite simple and practical. They mentioned that online learning can be easier
because they just typing the assignment and submit it in the form of soft file. On the other hand,
some other students emphasize that both online and conventional learning are important. The
students also said that face-to-face learning allow them to interact directly with their lecturers.
They can ask anything they do not understand and they will get the answer directly. Because it
is important for students to obtain response or feedback from their lecturer. However, students
also agreed that online learning is a right choice in this pandemic situation.

CONCLUSION
Regarding the findings of the study, it indicates that students have positive response towards
the use of online learning activities in this pandemic situation. The students participated in
online learning as a user-friendly learning tool which encourage them to interact with their
teachers and peers. Besides, the students also have negative response namely too much
homework and inadequate facilities in online learning make them hard to conduct online
learning. It is no doubt that students’ favorite online application is WhatsApp group. It caused
that this application takes a bit of internet quota rather than other applications. As we know
that, in this pandemic situation not all students have good internet connection because of some
of them live in slow-speed internet connection area. By using technology in online learning can
help the students in gaining new vocabularies and four English skills. However, in this case the
students shared that their reading and writing are improved rather than their listening and
speaking skills because of limited challenges in learning activities. Based on the students’
experiences in this study related to online learning in the COVID-19 pandemic, the lecturers
should look at the students’ condition and situation, availability of internet connection for
students, and selection of online learning applications that are effective and efficient for
teaching and learning activities. Hopefully, for further studies can involve more participants or
different areas that explore about the effectiveness of using online learning in English classroom
to face a new normal.

ACKNOWLEDGEMENTS
We would like to show our gratitude to those who helped us in this research, proof-readers,
typists, editor, and the respondents.

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Author (s):
* Sari Famularsih (Corresponding Author)
Institute for Research and Community Service,
IAIN Salatiga,
Jl. Lkr. Sel. Salatiga No.KM.02, Kota Salatiga, 50716, Indonesia
Email: [email protected]

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