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STUDENTS’ PERCEPTION OF USING ONLINE LEARNING
MATERIALS
(A Descriptive Qualitative Research in Muhammadiyah University of
Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Partial Fulfillment of Requirement for the Degree of
English Department
HASNIDAR
10535640415
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
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SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : HASNIDAR
NIM : 10535 6404 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Students’ Perception of Using Online Learning Materials (A
Descriptive Qualitative Research in Muhammadiyah
University of Makassar)
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim
penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan
dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2020
Yang Membuat Pernyataan
HASNIDAR
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
Saya yang bertandatangan di bawahini:
Nama : HASNIDAR
NIM : 10535 6404 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2020
Yang Membuat Perjanjian
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ABSTRACT
Hasnidar, 2019. Students’ Perception of Using Online Learning Materials (A
Descriptive Qualitative Research in Muhammadiyah University of Makassar).
Thesis of English Education Department.The Faculty of Teacher Training and
Education, Muhammadiyah University of Makassar.Supervised by Andi Tenri
Ampa and Firman.
The objectives of the research to find out the students’ perceptions of
using online learning materials at the Seventh Semester of English Department in
Makassar Muhammadiyah University in the year 2018/2019 from BG.VIIJ. The
researcher used a descriptive qualitative research as design method because it
was comparable to collect the data from students’ perception, and gave interview
to collecting the data. The data was collected from the seventh semester which
have been learned using online learning. The sample were 10 students selected
by purposive sampling which snowball sampling technique.
The findings of the research showed that results of the students’ interview
showed that mostly the students gave good perception about online learning.
They were improve their learning by online learning and got a new experience of
the new media applied by lecturer in media online learning. Whereas, some
students gave perception that online learning has obstacles that bad network, the
quality of mobile phone of the student itself and the capacity of the application
used in online learning.
Key words: Online Learning, Students’ Perception.
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ABSTRAK
Hasnidar, 2019. Persepsi Siswa Tentang Menggunakan Materi Pembelajaran
Online (Penelitian Deskriptif Qualitataif Pada Semester 7 Jurusan Bahasa
Inggris Universitas Muhammadiyah Makassar. Dibimbing oleh Hj. Andi Tenri
Ampa dan Firman.
Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa
menggunakan materi pembelajaran online di Semeter Ketujuh Jurusan Bahasa
Inggris Univesitas Muhammadiyah Makassar pada tahun 2018/2019 di BG.VIIJ.
Peneliti menggunakan penelitian kualitatif deskriptif sebagai metode desain
karena sebanding untuk mengumpulkan data dari persepsi siswa, dan memberikan
wawancara untuk mengumpulkan data. Data dikumpulkan dari semester tujuh
yang pernah belajar menggunakan pembelajaran online. Sample penelitian ini 10
siswa yang diambil dengan menggunakan sampling purposif teknik snowball
sampling.
Temuan penelitian menunjukkan hasil wawancara siswa menunjukkan
bahwa sebagian besar siswa memberikan persepsi yang baik mengenai
pembelajaran online. Mereka dapat meningkatkan pembelajaran dengan
menggunakan pembelajaran online dan mendapat pengalaman baru terhadap
media yang baru diterapkan oleh dosen yaitu media pembelajaran online. Selain
itu, sebagian siswa juga memberi persepsi bahwa pembelajaran online memiliki
hambatan yaitu jaringan yang buruk, kualitas handphone yang tidak mendukung
dari siswa itu sendiri dan kapasitas dari aplikasi yang digunakan dalam
pembelajaran online.
Kata Kunci: Pembelajaran Online, Persepsi Siswa.
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Motto
Let’s break the limits…!!!
Dedication
Thanks to Allah SWT. The ruler of heaven and
earth and all its contents. Our messenger,
Muhammad SAW who has bring us from the
darkness to the brightness. For all he
achievement that I have now and especially of
this thesis I dedicated for my beloved parents
H.Dolo and Siloi, my family, my friends and all
the people who love and pray for me.
Thank you so bad.
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TABLE OF CONTENTS
TITTLE PAGE ………………………………………………………….. i
APPROVAL SHEET ………………………………………………..……ii
CONSELING SHEET …………………………………………….…..…iv
SURAT PERNYATAAN …………………………………………..…… vi
SURAT PERJANJIAN ……..……………………………………..……. vii
ABSTRACT ……………………………………………………….…… viii
ABSTRAK …………………………………………………..…….……...ix
ACKNOWLEDGEMENT ……………………………………….……... x
TABLE OF CONTENTS ……………………………………………...... xii
CHAPTER I INTRODUCTION
A. Background .......................................................................................... 1
B. Problem of Statement ........................................................................... 6
C. Objective of the Research .................................................................... 6
D. Significant of the Research .................................................................. 6
E. Scope of the Research .......................................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
A. Online Learning ................................................................................... 8
1. Definition of Online Learning ........................................................ 8
2. Forms of Online Learning .............................................................. 10
3. Characteristics of Online Learning ................................................ 12
4. Advantages and Disadvantages of Online Learning ...................... 13
5. Obstacles of Online Learning ............................. ………………..14
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6. Benefits of Online Learning .......................................................... 15
B. Perception ............................................................................................. 16
1. Definition of Perception ................................................................. 16
2. Indicators of Perception ................................................................. 17
3. Types of Perception........................................................................ 20
4. Factors Influencing Perception ...................................................... 22
C. Conceptual Framework ........................................................................ 24
CHAPTER III RESEARCH METHOD
A. Research Design ................................................................................... 26
B. Research Subject .................................................................................. 26
C. Research Instrument ............................................................................. 27
D. Data Collection Technique ................................................................... 28
E. Data Analysis Technique ....................................................................... 29
CHAPTER VI FINDINGS AND DISCUSSION
A. Findings ............................................................................................... 31
B. Discussion ........................................................................................... 44
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................................... 59
B. Suggestion ............................................................................................ 60
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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ACKNOWLEDGEMENT
First of all, thanks to Allah SWT and all praises just to him, the lord of the
world and creator of universe who gives us blessing and mercy therefore I can
complete this thesis entitled “Students’ Perception of Using Online Learning
Materials (A Descriptive Research in Muhammadiyah University of Makassar).”
Shalawat and salam are upon the greatest Prophet Muhammad SAW, his family,
companions and adherents.
The researcher would like to express her deepest prost profound and
gratitude to her parents for their prayer, financial, motivation and sacrificed. The
researcher realizes that many hands have given their helps and useful suggestion
for the completion of this thesis. Without the assistance of these people, the
researcher would never be able to finish this thesis without support, assistance,
encouragements, and aids of many people. Therefore, the researcher would like to
express her deepest gratitude to all of them.
The researcher’s highest appreciation goes to her lovely parents, H.Dolo
(father) and Siloi (mother). Thank you so much for the sacrifice, affection,
motivation, patience, and greatest prayer for her bright future.
The researcher’s greatest thanks to the first consultant Dr. Hj. Andi Tenri
Ampa, M. Hum and the second consultant Firman, S.Pd., M.Pd. who have given
their valuable time and guidance since the very beginning.
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The researcher greatest thanks also to: (1) Prof. H. Abd. Rahman Rahim,
S.E, M.M as the rector of Muhammadiyah University of Makassar. (2) Erwin
Akib, M.Pd, Ph.D, as the Dean of Faculty of Teacher Training and Education. (3)
Ummi Khaerati Syam, S.Pd, M.Pd, as a head of English Education Department.
Thanks are also to all of lecturers of FKIP Unismuh Makassar, especially to the
lecturer of English Education Department who taught her for many years.
The researcher sisters, Asnita S.E and Asriana without you, the researcher
wouldn’t handle everything, the researcher been going through right now. The
researcher have been stressed and even late to eat but you always by her side,
support her, remind her, and make her feel like she is not alone.
For all the researcher best friend in the big family of E (Edelweiss) class 015
English Department, specially to Lisnawati S.Pd already help and become
consultant 3 for the researcher, Thanks for being best partner ever Nur’ Ainun
Hasni, Ramlah and “Anak Sultan” (Vira Yuniar, Wahidah Harsono, Waode
Apriliana, Sam Pravita Sari, and Sasmita) who had fought with the researcher
every time and everywhere always in conduction this thesis. The last gratitude
also goes to all my friends from CIS Squad (Lisnawati, S.Pd, Ega Magfira S.Pd,
Arniati S.Pd, Mutmainna S.E, Ramlah, Sasmita, Sri Mutmainnah, Nurlatifah,
Asnawati, and Jumriani) thank you so much. In addition, for all people who
cannot be mentioned one by one Thanks for everything.
Makassar, November 2019
The Researcher
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CHAPTER 1
INTRODUCTION
This chapter consists of background, problem statement, objective the
research, the significance of the research, and the scope of the research.
A. Background
English is learned everywhere because people have found out that knowledge
of English is a passport for better career, better pay, advanced knowledge, and for
communication with the entire world. English is also learned for the literature it
possesses, and for the variety and rich experience it provides because English is
important. Considering the importance of English, Indonesian government has
chosen English as the first foreign language and fundamental subject in our
educational system. English is taught as one of the main compulsory subjects
from primary to university.
In his book, Soedijarto (2008:1) said the progress of a nation is determined by
the quality of education. Therefore education as a means of educating the life of
the nation. Entering the 21st century world of education, with development of this
technology resulted in the development of science and various kinds of learning
media that can be used by teachers or lecturers. One of is the implementation of
Internet as learning media that can be accessed online or offline.
Learning Media is a very important element in the learning process. The
selection of appropriate learning media types will add students to be interest with
the subjects. According to Djamarah, et al (2010:121), Learning Media is any tool
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that can be used as a distributor of messages to be achieved the purpose of the
learning. Hamalik (1994) said that the use of instructional media can arouse new
desires and interests, arouse students' motivation and self-stimulation in learning
activities. In addition, Ibrahim (1982: 12) functions or roles of the media in
teaching and learning include 1. Can avoid verbalizing, 2. Increase interest and
motivation, 3. Attract attention, 4. Overcome the limitations of space, time and
size and activate students in learning. The right selection of learning media is
consider from various foundations to make the selected media really correspond
with the level of understanding, thinking skills, and social condition of students.
The social condition of students nowadays has often interacted with the use of
computers associated with Internet, it is used for the game or use as a teaching
media. Based social condition students, It can be used as a consideration learning
media in teaching learning process.
The application of online learning at the elementary school to high school
level is still very minimal in the application of online learning but in contrast to
universities. The application of online learning in the teaching and learning
process has been applied by several campuses, especially in Muhammadiyah
University of Makassar. Some educators or lecturers have implemented online
learning media. With the development of the learning process through information
and communication technology that introduces the use of electronic media such as
computers in spreading information makes lecturers or teachers who previously
played a very dominant role in the lecture hall, but now they can do the learning
process with distance by using online learning.
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According to Naidu (2006) defining online learning is an intensity of the use
of information and communication technology networks in teaching and learning.
The term online learning itself has a very broad definition. In terminology, online
learning is pretty much put forward in various points of view, but it leads to the
same understanding. So online learning means learning by using media or
electronic device assistance services. In its implementation, online learning uses
audio, video, computer equipment, or a combination of the three.
Online Learning is a learning process carried out using the internet network,
with online learning can enable the delivery of information in the form of
activities or applications such as websites using Information and Communication
technology media in the form of internet and computer networks. Using online
learning in the form of activity through the media can be done anytime, anywhere.
Online learning has a characteristic that is superior that is not dependent on space
place and time.
Online learning is an activity of teaching and learning process carried out by
utilizing media such as applications or websites that can be accessed through an
internet network that is connected or connected simultaneously, making it
possible to exchange data and information between students and teachers. The
European Commission (2001) explains online learning as the use of new
multimedia technologies and the internet to increase learning quality by easing
access to facilities and services as well as distant exchanges and collaboration.
Many experts in the field of education argue and believe by applying online
learning is very beneficial and gives a lot of impact to the students.
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According to Hardjito (2002), There are Three forms of online learning,
namely Web Course, Web-Centric Course and Web-Enhanced Course. The Web
Course is the use of the internet for learning purposes. All teaching materials such
as discussions, consultations on assignments, exercises, and exams are fully
delivered via the internet using the application namely Google Meet. The Web-
Centric Course, this web-centric course can be used by students as a place to send
assignments and attendance. Usually, lecturers also explain and give direction on
assignments to students by using the Google Classroom application. Then the
Web-Enhanced Course, the use of an application called EDX. In EDX it provides
very rich resources with the availability of various discussions on education,
technology, and so forth.
Although the results of research from The European Commission (2001) show
that online learning provides good benefits for students and some applications that
have the function of facilitating lecturers in the teaching and learning process as
well as students in receiving lessons and sending assignments. But in using some
of these applications, one of which is the use of the Google Meet application has
problems faced by students, when the lecturer conducts the teaching and learning
process using online learning in the form of Web Course. Where the web course is
learning is fully delivered via the internet but not all students can log into the
Google Meet application because the capacity of the application is only 25 people
who can join. So that other students do not have the opportunity to follow the
learning process. The next application utilization is Google Classroom which is
functioned as a place for sending tasks and attendance. Then the third form of
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online learning is a Web-Enhanced Course, the use of the application is called
EDX. Google Classroom and EDX applications have problems because usually
students have difficulty in sending assignments, absenteeism, and log in to the
EDX application are caused because there are problems with the quota of students
themselves and also not all students have an android or laptop as a means and
infrastructure for the learning. With the application of online learning which is
accommodated by several applications, it turns out students have some problems
and challenges faced. That way, the lecturer does not know the students'
perceptions, problems, and challenges experienced when the lecturer using online
learning in teaching and learning process.
According to Kumar (2010) the important to know the students perception is
because perception as the process of how the information is acquired through
sensory receptor (e.g. eyes, ears, nose, and skin) which is transformed into a
perception of what we think, see, hear, smell, taste or touch. So that’s way
perception being an important thing to increase the lecturers’ motivation to teach
in learning process specially in online learning.
Based on the problem above, the researcher would find the students'
perception of using online learning specifically in each forms of online learning.
Based on the experience of researcher in Muhammadiyah University Makassar,
online learning has been carried out by several lecturers in the teaching and
learning process, especially in the seventh semester. Therefore, the researcher
chose this university with a descriptive qualitative research design and is
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conducted to determine students' perceptions of using online learning in
Muhammadiyah University of Makassar.
B. Research Question
Based on the background above, the question of the research is What are the
students’ perceptions of using online learning consisting of three forms which are:
Web-Course (using Google meet application), Web-Centric Course (using Google
classroom application), and Web-Enhanced Course (using Edx application) at the
seventh semester which have been learned using online learning in
Muhammadiyah University of Makassar?
C. The Objective of the Research
Based on the research question above, the objective is to find out the students’
perception of using online learning consisting of three forms which are: Web-
Course (using Google meet application), Web-Centric Course (using Google
classroom application), and Web-Enhanced Course (using Edx application) at the
seventh semester which have been learned using online learning in
Muhammadiyah University of Makassar.
D. The Significance of the Research
1. The Lecturer
This research expects that the lecturers can see whether online learning
is effective or ineffective to be used for lecturer to teaching and learning
processes.
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2. For Students
The result of this research for the students is to promote motivation to
learn English using online learning.
3. For Future Researchers
The result of this research hopefully can be used as references for other
Researcher which are related to this topic. Because this research focuses
on students’ perception of using online language materials.
E. The Scope of the Research
In this research, the researcher focused to find out the students’ perception
of using online learning materials in teaching and learning process. According to
Hardjto (2002), There are three forms of online learning, they are Web Course
(using Google meet application), Web-Centric Course (using Google classroom
application) and Web- Enhanced Course (using Edx application) to be searched
and researcher would find the students’ perception of the forms online learning.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter would discuss some related theories to support this study. The
theories would be use for the underlying requirement to solve the problems. This
study would present some theories about the definition of Online Learning, some
theories about Perception, and conceptual framework.
A. Online Learning
1. Definition of Online Learning
According to Rossett (2002), Online Learning has many promises, but
it requires commitment and resources and must be done correctly. Doing it
right means that online learning material must be properly designed, with
learners and learning in focus and that adequate support must be provided.
Ring and Mathieux (2002) suggest that online learning must have high
authenticity (students must learn in the context of the workplace), high
interactivity, and high collaboration.
Khan (1997) defines online instruction as an innovative approach to
convey instruction to a remote audience, using the Web as a medium.
Online learning, however, involves more than just presentation and
delivery of material using the Web: students and the learning process must
be the focus of online learning. Carliner (1999) defines online learning as
an educational material presented on a computer.
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According to Ally (2008, p7) Online Learning as the use of the
Internet to access learning materials; to interact with content, instructors,
and other students; and to get support during the learning process, to gain
knowledge, to build personal meaning, and to grow from learning
experiences.
According to Collins (2002), Online Learning is defined as the
creation and proliferation of personal computers, the globalization of other
human ideas and actions, and the use of technology in exchanging ideas
and providing access to more people. Audio, video, computer, and
network technologies are often combined to create diverse instructional
delivery systems. The basic method for uniting distance learning
instructors with remote students is networking.
Thomson (2010) found that online learning is also suitable for gifted
students because the approach is more individualized and more student-
centered. Overall, most studies of the effectiveness of internet and
internet-based language learning materials highlight the findings that they
create a new, conducive and encouraging environment for students.
Dabbagh and Ritland (2005:15) said online learning is an open
learning environment and distributed pedagogic tools, the internet,
network-based technology, to facilitate learning and build knowledge
through action and interaction. Online learning is learning that can be done
anywhere and anytime, depending on the needs of human resources
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(instructors, lecturers, instructors, and students) who carry out these online
learning activities.
All terms imply that students are far from tutors or instructors, that
students use several forms of technology (usually computers) to access
learning materials, that students use technology to interact with teachers or
instructors and with other students, and that some form of support is given
to learners.
To sum up, Online Learning is learning done electronically using the
computer and network-based media. Online learning is also known as
electronic learning, e-learning, online learning, internet-based learning,
virtual learning, or web-based learning.
2. Forms of Online Learning
a. According to Hardjito (2002)
There are three forms of online learning as the basis for developing
learning systems by utilizing the internet, namely:
1) Web Course
Web Course is the use of the internet for learning purposes, all
teaching materials, discussions, consultations, assignments,
exercises, and examinations are fully delivered via the internet.
2) Web-Centric Course
Web-Centric Course is learning with some learning materials
and exercises delivered through the internet while examinations
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and some consultations, discussions, and exercises are conducted
face to face.
3) Web-Enhanced Course
Web-Enhanced Course is the use of the internet for education
to support the improvement of the quality of teaching and learning
activities in the classroom, in this form the main learning activities
are face-to-face activities in class. The role of the internet in the
Web-Enhanced Course is to provide very rich resources by giving
addresses or making connections to various suitable learning
resources that can be accessed online, to increase the quantity and
expand communication opportunities between teachers and
students reciprocally.
b. According to Kaye (2003)
1) Web Supported Online Learning
Web Supported Online Learning is done face-to-face and
supported by the use of websites that contain summaries, learning
objectives, learning materials, assignments, and short tests.
2) Blended or mixed Online Learning
Blended or mixed Online Learning that is part of the learning
process is done face-to-face and partly done online.
3) Fully Online Learning format
Fully online Learning format which is the entire learning
process carried out online including face-to-face meetings between
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educators and students which are also conducted online,
teleconference technology is usually an option.
3. Characteristics of Online Learning
The following are the characteristics of Online Learning proposed by
Rudi and Riyana (2007):
a. The students' capture of learning material does not depend on the
instructor/teacher, because students construct their own knowledge
through teaching materials delivered through the website interface;
b. The source of knowledge is everywhere and can be easily accessed by
everyone. This is due to the global nature of Internet media and can be
accessed by anyone connected to it;
c. Teachers / educational institutions function as mediators / mentors;
d. Restructuring is needed for education system, curriculum, and
management policies that can support the utilization of Information
and Communication Technology for optimal education.
The four characteristics above are the things that distinguish online
learning from conventional learning activities. In online learning,
students' capture of learning material is no longer dependent on
instructors/instructors, because students build their own knowledge
through teaching materials delivered through online learning. In online
learning too, knowledge sources are spread everywhere and can be
easily accessed by everyone.
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4. Advantages and Disadvantage of Online Learning
The advantages of online learning are providing flexibility,
interactivity, speed, visualization through various advantages of each
media (Sudjana, 2005: 253). According to L. Tjokro (2009: 187), Online
learning has many advantages, namely:
a. It is easier to absorb, meaning that it uses multimedia facilities in the
form of images, text, animation, sound, and also videos.
b. Much more effective in costs, meaning that there is no need for an
instructor, no need for a minimum audience, anywhere, and so on.
c. Much more concise, meaning that it does not contain a lot of class
formalities, directly into a subject, subjects that fit your needs.
d. Available in 24 hours per day, meaning that mastery in a material
depends on enthusiasm and also the absorption of students, can be
monitored, can be tested by e-test.
