SKRIPSI

STUDENTS’ PERCEPTION ON ONLINE PLATFORMS FOR

ONLINE ENGLISH LEARNING OF THE TENTH GRADE
STUDENTS OF HOTELIER ACADEMY AT SMK PGRI 1
MEJOBO KUDUS IN THE ACADEMIC YEAR 2021/2022

By:
MARINA IKA PRATIWI
NIM 201832096

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS MURIA KUDUS
2022
STUDENTS’ PERCEPTION ON ONLINE PLATFORMS FOR
ONLINE ENGLISH LEARNING OF THE TENTH GRADE
STUDENTS OF HOTELIER ACADEMY AT SMK PGRI 1
MEJOBO KUDUS IN THE ACADEMIC YEAR 2021/2022

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing
the Sarjana Program in the Department of English Education

By
MARINA IKA PRATIWI
NIM 201832096

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2022

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iii
 MOTTO AND DEDICATIONS

MOTTO:

1. Whatever you do, do it readily, as to the Lord and no to men.

(Colossians 3:23)
2. Be a strong wall in the hard times, and be a smiling sun in the good times.
3. It is what it is, it was what it was, it will be what it will be.

DEDICATION:
1. Jesus Christ who always gives His grace and
blessings.
2. My beloved parents as my inspiration for their love
and prayers.
(Father: Pratiknyo and Mother: Jumiatun)
3. My beloved brother (Deo Gera Praditya)
4. My beloved bias (Kim Hanbin and Bang Yedam)

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 ADVISORS’ APPROVAL

This is to certify that the Skripsi of Marina Ika Pratiwi. (201832096)

has been approved by the Skripsi advisors for further approval by the
Examining Committee.

Kudus, August ,2022

Advisor I

Dr. Dra. Sri Surachmi W, M.Pd.

NIDN. 0625016801

Advisor II

Drs, Muh Syafei, M.Pd.

NIDN. 0013046201

Acknowledged by

The head of the English Education Department

Rusiana, S.Pd, M.Pd.

NIDN. 0611118301

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 ACKNOWLEDGEMENT

All the praises and gratefulness to Jesus Christ, because of His grace and
blessings so the researcher can finish this skripsi entitled: “Students’ Perception
on Online Platforms for Online English Learning of the Tenth Grade Students of
Hotelier Academy at SMK PGRI 1 Kudus in the Academic Year 2021/2022
The researcher realizes many people help the researcher to give support,
suggestions, and advice in completing this research. So, the researcher would like
to convey her special gratitude to:
1. Drs. Sucipto, M.Pd., Kons. as the Dean of Teacher Training and Education
Faculty, for all his support.
2. Rusiana, S.Pd., M.Pd. as the Head of the English Education Department, for
all her support.
3. Dr. Sri Surachmi W, M.Pd. as the first advisor, for all the guidance and
suggestion during the skripsi-making process.
4. Drs. Muh Syafei, M.Pd. as the second advisor, for all the guidance and
suggestion during the skripsi-making process.
5. The researcher’s beloved family (Mr. Pratiknyo, Mrs. Jumiatun, and Deo
Gera Praditya) for all the love, support, and prayers that strengthen the
researcher to finish this skripsi.
6. All of the English Education Department Lecturers who had given uncounted
knowledge from the first semester until the last semester in Universitas Muria
Kudus
7. All of the BEM FKIP in Sandya Adhiyaksa cabinet members who always
support the researcher during the skripsi-making process.
8. The researcher’s bias, Kim Hanbin, and Bang Yedam who always give the
researcher mental support so that the researcher be able to finish this skripsi.

Hopefully, this research can be useful for readers and future researchers who
want to conduct research in the same field.

Kudus, July 2022

Marina Ika Pratiwi

NIM. 201832096

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 ABSTRACT

Pratiwi, Marina Ika. 2022. Students’ Perception on Online Platforms for Online
English Learning of the Tenth Grade Students of Hotelier Academy at
SMK PGRI 1 Mejobo Kudus in the Academic Year 2021/2022. English
Education Department, Faculty of Teacher Training and Education
University of Muria Kudus. Advisors (1) Dr. Dra. Sri Surachmi W,
M.Pd. (2) Drs. Muh Syafei, M.Pd.

