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TEACHERS' PERCEPTION ON ONLINE LEARNING OF
ENGLISH FOREIGN LANGUAGE IN THE POST
COVID-19 PANDEMIC
Firdaus Ditya Pamungkas
Universitas Soerjo Ngawi
ABSTRACT
A global pandemic caused by Coronavirus or Covid-19 gave horrible impacts
toward many important sectors, including education. This global crisis
including Indonesia, forced educational institutions to switch their teaching
methods into online teaching and learning for around two and a half years. In
the post Covid-19 pandemic, the education was back to normal where schools
and university accepted students to learn in the classes. Therefore, the use of
online learning that was important during Covid-19 pandemic, might be useful
to give variation in learning process in the post Covid-19 pandemic. This study
was conducted to explore teachers’ perception on online learning of EFL in the
post Covid-19 pandemic. The participants were 21 EFL teachers from university
and secondary school in Indonesia. This study used a qualitative descriptive
approach with online questionnaire. From the finding and result, it showed
that teachers considered EFL online learning was still important because online
learning provided flexible time in scope of teaching. Furthermore, the contents
or materials of online learning could be saved on the internet for long time and
could be seen or accessed again. In conclusion, EFL online still gave positive
impact towards students and teachers in the post Covid-19 pandemic.
Keyword: Post Covid-19 pandemic, EFL, perception, online learning
INTRODUCTION
A global pandemic has happened in the early 2020 caused by
Coronavirus or Covid-19. COVID-19 is the disease caused by a new coronavirus
called SARS-CoV-2. World Health Organization (WHO) first learned of this
new virus on 31 December 2019, following a report of a cluster of cases of ‘viral
pneumonia’ in Wuhan, People’s Republic of China. WHO announced the
outbreak of Covid-19 as a global public health emergency on 30 January 2020.
1
Since then, 21
st
global crisis has spread all over the world. According to WHO,
in 2020 there were around 3 million global deaths in the Covid-19 pandemic.
1
Alisha Ishrath et al., “Covid-19 (Pandemic): A Review Article,” J Res Med Dent Sci, vol. 2021, 2021,
www.jrmds.in.
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51
This crisis gave horrible impacts toward many important sectors, including
education. Around 1.5 billion children and youth were out of schools in 195
countries, from pre-primary to higher education. Most educational institutions
in the world have decided to temporary close and switch their methods to
online teaching and learning.
2
In Indonesia, with the number of populations of 260 million, the Covid-
19 pandemic also affecting 4,621 universities that spread throughout Indonesia
which serves 8.3 million students.
3
Regarding the prevention of covid-19,
schools and colleges should be closed.
4
According to Kemendagri that several
actions must be taken to prevent this virus by; carrying out hand hygiene by
using a hand sanitizer, washing hands with soap if the hands look dirty,
avoiding eye, nose, and mouth supervision
5
.
In Indonesia, the government obligated people to keep their distance
from one to another. People also were not allowed to gather in one place, even
for education. Online teaching and learning in Indonesia gave new challenges
for educational institutions, teachers, and students. Educational institutions
need to prepare online platform for online teaching and learning without giving
much burden to students while teachers need to prepare some outstanding
strategies for online teaching. Online learning is access to learning experiences
via some technology. The use of online teaching and learning will be an
effective solution during the pandemic
6
. Online learning can be referred to the
use of digital tools for teaching and learning
7
. These digital tools can be used to
study everywhere and anytime without getting restrained by time and place.
2
Huynh Thi Anh Tram, “EFL Teachers’ Perception on Challenges of Online Teaching During Covid-19
Pandemic: A Case Study,” International Journal of Social Science and Human Research 04, no. 06 (June
30, 2021), https://doi.org/10.47191/ijsshr/v4-i6-42.
3
Dewi Padmo, Lidwina Sri Ardiasih, and Olivia Idrus, “Online Learning During the Covid-19 Pandemic and
Its Effect on Future Education in Indonesia,” in The Impact Of COVID19 On The International Education
System (Proud Pen, 2020), 71–86, https://doi.org/10.51432/978-1-8381524-0-6_5.
4
Hermansyah Hermansyah and Aridah Aridah, “Teachers’ Perception toward the Challenges in Online
English Teaching during Covid-19 Pandemic,” Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19,
2021): 63, https://doi.org/10.21462/ijefl.v6i1.342.
5
Hermansyah and Aridah.
Retno Puji Rahayu and Yanty Wirza, “Teachers’ Perception of Online Learning during Pandemic Covid-
19,” Jurnal Penelitian Pendidikan 20 (2020): 392–406.
