Thesis Dita Aulia Putri

A THESIS
A SURVEY ON THE EFFECTIVENESS OF ONLINE

LISTENING CLASSES DURING THE COVID-19 PANDEMIC
AT ENGLISH DEPARTMENT OF UNIVERSITAS RIAU
By
Dita Aulia Putri
Reg. No. 1805111008
THE ENGLISH STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
TEACHERS TRAINING AND EDUCATION FACULTY
UNIVERSITAS RIAU
2022
ACKNOWLEDGEMENT
i
TABLE OF CONTENTS
ACKNOWLEDGEMENT..................................................................................................i
TABLE OF CONTENTS...................................................................................................ii
LIST OF TABLE..............................................................................................................iv
LIST OF APPENDICES....................................................................................................v
CHAPTER I.......................................................................................................................1
1.1 Background........................................................................................................1
1.2 The Formulation of the Problem........................................................................4
1.3 The Objective of the Research............................................................................5
1.4 The Needs for the Research...............................................................................5
1.5 The Definition of Key Terms...............................................................................5
CHAPTER II......................................................................................................................7
2.1 Online Learning..................................................................................................7
2.1.1 Learning......................................................................................................7
2.1.2 Government Regulations regarding guidelines for the Implementation of
Learning during the Covid-19 Pandemic....................................................................7
2.1.3 The Definition of Online Learning...............................................................8
2.1.4 The Facilities of Online Learning.................................................................8
2.1.5 The Characteristics of Online Learning.......................................................9
2.1.6 The Applications of Online Learning.........................................................10
2.1.7 Advantages and Disadvantages of Online Learning..................................11
2.1.8 The Benefits of Online Learning...............................................................12
2.2 Listening...........................................................................................................13
2.2.1 The Definition of Listening........................................................................13
2.2.2 The Definition of Listening Comprehension.............................................15
2.2.3 Challenges of Learning Listening Comprehension....................................15
2.2.4 The Benefits of Online Learning for Listening...........................................17
2.3 Related Studies.................................................................................................18
CHAPTER III...................................................................................................................20
3.1 The Design of the Research..............................................................................20
3.2 Place and Time of the Research.......................................................................20
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3.3 The Population and Sample of the Research....................................................21
3.4 The Data Collection Technique.........................................................................21
3.5 The Research Instrument.................................................................................22
3.6 Data Analysis....................................................................................................25
CHAPTER IV..................................................................................................................27
4.1 Finding..............................................................................................................27
4.2 Discussion.........................................................................................................36
CHAPTER V....................................................................................................................39
5.1 Conclusions......................................................................................................39
5.2 Recommendations...........................................................................................39
BIBLIOGRAPHY............................................................................................................41
APPENDIX......................................................................................................................47
iii
LIST OF TABLE
Table 3. 1 The Timeline of Research Activities..............................24

Table 3. 2 Total Population of the Research...................................25
Table 3. 3 The Information Regarding the Score...........................26
Table 3. 4 The BluePrint of the Questionnaire...............................26
Table 3. 5 Score Scale Rating...........................................................29
Table 3. 6 The Description Interpreting of the Data......................30
Table 4. 1 The Results of the General Information of the Respondents.........30

Table 4. 2 Results Of Respondent's Answers To Learning Process Indicator
................................................................................................................................31
Table 4. 3 The Descriptive Statistic of Learning Process Indicator................32
Table 4. 4 Results Of Respondent's Answers to Technical Indicator.............33
Table 4. 5 The Descriptive Statistic of Technical Indicator.............................34
Table 4. 6 Results Of Respondent's Answers To Support Indicator...............34
Table 4. 7 The Descriptive Statistic of Support Indicator................................35
Table 4. 8 The Recapitulation Findings of All Indicators................................36
Table 4. 9 Students’ Score of Listening Comprehension 3 Subject.................37
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LIST OF APPENDICES
Appendix 1. Research Instrument......................................................................47

Appendix 2. The Recapitulation Findings of All Indicators............................52
Appendix 3. List of listening Comprehension Scores 3 Students’ English
Department Of Universitas Riau........................................................................55
Appendix 4. The Output of Validity Test..........................................................58
Appendix 5. The Output of Reliability Test......................................................63
Appendix 6. The Research’s Data......................................................................64
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CHAPTER I
INTRODUCTION
1.1 Background
The government has declared a policy to minimize activities outdoor activities

and stay at home appeal until the Covid-19 pandemic has eased. The Covid-19
pandemic, has adverse effects on a range of sectors, including education. To
prevent the spread of the coronavirus, the government imposed the Large-Scale
Social Restriction (PSBB) policy, which required all activities outside the home to
be reduced until the Covid-19 virus ends (Nafrin & Hudaidah, 2021). As a result,
to limit the spread of Covid-19, the teaching and learning process resorted to
online.
According to UNESCO (2020), the COVID-19 virus has affected more than
1.5 billion students and teenagers globally, resulting in the closure of schools and
universities. The instructional process should proceed in these unprecedented
circumstances and alternatively, the government has instructed teachers and
students to switch from conventional to online learning. Teachers use online
learning to allow students to meet teachers remotely during the learning process
when they are learning and teaching from different locations through virtual
meetings (Hardini et al., 2021).
Online learning is a system that allows students to learn more broadly and in a
variety of ways. Students can learn whenever and wherever they want because of
the system's features, which allow them to be unrestricted by distance, place, or
time. According to Riyana (2015), the study resources are more diverse, not only
in terms of textual form, but also in terms of visual, audio, and motion. In the
implementation of online learning, the most influential thing in virtual learning is
that the learning system is more flexible when compared to conventional learning
systems in university. The engagement between teachers and students will be
more practical with online learning and the learning process can take place in any
place that is convenient for students to focus.
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Online learning is also known as internet-based experiential learning. It is
intended that through using electronic-based learning, problems in learning such
as access, quality, and social justice in the field of education will be solved.
According to their learning requirements, lecturers and students can use a wide
base of support and learning technologies (Suryaningsih, 2022). The rapid
advancement of computer science technology must be exploited to the fullest
extent possible. Even though the covid-19 virus is still spreading around the
world, students and lecturers must adapt to this new pattern in order for teaching
and learning to keep going.
Students of the English Department of Universitas Riau used a conventional

learning system in teaching and learning activities before the implementation of
the online learning system. Conventional learning is a teaching method that
requires teachers and students to meet in one location at the same time. This
conventional learning process takes place face to face with educators and students
interacting directly. In conventional learning, educators tend to dominate learning
activities, resulting in passive learning for students.
When a lecturer conducts online learning, they must be ready to provide

material online and get used to using electronic devices to present the material.
After that, the lecturer must be more innovative in preparing learning materials so
that students do not get bored while studying online. Likewise, students must
process materials and information about learning independently and actively in
online learning. The independence and activeness of students will have an impact
on their learning activities.
The facilities of online learning are a means that works as an intermediate in

the transmission of content or information during the teaching and learning
process. Laptops, computers, smartphones, tablets, mobile data, and Wi-Fi
network are examples of the facilities for online learning. The facilities of online
learning must be supported by applications or software that can be used
throughout the learning process. There are several applications or software
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available now that can support the learning process, providing online learning
more practical and accessible. The following are examples of applications or
software that support the learning process such as Zoom Meeting, Google
Classroom, Google Meet, YouTube, WhatsApp, some even use the Instagram
application in online learning activities.
Several electronic programs are used by lecturers in the English Department

of Universitas Riau to facilitate online learning. Educators use Google Classroom
to share learning materials, conduct question-and-answer sessions, and as a
channel for students to submit homework. Then, lecturers use Zoom Meeting and
Google Meet to hold virtual meetings with students to deliver materials. Then
lecturers used Google Forms to share attendance lists, quizzes, and post questions
online. Next, lecturers instruct the students to use the YouTube software. Students
can use this software to watch video-based media on their learning as well as also
post videos related to what they have learned. Last but not least, lecturers
communicate with students through the WhatsApp application. Lecturers can
communicate with their students and deliver instructions or announcements about
course material by using the Whatsapp group feature.
The Minister of Education and Culture of Indonesia appealed through Circular

No. 4 the Year 2020 concerning the implementation of education policies in the
emergency period of the spread of coronavirus disease (Covid-19) that
conventional learning activities are shifted to online learning. Because students
are required to study independently at home, this is a new habit for students of the
English Department of Universitas Riau. Students' difficulties in carrying out the
learning process amid the Covid-19 pandemic will be caused by internal factors
and external factors (Noviati, 2020). External factors include facilities such as
electronic devices and the economy. Internal factors include students' enthusiasm
and interest in the application of online learning.
According to Nurkhamidah (2021), Universities in Indonesia have quickly

followed government directives and closed their campuses to protect their
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lecturers, students, and staff from the spread of Covid-19. As a result, learning
activities do shift to online learning. It also happened in the English Department
of Universitas Riau. Institutions must adapt their teaching strategies and materials
to the current environment, including learning the four English skills, especially
listening courses, because listening is a necessary skill to learn other English
skills, listening is one skill that (Yunita, W., & Jumiyanti, 2020). For teachers and
students at this particular university, practicing students' listening skills in a
comprehensive online format is a whole new experience. Teachers have difficulty
choosing the best platform to support online listening teaching activities.
Meanwhile, during face-to-face learning, live recordings are presented using

audio technology to make it easier for teachers to manage classes. In contrast,
audio for virtual meetings needs to be supplied to a specific platform. Then,
students must download the learning material to access and listen to it, or the
lecturer will play the recording in a virtual meeting, which will result in some
students not being able to hear the audio properly due to poor internet connection.
This study investigated the effectiveness of online listening classes during the
Covid-19 pandemic at the English Department of Universitas Riau. By analyzing
the formulation above, the focus of this research is on making a scientific
contribution to the field of education. Furthermore, this topic is critical to
investigate because it can impact the thinking of students enrolled in online
listening classes during the Covid-19 pandemic.
1.2 The Formulation of the Problem
Based on the background of the study, the problem is formulated as

follows: “How is the effectiveness of online listening classes during the Covid-19
pandemic on the English Department of Universitas Riau?”
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1.3 The Objective of the Research
The objective of the study is to see the effectiveness of online listening

classes during the Covid-19 pandemic on the English Department of Universitas
Riau.
1.4 The Needs for the Research
This research is expected to give benefits both theoretically and practically

as follows:
1.2.1 Theoretically
This research is expected to be used as a reference to develop knowledge

about the effectiveness of online listening classes during the Covid-19 pandemic.
1.2.2 Practically
This research is hoped to be helpful to the readers such as lecturers,

students, and other researchers who need to write and are working on a similar
study, as well as give a beneficial impact on the quality of research on the
effectiveness of online listening classes during the Covid-19 Pandemic.
1.5 The Definition of Key Terms
1.5.1 Effectiveness of Learning
Effectiveness is a state in which learning objectives are met following

the implemented curriculum and constructive behavioral changes take place in
educational settings (Susanto, 2013). So, this research activity can be used as a
standard for the impact of an online listening class at the English Department,
Faculty of Teacher Training and Education, Universitas Riau, during the Covid-19
pandemic.
1.5.2 Online learning

Online learning is a newer or upgraded variation of distant learning.
Online learning has snowballed because it has significant advantages in terms of
5
distance, place, and time, more manageable and better access to a wider variety
and higher amount of information, and cutting costs (C. Dong et al., 2020). In this
study, online learning refers to new habits in educational conditions during the
COVID-19 pandemic, which requires English Department students of Universitas
Riau to study unrestricted by distance, place, or time.
1.5.3 Listening
According to Mendelsohn (1994), listening is the ability to interpret the

intended meaning of the speaker, in addition to other skills such as processing
linguistic forms such as speaking speed, understanding the messages contained in
learning, and recognizing different genres. In this study, Listening class measures
how well online listening classes had performed during the pandemic in the
English Department, Universitas Riau.
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CHAPTER II
THEORETICAL FRAMEWORK
2.1 Online Learning
2.1.1 Learning
Education is a conscious and planned effort to create a learning
atmosphere and learning process so that students actively develop their potential
to have religious-spiritual strength, self-control, intelligence, personality, noble
character, and skills needed for themselves, society, nation, and state. As stated in
Law Number 20 of 2003 concerning the National Education System Chapter I
article 1 paragraph 1, Teaching and learning is one form of education. The
interaction between teachers and students is influenced by educational values.
Teaching is conducted to attain specific goals that have been established before
the start of the class (Asrori, 2016). As a result, educational interactions are
related to learning activities. Instructors carefully organize teaching activities by
making use of everything for educational purposes.
Based on the explanation above, it can be concluded that learning is a

carefully organized educational activity that allows the student to realize their full
potential to build religious-spiritual power, self-control, intellectual personality,
noble character, and skills for themselves, society, nation, and state.
2.1.2 Government Regulations regarding guidelines for the

Implementation of Learning during the Covid-19 Pandemic
The global Covid-19 pandemic has already had a significant effect on
almost every element of human life, including education. As mandated by a joint
decree of four ministers (SKB 4 Menteri Tentang Panduan Penyelenggaraan
Pembelajaran Di Masa Pandemi Covid-19, 2020) , the government has arranged
the learning process during the covid-19 pandemic. They decided that learning
would have to be conducted remotely and virtually during the Covid-19
pandemic. The same phenomenon happened at the University of Riau, which
transitioned from conventional to distant study. In the Covid-19 pandemic,
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educational institutions have chosen to adopt online learning to keep learning
activities ongoing. Virtual learning is a type of learning that takes place through
the internet between lecturers and students in different locations. In another way,
the distant learning method blends learning principles with technological
advancements.
2.1.3 The Definition of Online Learning