Keywords: Perception, Online Platforms, Online English Learning

Online platforms facilitate students and teachers to conduct an online

learning process. There are so many options of online platforms used to increase
online English learning activity, with different features and functions. In
conclusion, this research aims to know the students’ perception on online
platforms for online English learning, and also the strengths and weaknesses of
the online platforms used for online English learning, especially for platforms
WhatsApp, Google Classroom, Zoom Meeting, and Telegram.
Online platforms provide an easy way for online learning activities,
sharing, and assignment submission. Online platforms help English learning be
more flexible and easy to access. Those aspects made online learning more fun,
and joyful. Those things influenced the students in upgrading their knowledge and
English skills.
In this research, the researcher used an open-ended questionnaire that
was distributed to all the tenth-grade students of the hotelier academy at SMK
PGRI 1 Mejobo Kudus to collect the data and strengthened with a semi-structured
interview with 5 students in the same class.
The result of this research shows that the strengths of online platforms
for online English learning are: making the learning activity more flexible and
helping the students easier to gain their knowledge. Whereas, the weaknesses are
that it spends a lot of quota data and got some errors if the internet connection was
unstable, and online learning made it more difficult for students to understand the
material because sometimes the teachers just shared the material without more
explanation. Students have a positive perception of online platforms for online
English Learning. The students agree that the online platforms help them to
increase their confidence to use English during online classes and help them to
increase their English skills (writing, reading, listening, and speaking).
Therefore, by this research, the researcher hopes the teachers can look for
a way to make online English learning more communicative. Instead of just
giving materials and assignments it will be better if the teachers also give deeper
explanations and have a discussion to increase the student’s confidence in using
English.

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 ABSTRAK

Pratiwi, Marina Ika. 2022. Students’ Perception on Online Platforms for Online
English Learning of the Tenth Grade Students of Hotelier Academy at
SMK PGRI 1 Mejobo Kudus in the Academic Year 2021/2022.
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Muria Kudus. Pembimbing (1) Dr. Dra. Sri Surachmi W,
M.Pd. (2) Drs. Muh Syafei, M.Pd.

Keywords: Perception, Online Platforms, Online English Learning

Online platforms memfasilitasi siswa dan guru untuk melaksanakan

proses pembelajaran online. Ada begitu banyak pilihan dari online platforms yang
dapat digunakan untuk meningkatkan proses pembelajaran online, dengan fitur
dan fungsi yang berbeda. Pada intinya, penelitian ini bertujuan untuk mengetahui
pendapat siswa mengenai online platforms yang digunakan untuk pembelajaran
online Bahasa Inggris serta untuk mengetahui kelebihan dan kekurangan online
platforms yang digunakan untuk pembelajaran Bahasa Inggris online, khususnya
untuk platforms WhatsApp, Google Classroom, Zoom Meeting, dan Telegram.
Online platforms menyediakan cara yang mudah untuk pembelajaran
online, pembagian materi, dan pengumpulan tugas. Online platforms membantu
proses pembelajaran online menjadi lebih fleksibel dan mudah untuk diakses.
Aspek tersebut membuat online learning menjadi lebih menyenangkan. Hal ini
juga mempengaruhi peningkatan pengetahuan dan kemampuan Bahasa Inggris
siswa.
Dalam penelitian ini, peneliti menggunakan kuesioner terbuka unutk
mengumpulkan data yang didistribusikan pada siswa kelas sepuluh jurusan
akademi perhotelan di SMK PGRI 1 Mejobo Kudus dan diperkuat dengan
wawancara dengan lima siswa dikelas yang sama.
Hasil dari penelitian ini menunjukan bahwa kelebihan dari online
platforms yang digunakan untuk pembelajaran online Bahasa inggris antara lain:
membuat proses pembelajaran online lebih fleksibel dan membantu siswa untuk
meningkatkan pengetahuan mereka dengan lebih mudah. Sedangkan,
kelemahannya antara lain: online platforms membutuhkan banyak kuota data dan
tidak bisa bekerja maksimal Ketika koneksi internet tidak stabil, dan juga online
learning membuat siswa lebih sulit untuk memahami materi yang diberikan
karena terkadang guru hanya membagikan materi tanpa ada penjelasan lebih
lanjut mengenai materi yang diberikan. Siswa memiliki persepsi positif terhadap
online platforms yang digunakan dalam pembelajaran online bahsa inggris. Siswa
setuju bahwa online platforms membantu mereka untuk meningkatkan
kepercayaan diri mereka untuk berbahasa inggris selama kelas online berlangsung

