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Journal of English Language Teaching
EISSN 2302-3198
Published by Jurusan Bahasa dan Sastra Inggris
FBS Universitas Negeri Padang
available at http://ejournal.unp.ac.id/index.php/jelt

STUDENTS' PERCEPTIONS TOWARD SYNCHRONOUS ONLINE

LEARNING AT THE ENGLISH DEPARTMENT OF UNIVERSITAS NEGERI
PADANG
Pitri Karismanda1, Dinovia Fannil Kher 2
Student of English Language Education 1 (English Department, Faculty of Language
and Arts, Universitas Negeri Padang), Jl. Prof. Dr. Hamka Air Tawar, Padang, 25173
Lecturer of English Language Education2 (English Department, Faculty of Language
and Arts, Universitas Negeri Padang), Jl. Prof. Dr. Hamka Air Tawar, Padang, 25173
Correspondence Email: [email protected]

Article History Abstract

Submitted: YYYY-MM- This research analyzed students’ perception of
DD synchronous learning through three aspects. The design
Accepted: YYYY-MM-DD of the research was descriptive research. To gather the
Published: YYYY-MM- data, semi-structured interview guidelines were used as
the instrument. The subject or the key informants of this
DD
research consisted of 25 students of the K3 year 2020
Keywords: English Education at Universitas Negeri Padang.
Students’ Perception, The researcher used random cluster sampling to pick out
Synchronous Learning, the sample. Data analysis showed that students had
Online learning positive perceptions in terms of the teaching material and
the student interaction aspect. Yet, they had negative
perceptions about the aspect of the learning environment.
The students claimed, in terms of learning environment,
synchronous learning created a monotonous learning
atmosphere they felt bored, unfocused and easily
distracted. Therefore, it could be concluded that, if among
the synchronous learning aspects, one aspect was
perceived negatively, there was a possibility that the
learning process was not yet optimal. Thus, it was
suggested that the learning environment aspect should be
given more attention to due to its impact on students’
learning process.

©2020 The Author(s) Publish by Jurusan Bahasa dan Sastra Inggris FBS UNP. This
is an open-access article under the CC-BY-NC license
(https://creativecommons.org/licenses/by-nc/4.0/)
How to Cite: Karismanda, P. & Kher Fannil Dinovia (2022). Students’ Perception
Toward Synchronous online Learning at English Department of Universitas Negeri
Padang, Vol. (No): pp. XX-XX, DOI:10.24036/jelt.v9i3.xxxxx

INTRODUCTION
The coronavirus has an impact on all aspects of life, including education. At the
beginning of 2020, the school policy changed from face-to-face learning to online
classes. Schools and universities usually face to face learning become virtual. Jena
(2020) states that online learning is defined as a learning system that uses the internet

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network. For instance, schools and universities usually use Google Classroom,
WhatsApp, and Video Conferencing to teach students.
Online learning has become the learning alternative because students are not able
to come to regular classes. It is because coronavirus is still spreading in many
regions, such as Padang city. Moreover, starting On March 17, 2020, the Minister of
Education and Culture of the Republic of Indonesia has decided that schools must
conduct online learning for areas affected by COVID (Kemdikbud RI, 2020). These
roles lead students and teachers to learn and also work from home. It fully replaces
face-to-face learning in the classroom by using synchronous online learning.
Online learning is divided into two types such as synchronous learning and
asynchronous learning. Salmon (2013) states that an asynchronous environment is
usually not limited by time, and students can work on e-learning activities from
home. On the other, Hughes A (2014), teachers and students can meet directly during
the learning process using the electronic system. In synchronous learning, there are
several examples, like chat rooms, that provide an opportunity for teachers and
students to interact with each other. Chat rooms and video conferencing are also used
to facilitate face-to-face communication. Interaction that occurs directly between
teachers and students in real-time looks similar to classroom interactions, but
distance is no longer an obstacle. So, the differences between asynchronous and
synchronous are based on the implementation.
Synchronous learning is almost the same as the communicative way of learning
by the whiteboard. Video and chat provide feedback as quickly as possible to
encourage students to improve their language and ability. Furthermore, this learning
is a part that can replace face-to-face classes but in real-time (Keegan et al. 2005).
Perception is a process in which a person gets some information from the
environment. One's perception also affects the learning process and motivates
students to learn, so perception is a view to success. (Pangaribuan, 2015).
Furthermore, it is crucial to know students' perceptions of synchronous learning. The
crucial of students' perception is for lecturers to evaluate the learning process.
Perception is important because by knowing perception, we can find out what forms
of phenomena exist in our environment.
There have been many studies discussing synchronous learning. First, from his
research, Dada et al. (2019) analyzed how synchronous and asynchronous can affect
Nigerian students’ academics. Based on this research result, synchronous and
asynchronous affected the academic student's performance quite effectively.
Second, Malik et al. (2017) investigated the students' preferences for using
asynchronous and synchronous e-learning. Students are known to have a greater
interest in synchronous learning activities. Hagi (2021) analyzed the synchronous
learning process through students' perception using Zoom in English education.
Fifth, Al Ikhlas (2021) did research by using Zoom, WhatsApp, and Telegram. From
their research, students assumed positive toward synchronous learning.