Belawati (2019) assumed that learning that takes place through the internet is
known as online learning. Learning is more than merely sharing learning materials
over the internet. In online learning, there is a process of online teaching and
learning activities in addition to online learning materials. As a result, online
learning is a type of interaction that takes place as part of the learning process.
Interaction in learning refers to interactions between the learner and the teacher or
facilitator, as well as interactions with other students and the learning content.
Online learning is a method that allows the student to learn more broadly,
more extensively, in a more diverse manner (Riyana, 2015). Students can learn
whenever and wherever they want because of the system's features, which allow
them to be unrestricted by distance, place, or time. The study resources are more
diverse, not only in terms of textual form, but also in terms of visual, audio, and
motion.
Based on the foregoing, it may be inferred that online learning is learning that
takes place through the internet and is not constrained by distance, place, or time.
Interaction between students and teachers is also a part of online learning. The
learning materials available are also more varied.
2.1.4 The Facilities of Online Learning

Fatimah (2020) said that the facilities of online learning are tools used to
support the learning process. This is required for learning activities to proceed
efficiently. In addition, it is written in the circular letter of the Director General of
Higher Education of the Ministry of Education and Culture number
821.E.E1/SP/2020 (SKB 4 Menteri Tentang Panduan Penyelenggaraan
8
Pembelajaran Di Masa Pandemi Covid-19, 2020) regarding the program for
providing internet quotas for students and lecturers, which program aims to
support remote implementation during the Covid-19 pandemic. In other words,
during this pandemic, the government provides facilities in the form of internet
quotas for students and lecturers so that the learning process using the distance
learning system can run well, and can also reduce costs during the Covid-19
pandemic for students and lecturers.
Online learning facilities such as laptops, smartphones, computers, quota or

multimedia via computer networks are used in its implementation. Students will
be able to access or acquire information about learning resources more easily with
these services. Similarly, lecturers can easily present or supply learning materials
with learning facilities so that students can study well.
2.1.5 The Characteristics of Online Learning

A conventional learning system is not the same as an online learning
system. According to Rofifah (2021), online learning has the following
characteristics: (1) Interactivity, can be defined as human-to-human
communication enabled by the internet network. Using the Zoom Meeting
application, (2) Independence, someone who is willing to learn independently,
with or without the help of others in the learning process. (3) Accessibility, course
resources are easily possible to get in an internet connection, (4) Enrichment, the
offering of a learning program for students who have achieved mastery in their
studies based on predetermined success criteria, For example, giving practice
questions as enrichment.
With the explanation above, we can know that the characteristics of online
learning are different from conventional learning. In online learning activities,
students are expected to be more interactive in online classes, study
independently, have access to learning materials, and do practice questions given
by the lecturer.
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2.1.6 The Applications of Online Learning
Online learning media can be defined as media that are equipped with
user-operable controllers that allow users to control and access what they need,
such as downloading subject matter resources (Arnesti & Hamid, 2015). Some
applications are used as online learning media such as:
Zoom Meeting is a cloud-based video conferencing software for video

conference, teleconferences, webinars, meetings recordings, and live chat (Barron,
2020). By using Zoom Meetings, students and lecturers can connect in the form of
video conferences to carry out the virtual learning process. Similarly, Google
Meet is application teachers can provide material through facilities for sharing
videos, recordings, materials, PowerPoint, learning modules, learning activity
sheets, and learning resources that can be obtained from the internet (Pujiasih,
2020). In sum, these video conference applications will make it easier for lecturers
and students to carry out online learning.
Google Classroom is a Google educational program that allows students to

create space virtually. This software can make the learning process easier for both
lecturers and students. It is eco-friendly to use Google Classroom because it no
longer needs paper to gather assignments (Edward, 2021). Google Classroom can
be a platform for lecturers and students to interact with each other in teaching and
learning activities so that learning can run well and effectively.
YouTube, in Indonesia, YouTube is the most popular digital platform.

YouTube is not only used for entertainment, it can also be used for learning or
gaining knowledge. YouTube can be used as a learning tool in the context of
education. Students can use this platform to find and share material in the form of
knowledge and practice on their own (Mujianto, 2019). Thus, YouTube can be a
useful instructional resource and can be used as a teaching method to collect
references for the teaching and learning process. It also supports trendy style of
learning.
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Google Forms or google forms is a tool that can help in sending surveys,
planning an event, gathering information efficiently and easily. Google Forms is a
service from Google that is included in Google Drive along with Google Docs,
Google Slides, and Google Sheets. On the google form there are survey responses
processed into a circle graph (Jahroh, 2018). Google Forms makes online learning
and learning activities more easy. Using this platform, lecturers can effortlessly
distribute forms to fill up attendance lists, give quizzes, and to provide exams.
WhatsApp is an application that functions to send instant messages

(Messenger Instances), but if you look at it based on its main function, WhatsApp
is similar to the SMS (Short Messege Service) application that is commonly used
on older phones. However, WhatsApp does not use direct credit like SMS, but
uses internet services. As long as the phone is still connected to the internet
service, users can send messages. Not only that, users can send soft files with the
extension Pdf, docs, and various other types of documents (Pustikayasa, 2019). In
the field of education, WhatsApp can function as a tool of communication
between lecturers and students. Lecturers can provide teaching materials,
announcements, instructions, and control students through this platform. So,
Whatsapp is very useful for those who undergo online and offline learning.
2.1.7 Advantages and Disadvantages of Online Learning

According to Fatimah (Fatimah, 2020), online learning has several advantages,
such as:
1) Teachers and students can effortlessly communicate via the internet at

any time the communication activity is conducted, regardless of
distance, location, or time.
2) Regular and scheduled teaching materials are available over the internet
for teachers and students.
3) If necessary, students can review the material at any time and from any
location. Access to the internet will make it easier for students to obtain
more information about the teaching materials they are learning.
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4) Teachers and students can hold online discussions that are accessible to
a large number of students.
5) Passive students can become more active.
6) Learning becomes more efficient because it can be done at any time and
from any location, which is especially beneficial for individuals who
live a long-distance away.
Although there are benefits to online learning, it is not without

disadvantages, Fatimah (2020) said that discovered in their research:
1) Teachers and students' face-to-face interactions become or even

become between students themselves.
2) Business is more important than the social and intellectual aspects
of online learning.
3) Learning is mostly focused on the tasks assigned by the teacher
through the books provided.
4) Teachers must improve their knowledge of ICT-based learning
strategies (Information Communication Technology).
5) Students that are unmotivated to learn are more likely to fail.
6) In certain areas, internet access is not even available due to
problems with energy, telephone, and computers.
7) poor internet connection for students studying at home
8) Lack of internet ready gadgets for all students at home
9) Limited study space at home
2.1.8 The Benefits of Online Learning

The effect of technology on almost every part of human life, including
education, has been significant. Online learning has exploded in popularity due to
its many advantages for everyone. According to Rofifah (2021), the following are
the benefits of online learning:
1) Student
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Students can learn more flexibly with online learning because they can
access learning materials or information wherever and whenever. This is
in stark contrast to face-to-face learning, in which the learning process
must be brought to class.
2) Lecturer
For lecturers, the advantages of online learning are: (1) faster updates on
the content to be presented, (2) more time to investigate and enhance
their knowledge, and (3) the ability to monitor student learning patterns.
3) Universities
The college is implementing learning that complies with the criteria of
the online learning system, and it supports a cooperative attitude between
lecturers and lecturers, as well as lecturers and students, in dealing with
learning problems.
2.2 Listening
2.2.1 The Definition of Listening

Listening is the most crucial aspect of learning a foreign language, which
is how people communicate everyday life to grasp what the speaker is trying to
convey to others (Harmer, 2001). It highlights that listening calls for the listener's
active participation. Similarly, listening is a "receptive skill" in which individuals
form opinions based on what they hear. In essence, listening differs from hearing
in its meaning. Sound analysis is a necessary part of the active listening process.
Listening, on the other hand, can only passively perceive sound.
Listening is understanding what the other person is saying and being able to
identify. This process includes knowing the speaker's accent or pronunciation,
grammar and vocabulary, and understanding meaning. These four actions can all
be performed at once by a skilled listener (Hamouda, 2013). Meanwhile, Gilakjani
& Sabouri (2016) said that listening is the ability to understand native speakers at
an average speed. Listening is the process of understanding what is heard and
organizing it into lexical elements whose meaning can be understood. As a
complex process of interpretation in which listeners match what they hear with
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what they already know, listening helps us understand the world around us and is
a crucial element in creating successful communication.
Xu (2011) said that active listening is also an interpretive process. Listening

used to be thought of as the exact decoding of a message. Listening involves
subtle interpretation. Although the interpretive concept has long been accepted in
the reading context, it has taken significantly longer to do so in the listening
context. Its acceptance directly affects our notions of ‘correctness’—it requires an
acknowledgment of the inherent variation in listeners’ comprehension of what
they hear and of the importance of context and non-linguistic variables in this
interpretation. In other words, listening is used to be considered a process of
delivering messages. Along with the times, listening is a subtle interpretive
process in which context and non-linguistic variables have an essential role in this
knowledge.
According to Akmal et. al (2022), listening is a crucial skill for learning

English and is used frequently in daily life. In listening classes, students often
encounter numerous difficulties. Courses in listening are challenging for some
students. Students experience problems due to inadequate speakers, indistinct
voices, a lack of language proficiency, and a lack of focus in listening classes. It is
preferable to employ specific strategies to overcome obstacles while dealing with
them. Before beginning the learning process, it is critical to pinpoint the barriers
preventing students from comprehending the material. Different problems require
various approaches to be overcome. Systems are needed to increase listening's
effectiveness and accessibility.
Everyone agrees that mastering all four language skills, including listening,
is critical to success in learning a second language. Similarly, listening is paying
attention and trying to get information or meaning from what we hear. Knowledge
of the speaker's accent or pronunciation, grammar, and vocabulary is a process in
listening activities.
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2.2.2 The Definition of Listening Comprehension
According to Gilakjani & Sabouri (2016), the understanding of listening as
a process of interaction in which the listener is involved in constructing meaning.
Students can understand the subject through sound identification, prior
knowledge, grammatical structure, stress and intonation, and other linguistic or
non-linguistic indicators. Similarly, Idrissova et. al., (2015) explained that
listening comprehension is being aware of what the other person is saying and
understanding it. This process includes comprehending the speaker's accent or
pronunciation, grammar, vocabulary, and meaning. A proficient listener can
complete all of these tasks at once. Students who can manage these things
concurrently and do well are considered competent.
According to Seyedeh (2016), listeners participate in the continuous

production of meaning as part of the complicated, interactive process known as
listening comprehension. In addition to using linguistic, paralinguistic, or even
non-linguistic information in contextual utterances, listeners perceive oral input
based on sound discrimination, past vocabulary and grammar knowledge, stress
and intonation, and other factors.
Based on the definitions above, we can conclude that listening

comprehension is a learning science that discusses interactive processes that can
produce meaning. Through this learning material, students can be aware of what
other people are saying and can understand the meaning conveyed. In listening
comprehension, students can identify sounds, vocabulary, grammar, linguistics
and non-linguistic indicators, intonation, accent, and sense.
2.2.3 Challenges of Learning Listening Comprehension

In the listening education process, there are a few issues in delivering
learning materials. According to Ha & Ngo (2021), there are a number of
difficulties that students may face across while learning to listen, such as:
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1. Accent
According to Goh (1999), 66% of students believe that an accent severely

influences how effectively someone is received. Students will experience various
listening difficulties when they hear an accent for the first time—the uniqueness
of native speakers' accents and speaking patterns. Students require the best
support possible from their lecturers because this challenge frequently makes the
classroom more challenging. For students to effectively handle challenges in
class, the listening process must be carried out through multiple steps, each of
which must be guided by the teacher.
2. Speed
Wang & Chuang (2015) said that speed is the essential factor that makes
the listening aspect complicated. When the lecturer presents the material rapidly,
the words could be difficult for the students to grasp. Students cannot review the
lecturer's speaking speed during the learning process; in this situation, it will
cause misunderstandings. Meanwhile, students only have a limited chance to
listen again the material spoken.
3. Technological Devices
The challenge with developing listening comprehension is that common

electronic devices might impair students' ability to listen. Based on Susilowati
(2020) regarding technology, lecturers should pick simple gadgets for students to
use. Lecturers must use the most effective and efficient technology, equipment, or
system, keeping in mind that not all Indonesian students reside in urban regions.
The choosing of incorrect technology gadgets will burden students with low
internet connectivity. Furthermore, choosing the wrong hardware, software, or
expensive systems will create new difficulties for parents of students whose
financial assistance has been impacted by the outbreak. Thus, lecturers must
consider it carefully and reasonably to ensure every student learns effectively.
Without question, this presents a difficulty for lecturers.
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4. Attitude
Purwanto et. al (2021) assumed the students' enthusiasm is one of the most
critical aspects affecting listening comprehension. Even the slightest distraction
will impair learning when it comes to listening comprehension. If the topic is
attractive to the students, it will be simpler for them to comprehend the listening
material. Additionally, students' attitudes about listening—whether positive or
negative—can impact their performance in various ways. During the listening
process, students are prone to become passive, which causes monotony and
resistance to listen.
Ultimately, while participating in the listening learning process, students

must be able to face adversity such as accent, speaking speed, gadgets, and ethics.
For students to improve their online listening learning performance during the
Covid-19 outbreak, they must be able to overcome these challenges.
2.2.4 The Benefits of Online Learning for Listening