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dan membantu mereka untuk meningkatkan kemampuan berbahasa Inggris
mereka (writing, reading, listening, and speaking).

Oleh karena itu, dengan adanya penelitian ini, peneliti berharap para guru
dapat mencari cara untuk membuat pembelajaran online Bahasa Inggris lebih
komunikatif. Daripada hanya memberikan materi dan tugas akan lebih baik jika
guru juga menjelaskan materi dengan lebih rinci dan diskusi untuk meningkatkan
kepercayaan diri siswa untuk berbahasa Inggris

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 TABLE OF CONTENTS

COVER
LOGO
TITLE
MOTTO AND DEDICATIONS......................................................................................
ADVISORS’ APPROVAL................................................................................................
ACKNOWLEDGEMENT.................................................................................................
ABSTRACT....................................................................................................................
ABSTRAK.....................................................................................................................
CHAPTER I.......................................................................................................................
INTRODUCTION.............................................................................................................
1.1 Background of the Research...............................................................................
1.2 Statement of the Problem....................................................................................
1.3 Objective of the Research...................................................................................
1.4 Significance of the Research...............................................................................
1.5 Scope of the Research.........................................................................................
1.6 Operational Definition........................................................................................
CHAPTER II.....................................................................................................................
REVIEW TO RELATED LITERATURE........................................................................
2.1 Perception................................................................................................................
2.2 Online Learning.......................................................................................................
2.3 Online Learning Platforms.......................................................................................
2.4 Review of Related Literature...................................................................................
CHAPTER III..................................................................................................................
METHOD OF THE RESEARCH...................................................................................
3.1 Design of the Research..........................................................................................
3.3 Data Collection......................................................................................................
3.3 Data Analysis.........................................................................................................
3.4 Trustworthiness......................................................................................................

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CHAPTER IV..................................................................................................................
FINDINGS OF THE RESEARCH..................................................................................
4.1 The Students’ Perception on Online Platforms for Online English Learning
.....................................................................................................................................
4.2 The Strengths and Weaknesses of Online Platforms for Online English
Learning.......................................................................................................................
CHAPTER V...................................................................................................................
DISCUSSION..................................................................................................................
5.1 The Students’ Perception on Online Platforms for Online English Learning
.....................................................................................................................................
5.2 The Strengths and Weaknesses of Online Platforms for Online English
Learning.......................................................................................................................
CHAPTER VI..................................................................................................................
CONCLUSIONS AND SUGGESTIONS.......................................................................
6.1 Conclusions............................................................................................................
6.2 Suggestions............................................................................................................
REFERENCES................................................................................................................
APPENDICES.................................................................................................................
APPENDIX 1. QUESTIONNAIRE............................................................................
APPENDIX 2. SEMI-STRUCTURED INTERVIEW................................................
APPENDIX 3. DATA FROM QUESTIONNAIRE....................................................
APPENDIX 4. DATA OF INTERVIEW....................................................................
STATEMENT.................................................................................................................
CURRICULUM VITAE.................................................................................................

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 CHAPTER I
INTRODUCTION

In this chapter the writer discusses the background of the research, statement of
the problem, the purpose of the research, significance of the research, scope of the
research, and operational deviation.

