UIN Sunan Kalijaga Yogyakarta, Indonesia1,2,3,4
Indiana University Indianapolis, Indiana, USA5
email: 212000011094@student.uin-suka.ac.id1, zulkipli.lessy@uin-suka.ac.id2, 212000110572@student-suka.ac.id3, 212000011072@gmail.com4, kkhaja@iupui.edu5
Abstract
Keywords:
Pandemi Covid-19 telah mempengaruhi proses belajar dan mengajar di berbagai universitas di seluruh dunia. Untuk mengatasi krisis ini, banyak universitas beralih dari pembelajaran tatap muka ke pembelajaran jarak jauh. Mereka mengganti pembelajaran tatap muka dengan kelas yang diajarkan melalui sarana online sehingga dosen dan mahasiswa tetap produktif secara akademis bahkan ketika tidak bertemu langsung. Proses adaptasi yang cepat di masa pandemi Covid-19 ini telah menciptakan baik perubahan maupun tantangan yang sangat signifikan bagi dunia perguruan tinggi secara global. Studi ini menganalisis pengalaman mahasiswa yang dilaporkan sendiri tentang penggunaan sarana Zoom untuk pembelajaran online di kelas Bahasa Inggris sebagai Bahasa Asing (EFL) selama pandemi, dan menilai sejauh mana sarana Zoom memenuhi harapan mahasiswa. Data dikumpulkan dari tujuh belas mahasiswa jurusan Pendidikan Bahasa Inggris di perguruan tinggi pada semester keempat tahun ajaran 2019/2020. Instrumennya adalah kuesioner. Data kualitatif diperoleh melalui angket dan essai refleksi mahasiswa. Analisis data dilakukan dengan menguji lima aspek tanggapan berdasarkan indikator penilaian: kesenangan intrinsik, kebaruan, signifikansi tujuan/kebutuhan, mengatasi potensi, dan norma/kesesuaian diri. Studi ini mengungkapkan bahwa mahasiswa menemukan banyak manfaat tetapi juga mengalami kesulitan atau hambatan dalam menggunakan sarana Zoom untuk pembelajaran online selama Covid-19.
At the end of 2019 all nations encountered a new virus that was increasingly spreading worldwide. Transmission of the virus was seemingly occurring by exhaling, sneezing, coughing, and in-person touch, or by touching objects handled by someone who had already been exposed to the virus and had recently touched their own face. Wening Sekar Kusuma and Panggung Sutapa, ‘Dampak Pembelajaran Daring terhadap Perilaku Sosial Emosional Anak’, Dr. Murillo de Oliveira Dias, Dr. Raphael de Oliveira Albergarias Lopes, and Andre Correia Teles, ‘Will Virtual Replace Classroom Teaching? Lessons from Virtual Classes via Zoom in the Times of COVID-19’, Pratibha Kumari et al., ‘COVID 19 : Impact on Mental Health of Graduating and Post Graduating Students’,
Globally, various total lockdowns in several universities due to Covid-19, have caused massive changes in education in universities which are currently being implemented. The impact of the pandemic has greatly affected the implementation of teaching and learning assessments. To deal with this crisis, universities have increasingly turned toward remote learning and have replaced FTF classes with online classes, using online platforms in order to remain academically productive. The sudden and rapid adaptation during the Covid-19 pandemic has created very significant transformations and challenges for the world of higher education globally. Joseph Crawford et al., ‘COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses’,
The online delivery of academic instruction is also known as E-learning and is defined as teaching and learning activities that use and/or require Communication and Information Technology, or ICT-based tools, as a platform for teaching and learning systems. For remote implementation, the platform runs on computers that can access the internet and be available to multiple users. Ahmad Jaenal Mustopa Jaenal Mustopa and Dasrun Hidayat, ‘Pengalaman Mahasiswa Saat Kelas Online Menggunakan Aplikasi Zoom Cloud Meeting Selama Covid-19’,
Rahayu noted that Zoom allows learning to be continued through important activities related to communication, which include greetings in private or it can be done more privately even in a discussion room, virtual classroom-style lectures, interactive question and answer, and group discussions in the break room. Also enabled is the sharing of slides or screenshots between students or educators. They can easily download homework assignments directly and provide answers to questions in a discussion or also answer poll questions. Besides, it makes it easier for teachers to present lessons through slides or whiteboards, can also use chat boxes, and can collaborate through group work in virtual workspaces. Dwi Rahayu, ‘Students’ E-Learning Experience through a Synchronous Zoom Web Conference System’,
Previous research on online platforms used for learning includes the study by Mustopa and Hidayat (2020), which found diverse student experiences with the Zoom application for online learning. Students agreed that learning via Zoom is notably student-centered and that it can increase their responsibility and autonomy. Another opinion, however, was that learning via Zoom is more complicated by comparison to face-to-face schooling. Students, being at home rather than at school, have to get used to taking more solo initiative for doing the assignments from their several courses, coupled with task deadlines that primarily coincide with a time span of one week. Also, in rural areas the level of network speed greatly affects efficient use of the Zoom application. The article explains that the online learning process is in dire need of good internet network speed and quality, and that some areas still have difficulty in reliably and robustly connecting to the internet network from home. Mustopa and Hidayat, ‘Pengalaman Mahasiswa Saat Kelas Online Menggunakan Aplikasi Zoom Cloud Meeting Selama Covid-19’.