According to Ma’fiyah et al. (2021), learning listening via online learning
offers several advantages whoch are divided into two factors; internal and
external. The internal factors include students’ physical condition and motivation
as well as interest. During online learning, students can still join the classroom no
matter how their physical condition is. Even when the they are sick, the students
are still able to continue to join listening classes as usually they only need to listen
and aren’t asked to do any physical activity. Then in online learning, it was
discovered that students usually are more motivated to study listening. The reason
is because they are aware how important listening is and find that learning online
using social media or websites is appealing (Parisi, 2015). Meawnhile, the
external factors involve learning materials, methods, and media. In online
learning, there are many platforms online that provide listening materials as
attractive as possible so that it helps increase students’ mood during lessons and
keeps them from feeling bored quickly. Also, students can access a lot of
17
authentic materials such as recordings from the native speakers themselves, which
in return trains their listening skills. In addition, online learning allows students to
study at their own pace, in which they can learn whenever and wherever they want
as long as they are connected with the internet.
2.3 Related Studies
Earlier relevant studies are conducted to determine how a scientific paper

has differences and similarities to previous studies to minimize duplication or
similarity of research in the same course of research. As a result, the researcher
selected 7 samples from previous studies that shared findings with the researcher's
research. Some of the research findings would be as follows:
First, a study by Kuntarto (2017), analyzed The Effectiveness of Online
Learning Models in Indonesian Learning in Universities. This study uses a mixed
methodology. Questionnaires and tests were used to collect data. The findings of
this study indicate that online learning is effective in Indonesian language lectures
in the S-1 program; the learning model has been able to increase students'
absorption of subject matter by more than 81% using only conventional learning
models, and based on the results of the questionnaire, the subject believes that
online learning has provided a new experience that is more challenging than
conventional learning. The goal of this research is to create an online learning
model and use it to improve the effectiveness of Indonesian language lectures at
universities.
Next, Wijaya (2015) analyzed the implementation of E-learning at SMP
Negeri 10 Yogyakarta showed that in terms of Human Resources and terms of
material, the use of e-learning is still low, the implementation of e-learning in
terms of infrastructure is good in terms of hardware and software owned by the
school. The implementation of e-learning has not gone well so implementation is
still constrained. This study aims to describe the implementation of e-learning in
SMP Negeri 10 Yogyakarta while the researcher discussed the effectiveness of
online listening class during the covid-19 pandemic.
18
Then, a study by Hariyati (2020) investigated an analysis of online English
learning in the Covid-19 pandemic at senior high school. According to the results
of the data analysis, the teacher has a positive attitude toward learning English
online and believes that the process of learning English is easier with online
learning. Students also have a favorable impression of learning English online,
believing that it makes the process of learning English easier and that it fosters
students' independent learning attitudes. This study discusses an analysis how is
teachers' perceptions and how students’ perceptions of online English learning in
the Covid-19 Pandemic.
Next study was conducted by Y. Dong & Liu (2020) investigated An
Investigation into Students’ Agentic Engagement in Online English Listening
Learning. Based on the results, The participants in this study included 43 second-
year non-English majors and 46 freshmen. The results of the study reveal the need
of raising teachers' knowledge of student agent participation and the requirement
for a more efficient e-learning platform. The investigation's findings have some
implications for how future English listening programS should be created.
Last, a study was conducted by Nurkhamidah (2021) analyzed Students’
Perspective on Material and Activities in English Listening Class During
Pandemic. This study looks into student viewpoints that are crucial for raising the
standard of listening classes. Students from STKIP Media Nusantara Citra's
English Education program participated in this study. Data from interviews and
questionnaires were gathered qualitatively. According to the findings, students
have a favorable opinion of how the lecturers' materials affect their motivation to
learn, the value of the material, the quantity and difficulty of the material and
activities, the variety of the material and activities, the value of the pre- and post-
listening activities, the caliber of the audio, and the suitability of the worksheet.
According to previous research, using online learning systems during the

Covid-19 virus was successful. These studies' topic appears to have been explored
by other researchers. The writer is still interested in investigating this research
even though other researchers have already done it. The population, sample,
19
research location, and data collection methods are thus what set this study apart
from several other studies.
20
CHAPTER III
RESEARCH METHODOLOGY
3.1 The Design of the Research
The design of this research is descriptive quantitative. A survey is one of

the quantitative research method (Sugiyono, 2017). The survey approach was used
to ask the respondents about their views, opinions, and behavior regarding the
study. When respondents respond to questions using the desired variables, these
questions become more specific.
3.2 Place and Time of the Research
This research was conducted at the English Department, FKIP, Universitas

Riau, Bina Widya KM. 12.5 Simpang Baru, Tampan District, Pekanbaru city,
Riau Province. The time of the research was in the even semester of the
2021/2022 academic year from November 2021 to October 2022.
Table 3. 1 The Timeline of Research Activities

No. Activity MONTHS
JUNE JULY AUG SEPT OCT NOV DEC
1. Proposal Seminar ˅
2. Revision and ˅ ˅
Preparation for Data
Collection Process
3. Data Collection ˅ ˅
Process
4. Data Analysis ˅
Process
5. Writing the Report ˅ ˅
6. Preparation and ˅
Findings Seminar
7. Revision and ˅ ˅
Preparation for
Comprehension
Exam
21
3.3 The Population and Sample of the Research
The population is a generalization area made up of objects/subjects with

specific attributes and characteristics that the researcher has chosen to study and
make conclusions from (Sugiyono, 2017). So, the population encompasses not
only humans but also things and other aspects of nature. The population of an
object or subject is more than simply a number; it also contains all of the
attributes that the object or subject contains. The population of this research is the
sixth semester students of the English Department, Faculty of Teacher Training
and Education, Universitas Riau.
Table 3. 2 Total Population of the Research

Class Total
Class 6A 39
Class 6B 38
Class 6C 41
Total 118
The sample is part of the population that is used as the object of direct
observation and for concluding (Nuryadi et al., 2017). The sample must be
properly represented to ensure that the research conclusions are accurate. Using a
total sampling technique, all of 119 sixth semester students of the English
Department of Universitas Riau were taken as samples of this research.
3.4 The Data Collection Technique
The research instrument used in this study is a questionnaire. The

questionnaire was adopted from a questionnaire by Nurani & Widiati (2021). The
procedure of the data collecting process can be seen below:
a) The researcher provided a questionnaire in the form of a Google Form.
b) The researcher distributed the questionnaire to 118 respondents
via WhatsApp.
22
c) The researcher directed respondents to read and fill out the questionnaire
by the statement items provided.
d) The researcher waited for 118 respondents to finish filling out the
questionnaire.
e) The researcher reviewed the responses that respondents sent.
f) The researcher analyzed the data according to the statement items
provided.
3.5 The Research Instrument
The following research instrument was adopted to collect the research

data:
1. Questionnaire
A questionnaire is a data collection method in which respondents are
given a set of questions or written statements to answer. Each
instrument item's responses are scored on a Likert Scale that ranges
from Strongly Agree (5) to Strongly Disagree (1). The questionnaire
was distributed online via a Google Form (Sugiyono, 2017).
Table 3. 3 The Information Regarding the Score

Descriptions Score
A Strongly agree 5
B Agree 4
C Neutral 3
D Disagree 2
E Strongly disagree 1
The questionnaire was adopted from that of a previous study by Nurani &
Widiati (2021) consisting of 30 items. The blueprint of the questionnaire can be
seen in the following table:
23
Table 3. 4 The BluePrint of the Questionnaire
No. Indicators Sub- Statements Statement
Number
Indicators
1. Learning Promoting the desire to learn 1

Process
Identifying topics or materials clearly 3
Understanding materials completely 4
Promoting critical thinking skills. 7
Promoting the need of developing 8

listening skills
Satisfaction
Perceiving the benefits 15
Preferring to join than the face-to-face 20

class
Understand better than face-to-face 21

learning
Having more difficulties in 30

understanding the materials than in
face-to-face learning
Having the opportunity to interact with 2

other students
Easy to contact the lecturer 12

Interaction
The lecturer provides online discussion 13
forums
2. Technical Having enough time to listen 5
Downloading the materials 6
Easiness Accessing the materials or recordings 17
Reopening or repeating the materials or 18

recording
Often perceive the difficulties in online 23

listening
Internet connection 24
24
Technical problems such as power 25
failure and runs out of battery
Problems
Spending most of internet quota 26
Internet quota for education from 29

government and/or campus cannot be
used optimally
3. Support More comfortable than face-to-face 16

classes
No interruption during the learning 19
Getting free internet quota for education 22

Environment from government and/or campus
Cannot focus to learn 27
Annoyed by the surrounding crowded 28
Providing virtual meetings 9
Explaining the materials before giving 10

the tasks
Lecturer’s
strategies Giving feedback in every lecture 11
Giving e-book and/or printed book 14

related to the materials
The SPSS (Statistical Product and Service Solution) Application Version

25 for Windows was used to analyze the survey's data. Using this software, the
researcher analyzed the questionnaire's validity and reliability. The percentage for
each question was calculated statistically using the information from the students'
Likert scale questionnaires.
The way to check the validity is to enter the results of the students'
answers into SPSS,and change the score according to the Likert scale. and make a
grand total. then, select the analyst menu, select correlate, and select bivariate.
25
then the results will appear. The basis of taking the validity test is judging from
the Significance (Sig.)
1. If the Significance value < 0.05 = valid
2. If the Significance value > 0.05 = invalid
From the results of the questionnaire data, Sig. all questionnaire items < 0.05.
Therefore, all questionnaire items are valid.
Then, to see the reliability of the questionnaire, we can see the value of
Cronbach's alpha. In the SPSS, select the analyzed menu, then select scale, and
select reliability analyst, then the results of Cronbach Alpha will appear.
According to Riadi (2016), the questionnaire is said to be reliable if the Cronbach
alpha value is > 0.6. From the results of the questionnaire data, it can be seen that
Cronbach's alpha is 0.750, therefore the questionnaire can be said to be reliable.
2. Documentation
According to Sugiyono (2017), documentation is a method used to obtain

data and information in the form of books, archives, documents, writings, figures,
and images in the form of reports and information that can support research, then
documentation is used to collect data and then analyze it. Therefore, the
documentation used in this study is the achievement of the listening
comprehension 3 course obtained by the 2019 batch of students.
Furthermore, to interpret the secondary data on the effectiveness of online

listening classes, the researcher used the grade scale to know the level’s score.
Score scale can be seen below:
Table 3. 5 Score Scale Rating

Letter Scale Level
A 3.76 – 4.00 Very Good
A- 3.51 – 3.75
B+ 3.01 – 3.50 Good
B 2.76 – 3.00
B- 2.51 – 2.76
26
C+ 2.01 – 2.50 Enough
C 1.76 – 2.00
C- 1.51 – 1.75 Bad
D 1.01 – 1.50
E 0 – 1.00 Very Bad
(Source : Buku Pedoman 2017/2018 Fakultas Keguruan dan Ilmu Pendidikan)
3.6 Data Analysis
The researcher used descriptive statistics to analyze the data in this study.
According to Sugiyono (2017), descriptive statistics are used to analyze the data
collected through a questionnaire. To do this, the researcher used SPSS 25
software to get the results of the data analysis. After that, the findings were
described and concluded in percentages. The procedure of data analysis process is
as follows:
a) The researcher used the questionnaire data to sort the respondents' data.
b) Respondents' data was updated with the information that had been
obtained.
c) The researcher utilized the SPSS 25 software to analyze the respondents'
responses
d) The researcher used percentage statistics to analyze respondents' responses
to see how the effectiveness of online listening classes during the Covid-
19 pandemic at the English Education Department of Universitas Riau
In addition, to interpret the data on the effectiveness of online learning

classes, the researcher used a 5-point Likert Scale and each scale had a descriptive
interpretation or descriptive equivalent. Descriptive interpretation or descriptive
equivalent can be seen below:
Table 3. 6 The Description Interpreting of the Data

Range Score Descriptions
4.5 - 5 Very high effective
3.5 – 4.49 High effective
2.5 – 3.49 Quite Effective
27
1.4 – 2.49 Less effective
0.5 - 1.49 Not Effective
(Santiago, A. C., & Somera, 2010)
28
CHAPTER IV
FINDING AND DISCUSSION
4.1 Finding
In this section, the researcher describes the findings of the research that
had been carried out to determine the effectiveness of online listening classes
during the Covid-19 pandemic at the English Department, Universitas Riau. As
stated in Chapter III, the total sampling technique was applied in this study. That
means all students of the batch 2019 of the English Study Program at Universitas
Riau were taken as samples. The research instrument used is a questionnaire
adopted from that of Nurani & Widiati (2021) containing 30 items. The researcher
distributed this questionnaire via Google form to the students. Then to analyze the
data, the researcher used descriptive statistics to see the effectiveness of online
classes during the Covid-19 pandemic at the English Department of Universitas
Riau. The following are the descriptions and explanations of the research findings.
Table 4. 1 The Results of the General Information of the Respondents

Respondents Frequence Percentage (%)
Overview
Age
19 1 0.8
20 6 5.1
21 89 75.4
22 20 16.9
23 1 0.8
24 1 0.8
Class
A 38 32.2
B 39 33.1
29
C 41 34.7
Gender
Female 95 80.5
Male 23 19.5
Total 118 100
The first is the general information of the respondents. Based on Table 4.1,
The majority of respondents are aged 21 or 22 years old with a frequency of 109
and a percentage of 92.3%; and the majority gender is female, with a frequency of
95 and a percentage 80.5%.
Descriptive Analysis Results

Table 4. 2 Results of Respondent's Answers to Learning Process Indicator
No. statements SD D N A SA Sum Mean
0 10 8 44 56 118
Promoting the desire
1 4.24
to learn 0% 8.5% 6.8% 37.3% 47.4% 100%
3 14 12 60 29 118
Identyfying topics or
3 3.83
materials clearly
2.5% 11.9% 10.2% 50.8% 24.6% 100%
0 45 8 46 19 118
Understanding
4 3.33
materials completely
0% 38.1% 6.8% 39% 16.1% 100%
1 15 12 69 21 118
Promoting critical
7 3.80
thinking skills
0.8% 12.7% 10.2% 58.5% 17.8% 100%
Promoting the need 0 8 7 74 29 118

8 of developing 4.05
listening skills 0% 6.8% 6% 62.7% 24.6% 100%
0 7 7 77 27 118
Perceiving the
15 4.05
benefits
0% 6% 6% 65.2% 22.9% 100%
Preferring to join 2 54 12 31 19 118