1.1 Background of the Research

We know that the 21st century is well known as a modern technology era. The 21st
century shows many dynamics changing in several aspects. Laxmi (2017) stated several
aspects influenced by the dynamics changing such as the global economy society,
culture, with no exception in education. Those conditions make us know some new
terms that are usually common nowadays for example, “21 st century education”,”21st
century learning, and “21st century skills”. This condition would be a challenge for
school instance to survive and help their students master those skills in this modern
technology era. In this case, Indonesia is relatively late in applying online platform
learning base. Although using online platforms is claimed and accepted as an effective
means for teaching and learning in the 21st century.
In March 2020, Indonesia has declared the first positive case COVID-19 virus,
and because the rapid transmission of the COVID-19 virus has negatively affected all
aspects of society including education. This dire situation induces the closure of all
schools in Indonesia. Therefore, the government migrated the learning system from
face-to-face classroom learning to online learning. This situation may seem worst. But,
on the other side, this situation gives a chance for Indonesian school instance to start
applying learning system by E-Learning base. Clark & Mayer (2016) state that E-
Learning is the instruction given to support the learning process through online
platforms.
Refers to Michael Piotrowski (2010), online platforms itself are systems that
provide integrated support for online learning activity. Some online platforms
commonly used as media for online learning during pandemic, are: Zoom meeting,
Google Classroom, WhatsApp Group, Telegram are the popular online platforms that
are commonly used in online learning.

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 Several online platforms mentioned above have the same function, to be a
solution to increase and support online learning during the COVID-19 pandemic. With
all the strengths and weaknesses of each platform, these things surely determine the
students’ preference in using those online platforms and affect the students’ activeness
and contribution during online learning.
Some previous research about the students’ perception of online platforms to learn
English in the pandemic era. First from Rakhmania, Martina, Halolo, Syafryadin &
Nurmanzah (2020) with the title “Students’ Perception on Online Learning During
COVID-19 Pandemic Era”. The result of the research itself shows that the students had
a positive perception of online learning because it was more fun and flexible. And the
platform that they prefer to use or the very dominant online platform to English online
learning in this research is WhatsApp.
The second study by Indah (2020) titled “Students’ Perception on the Use of
Google Classroom in Language Learning” The result of the study shows that the
participants agree with the statement that Google Classroom can help them in Language
Learning because of the features provide them to get and save the documents of material
and important assignments from their lecturer, also the platform is easy and flexible to
use.
Based on the explanation above, the researcher has conducted research about
students’ perceptions of online platforms. Although there are similarities with the
previous research but the research that the researcher conducted is more focused on
knowing the strengths and weaknesses of the online platforms and the students’
preference of the online platforms for online English learning.

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1.2 Statement of the Problem
Based on the background of the research above, the following problem can be
formulated follow as:
1. How do the students’ perception online platforms for online English learning?
2. What are the strengths and weaknesses of online platforms for online English
learning?

1.3 Objective of the Research

Based on the statement of the problems above, the objectives of the research are:
1. To know the students’ perception of online platforms for online English learning.
2. To find out the strengths and weaknesses of online platforms for online English.

1.4 Significance of the Research

By conducting the research, the writer hopes that the result will be useful to provide
benefits for all people who are related to this research, both theoretical and practical as
follows:

1. Theoretically
The result of this research is expected to be used as a reference for further research
and also can be used as a reference and knowledge for other researchers.
2. Practically
The researcher expects that this research can be useful for English for Specific
Purposes Teachers in SMK PGRI 1 Mejobo Kudus, the students, and readers.
a. For the teacher
The researcher expects this research can motivate the lecturers to use technology
and various in the teaching and learning process.
b. For the students
The researcher expects the high school student to be more motivated in joining
English class by using online platforms.
c. For the readers
This research can give readers more knowledge about students’ perception of
online platform for online English learning.

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 d. For the researcher
The researcher hopes that this research can be useful for the next researcher who
will conduct research in the same field.

1.5 Scope of the Research

In this research, the researcher limited the focus on Students’ perception of online
platforms for online English learning in SMK PGRI 1 Mejobo Kudus. The researcher
took the participants from tenth-grade students of SMK PGRI 1 MEJOBO Kudus in the
academic year 2021/2022. However, the researcher took one class participants to enrich
the data of students’ perception on online platforms for online English learning in SMK
PGRI 1 Mejobo Kudus.

