Shifting critical listening class to virtual learning during the Covid-19 pandemic

Authors

  • Jhoni Eppendi Universitas Borneo Tarakan

DOI:

https://doi.org/10.12928/eltej.v5i3.4874

Keywords:

Critical Listening Class, Virtual Learning, Covid-19

Abstract

Transforming the conventional face-to-face EFL learning into virtual learning has been believed to be an ideal alternative to education access in the middle of the COVID-19 outbreak. Hypothetically, abrupt transitions will require adaptation and rising practical predicament since the necessary toolkit must be allocated individually to conduct the listening Course. Thus, this study's purpose is to examine students' perception of the functioning of remote learning for Critical Listening class due to a prediction for drawing divergent language acquisition. This study involved forty-six students of the English education department at the Borneo University of Tarakan as research respondents. The data was recorded by distributing questionnaires and closed-ended questions through Google Forms and interview, while mixed analysis methodologies were applied. The questionnaire and interview result showed that students claim they struggle hard in the transitional phase and developing their educational outcomes. Most participants noticed an augmented listening performance in one teaching period, yet a higher chance of committing academic dishonesty than the prior learning circumstance. Therefore, the learning performance still needs enhancement in providing universally supported audios and solutions to plagiarism.

Author Biography

Jhoni Eppendi, Universitas Borneo Tarakan

I am Jhoni Eppendi, one of leacturer at Universitas Borneo Tarakan

References

Adnan, M., & Anwar, K. (2020). Online Learning Amid the COVID-19 Pandemic: Students Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51. https://doi.org/10.33902/JPSP.2020261309

Al-Amin, M., Zubayer, A. A., Deb, B., & Hasan, M. (2021). Status of tertiary level online class in Bangladesh: students’ response on preparedness, participation and classroom activities. Heliyon, 7, 1-7. https://doi.org/10.1016/j.heliyon.2021.e05943

Ananga, P., & Biney, I. K. (2021). Comparing Face-To-Face and Online Teaching and Learning in Higher Education. MIER Journal of Educational Studies Trends & Practices, January 2018, 165–179. https://doi.org/10.52634/mier/2017/v7/i2/1415

Arono. (2014). Improving students listening skills through interactive multimedia in Indonesia. Journal of Language Teaching and Research, 5(1), 63–69. https://doi.org/10.4304/jltr.5.1.63-69

Astuti, C. C., Sari, H. M. K., & Azizah, N. L. (2019). Perbandingan Efektifitas Proses Pembelajaran Menggunakan Metode E-Learning dan Konvensional. Proceedings of the ICECRS, 2(1), 35. https://doi.org/10.21070/picecrs.v2i1.2395

Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76

Brian, A., & Nikolaevna, K. V. (2016). Blended Learning: Definition, Models, Implications for Higher Education. Bulletin of the South Ural State University, 8(2), 24–30. https://doi.org/10.14529/ped160204

Bueno, D. C. (2020). Physical Distancing: A Rapid Global Analysis of Public Health Strategies to Minimize Covid-19 Outbreaks. Institutional Multidisciplinary Research and Development (IMRaD), 3(1), 31–53. https://doi.org/10.13140/RG.2.2.30429.15840/1

Cetinkaya, L. (2017). The impact of WhatsApp use on success in the education process. International Review of Research in Open and Distance Learning, 18(7), 59–74. https://doi.org/10.19173/irrodl.v18i7.3279

Church, K., & De Oliveira, R. (2013). What’s up with WhatsApp? Comparing mobile instant messaging behaviors with traditional SMS. MobileHCI 2013 - Proceedings of the 15th International Conference on Human-Computer Interaction with Mobile Devices and Services, 352–361. https://doi.org/10.1145/2493190.2493225

Cooper, N. (2020). Distance Learning vs Face-to-Face – Benefits, and Drawbacks. NCC. https://www.ncchomelearning.co.uk/blog/distance-learning-vs-face-to-face-benefits-and-drawbacks/

Crawford, J., Butler-henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7

Dewi, S. R. (2019). Utilizing Whatsapp Application for Teaching Integrated English (A Case Study tt University of Technology Yogyakarta). Universitas Muria Kudus, 9(2), 165–171. https://jurnal.umk.ac.id/index.php/RE/article/view/3383/1730

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Eppendi, J., & Vega, N. D. (2020). Addressing EFL Paper-Based Assignment Into WhatsApp. the 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). 512, pp. 344-348. Jakarta: Atlantis Press. https://doi.org/10.2991/assehr.k.201230.064

Eppendi, J., Muliawaty, W., & Aisyah , A. (2021). Can gadget manage the classroom? A Journal of Culture, English Language Teaching & Literature, 21(2), 327-345.

Fauzi, I., & Angkasawati, P. (2019). the Use of Listening Logs Through Whatsapp in Improving Listening Comprehension of EFL Students. JOEL (Journal of Applied Linguistics & Literature), 4(1), 13–26. https://doi.org/10.33369/joall.v4i1.6773

Ghauth, K. I., & Abdullah, N. A. (2010). Measuring learner’s performance in e-learning recommender systems. Australasian Journal of Educational Technology, 26(6), 764–774. https://doi.org/10.14742/ajet.1041

Gilakjani, A. P., & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners’ English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/jltr.2.5.977-988

Gilakjani, A. P., & Sabouri, N. B. (2016). The Significance of Listening Comprehension in English Language Teaching. Theory and Practice in Language Studies, 6(8), 1670–1677. http://dx.doi.org/10.17507/tpls.0608.22

