Student Perception of Learning Speaking For Social Intercultural

During Pandemic Covid 19 at 2nd Semester

The research method used is descriptive qualitative. The participants Keywords

in this study were second semester students of English education Students’ perceptions, Online
who took an online language course. The data collection technique learning, Speaking course
was done by filling out a questionnaire through Google Forms,
determining student perceptions, and identifying barriers to online
learning. The results showed that students admitted online learning
in 35.9 language courses in the "good" category. Thus, it can be
concluded that students' perceptions of online learning in speaking
course are included in the poor category, with several obstacles
faced by students in the learning process.

ABSTRAK

ABSTRACT
Metode penelitian yang digunakan adalah deskriptif kualitatif. Kata Kunci
Partisipan dalam penelitian ini adalah mahasiswa semester dua Persepsi Siswa, Pembelajaran Online,
pendidikan bahasa Inggris yang mengikuti kursus bahasa online. Kursus Berbicara
Teknik pengumpulan data dilakukan dengan mengisi angket melalui
Google Forms, menentukan persepsi siswa, dan mengidentifikasi
hambatan pembelajaran online. Hasil penelitian menunjukkan
bahwa siswa mengakui pembelajaran online di 35,9 kursus bahasa
dalam kategori "baik". Dengan demikian, dapat disimpulkan bahwa
persepsi siswa terhadap pembelajaran online pada mata kuliah
berbicara termasuk dalam kategori kurang baik, dengan beberapa
kendala yang dihadapi siswa dalam proses pembelajaran.

INTRODUCTION

During the Covid-19 pandemic, the entire learning process takes place online from home. The
learning process can be done online or remotely. The global spread of the COVID-19 pandemic triggered the
suspension of classes resulting in the need for online learning (Moorhouse, 2020). Online Learning is a form of
education where students use their computer or hand phone through internet. It is becoming popular during
Covid-19, most country in the world using online learning. Nambiar (2020) stated thatonline learning and
classes are increasingly becoming part of the education system worldwide. Online channel has made education
convenient and accessible by one and all. This learning process uses various online media to assist teachers and
students in carrying out the learning process.
Nadiem Makarim, Minister of Education and Culture of the Republic of Indonesia, also suggested
that teachers use various e-learning platforms, such as Learning House, WhatsApp, Quipper School, Teacher's
Room, Google Meet, Google Classroom, Zoom, and so on. al.2019; Putsanra, 2020; Anggitasari, et al. 2020;
Syahrial & Syafryadin, 2020). Therefore, when the outbreak of Covid-19 forced all schools to close and
students have to study from home. they rarely face adjustment problems. In addition, the role of educators is
very critical for successful online learning to be carried out. Certain abilities are required to attend online
classes. Skills such as communication skills, technical competence, insightful input provision, administrative
skills, accessibility, learning monitoring and student support are required (Kusmiarti et. al., 2020). To respond
that situation, the quality of education can also be enhanced by integration of technology, but not all educators
have good digital literacy for remote learning and online teaching. This sometimes becomes a disparity between
students and teachers, and so the technical skill of all educators must continue to be improved. Even though this
is the first thing for teachers and students, they are still enthusiastic about the learning process.
Perception can also be considered an individual's interpretation of something (Amir et al., 2020). A
person's perception can be based on what he has experienced before, it can also be through some things he has
observed. It is conveyed in the form of idea or action, human idea based on their experience. (Blake & Sekuler,
2006). In addition, Many factors influence the effective teaching and learning process, especially in teaching
speaking. According to Park (2009) the factors supporting the success of online learning can be seen of
perceptions, attitudes and intentions to use e-learning. Santoso and Legowo (2014) argues that the appeal of
online learning is in appearance, ease of used (user friendly), interaction skills, language, completeness of the
program and as well as its ability to maintain motivation.
Here it is seen that there is the differences of each researcher in looking at the factors that influence
online learning success. Although there are differences, these factors become aspects that need to be researched
as material for development considerations online learning so that it can provide the most effective way to
future development (Lee, Yoon, and Lee, 2009). Therefore, in teaching-learning activities, students’
perceptions can be positive or negative on the quality of interaction and communication. This shows that having
a positive attitude towards something or someone else is also self-beneficial.