1.6 Operational Definition

1. Students’ perception
Students’ perception is students’ opinions based on their perspective towards
online platforms for online English learning.
2. Online platform
A webspace or portal for educational content and resources that provide everything
students need in one place, including lectures, resources, and opportunities to interact
and chat with other students.
a. WhatsApp
Is an online platform that allow the users to have online chatting with some other
feature such as : photos, videos, and audio sharing, location sharing, documents
sharing, group chatting, and phone or video call.
b. Google Classroom
Google classroom is an online platform owned by Google inc. Google
Classroom was created with the purpose to support and increase teaching and
learning process in technology era. The features enable students and teachers to
sharing and upload materials or assignments, and also to share video, photos and
file for learning.

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 c. Zoom Meeting
Zoom meeting is an online platform that can be use for online interactive video
conference. The video conference can be attended by up to 100 participants.
During the conference, the participants can share screen for presentation and can
chat with the other participants in chat column.
d. Telegram
Have a similarities with WhatsApp, Telegram is online platforms that allow
users to have online chat. It has some features such as : photo and video sharing
with big data size, group chat, phone or video call, documents and link sharing.
3. Online learning
Online learning, commonly known as E-Learning, is a model of learning that takes
place over the internet.

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 CHAPTER II
REVIEW TO RELATED LITERATURE

In this chapter, the researcher explains about Review of Theoretical Studies,

Review of Previous Research, and Theoretical Framework.

2.1 Perception
Erin, & Maharani (2018) stated that perception is a psychological process
gained by the five senses through experience, Individuals can process responses
into positive or negative perceptions. According to Qiong (2017), perception is
the process of being aware of or understanding sensory information. The
definition above means that perception is a process done by the human brain to
understand information. The perception is defined by two; agree or disagree, like
or dislike, true or false, and pro or contra based on their opinion and feeling at that
time.
Students are the most important resource in the teaching and learning process.
And all of the learning processes always begin with perception. Montague (1997)
mentioned that students’ perception is what they think about something they have
experienced before. Furthermore, Chen and Hoshower, (2003), said That students’
perceptions can be learning success indicators. The teacher can use the students'
perceptions to improve and encourage the learning process in the future.

2.2 Online Learning

Based on Singh and Thurman (2020) online learning is defined as a learning
experience in a synchronous or asynchronous environment employing electronic
devices with internet connectivity. Students independently learn and interact with
teachers and other students from anywhere in this environment.
Another definition stated by Mamattah (2016), online learning is one of the
learning models that cover the use of the World Wide Web (www), facilitated by
the internet and technologies to support teachers in giving instruction and
delivering the course content.

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 From the definition above, can be concluded that online learning is a
teaching and learning model facilitated by technologies, the internet, and
multimedia. Through this model of teaching and learning process, the students get
the opportunity to learn and interact with the instructor and friends although they
are not in the same location or the class.

2.3 Online Learning Platforms

Online learning can’t be successful without media or platforms that can
facilitate it. Online learning platforms are the best solution to support the online
learning process. Online learning platforms are integrated with interactive online
services that provide information, tools, and resources to trainers, students, and
anyone involved in education to assist and improve education delivery and
management. There are so many options of online platforms that can be used to
support the online learning process based on the needs. Several examples of
online learning platforms that are commonly used in online learning are
WhatsApp, Zoom Meeting, Google Classroom, and Telegram.
2.3.1 WhatsApp
WhatsApp Messenger or well known as WhatsApp was founded by Jan Koum
and Brian Acton in February 2009. WhatsApp is an online platform that enables
the user to access some of its features they are: online chats either in text or voice
message, voice or video calls, files and documents sharing, photos and videos
sharing, location sharing, and some other features. WhatsApp is also accessible
from computers with the feature called WhatsApp web. With all the features and
the easy way to access WhatsApp become the popular application that people use
to communicate nowadays. Considering the features and the easy access
WhatsApp be one of the online platforms used in online learning since the covid-
19 pandemic spread in Indonesia. Suroto & Nandiyanto (2021), mentioned that
The feature WhatsApp group on WhatsApp is suitable to be used as a medium for
students and teachers to have a discussion and deliver the material.
2.3.2 Zoom Meeting
Zoom meeting is a video conferencing software that enables the user to have
a meeting in person or even in groups. This feature enables students and teachers