7
Novrika Nartiningrum and Arif Nugroho, “Online Learning amidst Global Pandemic: EFL Students’
Challenges, Suggestions, and Needed Materials,” ENGLISH FRANCA : Academic Journal of English
Language and Education 4, no. 2 (November 13, 2020): 115, https://doi.org/10.29240/ef.v4i2.1494.
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52
Information and technology developing rapidly support online learning
8
.
Technology and information also ease teachers and students to carry out their
daily activities, from messages, assignments, and online communication
through message and assignments to improve several things online. Mostly,
online learning occurs via the internet, which is also called e-learning, different
term to distance learning. Meanwhile, in online learning, there are synchronous
and asynchronous approaches. Synchronous learning is defined as real
conditions and situations via the internet using devices such as direct messages,
shared screens by connecting data in the form of video and audio, while
asynchronous learning is defined as a process of learning that can delay the
time
9
. So, this pandemic forced students and teachers to learn with online
learning.
In 2021, most countries decided to give vaccines to their people to reduce
the effect of Covid-19 toward human bodies. This policy gave positive impacts
towards many sectors including education. After two and a half years of Covid-
19 Pandemic, schools and universities started to re-open their institutions and
accepted students to study in classes.
Nowadays, English has still become foreign language in Indonesia.
English is a compulsory lesson started in Junior High School but many English
courses accept elementary students to teach them basic English. However,
covid-19 pandemic forced both English courses and formal schools to
implement online teaching and learning for their students. A study about the
use of online learning among EFL students showed that students aware of the
benefits of using online learning and they also have a highly positive attitude
towards online learning in English
10
. Furthermore, he explained that online
learning system can adapt to aim of improving communication and enrich
students’ learning experiences. It can be said that online learning provides both
advantages and challenges for teachers and students. Anyhow learning of
language can be in many forms and fashions.
11
Self-study is one of the most
common and significant means of learning a language. In personal perspective,
a learner can progress and improve his/her language knowledge and skills
from as little as an hour’s self-study a week. Moreover, college students who
learn EFL (English for Foreign Language) are more familiar with self-study
compared to junior or senior high students.
8
Hermansyah and Aridah, “Teachers’ Perception toward the Challenges in Online English Teaching
during Covid-19 Pandemic.”
9
Hermansyah and Aridah.
10
Mohammed Mohammed Nasser Hassan Ja’ashan, “The Challenges and Prospects of Using E-Learning
among EFL Students in Bisha University,” Arab World English Journal 11, no. 1 (March 15, 2020): 124–37,
https://doi.org/10.24093/awej/vol11no1.11.
11
Hermansyah and Aridah, “Teachers’ Perception toward the Challenges in Online English Teaching
during Covid-19 Pandemic.”
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and Literature)
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Information and Communication Technology (ICT) was needed in online
learning especially in English Foreign Language. There are three benefits of
using ICT (Information and Communication Technologies) in EFL (English for
Foreign Language) class; helping teachers to conduct interesting and fun
learning activities, promoting autonomy learning, and motivating students to
learn. ICT can be a better solution than traditional method of teaching (face to
face)
12
. However, there are more preparation and equipment in using ICT for
EFL learners.
The main challenge facing educators today is primarily how to
effectively manage and deliver educational services and curricula to
stakeholders, the education community, and the marketplace.
13
A previous
study done by Ashrafzadeh and Sayadian investigated university instructors’
concerns and perceptions of technology integration
14
. It was discovered that the
sources of the instructors’ concerns are administrative facilities, instructors’
technology literacy toward technology integration and accessibility of
technology for all students which are still lacking. It can be said the use of ICT
provides many interesting ways of teaching and give both teachers and learners
to explore and develop their experience and abilities but ICT also need many
preparations, steps, and proper equipment to facilitate process of online
learning in EFL works well.
According to explanation above, this paper, therefore, is conducted to
observe teachers’ perception on online teaching English in the post pandemic
era. Perception is thinking about what has been done and can be done with the
behavior.
15
Meanwhile, teacher’s perception can be described as the developed
opinion after a certain experience. Teachers’ perceptions form a prominent
component to describe the environment of the learning process.
16
A study
showed that many EFL teachers have not been properly trained nor had much
experience of online teaching during Covid-19 pandemic
17
. Many challenges
12
Nartiningrum and Nugroho, “Online Learning amidst Global Pandemic: EFL Students’ Challenges,
Suggestions, and Needed Materials.”
13
Mohd Khaled Yousef Shambour and Muhannad A. Abu-Hashem, “Analysing Lecturers’ Perceptions on
Traditional vs. Distance Learning: A Conceptual Study of Emergency Transferring to Distance Learning
during COVID-19 Pandemic,” Education and Information Technologies, 2021,
https://doi.org/10.1007/s10639-021-10719-5.