20 than the face-to-face 3.09
class 1.7% 45.8% 10.2% 26.3% 16.1% 100%
30
Understand better 5 46 12 36 19 118
21 than face-to-face 3.15
learning 4.2% 39% 10.2% 30.5% 16.1% 100%
Having more
difficulties in 7 38 12 43 18 118
30 understanding the 3.23
materials than in
face-to-face learning 6% 32.2% 10.2% 36.4% 15.2% 100%
Having the
opportunity to 12 54 8 30 14 118
2 2.83
interact with other
students 10.2% 45.8% 6.8% 25.4% 11.9% 100%
Easy to contact the 4 11 8 70 25 118

12 3.86
lecturer
3.4% 9.3% 6.8% 59.3% 21.2% 100%
The lecturer provides

1 5 6 67 39 118
13 online discussion 4.17
forums
0.8% 4.2% 5.1% 56.8% 33.1% 100%
Average 2.5% 21.7% 7.9% 45.7% 22.2% 100% 3.63
Based on Table 4.2, item 1 with a statement “Promoting the desire to

learn” has the highest mean score of 4.24. That means the students agreed that
online learning increasese their motivation to learn English listening. Then item
13 with a statement “The lecturer provides online discussion forums” gets the
second highest mean score of 4.17. This indicates that learning Listening through
online learning is easier because there are many platforms where the students can
discuss with one another. Then item 8 with a statement “Promoting the need of
developing listening skills” has a mean score of 4.05. The reason is because in
online learning, students have to listen more than to watch in order to understand
the lessons.
Overall, most students answered 'agreed' with a percentage of 45.7%,
followed by 'strongly agree' with a percentage of 22.2%. On the whole, the mean
score of all items is 3.63, included in the range of 'highly effective' (Santiago &
Somera, 2010). Therefore, it can be concluded that online listening classes were
highly effective in terms of the learning process.
31
Table 4. 3 The Descriptive Statistic of Learning Process Indicator
Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation
Learning Process Q1 118 2 5 4.24 .912
Learning Process Q2 118 1 5 2.83 1.256
Learning Process Q3 118 1 5 3.83 1.015
Learning process Q4 118 2 5 3.33 1.148
Learning process Q7 118 1 5 3.80 .911
Valid N (listwise) 118
As can be seen from Table 4.3, item number 1 has the highest average
value on the learning process indicator (4.24), indicating that online listening
classes operate very effectively during the COVID-19 pandemic because online
learning encourages students to pursue independent study. Meanwhile, the lowest
average value found in statement item 2 (2.83), denoting online learning, was
quite effective because of the lack of interaction between students. Thus, it can be
inferred that most students agreed that online listening classes during the Covid-
19 pandemic were highly effective, especially regarding the learning process.

Table 4. 4 Results of Respondent's Answers to Technical Indicator
No. Statements SD D N A SA Sum Mean

Having enough time to 0 22 4 60 32 118
5 3.86
listen 0% 18.6% 3.4% 50.9% 27.1% 100%
Downloading the 1 13 8 48 48 118

6 4.09
materials
0.8% 11% 6.8% 40.7% 40.7% 100%
Accessing the
0 6 5 66 41 118
17 materials or 4.20
recordings 0% 5.1% 4.2% 56% 34.7% 100%
32
Reopening or 0 7 6 64 41 118
18 repeating the materials 4.18
or recording 0% 6% 5.1% 54.2% 34.7% 100%
Often perceive the 3 44 9 53 9 118
23 difficulties in online 3.18
listening 2.5% 37.3% 7.6% 44.9% 7.6% 100%
6 41 8 42 21 118
24 Internet connection 3.26
5.1% 34.7% 6.8% 35.6% 17.8% 100%
Technical problems
2 10 6 69 31 118
25 such as power failure 3.99
and runs out of battery 1.7% 8.5% 5.1% 58.5% 26.3% 100%
Spending most of 4 65 2 34 13 118

26 2.89
internet quota
3.4% 55.1% 1.7% 28.8% 11% 100%
Internet quota for
education from 5 66 9 19 19 118
29 government and/or 2.84
campus cannot be
4.2% 56% 7.6% 16.1% 16.1% 100%
used optimally
Average 2% 25.8% 5.4% 42.8% 24% 100% 3.61
From Table 4.4, item 17 with a statement “Accessing the materials or

recordings” has the highest mean score of 4.20. That means in online learning, it is
easy for students to access recordings in order to practice their listening skills.
Then item 18 with a statement “Reopening or repeating the materials or recording ” gets
the second highest mean score of 4.18. This indicates that in online learning,
students are able to access their listening materials as often as possible. Then item
6 with a statement “Downloading the materials” has a mean score of 4.09. This shows
that online learning allows students to download the materials for listening so that
they can open them at anytime and anywhere.
Concerning the technical indicator, the answer 'agree' has the highest
average (42.8%) followed by 'disagree' (25.8%). As a whole, the total percentage
of agreement is still higher than that of disagreement by 66.7%. The total mean of
all items of technical indicator is 3.61. Following the classification by Santiago
and Somera (2010), this number is in the range of 'highly effective', indicating
online learning to be highly effective for listening classes in terms of its
technicalities.
33
Table 4. 5 The Descriptive Statistic of Technical Indicator
Minimu Maximu Std.
Technical Q5 118 2 5 3.86 1.020
Technical Q6 118 1 5 4.09 .996
Technical Q17 118 2 5 4.20 .746
Technical Q18 118 2 5 4.18 .780
Technical Q23 118 1 5 3.18 1.099
Technical Q24 118 1 5 3.26 1.250
Technical Q25 118 1 5 3.99 .901
Technical Q26 118 1 5 2.89 1.190
Technical Q29 118 1 5 2.84 1.233
Valid N 118
(listwise)
From Table 4.5, it can be seen that the highest average value on the
technical indicator is statement of item 17 (4.20), while the lowest one is
statement of item 29 (2.84). Technically, students can access learning materials
and recordings easily because the internet quota provided by the government or
campus can be used optimally. So, the students agreed that online listening classes
during the pandemic were highly effective.

Table 4. 6 Results of Respondent's Answers to Support Indicator
No. Statements SD D N A SA Sum Mean

More comfortable than 5 50 12 35 16 118
16 3.06
face-to-face classes 4.2% 42.4% 10.2% 29.7% 13.5% 100%
No interruption during 1 47 8 37 25 118

19 3.22
the learning
0.8% 39.8% 6.8% 31.4% 21.2% 100%
Getting free quota for
education from 6 5 6 29 72 118
22 4.32
government and/or
campus 5.1% 4.2% 5.1% 24.6% 61% 100%
3 48 6 51 10 118
27 Cannot focus to learn 3.14
2.5% 40.7% 5.1% 43.2% 8.5% 100%
Annoyed by the 7 17 6 64 24 118
28 3.69
surrounding crowded 6% 14.4% 5.1% 54.2% 20.3% 100%
9 Providing virtual 1 6 7 57 47 118 4.21
meetings
34
0.8% 5.1% 6% 48.3% 39.8% 100%
0 8 10 47 53 118
Explaining the materials
10 4.23
before giving the tasks
0% 6.8% 8.5% 39.8% 44.9% 100%
Giving feedback in 1 8 10 63 36 118

11 4.06
every lecture
0.8% 6.8% 8.5% 53,4% 30.5% 100%
Giving e-book and/or
1 9 10 56 42 118
14 printed book related to 4.09
the materials
0.8% 7.6% 8.5% 47.5% 35.6% 100%
Average 2.3% 18.6% 7.1% 41.3% 30.6% 100% 3.78
According to Table 4.6, item 22 with a statement “Getting free quota for
education from government and/or campus” has the highest mean score of 4.32.
That means students agreed that they got support from the government in the form
of quota, so that they can learn online more easily and efficiently. Then item 10
with a statement “Explaining the materials before giving the tasks” gets the
second highest mean score of 4.23. This indicates that during online learning, the
students receive explaination about the materials first from the lecturer before
given a task. Then item 9 with a statement “Providing virtual meetings” has a
mean score of 4.21. This shows that in online learning, the students study trough
virtual meetings which are easy to join wherever they are.
Overall, based on the support indicator, the percentage of agreement
(agree and strongly agree) is 71.9%. The total mean score of support indicator is
3.78, which is classified as 'highly effective' according to Santiago and Somera
(2010) classification. For this reason, it can be claimed that the students had high
support and aid in learning online listening classes during the Covid-19 pandemic,
making the learning process to be highly effective.
Table 4. 7 The Descriptive Statistic of Support Indicator

Minimu Maximu Std.
Support Q9 118 1 5 4.21 .836
Support Q10 118 2 5 4.23 .871
Support Q11 118 1 5 4.06 .860
35
Support Q12 118 1 5 4.09 .906
Support Q16 118 1 5 3.06 1.200
Support Q19 118 1 5 3.32 1.226
Support Q22 118 1 5 4.32 1.093
Support Q27 118 1 5 3.14 1.127
Support Q28 118 1 5 3.69 1.130
Valid N 118
(listwise)
Table 4.7 exhibits that the highest average value on the support indicator is
the statement of item 22 (4.32) whereas the lowest is that of item 16 (3.06).
Therefore, it can be seen that students get incentives from the government or
campus in the form of internet quotas for education, which aids them to obtain
learning materials and recordings and helps them take virtual meetings easily. In
short, it can be concluded that the students got high support to take online
listening classes during the Covid-19 pandemic, encouraging the learning to be
highly effective.
Table 4. 8 The Recapitulation Findings of All Indicators

No. Indicators Statements Mean
1. Learning Statement 1 4.24

Process
Statement 3 3.83
Statement 4 3.33
Statement 7 3.80
Statement 8 4.05
Statement 15 4.05
Statement 20 3.09
Statement 21 3.15
Statement 30 3.23
Statement 2 3.83
Statement 12 3.86
36
Statement 13 4.17
2. Technical Statement 5 3.86
Statement 6 4.09
Statement 17 4.20
Statement 18 4.18
Statement 23 3.18
Statement 24 3.26
Statement 25 3.99
Statement 26 2.89
Statement 29 2.84
3. Support Statement 16 3.06
Statement 19 3.22
Statement 22 4.32
Statement 27 3.14
Statement 28 3.69
Statement 9 4.21
Statement 10 4.23
Statement 11 4.06
Statement 14 4.09
Average 3.70
(for more detail can be seen in the appendix)
37
According to Table 4.8, the total agreement of the students regarding the
survey is 69%, resulting in an average score of 3.70. Using the classification by
Santiago and Somera (2010), thIs score is included in the range of 'highly
effective'. Therefore, the researcher concluded that the effectiveness of online
listening classes at the English Department at Universitas Riau during the Covid-
19 pandemic is high. In other words, these online classes were highly effective for
learning listening skills.
Table 4. 9 Students’ Score of Listening Comprehension 3 Subject
No. Grade Score Total SUM

Students
1 A 4.00 8 32
2 A- 3.75 9 33.75
3 B+ 3.50 32 112
4 B 3.00 49 147
5 B- 2.75 18 49.5
6 C+ 2.50 2 5
AVERAGE 118 3.21
(for more detail can be seen in the appendix)
To support the findings, the researcher also used secondary data which is
the students’ score of listening comprehension 3 subject. As can be seen from the
table, in the listening comprehension class, there are 49 students who achieved B,
32 students got B+, 18 students got B-, 9 students got A-, 8 students got A, and
only 2 students got C+. Overall, the mean score of the students' achievement in
Listening Comprehension class is 3.21. This value is in the range B+, classified as
'good’.
4.2 Discussion
In this section, the researcher discussed the research findings and related
them to previous studies. Firstly for the indicator of learning process, the highest
score is item 1 with 56 students (47.5%) strongly agreeing with the statement that
online listening classes increase their learning desire. Then it is also discovered
that the total mean score of the indicator is 3.63, which is included in the range of
'highly effective' (Santiago, A. C., & Somera, 2010). Therefore, the English
38
Department students of Universitas Riau agreed that the effectiveness of the
learning process of online listening classes was high. In short, they found the
learning process to be highly effective to help them study English listening. This
was reflected on their learning achievement in the Listening Comprehension class,
where the mean score is 3.21, categorized as B+ (good).
This finding is similar to that of the research by Kuntarto (Kuntarto, 2017)
entitled The Effectiveness of Online Learning Models in Indonesian Language
Lectures in Higher Education. He also found that the online learning system was
running successfully because the online learning model had been able to increase
student absorption of course material and give a new experience that was more
challenging than the conventional or face-to-face learning. Additionally, Hariyati
(2020) discovered that teachers and students have positive perceptions about
online learning during the pandemic. Teachers and students responded that the
process of learning English with an online learning system ran more easily and
fostered students' independent learning attitudes. Owing to this, it can be claimed
that this study backs up the results of previous studies and shows that online
learning during the Covid-19 pandemic was carried out successfully.
Secondly, for the technical indicator, item 17 gained the highest value
with 66 students (55.9%) agreeing that learning materials and recordings of
listening courses could be accessed easily. Then it is discovered that the total
mean score of this technical indicator is 3.61. Following the classification by
Santiago and Somera (2010), this number is in the range of 'highly effective'.
Thus, the English Department students of Universitas Riau agreed that the
effectiveness of online listening classes was high in terms of its technicalities.
Fatimah (2020) says students can repeat the material anytime and anywhere with
online learning. By accessing the internet, students found it easier to get additional
information related to the teaching materials they are studying, which in this case
related to listening.
Lastly, for the support indicator, the highest value was obtained at item
22, which contains a statement about getting an internet quota for education
facilitated by the government and campus. Around 72 (61%) students strongly
39
agreed with this statement because most Riau University English Education
students did get an internet quota for education from the government. Also, the
total mean score of this indicator is 3.78, categorized as 'highly effective'
according to Santiago and Somera (2010) classification. As a result, it can be
determined that the students had high support and aid in learning online listening
classes during the Covid-19 pandemic, making the learning process to be highly
effective. Pham (2012) stated that the implementation of online learning required
accommodation, either at a low level that requires intensive or at a high level that
requires training on student skills. Based on the findings, online listening classes
during the Covid-19 pandemic at the Universitas Riau's English Department were
highly effective.
Of all the indicators of online learning effectiveness, the indicator of
support has the highest mean score of 3.78. This denotes that the students believed
that online learning is effective for listening classes because of the support they
got particularly from the lecturer and the government. From the lecturer, the
students claimed that virtual meetings that the lecturer conducted to explain the
lessons are interesting and managed to motivate them to study listening (Ma’fiyah
et al., 2021). Then from the government, the students received the internet subsidy
to carry out online learning. This program of internet subsidy by the government
was able to overcome the need for internet quota which was required in online
learning (Bramastia, 2021). As a result, this distribution of quotas in stages in
education made the process of teaching and learning activities run smoothly.
Moreover, the provision of internet quota managed to ease the economic burden
on students and their parents in purchasing internet packages (Sajida & Ranjani,
2020).
Different from this research, a study by Dong & Liu (2020) entitled An
Investigation into Students' Agentic Engagement in Online English Listening
Learning found the involvement of student agents in e-learning courses is at a
moderate level. There is a lack of teacher-to-student interaction and student-to-
student interaction. Moreover, student engagement is not correlated with their
online test scores. Similar to this research, Wijaya (2015) discovered that there
40
were limitations in the ability of teachers to apply e-learning in schools, human
resources that were not optimal in implementing e-learning implementation, the
absence of an e-learning website, and awareness of all parties. In short, their
studies found that the importance of e-learning in advancing education in schools
was still low.
To conclude, the total mean score of the findings is 3.70. Using
classification by Santiago and Somera (2010), this number is categorized as
'highly effective'. That means the effectiveness of online listening classes during
the COVID-19 pandemic at the English Department of Universitas Riau were
high. This also reflects on the students' learning achievement in the listening
comprehension class, which is classified as 'good'. Therefore, these online classes
were highly effective for students to study English listening.
41
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions
After conducting the research, there were several conclusions that