LITERATURE REVIEW

Perceptions of Online Learning when Pandemic COVID-19

The COVID19 pandemic first infected the Wuhan fish market in China, with symptoms of
pneumonia appearing in December. The Chinese government officially closed Wuhan on January 23, 2020 as
the pandemic spread to the general public. Slowly but surely, the great COVID-19 pandemic has spread to
various parts of the world, and the government has begun to develop emergency learning strategies during the
COVID-19 pandemic.
Phenomena related to the perception of online learning will be the focus of this research. In student
perception, online learning needs to pay attention to course design, learner motivation, time management, and
convenience with online technology (Song et al., 2004). Design online learning courses during a pandemic can
use synchronous and asynchronous (Moorhouse, 2020). Online learning is a new way of learning which
connected to the internet to develop the study environment or system without having to be present in the real
classroom (Arimuliani Ahmad , Yassa Aura Rubayyi, Fauzul Etfita, 2022).
 The teacher teaches using the asynchronous method using powerpoint media accompanied by voice
notes. The form of instruction is in accordance with the video conferencing (VCS) application. The teacher
teaches using the asynchronous method using powerpoint media accompanied by voice notes. The form of
instruction is in accordance with the video conferencing (VCS) application. Things that can increase
understanding of online learning are giving individual assignments, creating group discussion groups, initial
information regarding the material, and structured assignments. It can work with many types of files (Ahmad,
2019), such as Google Drive, YouTube, PDF, Slide Presentation, and other links. Because of that, the teacher
can design learning activities creatively, including transferring learning materials, tasks, and evaluations (Lisa
Novi Riski, Arimuliani Ahmad, 2021).
On the other hand, implementing online learning that is so fast and lacking preparation also has an
impact on the perception of teaching staff in the transfer of knowledge. Teachers in China understand online
when the pandemic COVID-19, among others, the inability to teach online, students and teachers face problems
about online learning, the unclear modes of training that fit (Zhang, Li et al., 2020). The material module's
preparation also had a correlative impact on the teaching staff (Shohel & Power, 2010).

Social intercultural communication

The origin of Intercultural as a notion commonly used in the context of communication has been
attributed to the works of Edward Twitchell Hall. Notably in his book, The Silent Language published in 1959
(Rogers & Steinfatt, 1999). Various scholars have since made attempts to provide explanations and definitions
of what Intercultural could mean or represent (see, e.g., Abdallah-Pretceille, 1996a,1996b; Council of Europe,
2001; Dervin, 2011; Porcher, 1985,1988; Prosser, 1973, 1975; Vinsonneau & Kerzil, 2004). However, there is
no single overarching definition of Intercultural. In this paper, reference will be made to two definitions.
The first one was proposed in 1986 by the Council of Europe and has been expressed by Aline
Gohard - Radenkovic (2005, p. 54) as the use of the word intercultural necessarily implies, if we attribute to the
prefix inter- its full meaning, interaction, exchange, elimination of barriers, reciprocity and true solidarity. If the
term "culture" is given its full value, it implies recognition of the values, ways of life, and symbolic
representations to which human beings, both individuals and societies, refer in their relations with others and in
their conception of the world(my translation from French). In relation to the above definition, Fennes and
Hapgood (1997; as cited in Council of Europe 2003:34), explain that the prefix “inter” suggests that this fear
and the historical barriers can be overcome. It also suggests a relationship and exchange between cultures. The
authors consider cross-cultural concepts to be a state of mind instead of a simple learning process in their
language that results in increased capabilities.
This does not mean accepting and accepting other values, but the flexibility to see those values as
they really are, not through the framework of ethnocentrism itself, but in the context of other cultural filters.
The second definition is by Vinsonneau and Kerzil (2004, p.106). It is a formulation drawn from real-life
experiences of primary school teachers who had participated in their study and states that intercultural is both a
mental and a behavioral attitude of the teacher that consists of listening to the sociocultural experiences of
children; taking these experiences into account in the pedagogy of learning; promoting the multifaceted
expression of these sociocultural experiences through the correct and enriched use of the language; provoking
an increasingly objective knowledge of cultural similarities and differences and, moreover, an opening of the
contents to cultural contributions that are most alien to children(my translation from French).
Concerning the second definition, the authors show that the importance of using an intercultural
approach is to enable children to live without prejudice (2004, p. 107). Both definitions posit that the notion of
intercultural in learning is a mental state that concerns values, attitudes, perceptions in relation to the other. The
other being a representation of what is foreign and different.