Gökgöz Gördeslioğlu, N., & Ergün Yüzer, T. (2019). Using LMS and Blended Learning in Designing a Course to Facilitate Foreign Language Learning. KnE Social Sciences, 2019, 10–25. https://doi.org/10.18502/kss.v3i24.5164

Halim, M. S., & Hashim, H. (2019). Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers. Journal of Counseling and Educational Technology, 2(1), 19-26. https://doi.org/10.32698/0381

Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom. Progressive Education and Development, 2(2), 113–155. https://www.hrmars.com/admin/pics/1882.pdf

Hylton, K., Levy, Y., & Dringus, L. P. (2016). Utilizing webcam-based proctoring to deter misconduct in online exams. Computers and Education, 92–93, 53–63. https://doi.org/10.1016/j.compedu.2015.10.002

Jibrin, M. A., Musa, M. N., & Shittu, T. (2017). Effect of internet on the academic performance of tertiary institutions’ students in Niger State, Nigeria. International Journal of Education, Learning and Training, 2(2), 57–69.

Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert Scale: Explored and Explained. British Journal of Applied Science & Technology, 7(3), 396-403. https://doi.org/10.9734/BJAST/2015/14975

Khalid, A., Stutzmann, B., Lowder, M. L., Atiqullah, M. M., Singh, R., & Chin, C. A. (2014). Academic misconduct at a polytechnic university - Case studies. ASEE Annual Conference and Exposition, Conference Proceedings.

Mendikbud. (2020). SE Mendikbud: Pembelajaran secara Daring dan Bekerja dari Rumah untuk Mencegah Penyebaran Covid-19. Kementrian Pendidikan Dan Budaya. https://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbud-pembelajaran-secara-daring-dan-bekerja-dari-rumah-untuk-mencegah-penyebaran-covid19

Mindog, E. (2016). Apps and EFL: A case study on the use of smartphone apps to learn English by four Japanese university students. JALT CALL Journal, 12(1), 3–22. https://doi.org/10.29140/jaltcall.v12n1.199

Munoz, A., & Mackay, J. (2019). An online testing design choice typology towards cheating threat minimisation. Journal of University Teaching and Learning Practice, 16(3), 1–16. https://doi.org/10.53761/1.16.3.5

Octaberlina, L. R., & Muslimin, A. I. (2020). EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic. International Journal of Higher Education, 9(6), 1-9. https://doi.org/10.5430/ijhe.v9n6p1

Raines, D. A., Ricci, P., & Brown, S. L. (2011). Cheating in Online Courses: The Student Definition. The Journal of Effective Teaching, 11(1), 80–89.

Rasmitadila, Rusmiati, A. R., Reza, R., Achmad, S., Syaodih, E., Nurtanto, M., Sultan, A., Riana, A., & Tambunan, S. (2020). The perceptions of primary school teachers of online Learning during the COVID-19 pandemic period : A Case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388

Safsouf, Y., Mansouri, K., & Poirier, F. (2018). A new model of learner experience in online learning environments. International Conference Europe Middle East & North Africa Information Systems and Technologies to Support Learning, 29. http://doi.org/10.1007/978-3-030-03577-8_4

Schoonenboom, J., & Johnson, R. B. (2017). How to Construct a Mixed Methods Research Design. KZfSS Kölner Zeitschrift Für Soziologie Und Sozialpsychologie, 69(2), 107–131. https://doi.org/10.1007/s11577-017-0454-1

Setyowati, Y. (2019). Let’s Listen Through WhatsApp: An energizing listening exercise in EFL Class. Journal of Physics: Conference Series, 1179(1). https://doi.org/10.1088/1742-6596/1179/1/012052

Solak, E. (2016). Book Review: Teaching Language Skills for Prospective English Teachers. Sakarya University Journal of Education, 6(3), 232–234. https://doi.org/10.19126/suje.282235

Soni, V. D. (2020). Global Impact of E-learning during COVID 19. SSRN Electronic Journal, 12. https://doi.org/10.2139/ssrn.3630073

Sun, S. Y. H. (2014). Learner perspectives on fully online language learning. Distance Education, 35(1), 18–42. https://doi.org/10.1080/01587919.2014.891428

Thai, N. T., Wever, B. D., & Valcke, M. (2020). Face-To-Face, Blended, Flipped, or Online Learning Environment? Impact on Learning Performance and Student Cognitions. Journal of Computer Assisted Learning, 36(3), 397-411. https://doi.org/10.1111/jcal.12423

Usher, M., & Barak, M. (2020). Team Diversity as a Predictor of Innovation in Team Projects of Face-to-Face and Online Learners. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103702

Wang, Y., & Chen, N. S. (2013). Engendering Interaction, Collaboration, and Reflection in the Design of Online Assessment in Language Learning: A Reflection from the Course Designers. In C. H. X. Bin Zou, Minjie Xing, Yuping Wang, Mingyu Sun (Ed.), Computer-Assisted Foreign Language Teaching and Learning: Technological Advances (pp. 16–39). IGI Global. https://doi.org/10.4018/978-1-4666-2821-2.ch002

Whitehead, D., & Schneider, Z. (2012). Mixed-Method Research. In Nursing & Midwifery Research: Methods and Appraisal for Evidence-Based Practice (4th Editio, p. 264). Mosby Australia.

Downloads

Published

2023-05-14

How to Cite

Eppendi, J. (2023). Shifting critical listening class to virtual learning during the Covid-19 pandemic. English Language Teaching Educational Journal, 5(3), 169–179. https://doi.org/10.12928/eltej.v5i3.4874

Issue

Section

Articles