14032022-Skuy-Essay Inggris

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Indonesian English Learners Challenges in Developing Their Skills In The Midst of

Global Pandemic.

Global pandemic brings a huge changes in many aspect of lives. Health issues,

national policy, new normal lifestyle, and learning problems. A million of students are

suggest to not not attend school, while learning activity is still need to conduct. Most of the

school in Indonesia are changing their methods of learning, from face to face in classes

become online learning through apps, especially for English language teaching and learning.

Most face to face classrooms are slowly transforming into online classes (Lee & Lee, 2019;

Nugroho & Mutiaraningrum, 2020). Some previous studies have discussed this changes in

various countries. Ja’ashan (2015), for instance, investigated students’ perception and

attitudes on hybrid learning for English courses. In this hybrid learning, 20% to 75% of the

course content was delivered online. Through a questionnaire employed in his study, it was

concluded that students’ perception and attitudes towards blended learning were generaly

positive.

Due to the Covid-19 pandemic in the beginning of 2020, Indonesia tries out the

implementation of EFL online classes just like many countries. The implementation of online

classes was decided nationwide, since the education policy made by Ministry of Education

decided to apply a rule to change the offline classes into online in March 2020. This decision
was taken based on the global and national situation of Covid-19 outbreak. This policy

applied for shcools and universities. After experiencing online classes for around fourteen

days, all schools and universities were suggested to do online class for longer period of time.

Even some universities decided to do online classes for the whole semester. This drastic and

sudden changes results in an unexpected reactions from teachers and students. The sudden

alter of formal interaction in classroom into casual computerized learning past classroom

clearly leads to a few results. To begin with, it shocks not as it were teachers and students

but also school administrators and authorities since the circumstance of worldwide

widespread has not been forecasted already (Amin & Sundari, 2020). Second, in order to

maintain the efficacy of language acquisition as it is accomplished in face-to-face classroom

contact, teachers and students must adapt to the emergency online teaching and learning

(Abdulkareem & Eidan, 2020). Third, moving from face-to-face classroom interaction to

online educating and learning brings a number of challenges, preferences, and drawbacks

both for teachers and students (Ivone et al., 2020; Satar, 2018). As a result, in this instance,

teachers' and students' attitudes and perceptions of emergency remote teaching and learning

become critical in order to perform successful online learning activities.

The use of digital platforms such as applications, learning management systems, and

social networking sites in English teaching and learning is not new, given the increased

growth of technology in this twenty-first century teaching. To improve the efficacy of


teaching and learning, today's language learning has widely integrated a variety of digital

technologies, social media, and virtual worlds (Lam et al., 2018; Nugroho &

Mutiaraningrum, 2020). So for a result, teachers must be conscious of the usage of digital

devices in the classroom, as it has a substantial impact on the development of language

learners. Online learning is a method of teaching and learning that makes use of the internet

and learning platforms. Online learning, as defined by Ade Kusuma in La Ode Anhusadar, is

a learning process that employs information technology, in this case the internet, as a means

of information distribution, engagement, and facilitation. Adijaya & Lestanto, on the other

hand, noted that online learning is simple because it merely uses programs that are connected

to the internet (Swari, 2020). Online learning entails more than just web-based presentations

and information dissemination. Bazan (2016) also noted that online education begins when

instructors transition from a regular classroom to an online one. Students are guided through

online learning activities by online teachers. Long before the course begins, the experiences

are frequently planned and constructed. Without deliberate attempts to create a healthy social

atmosphere, online learning could feel lonely. As a result, when teaching online, a teacher

must encourage students to establish a positive online learning environment and assist

students in engaging in peer interactions.

The challenges faces as a results of changes in language learning lessons from a

perspective of the students are, the students' lack of confidence and communication during
virtual sessions has made it much more difficult for them to properly say or utter the words

(Sayuti, Teh, Saimi, Bakar, Dawawi, & Mohamad, 2020). Because they are uncertain,

reluctant, and afraid of making mistakes, learners have difficulties expressing themselves.

They frequently lack sufficient vocabulary and practice, making it difficult for them to speak

English fluently (Syafiq, Rahmawati, Anwari, & Oktaviana, 2021). Learners become anxious

when they are deprived of language content because they are unable to speak. Even if they

have something to say, they are unable to do it for fear of making grammatical errors and

being ridiculed by their peers (Meinawati, Harmoko, Rahmah, & Dewi, 2020).

Even though teachers engage ESL students in interesting and enjoyable activities that

encourage them to speak in class, it is difficult to do so in the online mode because not all

students are comfortable with E-learning, and it is even more difficult for teachers to get

feedback from passive students (Kaur & Aziz, 2020). Learners are frequently placed in

situations where they must learn languages on their own during the COVID-19 epidemic,

according to Adedoyin and Soykan (2020). As a result, they struggle to understand and

conquer the obstacle.

During this crisis, all institutions, including the government, universities, and

telecommunications firms, should take the appropriate safeguards to ensure that ESL students

have access to online teaching and learning. Reducing the accessibility issue will ultimately
boost learners' motivation and success while also preventing serious mental health issues that

have harmed certain students. Furthermore, in order to endure COVID-19, both learners and

educators must be emotionally and physically prepared to adjust to this new learning method,

as it is our "new norm."

Finally, the purpose of this paper is to inform key authorities, such as institutional

administrators, Ministry of Education personnel, and policymakers, on the relevance of

speaking skills during the COVID-19 pandemic. This is to ensure that they develop

successful tactics and apply them to online teaching and learning, so that no learner is left

behind in using the target language.


Refferences

Adedoyin, O. B., & Soykan, E. (2020). COVID-19 Pandemic and Online Learning:

The Challenges and Opportunities. Interactive Learning Environment .

https://doi.org/10.1080/10494820.2020.1813180

Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching

activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1),

49–76. https://doi.org/10.18326/rgt.v13i1.49-76

Ja’ashan, M. M. N. H. (2015). Perceptions and Attitudes Towards Blended Learning

for English Courses: A Case Study of Students at University of Bisha. English Language

Teaching, 8(9), 40–50.

Kaur, D., & Aziz, A. A. (2020). The Use of Language Game in Enhancing Students’

Speaking Skills. International Journal of Academic Research in Business and Social

Sciences, 10, 687-706. https://doi.org/10.6007/IJARBSS/v10-i12/8369

Lam, Y. W., Hew, K. F., & Chiu, K. F. (2018). Improving argumentative writing :

Effects of a blended learning approach and gamification. ELT Journal, 22(1), 97–118.
Lee, J. S., & Lee, K. (2019). Informal digital learning of English and English as an

international language: The path less traveled. British Journal of Educational Technology,

50(3), 1447–1461. https://doi.org/10.1111/bjet.12652

Nartiningrum, N. & Nugroho, A. (2020). Classroom Activities for Teaching

Speaking: Voices of Indonesian EFL Learners. Jurnal Pendidikan Bahasa, 9(1), 35-46.

doi.10.31571/bahasa.v9i1.1689

Sayuti, H. A. M., Teh, G. A., Saimi, W. M. S. A., Bakar, M. A., Dawawi, S. N. A.,

& Mohamad, M. (2020). Using Gold Standard Project Based Learning for Intermediate Year

Three Pupils to Enhance English Speaking Skill: A Conceptual Paper. Creative Education,

11, 1873-1889. https://doi.org/10.4236/ce.2020.1110137

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