can be drawn by the researcher. Firstly, the learning process of online listening
classes was highly effective. In other words, the students agreed that online
classes had an effective process to help them learn English listening. Secondly,
the technicalities of online listening classes were high. In short, online classes
offered easier and more effective facilities to aid the students learn English
listening. Thirdly, the online listening classes provided high support and aid for
students. To put it simply, the students received much help in online learning to
study listening effectively. In conclusion, to answer the research question, the
effectiveness of online listening classes during Covid-19 pandemic at the English
Department of Universitas Riau is high. This also reflects on the students' learning
achievement in the listening comprehension class, which is classified as 'good'.
Therefore, these online listening classes were highly effective for students to
study English listening.
5.2 Recommendations
After analyzing the study's findings, the researcher wants to make some
recommendations based on this research.
Students need to increase their desire to learn more because it can improve
student learning performance, especially when studying learning materials that are
difficult to learn in online learning situations.
The next recommendation is for lecturers to comprehend the challenges

that online learning may present for students. In order to make students feel
comfortable and to enhance the effectiveness of online learning, lecturers should
42
develop instructional materials and a pleasant, innovative learning environment,
especially for online listening classes.
To assist their learning activities during online learning, universities as

institutions responsible for providing adequate education must provide support in
the form of learning modules, infrastructure, internet data etc. By taking this
action, the university or institution can increase the effectiveness of online
education for studying listening classes.
For other researchers, this research can be one of the references for further
research regarding online learning, especially about its effectiveness, to listening
classes. Also, as there are still many other abilities that needed to be learned in
order to master English language, it is suggested to further researchers to conduct
a study concerning the effectiveness of online learning for other parts of English
skills.
Last but not least, the researcher expects that the results of this research
can be developed and implemented to inform the creation of online listening
activities and materials for upcoming listening-focused classes.
43
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49
APPENDIX
Appendix 1. Research Instrument
Name: ………………….
Reg. Number: ................
Age: ...............................
Batch: ............................
Class: …………………..
Gender: ..........................
DIRECTIONS:
There are 30 statements in this questionnaire about the effectiveness of online

listening class during the covid-19 pandemic at English Education Department of
Universitas Riau. Please choose the best options for each statements below based
on your experience when doing online listening class during the covid-19
pandemic.
Descriptions:
5: strongly agree
4: agree
3: neutral
2: disagree
1: strongly disagree
No. Statements 5 4 3 2 1
1 Online listening course(s) promote my

desire to learn.
(Kursus mendengarkan online mendorong

keinginan saya untuk belajar.)
50
2 During the online listening course(s), I
have ample opportunities to interact with
other students.
(Selama kursus mendengarkan online, saya

memiliki banyak kesempatan untuk
berinteraksi dengan siswa lain.)
3 During the online listening course(s), I can

identify the topic or material of the day
clearly.

dapat mengidentifikasi topik atau materi
hari itu dengan jelas.)

understand the listening material
completely.

dapat memahami materi mendengarkan
sepenuhnya.)

have enough time to listen to the
recordings.

memiliki cukup waktu untuk mendengarkan
rekaman.)

download listening materials or recordings
in every lecture easily.

dapat mengunduh materi mendengarkan
atau rekaman di setiap kuliah dengan
51
mudah.)
7 Online listening course(s) promote my

critical thinking skill development.
(Kursus mendengarkan online

mempromosikan pengembangan
keterampilan berpikir kritis saya.)
8 Online listening course(s) meet my need to

develop listening English skills.
(Kursus mendengarkan online memenuhi

kebutuhan saya untuk mengembangkan
keterampilan mendengarkan bahasa
Inggris.)
9 During the online listening course(s), the

lecturer always provides virtual meeting
which is easy to join.
(Selama kursus listening online, dosen

selalu menyediakan pertemuan virtual
yang mudah diikuti.)

lecturer explains the materials via an
online platform or application before
giving the tasks.
(Selama kursus mendengarkan online,

dosen menjelaskan materi melalui platform
atau aplikasi online sebelum memberikan
tugas.)

lecturer always gives feedback about the
materials in every lecture.
52
(Selama mata kuliah listening online,
dosen selalu memberikan feedback tentang
materi di setiap perkuliahan.)

lecturer is approachable and can be
contacted easily when I need help

dosen mudah didekati dan dapat dihubungi
dengan mudah ketika saya membutuhkan
bantuan)

lecturer provides online discussion forums,
chats, or other uses.
(Selama kursus listening online, dosen

menyediakan forum diskusi online,
chatting, atau penggunaan lainnya.)
14 The lecturer gives an e-book or printed

book related to the listening materials.
(Dosen memberikan e-book atau buku

cetak yang berkaitan dengan materi
listening.)
15 I perceive the benefits of online listening

course(s).
(Saya merasakan manfaat dari kursus

mendengarkan online.)
16 I feel more comfortable joining the

listening course(s) online than offline
(face-to-face).
53
(Saya merasa lebih nyaman mengikuti
kursus mendengarkan online daripada
offline (tatap muka).
17 Listening materials or recordings can be

accessed easily.
(Mendengarkan materi atau rekaman

dapat diakses dengan mudah.)
18 I can reopen or repeat the materials or

recordings anytime and anywhere
(Saya dapat membuka kembali atau

mengulang materi atau rekaman kapan
saja dan di mana saja)
19 I can follow the online listening course(s)

seamlessly without any interruption.
(Saya dapat mengikuti kursus

mendengarkan online dengan lancar tanpa
gangguan)
20 I prefer to join listening course(s) online

than offline (face-to-face).
(Saya lebih suka mengikuti kursus

mendengarkan online daripada offline
(tatap muka).)
21 I can understand better if I join listening

course(s) online than via offline (face-to-
face).
(Saya dapat memahami lebih baik jika

saya mengikuti kursus mendengarkan
54
secara online daripada melalui offline
(tatap muka).)
22 I get the internet quota for education from

the government and/or from campus.
(Saya mendapatkan kuota internet untuk

pendidikan dari pemerintah dan/atau dari
kampus.)
23 I often perceive the difficulties of online

listening course(s).
(Saya sering merasakan kesulitan dalam

kursus mendengarkan online.)

often have a problem with the internet
connection.

sering mengalami masalah dengan koneksi
internet.)
25 During the online listening course(s),

technical problems such as power failure,
and runs out of battery may appear.

masalah teknis seperti kegagalan daya,
dan kehabisan baterai mungkin muncul.)
26 Online listening course(s) spend most of

my internet quota.
(Kursus mendengarkan online

menghabiskan sebagian besar kuota
internet saya.)
55
cannot focus to learn or listen to the
materials.

tidak bisa fokus untuk belajar atau
mendengarkan materi.)

often feel annoyed by the crowd around
me.

sering merasa terganggu oleh orang
banyak di sekitar saya.)
29 Internet quota for education from the

government and/or from campus cannot be
used optimally.
(Kuota internet untuk pendidikan dari

pemerintah dan/atau dari kampus tidak
dapat digunakan secara maksimal)

have more difficulties understanding the
listening materials than during the face-to-
face course(s).

memiliki lebih banyak kesulitan memahami
materi mendengarkan daripada selama
kursus tatap muka.)
56
Appendix 2. The Recapitulation Findings of All Indicators
No. Indicators Statements SD D N A SA Sum Mean
1. Learning Promoting the 0 10 8 44 56 118 4.24

Process desire to learn
0% 8.5% 6.8% 37.3% 47.4% 100%
Identifying 3 14 12 60 29 118 3.83

topics or
materials 2.5% 11.9% 10.2 50.8% 24.6% 100%
clearly %
Understanding 0 45 8 46 19 118 3.33

materials
completely 0% 38.1% 6.8% 39% 16.1% 100%
Promoting 1 15 12 69 21 118 3.80

critical
thinking 0.8% 12.7% 10.2 58.5% 17.8% 100%
skills. %
Promoting the 0 8 7 74 29 118 4.05

need of
developing 0% 6.8% 5.9% 62.7% 24.6% 100%
listening skills
Perceiving the 0 7 7 77 27 118 4.05

benefits
0% 6% 6% 65.2% 22.9% 100%
Preferring to 2 54 12 31 19 118 3.09

join than the
face-to-face 1.7% 45.8% 10.2 26.3% 16.1% 100%
class %
Understand 5 46 12 36 19 118 3.15

better than
face-to-face 4.2% 39% 10.2 30.5% 16.1% 100%
learning %
Having more 7 38 12 43 18 118 3.23
57
difficulties in
understanding
the materials 6% 32.2% 10.2 36.4% 15.2% 100%
than in face- %
to-face
learning
Having the 12 54 8 30 14 118 3.83

opportunity to
interact with 10.2% 45.8% 6.8% 25.4% 11.9% 100%
other students
Easy to 4 11 8 70 25 118 3.86

contact the
lecturer 3.4% 9.3% 6.8% 59.3% 21.2% 100%
The lecturer 1 5 6 67 39 118 4.17

provides
online 0.8% 4.2% 5.1% 56.8% 33.1% 100%
discussion
forums
2. Technical Having 0 22 4 60 32 118 3.86

enough time
to listen 0% 18.6% 3.4% 50.9% 27.1% 100%
Downloading 1 13 8 48 48 118 4.09

the materials
0.8% 11% 6.8% 40.7% 40.7% 100%
Accessing the 0 6 5 66 41 118 4.20

materials or
recordings 0% 5.1% 4.2% 56% 34.7% 100%
Reopening or 0 7 8 64 41 118 4.18

repeating the
materials or 0% 6% 5.1% 54.2% 34.7% 100%
recording
Often 3 44 9 53 9 118 3.18

perceive the
difficulties in 2.5% 37.3% 7.6% 44.9% 7.6% 100%
online
58
listening
Internet 6 41 8 42 21 118 3.26

connection
5.1% 34.7% 6.8% 35.6% 17.8% 100%
Technical 2 10 6 69 31 118 3.99

problems such
as power 1.7% 8.5% 5.1% 58.5% 26.3% 100%
failure and
runs out of
battery
Spending 4 65 2 34 13 118 2.89

most of
internet quota 3.4% 55.1% 1.7% 28.8% 11% 100%
Internet quota 5 66 9 19 19 118 2.84

for education
from 4.2% 56% 7.6% 16.1% 16.1% 100%
government
and/or campus
cannot be
used
optimally
3. Support More 5 50 12 35 16 118 3.06

comfortable
than face-to- 4.2% 42.4% 10.2 29.7% 13.5% 100%
face classes %
No 1 47 8 37 25 118 3.22
interruption
during the 0.8% 39.8% 6.8% 31.4% 21.2% 100%
learning
Getting free 6 5 6 29 72 118 4.32

internet quota
for education 5.1% 4.2% 5.1% 24.6% 61% 100%
from
government
and/or campus
59
Cannot focus 3 48 6 51 10 118 3.14
to learn
2.5% 40.7% 5.1% 43.2% 8.5% 100%
Annoyed by 7 17 6 64 24 118 3.69

the
surrounding 6% 14.4% 5.1% 54.2% 20.3% 100%
crowded
Providing 1 6 7 57 47 118 4.21

virtual
meetings 0.8% 5.1% 6% 48.3% 39.8% 100%
Explaining the 0 8 10 47 53 118 4.23

materials
before giving 0% 6.8% 8.5% 39.8% 44.9% 100%
the tasks
Giving 1 8 10 63 36 118 4.06

feedback in
every lecture 0.8% 6.8% 8.5% 53.4% 30.5% 100%
Giving e-book 1 9 10 56 42 118 4.09

and/or printed
book related 0.8% 7.6% 8.5% 47.5% 35.6% 100%
to the
materials
Average 2.3% 22% 6.8% 43.3% 25.6% 100% 3.70
60
Appendix 3. List of listening Comprehension Scores 3 Students’ English
Department Of Universitas Riau
No Name Class Grade Score
1 Rian Amda A A- 3.75
2 Matrina Maya A B 3.00
3 Maryanti A B+ 3.50
4 Aprilinia Husnah A A- 3.75
5 Dewi Alfiana A B 3.00
6 Freti Septri Yanti A A- 3.75
7 Kezia Verawati A B- 2.75
8 Nyimas Dwi Fania R. A A 4.00
9 Cahya Belladina A A 4.00
10 Lailaturrohmaniyah A A 4.00
11 Mega Lestari Syofyan A A 4.00
12 Rindi Hamida A B- 2.75