The disadvantages of Online Learning described by Nursalam
(2008: 140) include the following:
a. The lack of interaction between learners and students or also even
between students themselves.
b. This tendency can ignore academic aspects as well as social aspects
and vice versa make the growth of aspects of business or also
commercial.
c. The teaching and learning process tends towards training rather than
education itself.
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d. Changing a learning role from the original masters of conventional
learning techniques is now also required to be able to know the
learning techniques using ICT (information, communication, and also
technology).
e. Not all internet facilities are available in all places.
f. The lack of a human resource that understands the internet
g. Lack of mastery in computer languages.
h. Access on an adequate computer can be a problem for students.
i. These students may be frustrated if they cannot access graphics,
images, and videos because of inadequate equipment (software and
hardware).
j. Availability of an infrastructure that can be fulfilled.
k. This information varies in quality and also accuracy so guidance and
also question features are needed.
l. These students can feel isolated.
5. Obstacles of Online Learning
Obstacles in the implementation of online learning, are (Effendi,
2005):
a. Investigation
Although online learning can ultimately save on education costs, it
requires a very large investment at the outset.
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b. Culture
The use of online learning requires a culture of independent
learning and the habit of learning or the following learning through
computers.
c. Technology and infrastructur
Online learning requires computer devices, reliable networks, and
the right technology.
d. Material design
Submission of material through e-learning needs to be packaged in
a learner-centric form. Currently, there are very few instructional
designers who are experienced in making an adequate package of e-
learning lessons.
6. Benefits of Online Learning
Simmons (2002) states that gradually, many organizations have
adopted online learning as the main delivery method for training
employees. Although the use of online learning systems is relatively
expensive, a huge benefit can be drawn from these strategies for both
students and educators. In Asynchronous Online Learning, students can
access subject matter at any time, while Synchronous Online learning
enables real-time interaction between students and instructors (Ally,
2007). Students can use the internet to access new and relevant material
and can communicate with educators in the field they are studying. Thus
students can learn or access subject material without being limited in time
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and place, allow real interaction with educators and other students and can
contextualize learning. For educators also get the same benefits that can be
done learning at any time and from anywhere, can update material that can
be immediately known by students, direct students to information
according to their needs, and if designed appropriately can be used to
determine needs and levels students' expertise and provide appropriate
material to students to be selected in order to achieve the desired outcome.
B. Perception
1. Definition of Perception
The Perception from the Latin percipio is the organization,
identification, and interpretation of sensory information in order to
represent and understand the environment. Goldstein (2009) all perception
involves signals that go through the nervous system, which in turn result
from physical or chemical stimulation of the sensory system. For example,
vision involves light striking the retina of the eye, smell is mediated by
odor molecules, and hearing involves pressure waves.
Barry (1998: 48) in his study reveals that perception is the set of the
process by which we recognize, organize, response and make stimuli in
our environment. The sky distinction between the two main theories of
perception is emphasizing each gives to the role of sensation and higher
cognitive process perception.
Slameto (2003:12) found that perception process to input message or
information to the human brain by the human perception that continuously
17
makes relation with the environment. This relation is done by the five
senses those are senses of sight, sense of feeling, sense of smell, and sense
of touch.
Perception is defined variously by different scholars as Chee and Phaik
(2002) has stated that the perception of stimuli that can be influenced by
an individual's mental awareness, past experience, knowledge, motivation,
and social interactions. The perceptions of an individual eventually give
rise to an individual’s attitudes. Millikan (2004) also states that perception
is a way of understanding natural signs or, better of translating natural
signs into intentional signs.
Lindsay and Norman (1977) state that perception as the process by
which organism interpret and organize sensation to produce a meaningful
experience of the world. Sensation usually refers to the immediate,
relatively unprocessed result of stimulation of sensory receptors in the
eyes, ears, noses, tongue, or skin.
From the definitions above, the researcher concludes that all of them
have certain things in common. All the definitions describe perception as
the process or phenomenon by which a person perceives any object and
interprets it. This involves our five sense organs and the brain, which help
in interpreting and organizing the whole process.
Thus, all the definitions commonly define Perception as the process in
which an individual receives information through the sense organs. The
incoming stimuli interact with the stored information in brain (memory) to
18
give rise to perception. It is the process by which an individual interprets
various stimuli received and forms a picture of the world. The stimuli are
received through the sense organs namely eyes, ears, nose, mouth and skin
and are organized by brain. It is then stored as information. While doing so
the individuals brain colours and tags the information using its own logic
and previous memory and experience, if any.
2. Indicators of Perception
a. According to Robbin (2003: 124-130)
There are three kinds of perception indicators, namely:
1) Acceptance
The process of acceptance or reabsorption is indicator of
perception in physiology stage; it is about the function of the five
senses in grasping external stimulus. This means that the
information submitted by individuals to another will be absorbed
or accepted by the five senses, both sight, hearing, smell, and
tasting individually or together.
2) Understanding
It means as the results of analysis which is subjective, or
different for each individuals.
3) Evaluation
Evaluation is stimulus from the outside that has been grasped
by the senses, and then evaluated by individuals. This evaluation is
very subjective. It will be different perception of each person in
19
environment. One individual assesses a stimulus as difficult and
boring but other individuals judge the same stimuli as good and
pleasant.
b. According to Bimo Walgito (1990: 54-55)
1) Absorption of stimuli or objects from outside the individual
These stimuli or objects are absorbed or received by the five
senses, both vision, hearing, touch, smell, and taste, individually or
together. From the results of absorption or reception by sensory
devices would get a picture, response, or impression in the brain.
These images can be single or plural, depending on the object of
perception observed. Inside the brain, there are images or
impressions, both old and newly formed. Clear whether or not the
picture depends on whether or not stimulation is clear, sensory
normality and time, just or long ago.
2) Understanding
After the images or impressions occur in the brain, the picture
is organized, classified (classified), compared, interpreted, so that
understanding or understanding is formed. The process of
understanding or understanding is very unique and fast. The
definition formed depends also on the old images that have been
owned by the individual before (called apperception).
20
3) Assessment or evaluation
After understanding or is formed, there is an assessment of the
individual. Individuals compare the understanding or
understanding that has just been obtained with the criteria or norms
that individuals have subjectively. Individual judgments are
different even though the object is the same. Therefore perception
is individual.
3. Types of Perception
There are many types of perception according to Zaden (1984:109)
there are person perception, social perception, and situation perception.
a. Person Perception
Person perception refers to those processes by which we come to
know and think about others, their characteristics, qualities, and inner
state. We construct an image of other ways that serve to stabilize,
make predictable, and render our manageable view of the social world
to the extent to which we attribute stable straits and enduring
disposition to others people. We feel that we are better able to
understand their behavior and predicted their future actions and we use
their nations to guide our interaction which them.
A person without sight may perceive sound different that
somebody with the ability to see. Each person’s individual perception
is based on that people perceive life experience and with that being the
21
case no two people perception of the same situation is likely to be
exactly the same.
In these types, it has a correlation to students who have personal
perception or ow perception. Every student has a different perception
to think about the characteristic of the teacher, the way teacher to
teach, the quality of a teacher, even the instructional media used
teacher in teaching and learning process. Every student also has a
different perception of what the material is taught by the teacher. So it
could be concluded that person perception refers to a general tendency
to form impressions of other people, the different conclusion we make
about other people based on our impressions.
b. Situation Perception
Social psycholinguistics views a situation as all the social factors
that influence a persons' experience or behavior a given time and given
a place. It is an interaction of time and space within which we act in
specific ways. The situational contest in which stimuli occur has
consequences for their interpretation. Anyone of multiple words may
emerge. Depending on which stimuli we register. The linkage we make
among these stimuli in our interpretation of the stimuli.
This typically means that people perceive are different based on the
situation. The students' attitude in the past is different students' attitude
now. It is because the social factors that influence a person behavior
22
and it also about the difference of knowledge students that flow the
information and technology, thereby affecting the students' thought.
c. Social Perception
Social perception means that trying o understand people whether
they are professional athletes, political, criminal, leader, entertainer, or
loved and closer to home is not an easy task. Knowing that other
people have thoughts, beliefs, emotions, intentions, and desires, being
able to read other people's inner states based on their words, behavior,
and facial expression. Social perception is a complex process; people
observe other people's behavior carefully until they get a complete
analysis of the person, situation, and behavior. This means that people
perceive something to depend on the quality would give good
perception. They are able to read other people's perception of a
different activity.
4. Factors Influencing Perception
There are two factors that influencing perception, According to
Jalaludin Rahmat these two factors include:
a. Functional Factor
Functional factors come from needs, past experiences and other
things that are included in personal factors, which determine
perception not the type or form of stimuli, but the characteristics of
people who respond to the stimuli.
23
b. Structural Factor
Structural factors originate solely from the nature of physical
stimuli and the neural effects that they have on the individual nervous
system. The point here is that in understanding an event one cannot
examine separate facts but must look at them in the overall
relationship, see them in their context. In their environment and the
problems they face.
In this research, those factors influencing perception are important
to be used as the basis information of implementation toward the
students’ perception of using online learning.
24
C. Conceptual Framework
Figure 2.1 Conceptual Framework
Teaching and Learning Process
Using Online Learning
Web Course Web-Centric Course Web-Enhanced Course
Students’ Perception
1. Understanding
2. Recognize
3. Make Stimuli
4. Knowledge
5. Motivation
6. Social Interactions
7. Acceptance
8. Experiences
9. Responses
10. Responses
25
This conceptual framework is the representation of this research. This research
would conduct in Muhammadiyah University of Makassar in the seventh semester
of BG 7J which have been learned of online leaning. The researcher would focus
on the students' perception of using online learning which are Web course, web
centric course and web enhanced course. The students would be asked about their
perception on the use of online learning through Interview.
26
CHAPTER III
RESEARCH METHOD
This chapter presents research design, subject of the research, research
instrument, data collection and data analysis:
A. Research Design
The method of this research used A Descriptive Qualitative methodology. A
Descriptive qualitative research methods were used to examine question that can
best y verbally describing how participants in a study perceive and interpret
various aspects of their environment. A descriptive qualitative research refers to
process-oriented methods use to understand, interpret, describe, and develop a
theory on a phenomena or setting. It is a systematic, subjective approach used to
describe life experiences and give them meaning.
In this study, the researcher investigated students’ perception of using online
learning, it is along with the objective of the research to find out students’
perception of using online learning consisting of three forms which are: Web-
Course, Web-Centric Course and Web-Enhanced Course by doing interview to
collect the data.
B. Research Subject
In descriptive qualitative research, selecting the sample is the process of
selecting data small number of individuals for a study so that the individual
choose would be able to help the researcher understand the perception about using
online learning. The purpose is to choose participants who would be good
27
informants who had the ability to interpret their thoughts and also to communicate
effectively with the researcher.
The participants of this research was the Seventh Semester of BG 7J English
Education Department Students in Muhammadiyah University of Makassar which
have been learned using online learning. In this research, the sample were 10
students selected by purposive sampling which snowball sampling technique.
Snowball sampling technique is a technique that is used the first sample as
information to find out the other samples that meets the criteria. Criteria specified
by researcher were students an active role and always follow the process online
learning for progress so that can be selected 10 students due to meet these criteria.
C. Research Instrument
The instrument of the research was interview guidelines. It was used to help
researcher conduct the interview. Generally, the interview guidelines can be
broadly divided into three stages such as the interview preparation, interview
process, and evaluation, including the problems that usually arise in research
which was using interview techniques. The interview of the research was
contained 10 questions about several problems that related to the case of research.
In this analysis, the research instrument was using structural interview which is
very important to exchange the information between researcher and informant. It
is necessary to conduct in order to collect data as the results of the observation
related to the thesis in particular. Based on this research, the subject that the
researcher need to interview was students seventh semester which have been
28
learned using online learning in Muhammadiyah University of Makassar. This
instrument was concern with types of data that the researcher needs to require.
D. Data Collection Technique
Technique of collecting data was used by researcher in order to find the result
of the study Based on the research subject as a source of information. In this
regard, the technique of collecting data in this research was provide by an
interview. The statements of the interviewees were considered as supporting
factors which is used in this analysis. Then it comes as results that would be
collected. The questions were given by researcher and then the interviewees
would answer based on their understanding and experiences related to the
research. The questions of the instrument were semi-structure and it was including
in-depth interview which chosen by the researcher which contained a topic that
related to the field of study. In addition, the researcher was used an audio recorder
to measure the data accuracy.
The collective of data was employed interview guidelines which was
contained several questions related to the objective of the study. The researcher
was classified every answer from the informant to finally know the result of the
analysis. For instance, the researcher would describe the steps of collecting data as
follows:
1. Before the researching
a. The selection of informants are choose by the researcher in order to aim
the objective of study.
29
2. During the researching
a. The researcher was set the time of interview and giving the information to
the subjects about the contents of the interview related to the study.
b. The interview section begins for more or less the week in
Muhammadiyah University of Makassar.
3. After the researching
a. The researcher was classifying the result of the interview in form of note
field
b. Taking the evidence in form of transcript and audio recorder.
E. Data Analysis Technique
The data analysis technique used in this research was an interactive model of
analysis. According to Miles and Huberman (1992:16) defined there are four
concurrent verification flow of activity in the model: data collection, data
reduction, data display, and data conclusion drawing and verification.
1. Data Collection
After identifying the problem, the researcher collected the data by
interviewing students as information and observing the teaching and learning
process to gain more supporting data. All the recording data and observation
checklist were collected and then the researcher wrote the transcription of the
recording from the transcription, the researcher get data. At this stage, the
researcher to find out students’ perception of using online learning in teaching
and learning process.
30
2. Data Reduction
It is process of minimizing the amount of the data that needs to be stored in a
data storage environment. In this research, the researcher select data obtain at the
time of research regarding the user students’ perception about online learning and
then the data classifies and choose simply.
3. Data Display
In this step, the researcher made describe and discusses the finding of the
researcher in the form systematically. Therefore, it is easy to be analyzed.
Display the data means to present data into organization.
4. Conclusion Drawing and Verification
The last step, the researcher made conclusion and suggestion based on the
data analysis.
31
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the result of the study are presented. The chapter is divided
into two main sections; they are findings and the discussion of the research. The
findings presented the result of data analysis collected through interview. The
discussion deals with the interpretation of the findings in the research.
A. Findings
Learning media is a learning component that includes materials and
equipment. With the entry of various theories and technologies, learning media
continues to experiences and appear in various types. Rusman (2012) in his book
“Belajar dan Pembelajaran Berbasis Komputer” classifying learning media into
three parts, namely: (1) visual media, (2) audio media, and (3) audio-visual media.
Visual media is media that can be seen using the sense of sight. Audio media is
media that can only be heard using the sense of hearing alone. This media
contains an message so that it can stimulate the thoughts, feelings, attention,
creativity and innovative learners but requires the ability to listen to students. And
the third is a combination of the two types of media that is audio-visual media is a
tool that can be used through hearing and vision. The application of computer-
based learning has now been applied in various places, one of which is the
Muhammadiyah University of Makassar, wrong only one is Online Learning
media.
Online learning is a type of teaching and learning concept that uses electronic
applications to support teaching and learning using internet media. In using online
32
learning media, it should be well known in student perceptions about online
learning used by lecturers in the teaching and learning process. In finding
students' perceptions, there are several indicators to find out perception including
Recognize, Make Stimuli, Experiences, Knowledge, Motivation, Social
Interaction, Understanding, Acceptance, Responses and Future Solutions
regarding online learning itself. Indicators of perception is taken from some of the
definition of perception by experts. All that would be discussed following the
results of interviews conducted by researcher on 10 students BG 7J in seventh
semesters which have been learned using online learning in Muhammadiyah
University of Makassar.
1. Understanding
To find out someone's perception about online learning, the respondent
who would answer the researcher question should understand what online
learning. Because, when the respondent does not understand, then
automatically the respondent or student is unable to provide an explanation or
answer to the questions raised by the researcher.
However in research conducted by researcher, 10 students meet the criteria
used as samples in this research. The intended criteria were students who play
an active role or always follow the online learning process throughout. In that
study, the researcher asked the first question about:
"Bagaimana pemahaman anda tentang pembelajaran online?"
In the research question above, students can provide answers to question
raised by researcher. From the answers given by students have diversity but
33
have the same intention or understanding of online learning itself. Among the
student, responses can be seen in Appendices with code S.2.1, S.3.1, S.5.1,
S.6.3, S.7.1, S.9.4, S.10.3. From the results of the interview, it can be
concluded that online learning is distance learning between lecturers and
students who use the application and can be accessed using the network.
2. Recognize
In online learning, there are several applications used in the learning
process, including the Google Meet application, the Google Classroom
application, and the Edx application. In using the application, it has different
functions. The Google Meet application is used as a media when describing or
explaining material explained by lecturers where the place between lecturer
and student is different. The google meet application can be used by students
in making a presentation of material that can be seen and heard by other
friends. Then from the percentage, students can also give questions,
suggestions to friends who make a presentation through the comments column
available on the Google Meet application. Then the Google Classroom
application, on google classroom has the benefit very much. Among the
lecturer can explain the material or assignments intended for students through
the google classroom application. Besides, students can also fill in the
attendance list through the google classroom application. The application is
able to make students disciplined in doing their assignments because the
lecturer provides a short time limit for the assignment. So that when students
pass the specified time limit, then automatically the assignment is not
34
collected. Then the Edx application, in the application provides articles on
technology, education, environment and so forth. With this Edx application, it
can facilitate students when searching for articles because in the application
there are so many available, just how students sort out what articles were
appropriate or what they were looking for.
With the use of applications used by lecturer in online learning, students
already recognize how to use and benefit from these applications and were not
only felt by students but also with lecturer. In this indicator, the researcher
asks students questions about:
"Apakah anda mengenali dengan baik penggunaan aplikasi-aplikasi (Google
Meet, Google Classroom dan Aplikasi Edx) yang digunakan oleh dosen dalam
pembelajaran online?"
The results of interview by researcher were contained in the Appendices
with the following code: S.1.4, S.4.5, S.5.2, S.6.4, S.7.2, S.9 .5. Here is one of
the results interview of researcher at the students’ seventh semester of BG 7J
in Muhammadiyah University of Makassar:
Extract 1
S.1:4: "Google meet is an application in which we can learn through video
calls. Google classroom we learn without face to face and can send
assignments and even lecturers can also explain learning material through
google classroom as well as absent can be done through google classroom.
Then Edx applications in it have good articles about technology, education
and so forth. Initially, it was very difficult but gradually I already understood
how to use the application"
35
The conclusion of the interview results is of the three Google meet
applications, Google classroom and Edx applications used in online learning
have different uses and benefits for lecturers and students.
3. Make Stimuli
An educator should use techniques or media in the learning process
because using media or techniques can stimulate or foster students' interest
in participating in the learning process. In this indicator, researcher give
questions to students, namely:
"Bagaimana cara merangsang diri anda agar lebih tertarik dalam
mengikuti pembelajaran online?"
Based on experienced by students of BG 7J English in Muhammadiyah
University of Makassar, has a response that by applying online learning
media can stimulate themselves or foster a sense of interest in participating
in the learning process. But in online learning, some students also gave
feedback that there are constraints experienced by the students themselves.
But the majority of students respond that online learning can stimulate
themselves or foster a sense of interest in following the learning process,
student responses can be seen in the Appendices by looking at the following
code: S. 1.5, S.2.3, S.3.3, S .6.5, S. 10.5.
Based on the results of interview conducted by researcher, it can be
concluded that by using online learning, students feel motivated to follow
the learning process, especially when lecturers use media, especially online
36
learning media. Students feel enthusiastic because online learning media is
new and with the experience students get, they will apply various
applications used in online learning when becoming an educator in their
respective areas.
4. Knowledge
Based on students' answers to the question raised by researcher about
online learning, it can be seen that their knowledge of online learning is no
doubt meaning that students already understand how the rules and
procedures in online learning. In this indicator, the researcher asks the
following questions:
"Apakah dengan pembelajaran online anda mampu mengetahui dan
memahami materi secara mudah? Mengapa?”
Based on the questions above, the following are students' responses
regarding these questions that can be seen in the Appendices by looking at
the code as follows: S.1.6, S.6.6, S.7.4, S.9.7, S.10.6.
In this online learning, students feel interested to take part in online
learning but on the other hand, there are also obstacles experienced by
students as follows:
Extract 2
S.9.7: "When the lecturer explains materials, sometimes the voice of the
lecturer is not heard due to network problems. Then from Google meet
application capacity only 25 people who can log in to the application "
37
Extract 3
S.10.6: "There are some obstacles such as networks. So when the lecturer
explains, sometimes we are confused because the lecturers' voices are
choked up, so that is the obstacle "
From the responses above, it can be concluded that the application of
online learning not only has a positive impact but also has a negative impact
experienced by students. From online learning, students were constrained in
terms of networking. So when the network on students' smartphones is not
good, students would difficulties such as listening to explanations of
material explained by the lecturer through the Google Meet application and
sending assignments through the Google classroom application used in
online learning. Not only that, but it is also related to the Google meet
application used in online learning. The capacity of the Google Meet
application is only able to load 25 participants so that other students can
miss the material explained by the lecturer.