Serhan, in his research on moving from face-to-face to remote learning via Zoom during Covid-19, found that students were not content with their learning impression along the transition period due to several elements. Often, their teachers were not having enough capability to use the app, the design of suitable instructional vigor, and the online nascence mode. In addition, several students faced engineering and unexpected hardship while using the platform, including internet access issues. Derar Serhan, ‘Transitioning from Face-to-Face to Remote Learning: Students’ Attitudes and Perceptions of Using Zoom during COVID-19 Pandemic’,
Given the benefits of the Zoom platform used by the students during Covid-19, the researchers found valuation to be the most suitable model. Such a model was also explained that valuation is the researchers' special assessment of a provided set up, which lead about specific emotional response. In general, if a prone race is supposed to be positive, its supply increases to positive feelings such as excitement; whereas, an effectless picture of thing will outcome in negative emotions of sadness. Klaus R. Scherer and Johnny R. J. Fontaine, ‘The Semantic Structure of Emotion Words across Languages Is Consistent with Componential Appraisal Models of Emotion’, Yassine Ismaili, ‘Evaluation of Students’ Attitude toward Distance Learning during the Pandemic (Covid-19): A Case Study of ELTE University’,
The study by Serhan indicated that students had a negative attitude toward the use of Zoom and perceived it as having a negative effect on their learning experience and their motivation to learn. Students listed flexibility as the main advantage of using Zoom for learning. Serhan, ‘Transitioning from Face-to-Face to Remote Learning’. Chad E. Kee, ‘The Impact of COVID-19: Graduate Students’ Emotional and Psychological Experiences’,
This study of students’ experiences while using the Zoom platform during Covid-19 was done by a qualitative descriptive method. Nassaji has noted that such research aims to examine and interpret social interactions. Hossein Nassaji, ‘Qualitative and Descriptive Research: Data Type versus Data Analysis’, Laura L. Ellingson and Patty Sotirin,
The researchers designed and implemented a ten-item Questionnaire and the subsequent five-item Students’ Reflection. These were furnished to participants as Google Forms deliverable by WhatsApp, once the researchers had initially ascertained participants’ availability to participate. Participants were given instructions and one week’s time for answering the Questionnaire. MS Excel was used for recording and displaying the Questionnaire responses. The researcher then created five Reflection essay questions to gather narratives from participants. The researchers collected, read, and highlighted the Reflection responses and categorized and summarized this data from these EFL learners, having used pseudonyms at the transcription stage. This data was characterized via thematic coding (thematic analysis) to identify patterns and find themes regarding students’ experiences with the Zoom platform. Virginia Braun and Victoria Clarke. “U Roy Martin Simamora, ‘The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students’,
The study was implemented at an Islamic higher education institution in Kendari, Southeast Sulawesi. Seventeen students participated of two classes being held during the academic year 2019/2020. The research was conducted from February 2021 to March 2021. The examples of Questionnaires such as “This is my first experience using the Zoom platform!”, “I am excited to listen to the lecturer’s explanation, if it is explained through the Zoom platform!”, “Zoom platform is the best online learning media compared to other platform!”, “I feel challenged to understand every material presented by the lecturer, when the Zoom platform is in progress!” These participants were in their fourth semester at the university and were majoring in English Education. Their ages ranged from nineteen to twenty-one years old. They had been using the Zoom platform for at least a year prior to this research. These online arrangements arose specifically due to Covid-19 concerns. Zoom was chosen by the university as the way for students to learn together virtually, while having their experiences stay analogous to in-person classes, including their ability to give presentations and to have group discussions.