7
to make a “face to face” meeting during the pandemic situation. Because they can
have a video conference meeting from their home but still can have active
interaction with each other whether it’s between the students with the other
students, or between the students with the teachers. According to Gray, Wong ,
Rempel, & Cook (2020), a zoom meeting can increase student learning outcomes.
It is not flawless like offline class lectures because of several technical constraints
such as networks etc.
2.3.3 Google Classroom
Google classroom is one of the online platforms owned by Google inc. that
is specifically made to support learning activities and make the teacher and
students easier to share the files related to the material and assignments. In more
detail, Google classroom helps the teaching and learning activity create, share,
discuss, and evaluate the result. Rozak & Albatani (2018) said that Google
Classroom was created to make it easier for lecturers or teachers to communicate
with pupils or students in cyberspace. This program allows teachers to examine
the scientific concepts they have with pupils or students.
2.3.4 Telegram
Telegram is a cloud-based social media app that allows users to effortlessly
migrate discussions between smartphones, the web, and desktop computers.
Telegram apps make it simple to share photos and videos, communicate
documents, and send current locations. Telegram provides several functions
similar to those seen in social media. Telegram's main feature is almost identical
to that of most other social media applications: it may be used for dialogue
communication (chat), group chat, and file sharing without size constraints. It is
better to other social media platforms that limit the size of messages that can be
sent. Based on those features, these things made telegram possibly used as a
platform for online learning.

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2.4 Review of Related Literature
Many studies have been conducted related to the use of online platforms to
support the teaching and learning process on online learning. The first study was
conducted by “Students’ Perception on the Use of Google Classroom in Language
Learning” The result of the study shows that the participants have a opinion that
Google Classroom is easy and flexible to use and the participant agree with
statement that Google Classroom can help them in Language Learning because of
the features provide them to get and save the documents of material and important
assignments from their lecturer.
The second study was conducted by Lisa Rakhmania, Feny Martina, Friang
Br. Halolo, Syafryadin, and Nurmanzah (2020) under the title “Students’
Perception on Online English Learning During COVID-19 Pandemic Era”. This
study took place at SMK Manajemen Penerbangan Medan with the population all
of the tenth grade students of SMK Manajemen Penerbangan Medan. The findings
of the research indicated significantly improved students’ scores in English
lessons. The students also believe that the online learning platforms that were
used to enhance the teaching and learning activity throughout the pandemic were
beneficial. WhatsApp is the most popular and very dominant online platform that
students prefer to use in online learning.
And the last study by Vira Lahiola (2021) entitled A Survey On Students’
Perceptions of the Use of Google Classroom in Online Learning on English
Lesson at SMA N 5 Tebo in Academic Year 2020/2021. The result of the study
shows that the lesson by using the platform Google Classroom is effective to
support English learning in SMA N 5 Tebo.
The previous research has similarities with this research where they all
focused on the use of the online platform for online learning. However, this study
is a bit different from the research mentioned above because this research focused
on the students’ perception and preference of online platforms for online English
learning and its strengths & weaknesses.

9
2.1 Theoretical Framework
The theoretical framework is a context that can hold or support a research
study's theory. The researcher used theory based on a journal written by Laxmi
(2017), according to Laxmi (2017) online platforms be a user-friendly tool that
encourages students to communicate and interact between other students and also
the teachers during online learning. ` Because of the reasons above, the researcher
assumed the use of the online platform can increase the student’s knowledge and
give a good impact on upgrading the students’ scores in English lessons.

10
 CHAPTER III
METHOD OF THE RESEARCH

In this chapter, the researcher discusses the design of the research,

data and data source, data collection, and data analysis.