METHODS

Research Design
The method used in this research is descriptive quantitative. Quantitative research method is a
research method based on the philosophy of positivism, used to examine a particular population or sample. The
sampling technique was carried out on students of the Islamic University of Riau with the English Education
study program, data collection using research instruments, quantitative/statistical data analysis with the aim of
testing the established hypothesis (Sugiyono, 2010). The form of sampling using the survey method. Data
obtained through questionnaires. The sample of this study was 30 students of the Islamic University of Riau in
the 4th semester who took the Speaking for Intercultural Communication in 2nd semester.

Instrumen
Data collection in this study used semi-structured interviews through questionnaires. Researchers
obtained information about student Perception of Learning Speaking For Social Intercultural During Pandemic
Covid 19 at 2nd Semester and knowing things that are hidden deep within the subject of research. This study
uses a questionnaire to obtain data on the learning process for the Intercultural Communication Speaking course
in semester 2. During the COVID-19 epidemic, this research conducted interviews to accurately evaluate
students' impressions of online learning. However, you may design an interview guide depending on your
research requirements. In this study, researchers used semi-structured interviews. The researcher has a list of
questions about Student Perception of Learning Speaking For Social Intercultural During the Covid 19
Pandemic at 2nd Semester. The Rating scale question has five points: Strongly Agree (SA), Agree (A),
Disagree (D), and Strongly Disagree (SD). For this analysis also describes the Level of Achievement of
Respondents (LRA) and categorization based on questionnaire responses. The LRA category is classified as
follows 100-85 Very Good, 84-66 Good, 65-51 Moderate, 50-35 Poor, 35-1 Very Poor.

FINDINGS AND DISCUSSION

Research Finding
This research was conducted by the Faculty of English Education, Islamic University of Riau. The
subject of this research is the second semester of English education. The data for this study came from a second
year cognitive questionnaire at the Faculty of English Education at the Islamic University of Riau. In data
collection, there are 2 aspects that are used as references to determine perceptions in carrying out online
learning in Speaking courses, learning preparation and the learning process.
Questionnaire Findings
The findings of the questionnaire were to determine the perception of learning speaking for social
intercultural communication during pandemic covid 19. The questionnaire was filled out via a google form,
with 2nd semester students majoring in English education, there were 30 students who had filled out the
questionnaire. Statements regarding student perceptions consist of 2 aspects, where the first aspect is regarding
the preparation of learning and the learning process as many as 20 statements.
The Results of Questionnaire

Questionnaire Strongly Agree Neutral Disagree Strongly

Agree Disagree
1. The subject matter provided
can help online learning
2. The material submitted online
is in accordance with the
lecture contract
3. Implementation of online
learning time on time
according to the schedule
4. The online learning method
makes it very easy for me to
accept courses speaking
5. The subject matter can be
easily accessed so that there
are no significant difficulties
to be able to access the
material
6. I feel ready with the
implementation of online
lectures
7. The online learning method
makes it easier for me in the
material in the speaking course
8. The teaching method or
method makes it easy for
students to implement
speaking course
9. The speaking course material
taught online is well-available
so that I understand easily
10. Lecturers always guide me
and my friends in online
learning so that I and friends
understand the material given
11. The process of learning
activities is interesting and not
boring
12. I am enthusiastic in carrying
out online learning
 13. There are many speaking
practices in the online learning
process
14. The tasks given are in
accordance with the material
15. The tasks given are according
to my ability and are not
burdensome
16. Communication between
lecturers and students can run
well
17. I am active in learning
activities
18. The interactions that occur
during the learning process
make my speaking ability
increase
19. During online learning
activities I can still have
discussions with friends
another
20. I feel confident when I want to
speak in online learning
activities