5. Motivation
In this indicator, the researcher ask the following question:
"Apakah dengan menggunakan pembelajaran online memotivasi anda untuk
lebih tertarik dalam mengikuti proses belajara mengajar? Mengapa?”
From the results of several student interview, they responded that online
learning is a new medium that makes a person more interested in following
the teaching and learning process. Although there are one or two students
who give different answers, overall the answers given can be concluded that
38
from online learning students feel more interested in following the learning
process. Following is one of the students' responses:
Extract 4
S.2.5: " Using Online learning motivates to be more interested in following
the teaching and learning process because online learning is a center of
activity where students can add abilities, read the material, search for
information, and interact in groups where students interact with each other
to discuss the material "
And for other responses, can be seen in the Appendices by looking at the
code as follows: S.1.7, S.2.5, S.5.6, S.10.
6. Social Interactions
In online learning, the interaction between lecturers and students,
students and other students are woven through the applications used in
online learning. So it can be said that in online learning, these applications
can build interactions with lecturers and students to other students. The
interaction occurs when students really pay attention and then respond when
there are things that are not understood or unknown to what is explained by
the lecturer. Responses or questions can be included in the comments
column available on applications used in online learning. The researcher
questions on this indicator are:
"Apakah dengan pembelajaran online mampu membangun ineraksi antara
mahasiswa dengan mahasiswa lainnya? Mengapa?”
39
Based on the above question, some student responses can be seen in the
Appendices by looking at the code as follows: S.1.8, S.6.8, S.9.9. One
response was:
Extract 5
S.1.8: "Interaction of students depends on when responding to what my
friends tell in online learning, how they respond to friends who are
percentages and how students criticize what must be criticized when
another friend describes a material. Actually, interaction arises when they
are not ignorant of what is conveyed by friends "
Interaction can be developed between lecturers, students, and other
students when students are not indifferent to what is conveyed by the
lecturer. Because interaction can be established when they can pay close
attention to what is presented, not only by the lecturer but also by students
who make a presentation.
7. Acceptance
In this indicator, the researcher ask the following question:
"Apakah anda menerima materi yang disampaikan oleh dosen dengan baik
ktika menggunakan pembelajaran online? Mengapa?"
In the question above, several responses were generated from students,
one of them is as follows:
Extract 6
S.2.7: "The main obstacle is the network, so when a network problem that
students forget some of the material"
Some other student responses can be seen in the Appendices by looking
at the code as follows: S.1.8, S.2.7, S.4.10, S.6.10, S.9.10, S.10.7.
40
Based on student responses, most of all- students said that constraints on
online learning are the network and applications used in online learning.
Especially the Google meet application that only contains 25 participants
when used in the teaching and learning process, while the number of students
in BG 7J English Education Department in Muhammadiyah University of
Makassar amounted to 32 students. So that student who cannot log in to the
Google Meet application lag behind the material.
Then the researcher also found that one student chose face-to-face
learning or directly compared to online learning. This is caused by obstacles
experienced by students when online learning takes place. Here are the
responses:
Extract 7
S.5.8: "face-to-face learning is more effective than learning online learning"
Based on the results of the interview, it can be concluded that students
found difficult to accept material using online learning when the network of
students themselves is bad.
8. Experience
The application of online learning in elementary school, junior high
school, and senior high school is very minimal so that many students think
that online learning is a new. In this indicator, the researcher ask the
following question:
"Bagaimana pengalaman anda selama mengikuti pembelajaran online?"
41
Based on the above question conducted by researcher on students
seventh semester BG 7J in Muhammadiyah University of Makassar who
have used online learning, responds as follows:
Extract 8
S.911: "Applications used in online learning are new, interesting and have
benefits when used in the learning process"
Some of the responses students more about questions above can be
found in the Appendices that code as follows: S.3.8, S.4.11, S.5.9, S.6.11,
S.9.11. So it can be concluded that several applications in online learning
can produce new experiences for students and so students can apply some of
these applications as a medium in the learning process later.
9. Response
Researcher question on this indicator were as follows:
"Bagaimana tanggapan anda ketika pembelajaran online diterapkan disemua
mata kuliah daripada pembelajaran di dalam kelas atau tatap muka?"
In the question above generate responses from students themselves,
including the following:
Extract 9
S.1.10: "For the application of online learning it should be applied to
certain learning subjects"
Extract 10
S.2.9: "Online learning is less efficient when applied to all learning
42
subjects"
For some other student responses regarding the above questions can be
seen in the Appendices by looking at the following code that has links to the
questions above: S.1.10, S.2.9, S.3.9, S.5.10, S.6.12, S.9.12, S.10.9.
It can be concluded from some of the students' responses regarding the
application of online learning, it is good to apply to certain learning subjects
such as the subject of CALL which was conducted in seventh semester of
BG 7J because it does have an appropriate relation on the subject of the
lesson.
10. Solutions for online learning going forward
Online learning is a source of knowledge everywhere and can be easily
accessed by everyone. As Hardjito (2002) said, there were 3 forms of online
learning, namely Web Course, Web-Centric Course, and Web-Enhanced
Course. In applying online learning in the 7th semester of BG 7J class in
Muhammadiyah University of Makassar, there were several applications
used in it such as Google Meet application, Google Classroom, and Edx
Application. Based on the results of interviews conducted by researchers, all
students provide suggestions regarding online learning going forward,
including the following:
Extract 11
S .1.11: "Apply according to the place, such as online learning that is
applied to the subject of CALL and the Google meet application should
not only have 25 participants, if possible without limitations”
43
Extract 12
S.2.10: " Before the media at the start of online learning, should be
facilitated by the network a strong"
And for some the other student responses regarding solution to stab be
disable in-line in the future can be seen in the Appendices to view the code
as follows: S.1.11, S.2.10, S.3.10, S.5.11, S.6.13, S.9.13 S.10.10. From the
interview results of the researcher, it produced several responses which can
be concluded that online learning is a learning medium that can foster a
student’s desire to learn. Then the solution regarding online learning from
student responses hopefully can be used as a reference for the application of
online learning so that it is even better for subsequent application of online
learning.
B. DISCUSSION
The main research objective of this study was about Students' perception of
using online learning at the seventh semester of BG 7J English Education
Department in Muhammadiyah University of Makassar. Then the researcher
formulated one researcher question the students' perception of using online
learning consisting of three forms which were: Web-courses, Web-centric courses
and web-enhanced courses. In finding students' perceptions, there were several
indicators to determine perceptions including Understanding, Recognize, Make
Stimuli, Knowledge, Motivation, Social Interactions, Acceptance, Experience,
Response and Solutions for online learning going formard. The researcher gives
further interpretation and discussion as follows:
44
1. Understanding
Indicators of perception is taken from some of the definitions of
perception by experts. As in the first indicator, namely Understanding. The
indicator is taken through the theory from Millikan (2004) said perception is a
way of understanding natural signs or, better than translating natural signs into
intentional signs. So based on the definition of Perception from Millikan
(2004) it becomes a reference so that the Understanding indicator exists.
Based on the results of students' analysis of perception of using online
learning, it can be seen that students have understood what is meant by online
learning. That was evidenced through the results of interviews that have been
obtained by researcher. Based on the data in Appendices code S.2.1 responds
that “Pembelajaran online adalah pembelajaran yang disampaikan
mengggunakan computer atau berbasis computer biasanya diakses oleh
sebuah jaringan”. Further responses can be seen in the appendices code S.9.4,
that “Pembelajaran online yaitu pembelajaran yang di lakukan berjarak
maksudnya dosen atau mahasiswa toh berbeda tempat ki, terus pembelajaran
online itu menggunakan aplikasi yang menguhubungkan mahasiswa dengan
dosen”.
From the responses of students have links with the theory of Collins
(2002) which states that Online Learning is distance learning that connects
teachers and students in the learning process using audio, video, computer,
and network technology . Not only that, the theory from Naidu (2006) defines
online learning as the intensity of the use of information and communication
45
technology networks in the teaching and learning process, from the theory also
has a link between the results of researcher.
2. Recognize
According to Barry (1998: 48) in his study reveals that perception is the
set of processes by which we recognize, organize, respond and make stimuli in
our environment. The sky distinction between the two main theories of
perception is emphasizing each giving to the role of sensation and higher
cognitive process perception. From the theory advanced by Barry (2004) takes
precedence researcher on indicators both Recognize.
In online learning has a series of processes that must be recognized and
then understood. Particularly the use of several applications used in the online
learning process such as Google Meet, Google Classroom, and Edx
applications is a must for students to recognize and then know how to operate
the applications used. Based on the interview results of researcher in the
appendices with code S.1.4 , said that “eee okey google meet itu dimana itu
adalah sebuah aplikasi dimana kita dapat belajar melalui ee video call, terus
google classroom itu kita belajar tanpa face to face tapi kita dapat mengirim
tugas-tugas dari dalam situ bahkan bisa menjelaskan pembelajaran. Dosen
memberikan penjelasan lewat itu bahkan kita bisa di absen lewat itu juga, yah
secara online. Edx itu sendiri ee sesuatu yang dimana kita ee ada beberapa
macam di dalamnya ee artikel di dalamnya terus dapat membantu memahami
kita untuk mengetahui artikel artikel tersebut melalui aplikasi Edx itu sendiri.
Berbicara tentang pemahaman saya kira awalnya saya sempat nggak tau juga
46
yah, pasti ini apa sih ini, gitu kan. Tapi lama kelamaan karena kita memang
di tuntut untuk tau, di tuntut harus mengerti dan apa yang dosen inginkan, yah
dia menerapkan aplikasi itu yah otomatis kita jadi tau sendiri ee. Memang
awalnya agak kurang paham juga cara penggunaanya, tapi seiring
berjalannya waktu yah bahkan sekarang saya ahli dalam bidang itu. Saya
kira seperti itu”. The results of other interviews can be seen in Appendices
code S.6.4, said that “Yah saya mengenali aplikasi-aplikasi tersebut di
antaranya google meet, google classroom, dan edx. Kemudian cara
penggunaanya yang kurang saya pahami adalah google meet karena memiliki
tahapan yang begitu banyak tapi lambat laun saya bisa dengan gampang
menggunakan aplikasi itu sendiri”.
Based on the results of the researcher interviews, it can be concluded that
the use of several applications in online learning has benefits not only for
lecturers but also for students. With these applications facilitate students in the
learning process, sending assignments and so forth.
According to Ally (2007) Online learning, namely students can access
subject matter at any time, students can access material that is new and
relevant , and can communicate with educators in the fields they are learning.
This theory has a relationship between the results of research conducted by
researcher on 7th semester students of BG 7J English Education Department
who found that the use of several applications in online learning provides
benefits and convenience for students. Not only for students, but also felt by
educators or lecturers themselves. With online learning, Educators can
47
conduct learning at any time and anywhere, can update material immediately,
and can easily direct students to the material to be explained.
3. Make Stimuli
In this third indicator, researcher use the theory of Barry (1998: 48) to
serve as a reference to make indicators in finding students' perceptions of
online learning. Barry (1998: 48) in his study reveals that perception is the set
of processes by which we recognize, organize, respond and make stimuli in
our environment. The sky distinction between the two main theories of
perception is emphasizing each giving to the role of sensation and higher
cognitive process perception. The use of media in the learning process is
mandatory for educators to do because the presence of the media used can
create stimuli or foster a student's sense of interest in the subject explained by
the educator. According to Hamalik (1994 ), it is suggested that the use of
instructional media in the learning process can arouse new desires and
interests, arouse students' motivation and self- stimulation in learning
activities, and even psychological influences on students.
Here the results of researcher interviews about whether the application of
online learning media can stimulate students to be more interested in
participating in learning, student responses can be seen in the appendices with
code S.1.5, said that “Sebenarnya sih tanpa dirangsang sendiri saya sudah
tertarik yah, kita di tantang gitu. Sesuatu yang baru ini mudah banget.
Bahkan kita bisa belajar dalam keadaan mungkin sedang makan, belum
mandi, gak usah buru-buru ke kampus terus mandi dan sebagainya bisa
48
terlambat di kelas. Kan itu sih sebenarnya nggak usah di rangsang karena
sudah tertarik sendiri sih. Karena sesuatu memang hal yang baru jadi sangat
membantu juga .saya kira gitu sih”. Other responses can be seen in the
appendices code S.10.5 , “Ini toh pembelajaran online tertarik ka karena
media pembelajaran baru, kan biasanya itu pakai jaki google classroom untuk
ngiirm tugas sama mengabsen toh tapi ini ada lagi aplikasi baru yang bisa na
pake dosen menjelaskan materi. Maksudnya itu aplikasi bagus ki, jadi biar
nda kekampus ki kuliah, bisa jaki juga kuliah atau belajar di kos masing-
masing dan hadir jaki juga di mata kuliah itu”.Based on the results of
interviews, it can be concluded that the use of media in the learning process
has an impact that can stimulate students to be interested in participating in the
learning process. This is related with the theory by Hamalik (1994) that the
use of learning media can arouse new desires and interests, arouse students'
motivation and self-stimulation in learning activities.
4. Knowledge
Chee and Phaik (2002) has stated that the perception of stimuli that can be
influenced by an individual's mental awareness, past experience, knowledge,
motivation, and social interactions. From the theory put forward by Chee and
Phaik (2002) the researcher references the fourth indicator by choosing the
word Knowledge. on this indicator, produce student responses, which are as
follows: code S.9.7“Yah berdasarkan yang saya bilang tadi, kalau tentang
paham yah begitu mi karena yang masalah disini adalah jaringan. Ketika
dosen toh sementara menjelaskan, kadang putus-putus ku suaranya karena itu
49
yah jaringan. Terus kapasitas dari aplikasi itu, tidak semua teman-teman bisa
log in karena Cuma 25 ji orang yang bisa masuk. Jadi itu mi kendalanya”.
Next, the code S.10.6 “Aduh kalau secara mudah yah nda tonji iya, karena
ada beberapa kendala toh yah seperti jaringan. Jadi kalau dosen
menjelaskkan kadang ka bingung karena putus-putus ki suaranya dosen, jadi
itumi kendalanya” .Then the responses regarding the fourth indicator can be
seen on the data display.
Based on the results of interviews conducted by researcher, in the
application of online learning students also experience obstacles or problems
encountered in the online learning process. This is related to Effendi's theory
(2005), which says that in online learning, although it saves costs and time, in
the end, it requires a large investment initially because students must prepare
all the devices used in online learning so that it remains an obstacle for
students. Not only that, other obstacles such as poor networking, the quality of
mobile phones that do not support the students themselves and the capacity of
the applications used when online learning are not able to accommodate a
large number of participants.
5. Motivation
In the fifth indicator, the researcher takes the same theory as the previous
indicator, namely the theory of Chee and Phaik (2002) has stated that the
perception of stimuli that can be influenced by an individual's mental
awareness, past experience, knowledge, motivation, and social interactions.
50
But having different words, the fifth indicator of researchers focused on the
word Motivation.
Media is the process of learning to build motivation to students in
participating in the learning process. The following are students' responses
regarding the use of instructional media in the learning process. Code S.2.5
“Ya dengan menggunakan pembelajaran online memotivasi saya untuk lebih
tertarik dalam mengikuti proses belajar mengajar karena pembelajaran
online ini pusat kegiatan dimana siswa dapat menambah kemampuan,
membaca materi, mencari informasi, dan interaksi dalam grup dimana siswa
dapat berinteraksi satu sama lain untuk mendiskusikan materi-materi yang di
berikan oleh dosen dan dosen ini dapat hadir untuk memberikan sedikit
penjelasan mengenai materi yang di berikan”.
Other responses also explained that now people have to buffer control,
especially students whose names technology not left times, said the code S.1.7
“Masalah dalam ketertarikan sesuatu itu perlu waktu sebenarnya, maksudnya
gini ee untuk langsung tertarik sama ini nggak perlu waktu juga maksudnya
perlu ini juga perlu pengenalan, proses juga nggak mesti langsung bilang
wah ini keren, nggak usah ketemu dosennya ini aja, maksudnya ada saja si
dampak positif dan dampak negative daripada yang di terapkan itu ada saja,
jadi kalau untuk tertarik yah sejauh ini boleh lah yah karena memang
sekarang jamannya tehnologi semakin canggih 4.0 kita harus bisa
mengendalikan tehnologi sebagaimana yang ada sehingga kita nda terlalu
gaptek, keterbelakangan gitu. Jadi yah memang sih bagus.”
51
Based on the results of interviews conducted by researchers , has a link
between the theories put forward by Ibrahim (1982: 12) the function or role of
the media in the teaching and learning process, among others: 1. Can avoid
verbalise, 2. Increase interest and motivation, 3. Attract attention, 4.
Overcome the limitations of space, time and size and activate students in
learning.
6. Social Interactions
On this indicator still focuses on the theory conveyed by Chee and Phaik
(2002) has stated that the perception of stimuli that can be influenced by an
individual's mental awareness, past experience, knowledge, motivation, and
social interactions. Researcher still use the theory above as a reference in
making indicators of social interactions. In online learning are actors as well
as material that mutually support each other. The main online learners are
teachers and students. Interaction between actors in carrying out online
learning through applications that are used in online learning.
Based on the results of interviews conducted by researcher, there is as
follows with code S.1.8 “Interaksi mahasiswa sebenarnya tergantung ketika
merespon apa yang teman-teman sampaikan didalam pembelajaran online,
bagaimana mereka merespon teman-teman yang sedang presentase dan
bagaimana siswa mengkritisi apa yang harus dikritisi ketika teman yang lain
menjelaskan sebuah materi. Sebenarnya interkasi terbangun ketika mereka
tidak masa bodoh terhadap apa yang disampaikan oleh teman-teman”. Then
the response with code S.6.8 , “Yah menurut saya itu ee pembelajaran online
52
dapat memebangun interaksi antara mahasiswa yang satu dengan mahasiswa
yang lainnya karena didalam google meet, google classroom tersedia kolom
komentar yang di jadikan sebagai interaksi terhadap teman-teman yang lain.
Jadi kita bisa bertukar pikiran dan memberi saran ketika ada hal yang ingin
di tanyakan”.
From the interview results above shows that by applying several
applications in online learning as a tool between teachers and students to build
interactions in the online learning process. Interaction between students and
teachers in online learning can be done in various formats, both direct and
indirect communication. Teachers are able to directly interact with the learner
to use the facilities of the applications that have been applied in distance
online learning, also indirectly where enough teachers providing material are
structured so that learners can download the material.
7. Acceptance
According to Robbin (2003: 124-130) Acceptance is the process of
acceptance or reabsorption is an indicator of perception in the physiology
stage; it is about the function of the five senses in grasping external stimulus.
This means that information submitted by individuals to another will be
absorbed or accepted by the five senses, both sight, hearing, smell, and tasting
individually or together. From the above theory is used as a reference by
researcher in making bindicator Acceptance.
In accepting material using online learning, generates several responses
that refer to the obstacles experienced by students when the lecturer applies
53
online learning media. Response that can be viewed with code S.2.7 “Ya, saya
dapat menerima materi yang di sampaikan oleh dosen dengan baik ketika
jaringan saya mendukung tapi ketika jaringan saya hilang hilang, materinya
juga ikut hilang hilang. So, saya ketinggalan beberapa materi ketika jaringan
saya jelek”. Next with the code S.1.8 “Yah sebelumnya bagaimana sih
hambatan dari goole meet ini, google classroom yah networknya yah kadang
buat kita sometimes apasih yang di jelaskan gitu kadang hilang-hilang,
kemudian dalam google meet itukan juga terbatasi nggak semua 42 orang
bisa masuk ke dalam aplikasi tersebut hanya beberapa batasan sampai 25,
jadi itu hambatan banget buat mahasiswa karena kita nggak bisa gabung
secara keseluruhan jadi yah apa yang mau di pahami kalau seandainya saya
nggak masuk, yah apasih yang di jelaskan sementara ada waktunya misal jam
9 kuliah online yah sampai satu setengah jam ke depan yah gue belum beli
data lagi,, yah itu bagaimana pemahaman kita bagaimana kita mencari
materi yang di sampaikan padahari itu. Bisa saja kita Tanya teman atau
nggak mungkin kan dosen kita suruh peresentase ulang. Sebenarnya pintar-
pintarnya kita saja sih”. Response with code S.4.10 “Kalau saya sih nda
terlalu sreg gitu ee kalau dosen menjelaskan lewat pembelajaran online.
Karna biasa juga tergantung dari jaringan, kalau jaringannya kurang baik,
suara dosen itu kayak bagaimana gitu, yah putus putus. Tapi kalau
pemeblajaran langsung itu kita bisa memahaminya secara detail karena
dosen juga menjelaskan secara detail dari yang tidak ketahui menjadi tahu.