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The studies above have similarities in discussing the perception of synchronous

and asynchronous learning. The studies above have similarities in discussing
synchronous and asynchronous learning, but the aspects discussed in this research
are aspects of nature, areas, and structure in the first study. Then, there is the aspect
of the placement and the use of e-learning resources. Furthermore, there are aspects
of the learning experience, lecturers' abilities, facilities, and infrastructure, even from
the aspect of teacher and environment.
Meanwhile, this research will focus on discussing aspects of teaching materials,
student interaction, and the learning environment. These three aspects need to be
discussed because they affect the success or implementation of a learning process.
Therefore this research needs to be carried out.
This study only focused on students’ perception of synchronous learning through
aspects; Teaching material, student interaction, and learning environment because
there were still a few researchers who analyzed it.
In accordance with the explanation above, the writer assumed that analyzing
English students' perceptions of synchronous online learning is urgent. Furthermore,
in this study, the researcher did research on students’ perceptions toward
synchronous online learning at Universitas Negeri Padang.
METHOD

In this study, the researcher used descriptive research to investigate the data by
explaining the data obtained entirely. The population of this research was students of
English Education in the English Department year 2020 at Universitas Negeri
Padang. The researcher selected the year 020. The researcher used random cluster
sampling to pick out the sample. The sample of this research was 25 students of
K3’2020. The instrument in this study used semi-structured interviews. As Creswell
J, (2014) stated interview was two people exchanging opinions, beliefs, and feelings
about something in their own words. Online interviews can be used to collect data
through the Internet for the purpose of investigating it to provide evidence related to
the research question. Online interviews can be used synchronously (in real-time),
which involves the exchange of audio, text, and video. The online interview gives
participants flexibility because they can be involved in this research even at their
respective locations (Chapman et al, 2013).

RESULT AND DISCUSSION

1. Students’ Perception of the Teaching Material Aspect

The data analysis found that 25 students from the K3 class were interviewed
about the teaching material. Then, all of them had positive perceptions about aspects
of teaching material in synchronous online learning. It is seen from the answers
given during the interview.

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First, the students were asked whether synchronous learning was delivered.
Most of them had similar answers, 4 of 25 students mentioned that learning has very
good, easy to understand, and well conveyed. 12 of the students' answer has good
and clearly explained, and 8 of the students had quite good. Then, it was possible to
say that in terms of presentation, the students positively perceived the delivery of
material through synchronous online learning. It was positive because the material
presented and explained by the lecturer was conveyed very well so that students
could understand the material.
Second, the students were asked their perception of the media used, and most
of them had similar answers, 21 of 25 students mentioned that the media used were
power point and Video. 3 of the students answered only PowerPoint was used in
delivering the material. There were two media used in the learning, it was said that in
terms of media used, they had positive perception because there were several media
used to convey the material to students.
Third, the students were asked about their perceptions of the ease of
understanding the material through the media used. Most of them had similar
answers, 21 of 25 students mentioned the media impacted the ease of understanding.
Additionally, 5 of 21 students that stated before they agreed the media that the Video
was better than PowerPoint due to the attractive Video. Then, 2 other students that
stated before agreed the media PowerPoint was better than Video because the
material was explained in detail. 4 of the students agreed that understanding the
material was relatively easy because of the media. Furthermore, it could be said in
terms of the use of media. Students had positive perception because the media used
in delivering the material is created more interesting by the lecturer, so it gives an
effect that makes it easier for students to understand the material.
Fourth, the students were asked about their perception of the learning process
in accordance with the syllabus. All of 25 students agreed that the material presented
was per the syllabus. Thus, it could be interpreted that the learning process following
the syllabus had positive perception.
Fifth, the students were asked about their perception of the effectiveness of
the material provided. 10 of 25 students mentioned the material provided was
effective. One of the students stated before argued that the material provided was
effective except when network problems occurred. 15 of the students answers to the
material provided were quite effective. On the whole, it was said in terms of the
effectiveness of the material provided, students had positive perception because the
material given was explained in more detail and understandable.
Referring to the data, the five questions were responded positively. It could
be stated that the students’ perception of aspects of teaching material in synchronous
online learning was positive.

