STUDENTS’ EXPERIENCES ON ENGLISH LEARNING CLASS DURING ONLINE LEARNING: NARRATIVE INQUIRY
DOI:
https://doi.org/10.22460/project.v5i2.p354-359Abstract
This narrative study aims to explore the students' motivational experience of two English education students in Indonesia during the COVID-19 pandemic. The research was conducted by using a qualitative approach and narrative inquiry method. The research participants were two students second and fourth semester at the university of Singaperbangsa Karawang. To collect the data, researchers used were interviews. Drawing on semi-structured interview data, we found the prevalence of online courses affected students' emotions and motivation. Both participants experienced emotions and motivation facing the online courses. The study stresses the students’ experience, emotional experiences during online class, and factors that motivated learning.
Â
Keywords: Online learning, English Learning, Students’ Experiences
References
Agustina, D., Matra, S. D., & Karimah, S. (2020). Challenges of Having Online Learning Activities: University Students’ Perspectives. INELTAL Conference Proceedings The International English Language Teachers and Lecturers Conference 2020, August, 9–14.
Azis, Y. M., Suharyati, H., & Susanti, S. (2019). Student ’ S Experience Of E -Learning , Learning Process And, 03(02), 67–70.
Baloran, E. T. (2020). Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic. Journal of Loss and Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300
Bao, W. (2020). COVID â€19 and online teaching in higher education: A case study of Peking University . Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Demuyakor, J. (2020). Coronavirus (Covid-19) and online learning in higher institutions of education: A survey of the perceptions of ghanaian international students in China. Online Journal of Communication and Media Technologies, 10(3). https://doi.org/10.29333/ojcmt/8286
Escobar Fandiño, F. G., Muñoz, L. D., & Silva Velandia, A. J. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9). https://doi.org/10.1016/j.heliyon.2019.e02394
Glass, C. R., & Westmont, C. M. (2014). Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students. International Journal of Intercultural Relations, 38(1), 106–119. https://doi.org/10.1016/j.ijintrel.2013.04.004
Harandi, S. R. (2015). Effects of e-learning on students ’ motivation. Procedia - Social and Behavioral Sciences, 181, 423–430. https://doi.org/10.1016/j.sbspro.2015.04.905
Hartnett, M. (2016). Motivation in Online Education. Springer. https://doi.org/10.1007/978-981-10-0700-2
Kim, K. (2011). Changes In Student Motivation During Online Learning. 44(1), 1–23. https://doi.org/10.2190/EC.44.1.a
Liando, N. V. F. (2012). “ Factors Affecting A Successful Language Learner ,†22–50.
Lubis, A. A., Nopriansah, N., Halim, A., Nasution, S. S., & Yusuf, M. (2019). Students’ Experiences of Learning English in Indonesia: Some Effective and Ineffective Ways. Abjadia, 3(2), 100. https://doi.org/10.18860/abj.v3i2.6092
O’Brien, T. (2004). Writing in a foreign language: Teaching and learning. Language Teaching, 37(1), 1–28. https://doi.org/10.1017/S0261444804002113
Popa, M., & Salanta, I. I. (2013). the Emotions’ Role in the Motivation Process. Managerial Challenges of the Contemporary Society, 6, 42–47. http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=95589853&site=eds-live
Rahman, H. A., Rajab, A., Wahab, S. R. A., Nor, F. M., Zakaria, W. Z. W., & Badli, M. A. (2017). Factors Affecting Motivation in Language Learning. International Journal of Information and Education Technology, 7(7), 543–547. https://doi.org/10.18178/ijiet.2017.7.7.927
Rahman, H. A., Rajab, A., Wahab, S. R. A., Nor, F. M., Zakaria, W. Z. W., & Badli, M. A. (2017). Factors Affecting Motivation in Language Learning. International Journal of Information and Education Technology, 7(7), 543–547. https://doi.org/10.18178/ijiet.2017.7.7.927
Ramadhanty, S., & Puspitaloka, N. (2020). EFL Students’ Experiences in a Flipped Reading Comprehension Classroom. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 381–388. https://doi.org/10.30605/25409190.188
Selvi, K. (2010). Motivating factors in online courses. Procedia - Social and Behavioral Sciences, 2(2), 819–824. https://doi.org/10.1016/j.sbspro.2010.03.110
Supiani, Rafidiyah, D., Yansyah, & Nadia, H. (2020). The emotional experiences of indonesian phd students studying in australia during the covid-19 pandemic. Journal of International Students, 10(Special Issue 3), 108–125. https://doi.org/10.32674/jis.v10iS3.3202
Xue, E., Li, J., Li, T., & Shang, W. (2020). How China’s education responses to COVID-19: A perspective of policy analysis. Educational Philosophy and Theory, 53(9), 1–13. https://doi.org/10.1080/00131857.2020.1793653
Yulistianti, H. D. (2016). Enhancing Motivation in Learning English: Students in Primary School. Jurnal Edulingua |, 3(1).