3.1 Design of the Research

The design of the research according to Arikunto  (2010;15) is a plan
created by the author to aid in the research process. He also stated research as
solving the problem systematically, scientifically, and logically. This study
employed a descriptive qualitative research design. Sukmadinata (2016;16) stated
that qualitative research describes and studies occurrences, events, social
activities, attitudes, beliefs, and perceptions of individuals or groups. Whereas the
kind of qualitative research that the researcher will use is a qualitative case study.
Refers to Baxter & Jack (2008), a qualitative case study is a research methodology
that aids in analyzing a phenomenon within a specific context using several
numbers of data sources. Analysis of a phenomenon within a specific context
using several numbers of data sources, and does so through a variety of lenses to
show numerous features of the phenomenon.
The researcher took the study as a design of the research in analyzing the
students’ perception on online platforms for online English Learning in SMK
PGRI 1 Mejobo Kudus.
3.1 Data and Data Source
The data of the research are the students’ perception of online platforms
for online English learning in SMK PGRI 1 Mejobo Kudus. The data source of
the research is the tenth-grade students in major Hotelier Academy of SMK PGRI
1 Mejobo Kudus in the academic year 2021/2022. The researcher take the
hotelier academy’s students for this research based on the observation and
concerns during PLP II.

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3.3 Data Collection
According to Arikunto (2010;265), the data collection method is the way
that used by the researcher to collect the data. The researcher collected the data by
using a questionnaire and interviews.
1. Questionnaire
The researcher use an open-ended questionnaire to get data about the
strengths and weaknesses of the online platforms, by using an open-ended
questionnaire the students expected can give the answer based on their perception
and their own words.
Table 1. Indicator of Questionnaire

Classification Number of Items Total Items

Students’ Perception on Online 1-4 4
Learning
Students’ Performance During 5 1
Online Learning
Students’ obstacles during 6-7 2
online Learning
Online Platforms to Learn 8-10 3
English
Accessible and Students’ 11-15 5
Preference of Online Platforms
for Online English Learning.
Online Platforms in English 16-23 8
Learning.

2. Interviews
To get the data on the students’ perception of online platforms, the
researcher used the interview as a method. According to Arikunto (2010), the
interview is one of the most widely used and primary methods used to collect
qualitative data, and it is used to get information from people's own words about
their opinions, beliefs, and feelings about circumstances. As a result, the
researcher employs an interview as a secondary tool to discover more about the

12
students’ perceptions of online platforms to learn English. The researcher used a
semi-structured interview with an open-ended question.

3.3 Data Analysis

The researcher uses the descriptive method to analyze the data after it has
been collected. Data analysis, according to Miles & Huberman (1994), consists of
three types of activities. Reduction, data display, and conclusion drawing
verification are the three steps.
1. Data reduction
The results of the questionnaire were converted into written data by the
researcher. The data was reduced by the researcher by categorizing it. The data is
obtained using questionnaire instruments, and the final step is to develop an
interpretation based on the categorization of two research topics.
2. Data Display
In the data display. Data can be presented in a variety of formats, including
graphs, tables, charts, narrative forms, and so on. The data were organized into a
correlation pattern during the data presentation phase, making it easier to
understand.
3. Verification, drawing, and conclusion
The researcher concluded the benefits of using online platforms for online
learning and students’ perception of online platforms to learn English in SMK
PGRI 1 Mejobo Kudus.

3.4 Trustworthiness
Pilot & Baker (2014), said that trustworthiness refers to the phase of the
data validity, interpretation, and the methods that are used to ensure the quality
and credibility of the research. For this research, the researcher uses triangulation
as the trustworthiness so that, the data of the research can be trusted by the
readers. Sugiyono (2010) defines triangulation as a technique that combines
different data collection approaches and existing data sources. Of course, there is
a reason why researchers triangulate. Researchers employ a variety of data

13
collection techniques and data sources to assess the data's credibility, in addition
to collecting data for research.

The triangulation method that the researcher use as a technique of data

validation is methodological triangulation. David Hales (2010) defines
methodological triangulation as a kind of triangulation that is done by gathering
data in a different technique or method. In collecting data, qualitative research
often uses interview, survey, and observation methods. This is done to get the
validity of the correct data and a real picture of the data collected.