13 Nada Naffisa Amalia A B+ 3.50
14 Afra Filosofiah Aulia A B 3.00
15 Elfiana Dwi Putri A B- 2.75

16 Mauizotul febrina A A- 3.75
17 Nurdahliana A A- 3.75
18 Monica Fitri Aryani A B 3.00
19 Syefti swensi olovia reviana A B- 2.75
20 Diva Erlina septiani A B 3.00

21 Nurul Isnaini A B+ 3.50
22 Asri Andevi A B+ 3.50

23 Resi Sundari A B- 2.75
24 Siti Umiyatul Hasanah A B- 2.75
25 Nadya Wahyuni Safitri A B- 2.75

26 Yumi Nurulhuda Indah Fitri A A 4.00
27 Deby Maulina Puspita Sari A B+ 3.50
28 Rhenie Puspita Sari A A- 3.75
29 Vanisa Akila Zahra A B 3.00
30 Rahmat Maulidin A B+ 3.50
31 Devi FebriantI A B 3.00
32 Delvia Lingga Putri A B 3.00

33 Rizka Gusmiayu Indah A B 3.00
34 Yola Damitra A A 4.00
35 Mardela Nengsih A A 4.00
36 Eka Ramadona A B 3.00
37 Bayu Syafig Abdillah A A 4.00
38 Retnita Saputri A B 3.00
61
39 Nur Ai'syah Dewi B B+ 3.50
40 Dwi Pungga Rahmayani B B 3.00

41 Tasria erviana B B 3.00
42 Dinda Novinda Haryani B B+ 3.50
43 Nindiya Allysa Putri B A- 3.75
44 Selvi Rotua Simamora B B 3.00
45 Fitriatul Husnah B B 3.00
46 Tri Wahyuning Rahayu B B+ 3.50
47 Lydia Damayanti B B 3.00
48 Andini Putri Surya Nurdin B B+ 3.50
49 Ardiansyah B B- 2.75
50 Nurhasanah Puspita Wardani B B 3.00

51 Lady Maysi Cahyani B B 3.00
52 Abrar Bayu Samudra B B+ 3.50
53 Salwiyatul Jannah B B+ 3.50
54 Hanifah Sholihah B B- 2.75
55 Indri Romansyah Pohan B B+ 3.50
56 Egi Winilza B B 3.00
57 Dinde Nurya B B+ 3.50
58 Mario lorenzo B B- 2.75
59 Mutia putri B C+ 2.50
60 Tassya Monica B B 3.00

61 Nadhira Shabha Ansyari B B 3.00
62 Jodi Setiawan B B 3.00
63 Rahmat Kurnia Ramadhan B B 3.00
64 Nofra utama B B 3.00
65 Feby Tiodora B A- 3.75
66 Aisyah Evlina Jamil B A- 3.75
67 Rosalia B B+ 3.50
68 Cofifah Gizka Yoza B B+ 3.50
69 Heni Aditya B B 3.00
70 Artharisa Julia Hamdany B B- 2.75