Jai face to face lebih baik dan bagus juga”. Based on the results of interviews
54
conducted by researcher, in the use of online learning students are sometimes
difficult to accept material delivered by lecturers because their experience
problems. It related associated with the theory Nursalam (2008: 140)
concerning damages of online learning is not all facilities int ernet is available
in all places and students may be frustrated if they can not access the graphics,
pictures, and videos because the equipment was not adequate ( software and
hardware). That way students would miss the subject of the subject explained
by the lecturer.
8. Experience
In the Experience indicator, researcher use the theory of Chee and Phaik
(2002) as a reference in the indicator with the use of the word Experience.
Chee and Phaik (2002) has stated that the perception of stimuli that can be
influenced by an individual's mental awareness, past experience, knowledge,
motivation, and social interactions.
Advances in technology now bring up various kinds of media used in the
learning process, one of which is the application of online learning. As felt by
students of BG 7J English Education Department at Muhammadiyah
University of Makassar who have implemented what is called online learning
media. Various student responses regarding their experience while
participating in online learning are as follows with code S.9.11 “Yah dari
mengikuti pembelajaran online banyak ku dapat pengalaman baru, ternyata
banyak aplikasi yang bisa di jadikan sebagai media untuk proses belajar
mengajar, seperti google meet itu bagus ki tapi itu sedikit ji oaring bisa log in,
55
sama google classroom bagus ki juga dan edx juga bagus ki tawwa”. Not
only that, code S.6.11 “Yah dari pembelajaarn online ini saya dapat
menemukan beberapa aplikasi baru yang ternyata dapat di gunakan sebagai
media untuk proses pembelajaran”.Code S.5.9 also responded that “Yah
pengalamannya itu saya lebih tau bahwa ternyata ada aplikasi yang di
gunakan selain e-mail untuk proses pembelajaran. Disini saya baru tahu
bahwa banyak sekali aplikasi-aplikasi yang dapat kita gunakan dalam proses
pembelajaran tersebut. Saya rasa itu baik yah untuk memudahkan lagi eee
sebagian dosen yang tidak sempat hadir dalam proses pembelajaran di kelas
dan memaksimalkan proses pembelajaran tersebut dengan online tersebut”.
From some of the above student responses it can be concluded that by
applying online learning students have so far gained new experiences about
media that can be used as learning media.
9. Response
In the Response indicator, the researcher uses the theory from Barry
(1998: 48) which is used as a reference in the Response indicator. Barry
(1998: 48) in his study reveals that perception is the set of processes by which
we recognize, organize, respond and make stimuli in our environment. The
sky distinction between the two main theories of perception is emphasizing
each giving to the role of sensation and higher cognitive process perception
From this indicator, student answers regarding the application of online
learning for all learning subjects produce the following responses with code
S.9.12 “Aduhh, menurutku jangan mi. nda efektif banget ki. Bagus ji iya
56
memang itu aplikasi, tapi kalau pakai online semua dosen, aduh jangan mi.
cukup 1 mo setiap semester yang pakai itu pembelajaran online”. code S.1.10
“Hmmmm, kalau setiap harinya nggak usah yah. Kalau misalnya setiap
pertemuan online lagi, apalagi semua subjek pembelajaran atau mata kuliah
wah dosen enak-enak dong yah. Padahal mereka di gaji. Maksudnya gini
mungkin di terapkan satu kali dua kali tig kali bolehlah, untuk satu mata
pelajaran bolehlah. Kalau untuk semuanya harus online online online yah
bangkrut juga yah mahasiswa beli data. Dan itu pakai data juga dan tinggi
banget sebenarnya MBnya apalagi kebanyakan mahasiswa sekarang itu yah
pakai unlimited untuk chat doang. Tapi yah untuk di terapkan boleh tapi
jangan setiap harinya menggunakan online. Bedakan untuk mata kuliah CALL
itukan bagusnya memang menggunakan online. Yah nggak apa-apalah
menggunakan untuk satu mata kuliah tapi kalau sepertinya Structure online,
waduh gimana lagi grammarnya mau di jelaskan apa ini. Yah bolehlah untuk
satu dua kali dan nggak semua harus di terapkan di semua mata pelajaran
karena kita juga perlu untuk ketemu langsung dengan dosennya. Kita lebih
dapat ilmunya, lebih dapat feelnya karena social kita itu harus juga di
increase kan. Sementara lebih baiknya memang ketemu. Saya kira itusih” .
Furthermore S.2.9 “Menurut saya pembelajaran online ini kurang efisien jika
di terapka di semua mata kuliah karena pembelajaran online ini hanya bisa
digunakan di beberapa mata kuliah saja seperti CALL”. It can be concluded
that the application of online learning for all learning subjects should not be
57
applied sufficiently to certain learning subjects such as the subject of CALL
learning itself.
10. Solutions for online learning going forward
From the results conducted by researcher found feedback student
regarding online learning solutions for the future, as follows: code S.1.11 “Oh
ya solusinya adalah khmm karena sekarang memang sudah canggiih
tehnologi sehingga lebih memudahkan kita untuk berkomunikasi lewat online
tapi tidak semua harus di online kan. Jadi solusinya dari saya, memang
terapkan lah yang memang harus di terapkan di subjek itu di mata kuliahnya,
important memang, tapi it’s okeylah. Mudah-mudahan banyak aplikasi yang
dapat di gunakan, jadi lebih canggih lagi aplikasi google meetnya bukan
hanya beberapa orang yang bisa masuk di dalam tapi semua daripada yah
tanpa batasan kalau perlu satu Indonesia. Itu saja sih, mudah-mudahan lebih
canggih kedepannya”. Code S.2.10 “Menurut saya solusi dalam metode
pembelajaran online ini, sebelum media pembelajaran online ini di mulai kita
harus di fasilitas dengan jaringan yang kuat agar proses pembelajaran
berjalan dengan lancar tanpa ada hambatan seperti jaringan lalod”. Code
S.9.13 “Ooh itu google meet bagus kalau tidak 25 ji bisa log in, tapi
maksimal 100 siswa kah atau 200. Supaya kalau menjelaskan dosen bisa na
dengar semua kodong teman-teman. Terus dari kampus bagus kalau na
fasilitasi toh jaringan sebelum pakai ki media pembelajaran online”.
Based on the data above it can be concluded that the suggestions and
expectations of students for online learning in the future were in terms of
58
infrastructure such as the provision of supporting networks and the quality of
the applications used in online learning.
59
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section dealt with the
conclusion on findings of the research and the other one deal with suggestion.
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher
drew the conclusion as follow:
Students' perception of using online learning in the seventh semester of BG
7J English Education Department in Muhammadiyah University Makassar have a
perception that online learning can be said to be an effective learning resource
when supported by adequate infrastructure such as good networks. Then online
learning can motivate students to improve their learning using online learning and
generate new experiences for students themselves.
B. Suggestions
From the findings presented in chapter four, there are a number of
suggestions as follows:
1. Lecturers are expected to be able to apply effective learning techniques and
are supported by adequate infrastructure such as good networks, mobile
phones that support applications from online learning and so on.
2. Students must increase their knowledge in the online learning process and
better understand the media used by the teaching teacher.
60
3. The results of this study may be used as a reference for other researchers
related to online learning because this research focuses on students'
perception of online learning by using interview research instruments.
61
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APPENDICES
APPENDIX 1
INTERVIEW GUIDELINES
INTERVIEW GUIDELINES
(PANDUAN WAWANCARA)
The Questions that will be Interview:
1. Bagaimana pemahaman anda mengenai pembelajaran online?
(What is your understanding about online learning?)
2. Apakah anda mengenali dengan baik cara penggunaan aplikasi-
aplikasi dari ketiga bentuk pembelajaran online (Google Meet
application, Google Classroom application, Edx Application) yang
digunakan oleh dosen dalam pembelajaran online?
(Do you recognize well how to use applications from forms of online
learning (Google Meet application, Google Classroom application,
Edx Application) used by lecturers in online learning?)
3. Bagaimana cara merangsang diri anda agar lebih tertarik dalam
mengikuti pembelajaran online?
(How do you make stimulate yourself to be more interested in
participating in online learning?)
4. Apakah dengan pembelajaran online anda mampu mengetahui dan
memahami materi secara mudah? Mengapa?
(Is online learning you are able to know and understand the material
with easily? Why?)
5. Apakah dengan menggunakan pembelajaran online memotivasi anda
untuk lebih tertarik dalam mengikuti proses belajar mengajar?
Mengapa?
(Does using online learning motivate you to be more interested in
following the teaching and learning process? Why?)
6. Apakah dengan pembelajaran online mampu membangun interaksi
sosial antara mahasiswa dengan mahasiswa lainnya? Mengapa?
(Is online learning able to build social interaction between students
and other students? Why?)
7. Apakah anda menerima materi yang disampaikan oleh dosen dengan
baik ketika menggunakan pembelajaran online? Mengapa?
(Do you acceptance the material delivered by the lecturer properly
when using online learning? Why?)
8. Bagaimana pengalaman anda selama mengikuti pembelajaran online?
(How was your experience during online learning?)
9. Bagaimana tanggapan anda ketika pembelajaran online diterapkan
disemua mata kuliah daripada pembelajaran didalam kelas/ tatap
muka?
(How do you respond when online learning is applied in all subjects
than learning in the classroom/ face to face?)
10. Apa solusi anda mengenai pembelajaran online kedepannnya?
(What is your solution about online learning the future?)
Adopted from various of indicators perception
APPENDIX 2
INTERVIEW TRANSCRIPTS
1. Description of Informant:
S.1 : Student
R.1 : Researcher
R.1.1: Assalamualaikum kak.
(Assalamualaikum Kak).
S.1.1: Waalaikumussalam warahmatullahi wabarakatuh.
(Waalaikumussalam warahmatullahi wabarakatuh).
R.1.2: Perkenalkan saya Hasnidar,ee begini kak mohon maaf sebelumnya saya
mengganggu. Saya akan menginterview kaka mengenai ee judul saya
tentang pembelajaran online. Disini ada beberapa pertanyaan kak yang
akan saya tanyakan pada kaka. Mohon jawabannya berdasarkan
pengalamannya. Okey yang pertama itu ee oh ya, nama siapa?
(Let me Introduce my self, my name is Hasnidar. Sorry for disturbing the
time. I will interview about my research is online learning. Here I have a
few questions, please answer based on your experience. Previously
introduce yourself?
S.1.2: Okey, nama saya Lisnawati. You can call me lisna.
(Okey, my name Lisnawati, you can call me Lisna).
R.1.3: Okey pertanyaan pertama kak, bagaimana sih pemahaman anda tentang
pembelajaran online?
(The first question, how are your understanding about online learning?)
S.1.3: Pemahaman saya tentang pembelajaran online, yah sebagaimana saya
ketahui yah dimana kita belajar melalui tehnologi. Online itu
memudahkan kita, memudahkan mahasiswa khususnya yang sudah
belajar mengenai mata kuliah online kan kemarin. Itu memudahkan kita
dalam segala hal. Maksudnya begini, ketika misal dosen berhalangan
datang, kita bisa belajar melalui online yah di sebut online learning.
Kemudian ketika dosen memberikan kita tugas, lantas kemudian kita
tidak bisa face to face untuk bertemu terus kemudian mengumpulkan
tugasnya maka kita bisa menggunakan dengan beberapa aplikasi yang di sediakan. Online learning itu yah sangat membantu kita dalam belajar.
Yah itu aja sih.
(I think online learning is learning through technology. Online makes it
easy for us, makes it easy for students, make it easy for everything. That
is when lecturers are unable come to give lectures, we can learn through
online. Then when the lecturer gives an assignment, then we cannot
collect the assignment directly, then we can use several applications to
send the assignment).
R.1.4: Okey, kemudian yang kedua kak, ee apakah anda memahami atau
mengenali dengan baik cara penggunaan- penggunaan aplikasi tersebut
seperti google meet, google classroom, edx itu sendiri, maksudnya anda
mudaah menggunakannya atau ada kendala begitu ee?
(The second question. Do you recognize and know the use of applications
such as Google Meet, Google Classroom, and EDX applications?
S.1.4: Eee, okey google meet itu dimana itu adalah sebuah aplikasi dimana kita
dapat belajar melalui ee video call, terus google classroom itu kita
belajar tanpa face to face tapi kita dapat mengirim tugas-tugas dari
dalam situ bahkan bisa menjelaskan pembelajaran. Dosen memberikan
penjelasan lewat itu bahkan kita bisa di absen lewat itu juga, yah secara
online. Edx itu sendiri ee sesuatu yang dimana kita ee ada beberapa
macam di dalamnya ee artikel di dalamnya terus dapat membantu
memahami kita untuk mengetahui artikel artikel tersebut melalui aplikasi
Edx itu sendiri. Berbicara tentang pemahaman saya kira awalnya saya
sempat nggak tau juga yah, pasti ini apa sih ini, gitu kan. Tapi lama
kelamaan karena kita memang id tuntut untuk tau, di tuntut harus
mengerti dan apa yang dosen inginkan, yah dia menerapkan aplikasi itu
yah otomatis kita jadi tau sendiri ee. Memang awalnya agak kurang
paham juga cara penggunaanya, tapi seiring berjalannya waktu yah
bahkan sekarang saya ahli dalam bidang itu. Saya kira seperti itu.
(Eee, google meet is an application in which we can learn through video
calls. Google classroom we learn without face to face and can send
assignments and even lecturers can also explain learning material through
google classroom as well as absent can be done through google
classroom. Then Edx applications in it have good articles about
technology, education and so forth. Initially it was very difficult but
gradually I already understood how to use the application).
R.1.5: Kemudian pertanyaan ketiga kak, bagaimana cara anda merangsang diri
anda agar lebih tertarik dalam mengikuti pembelajaran online itu?
(Then the third question, how do how to stimulate yourself to be more
interested in participating online learning?)
S.1.5: Sebenarnya sih tanpa dirangsang sendiri saya sudah tertarik yah, kita di
tantang gitu. Sesuatu yang baru ini mudah banget. Bahkan kita bisa
belajar dalam keadaan mungkin sedang makan, belum mandi, gak usah
buru-buru ke kampus terus mandi dan sebagainya bisa terlambat di
kelas. Kan itu sih sebenarnya nggak usah di rangsang karena sudah
tertarik sendiri sih. Karena sesuatu memang hal yang baru jadi sangat
membantu juga .saya kira gitu sih.
(Actually without being stimulated I was already interested because this
learning is learning new things. Even in a state of eating, sleep, learning
can be done).
R.1.6: Okey, ee kemudian dengan pembelajaran online ini apakah anda lebih
mampu memahami dengan cepat materi yang disampaikan oleh dosen?
(Okey, Is online learning you are able to know and understand the
material with easily? Why?)
S.1.6: It’s depend sih sebenarnya, how the teachers tell us, how the teachers
understand us. sebenarnya apa sih yang mereka ee apasih yang dosen
sampaikan ke kita-kita sebenarnya itu nggak bergantung pada cepat tau
tidaknya kita memahami tapi bagaimana pada saat pembelajaran online
itu bagaimana kita memang fokus mendengarkan, bagaimana kita
memang fokus belajar saat itu, ee dan misalnya mau dibandingkan
antara di kelas sama daripada online learning ini yang mana si lebih
cepat gitu ee, lebih cepat ku pahami antara online learning aau face to
face di kelas. Sebenarnya sih memang baiknya face to face karena kita
bisa ee bertanya secara langsung gitu, kita bisa tau bagaimana ekspresi
dosen secaraa langsung dan kalau misalnya dari online learning itu
sendiri memang sih agak paham juga tapi biasanya ada beberapa
kendala ketika kita ini di terapkan, misalnya jaringan nda
memungkinkan, itu menjadi terkendala juga dalam menjelaskan. Sempat
juga kan ketika menjelaskan terus data saya habis kan, giman si tadi,
sampai mana sih tadi penjelasannya beda juga sih sebenanrya ketika kita
face to face tapi sejauh ketika kita fokus, sejauh ketika dosen itu
menjelaskan dengan baik, yah saya rasa fine-fine aja sih
pembelajarannya itu.
(Actually it depends on the lecturers themselves how they explain the
material and then the students themselves. Does the student focus on
listening or not. When compared indeed, direct learning is better than
online learning itself. Likewise with online learning, sometimes we are
constrained in the network. So the lecturers’ voice falters so we do not
understand when lecturers explain the material).
R.1.7: Kemudian pembelajaran online ini memotivasi anda atau membuat anda
lebih tertarik dalam pembelajaran online?
(Does using online learning motivate you to be more interested in
following the teaching and learning process? Why?)
S.1.7: Masalah dalam ketertarikan sesuatu itu perlu waktu sebenarnya,
maksudnya gini ee untuk langsung tertarik sama ini nggak perlu waktu
juga maksudnya perlu ini juga perlu pengenalan, proses juga nggak
mesti langsung bilang wah ini keren, nggak usah ketemu dosennya ini
aja, maksudnya ada saja si dampak positif dan dampak negative
daripada yang di terapkan itu ada saja, jadi kalau untuk tertarik yah
sejauh ini boleh lah yah karena memang sekarang jamannya tehnologi
semakin canggih 4.0 kita harus bisa mengendalikan tehnologi
sebagaimana yang ada sehingga kita nda terlalu gaptek,
keterbelakangan gitu . Jadi yah memang sih bagus.
(Regarding my interest about online learning I am interested. But on the
other hand it has positive impacts and negative impacts. But nowadays
technology is more sophisticated where we have to be able control
technology so that we are not retarded).
R.1.8: Kan biasanya kalau belajar face to face kita dapat berinteraksi dengan
teman-teman yang lain, lalu bagaimana dengan pembelajaran online ini,
kan kalau pembelajaran online, teman disana, kita dsini maksudnya
pisah?
(Is online learning able to build social interaction between students and
other students? Why?)
S.1.8: Bagaimana sih interaksi mahasiswa yang satu dengan mahasiswa
lainnya, iyakan. Bagaimana sih interaksi saya dengan teman yang
lainnya kan nggak ketemu? Ee sebenarnya sih ada saja gitu, di aplikasi
google meet itu, kan kita face to face sebenarnya dan di dalam aplikasi
itu memang kita masuk disitu, kita masuk di akun kita. Sempat teman-
teman kemarin persentase melalui google meet, bahkan kita sempat
melihat apa yang mereka jelaskan ada di layar handphone kita masing-
masing. Terus yang itu juga masuk di dalam, terus mereka juga melihat,
ada suaranya, ada gambarnya yang di tampilkan. Jadi interaksi antar
mahasiswa itu sebenarnya tergantung ketika mereka merespon apa yang
teman-teman sampaikan di dalam pembelajaran itu. Ada sih yang
beberapa saja oh iyayah, maksudnya cuman ngelihat saja tanpa
mengkritisi atau bertanya atau yah sekedar liat saja yang penting saya
sudah dong, saya sudah hadir dalam pembelajaran ini tapi ini sebenarya
membantu juga layaknya google classroom, google classroom itu ada
beberapa ada di siapkan komentar disitu, kolom komentar untuk
mahasiswa yang hadir pada saat itu belajar yah sebenarnya bagaimana
kita mahasiswa menampilkan aksi mereka untuk teman-teman,
bagaimana mereka merespon teman-teman persentase, bagaimana dia
mengkritisi apa yang harus di kritisi ketika teman-teman juga ee
persentase dan mencamtumkan kolom komentar dari teman-teman itu
sendiri. Sebenarnya iu lebih mudah saja sih karena ee interaksi daripada
itu terbangun ketika mereka tidak masa bodoh sama apa yang
disampaikan oleh teman-teman. Depends on the studentsnya aja siih.
(Actually we interact, especially in the Google Meet application. Because
when friends make a presentation via google meet, we can see pictures
and listen to the voice of friends who are presentations. Then from that
presentation we can interact with friends. When friends ask about the
material being explained, refute or give advice to those who make a
presentation via the comments column available by the Google Meet
application. So basically the interaction occurs when friends pay close
attention to what is explained by the lecturer or friends who make a
percentage. Depends on the students).
R.1.8: Eee kemudian ketika dosen menjelaskan melalui pembelajaran online,
apakah anda mampu memahaminya dengan baik?
(Do you acceptance the material delivered by the lecturer properly when
using online learning? Why?)
S.1.8: Yah sebelumnya bagaimana sih hambatan dari goole meet ini, google
classroom yah networknya yah kadang buat kita sometimes apasih yang
di jelaskan gitu kadang hilang-hilang, kemudian dalam google meet
itukan juga terbatasi nggak semua 42 orang bisa masuk ke dalam
aplikasi tersebut hanya beberapa batasan sampai 25, jadi itu hambatan
banget buat mahasiswa karena kita nggak bisa gabung secara
keseluruhan jadi yah apa yang mau di pahami kalau seandainya saya
nggak masuk, yah apasih yang di jelaskan sementara ada waktunya
misal jam 9 kuliah online yah sampai satu setengah jam ke depan yah
gue belum beli data lagi,, yah itu bagaimana pemahaman kita
bagaimana kita mencari materi yang di sampaikan padahari itu. Bisa
saja kita Tanya teman atau nggak mungkin kan dosen kita suruh
peresentase ulang. Sebenarnya pintar-pintarnya kita saja sih.