The researchers created four questions as the questionnaire. First, the researcher invented the questionnaire at the Google Form, and using WhatsApp application for share the link. The researchers asked the participants for their readiness. then, the researchers explained the way how to answer it. last, given time around one week to answer the Questionnaire.
Data were collected by using two instruments, namely an initial Questionnaire and a follow-up Students’ Reflection. These were structured as updated versions of Scherer and Fontaine’s components of appraisals. Scherer and Fontaine, ‘The Semantic Structure of Emotion Words across Languages Is Consistent with Componential Appraisal Models of Emotion’. Vinayak Bairagi and Mousami V. Munot,
As noted, the researchers collected data from 17 EFL students at the State Islamic University in Kendari, regarding their use of the Zoom platform for distance learning. The questionnaire was consisting of four statements. On a Questionnaire consisting of 11 statements, the students replied by choosing from the discrete Likert-scale options provided for each statement. Subsequently, these students answered five Reflection questions, and their answers were assessed based on the five Scherer and Fontaine indicators.
Results of the first two Questionnaire items are displayed below.
Table 1. The Zoom Platform as the Best Online Learning Platform
� unable to handle picture here, no embed or link
In the left-hand bar graph above, it can be seen that 72% of the students (48% plus 24%) were having their first experience using Zoom, while 28% of students were not new to Zoom. Shown in the right-hand bar graph above is that the Questionnaire found this group of students to be about evenly split on whether the Zoom platform was best for remote learning, as compared to other platforms. This split was 48% giving a positive assessment (agree or strongly agree) versus 52% disagreeing.
Table 2. EFL Students’ Experiences of E-learning Platform
� unable to handle picture here, no embed or link
When asked about being excited to listen to lecturers' presentations by means of the Zoom platform, there were 60% favorable replies (56% plus 4%) from the students and 40% not favorable (36% disagree and 4% strongly disagree). The students were also asked if they felt challenged to understand material presented by the lecturer while the Zoom platform is in progress. In this case the responses did not include either of the Strongly options. Nearly all of the students simply agreed (92%), and a few simply disagreed (8%).
Data from the subsequent Reflection responses confirmed that students felt that the Zoom platform quality was very good. Nonetheless, the students also noted that it was sometimes somewhat daunting to use the Zoom platform when the internet network was not performing well. At those times, as the students noted, they could miss some points of information from the lecturer. This could occur because the teacher's voice transmission became choppy. Or it could naturally happen when a student came late into or came too soon out from a class meeting and thus would miss important explanations from the lecturer.
Data from the Questionnaire and Reflections indicated that most students were interested in using the Zoom platform as an online learning medium to replace the face-to-face learning. It also showed that there were some experiences in which they found difficulties using Zoom, but that it was nonetheless easier to study from home during this pandemic with this online platform, and that students found it easy to get the points that the lecturer was making. The data also showed that most of the students agreed that the Zoom platform is the best platform for ease of access and usage and for understanding the materials taught by the lecturers. They felt that features on the Zoom platform let them access the class well and see the lecturer just as for in-person class teaching. In addition, even when they did not comprehend the materials, they put their questions by using the comments column or turning on their voice access to ask real-time questions. The researchers found that learners felt the benefits of using Zoom to be favorably comparable to learning as in an in-person class, and furthermore to help them to learn in ways not available for strictly in-person classes. The students liked that they can record videos of classes and then view the material again, also having the functions available to brighten faces by using digital filters, or even change the background as desired. They mentioned the advantage of being able to schedule online meetings, display power points, and have clear presentations with a video call system. A similar study by Guzel R Nurieva and Leila M Garaeva, ‘Zoom-Based Distance Learning of English as a Foreign Language’ 11, no. June (2020): 13–14.revealed such benefits of using the Zoom platform. By comparison to other video web conferencing applications, Zoom was reported to be better platforms than Skype. The Zoom connection is typically noted as stable, the quality of audio and the visual is rated as excellent; and it is found to offer more tools. Tools include simultaneous screen share, virtual background, active speaker view, desktop and application sharing, private and group chats, the option “Raise hand”, and breakout rooms, all being mentioned as Zoom advantages.
