SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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The Implementation of Online Learning Approach in Teaching English at “SMA Terbuka Jarak Jauh Kepanjen”.

mira kharisma yunita

Abstrak


ABSTRAK

 

Yunita, M.K. 2017. The Implementation of Online Learning Approach in Teaching English at “SMA Terbuka Jarak Jauh Kepanjen”. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (1) Francisca Maria Ivone, M.A., Ph.D, (2) Dr. Sintha Tresnadewi, M.Pd.

 

Keywords: online learning, online language learning, Open and Distance Senior High School

Studies on online learning has grown significantly in the past decades, but not many of the studies examine online learning at senior high school level. Moreover, there is an absence of ‘close’ research to investigate what distance language teachers and learners actually do. Therefore, the objective of this study is to describe the implementation of online learning at Open and Distance Senior High School Kepanjen by highlighting three aspects: course design, teacher’s roles, and teacher-student and student-student interactions in online class.

The researcher used qualitative research method for the case study. The data were collected by conducting interview, observation, and analyzing relevant documents. The instruments were the researcher, interview guides, and observation protocol. The instruments were validated by the advisors of the researcher. Then, data triangulation and iterative process were used to validate the data and findings.

The researcher found that in the implementation of online English learning at Open and Distance Senior High School Kepanjen, the course design included planning, independent learning, teaching and learning process, and assessment. Then, the teacher’s roles in the online class were planning, teaching, assessing, and motivating. Next, there were no teacher-student and student-student interactions, such as discussion forum, in the online learning and teaching activities. Furthermore, the strengths of online learning in this school was that it was supported by the government so that the facilities were sufficient. The weaknesses were that students participation was low, the digital literacy was also low, the lesson plan was not suitable for online language learning, and the language skills were not really taught nor learned.

Some conclusions that can be drawn are the following. First, the course design should include administration process, instructional planning, teaching and learning activities, assessment, and learning supervision. Second, there are three ctitical components of teaching presence, which are design and organization, facilitating discourse, and direct instruction (Anderson, 2004). Third, interaction is an important aspect for students’ social and emotional development (Picciano & Seaman, 2007), that is why face-to-face meeting should be improved by adding the number of the English tutors. In other words, blended learning is more suitable for students in senior high school level.

 

This research is beneficial for the government, online English teachers and students, and future researchers because it gives a comprehensive overview and evaluation of online learning implementation at senior high school level. It enriches the theories on the course design, teacher’s roles, and interactions in online English learning.