14
Nartiningrum and Nugroho, “Online Learning amidst Global Pandemic: EFL Students’ Challenges,
Suggestions, and Needed Materials.”
15
Hermansyah and Aridah, “Teachers’ Perception toward the Challenges in Online English Teaching
during Covid-19 Pandemic.”
16
Hermansyah and Aridah.
17
Anh Tram, “EFL Teachers’ Perception on Challenges of Online Teaching During Covid-19 Pandemic: A
Case Study.”
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and Literature)
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54
were faced by EFL teachers, such as lack of proper training for doing online
class and related issues, lack of computer and digital technology competency,
lack of time for online course design and online test preparation as well as
student’s learning facilitation, motivation, and interaction. In addition, a study
explained that a lack of proper preparation and growth for doing online classes,
teachers face difficulties in conducting online classes
18
. The biggest challenge
for online classes is technological and network challenges. There are some
opportunities that can be explore both by teachers and students in online
learning. However, some challenges also face them in using ICT for online
teaching and learning, especially in English as Foreign Language (EFL).
Therefore, researchers wanted to know the teachers’ perception on online
learning especially in English Foreign Language (EFL) in the post pandemic era
and how about the challenges and the opportunities. In the post pandemic era,
teachers could teach students in classes. They could tend to use face to face
learning instead of online learning. This study wanted how far the use of online
learning when teachers could teach students in class.
18
H D C Priyadarshani and D Jesuiya, “Teacher’s Perception on Online Teaching Method during Covid-19:
With Reference to School Level Teachers at Faculty of Education, The Open University of Sri Lanka,”
Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 132–40,
https://doi.org/10.34293/education.v9i2.3662.
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and Literature)
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METHODS
This research was carried out in Indonesia which ranks second language
in language diversity among other countries worldwide
19
. The participants
were 21 EFL teachers from university and secondary school in Indonesia. At
minimum, all the teachers own a bachelor degree in teaching English as foreign
language. Using a qualitative descriptive approach, this research used survey
method to investigate the teachers’ perceptions toward online teaching EFL in
the post pandemic era with the challenges and the opportunities. Survey
approach is used when the researcher wants to gather information, opinions,
beliefs, or perceptions about a current issue from a large group of people
20
. The
instrument used in this research was an online questionnaire. The questionnaire
was formulated based on the theories portrayed in the literature review stating
pros and cons of online learning speaking implementation. There were 10 items
in the questionnaire. 3 statements were an open-ended statement, while the 7
other statements were closed-ended statements. An open-ended statement
allows the subject of research to give further opinion about the statement. A
close-ended statement requires the subject of research to only choose “agree”,
“neutral”, or “disagree”. The data of this research was analysed descriptively.
In this research, the online questionnaire is conducted to examine the
percentage of EFL teacher who are teaching online, the frequently application
used in online learning as well as the challenges face by EFL teachers when
teaching during Covid 19 pandemic, and tried to find out the teachers’
perceptions towards online learning EFL in pandemic era.
FINDINGS
A. Teachers’ perception on EFL online teaching during the post Covid-19
Pandemic
Questions
Response
Yes
No
Frequency
Percentage
Frequency
Percentage
Are you teaching
EFL offline classes
in September 2022?
20
95,2%
1
4,8%
Do you still need to
teach online while
you can teach
offline in classes?
20
95,2%
1
4.8%
19
Subhan Zein, “English, Multilingualism and Globalisation in Indonesia,” English Today 35, no. 1 (2019):
48–53, https://doi.org/10.1017/S026607841800010X.
20
Reza Pustika, “Future English Teachers’ Perspective towards the Implementation of E-Learning in
Covid-19 Pandemic Era,” Journal of English Language Teaching and Linguistics) e-ISSN, vol. 5, 2020,
www.jeltl.org.
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Do online teaching
give advantages in
your teaching?
16
76,2%
5
23,8%
Table 1: Application of Online Teaching among EFL teacher during the post Covid-
19 Pandemic
The table above shows that 20 teachers or 95,2% from 21 teachers start to
teach offline teaching in EFL classes. 20 teachers or 95,2% teachers still need
online teaching while they can teach offline teaching in classes. In addition, 16
teachers or 76,2% from 21 teachers still feel the advantages of online teaching
during the post Covid-19 Pandemic.