(Regarding the reception of material presented by the lecturer, I feel it is
less effective. Because it has some obstacles like networks. So when the
lecturer explains the material, the obstacle is voice of the lecturer falters
and sometimes the students don't understand what is conveyed. Then the
capacity to log in to the google meet application is only 25 people, so not
all classmates can attend the course).
R.1.9: Kemudian pengalaman anda selama mengikuti pembelajaran online itu?
(How was your experience during online learning?)
S.1.9: Pengalaman saya sih selama yah Cuma beberapa semester aja yah, kalau
google classroom yah sudah bebearpa semester tapi Edx application dan
Google Meet itu baru 2 semester yah, pengalaman yah belum
memuaskan yah, kayaknya perlu pemahaman gitu yah, penggalian
tentang apliaksi ini. Berharapnya sih ee ini kita seharusnya lebih cari tau
lagi dong bagaimana penggunaan aplikasi tersebut. Ada beberapa tahap
sih yang dilakukan oleh dosen itu sendiri, dan itu kayaknya nggak mudah
karena kita di siapkan g-mail sendiri, kita disiapkan password sendiri.
Jadi untuk pemahaman lebih banget itu, I am not more understanding
gitu. Perlu lagi sedikit. Tapi ahlinya memang pi yang tau banget itu.
(Regarding the experience of online learning that is not satisfactory. We
need more understanding of the application).
R.1.10: Kemudian kak, apa tanggapan ketika pembelajaran online di terapkan
di setiap mata kuliah di terapkan oleh semua dosen?
(Then, How do you respond when online learning is applied in all
subjects than learning in the classroom/ face to face?)
S.1.10: Hmmmm, kalau setiap harinya nggak usah yah. Kalau misalnya setiap
pertemuan online lagi, apalagi semua subjek pembelajaran atau mata
kuliah wah dosen enak-enak dong yah. Padahal mereka di gaji.
Maksudnya gini mungkin di terapkan satu kali dua kali tig kali
bolehlah, untuk satu mata pelajaran bolehlah. Kalau untuk semuanya
harus online online online yah bangkrut juga yah mahasiswa beli data.
Dan itu pakai data juga dan tinggi banget sebenarnya MBnya apalagi
kebanyakan mahasiswa sekarang itu yah pakai unlimited untuk chat
doang. Tapi yah untuk di terapkan boleh tapi jangan setiap harinya
menggunakan online. Bedakan untuk mata kuliah CALL itukan
bagusnya memang menggunakan online. Yah nggak apa-apalah
menggunakan untuk satu mata kuliah tapi kalau sepertinya Structure
online, waduh gimana lagi grammarnya mau di jelaskan apa ini. Yah
bolehlah untuk satu dua kali dan nggak semua harus di terapkan di
semua mata pelajaran karena kita juga perlu untuk ketemu langsung
dengan dosennya. Kita lebih dapat ilmunya, lebih dapat feelnya karena
social kita itu harus juga di increase kan. Sementara lebih baiknya
memang ketemu. Saya kira itusih.
(I don't think it's necessary, just one course applying the online learning
media. So if everything is based online, students can go bankrupt to buy
data. But it is better if learning directly or face to face. We can get more
knowledge, and so on).
R.1.11: Oke, the last question kak, apa solusi anda tentang pembelajaran online
kedepannya?
(Okey, the last question. What is your solution about online learning the
future?)
S.1.11: Oh ya solusinya adalah khmm karena sekarang memang sudah canggiih
tehnologi sehingga lebih memudahkan kita untuk berkomunikasi lewat
online tapi tidak semua harus di online kan. Jadi solusinya dari saya,
memang terapkan lah yang memang harus di terapkan di subjek itu di
mata kuliahnya, important memang, tapi it’s okeylah. Mudah-mudahan
banyak aplikasi yang dapat di gunakan, jadi lebih canggih lagi aplikasi
google meetnya bukan hanya beberapa orang yang bisa masuk di dalam
tapi semua daripada yah tanpa batasan kalau perlu satu Indonesia. Itu
saja sih, mudah-mudahan lebih canggih kedepannya.
2. Description of Informant:
S.2 : Student
R.2 : Researcher
R.2.1: Bagaimana pemahaman anda mengenai pembelajaran online?
(What is your understanding about online learning?)
S.2.1: Pemahaman saya mengenaii pembelajaran online yaitu
pembelajaran yang di sampaikan menggunakan computer atau
berbasis komputer biasanya di akses oleh sebuah jaringan.
(My understanding about online learning is learning delivered
using a computer and usually accessed by a network).
R.2.2: Apakah anda mengenali dengan baik cara penggunaan aplikasi-
aplikasi (Google Meet, Google Classroom, Edx Application) yang
digunakan oleh dosen dalam pembelajaran online?
(Do you recognize well how to use applications (Google Meet,
Google Classroom, Edx Application) used by lecturers in online
learning?)
S.2.2: Ya saya mengenali dengan baik cara penggunaan aplikasi seperti
google meet, google classroom karena kita pernah
menggunakannya.
(Yes, I know well how to use applications such as Google Meet,
Google Classroom because we have used it).
(Because now everything is so sophisticated that it makes it easier for us
to communicate via online. So my solution is to apply what is really
needed to be applied in that subject or in the course, and hopefully in the
future there will be many applications that can be used or made as
learning media. Then for the google meet application, not only a few
people can enter the application, but all or without restrictions can enter
if you need one Indonesia).
R.1.12: Oke, terimakasih kak atas waktunya
(Okey, thank you so much).
S.1.12: Iya terimakasih juga, sama-sama.
(Yes, thank you. You’re welcome).
R.1.13: Assalamualaikum
(Assalamualaikum)
S.1.13: Waalaikumussalam Warahmatullahi Wabarakatuh.
(Waalaikumussalam Warahmatullahi Wabarakatuh).
R.2.3: Bagaimana cara merangsang diri anda agar lebih tertarik dalam
mengikuti pembelajaran online?
(How do you make stimulate yourself to be more interested in
participating in online learning?)
S.2.3: Menurut saya kita harus sadar sekarang kita sudah ada di era
digital yang serba canggih, so kita harus mengikuti perkembangan
zaman agar kita tidak tertinggal dari negara-negara lain.
(In my opinion, we must realize that we are now in a digital era that
is very sophisticated, so we must keep abreast of the times so that
we are not left behind from other countries).
R.2.4: Apakah dengan pembelajaran online anda mampu mengetahui dan
memahami materi secara mudah? Mengapa?
(Is online learning you are able to know and understand the
material with easily? Why?)
S.2.4: Ya, dengan pembelajaran online saya dapat mengetahui dan
mamahami materi secara mudah karena sejauh mana saya
memiliki kesempatan untuk berbagi dan berkolaborasi dengan
dosen dan teman yang lain juga strategi pembelajaran yang di
pilih yang dapat memberikan peluang untuk meningkatkan
kemampuan berfikiri kritis dan saya dapat menjadi pembelajar
yang self great.
(Yes, with the estab b e disable in-line I can know and
understanding the material easily because of the extent to which
ssaya have the opportunity to share and collaborate with faculty
and other friends also learning strategies in select who can provide
an opportunity to improve the ability berfikiri critical and I can be
a great self learner).
R.2.5: Apakah dengan menggunakan pembelajaran online memotivasi
anda untuk lebih tertarik dalam mengikuti proses belajar
mengajar? Mengapa?
(Does using online learning motivate you to be more interested in
following the teaching and learning process? Why?)
S.2.5: Ya dengan menggunakan pembelajaran online memotivasi saya
untuk lebih tertarik dalam mengikuti proses belajar mengajar
karena pembelajaran online ini pusat kegiatan dimana siswa dapat
menambah kemampuan, membaca materi, mencari informasi, dan
interaksi dalam grup dimana siswa dapat berinteraksi satu sama
lain untuk mendiskusikan materi-materi yang di berikan oleh dosen
dan dosen ini dapat hadir untuk memberikan sedikit penjelasan
mengenai materi yang di berikan.
(Yes, using online learning motivates me to be more interested in
following the teaching and learning process because online learning
is a center of activity where students can add abilities, read
material, search for information, and interact in groups where
students can interact with each other to discuss material given by
the lecturer and the lecturer can be present to give a little
explanation about the material given).
R.2.6: Apakah dengan pembelajaran online mampu membangun interaksi
antara mahasiswa dengan mahasiswa lainnya? Mengapa?
(Is online learning able to build social interaction between students
and other students? Why?)
S.2.6: Ya, but sometimes ee pembelajaran online ini tidak bisa
membangun inteaksi antara mahasiswa dengan semua mahasiswa
lainnya karena semua mahasiswa tidak mempunyai jaringan yang
bagus ketika salah satu dari mahasiswa jaringannya buruk atau
jelek, so mereka tidak efisien ini untuk di gunakan. I think like that.
(Yes, but sometimes ee online learning can not build interaction
between students and all other students because all students do not
have a good network when one of the student network is bad or bad,
so they are inefficient to use. I think like that).
R.2.7: Apakah anda menerima materi yang disampaikan oleh dosen
dengan baik ketika menggunakan pembelajaran online? Mengapa?
(Do you acceptance the material delivered by the lecturer properly
when using online learning? Why?)
S.2.7: Ya, saya dapat menerima materi yang di sampaikan oleh dosen
dengan baik ketika jaringan saya mendukung tapi ketika jaringan
saya hilang hilang, materinya juga ikut hilang hilang. So, saya
ketinggalan beberapa materi ketika jaringan saya jelek.
(Yes, I can accept the material delivered by the lecturer well when
my network supports but when my network is lost, the material is
lost too. So, I missed several minutes when my network was bad)
R.2.8: Bagaimana pengalaman anda selama mengikuti pembelajaran
online?
(How was your experience during online learning?)
S.2.8: Pembelajaran online ini betul betul menguji kesabaran saya ketika
the network is bad. Dan sebenarnya pengalaman positif dan
negative dalam pembelajaran online ini akan terbentuk beberapa
factor seperti bagaimana materinya di sampaikan dan di sajikan,
misalnya animasi yang digunakan itu menarik dan kekayaan
aktifitas komunikasi ataupun sejauh mana siswa memiliki
kesempatan untuk berbagi dan berkolaborasi dengan dosen ataupun
dengan teman yang lain.
(This online learning really tests my patience when the network is
bad. And actually positive and negative experiences in online
learning will be formed by several factors such as how the material
is conveyed and presented, for example the animation used is
interesting and the wealth of communication activities or the extent
to which students have the opportunity to share and collaborate with
lecturers or with other friends).
R.2.9: Bagaimana tanggapan anda ketika pembelajaran online diterapkan
disemua mata kuliah daripada pembelajaran didalam kelas/ tatap
muka?
(How do you respond when online learning is applied in all
subjects than learning in the classroom/ face to face?)
S.2.9: Menurut saya pembelajaran online ini kurang efisien jika di terapka
di semua mata kuliah karena pembelajaran online ini hanya bisa
digunakan di beberapa mata kuliah saja seperti CALL.
(In my opinion online learning is less efficient if applied in all
subjects because online learning can only be used in a few subjects
such as CALL).
R.2.10: Apa solusi anda mengenai pembelajaran online kedepannnya?
(What is your solution about online learning the future?)
S.2.10: Menurut saya solusi dalam metode pembelajaran online ini,
sebelum media pembelajaran online ini di mulai kita harus di
fasilitas dengan jaringan yang kuat agar proses pembelajaran
berjalan dengan lancar tanpa ada hambatan seperti jaringan lalod.
(In my opinion the solution in this online learning method, before
this online learning media starts we must be in facilities with a
strong network so that the learning process runs smoothly without
any obstacles such as slow networks).
3. Description of Informant:
S.3 : Student
R.3 : Researcher
R.3.1: Bagaimana pemahaman anda mengenai pembelajaran online?
(What is your understanding about online learning?)
S.3.1: Pemahaman saya terkait pembelajaran online adalah suatu
pembelajaran melalui media atau via online yang dimana kita
menggunakan aplikasi untuk melakukan proses pembelajaran, jadi
proses pembelajarannya itu tidak secara nyata face to face antara
pengajar dan peserta didik melainkan kita pembelajaran online
yang tempat berbeda ee tetapi proses pembelajaran tetap berjalan
melalui ee media media online yang di gunakan untuk proses
pembelajaran.
(My understanding about online learning is a learning through the
media or via online where we use the application to do learning
process, so the learning process is not real face to face between the
instructor and students, but we do online learning which is
different place but the learning process remains walk through
media online that are used for the learning process).
R.3.2: Apakah anda mengenali dengan baik cara penggunaan aplikasi-
aplikasi (Google Meet, Google Classroom, Edx Application) yang
digunakan oleh dosen dalam pembelajaran online?
(Do you recognize well how to use applications (Google Meet,
Google Classroom, Edx Application) used by lecturers in online
learning?)
S.3.2: Terkait dengan aplikasi google meet, google classroom insya Allah
kami mengenali aplikasi tersebut eek arena kami pernah
melakukan proses pembelajaran menggunakan media tersebut
seperti google classroom dan kami sempat beberapa semester
menggunakan aplikasi tersebut sehingga kami mengetahui sedikit
terait dengan aplikasi- aplikasi seperti google meet, google
classroom.
(Regarding the google meet application, google classroom, we
recognize the application, we once did a learning process using the
media such as google classroom and we had a few semesters using
the application so that we know a little bit about applications such
as google meet, google classroom).
R.3.3: Bagaimana cara merangsang diri anda agar lebih tertarik dalam
mengikuti pembelajaran online?
(How do you make stimulate yourself to be more interested in
participating in online learning?)
S.3.3: Yah cara untuk merangsang diri agar tertarik dalam mengikuti
pembelajaran online adalah dengan memahami secara detail
aplikasi pembelajaran online tersebut sehingga kita dapat
menikmati proses pembelajaran online karena kita paham dengan
aplikasi tersebut jadi ketika kami di Tanya bagaimana cara
merangsang diri untuk tertarik dalam media pembelajaran online
yah tentunya dengan ee mempelajari media tersebut dan
memahami media tersebut secara detail sehingga proses
penggunaan media pemeblajaran online tersebut dapat membuat
kami tertarik menggunakannya.
(Well the way to stimulate yourself to be interested in
participating in online learning is to understand in detail the online
learning application so that we can enjoy the online learning
process because we understand the application so when we are
asked how to stimulate ourselves to be interested in online
learning media, of course by studying the media and
understanding the media in detail so that the process of using the
online learning media can make us interested in using it).
R.3.4: Apakah dengan pembelajaran online anda mampu mengetahui dan
memahami materi secara mudah? Mengapa?
(Is online learning you are able to know and understand the
material with easily? Why?)
S.3.4: Kalau menurut saya pribadi sejauh ini, karena beberapa semester
menggunakan pembelajaran media online saya pribadi merasa ee
masih kurang memahami ee secara mendetail terkait dengan
materi-materi yang disampaikan oleh dosen melalui via online
ketika di bandingkan dengan proses pembelajaran di kelas dan di
online untuk saat ini saya merasa bahwa saya lebih mengerti
ketika pembelajaran tersebut ee di lakukan di kelas di bandingkan
dengan ee via online. Tapi bukan berarti nahwa proses
pembelajaran online itu ee buruk atau tidak baik, mungkin hanya
saja karena kami belum terbiasa dan masih proses pengenalan
denagn proses pembelajaran online sehingga untuk sekarang
kami masih belum ee maksimal ee dalam proses pemeblajaran
online ee kemudian kalau terkait dengan pemahaman materi
secara mudah ee insya Allah kami bisa memahami materi yang di
sampaikan oleh dosen melalui dengan pembelajaaran online tapi
ketika di bandingkan dengan proses pembelajaran di kelas kami
masih memilih untuk ee lebih mudah proses pembelajaran ketika
di kelas bertemu scara langsung oleh dosen, bertatap muka di
kelas.
(In my opinion personally so far, because of the several semesters
using online media learning I personally feel that you still lack
understanding of ee in detail related to the material delivered by
lecturers via online when compared with the learning process in
class and online for now I feel that I understand better when
learning is done in class compared to ee via online. But that does
not mean that the online learning process is bad or not good,
maybe it's just because we are not used to it and it is still an
introduction to the online learning process so that for now we are
still not maximally ee in the online learning process. ee God
willing, we can understand the material delivered by lecturers
through online learning but when compared with the learning
process in class we still choose to ee the learning process easier
when in class meet directly by the lecturer, face to face in class).
R.3.5: Apakah dengan menggunakan pembelajaran online memotivasi
anda untuk lebih tertarik dalam mengikuti proses belajar
mengajar? Mengapa?
(Does using online learning motivate you to be more interested in
following the teaching and learning process? Why?)
S.3.5: Ee menurut kami untuk sekarang sama saja, terkait dengan
motivasi mengikuti proses belajar mengajar sama saja motivasinya
media online maupun media ee secara langsung, insya Allaah
motivasinya sama saja, karena sama sama belajar.
(Ee in our opinion for the same now , related to the motivation to
follow the teaching and learning process is the same motivation
online media and ee media directly, God willing, the motivation is
the same, because the same as learning).
R.3.6: Apakah dengan pembelajaran online mampu membangun interaksi
antara mahasiswa dengan mahasiswa lainnya? Mengapa?
(Is online learning able to build social interaction between students
and other students? Why?)
S.3.6: Ee menurut kami ee tidak terlalu membangun interaksi antara
mahasiswa yang satu dengan mahasiswa lainnya karena ee
sebagaimana yang kita ketahui bahwa media online itu kita tidak
berttap langsung, kita tidak bersebelahan dengan teman kita, kita
berada di tempat yang berbeda sehingga menurut kami ee untuk
membangun interaksi dengan mahasiswa yang satu dengan
mahasiswa lainnya melalui proses pemeblajaran online itu ee tidak
maksimal ketika di bandingkan dengan proses pembelajaran di
kelas.
(We think that we don't really build interactions between students
because we know that online media are not direct, we are not next
to our friends, we are in different places so we think that we are
able to build interactions with one student with other students
through the online learning process ee is not optimal when
compared with the learning process in class).
R.3.7: Apakah anda menerima materi yang disampaikan oleh dosen
dengan baik ketika menggunakan pembelajaran online? Mengapa?
(Do you acceptance the material delivered by the lecturer properly
when using online learning? Why?)
S.3.7: Insya Allah materi-materi yang disampaikan oleh deosen malalui
proses pemeblajaran online kami pahami tapi selama dua semester
kami belajar menggunakan media pembelajaran online insya Allah
kami paham tapi tidak ee secara total memahami, secara mendetail
ee , insya Allah kami paham tapi tidak mendetail karena ada
keterbatasan ee respon antara siswa dan pengajar. Jadi melalui
proses pembelajaran online ee interaksi antara ee dosen dengan
mahasiswa itu tidak berjalan dengan baik sehingga agak sulit
ketika ada sesuaut yang tidak di pahami oleh ee mahasiswa itu
sulit untuk di komunikasikan dengan ee dosen ketika proses
pembelajarannya menggunakan media online.
(God willing, the material delivered by the deocene through the
online learning process we understand, but for two semesters we
learn to use online learning media, God willing, we understand but
not totally understand, in detail ee, God willing, we understand but
not in detail because there are limitations ee response between
students and instructors. So through the online learning process, the
interaction between the lecturer and the student doesn't go well, so
it is rather difficult when there is something that is not understood
by the student, which is difficult to communicate with the lecturer
when the learning process uses online media).
R.3.8: Bagaimana pengalaman anda selama mengikuti pembelajaran
online?
(How was your experience during online learning?)
S.3.8: Yah pengalaman kami selama mengikuti proses pembelajaran
online tersebut ee kalau kami pribadi karena ini mungkin adalah
karena ini proses pembelajaran yang baru karena selama kami SD,
SMP, SMA proses pemeblajaran secara face to face do kelas,
namun ketika kami di perhadapkan dengan proses pembelajaran
media online karena ini pengenalan ee untuk awal-awal ini kami
masih merasa belum familiar dengan media pembelajaran online.
Pengalaman kami ee ini merupakan suatu bentuk ee proses
pembelajaran kekinian melihat juga kita berada di zaman yang
mengaharuskan kita untuk memang harus mampu melakukan
media proses pembelajaran online ee inya Allah kami untuk
sekarang belum tapi kedepannya mungkin kami akan enjoy and
have fun dengan proses pembelajaran online. Mungkin kami hanya
butuh ee pembiasaan dengan menggunakan proses pembelajaran
online.
(Well our experience during the online learning process is that we
are personally because this is probably because this is a new
learning process because during our elementary, junior high, high
school learning process is face to face do class, but when we are
confronted with the online media learning process because this ee
introduction for the early days we still feel unfamiliar with online
learning media. Our experience, this is a form of current learning
process, seeing that we are in an era that requires us to be able to do
our online learning media, God willing, we have not yet, but in the
future we may enjoy and have fun with online learning. Maybe we
just need to get used to using the online learning process).