Based on the data in table, the data shows that the average has been grouped into 2 aspects, then the 2 aspects
are also averaged to find out the final average. It can easily categorize the results of the questionnaire data
acquisition.
Learning preparation can be grouped on questions number 1-6, and learning process on questions
number 7-20. From the questions and the percentage of the questionnaire results, we can see that the problem in
online learning is that the learning process is boring and uninteresting. Students also feel insecure when
expressing their opinions. This is the reason students disagree with online learning, resulting in a percentage
that we can see in the following table.
Overall Result Students’ perceptions of online learning in speaking course during the covid 19
pandemic.

Based on table, it is known that the overall student perception of learning speaking for social intercultural
communication during pandemic covid 19 which consists of 2 aspects shows an average of 35.9%, with
categories agree and strongly agree. For the aspect of the questionnaire on students' perceptions of learning
speaking for social intercultural courses, where for the learning preparation aspect it has an average of 25.9% and
for the learning process aspect it has an average of 45.9%. From the percentage obtained, we can see that the
results of the questionnaire show that most students do not agree with online learning in the intercultural
communication speaking class.

DISCUSSION

To find out students’ perceptions of learning speaking for social intercultural course during the covid 19
pandemic, theresearcher divided the statements into 2 aspects, those are:

1) Learning Preparation
a. The subject matter provided can help online learning
The subject matter is information, tools and texts needed for planning and reviewing the
implementation of learning as well as to assist in teaching and learning activities in the classroom.
They are arranged systematically and provide an overview of the abilities that students have
learned in the learning process. They are structured systematically and provide an overview of the
skills that students have acquired over the learning process. As a result,teaching materials are
essential in the learning process. In connection with the longdistance learning policy due to the
Covid 19 pandemic, the materials has also undergone many changes. The results of respondents'
answers regarding the first statement are 71,3%. Based on these findings, the first statement on
the issue may be classified as excellent. It can be concluded that students have a good perception
of them subject matter when carrying out online learning in speaking lectures. This is because the
topics used in the learning process are in accordance with the courses implemented.
b. The materials delivered online is in accordance with the lecture contract. At the beginning before
the lecture starts, the lecturer usually explains about the lecture contract that will be carried out for
one semester. A lecture contract is an agreement on a lecture plan drawn up by lecturers and
students to achieve learning outcomes for one course in one semester. So that the lecture contract
can be used as a reference for the learning process that occurs. The percentage result is 72%.
Based on these results, for the second statement regarding the suitability of the learning materials
to the lecture contract, it can be categorized as good. It can be concluded that students have a good
perception regarding the suitability of the learning materials to the lecture contract.
c. Implementation of online learning time on time according to the schedule
Handayani states that the advantages of online learning include students being able to listen even
from home, not limited to place and time, when and wherever. hey can take part in learning, and
can take advantage of free time. Although it is not limited by place and time or can be said to be
flexible, it sometimes makes the schedule for the implementation of online learning to be
irregular. It will make students find it difficult to manage their time. The percentage result is
68,6%. Based on these results, the third statement regarding the implementation time of online
learning can be categorized as not good enough. It can be concluded that students have a not good
enough perception about the implementation time of online learning.
d. The online learning method makes it very easy for me to accept speaking course
The results of respondents' answers regarding the fourth statement is 67,3%. Based on these
results, the fourth statement regarding the ease of receiving speaking course thanks to the learning
 method can be categorized as not good enough. It may be stated that students' perceptions of the
ease of receiving speaking courses as a result of the learning approach are insufficient. This is in
line with the results of research from Asrilia Kurniasar (2020) which states that when
implementing online learning, Teachers tend to use learning methods that are not interesting and
boring, Teachers commonly employ uninteresting and monotonous learning techniques, making it
difficult for learners to comprehend the contents they teach.
e. The subject matter can be easily accessed so that there are no significant difficulties to be able to