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2. Students’ Perception of the Student’s Interaction Aspect

The data analysis also found that 25 students from K3 class were interviewed
about the students interaction. Then, all of them had positive perceptions about
aspects of students interaction in synchronous online learning. It is seen from the
answers given during the interview.
First, the students were asked their perception question and answer section in the
learning process. All of 25 students agreed that there was question and answer
activity in the learning process. Therefore, it could be said in terms of question and
answer activity, students had positive perception in answer and question activity
because the lecturer, in synchronous learning process carries out the activity.
Second, the students were asked about their perception of questioning and
answering toward speaking skills. All of 25 students agreed that there were speaking
skills improved through question and answer activities. In addition, 4 of them stated
that before they agreed, there was a little bit of improvement in their speaking skills
through this section. Thus, it could be interpreted that question and answer toward
speaking skills, they had positive perception about this one because speaking skills
were improved through the activity such as pronunciation and grammar. In addition,
students also became brave and confident.
Third, the students were asked about their perception of the example of material.
17 of 25 students mentioned they agreed that the material example given were
pictures and video. 4 of 25 students answered agree that video media was given to
the students. 4 of the students answered agree that picture was also given before
learning started. The material example was given in some courses. Then, it was
classified in terms of the material example, the students had positive perception. It
was positive because the lecturer gave the material example to be introductory to the
material that would be conveyed Fourth, the students were asked abouttheir
perception toward a willingness to ask the question. 19 of 25 students mentioned,
they agreed the question usually asked. 4 of 25 students answered sometimes asked
questions. 1 of the students answered that it was rarely asked in the learning process.
Furthermore, it was possible to say in term of willingness had positive perception
because most of them agreed about their willingness to ask questions in order to
understand the material better.
Fourth, the students were asked their perception toward willingness to ask
question. 19 of 25 students mentioned, they agreed the question usually asked. 4 of
25 students answer sometimes asked questions. 1 of students answer rarely asked in
learning process. Furthermore, it was possible to say in term of willingness had
positive perception because most of them agree about their willingness to ask
questions in order to understand the material better.
Fifth, the students were asked about their perception of motivation in learning
process. All of 25 students agreed that the motivation was given in the learning
process. Furthermore, it could said in term of motivation, they had positive

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perception of this part because almost all of the motivation given to students was in
the form of encouragement to read lots and review the material.
Based on the data above, the 5 questions were replied positively. It could be
uttered that students’ perception on students interactions was very positive. in the
learning.
3. Students’ Perception of Learning Environment Aspect

The data analysis also found that students from the K3 class were interviewed
about the students interaction. Then, all of them had perceptions about aspects of
learning environment in synchronous online learning. It could be seen from the
answers given during the interview.
First, the students were asked about their perception toward the atmosphere of
synchronous learning. 15 of 25 students mentioned, the atmosphere was boring,
interaction limitations, staring at a laptop screen for a long time, monotonous way,
and less variety in media. 10 of 25 students answered the atmosphere was not boring
and could be followed from home, creative way. Then, it was possible to say in terms
of atmosphere learning, the students had negative perceptions because dominant
students agreed that this learning was boring. After all, some negative views caused
it.
Second, the students were asked about their perception concerning motivation
and enthusiasiasm in learning process. 15 of 25 students mentioned, they were
motivated and excited during the learning process . 10 of 25 students answered that
they were unmotivated and not enthusiastic. Then, it could be said in term of
motivation and enthusiasm in the learning process, they had positive perceptions
because most of the students have a positive perception because of the desire to get
good grades, and knowledge must be obtained through this learning.
Third, the students were asked about their perception of synchronous learning
through zoom. All of 25 students mentioned, zoom media wanted to learn. Thus, it
could be interpreted that they had very positive perceptions. It was positive because
zoom media gave many advantages to students in learning.
Fourth, the students were asked about their perception of time management
through synchronous learning. 11 of 25 students mentioned that synchronous
learning could train in managing time. 14 of 25 students answered that synchronous
learning could not be trained in managing time. Therefore, it was said in terms of
management time, they had negative perception. It was negative due to this learning
provided an opportunity to be undisciplined and the time ignorance.
Fifth, the students were asked about their perception of discipline in doing an
assignment. 12 of 25 students agreed that synchronous learning taught honesty in
doing the task. Although, 13 of 25 students answered disagree about that because this
learning gave an opportunity for students to cheat with others or internet. Certainly, it
was possible to say in terms of discipline through synchronous learning, the students