71 Alif Iskandar. S B B+ 3.50
72 Aliyah Hisanah B B 3.00
73 R.Indrasaputra B B+ 3.50
74 Aldino Saputra B B+ 3.50
75 Regi Salma B B 3.00
76 Raka Aditya Pratama B B+ 3.50
77 Thariqh Bunaya Aziz B B 3.00
78 Eka Damayanti C B+ 3.50
79 Ii Nanda Safitri C B+ 3.50
80 Shafira Alifya Rahma C B 3.00
81 Ramadhani Kensi Yutaro Zoebar C B 3.00
82 Rosindah Hutabarat C B 3.00
83 Attiqah Aura Suffina C B 3.00
62
84 Rizki Rienda Solehati Putri C B+ 3.50
85 Fitra Khairinnahda C B+ 3.50
86 Elsa Dizari Miranda C B- 2.75
87 Aprilia Fitriani C B 3.00
88 Bunga Shinta Parameswari C B+ 3.50
89 Dhiya Raihana Sumantri C B 3.00
90 Miftahul Fadillah C B 3.00
91 Winda Winata C B 3.00
92 Evan Firmansyah C B- 2.75
93 Indah Nabila Fitri C B 3.00
94 Tengku Syarifah Rizka Aulia Tasya C B+ 3.50
95 Shafa Maisie Yulya C B+ 3.50
96 Uci Rahmawati C B 3.00
97 Raja Erlin Pangastuti C B 3.00
98 Novita Anggraini Ramadayani C B 3.00
99 Lailatul Albar C B- 2,75
100 Misnatul Hasanah C B- 2.75
101 Zhazha Zalma Cahyani C B+ 3.50
102 Ario Ericsson Kamsik C B+ 3.50
103 Nabilla Apriani. E C B 3.00
104 Indra Fahlefi C B+ 3.50
105 Meicy Margareth Clementine C B 3.00
106 Firyatillah Ghoiri C B 3.00
107 Annisa Suandy C B 3.00
108 Adinda Maharani C B 3.00
109 Kevin Firdauzi Jivi C B- 2.75
110 Siti Alya Fayza C B+ 3.50
111 Afdhal Dzikri C B+ 3.50
112 Nazifah Rahma Sukriyah C B 3.00
113 Muhammad Alvi Syahrin C C+ 2.50
114 Dessy Delfi C B 3.00
115 Siti Nur Ramadhani C B- 2.75
116 Dwi Resti Dinila C B- 2.75
117 Bobi Setiawan Hia C B 3.00
118 Yuli Shara Jepi Yanti C B 3.00
63
Appendix 4. The Output of Validity Test
Correlations
X23 X24 X25 X26 X27 X28 X29 X30 TOTAL
X01 Pearson ,392* -,061 -,081 -,234 ,161 ,313 ,228 -,087 ,634**
Correlation
Sig. (2-tailed) ,015 ,715 ,629 ,158 ,335 ,056 ,169 ,605 ,000
N 38 38 38 38 38 38 38 38 38
X02 Pearson -,110 -,116 -,127 ,081 -,186 -,055 ,144 -,030 ,371*
Correlation
Sig. (2-tailed) ,511 ,487 ,448 ,628 ,263 ,745 ,388 ,857 ,022
N 38 38 38 38 38 38 38 38 38
X03 Pearson ,161 -,271 -,244 -,020 -,024 ,282 ,399* ,162 ,529**
Correlation
Sig. (2-tailed) ,334 ,100 ,140 ,903 ,884 ,087 ,013 ,332 ,001
N 38 38 38 38 38 38 38 38 38
X04 Pearson -,140 ,187 -,114 -,009 -,113 -,086 ,240 -,132 ,320*
Correlation
Sig. (2-tailed) ,403 ,261 ,494 ,956 ,501 ,607 ,147 ,431 ,000
N 38 38 38 38 38 38 38 38 38
X05 Pearson ,049 -,293 ,060 -,284 -,015 -,181 -,331* -,124 ,243
Correlation
Sig. (2-tailed) ,771 ,074 ,720 ,084 ,930 ,278 ,042 ,459 ,012
N 38 38 38 38 38 38 38 38 38
X06 Pearson ,073 -,261 ,269 -,200 -,320* ,070 -,248 -,220 ,389*
Correlation
Sig. (2-tailed) ,662 ,114 ,102 ,228 ,050 ,677 ,133 ,185 ,016
64
N 38 38 38 38 38 38 38 38 38
X07 Pearson ,049 ,004 ,040 -,166 -,077 -,091 -,012 ,062 ,475**
Correlation
Sig. (2-tailed) ,771 ,979 ,810 ,320 ,645 ,588 ,942 ,713 ,003
N 38 38 38 38 38 38 38 38 38
X08 Pearson ,172 ,162 -,259 ,045 ,052 ,156 ,290 -,137 ,524**
Correlation
Sig. (2-tailed) ,302 ,333 ,117 ,788 ,758 ,348 ,077 ,411 ,001
N 38 38 38 38 38 38 38 38 38
X09 Pearson ,010 ,088 ,087 ,027 ,044 ,044 -,026 ,158 ,392*
Correlation
Sig. (2-tailed) ,952 ,599 ,605 ,873 ,792 ,791 ,876 ,344 ,015
N 38 38 38 38 38 38 38 38 38
X10 Pearson -,135 -,189 ,232 -,058 -,072 -,101 -,359* -,270 ,184
Correlation
Sig. (2-tailed) ,420 ,255 ,161 ,730 ,668 ,548 ,027 ,101 ,012
N 38 38 38 38 38 38 38 38 38
X11 Pearson ,492** -,091 -,117 -,037 ,088 ,460** ,307 ,030 ,513**
Correlation
Sig. (2-tailed) ,002 ,586 ,482 ,828 ,598 ,004 ,061 ,858 ,001
N 38 38 38 38 38 38 38 38 38
X12 Pearson ,259 -,273 -,002 ,090 ,095 ,272 ,338* ,104 ,493**
Correlation
Sig. (2-tailed) ,117 ,097 ,993 ,589 ,570 ,099 ,038 ,535 ,002
N 38 38 38 38 38 38 38 38 38
65
X13 Pearson ,396* -,124 ,068 -,079 ,088 ,415** ,283 ,159 ,541**
Correlation
Sig. (2-tailed) ,014 ,458 ,685 ,636 ,601 ,009 ,085 ,340 ,000
N 38 38 38 38 38 38 38 38 38
X14 Pearson ,411* -,073 ,000 -,035 ,140 ,398* ,277 ,097 ,449**
Correlation
Sig. (2-tailed) ,010 ,665 1,000 ,833 ,402 ,013 ,093 ,563 ,005
N 38 38 38 38 38 38 38 38 38
X15 Pearson ,157 -,039 -,125 ,012 ,020 ,208 ,360* ,115 ,530**
Correlation
Sig. (2-tailed) ,345 ,818 ,456 ,943 ,906 ,210 ,026 ,491 ,001
N 38 38 38 38 38 38 38 38 38
X16 Pearson -,031 ,013 -,087 -,008 -,138 ,024 ,045 -,500** ,408*
Correlation
Sig. (2-tailed) ,852 ,940 ,604 ,962 ,407 ,887 ,789 ,001 ,011
N 38 38 38 38 38 38 38 38 38
X17 Pearson -,200 -,085 -,015 -,348* -,290 -,213 -,121 -,262 ,225
Correlation
Sig. (2-tailed) ,230 ,611 ,931 ,032 ,077 ,198 ,468 ,113 ,000
N 38 38 38 38 38 38 38 38 38
X18 Pearson ,019 ,257 ,170 ,065 ,011 ,080 -,170 -,031 ,264
Correlation
Sig. (2-tailed) ,911 ,119 ,307 ,698 ,946 ,633 ,308 ,855 ,000
N 38 38 38 38 38 38 38 38 38
X19 Pearson -,276 -,087 -,159 -,135 -,209 -,412* -,061 -,082 ,165
Correlation
66
Sig. (2-tailed) ,093 ,605 ,340 ,419 ,207 ,010 ,717 ,625 ,022
N 38 38 38 38 38 38 38 38 38
X20 Pearson -,309 ,081 -,050 -,009 -,170 -,159 -,092 -,477** ,272
Correlation
Sig. (2-tailed) ,059 ,628 ,766 ,959 ,307 ,339 ,582 ,002 ,016
N 38 38 38 38 38 38 38 38 38
X21 Pearson -,193 ,142 -,274 ,021 -,247 -,112 ,154 -,429** ,354*
Correlation
Sig. (2-tailed) ,245 ,395 ,096 ,901 ,135 ,505 ,355 ,007 ,001
N 38 38 38 38 38 38 38 38 38
X22 Pearson ,128 -,200 ,123 -,029 -,085 ,142 -,141 -,191 ,339*
Correlation
Sig. (2-tailed) ,442 ,228 ,460 ,864 ,610 ,394 ,400 ,250 ,001
N 38 38 38 38 38 38 38 38 38
X23 Pearson 1 ,424** ,165 ,146 ,420** ,695** ,263 ,181 ,420**
Correlation
Sig. (2-tailed) ,008 ,322 ,382 ,009 ,000 ,111 ,276 ,009
N 38 38 38 38 38 38 38 38 38
X24 Pearson ,424** 1 ,238 ,328* ,494** ,384* ,208 ,075 ,243
Correlation
Sig. (2-tailed) ,008 ,149 ,044 ,002 ,017 ,210 ,656 ,000
N 38 38 38 38 38 38 38 38 38
X25 Pearson ,165 ,238 1 ,434** ,368* ,274 ,038 ,368* ,216
Correlation
Sig. (2-tailed) ,322 ,149 ,007 ,023 ,096 ,822 ,023 ,001
N 38 38 38 38 38 38 38 38 38
67
X26 Pearson ,146 ,328* ,434** 1 ,453** ,269 ,530** ,504** ,283
Correlation
Sig. (2-tailed) ,382 ,044 ,007 ,004 ,103 ,001 ,001 ,000
N 38 38 38 38 38 38 38 38 38
X27 Pearson ,420** ,494** ,368* ,453** 1 ,341* ,219 ,426** ,253
Correlation
Sig. (2-tailed) ,009 ,002 ,023 ,004 ,036 ,187 ,008 ,001
N 38 38 38 38 38 38 38 38 38
X28 Pearson ,695** ,384* ,274 ,269 ,341* 1 ,404* ,242 ,465**
Correlation
Sig. (2-tailed) ,000 ,017 ,096 ,103 ,036 ,012 ,143 ,003
N 38 38 38 38 38 38 38 38 38
X29 Pearson ,263 ,208 ,038 ,530** ,219 ,404* 1 ,405* ,461**
Correlation
Sig. (2-tailed) ,111 ,210 ,822 ,001 ,187 ,012 ,012 ,004
N 38 38 38 38 38 38 38 38 38
X30 Pearson ,181 ,075 ,368* ,504** ,426** ,242 ,405* 1 ,115
Correlation
Sig. (2-tailed) ,276 ,656 ,023 ,001 ,008 ,143 ,012 ,000
N 38 38 38 38 38 38 38 38 38
TOTA Pearson ,420** ,243 ,216 ,283 ,253 ,465** ,461** ,115 1
L Correlation
Sig. (2-tailed) ,009 ,141 ,193 ,085 ,125 ,003 ,004 ,490
N 38 38 38 38 38 38 38 38 38
68
Appendix 5. The Output of Reliability Test
Reliability Statistics
Cronbach's
Alpha N of Items
,750 30
69
Appendix 6. The Research’s Data
Timestamp Name Batch Class Sex S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29
9/5/2022 8:00:07 Mardela Nengsih 2019 A F 4 5 5 4 4 5 4 4 5 5 4 5 4 5 5 5 5 5 4 5 5 5 2 4 4 2 2 4 2
9/5/2022 8:02:41 Rian Amda 2019 A M 5 4 4 5 4 3 3 5 5 3 5 5 4 5 5 5 3 3 3 5 4 4 4 4 4 4 5 5 5
9/5/2022 16:07:42 Nurdahliana 2019 A F 4 4 5 4 2 4 3 5 4 5 4 5 4 5 4 4 5 4 2 3 3 5 2 2 5 5 2 5 5
9/6/2022 12:00:31 Cahya Belladina 2019 A F 5 5 4 5 4 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 2 2 3 2 2 1 2
9/6/2022 12:20:56 Bayu Syafiq Abdillah 2019 A M 4 3 5 5 4 2 3 4 4 4 4 4 2 4 4 4 5 2 4 4 5 4 1 1 1 1 2 1 2
9/6/2022 12:34:33 Nadya Wahyuni S. 2019 A F 4 4 4 4 2 4 4 4 4 4 4 4 4 4 5 1 4 5 2 1 2 4 3 4 5 4 4 4 4
9/6/2022 22:37:25 Rahmat Maulidin 2019 A M 5 5 5 5 4 5 5 5 5 5 4 4 4 4 5 3 5 5 5 4 4 5 2 2 2 2 2 2 2
9/7/2022 13:57:30 Jodi Setiawan 2019 B M 5 2 2 3 5 5 5 4 5 5 5 4 4 4 4 4 4 4 5 4 5 5 5 5 5 5 5 5 5
9/7/2022 22:29:50 aliyah hisanah 2019 B F 4 3 4 3 4 3 2 4 3 3 3 4 3 3 3 4 3 3 3 3 3 4 5 3 3 4 3 3 3
9/7/2022 22:39:13 Feby Tiodora 2019 B F 2 2 2 2 2 1 1 2 1 3 1 1 2 3 3 2 2 3 2 3 2 1 1 3 5 5 3 2 2
9/8/2022 10:57:27 Fitriatul Husnah 2019 B F 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 3 3 4 2 2 2 2 2 2 2
9/8/2022 12:11:20 Thariqh Bunaya Aziz 2019 B M 4 3 4 5 5 5 5 5 5 4 4 4 4 4 5 4 5 5 4 5 4 4 4 5 5 5 5 5 5
9/8/2022 12:51:24 Tassya Monica 19 B F 4 3 4 4 4 5 4 4 4 5 4 3 5 4 4 3 3 4 2 3 4 5 3 5 5 4 2 4 3
9/8/2022 13:00:10 Tri Wahyuning 2019 B F 2 2 1 2 2 3 2 3 2 3 3 2 2 2 2 2 2 2 2 3 2 3 2 2 2 1 2 2 3
9/9/2022 0:17:49 Nadhira Shabha A. 2019 B F 4 2 3 3 5 5 3 4 3 3 3 3 3 3 4 4 4 4 4 4 4 5 2 2 2 2 2 1 1
9/9/2022 0:18:29 Selvi Rotua S. 2 B F 3 2 3 3 4 4 3 3 3 5 3 3 3 3 4 3 5 4 3 2 4 3 3 4 5 4 4 4 4
9/9/2022 0:24:42 Alif Iskandar. S 2019 B M 4 3 3 2 4 4 2 2 4 4 3 3 4 1 4 3 4 4 2 3 3 4 4 3 5 4 4 2 3
9/9/2022 8:27:21 Egi Winilza 2019 B F 4 4 3 4 4 4 4 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 5 2 4 4 3
9/9/2022 8:51:35 Aldino Saputra 19 B M 2 2 4 4 5 5 2 4 4 5 5 5 5 5 4 3 5 5 4 2 2 5 2 5 5 5 2 4 4
9/9/2022 8:56:09 Hanifah Sholihah 2019 B F 3 2 3 3 3 3 3 3 2 3 3 3 4 3 2 4 4 4 4 4 4 3 3 3 3 2 2 3 4
9/9/2022 8:57:58 Nur Ai'syah Dewi 2019 B F 3 3 3 2 4 4 3 3 3 4 4 4 3 3 3 3 4 4 2 5 3 5 4 5 5 5 4 5 2
9/9/2022 8:58:54 Nofra Utama 2019 B M 3 2 2 2 5 5 3 3 5 5 4 4 5 3 3 3 4 5 4 3 3 2 2 2 4 5 2 5 5
9/9/2022 8:59:33 Cofifah Gizka Yoza 2 B F 5 5 5 4 5 4 5 4 4 4 5 4 5 5 5 5 4 5 5 5 5 1 3 4 3 4 3 3 2
9/9/2022 9:45:00 Retnita Saputri 2019 A F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
9/9/2022 11:25:34 Ramadhani Kensi Y. Z. 2019 C F 4 4 3 4 4 3 4 4 4 4 4 3 4 4 4 3 4 4 4 3 3 3 3 3 4 2 2 3 3
9/9/2022 11:30:38 Andini Putri Surya N. 19 B F 4 4 4 4 4 4 4 4 4 4 4 4 4 2 4 4 4 4 4 4 4 4 2 2 4 4 4 2 2
64
9/9/2022 15:56:09 Dewi Alfiana 2019 A F 2 5 2 4 2 2 4 4 5 4 2 1 1 2 2 1 4 5 5 5 5 1 1 5 5 4 4 2 1 5
9/9/2022 16:06:26 Nyimas Dwi Fania Riskiana 2019 A F 2 2 2 2 4 4 2 2 4 4 4 4 4 5 4 2 4 5 4 2 2 5 2 2 4 4 2 2 2 4
9/9/2022 16:10:03 Delvia Lingga Putri 19 A F 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5
9/9/2022 16:45:04 Nabilla Apriani. E 2019 C F 4 4 4 2 4 4 4 4 4 4 4 4 4 4 4 2 4 4 2 2 4 1 2 2 4 2 2 2 4 2
9/9/2022 17:10:47 Eka Damayanti 2019 C F 4 2 4 4 2 2 4 4 4 4 4 4 4 4 4 5 4 5 4 5 4 5 2 2 2 4 2 5 5 4
9/9/2022 18:22:23 Ario Ericsson Kamsik 2019 C M 4 2 4 4 2 4 5 4 4 4 4 4 4 4 4 2 4 4 2 2 4 4 2 2 4 4 2 4 2 2
9/9/2022 18:23:00 Yuli Shara Jepi Yanti 2019 C F 5 2 2 4 4 4 4 4 4 3 3 2 4 2 4 4 4 4 2 4 4 4 4 5 5 5 2 2 3 3
9/9/2022 18:30:27 Rizki Rienda Solehati Putri 2019 C F 4 2 2 4 4 5 4 5 5 5 2 4 5 5 4 2 5 5 5 2 2 5 2 1 5 2 2 1 5 1
9/9/2022 18:41:50 Shafa Maisie Y 2019 C F 4 2 4 4 5 5 4 4 4 2 4 2 4 4 4 5 5 5 5 5 5 5 2 2 4 2 2 5 5 2
9/9/2022 18:42:01 Indra Fahlefi 2019 C M 4 4 4 4 5 5 4 4 5 5 5 5 4 4 4 2 5 5 2 2 2 2 4 2 4 4 2 2 5 4
9/9/2022 18:45:36 Winda Winata 2019 C F 5 4 4 4 2 4 5 5 2 5 4 2 4 4 4 5 5 4 4 4 4 4 2 2 4 4 4 4 4 4
9/9/2022 20:07:10 Annisa Suandy 2019 C F 2 2 4 5 5 5 4 4 4 2 4 2 5 4 4 5 4 5 4 4 4 5 2 4 4 2 1 4 4 2
9/9/2022 21:37:09 rosalia 2019 B F 4 2 4 2 4 4 4 4 4 4 4 5 5 5 4 2 4 4 4 4 2 5 2 2 5 2 4 4 2 4
9/9/2022 21:44:05 Monica Fitri Ariyani 2019 A F 4 2 4 2 4 5 4 2 5 5 4 5 5 4 4 2 4 4 2 4 2 5 2 2 5 2 2 4 2 4
9/9/2022 21:50:39 Siti Alya fayza 2019 C F 4 1 4 4 4 5 2 4 5 5 4 4 5 4 4 4 5 4 2 2 2 5 4 4 4 2 4 4 4 2
9/9/2022 21:59:23 Heni Aditya 2019 B F 4 2 4 4 4 4 4 4 2 4 5 2 4 4 2 2 4 5 4 2 4 2 2 2 2 4 2 4 2 2
9/9/2022 22:07:08 Afra Filosofiah A 2019 A F 5 1 4 4 4 4 2 4 5 5 4 4 4 5 5 2 5 5 2 2 2 5 2 2 4 2 4 4 2 4
9/9/2022 22:19:14 Zhazha Zalma Cahyani 2019 C F 4 4 4 4 4 4 4 4 4 4 4 4 4 2 4 4 4 4 4 5 5 4 4 4 4 4 4 4 5 4
9/10/2022 6:57:43 Dwi Pungga Rahmayani 2019 B F 4 5 4 4 2 2 4 4 4 4 5 4 4 2 4 4 5 5 2 4 4 5 4 2 4 4 4 4 2 2
9/10/2022 9:55:47 Mutia putri 2019 B F 5 5 4 4 5 5 5 5 5 5 5 4 5 4 5 4 5 5 5 5 5 1 2 1 1 1 1 1 5 1
9/10/2022 10:08:14 Lady Maysi 2019 B F 2 2 2 4 4 4 2 2 4 2 2 4 4 4 2 1 4 4 1 1 1 4 2 5 5 5 5 5 5 5
9/10/2022 10:08:43 R.Indrasaputra 2019 B M 2 2 4 2 4 5 4 4 4 4 4 4 4 4 4 4 4 4 2 4 4 4 2 4 4 4 2 4 4 2
9/23/2022 20:10:41 Shafira Alifya Rahma 2019 C F 2 2 2 2 2 4 4 4 2 2 2 2 2 4 2 2 2 2 3 4 4 5 5 5 5 5 5 5 5 5
9/24/2022 7:07:53 Raka Aditya Pratama 19 B M 4 1 1 5 5 5 5 5 5 5 5 1 5 5 5 5 5 5 5 5 5 5 2 5 5 2 1 1 5 2
9/24/2022 22:59:28 Siti Umiyatul Hasanah 2019 A F 4 4 3 3 3 4 3 4 3 4 4 4 4 5 3 5 5 5 3 5 5 5 4 4 4 2 3 5 1 1
9/25/2022 11:04:32 Elvan Firmansyah 2019 C M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
9/28/2022 18:43:32 Mariyanti 2019 A M 5 5 5 5 2 2 4 5 4 2 5 4 5 5 5 1 5 4 5 2 5 2 5 5 2 2 2 5 5 4
9/28/2022 19:00:55 Indah Nabila Fitri 2019 C F 5 1 2 4 5 5 2 4 5 5 5 5 5 5 4 1 5 5 5 5 2 5 4 2 5 4 4 5 5 4
9/28/2022 19:19:01 tengku syarifah rizka aulia tasya 2019 C F 4 2 2 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2
9/28/2022 19:35:48 Yola Damitra 2019 A F 3 2 1 5 5 5 4 5 5 5 2 1 2 3 4 5 5 5 4 5 4 5 2 5 4 2 2 2 1 1
9/28/2022 20:28:36 Fitra khairinnahda 2019 C F 5 2 2 4 5 5 4 5 4 4 4 4 4 5 5 2 4 5 5 2 2 4 2 4 5 5 2 5 5 1
65
9/29/2022 18:00:54 Misnatul Hasanah 2019 C F 4 4 4 2 2 2 4 4 2 2 4 2 4 2 4 4 2 4 2 4 3 4 4 4 4 4 4 4 4
9/30/2022 12:24:30 Meicy Margareth 2019 C F 5 2 5 4 4 2 5 5 5 4 2 4 4 4 5 2 4 4 4 2 4 5 4 1 4 4 2 5 2
9/30/2022 21:35:18 Tasria Erviana 2019 B F 4 2 2 2 2 4 4 2 5 4 4 4 4 4 4 2 4 4 2 2 2 4 2 4 4 2 4 4 4
9/30/2022 23:37:28 Matrina Maya 2019 A F 5 4 4 4 4 5 4 4 5 5 4 4 4 5 4 5 4 5 4 2 4 4 4 2 4 2 2 4 2
9/30/2022 23:40:55 Bobi Setiawan Hia 2019 C M 5 2 5 4 4 5 4 4 5 5 4 4 4 4 4 2 5 4 4 2 2 5 2 4 4 2 2 4 2
9/30/2022 23:44:17 Dinda Novinda H 2019 B F 5 2 4 4 2 4 4 4 5 4 4 5 4 4 4 5 4 5 4 5 4 5 4 5 4 4 4 4 4
10/1/2022 0:51:53 Muhammad Alvi Syahrin 2019 C M 5 4 4 5 5 4 5 5 4 4 5 4 5 4 4 4 4 2 4 4 4 5 2 4 4 2 4 2 4
10/1/2022 0:55:09 Regi Salma 2019 B F 5 2 4 2 2 4 4 4 5 4 5 4 4 4 2 3 4 4 2 2 2 5 4 4 4 2 4 4 2
10/1/2022 0:58:37 Yumi Nurulhuda Indah Fitri 2019 A F 4 2 2 2 2 4 2 4 4 5 4 4 4 5 4 5 4 4 2 2 2 4 4 4 4 2 4 4 2
10/1/2022 1:01:42 Deby Maulina Puspita sari 2019 A F 5 2 4 5 4 5 4 5 4 5 5 4 4 5 4 2 5 4 2 2 2 5 4 4 4 2 2 4 2
10/1/2022 1:04:19 Rhenie Puspita Sari 2019 A F 5 2 4 2 4 4 3 4 4 5 4 5 4 5 4 2 5 5 4 2 2 4 4 4 4 2 4 4 2
10/1/2022 1:06:52 Lailatul Albar 2019 C F 5 2 4 5 4 5 4 5 4 5 4 4 4 4 5 4 5 4 2 2 2 5 4 4 4 2 2 4 2
10/1/2022 1:09:24 II Nanda Safitri 2019 C F 5 2 5 4 5 4 4 4 4 5 4 4 5 5 4 2 2 4 4 2 2 5 2 4 4 2 4 4 2
10/1/2022 1:12:20 Abrar Bayu Samudra 2019 B M 5 2 5 4 5 4 4 4 5 4 5 4 5 5 4 2 4 5 2 2 2 5 4 4 4 2 2 4 2
10/1/2022 1:16:34 Dhiya Raihana Sumantri 19 C F 4 1 5 4 4 5 4 4 4 5 4 4 5 5 4 5 4 5 4 5 5 5 4 4 4 2 2 4 2
10/1/2022 1:19:10 Miftahul Fadillah 19 C F 4 1 5 5 4 4 5 4 4 5 5 4 4 4 4 2 5 4 2 2 2 5 4 5 4 4 4 4 2
10/1/2022 1:21:20 Dinde Nurya 2019 B F 5 1 5 4 4 5 4 4 4 4 5 4 5 4 4 4 5 4 5 4 5 5 4 5 4 5 4 4 4
10/1/2022 1:23:48 Mario Lorenzo 19 B M 4 2 4 2 2 4 2 4 4 5 4 4 5 4 4 2 2 2 2 2 2 4 2 4 5 2 4 4 4
10/1/2022 1:26:11 Asri Andevi 19 A F 5 1 4 2 2 4 4 5 5 5 4 5 4 5 4 4 4 5 2 4 5 5 4 4 4 4 4 4 4
10/1/2022 1:28:27 Resi Sundari 2019 A F 5 1 4 2 2 4 4 4 5 5 4 5 4 5 5 4 4 4 2 2 3 5 4 4 4 4 4 4 2
10/1/2022 1:31:38 Afdhal Dzikri 2019 C M 5 2 5 4 4 5 4 4 5 5 5 4 5 4 5 4 5 4 2 4 4 5 4 5 5 1 2 4 2
10/1/2022 1:34:51 Freti Septi Yanti 19 A F 5 4 4 5 4 4 4 4 5 5 5 4 5 4 5 4 4 5 2 4 4 5 4 5 4 2 4 5 2
10/1/2022 1:37:44 Apriliania Husnah 19 A F 5 2 4 2 4 4 4 4 4 5 5 4 5 5 4 2 4 4 2 2 1 5 4 4 4 2 4 4 2
10/1/2022 1:42:33 Dessy Delfi 2019 C F 5 1 4 4 2 5 2 4 5 4 5 4 5 5 4 4 5 4 2 2 2 5 2 5 4 2 4 4 2
10/1/2022 1:45:18 Siti Nur Ramadhani 2019 C F 5 4 5 2 5 5 4 4 4 5 4 4 4 4 5 2 4 4 2 2 2 5 5 4 4 2 4 5 2
10/1/2022 1:48:25 Nazifah Rahma Sukriyah 19 C F 4 4 4 5 4 4 5 4 4 4 4 4 5 4 5 4 5 4 5 4 4 4 2 4 4 2 2 2 2
10/1/2022 2:14:42 Salwiyatul Jannah 2019 B F 5 4 5 4 5 5 5 5 4 4 4 4 5 5 5 4 5 4 4 4 5 5 2 2 4 2 2 4 2
10/1/2022 2:17:44 Indri Romansyah Pohan 2019 B F 5 2 5 2 4 2 2 4 5 5 4 5 4 4 4 2 5 4 2 2 4 5 5 4 4 2 5 5 2
10/1/2022 2:20:30 Elsa Dizari Miranda 2019 C F 5 2 5 2 5 4 4 5 5 4 5 4 5 4 4 2 4 4 5 2 2 5 4 4 4 2 4 4 2
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10/1/2022 2:25:40 Rahmat Kurnia Ramadhan 19 B M 5 4 5 5 5 4 4 5 5 4 4 4 4 5 5 4 4 5 4 5 5 5 2 2 4 2 2 4 2
10/1/2022 2:27:49 Aisyah Evlina Jamil 2019 B F 5 2 5 2 5 5 4 4 5 5 5 5 4 4 4 2 4 4 4 2 1 5 4 5 5 2 4 5 2
10/1/2022 2:31:10 Mega Lestari Sofyan 2019 A F 5 4 4 2 4 5 4 4 4 5 5 4 4 4 4 4 5 4 5 4 4 5 4 2 5 2 2 4 2
10/1/2022 2:33:18 Rindi Hamida 2019 A F 4 2 4 4 4 5 4 4 5 4 5 4 4 4 5 2 4 4 2 2 2 5 4 2 4 2 2 4 2
10/1/2022 2:37:05 Eka Ramadona 19 A M 5 4 5 5 4 4 5 5 5 4 4 4 4 5 4 2 4 4 2 2 2 4 4 2 4 2 4 4 2
10/1/2022 2:45:58 Adinda Maharani 2019 C F 5 4 5 2 4 2 4 4 5 5 4 4 5 5 4 2 4 4 2 2 2 5 4 2 4 2 4 4 4
10/1/2022 2:48:16 Kevin Firdauzi Jivi 2019 C M 5 1 4 2 4 2 4 4 5 5 4 4 5 5 4 2 4 5 2 2 1 5 4 4 4 4 4 4 1
10/1/2022 2:50:56 Artharisa Julia H 2019 B F 5 2 4 2 5 4 4 5 5 4 4 4 5 5 4 2 4 4 5 2 2 5 4 4 4 2 4 4 2
10/1/2022 2:53:21 Vanisa Akila Zahra 2019 A F 5 4 4 4 4 5 5 5 5 4 4 5 4 4 5 4 5 4 5 4 5 5 2 2 4 2 2 4 2
10/1/2022 2:56:48 Syefti Swensi O. R. 2019 A F 4 5 4 2 5 3 2 4 4 5 4 5 4 4 5 2 4 4 2 2 2 5 4 2 4 4 4 4 2
10/1/2022 2:58:57 Rizka Gusmiayu Indah 2019 A F 5 5 5 2 4 5 4 5 4 5 5 4 5 5 4 4 4 5 5 4 4 4 2 1 2 2 2 4 2
10/1/2022 3:01:51 Devi Febrianti 2019 A F 4 4 5 2 4 4 4 5 4 4 5 5 4 4 4 2 4 4 5 2 2 5 4 4 4 4 4 4 2
10/1/2022 20:02:49 Kezia Verawati 2019 A F 4 2 4 2 5 5 5 4 4 4 4 4 5 5 4 2 5 4 5 3 2 4 4 2 5 2 4 4 2
10/1/2022 20:06:15 Lailaturrohmaniyah 2019 A F 5 4 4 5 5 5 4 4 5 5 5 4 4 5 4 4 4 4 2 5 4 5 5 4 5 4 4 5 2
10/1/2022 20:09:32 Firyatillah Ghoiri 19 C F 4 2 4 2 5 4 4 4 5 5 4 2 5 4 4 2 4 5 2 2 1 5 4 2 5 4 4 4 2
10/1/2022 20:12:28 Ardiansyah 19 B M 2 2 3 2 2 2 4 2 4 4 4 4 4 4 4 2 4 2 5 2 2 5 4 4 4 4 5 4 2
10/1/2022 20:14:48 Rosindah Hutabarat 19 C F 5 2 5 2 5 5 4 4 4 4 4 4 5 5 4 2 4 5 2 2 2 5 4 2 2 2 2 5 2
10/1/2022 20:17:11 Attiqah Aura Suffina 2019 C F 5 4 4 4 4 5 4 4 5 4 5 4 5 5 4 4 5 5 2 2 2 5 4 2 4 2 4 5 2
10/1/2022 21:07:24 Lydia Damayanti 19 B F 5 5 4 2 4 5 4 5 4 4 5 4 4 4 5 2 4 4 4 4 4 5 2 5 4 2 4 4 2
10/1/2022 21:09:33 Nurul Isnaini 19 A F 5 2 4 2 5 4 4 4 5 4 4 5 4 5 4 2 5 5 4 2 2 5 5 4 4 2 4 4 2
10/1/2022 21:12:05 Novita Anggraini Ramadayani 2019 C F 5 4 5 4 4 5 4 4 4 4 5 5 4 4 4 2 5 4 5 2 2 5 4 2 4 4 5 4 2
10/1/2022 21:17:46 Diva Erlina S 19 A F 5 5 4 4 5 5 4 4 4 5 4 5 4 4 4 4 5 4 5 4 4 4 2 1 5 2 2 1 2
10/1/2022 21:20:17 Nada Naffisa Amalia 2019 A F 4 4 4 2 4 5 4 5 5 5 5 5 4 4 4 4 4 5 2 4 4 5 4 2 2 2 2 4 2
10/1/2022 21:23:08 Nindiya Allysa Putri 19 B F 4 2 4 2 2 2 4 4 5 5 4 4 5 5 4 2 4 4 2 2 2 5 4 4 4 2 5 4 2
10/1/2022 21:25:02 Uci Rahmawati 19 C F 5 2 4 4 4 5 5 4 4 5 5 4 4 4 4 2 4 4 2 2 2 5 2 4 4 2 2 4 2
10/1/2022 21:27:13 Nurhasanah Puspita W 19 B F 4 2 5 2 4 4 2 4 4 5 4 5 5 4 4 2 4 4 4 2 2 4 4 2 4 2 4 5 2
10/1/2022 21:29:26 Raja Erlin P 19 C F 5 2 5 2 4 4 4 4 4 2 2 4 4 2 4 2 4 4 4 2 2 5 2 2 4 2 2 4 2
10/1/2022 21:33:39 Retnita Saputri 19 A F 5 4 4 2 5 4 5 4 4 5 5 5 5 5 4 2 5 4 4 2 2 5 2 2 4 2 4 2 2
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A THESIS