access the materials.
The results of respondents' answers regarding the fifth statement is 68.6%. Based on these results,
the fifth statement regarding access to learning materials can be categorized as not good enough.
It can be concluded that students' perceptions of accessing learning materials are not good enough.
This is in line with the results of research from Andri Anugrahana (2020) which states that
although learning materials are easily accessible, there are also many obstacles that make it
difficult for students to access materials provided by lecturers. This is due to the poor internet
network and also the storage memory from student gadgets which are no longer sufficient to
accommodate the materials given by their lecturers.
f. I feel ready with the implementation of online lectures
Online learning readiness or e-readiness as a condition of a person's mental, physical and
materials readiness to participate in accessing technology and internet networks in the learning
process. The results of respondents' answers regarding the sixth statement is 70,06%. Based on
these results, the sixth statement can be categorized as good. This is because maybe most students
feel more confident in online classes and feel more comfortable to give opinions if they are not
dealing directly with lecturers and friends.
2) Learning Process
In the second aspect, that is learning process, the researcher put it into 19 statements, those are:
a. The online learning method makes it easier for me to understand the materials in the speaking
course
The results of respondents' answers regarding the seventh statement is 68,06%. Based on these
results for the seventh statement can be categorized as not good enough. It can be concluded that
the perception of studentsregarding the ease of learning methods to understand the materials is not
good enough. This is in line with the results of research conducted by Sadikin & Haki, (2019)
which states that with online learning, not a few students find it difficult to understand lecture
materials, because learning is only delivered in reading form so that overall it is difficult to
understand.
b. The method or method of teaching makes it easy for students to carry out speaking course.
The results of respondents' answers regarding the eighth statement is 68%. Based on these results,
the eighth statement can be categorized as not good enough. It can be concluded that students' 98
perceptions of the ease of learning methods for the implementation of online learning are not good
enough. In connection with these results, it is stated that the perception is not good enough by not
doing face-to-face learning. The explanation of the materials is not detailed, incomplete, confusing
to students, especially lessons related to practicum. This is in line with Sugiran et al stating that,
materials that is difficult to understand, feeling isolated, and slow feedback on the work being
done are problems that are often faced by Open University (UT) students.
c. The materials for speaking course taught online is well-available so that it is easy for me to
understand.
 The results of the respondents' answers regarding the nine statements is 69,3%. Based on these
results, the ninth statement can be categorized as not good enough. It can be concluded that
students' perceptions of the availability of materials in online learning in speaking course are not
good enough. This is in line with the findings in the fifth statement, which states that the obstacles
to learning materials are due to the poor internet network and also the storage memory from
student gadgets which is not sufficient to accommodate the materials provided by their lecturers.
d. The lecturer always guides me and my friends to study online so that I and my friends understand
the materials given.
The results of respondents' answers regarding the tenth statement is 72,6%. Based on these results,
the tenth statement can be categorized as good. Lecturers provide material with various online
applications as a medium so that students do not feel bored in understanding the material. For
example, timed quizzes, learning videos, etc.
e. The process of learning activities is interesting and not boring.
The results of respondents' answers regarding the eleventh statement is 67,3%. Based on these
results, the eleventh statement can be categorized as not good enough. It can be concluded that
students' perceptions of the attractiveness of the learning process are not good enough. Study
saturation can be result in decreased concentration and absorption of the essence of the materials
given. Because saturation is the location of the dead end of feelings and the brain due to
continuous learning pressure. However, the implementation of online learning tends to be
monotonous. The result is a feeling of laziness and boredom. As in the specing course, which
requires a lot of practice, it needs to be supported by adequate media to increase student interest in
learning. And the online learning system used tends to be unstructured with a long period of time.
The number of tasks also causes a feeling of laziness and boredom.
f.I am enthusiastic in carrying out online learning.
The results of respondents' answers regarding the twelfth statement is 64,6%. Based on these