R.3.9: Bagaimana tanggapan anda ketika pembelajaran online diterapkan
disemua mata kuliah daripada pembelajaran didalam kelas/ tatap
muka?
(How do you respond when online learning is applied in all
subjects than learning in the classroom/ face to face?)
S.3.9: Yah tanggapan kami mengenai ini untuk sekarang kami merasa
belum sepakat ketika proses pembelajaran ini hanya melalui media
online karena berbeda feelnya ketika kita melakukan proses
pembelajaran melalui via online maupun via tatap muka. Proses
komunikasi yang terbangun dalam proses pembelajaran online itu
ee tidak terlalu efektif ketika di bandingkan dengan proses
pembelajaran dalam kelas sehingga ketika di Tanya mengenai
apakah tanggapan kita mata kuliah itu ee media online itu di
rterapkan di semua mata kuliah kami belum sepakat kecuali
mugkin beberapa tahhun kedepan, mungkin iya tapi kalau
sekarang kita masih butuh proses pembiasaan ee, proses
pengenalan orientasi dan media-media pemeblajaran online
sehingga kami belum sepakat ketika pembelajaran online di semua
mata kuliah.
(Well, our response to this is that for now we feel that we have not
agreed when the learning process is only through online media
because it feels different when we do the learning process via
online or via face to face. The communication process that is built
up in the online learning process is not very effective when
compared with the learning process in the classroom so when asked
about whether our responses to the course ee online media is
applied in all courses we have not agreed except maybe a few years
ahead, maybe yes, but if now we still need the process of
habituation, the process of introducing orientation and online
learning media so we have not agreed when studying online in all
subjects).
R.3.10: Apa solusi anda mengenai pembelajaran online kedepannnya?
(What is your solution about online learning the future?)
S.3.10: Yah ee solusi kami mengenai pembelajaran online kedepannya
bagaimana pembelajaran online ini di awal sebaiknya terlebih
dahulu ada proses pengenalan atau proses kajian awal terkait
dengan media-media online yang akan di gunakan dalam proses
pembelajaran online karena akan sulit bagi seorang siswa
melakukan proses pembelajaran onlineketika mahasiswa tersebut
belum mengenali pemeblajaran online apalagi aplikasi aplikasi
yang I gunakan dalam proses pembelajaran online. Jadi solusi
kami bagaimana ee sebaiknya di awal ada dulu pengenalan,
orientasi, pembiasaan mengenai proses pembelajaran online baik
itu penggunaannya, aplikasinya ee dan segalanya yang terkait
dengan proses pembelajaran online agar tercipta proses
pembelajaran yang efektif yang sama keitka di kelas ataupun di
online. Jadi ada kesamaan, hari ini kenapa kami pribadi masih
merasa lebih baik belajar di kelas di bandingkan media online
Karena kami belu familiar, kami belum tau penggunaan
aplikasinya secara mendetail hanya secara garis besarnya. Jadi
solusinya ke depan bagaimana agar ada pengenalan terlebih
dahulu terhadap mahasiswa yang akan menggunakan proses
pembelajaran media online khususnya aplikasis-aplikasi yang
akan di gunakan sepertin google meet, google classroom, dan
aplikasi lainnya.
(Well, our solution regarding online learning in the future, how is
online learning in the beginning, should there be an introduction
process or an initial review process related to online media that
will be used in the online learning process because it will be
difficult for a student to do the online learning process when the
student is do not recognize online learning let alone applications
that I use in the online learning process. So our solution is how
you should first have an introduction, orientation, habituation of
the online learning process both its use, ee application and
everything related to the online learning process to create an
effective learning process that is the same in class or online. So
there are similarities, today why we personally still feel better
learning in class than online media Because we are not familiar,
we do not know the use of the application in detail only in outline.
So the solution in the future is how to have a first introduction to
students who will use the online media learning process,
especially applications that will be used such as Google Meet,
Google Classroom, and other applications).
4. Description of Informant:
S.4 : Student
R.4 : Researcher
R.4.1: Assalamu alaikum kak.
(Assalamu alaikum kak).
S.4.1: Waalaikumussalam warahmaullahi wabarakatuh.
(Waalaikumussalam warahmaullahi wabarakatuh).
R.4.2: Mohon maaf kak mengganggu waktunya, disini saya melakukan
penelitian kak mengenai pembelajaran online berdasarkan
pengelaman kita di salah satu mata kuliah ketika semester 7. Jadi
penelitian saya itu mengenai pembelajaran online, mohon maaf
sebelumnya, namanya siapa?
(Sorry to interrupt your time, here I am doing research about online
learning based on our experience. So my research is about online
learning. Apologize in advance, what is your name?)
S.4.2: Nama saya Jumriani.
(My name is Jumriani).
R.4.3: Jadi disini ada beberapa pertanyaan kak, yang pertama bagaimana
sih pemahaman anda tentang pembelajaran online tersebut?
(So here are a few questions, first how do you understanding about
online learning?)
S.4.3: Menurut saya pembelajaran online itu sangat bagus karena yah
cukup bagus menurut saya.
(I think online learning is very good).
R.4.5: Lalu di waktu semester 7 kan kita ada beberapa aplikasi yah
diantaranya google meet, google classroom, dan edx itu sendiri,
kemudian apakah anda mengenali dengan baik cara penggunaan
aplikasi tersebut yang di terapkan oleh dosen itu sendiri?
(Then in semester 7 we use several applications, including google
meet, google classroom, and edx eapplication. Then do you
recognize well how to use the application applied by the lecturer?)
S.4.5: Penggunaan dari ketiga aplikasi itu google meet, google classroom,
dan edx itu, semuanya sudah saya pelajari. Seperti goole meet, kita
kayak video call dengan dosen tapi dalam video call itu siswanya
tidak na muat semua dalam satu kelas, biasanyakan dalam satu
kelas ada 30 Tapi di dalam google meet itu hanya 25 saja. Terus
kalau google classroom, disitu biasanya kita di bagaikan materi apa
apa yang akan di pelajari terus di edx application itu kita mendapat
menemukan beberapa materi pendidikan dan tehnologi.
(The use of the three applications that google meet, google
classroom, and edx applications have all been used. Like google
meet, in the google meet the lecturer explained the material online
through the google meet application and in the google meet that only
25 people were able to log in to the application so that it became an
obstacle when using the google meet application. Then google
classroom, in google classroom we get material by lecturers about
the material that will be studied for the next meeting. Then in the
edx application we find various articles on education, technology
and others)
R.4.5: Selanjutnya kak, bagaimana cara kaka merangsang diri agar lebih
tertarik dalam mengikuti pembelajaran tersebut?
(Furthermore, what a way to stimulate themselves to be more
interested in participating online learning?)
S.4.5: Kalau saya sih, saya ikuti semua dari awal sampai selesai. Dari
pertemuan pertama kita memang mulai video call sama dosen,
karena dosen yah begitulah kalau dosen.
(In my opinion, from the beginning to the end of online learning I
followed. So that's what makes me interested in online learning
media).
R.4.6: Kemudian apakah dengan pembelajaran online anda mampu
mengetahui dan memahami materi secara mudah?
(Then is online learning you are able to know and understand the
material easily?)
S.4.6: Memahami materinya itu, memahami iya tapi nda terlalu sreg gitu
beda dengan pembelajaran secara langsung, beda dengan face to
facenya kan kalau pembelajaran online dosen tidak menejlaskan
secara tatap muka.
(When it comes to understanding, yeah, I understand, but it's not too
meaningful, nor does it understand it easily. In contrast to direct
learning or face to face we are able to understand the material
easily).
R.4.7: Selanjutnya apakah pembelajaran online ini memotivasi kaka untuk
lebih tertarik dalam mengikuti mata kuliah tersebut?
(Furthermore, does online learning motivate you to be more
interested in participating in the learning process?)
S.4.7: Awalnya saya juga agak bingung, apa itu google meet tapi setelah
dosen mengajar kita berkaitan dengan yang itu video call dan disitu
saya mulai tertarik karena dimanapun saya bisa belajar, bahkan di
tempat tidur pun kita bisa belajar.
(The beginning was also a bit confused what the google meet
application was, but after the lecturer taught and explained how to
use it, there I began to be interested because with online learning I
could study anywhere even lying down).
R.4.8: Jadi ini memotivasi kaka gitu?
(So this motivates you?)
S.4.8: Yah, memotivasi banget.
(Yeah, very motivating).
R.4.9: Kemudian, apakah pembelajaran online mampu membangun
interaksi antara mahasiswa dengan mahasiswa yang lainnya,
karena kita keetahui kan kalau di face to face itu kita pasti
berinteraksi dengan yang lain, lalu baagimana dengan pemeblajara
online?
(Then is online learning able to build interaction between students
and other students? Because we know if direct learning or face to
face we definitely interact with other friends, then what about online
learning?)
S.4.9: Kalau saya sih, pembelajaran online, kita disini tidak terlalu
berinteraksi sama sekali karena disini kita kan kayak terpisah nda
kayak di dalam kelas bisaki disitu bertukar pikiran. Kalau di
pembelajaran online minim sekali ki berinteraksi sama teman,
bertukar pikiran sama teman, saya rasa itu.
(In my opinion, online learning here we do not really interact with
friends and are very minimal to interact with friends as well as by
exchanging ideas with friend sult to do).
R.4.10: Apakah anda menerima materi dengan baik oleh dosen?
Maksudnya anda gampang paham gitu ee?
(Do you receive material well by lecturers when using online
learning?)
S.4.10: Kalau saya sih nda terlalu sreg gitu ee kalau dosen menjelaskan
lewat pembelajaran online. Karna biasa juga tergantung dari
jaringan, kalau jaringannya kurang baik, suara dosen itu kayak
bagaimana gitu, yah putus putus. Tapi kalau pemeblajaran
langsung itu kita bisa memahaminya secara detail karena dosen
juga menjelaskan secara detail dari yang tidak ketahui menjadi
tahu. Jai face to face lebih baik dan bagus juga.
(In my opinion, it is not too "comfortable" when the lecturer
explains through online learning because it is constrained by the
network. When the network is not good, the sound of the material
explanation by lecturers is difficult to understand or even not
understand. In contrast to direct learning or face to face, we can
understand it in detail because the lecturer also explains in detail
and does not have constraints like a network. So learning is better).
R.4.11: Bagaimana pengalaman kaka selama mengikuti pembelajaran
online?
(How was your experience during online learning?)
S.4.11: Kalau pengalaman begitu banyak karena kalau pemeblajaran
online dimanapu kita bisa belajar terus kita bisa juga mengetahui
ternyata ada hal hal yang baru bisa kita pelajari, bisa di tempat
dari kejauhan toh kita bisa belajar tidak harus terikat dengan
tempat, waktu dan keadaan.
(Regarding the experience of online learning is very much because
I can find out the new applications that are made as a medium in the
teaching and learning process. Then from online learning we can
anywhere and anytime without having to be bound by place, time
and circumstances).
R.4.12: Apa tanggapan anda ketika pembelajaran online di terapkan di
semua mata kuliah maksudnya pembelajaran tatap muka itu di
hilangkan?
(What is your response when online learning is applied in all
subjects or applied by all lecturers?)
S.4.12: Saya rasa itu lebih bagus lagi jika pembelajaran online diterapkan
disemua mata pelajaran atau mata kuliah karena pasti kebanyakan
siswa yang merasa senang karena pembelajaran yang santai dan
mengefisienkan waktu.
(I think it's even better if online learning is applied in all courses
because surely most students feel happy because learning is relaxed
and time-efficient).
R.4.13: Apa solusinya mengenai pembelajaran online kedepannya?
(What is your solution for online learning going forward?)
S.4.13: Saya rasa solusi saya semoga kedepannya pembelajaran online
lebih di tingkatkan lagi dan tidak hanya satu atau dua dosen saja
yang menerapkan pembelajaran online, kalau bisa semua dosen
karena ini bagus juga tapi semua pembelajaran kana da sisi positif
dan negatifnya, jadi kalau bisa ambil dari sisi positifnya saja. Sisi
negatifnya yaitu jaringan dan kapasitas. Oke, terimakasih.
(I think hopefully online learning will be improved in the future and
not only one or two lecturers who apply online learning, but if
possible all lecturers apply the online learning. Likewise with
online learning has positive and negative impacts as well. For
negative impacts, namely the network and capacity of the Google
Meet application).
R.4.14: Okey, jadi begitu yah kak. Terimakasih atas waktunya.
Assalamualaaikum warahmatullahi wabarakatuh.
(Okey, thanks for the time. Assalamualaaikum warahmatullahi
wabarakatuh).
S.4.15: Waalaikumussalam warahmatullahi wabarakatuh.
(Waalaikumussalam warahmatullahi wabarakatuh).
5. Description of Informant:
S.5 : Student
R.5 : Researcher
R.5.1: Bagaimana pemahaman anda mengenai pembelajaran online?
(What is your understanding about online learning?)
S.5.1: Pembelajaran online adalah pembelajaran yang di lakukan jarak jauh
antara dosen dan mahasiswa yang dapat memudahkan dosen dalam
mengajar jika mereka mempunyai kesibukan yang lain sehingga tidak
bisa hadir dalam kelas dan bisa melakukan pembelajaran secara
online.
(Online learning is learning that is done remotely between lecturers
and students which can facilitate lecturers in teaching if they have
other activities so they cannot be present in class and can do through
online learning).
R.5.2: Apakah anda mengenali dengan baik cara penggunaan aplikasi-
aplikasi (Google Meet, Google Classroom, Edx Application) yang
digunakan oleh dosen dalam pembelajaran online?
(Do you recognize well how to use applications (Google Meet, Google
Classroom, Edx Application) used by lecturers in online learning?)
S.5.2: Sebenarnya jika mengenali secara baik tidak terlalu baik Cuma karena
semua aplikasi tersebut sudah saya gunakan dalam proses
pembelajaran jadi setidaknya saya mengenal tentang ketiga aplikasi
tersebut.
(Actually if you recognize well it's not good but because I have used all
the applications in the learning process so at least I am familiar with
the three applications).
R.5.3: Bagaimana cara merangsang diri anda agar lebih tertarik dalam
mengikuti pembelajaran online?
(How do you make stimulate yourself to be more interested in
participating in online learning?)
S.5.3: Sebenarnya untuk tertarik, saya tidak terlalu tertarik dengan
pembelajaran online tersebut karena menurut saya ee saya sangat
susah mengerti apa yang di jelaskan dosen ketika pembelajaran online
berlangsung. Tapi saya juga tertarik adalah ee aplikasi tersebut saya
belum pernah mendapatkan aplikasi yang dapat di gunakan sebagai
pembelajaran online kecuali dengan menggunakan e-mail dalam
mengirim tugas dan dengan menggunakan beberapa aplikasi tersebut
maka saya belajar untuk mengetahui bagaimana menggunakannya
kelak saya juga bisa mengaplikasikannya ktika menjadi guru.
(Actually to be interested, I am not too interested in online learning
because in my opinion ee I am very difficult to understand what is
explained by the lecturer when online learning takes place. But I am
also interested in that ee application. I have never gotten an application
that can be used as online learning except by using e-mail in sending
assignments and by using some of these applications, I learned to know
how to use it later, I can also apply it when I become a teacher).
R.5.4: Apakah dengan pembelajaran online anda mampu mengetahui dan
memahami materi secara mudah? Mengapa?
(Is online learning you are able to know and understand the material
with easily? Why?)
S.5.4: Menurut saya itu adalah tidak yah, karena jujur saya tidak menyukai,
bukan tidak menyukai tapi saya tidak terlalu paham jika dosen
menjelaskan secara online apalagi saya ee sendiri lebih memahami
pembelajaran tersebut jika di sampaikan secara langsung oleh dosen
tersebut dan kalau misalnya ada di jelaskan melalui via online
tersebut, saya pribadi tetap tidak mengerti apa yang di jelaskan oleh
dosen tersebut.
(I think is not well, because honestly I do not like, not tid ak liked but I
do not really know if the professor explains in online Apala gi i ee
itself more comprehend mi learning if transmitted directly by the
lecturer and if for example there explained through via online, I
personally still do not understand what is explained by the lecturer).
R.5.6: Apakah dengan menggunakan pembelajaran online memotivasi anda
untuk lebih tertarik dalam mengikuti proses belajar mengajar?
Mengapa?
(Does using online learning motivate you to be more interested in
following the teaching and learning process? Why?)
S.5.6: Sebenarnya untuk memotivasi lebih tertarik mengikuti pembelajaran
sebenarnya tidak juga, seperti yang saya katakan bahwa saya tidak
terlalu paham dengan pembelajaran online tapi untuk mengetahui
bagaimana pengaplikasiannya dari ee pembelajaran online tersebut
yah saya sangat tertarik.
(Actually, to motivate more interested in participating in learning
actually is not too, as I said that I am not too familiar with online
learning but to find out how it is applied from the ee online learning
well I'm very interested).
R.5.7: Apakah dengan pembelajaran online mampu membangun interaksi
antara mahasiswa dengan mahasiswa lainnya? Mengapa?
(Is online learning able to build social interaction between students and
other students? Why?)
S.5.7: Saya rasa untuk membangun interaksi melalui proses pembelajaran
online itu juga ada Cuma tidak terlalu baik yah Karena kadang dalam
proses pembelajaran yang di jelaskan memalui google meet itukan ee
hanya dosen yang bisa menjelaskan dan kita bisa bertanya namun
interaksi antara siswa itu tidak terlalu baik karena hanya dosen yang
bisa menjelaskan, tapi bisa ji juga iya mahasiswa menjelaskan Cuma
ee denagn mengajukan pertanyaan –pertayaan. Saya rasa
pembelajaran di kelas lebih ee menarik sehingga terjadi interaksi lebih
baik lagi ketika pemeblajaran di kelas.
(I feel like to build interaction through online learning processes, there
are also not too good, because sometimes in the learning process that is
explained through google meet, it is only lecturers who can explain and
we can ask questions, but interactions between students are not too good
because only the lecturer can explain, but can also if the student
explains only by asking questions. I think learning in the classroom is
more interesting so that interactions occur even better when learning in
class).
R.5.8: Apakah anda menerima materi yang disampaikan oleh dosen dengan
baik ketika menggunakan pembelajaran online? Mengapa?
(Do you acceptance the material delivered by the lecturer properly when
using online learning? Why?)
S.5.8: Untuk proses pembelajaran tersebut saya rasa tidak terlalu paham yah
karena ee dalam proses apalagi di google meet hanya menampung 25
orang sementara kita itu di kelas ada sekitar 30 lebih. Jadi saya rasa
itu, saya tidak menerima proses pembelajaran dengan baik yah, saya
tidak terlalu paham dengan apa yang di jelaskan oleh dosen, dan
mungkin sebagian teman-teman juga tidak paham mengenai itu. Jadi
saya rasa pemeblajaran tatap muka itu lebih efektif yah di banding
proses pembelajaran online, itu saya pribadi.
(For the learning process, I don't think I really understand, because in
the process, especially in Google Meet, it only accommodates 25
people while we have about 30 more people in class. So I guess that, I
didn't accept the learning process well, I didn't really understand what
the lecturer explained, and maybe some of my friends didn't understand
that either. So I think face-to-face learning is more effective than the
online learning process, that is me personally)
R.5.9: Bagaimana pengalaman anda selama mengikuti pembelajaran online?
(How was your experience during online learning?)
S.5.9: Yah pengalamannya itu saya lebih tau bahwa ternyata ada aplikasi
yang di gunakan selain e-mail untuk proses pembelajaran. Disini saya
baru tahu bahwa banyak sekali aplikasi-aplikasi yang dapat kita
gunakan dalam proses pembelajaran tersebut. Saya rasa itu baik yah
untuk memudahkan lagi eee sebagian dosen yang tidak sempat hadir
dalam proses pembelajaran di kelas dan memaksimalkan proses
pembelajaran tersebut dengan online tersebut.
(Well, my experience is I know that in fact there are applications that
are used in addition to e-mail for the learning process. Here I just
learned that there are a lot of applications that we can use in the
learning process. I think it's good to make it easier for some lecturers
who didn't have time to attend the learning process in class and
maximize the learning process online).
R.5.10: Bagaimana tanggapan anda ketika pembelajaran online diterapkan
disemua mata kuliah daripada pembelajaran didalam kelas/ tatap
muka?
(How do you respond when online learning is applied in all subjects
than learning in the classroom/ face to face?)
S.5.10: Yah itu saya katakana bahwa mungkin kurang efektif, ada yang
sebagian siswa yang tahu tentang ee lebih paham jika face to face
dan ada yang juga paham ketika banyaknya praktik-praktik yang di
berikan oleh dosen tersebut dan ada yang lebih paham ketika tentang
ee pembelajaran online. Jadi lebih baik di mix saja yah supaya seua
merata.
