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Students’ Perception towards the Strategies Used by the Teacher in Teaching English Using Virtual Learning Platforms

Author

Listed:
  • Adya Juniar Shaleha

    (English Teacher, English First, Makassar Sulawesi Selatan, Indonesia)

  • Rusdiana Junaid

    (Lecturer, English Language Education Study Program, Universitas Cokroaminoto Palopo, Palopo, Sulawesi Selatan, Indonesia)

  • Musliadi

    (Lecturer, English Language Education Study Program, Universitas Cokroaminoto Palopo, Palopo, Sulawesi Selatan, Indonesia)

Abstract

The massive emergence of virtual learning platforms in early 2020 has gradually replaced face-to-face interaction in the teaching and learning process throughout the globe. All teachers and students have used virtual learning platforms due to the impact of the Coronaviruses Disease-19 (Covid-19) outbreak since the beginning of December 2019, including teachers and students at MTs. Negeri Palopo. This research aims to figure out students’ perceptions towards the strategies used by the teacher in teaching English using virtual learning platforms during the COVID-19 pandemic at MTs. Negeri Palopo. The method used was a kuantitaf method. Through an online questionnaire, the researchers administered a close-ended questionnaire to the eighth-grade students of MTs Negeri Palopo. The data were analyzed using descriptive qualitative and statistical analysis. The result of this research indicates that the students of MTs. Negeri Palopo had a very positive perception towards the strategies that the teachers used using virtual learning platforms during the COVID-19 pandemic, with a mean score of 74,09.

Suggested Citation

  • Adya Juniar Shaleha & Rusdiana Junaid & Musliadi, 2022. "Students’ Perception towards the Strategies Used by the Teacher in Teaching English Using Virtual Learning Platforms," International Journal of English Language Studies, Al-Kindi Center for Research and Development, vol. 4(3), pages 68-80, July.
    • Handle: RePEc:alk:ijels0:v:4:y:2022:i:3:id:3822
    DOI: 10.32996/ijels.2022.4.3.11
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