results, the twelve statements can be categorized as not good enough. It can be concluded that the
students’ perception of enthusiasm for the implementation of online learning is not good enough.
The success of the online learning process can be seen from the percentage of students' enthusiasm
in participating in learning. The minimum percentage of student enthusiasm greatly affects
students' understanding in participating in learning. In line with A. Kurniawati, explained that the
right media is able to attract students' attention, increase students' imagination power, increase
critical thinking power and trigger students to participate more and be enthusiastic, so that later
learners can participate in the learning process more actively.
g. There are many speaking practices in the online learning process.
The results of respondents' answers regarding the thirteenth statement is 70%. Based on these
results, the thirteenth statement can be categorized as good. Lecturers always invite students to
interact using English, and ask how students get used to using English. For example, through
music, movies, podcasts, etc.
h. The tasks given are in accordance with the materials.
A task is something that must be done or an order that has been determined to be carried out, work
that is someone's responsibility, work that is charged, and should be carried out in accordance with
their respective functions. In learning activities, teachers often give assignments to their students,
with the aim that they can further hone and understand the subject matter they have received. The
percentage is 71,3%. Giving assignments that are in accordance with the materials that has been
taught will make students understand more about the materials.
 i.The tasks given are still within my ability and are not burdensome.
The results of respondents' answers regarding the fifteenth statement is 66,6%. Based on these
results, the fifteenth statement can be categorized as not good. Often a lack of understanding
of the learning material causes students to find it difficult to do assignments.
j. Communication between lecturers and students can run well.
In the world of education, communication is very important, communication in the learning
process is used to convey messages to students, both in the form of knowledge and moral
messages. In the classroom, the teacher communicates one-way or two-way directly through
discussion. Teachers will find it easier to explain the subject matter. Students will find it
easier to understand and can immediately ask questions if there is something they don't
understand. The results of respondents' answers regarding the sixteenth statement is 67,3%.
Based on these results, the sixteenth statement can be categorized as not good enough. From
this it can be concluded that the communication between teachers and students in conducting
online learning has not been fully realized by students.
k. I am active in learning activities.
The results of respondents' answers regarding the seventeenth statement is 68%. Based on
these results, the seventeenth statement can be categorized as not good enough. It can be
concluded that students' perceptions of their activity during the implementation of online
learning are not good enough The students are not active during online class. The result of
this statement research bg Padma and Sukanesh which states that in online learning students
are not active and easily feels boring and reduces students enthusiasm and interest during
learning.
l. The interactions that occur during the learning process make my speaking skills improve.
The result percentage is 70%. Based on these results, Lecturers who often invite students to
communicate using English make students experience an increase in their ability to speak
English.
m. During online learning activities I can still have discussions with other friends.
The results of respondents' answers regarding the nineteenth statement is 75,3%. Based on
these results, the nineteenth statement can be categorized as good. It can be concluded that
students' perceptions of speaking practice during the implementation of online learning are
good. From these results, it can be seen that although the learning process is carried out
online, this does not prevent students from being able to discuss.
n. I feel confident when I want to speak in online learning activities.
The result of the last respondent is 72%. The last answer is can be categorized as good.. It can
be concluded that Students feel confident because they do not deal directly with lecturers and
friends, so they are not too nervous in expressing their opinions.

CONCLUSSION

Based on research findings and discussions of research on students’ perceptions of learning speaking
for social intercultural during the covid 19 pandemic at Universitas Islam Riau, it can be concluded: The
perception of students majoring in English Education at Universitas Islam Riau towards online learning in
speaking course during the COVID-19 pandemic is not good enough. These results are based on the results of the
calculation of the two aspects of learning those are, learning preparation and learning process, which produces a
percentage of 35,9 %. The results of student’s perceptions are influenced by the constraints they experience
during the learning process.

REFERENCE