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p-Index From 2021 - 2026
0.444
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All Journal JELLT (Journal of English Language and Language Teaching) Wiralodra English Journal (WEJ)
Yohanes Bambang Gunawan
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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IDENTIFYING AND OVERCOMING SOME FATIGUE-CAUSING FACTORS EXISTING IN ONLINE READING CLASS OF AMIKOM PURWOKERTO PSDKU YOGYAKARTA DURING COVID-19 QUARANTINE Anita Wijayanti; Yeremia Andi Irawan; Yohanes Bambang Gunawan
JELLT (Journal of English Language and Language Teaching) Vol 5 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v5i2.11424

Abstract

Abstract COVID-19 forced AMIKOM Purwokerto to convert its traditional classes to online learning. During this online learning, problems have started to unravel, and one of them is fatigue, which was confirmatively experienced by 55% students of Reading IV. This study, utilizing a quantitative research method, intended to find the causes of the fatigue and design practicable solutions. Through observations, group interview, and literature reviews, some main factors that caused fatigue were revealed: Zoom fatigue; tasks which were too difficult and numerous; presentation of materials which did not properly comply with the students’ online conditions and unfamiliarity to Google Classroom; eye fatigue (digital eye strain), bad postures during learning, lockdown fatigue, and frustration over signal and internet problems. To overcome the fatigue, the researchers reduced the time for video conferences and created asynchronous short videos for learning, selectively adjusted tasks in terms of number and difficulty, simplified presentations of materials and helped the students to become more familiar with Google Classroom, and addressed the problems from eye strain, bad postures, and lockdown fatigue in the reading materials so the students could solve those problems based on the texts given or find a more viable solution. Those solutions reduced the number of drained students to only 25% and in addition 60% students claimed that the modifications brought a positive impact on their learning. Keywords: fatigue, distance learning, COVID-19, Zoom fatigue
IDENTIFICATIONS OF FACTORS BARRING STUDENTS FROM ASKING LECTURER AND THEIR SUBSTITUTE LEARNING STRATEGIES Anita Wijayanti; Putu Putrayasa; Yohanes Bambang Gunawan
Wiralodra English Journal Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.225

Abstract

The focus of this qualitative study is to discover the factors that discouraged the students of Mahakarya Asia University from not asking questions to the lecturer in their English class despite their incomplete mastery of the lessons. Employing questionnaires and interview as the main instruments, the study found the triggering factors, with the first three being the fear of making a wrongly structured question, appearing unlettered after asking, and talking in front of other people. In addition, students’ inflexible adaptation to asking orally, which is different from asking in writing they adopted during COVID-19 remote learning, discourages them as well. Confusion on how and what to ask also stopped students from asking a question. To compensate for their deliberate abandonment of opportunities to ask a question, students carried out a variety of learning strategies. The most widely employed strategy to obtain the missing knowledge is to search for answers on internet due to its advantages: quick response, accurate answer, minimal effort, and available anywhere and anytime. Another learning strategy is discussion with other people. Discussion is opted because it is enjoyable, lively, and people can guess well what the students problems are from indirect clues. The last adopted strategy is to consult textbooks, notes, or other related materials as they contain the very topics of the lessons the students fail to understand. Keywords: discouraging factors to asking questions, substitute learning strategies, searching internet, discussion, reading modules
Co-Authors Anita Wijayanti Anita Wijayanti Putu Putrayasa Yeremia Andi Irawan