(Well, I say that it might be less effective, there are some students
who know about ee better understand if face to face and there are also
those who understand when many practices are given by the lecturer
and there are those who are more understanding when ee online
learning. So it is better to just mix it so that everything is evenly
distributed).
R.5.11: Apa solusi anda mengenai pembelajaran online kedepannnya?
(What is your solution about online learning the future?)
S.5.11: Jadi solusinya itu adalah seorang dosen harus mampu
menyeimbangkan antara pertemuan tatap muka dan pertemuan
online. Karena saya rasa ada sebagian siswa belum paham tentang
penjelasan secara online contohnya itu saya, dan ada sebagaian yang
mengerti melalui lewat online. Jadi menurut saya lebih
mengoptimalkan ee materi yang kita bawakan agar mahasiswa
paham dengan materi yang kita ajarkan saya rasa untuk
menyeimbangkan antara pertemuan online dan pertemuan tatap
muka, saya rasa itu solusinya.
(So the solution is that a lecturer must be able to balance between
face-to-face meetings and online meetings. Because I think there are
some students who do not understand about online explanations, for
example it is me, and there are some who understand through online.
So I think more optimizing the material we bring so that students
understand the material we teach, I think to balance between online
meetings and face-to-face meetings, I think that's the solution).
6. Description of Informant:
S6 : Student
R6 : Researcher
R.6.1: Assalamualaikum kak
(Assalamualaikum kak)
S.6.1: Yah, Waalaikumussalam.
(Waalaikumussalam)
R.6.2: Mohon maaf kak, menggangu waktunya, ee tapi sebelumnya
perkenalkan nama dulu kak.
(Sorry to disturb the time, before introducing your name).
S.6.2: Baik perkenalkan nama saya Asnawati usia 21 tahun.
(Okey, my name is Asnawati, 21 years old).
R.6.3: Oh ya, begini kak ee disini saya itu meneliti tentang pembelajaran
online itu sendiri, yah berdasarkan pengalaman kita di semester 7 di
salah satu mata kuliah kita menggunakan pembelajaran online kan,
jadi begini kak saya akan Tanya kaka dengan beberapa pertanyaan
mengenai pembelajaran online itu sendiri. Jadi yang pertama kak ee
bagaimana sih pemahaman kak tentang pembelajaran online?
(Here my research about online learning based on our experience in
semester 7 in one of the lectures that uses online learning. So the first
question, how is your understanding about online learning?
S.6.3: Menurut saya pembelajaran online iu sendiri adalah pembelajaran
yang berjarak dan tidak di lakukan di dalam kelas dan menggunakan
suatu aplikasi.
(In my opinion online learning is distance learning that is not do in
class and uses an application).
R.6.4: Ooo jadi begitu ya kak pemahamannya kaka tentang pembelajaran
online. Pertanyaan selanjutnya yaitu apakah kaka mengenali dengan
baik cara penggunaan aplikasi-aplikasi yang di gunakan oleh dosen
dalam pemeblajaran online, kemudian kita ketahui bahwa aplikasi
tersebut adalah google meet, google classroom, dan edx itu sendiri,
bagaimana kak?
(Okay, so that is your understanding of online learning. The next
question is whether you recognize well the use of applications used by
lecturers in online learning such as Google Meet, Google Classroom
and EDX applications?)
S.6.4: Yah saya mengenali aplikasi-aplikasi tersebut di antaranya google
meet, google classroom, dan edx. Kemudian cara penggunaanya yang
kurang saya pahami adalah google meet karena memiliki tahapan
yang begitu banyak tapi lambat laun saya bisa dengan gampang
menggunakan aplikasi itu sendiri.
(Yes, I recognize these applications including google meet, google
classroom, and edx applications. Then how to use the application that I
do not understand. Ie the google meet application because it has so
many stages but gradually I can easily use the application).
R.6.5: Kemudian nih kak pertanyaan selanjutnya, bagaimana cara anda
merangsang diri anda begitu agar lebih tertarik dalam mengikuti
pembelajaran onlilne ini?
(Next question. How does the way you merangang themselves to be
more interested in participating in online learning?)
S.6.5: Yah saya tertarik karena pembelajaran ini lebih berbeda daripada
pembelajaran pada umumnya karena pembelajaran ini berbasis online
dimana kita menggunakan aplikasi di dalamnya.
(Yes, I am interested in online learning because it is different from
learning in general and in this online learning we use several
applications).
R.6.6: Okey, kemudian pertanyaan ke4 kak. Apakah dengan pembelajaran
online ini ee anda mampu mengetahui dan memahami materi dengan
mudah?
(Fourth question. Is online learning you are able to know and
understand the material easily?)
S.6.6: Yah menurut saya dengan pembelajaran online ini yang saya terima itu
kurang efektif karena ee ketika pembelajaran di lakukan secara online
otomatis dalam proses pembelajaran itu kita lebih tidak fokus
mendengarkan materi, kita lebih fokus mengerjakan ee hal hal yang
lebih menyenangkan karena kita tidak terlihat, karena kita hanya
mendengar suara tentang materi yang di jelaskan oleh dosen.
(In my opinion online learning is less effective because when learning
is done online, sometimes do not focus on listening to the material
conveyed by the lecturer, I am more focused on doing other things
because the lecturer does not see what we are doing because only the
lecturer's voice is only heard by us).
R.6.7: Ee jadi pertanyaan selanjutnya kak, yang kelima. Apakah dengan
menggunakan pembelajaran online memotivasi kaka lebih tertarik
dalam mengikuti proses belajar mengajar?
(The next question, does using online learning motivate you to be more
interested in following the teaching and learning process?)
S.6.7: Yah saya termotivasi dalam pembelajaran online tapi kita perlu tahu
ada 2 sisi positif dan negativenya. Dimana sisi posiifnya kita dapat
mengetahui media pembelajaran yang baru seperti ada google meet
tadi, google classroom dan edx yah dimana itu pemeblajaran baru
memilik dampak yang baik kepada mahasiswa, tapi sisi lain ada
dampak negatifnya juga dimana seorang mahasiswa melakukan
pembelajaran secara online tapi materi –materi yang di sampaikan
secara online tersebut kami sebagai mahasiswa itu terkadang lebih
tertarik kepada hal lain dan menagabaikan materi yang di paparkan
oleh dosen.
(Yes, I am motivated in online learning but from online learning it has
a positive and negative impact. The positive impact is that we can find
a variety of applications that can be made into learning media such as
Google Meet, Google Classroom and EDX applications. Of the three
applications have a good impact on students. Then in terms of the
negative impact of students sometimes ignore the exposure of the
material by lecturers by doing things that are not important and it
causes us to sometimes not understand the material delivered by the
lecturer).
R.6.8: Selanjutnya apakah dengan pembelajaran online mampu membangun
interaksi kaka dengan mahsiswa yang satu dengan mahasiswa
lailnnya? Kan berbeda ketika dosen memaparkan materi secara
langsung di kelas, kan kalau di kelas itu berinteraksi denga teman-
teman, lalu bagaimana dengan pembelajaran online?
(Furthermore, is online learning able to build interaction between
students and other students? Different when learning directly, in the
classroom students can interact directly with other friends).
S.6.8: Yah menurut saya itu ee pembelajaran online dapat memebangun
interaksi antara mahasiswa yang satu dengan mahasiswa yang
lainnya karena didalam google meet, google classroom tersedia
kolom komentar yang di jadikan sebagai interaksi terhadap teman-
teman yang lain. Jadi kita bisa bertukar pikiran dan memberi saran
ketika ada hal yang ingin di tanyakan.
(In my opinion in online learning we can build interaction between
students with other students because in Google Meet, Google
Classroom has a comment column that can be used as an interaction
with other friends. So through the comments column provided, we can
exchange ideas and give suggestions when things are not understood).
R.6.9: Kemudian nih, apakah dengan menerima dengan baik materi yang di
sampaikan oleh dosen?
Then, do you receive the material well when the lecturer uses online
learning?)
S.6.10: Yah terkadang saya tidak menerima secara detail materi yang di
sampaikan oleh dosen karena ee memang terkadang dari jaringan
dari handphone bermasalah.
(Sometimes I do not receive in detail the material conveyed by the
lecturer because sometimes it has constraints such as the network on
the handphone).
R.6.11: Okey, lalu bagaimana pengalaman kaka selama mengikuti
pemeblajaran online itu sendiri?
(How was your experience during online learning?)
S.6.11: Yah dari pembelajaarn online ini saya dapat menemuksn beberapa
aplikasi baru yang ternyata dapat di gunakan sebagai media untuk
proses pembelajaran.
(From online learning, I can find several new applications that can be
used as media for the learning process).
R.6.12: Apa tanggapan kaka ketika pembelajaran online di terapkan di semua
mata kuliah atau semua dosen?
(What is your response when online learning is applied in all subjects
or all lecturers who apply?)
S.6.12: Jadi menurut saya tidak perlu, cukup satu atau dua mungkin dosen
yang menerapkan pembelajaran berbasis online ini.
(In my opinion it is not necessary, just one or two lecturers who apply
online-based learning).
R.6.13: Okey, jadi apa solusi kedepannya mengenai pembelajaran online?
(What are the future solutions regarding of online learning?)
S.6.13: Yah mungkin ketika dosen ingin melakukan pembelajaran online, ada
baiknya sebelum menerapkan media online tersebut kita sebagai
mahasiswa harus di barikan maksudnya di fasilitasu jaringan agar
ketika menjelaskan materi itu tidak putus-putus atau lebih lancar
begitu.
(Maybe when a lecturer wants to do online learning, it is a good idea
before applying the online media we as students should be given the
meaning in network facilitation so that when explaining the material it
is not interrupted or smoother so).
R.6.14: Okey, terimakasih banyak kak atas waktunya.
(Okay, thank you very much for the time).
S.6.14: Yah terimakasih.
(Thank you).
R.6.15: Assalamualaikum Warahmatullahi Wabarakatuh.
(Assalamualaikum Warahmatullahi Wabarakatuh).
S.6.15: Waalaikumussalam Warahmatullahi Wabarakatuh.
(Waalaikumussalam Warahmatullahi Wabarakatuh).
7. Description of Informant:
S.7 : Student
R.7 : Researcher
R.7.1: Bagaimana pemahaman anda mengenai pembelajaran online?
(What is your understanding about online learning?)
S.7.1: Yang saya ketahui pembelajaran online adalah suatu proses belajar
mengajar melalui aplikasi yang menggunakan jaringan internet
dimana ee yang mengajar dan belajar atau dosen dan mahasiswa tidak
melakukan atau pertemuan tatap muka secara langsung.
(Online learning is a process of teaching and learning through
applications that use the internet network where ee who teaches and
learns or lecturers and students do not conduct meetings face-to-face).
R.7.2: Apakah anda mengenali dengan baik cara penggunaan aplikasi-
aplikasi (Google Meet, Google Classroom, Edx Application) yang
digunakan oleh dosen dalam pembelajaran online?
(Do you recognize well how to use applications (Google Meet, Google
Classroom, Edx Application) used by lecturers in online learning?)
S.7.2: Ya saya mengenali dengan baik karena sebelumnya sudah ada petunjuk
dan arahan dari dosen bagaimana penggunaannya. Disini saya
mengetahui bagaimana cara penggunaan google classroom.
(Yes, I recognize it well because beforehand there have been
instructions and directions from the lecturer on how to use it. Here I
know how to use google classroom).
R.7.3: Bagaimana cara merangsang diri anda agar lebih tertarik dalam
mengikuti pembelajaran online?
(How do you make stimulate yourself to be more interested in
participating in online learning?)
S.7.3: Bagaimana cara merangsang diri anda agar lebih tertarik dalam
mengikuti pembelajaran online?
(How do you make stimulate yourself to be more interested in
participating in online learning?)
R.7.3: Dengan cara membangun interaksi antara Dosen dan mahasiswa. Jadi
saat proses pembelajaran berlangsung mahasiswa bisa bertanya
kapan saja kepada dosen layaknya seperti ee pembelajaran dalam
ruang kelas, bukan mahasiswa harus menunggu dosen selesai
menjelaskan baru bisa bertanya, maksudnya harus ada feedback
antara mahasiswa dan dosen karena berdasarkan pengalaman saya
saat mengikuti system pembelajaran online kami tidak bisa bertanya
saat dosen masih sementara menjelaskan. Jadi kurang untuk
menangkap materi yang di berikan oleh dosen, jadi saya tidak tertarik
dengan itu, itu membosankan buat saya.
(The way of establishing interaction between lecturers and students. So
when the learning process takes place students can ask whenever the lecturer is like ee learning in the classroom, not students must wait for
lecturers to finish explaining and then can ask questions, meaning that
there must be feedback between students and lecturers because based
on my experience when participating in our online learning system can
ask when the lecturer is still temporarily explaining. So it's not enough
to capture the material given by the lecturer, so I'm not interested in
that, it's boring for me).
R.7.4: Apakah dengan pembelajaran online anda mampu mengetahui dan
memahami materi secara mudah? Mengapa?
(Is online learning you are able to know and understand the material
with easily? Why?)
S.7.4: Tidak, saya tidak memahami materi yang di jelaskan oleh dosen karena
ada beberapa kendala yang biasanya terjadi yaitu masalah jaringan
internet ee, saat jaringan internet tidak baik maka ee suara dosen akan
terputus-putus atau saya keluar dari aplikasi itu. Jadi harus masuk
kembali dengan memasukkan kode dan itu membuat saya tertinggal
dengan materi yang di jelaskan oleh dosen.
(No, I don’t understood the material explained by the lecturer because
there are some obstacles that usually occur is network problems, when
the network is bad, the voice of lecturer will falter or I exit form the
application. So I had to go back in by entering the code and make me
behind with the material explained by the lecturer).
R.7.5: Apakah dengan menggunakan pembelajaran online memotivasi anda
untuk lebih tertarik dalam mengikuti proses belajar mengajar?
Mengapa?
(Does using online learning motivate you to be more interested in
following the teaching and learning process? Why?)
S.7.5: Tidak, belajar dengan system online memiliki banyak kekurangan
dimana tidak ada inteaksi langsung dari mahasiswa dan dosen.
Menurut saya ini tidak sistematis ee saya lebih memilih pemeblajaran
manual dimana disini dapat membangun interaksi dan tali silaturahmi
antara mahasiswa, mahasiswa lainnya dan dosen.
(No, learning with an online system has many drawbacks where there
is no direct interaction from students and lecturers. In my opinion this
is not systematic ee I prefer manual learning where here can build
interactions and relationships between students, other students and
lecturers).
R.7.6: Apakah dengan pembelajaran online mampu membangun interaksi
antara mahasiswa dengan mahasiswa lainnya? Mengapa?
(Is online learning able to build social interaction between students and
other students? Why?)
S.7.6: Menurut saya dengan menggunakan system pembelajaran online itu
ttidak dapat membangun interaksi antara mahasiswa dengan
mahasiswa lainnya karena pada saat proses pembelajaran
berlangsung mereka tidak saling bertemu, tidak berkomunikasi tentang
sesuatu hal apabila ada sesuaut yang tidak mereka tidak pamai atau
mereka tidak bisa tangkap dari materi yang di ajarkan oleh dosen.
(In my opinion, using the online learning system cannot build
interaction between students and other students because when the
learning process takes place they do not meet each other, do not
communicate about something if there is something they are not
familiar with or they cannot capture from the material in teach by the
lecturer).
R.7.7: Apakah anda menerima materi yang disampaikan oleh dosen dengan
baik ketika menggunakan pembelajaran online? Mengapa?
(Do you acceptance the material delivered by the lecturer properly
when using online learning? Why?)
S.7.7: Tidak, saya tidak menerima materi yang di sampaikan ole dosen
dengan baik karena ee dari pengalaman saya dosen menginput materi
yang di jelaskan ee tulisan dari materi tersebut tidak jelas dan ada
beberapa yang saya tidak pahami dan saya tidak bertanya pada dosen
saya karena dosen sibuk menjelaskan dan ada waktu dimana kita
harus bertanya.
(No, I did not accept the material conveyed well by the lecturer
because from my experience the lecturer inputed the material that was
explained ee the writing of the material was unclear and there were
some that I did not understand and I did not ask my lecturer because
the lecturer was busy explaining and there are times when we have to
ask).
R.7.8: Bagaimana pengalaman anda selama mengikuti pembelajaran online?
(How was your experience during online learning?)
S.7.8: Pengalaman saya setelah mengikuti pembelajaran online yaitu ee saya
tidak menerima banyak materi, saya tidak banyak menerima ilmu dari
dosen da nee komukasi anatara saya dan teman kurang, interaksi
antara saya dan dosen tidak banyak kami tidak bertemu, kami hanya
saling menjawab salam dari dosen kemudian mengabsen diri,
kemudian proses pemeblajaran selesai. Tidak banyak yang saya
dapatkan dari pemeblajaran online.
My experience after participating in online learning that is ee I did not
receive a lot of material, I have not received a lot of knowledge from
lecturers da nee commucation anatara my friend and less, the
interaction between me and the professor was not much we did not bert
emu, we just looked at each answered Sal am of lecturers then absent
themselves, then the learning process is complete. Not much I get from
online learning).
R.7.9: Bagaimana tanggapan anda ketika pembelajaran online diterapkan
disemua mata kuliah daripada pembelajaran didalam kelas/ tatap
muka?
(How do you respond when online learning is applied in all subjects
than learning in the classroom/ face to face?)
S.7.9: Saya tidak setuju. Saya benar-benar tidak setuju jika pembelajaran
online di terapkan di semua mata kuliah karena ee tatap muka dengan
dosen itu lebih baik menurut saya karena kita bisa kenal dengan dosen,
kita bisa berkomunikasi langsung dengan dosen dengan teman-teman
dan kita memiliki banyak pengalaman yang akan di dapatkan dari
pembelajaran di dalam kelas. Jadi kalau di suru memilih, saya lebih
memilih pembelajaran tatap muka.
(I do not agree. I really do not agree if online learning is applied in all
courses because ee face to face with the lecturer is better in my opinion
because we can get to know the lecturer, we can communicate directly
with the lecturer with friends and we have a lot of experience that will
obtained from learning in the classroom. So when asked to choose, I
prefer face to face learning).
R.7.10: Apa solusi anda mengenai pembelajaran online kedepannnya?
(What is your solution about online learning the future?)
S.7.10: Solusi saya, sebagai dosen kita harus bisa mengontrol siswa dari
proses pembelajaran dan saya berharap agar dosen memberikan
kesempatan kepada mahasiswa untuk mananyakan langsung apa yang
tidak di ketahui saat proses pembelajaran berlangsung. Jangan saat
di akhir pembelajaran dan lebih baik jangan hanya suara yang di
perdenganrkan, bisa di perlihatkan juga dirinya dosen, seperi video
itu lebih jelas di bandingkan dengan hanya suara saja.
(My solution, as lecturers, we must be able to control students from
the learning process and I hope that the lecturer will provide an
opportunity for students to ask directly what is not known during the
learning process. Do not be at the end of the lesson and it is better not
only to hear the sound, it can also show itself as a lecturer, like the
video is clearer compared to just the sound).
8. Description of Informant:
S8 : Student
R8 : Researcher
R.8.1: Bagaimana pemahaman anda mengenai pembelajaran online?
(What is your understanding about online learning?)
S.8.1: Ada sisi negaif dan positif, kalau sisi negatifnya itu belajar online biasa
malas-malasan jaki contohnya itu saya yang merasakan, malasja ikuti
ini pelajaran karena nda tau apa na bilang, tersendak-sendak sama
jaringan kadang keluar ki dari aplikasi terus kalau sisi positifnya itu
mengurangi biaya transportasi ke kampus karena yah bisa jaki
belajar, bisa jaki absen di google classroom.
(My understanding of online learning is that there are negative and
positive impacts. From the negative impact that we are sometimes lazy
for example I sometimes feel that. I feel lazy because I don't know
what the lecturer is saying, the lecturer's voice falters in the network.
Sometimes we also log out of the Google Meet application because of
network expectations. Then from the positive side, the cost of
transportation to campus is reduced because online learning and
absence can be done in Google classroom).
R.8.2: Apakah anda mengenali dengan baik cara penggunaan aplikasi-
aplikasi (Google Meet, Google Classroom, Edx Application) yang
digunakan oleh dosen dalam pembelajaran online?
(Do you recognize well how to use applications (Google Meet, Google
Classroom, Edx Application) used by lecturers in online learning?)
S.8.2: Tidak, kadang ada yang tidak ku tau cara penggunaanya, jadi bertanya
sama Sir, bagaimana ini? Jadi kalau pembelajaran online banyak
neko-nekonya.
(No, because sometimes there are things that I don't know about, and I
immediately convey it to the lecturer and from online learning, there
are so many grievances).
R.8.3: Bagaimana cara merangsang diri anda agar lebih tertarik dalam
mengikuti pembelajaran online?
(How do you make stimulate yourself to be more interested in
participating in online learning?)
S.8.3: Kalau saya sih toh nda ku tau, karena malas ja, malaska dengarkan
penjelasannya kadang itu pi ku aktif kalau pembagian tugas atau
deadline pi, kalau saya.