B. Platforms or applications that used in EFL online teaching
Platforms/ applications
Frequency
Percentage
Zoom
14
70%
Google Applications
16
80%
Microsoft Team
5
25%
Moodle
4
20%
Edmodo
1
5%
WhatsApp
1
5%
Telegram
1
5%
Kahoot,
1
5%
Quizizz
1
5%
Table 2. Platforms/ applications that used by teachers in EFL online learning
From this table, it is found that 80% teachers from 20 teachers who used
online teaching during the post Covid-19 Pandemic, used Google application.
Teachers used Google Meet, Google Classroom, Google Form, etc in online
learning. There are 14 teachers or 70% teachers used Zoom, 5 teachers or 25%
used Microsoft team, 4 teachers or 20% used Moodle, 1 teacher or 5% used
Edmodo, Quizizz, WhatsApp, Kahoot, and Telegram in online learning.
C. The challenges faced by teachers in EFL online learning during post Covid-
19 Pandemic
The challenges
Agree
Neutral
Disagree
Frequ
ency
Percen
tage
Frequ
ency
Percen
tage
Frequ
ency
Percen
tage
Lack of computer
and digital
technology
competency affects
the EFL online
process
19
95%
1
5%
0
0%
Lack of time for
online course
design and online
test preparation
19
95%
1
5%
0
0%
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affects the EFL
online learning
process
I got difficulty in
following up the
students'
achievement in EFL
online teaching
9
45%
6
30%
5
25%
Students Online
Learning
Facilitation
(internet
connection, gadget
specification)
affects the EFL
online learning
20
100%
0
0%
0
0%
Students’
motivation affects
additional EFL
online learning
process
19
95%
0
0%
1
5%
Students’
interactions affect
EFL online learning
process
17
85%
2
10%
1
5%
Table 3. The challenges faced by teachers in EFL online learning during post
Covid-19 Pandemic
As can be seen from table above, 19 participants or 95% agree that lack of
computer and digital technology affects the EFL online learning process and
only 1 participant is neutral about that. Then, 19 participants or 95% also agree
that lack of time for online course design and online test preparation affects the
EFL online learning process and 1 participant is also neutral about that
statement.
In addition, 9 participants or 45% state that they got difficulty in
following up the students’ achievements in EFL online learning although there
ae 6 participants or 30% neutral about that statement and 5 participants or 25%
disagree with this statement. Furthermore, 19 participants or 95% agree that
students’ motivation affects additional EFL online learning process in offline
learning classes and only 1 participant does not agree about that statement. 17
participants or 85% agree that students’ interactions affect EFL online learning
process although 2 participants is neutral and 1 participant disagree about the
statement.
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DISCUSSION
Based on the data of table 1, there are three conclusion that can be
resumed from it. First, almost all of participants (20 participants from 21
participants) started to do offline teaching and learning in September 2022.
Then, 20 participants also agree that they need to teach online while they can
teach offline in classes. In addition, 16 participants from 21 participants also
argue that online teaching give advantages in their teaching. Online teaching
offers flexible time and can be done everywhere while offline teaching give
limitation in scope of time and place.
Meanwhile, from the data of table 2, 80% teachers from 20 teachers tend
to use Google application in their online teaching. Teachers used Google Meet,
Google Classroom, Google Form, etc in online learning. Teachers show the
lesson, share the materials and exercises then directly give explanation and
make interaction with students during online learning using this application.
Besides, there are many other platforms or applications that is be the favourites
for teachers in online learning like Microsoft team, Zoom, Moodle, Edmodo,
Quizizz, WhatsApp, Kahoot, and Telegram. There are 14 teachers or 70%
teachers used Zoom to make interaction with students in online learning. 5
teachers or 25% used Microsoft team. 4 teachers or 20% used Moodle that has
been provided by the school or campus. 1 teacher or 5% used Edmodo, Quizizz,
WhatsApp, Kahoot, and Telegram in online learning.
Other challenges related to the teachers that EFL teachers face in online
learning are also shown in table 3 above. Firstly, the problem of student online
learning facilitation like internet connection and gadget specification are
encountered by 19 participants. It reveals that 95% teachers agree that internet
connection and gadget specification affect online learning process. Teachers
and students without reliable internet access or some from disadvantaged
background lack high quality learning device, they often struggle to
80%
70%
25%
20%
5% 5% 5% 5% 5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Platforms/applications that used by teachers in EFL online
learning
Google Apps Zoom Microsoft Teams Moodle Edmodo
Whatsapp Kahoot Quizizz Telegram
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participate in online course. Secondly, intrinsic motivation is a big issue, since
students may have difficulty in seeing the relevance of learning English.