A SURVEY ON THE EFFECTIVENESS OF ONLINE

Dita Aulia Putri

Reg. No. 1805111008

THE ENGLISH STUDY PROGRAM

LANGUAGE AND ARTS DEPARTMENT

TEACHERS TRAINING AND EDUCATION FACULTY

Table 3. 1 The Timeline of Research Activities..............................24

Table 4. 1 The Results of the General Information of the Respondents.........30

Appendix 1. Research Instrument......................................................................47

The government has declared a policy to minimize activities outdoor activities

Students of the English Department of Universitas Riau used a conventional

When a lecturer conducts online learning, they must be ready to provide

The facilities of online learning are a means that works as an intermediate in

Several electronic programs are used by lecturers in the English Department

The Minister of Education and Culture of Indonesia appealed through Circular

According to Nurkhamidah (2021), Universities in Indonesia have quickly

Meanwhile, during face-to-face learning, live recordings are presented using

1.2 The Formulation of the Problem

Based on the background of the study, the problem is formulated as

The objective of the study is to see the effectiveness of online listening

1.4 The Needs for the Research

This research is expected to give benefits both theoretically and practically

This research is expected to be used as a reference to develop knowledge

This research is hoped to be helpful to the readers such as lecturers,

1.5 The Definition of Key Terms

1.5.1 Effectiveness of Learning

Effectiveness is a state in which learning objectives are met following

1.5.2 Online learning

According to Mendelsohn (1994), listening is the ability to interpret the

2.1 Online Learning

Based on the explanation above, it can be concluded that learning is a

2.1.2 Government Regulations regarding guidelines for the

2.1.3 The Definition of Online Learning

2.1.4 The Facilities of Online Learning

Online learning facilities such as laptops, smartphones, computers, quota or

2.1.5 The Characteristics of Online Learning

Zoom Meeting is a cloud-based video conferencing software for video

Google Classroom is a Google educational program that allows students to

YouTube, in Indonesia, YouTube is the most popular digital platform.

WhatsApp is an application that functions to send instant messages

2.1.7 Advantages and Disadvantages of Online Learning

1) Teachers and students can effortlessly communicate via the internet at

Although there are benefits to online learning, it is not without

1) Teachers and students' face-to-face interactions become or even

2.1.8 The Benefits of Online Learning

2.2.1 The Definition of Listening

Xu (2011) said that active listening is also an interpretive process. Listening

According to Akmal et. al (2022), listening is a crucial skill for learning

According to Seyedeh (2016), listeners participate in the continuous

Based on the definitions above, we can conclude that listening

2.2.3 Challenges of Learning Listening Comprehension

According to Goh (1999), 66% of students believe that an accent severely

The challenge with developing listening comprehension is that common

Ultimately, while participating in the listening learning process, students

2.2.4 The Benefits of Online Learning for Listening

2.3 Related Studies

Earlier relevant studies are conducted to determine how a scientific paper

According to previous research, using online learning systems during the

3.1 The Design of the Research