(I do not know because I am indeed lazy to follow this online learning,
and even then I log in to the application when there are assignments
and so on).
R.8.4: Apakah dengan pembelajaran online anda mampu mengetahui dan
memahami materi secara mudah? Mengapa?
(Is online learning you are able to know and understand the material
with easily? Why?)
S.8.4: Tidak karena terkendala ki toh sama jaringan sama kapasitas dari
aplikasi google meet itu 25 ji orang bisa na muat.
(Not because it is constrained by the network and capacity of the
google application that only contains 25 participants).
R.8.5: Apakah dengan menggunakan pembelajaran online memotivasi anda
untuk lebih tertarik dalam mengikuti proses belajar mengajar?
Mengapa?
(Does using online learning motivate you to be more interested in
following the teaching and learning process? Why?)
S.8.5: Tidak, tidak sama sekali karena itu tadi ku bilang lebih banyak malasku
dari pada memperhatikan dosen menjelaskan kecuali ada kuis-kuis
begitu ee, baru ka yah liat ki, yah kalau mau memang ki nilai.
(No, well that's why I feel lazy. I watched the lecturer explain when the
quiz would be conducted by the lecturer).
R.8.6: Apakah dengan pembelajaran online mampu membangun interaksi
antara mahasiswa dengan mahasiswa lainnya? Mengapa?
(Is online learning able to build social interaction between students and
other students? Why?)
S.8.6: Tidak, karena di situ aplikasi di off ki mic nya, nanti kalau mau maki
bertanya atau di beri suggestion, jadi bagaimana ki mau berinteraksi,
jadi menurutku lebih efisien ki kalau secara tatap muka saja.
(No, because from the application the student's mic is turned off, so
when we want to give a suggestion or something like that it can't be
done. So I think direct learning is more effective).
R.8.7: Apakah anda menerima materi yang disampaikan oleh dosen dengan
baik ketika menggunakan pembelajaran online? Mengapa?
(Do you acceptance the material delivered by the lecturer properly
when using online learning? Why?)
S.8.7: Tidak, karena kalau secara online itu yang di kejar absennya ji. Karena
yang lihat dosen onlinenya ji ada nama ta disiu, jadi biar ki baring-
baring.
(No, because in my opinion, what we are after is just absenteeism. So
when the lecturer sees that our name is online, it is safe).
R.8.8: Bagaimana pengalaman anda selama mengikuti pembelajaran online?
(How was your experience during online learning?)
S.8.8: Yah nda adaji bagaimana- bagaimana, tapi ituji pengerjaan tugasnya
kadang ki berpacu sama waktu karena kadang ki di kasi hari ini, terus
deadlinenya jam 12 malam, jadi itusih pengalaman ku selama belajar
online.
(It's normal, but in doing our assignments we are always racing against
time because sometimes the lecturer gives assignments in the
afternoon, then the deadline for the collection of assignments arrives at
exactly 12pm).
R.8.9: Bagaimana tanggapan anda ketika pembelajaran online diterapkan
disemua mata kuliah daripada pembelajaran didalam kelas/ tatap
muka?
(How do you respond when online learning is applied in all subjects
than learning in the classroom/ face to face?)
S.8.9: Kalau ini di terapkan di kampus, tidak adami fungsinya ini kampus,
tinggal maki saja itu di rumah. Ilmu juga tidak ada yang masuk.
(In my opinion when online learning is implemented on campus the
function of the campus is gone).
R.8.10: Apa solusi anda mengenai pembelajaran online kedepannnya?
(What is your solution about online learning the future?)
S.8.10: Yah itu sih kapasitasnya mahasiswa, harus ki full jangan setengah kah
kalau begitu toh ada yang hadir dan ada yang tidak hadir. Kalau
adami yang egois tidak mau keluar, ini yang tidak masuk, tidak
masuk- masuk mi.
(Well regarding the capacity of the google meet application, it is
endeavored to be able to load all classmates not just 25 people).
9. Description of Informant:
S9 : Student
R9 : Researcher
R.9.1: Assalamualaikum Warahmatullahi Wabarakatuh.
(Assalamualaikum Warahmatullahi Wabarakatuh).
S.9.1: Yah, Waalaikumussalam Warahmatullahi Wabarakatuh.
(Waalaikumussalam Warahmatullahi Wabarakatuh).
R.9.2: Mohon maaf di menggangu waktunya. Mau ka wawancari ki tentang
peneliatiaan mengenai pembelajaran online. Bisa ji?
(Sorry to interrupt the time, I will interview you about my research
online learning. May i?)
S.9.2: Iye bisa ji.
(Yes, can).
R.9.3: Tapi sebelum ku wawancara ki, perkenalkan dulu nama ta?
(But before I interview you, introduce your name?)
S.9.3: Oh iye, nama saya Ramlah.
(Yes, my name is Ramlah).
R.9.4: Okey, jadi pertanyaan pertama di, bagaimana pemahaman ta tentang
pembelajaran online?
(Okay, first question. What is your understanding about online
learning?)
S.9.4: Oh pembelajaran online di, jadi menurutku pembelajaran online yaitu
pembelajaran yang di lakukan berjarak maksudnya dosen dan
mahasiswa toh berbeda tempat ki terus pembelajaran online itu
menggunakan aplikasi yang menghubungkan mahasiswa dengan dosen
(Oh, in my opinion online learning is learning done in a distance that
means lecturers and students are in different places and then use an
application that connects students with lecturers).
R.9.5: Hmmm, okey. Lanjut di ke pertanyaan kedua. Berdasarkan
pengalaman di semester tujuh ketika pembelajaran online kita
menggunakan google meet, google classroom, dan edx, jadi
pertanyaanku apakah di kenali dengan baik ki cara penggunaan
aplikasi tersebut?
(Ok, go to the second question. Based on experience in the 7th
semester using several applications, namely google meet, google
classroom, and edx applications. So my question is do you recognize
how to use the application?)
S.9.5: Ohh iye ku tau ki, tapi di google meet memang aplikasi yang ribet ki,
karena untuk log in ke aplikasi itu harus ki pake password dari dosen.
Jadi nda bisa ki di pake ini aplikasi google meet kalau nda ada
password dari dosen. Terus google classroom, ini aplikasi bagus ki
karena setau ku toh kalau mau kirim tugas itu Cuma pake e-mail jaki
tapi ternyata bisa juga ini pakai google classroom, terus bagus ki,
karena di situ toh ada jangka waktu na simpan dosen jadi termotovasi
ki kerjakan itu tugas. Terus kalau edx baggus ki juga, meringakan
beban mahasiswa, karena disitu toh banyak ki artikel dan link atau
website tentang education, technology dan yah banyak ki.
(Yes, I know. But in Google Meet application it is rather difficult
because to log in to the application, we must use a password that is
shared by the lecturer. Then google classroom, this application has
good benefits because previously I knew that to send assignments only
via e-mail, it turned out that it could also be through the google
classroom application. Then in this google classroom to work on
assignments from lecturers, we are given a period of time so that the
time is used as a reference and our motivation to complete the
assignment. If the edx application, there are several articles on
technology and education that are easily accessed).
R.9.5: Jadi ketiga aplikasi tersebut memiliki banyak manfaat di?
(So the three applications have many benefits?)
S.9.5: Iye banyak manfaatnya
(Yes many benefits).
R.9.6: Okey, lanjut di. Bagaimana cara ta merangsang diri untuk tertarik
mengikuti pembelajaran online?
(Okay we continue. How does the way you stimulate yourself to be
interested in online learning?)
S.9.6: Untuk masalah merangsang diri supaya tertarik, menurut ku nda tonji
bilang tertarik gimana ka, cuman karena ini toh pembelajaran baru ki
ku dapat, maksudnya berbeda, jadi agak ambisius ka gitu waktu
pertemuan awala, tapi setalah kayak pertemuan ke5 dan seterusnya
agak bosan ma karena itu agak nda paham ka kalau dosen
menjelaskan mi karena agak ada masalah gitu ee. Yah jadi awal-
awalnya memang ji tertarik sekali ka.
(To stimulate yourself to be interested well not too. It's just because
online learning is a new learning that I got so I was ambitious when I
first did online learning. But after the fifth meeting and so on, I was a
bit bored because I did not understand when the lecturer explained the
cause of network constraints. When I first learned I was very
interested).
R.9.7: Ooo begitu di, terus apakah dengan pembelajaran online ini mampu ki
mengetahui dan memahami materi dengan mudah?
(Then is online learning that you are able to know and understand the
material easily?)
S.9.7: Yah berdasarkan yang saya bilang tadi, kalau tentang paham yah
begitu mi karena yang masalah disini adalah jaringan. Ketika dosen
toh sementara menjelaskan, kadang putus-putus ku suaranya karena
itu yah jaringan. Terus kapasitas dari aplikasi itu, tidak semua teman-
teman bisa log in karena Cuma 25 ji orang yang bisa masuk. Jadi itu
mi kendalanya.
(Based on what I said before, to understand, it's pretty good to
understand because the problem is the network. When the lecturer is
explaining, sometimes the voice of the lecturer is not heard due to
network problems. Then from google meet application capacity only
25 people who can log in to the application).
R.9.8: Apakah dengan menggunakan pembelajaran online memotivasi anda
untuk lebih tertarik dalam mengikuti proses belajar?
(Does using online learning motivate you to be more interested in
following the teaching and learning process?)
S.9.8: Kalau memotivasi biasa aja yah, karena itu mi ku bilang awal-awalnua
ji ini pemeblajaran online menggebu-gebu ka ikuti tapi setelah
pertemuan ke5 dan seterusnya agak bosan ma karena itu materi atau
pengetahuan yang di dapat nda ngeh banget ki karena itu yah kadang ki
nda fokus dengarkan dosen menjelaskan karena lani mi di perhatikan
yah sama jaringan juga.
R.9.9: Apakah dengan pembelajaran online mampu membangun interaksi
antara mahasiswa dengan mahasiswa lainnya?
(Is online learning able to build interaction between students and other
students?)
S.9.9: Kalau membangun interaksi yah paling efektif itu kalau bertemu
secara langsung maksudnya pembelajaran bertatap muka secara
langsung begitu ee. Kalau di pembelajaran online sih lumayan
membangun interaksi karena kalau ada teman yang persentase
kemudian kita perhatikan ji dengan baik, maka aka nada interaksi
dengan teman yang persentase dengan cara bertanya, memberi solusi
atau memberi sanggahan pada apa yang na persentasekan begitu ee.
(If motivating just ordinary. Based on what I said just at the beginning
of the lesson I was very enthusiastic but after the fifth meeting onwards
I started to get bored because the knowledge that was obtained was not
comfortable because we did not focus on listening when the lecturer
explained and also due to poor networking).
R.9.10: Apakah anda menerima materi yang di sampaikan oleh dosen dengan
baik ketika pembelajaran online?
(Did you receive the material delivered by the lecturer well when
learning online?)
S.9.10: Aduhh, yang ku bilang tadi toh nda efektif bangetki karena itu
jaringan ee sama tidak semua teman bisa log in karena 25 ji yang
bisa masuk sedangkan kita 1 kelas ada 30 orang lenih. Jadi
bagaimana mi kodng teman yang nda masuk ke aplikasi itu? Nda na
pahami itu materi dong.
(Ooooo, in online learning this is not effective because it is
constrained by the network and capacity of the google meet
application, only 25 participants can log in while we have 1 person in
one class. So what about friends who can't log in to the application).
R.9.11: Terus bagaimana pengalaman anda selama mengikuti pembelajaran
online?
(How was your experience during online learning?)
S.9.11: Yah dari mengikuti pembelajaran online banyak ku dapat pengalaman
baru, ternyata banyak aplikasi yang bisa di jadikan sebagai media
untuk proses belajar mengajar, seperti google meet itu bagus ki tapi
itu sedikit ji oaring bisa log in, sama google classroom bagus ki juga
dan edx juga bagus ki tawwa.
(From this online learning I gained new experience, it turns out that
many applications can be made as a medium for the teaching and
learning process, such as Google Meet, Google Classroom and EDX
applications which have a million benefits).
R.9.12: Lalu bagaimana tanggapan ta ketika pembelajaran online di terapkan
di semua mata kuliah atau semua dosen pakai pembelajaran online?
(Then how do you respond when online learning is applied in all
courses or all lecturers who apply it?)
S.9.12: Aduhh, menurutku jangan mi. nda efektif banget ki. Bagus ji iya
memang itu aplikasi, tapi kalau pakai online semua dosen, aduh
jangan mi. cukup 1 mo setiap semester yang pakai itu pembelajaran
online.
(In my opinion it is not necessary, because it is very ineffective.
These applications do have benefits, but I think there is only one
lecturer for one semester who applies online learning).
R.9.13: Kemudian apa solusi ta tentang pembelajaran online ke depannya?
(What is your solution about online learning going forward?)
S.9.13: Ooh itu google meet bagus kalau tidak 25 ji bisa log in, tapi maksimal
100 siswa kah atau 200. Supaya kalau menjelaskan dosen bisa na
dengar semua kodong teman-teman. Terus dari kampus bagus kalau
na fasilitasi toh jaringan sebelum pakai ki media pembelajaran
online.
(For the Google Meet application, I hope to add capacity to log in up
to one hundred students or two hundred. So that when the lecturer
explains, everyone can hear what is explained by the lecturer and for
the campus it should facilitate networking before using online
learning).
R.9.14: Ohh iye, terimakasih atas waktunya.
(Thank you)
S.9.14: Iye sama-sama. Masih ada?
(Yes, you are welcome. Is it still there?)
R.9.15: Ahahaa, nda ada mi kak. Terimakasih. Assalamualaikum
(Ahaha, it's up. Thanks. Assalamualaikum).
S.9.15: Hahaha, iye. Waalaikumussalam warahmatullahi wabarakatuh.
(hahaha, yes. Waalaikumussalam warahmatullahi wabarakatuh).
10. Description of Informant:
S10 : Student
R10 : Researcher
R.10.1: Permisi kak, mohon maaf menggangu waktunya. Jadi disini kak ada
beberapa pertanyaan saya mengenai penelitian tentang pembelajaran
onlilne. Iye jadi saya mulai mi di?
(Excuse me, sorry to disturb. So I will interview you about my
research online learning. So, do I start?
S.10.1: Iye.
(Yes)
R.10.2: Oke, jadi sebelumnya perkenalkan nama ta?
(Previously introduce your name.)
S.10.2: Oke, jadi nama saya Mutmainna.
(My name is Mutmainna)
R.10.3: Jadi pertanyaan pertama, bagaimana pemahaman ta tentang
pembelajaran online?
(The first question, how is your understanding of online learning?)
S.10.3: Yah pembelajaran jarak jauh toh menggunakan aplikasi.
(Online learning is distance learning using applications).
R.10.4: Iye, jadi di tau ki kah cara penggunaan aplikasi itu yang google meet,
google classroom, dan edx kak?
(Do you know how to use the google mee application, google
classroom, and edx application?)
S.10.4: Lumayan sih, karena pernah toh di pake di semester yah di beberapa
semester lah, tapi awalawalnya memang sih susah ki, ribet ki karena
banyak embel-embelnya tapi lambat laun ku tau mi yah karena ada ji
dosen toh di tempati bertanya, jadi bagus ji.
(Not bad, because previously it was used in the previous semester, but
initially it was rather difficult, complicated but gradually I knew
because I asked the lecturer).
R.10.5: Iye, jadi bagaimana cara merangsang diri anda agar lebih tertarik
dalam mengikuti pembelajaran online?
(How ways to stimulate yourself to be more interested in participating
in online learning?)
S.10.5: Ini toh pembelajaran online tertarik ka karena media pembelajaran
baru, kan biasanya itu pakai jaki google classroom untuk ngiirm
tugas sama mengabsen toh tapi ini ada lagi aplikasi baru yang bisa
na pake dosen menjelaskan materi. Maksudnya itu aplikasi bagus ki,
jadi biar nda kekampus ki kuliah, bisa jaki juga kuliah atau belajar di
kos masing-masing dan hadir jaki juga di mata kuliah itu.
(I am interested in online learning because this is a new learning
medium. Usually we need to use google classroom to send
assignments and do attendance but apparently there are other
applications that can be used by lecturers when explaining the
material. The application is good because we can study at each
boarding house).
R.10.6: Okey jadi apakah dengan pembelajaran online ini mampu ki
mengetahui dan memahami materi secara mudah?
(Is online learning you are able to know and understand the material
easily?)
S.10.6: Aduh kalau secara mudah yah nda tonji iya, karena ada beberapa
kendala toh yah seperti jaringan. Jadi kalau dosen menjelaskkan
kadang ka bingung karena putus-putus ki suaranya dosen, jadi itumi
kendalanya.
(If it is not easy, it's also not because there are some obstacles such as
networks. So when lecturer explain, sometimes we are confused
because the lecturers' voices are choked up, so that is obstacle).
R.10.7: Terus apakah dengan menggunakan pembelajaran online memotivasi
anda untuk lebih tertarik dalam mengikuti proses belajar?
(Does online learning motivate you to be more interested in
following the teaching and learning process?)
S.10.7: Beuhh, kalau memotivasi yah nda ji juga, tapi kalau tertarik yah
tertarik ka karena nda pernah pi ku dapat toh selama sekolah, kuliah
ki baru di dapat.
(If you motivate, well, not really, but if you are interested, you are
indeed interested because you have never gotten it before during
school. We got obline learning at the university).
R.10.8: Terus apakah dengan pembelajaran online mampu membangun
interaksi antara mahasiswa dengan mahasiswa lainnya?
(Is online learning able to build interaction between students and other
students?)
S.10.8: Menurutku kurang ki, beda sama pembelajaran tatap muka kalau di
kelas. Karena bisa ki interaksi langsung sama teman dan dosen juga,
jadi lebih baguslah kalau tatap muka saja.
(Not bad but different from direct learning because we can interact
directly with eman and lecturers. So even better when learning
directly or face to face).
R.10.7: Iye, apakah anda menerima materi yang di sampaikan oleh dosen
dengan baik ketika menggunakan pembelajaran online?
(Do you receive material that is taught by lecturers well when using
online learning?)
S.10.7: Nda ji juga, yah lumayan lah. Katena itu kendalnya jaringan ee.
(Not bad because it is constrained by the network).
R.10.8: Lalu bagaimana pengalaman ta selama menggunakan pemeblajaran
online?
(How was your experience using online learning?)
S.10.8: Jadi pembelajaran online itu penting ki juga iiya, karena zaman
sekarang toh serba tehnologi mi, canggih mi begitu ee. Ini juga bagus
ji pembelajaran online tapi baiknya sebelum ki di mulai untuk mata
kuliah pembelajaran online, di fasilitasi ki jaringan begitu ee sama
dosen atau kampus.
(So online learning is also important. Because now is the age of all-
technology, already sophisticated. Online learning is also good but it
would be better when before doing online learning, we are facilitated
in advance by the campus network or the lecturers themselves).
R.10.9: Terus bagaimana tanggapan ta ketika pembelajaran online di
terapkan di semua mata kuliah atau semua dosen pakai pembelajaran
online?
(How do you respond when online learning is applied in all courses or
all lecturers who apply?)
S.10.9: Aduhh kalau saya jangan mi, mungkin 10 tahun ke depan bolehlah
atau bisa mi di terapkan ketika infrastruktur kampus memadaai
banget mi begitu ee. Cukup mi itu kalau 1 dosen atau 1 mata kuliah
yang terapkan di setiap 1 semester.
(I don't think it's necessary. Maybe in the next 10 years it can be when
the campus infrastructure is adequate. I think there is only one lecturer
or one subject who applies it every semester).
R.10.10: Terus apa solusi ta tentang pembelajaran online kedepannya?
(What is your solution about online learning going forward?)
S.10.10: Yah mungkin dari dosen bagus kalau na ajari ki tentang aplikasi lain
lagi yang bisa di pakai sebagai media pembelajaran toh.
(From the lecturer it might be good to tell or teach about applications
that can be used as learning media.)
R.10.11: Okey, terimakasaih banyak di atas waktunya.
(Thank you very much for your time and participation.)
S.10.11: Iye sama- sama.
(Yes, you are welcome.)
R.10.12: Assalamualaikum
(Assalamualaikum)
S.10.12: Waalaikumussalam.
(Waalaikumussalam).
DOCUMENTATION
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CURRICULUM VITAE
HASNIDAR was born on February, 3rd
1997 in Tatae. She is
youngest child of H.Dolo and Siloi. She has two sisters and
one brother. She started her study at SDN 45 Tatae and
graduated in 2009. She continued her study at SMPN 1
Duampanua and graduated in 2012. Then she studied in SMAN 2 Pinrang and
finished in 2015. She was accepted at Muhammadiyah University of Makassar as
A Student of English Education Department in 2015.
At the end of her study, she could finish with her thesis under the title “Students’
Perception of Using Online Learning Materials (A Decriptive Qualitative
Research in Muhammadiyah University of Makassar)