21
From the table, 19 participants or 95% agree with statement that students’
motivation affects EFL online learning process although 1 participant or 5%
disagree with those statements. Then, the statement about “Students
Interactions affects EFL online learning process”, 17 participants or 85% agree
with that statement, 2 participants or 10% neutral, and 1 participant or 5%
disagree with this statement. It means that students’ interaction also hinders
the process of online learning for all EFL teachers, so even the when the
teacher prepares a well-planned online leaning but cannot encourage
interaction from learners, it is still not an effective and successful.
22
CONCLUSION AND SUGGESTION
From the finding and discussion above, the teachers’ perception on EFL
online learning in the post Covid-19 pandemic are teachers have been ready
and need to teach in EFL online learning although they can teach offline in
classes. In September 2022, most teachers start offline teaching although there
are 1 teacher from participants who still teach online. Then, they tend to use
Zoom and Google applications (Google Meet, Google Classroom, Google Form,
etc) as platform or application in online learning. Meanwhile, some of them also
use Microsoft Team and Moodle and only 1 teacher uses Edmodo, Quizizz,
WhatsApp, Kahoot, and Telegram in online learning. In addition, most teacher
agree that lack of computer and digital technology affects the EFL online
learning process. Furthermore, they also go along with opinion that lack of time
for online course design and online test preparation affects the EFL online
learning process.
REFERENCES
Anh Tram, Huynh Thi. “EFL Teachers’ Perception on Challenges of Online
Teaching During Covid-19 Pandemic: A Case Study.” International Journal
of Social Science and Human Research 04, no. 06 (June 30, 2021).
https://doi.org/10.47191/ijsshr/v4-i6-42.
Hermansyah, Hermansyah, and Aridah Aridah. “Teachers’ Perception toward
the Challenges in Online English Teaching during Covid-19 Pandemic.”
Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 2021): 63.
https://doi.org/10.21462/ijefl.v6i1.342.
Ishrath, Alisha, Mohammed Mazher Ahmed, Namarata Pal, and Siri Muppidi.
“Covid-19 (Pandemic): A Review Article.” J Res Med Dent Sci. Vol. 2021,
2021. www.jrmds.in.
Mohammed Nasser Hassan Ja’ashan, Mohammed. “The Challenges and
21
Anh Tram, “EFL Teachers’ Perception on Challenges of Online Teaching During Covid-19 Pandemic: A
Case Study.”
22
Anh Tram.
ELTALL (English language teaching, applied linguistics
and Literature)
Vol. 4 No. 01, 2023
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall
60
Prospects of Using E-Learning among EFL Students in Bisha University.”
Arab World English Journal 11, no. 1 (March 15, 2020): 124–37.
https://doi.org/10.24093/awej/vol11no1.11.
Nartiningrum, Novrika, and Arif Nugroho. “Online Learning amidst Global
Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials.”
ENGLISH FRANCA : Academic Journal of English Language and Education 4,
no. 2 (November 13, 2020): 115. https://doi.org/10.29240/ef.v4i2.1494.
Padmo, Dewi, Lidwina Sri Ardiasih, and Olivia Idrus. “Online Learning During
the Covid-19 Pandemic and Its Effect on Future Education in Indonesia.” In
The Impact Of COVID19 On The International Education System, 71–86. Proud
Pen, 2020. https://doi.org/10.51432/978-1-8381524-0-6_5.
Priyadarshani, H D C, and D Jesuiya. “Teacher’s Perception on Online Teaching
Method during Covid-19: With Reference to School Level Teachers at
Faculty of Education, The Open University of Sri Lanka.” Shanlax
International Journal of Education 9, no. 2 (March 1, 2021): 132–40.
https://doi.org/10.34293/education.v9i2.3662.
Pustika, Reza. “Future English Teachers’ Perspective towards the
Implementation of E-Learning in Covid-19 Pandemic Era.” Journal of
English Language Teaching and Linguistics) e-ISSN. Vol. 5, 2020.
www.jeltl.org.
Rahayu, Retno Puji, and Yanty Wirza. “Teachers’ Perception of Online Learning
during Pandemic Covid-19.” Jurnal Penelitian Pendidikan 20 (2020): 392–406.
Shambour, Mohd Khaled Yousef, and Muhannad A. Abu-Hashem. “Analysing
Lecturers’ Perceptions on Traditional vs. Distance Learning: A Conceptual
Study of Emergency Transferring to Distance Learning during COVID-19
Pandemic.” Education and Information Technologies, 2021.
https://doi.org/10.1007/s10639-021-10719-5.
Zein, Subhan. “English, Multilingualism and Globalisation in Indonesia.”
English Today 35, no. 1 (2019): 48–53.
https://doi.org/10.1017/S026607841800010X.