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have negative perceptions because they are not supervised directly, and there is a big
opportunity to cheat in doing assignments.
Indicated from the data, 5 questions were responded to negetively. It was
negative because 3 of 5 questions had negative perception, 2 of 5 questions had
positive perception. So, it was concluded that the aspect of learning material had
negative perception.
Discussion

Based on the research question findings, it was founded that students have
positive perception of the two aspects, such as aspects of teaching material and
students interaction. However, one negative perception was the learning
environment. Therefore, there are 3 reasons points that would be discussed further.

Firstly, the finding shows that students positively agreed that the teaching
material was good and understandable. However, there is a problem in the teaching
and learning process because of a network problem. Apuke and Iyendo (2018) stated
that dominant of all students feel limited in understanding and accessing material due
to insufficient and inefficient internet facilities. This problem limits students from
being able to understand the material and access learning.

The result of this research is relevant to the previous research. Vinsensius

(2021) He found that network problems became the biggest problem in the teaching
and learning process. Moreover, Faruq et al (2022) found that students’ perception
toward synchronous learning using online media had positively perceptions, but
some problems occurred during this learning process. Technical problem becomes
one of the problems faced in the teaching and learning process synchronous. Hagi
(2021), he figured out network problems are unavoidable as long as this synchronous
learning is done because synchronous learning relies on internet network. In
conclusion, the internet network is a very big issue in synchronous learning, so this is
a major consideration if this synchronous learning is carried out.

Secondly, the findings from the aspects of students interactions show that
students’ perception toward students interaction aspects was positive. It means that
students agreed that through the interaction activities that occur, it could improve
students’ speaking skills in which pronunciation and grammar become better.
Students’ courage and self-confidence also improve due to interaction and discussion
activities carried out during the learning process. Howe (2007) stated that interaction
is an activity where good interactions take turns which is good interactions have to
include targets, topics or information, and reply.

The result of this research is relevant to the previous research. Natsir (2016)
He found that speaking skill has improved, which is student has become more
confident in speaking in online class. Moreover, Kusuma et al (2022) found that
students have positive perception of student interaction in synchronous learning. It is
positive because the interaction that occur during the learning process can advance

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students' confidence to present their dialogue virtually. Speaking online makes

students more confident because their friends do not see them in person. The results
of the research above also showed that online interaction could reduce student
anxiety. In conclusion, students agree that interaction activities that do not occur
face-to-face during the learning process can provide an improvement in students'
speaking skills because students become more confident and dare to speak up.

Lastly, the findings from aspects of learning environment show that student
had negative perception of this aspect. It means that students’ perception of
synchronous learning seen from the aspect of the learning environment is boring,
which uses a monotonous way. In fact, digital learning in the teaching and learning
process can increase their desire to learn the material. The existence of digital
learning, which is learning activities carried out in different ways so it can help to
vary the differences in learning styles (Atmojo & Priyo, 2020).
Students are also helped to understand the material provided in fun and not
monotonous way through this learning. In addition, student engagement in learning
process activities can make students feel not bored and interested in participating in
learning. Student engagement in the learning process plays a play a role in their
learning achievement (Bundick et al 2014). Thus, there is progress in involving
students in several activities that can make students interested and focused in the
learning process, so it provides good achievement in learning. In conclusion, learning
that is carried out in synchronous (online learning) requires using different reference
methods as a medium for self-evaluation for English teachers and a reference tool for
assessing their abilities to develop and become English teachers who keep up with
the times.

CONCLUSION

From the findings, it was found that the three questions had negative
perceptions and two of them had positive. The five aspects play an important
role in the learning process. So, the synchronous implementation targets must
have all positive results. It can be concluded, the existence of negative aspects
of perceptions conveyed by students will affect learning.If the learning
atmosphere is not supportive such as boring, students become unfocused and
easily distracted by other things. Students become unfocused and easily
distracted by other things. The learning environment should be the center of
attention as an important thing that must be considered because this will affect
student achievement in learning.

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