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Ugahara, Ugahara
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Journal : Getsempena English Education Journal

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THE CONSTRAINTS FACED BY EFL LECTURERS TO THE IMPLEMENTATION OF ONLINE LEARNING Suryani, Suryani; Meutia, Putri Dini; Fidyati, Fidyati; Prayudiana, Winda; Ugahara, Ugahara
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i2.2779

Abstract

The increasing demand for online learning learning has led to its widespread adoption across Indonesia, influencing all levels of education. This sudden shift has pushed educators to quickly adapt to digital technologies, primarily relying on internet-based platforms and email communication. The rapid transition to online learning has created opportunities for pedagogical innovation but also introduced significant challenges, particularly in English language education. This study investigates the obstacles encountered by English as a Foreign Language (EFL) lecturers in implementing online learning. Using a quantitative research approach, data were collected from eight EFL lecturers teaching at both governmental and private universities in Aceh, Indonesia. The data were obtained through online questionnaires, providing insights into the various constraints experienced by these lecturers. The primary challenges reported include a lack of meaningful interaction between lecturers and students, suboptimal learning and evaluation processes, and difficulties in teaching skills-based material online. Other issues highlighted were students' limited understanding of the content, inconsistent internet connection, student disengagement from assignments, lecturer fatigue, and inadequate access to learning resources and support tools. This research provides a comprehensive overview of the barriers faced by EFL lecturers in transitioning to online teaching, offering valuable insights for improving the design and delivery of online education in similar contexts.
INTEGRATING TECHNOLOGY-BASED LEARNING IN ENHANCING STUDENTS’ INTEREST IN ENGLISH LANGUAGE LEARNING Tuljannah, Wilda; Suryani, Suryani; Ugahara, Ugahara
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.2956

Abstract

The aim of this study was to explore students' interest in learning English using technology-based learning. This research uses mixed methods that collect data combining quantitative and qualitative data. Data was collected through direct observation and questionnaires distributed to students, which covered aspects such as motivation, involvement, and preferences for the use of technology in learning English. The participants consist of 28 students from SMA 1 Indrapuri. The data were analyzed using a combination of qualitative and quantitative techniques. Observation notes were examined through content analysis to identify patterns of student motivation, engagement, and responses to technology-based learning. Questionnaire data were processed using descriptive statistics and thematic coding to capture overall trends and reinforce the qualitative findings. The result from observation revealed the use of technology, such as PowerPoint and Quizziz, is able to create a more interactive and interesting learning environment, with increased active participation and student involvement. The result from questionnaire indicated that the majority of students had a positive view of using technology in learning English. 75.7% of students enjoyed learning English using technology and 77.1% students stated that technology made learning English more engaging. However, only 58.5% of students' showed awareness of the importance of English for their future. Although technology succeeded in increasing interest in learning, the findings also revealed that its impact was not felt equally by all students. Therefore, teachers need to integrate technology effectively to meet the diverse needs and preferences of students. This research concluded that the use of technology in English language learning has great potential to increase students' interest in learning. It requires adequate infrastructure and training for both teachers and students to maximize the use of this technology.
Co-Authors Dauyah, Ema Fidyati, Fidyati Hakim, Wisda Khairiah Syahabuddin Prayudiana, Winda Putri Dini Meutia Safriani Safriani, Safriani Suryani Suryani Tuljannah, Wilda Zalha, Fera Busfina