Data collected in this study found that at the start of using the Zoom platform, students felt confused and found it difficult to operate this platform well. At first, for example, they don’t know how to turn on or turn off the sound and the camera. But after using Zoom for a while, all of them felt that this platform gave them great experiences, many benefits, and even a new style of studying. Nonetheless, there were glitches. The students acknowledged that some of their bad experiences with the Zoom platform were related to non-conductive networks and/or very large internet quota usage. Indeed, another research showed that students loved learning through the online mode. While poor networks and unreliable connectivity is highly disliked elements. Indeed, poor connectivity to be the main factor of most disadvantages of online education. Naziya Hasan and Naved Hassan Khan, ‘Online Teaching-Learning during Covid-19 Pandemic: Students’ Perspective’,
The pandemic has led to various emotional and psychological challenges and responses. Nearness to areas with high Covid-19 outbreaks contributed to unanswered questions, anxiety, and fears about well-being. Students experienced woes such as feelings of anger, or persistent anxiety. Stress and fear which was caused by the corona virus outbreak could have been tremendous for students. This research nonetheless found that students got benefits of using Zoom to assist them to study and to mitigate some difficulties of real-time in-person classes. With Zoom they didn’t have to spend time to get to campus to attend classes. The various interesting Zoom features could record and save videos of class meetings. Students then liked the ability to view the material again, brighten faces via filters, change the backgrounds as desired, schedule online meetings, and display power points to facilitate and support clear presentations by means of the video calls system.
Bairagi, Vinayak, and Mousami V. Munot.
Crawford, Joseph, Kerryn Butler-Henderson, Jürgen Rudolph, Bashar Malkawi, Matt Glowatz, Rob Burton, Paola A. Magni, and Sophia Lam. ‘COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses’.
Ellingson, Laura L., and Patty Sotirin.
Hasan, Naziya, and Naved Hassan Khan. ‘Online Teaching-Learning during Covid-19 Pandemic: Students’ Perspective’.
Ismaili, Yassine. ‘Evaluation of Students’ Attitude toward Distance Learning during the Pandemic (Covid-19): A Case Study of ELTE University’.
Kee, Chad E. ‘The Impact of COVID-19: Graduate Students’ Emotional and Psychological Experiences’.
Kumari, Pratibha, Prateek Gupta, Atul Kant Piyoosh, Babita Tyagi, and Parvin Kumar. ‘COVID 19 : Impact on Mental Health of Graduating and Post Graduating Students’.
Kusuma, Wening Sekar, and Panggung Sutapa. ‘Dampak Pembelajaran Daring terhadap Perilaku Sosial Emosional Anak’.
Lessy, Zulkipli, Mabid Barokah, and Miftahur Rohman. ‘The Role of Socio-Emotional Parenting on Children’s Studying Motivation and Interest During The Covid-19 Pandemic In Sambas, West Kalimantan’.
Mustopa, Ahmad Jaenal Mustopa Jaenal, and Dasrun Hidayat. ‘Pengalaman Mahasiswa Saat Kelas Online Menggunakan Aplikasi Zoom Cloud Meeting Selama Covid-19’.
Nassaji, Hossein. ‘Qualitative and Descriptive Research: Data Type versus Data Analysis’.
Nurieva, Guzel R, and Leila M Garaeva. ‘Zoom-Based Distance Learning of English as a Foreign Language’ 11, no. June (2020): 13–14.
Oliveira Dias, Dr. Murillo de, Dr. Raphael de Oliveira Albergarias Lopes, and Andre Correia Teles. ‘Will Virtual Replace Classroom Teaching? Lessons from Virtual Classes via Zoom in the Times of COVID-19’.
Rahayu, Dwi. ‘Students’ E-Learning Experience through a Synchronous Zoom Web Conference System’.
Scherer, Klaus R., and Johnny R. J. Fontaine. ‘The Semantic Structure of Emotion Words across Languages Is Consistent with Componential Appraisal Models of Emotion’.
Serhan, Derar. ‘Transitioning from Face-to-Face to Remote Learning: Students’ Attitudes and Perceptions of Using Zoom during COVID-19 Pandemic’.
Simamora, Roy Martin. ‘The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students’.
The author declare that no competing interests exist.