14
 CHAPTER IV
FINDINGS OF THE RESEARCH

In this chapter, the researcher describes the findings of the

research. The researcher distributes the questionnaire to tenth-grade
students of the hotelier academy at SMK PGRI 1 Mejobo Kudus in the
academic year 2021/2022.

4.1 The Students’ Perception on Online Platforms for Online English

Learning
This research focuses on the Students’ Perception of Online Platforms for
online English learning for the tenth-grade students of the hotelier academy at
SMK PGRI 1 Mejobo Kudus in the academic year 2021/2022. The research was
conducted through an open-ended questionnaire given to 18 tenth-grade students
of the hotelier academy at SMK PGRI 1 Mejobo Kudus and a semi-structured
interview with 5 students in the same class.
The total of the questionnaire is 23 questions which included several aspects
as; Students’ perception of online learning (4 questions), Students’ performance
during online learning (1 question), Students’ obstacles during online English
learning (2 questions), Online platforms for online English learning (3 questions),
Accessible & Students’ Preference of online platforms for online English learning
(5 questions), and online platforms in Online English Learning (8 questions). The
researcher used an open-ended questionnaire so the researcher can know the
students’ perceptions based on their own words.

Table 4.1. The Students’ Perception on Online Platforms for Online English
learning

No Students’ Questions Response Respondent

. Perception of
Online
Platforms

1. Students’ Students’ Enjoy 8 students

Didn’t enjoy 8 students

15
 perception of Satisfaction
online
Perhaps 2 students
learning
The effectiveness Online Learning 2 students
of English class
Offline Learning 16 students

The flexibility of Online Learning 5 students

English class
Offline Learning 13 students

Strengths and Strengths:

weaknesses of
Flexible 10 students
online learning
Get more 1 student
knowledge

Have enough time 2 students

to rest

Have more time 3 students

for family

No comment 1 student

Weaknesses:

Hard to 14 students
understand the
material

Connection to 4 students
Internet

2. Students’ Students’ Active 9 students

performance performance
Not Active 7 students
during online during online
Not sure 2 students
learning classes

3. Students’ The students YES 12 students

16
 obstacles found obstacles
during online during online
NO 6 students
learning learning

Students’ Running out of 8 students

obstacles during quota data
online English
Bad internet 5 students
learning
connection

Hard to 1 student
understand the
material

Had a problem 4 students

with the cellphone

4. Online Schools provide YES 17 students

platforms for the students toe
NO 1 student
online online platforms
English for online
Learning learning

Students’ gadgets YES 17 students

are supported to
NO 1 student
installed by the
online platforms

Online platforms WhatsApp, Zoom 18 students

commonly used Meeting, Google
in online learning Classroom

5. Accessible & Students found YES 7 students

Students’ obstacles in using
NO 11 students
Preference for the online
online platforms

17
 platforms for Online platforms WhatsApp 16 students
online that are
Google 1 student
English frequently used
Classroom
Learning in online learning
School’s E- 1 student
Learning Platform

Students master YES 17 students

the online
NO 1 student
platforms used
for online
learning

Online platforms WhatsApp 15 students

that very easy to
Google 2 students
use for online
Classroom
English learning

Online platforms Google 2 students

that the features Classroom
are very difficult
Zoom Meeting 13 students
to use
There isn’t any 3 students

Online platforms WhatsApp 17 students

that the students
Google 1 student
prefer to use
Classroom

6. Online The students YES 7 students

platforms in think that the
English online platforms NO 11 students
Learning help students
increase their
English skills

18
The students YES 8 students
think that online
platforms NO 10 students

increase their
confidence in
using English
during English
online classes

English skills Speaking 13 students

that are very
Listening 1 student
difficult to
master Writing 2 students

Reading 2 students

Online platforms WhatsApp 15 students

that help the
Google 1 student
students to
Classroom
master their
Zoom Meeting 1 student
reading skills
Telegram 1 student

Online platforms WhatsApp 13 students

that help the
Google 3 students
students to
Classroom
master their
writing skill Zoom Meeting 1 student

Telegram 1 student

Online platforms WhatsApp 5 students

that help the
Google 1 student
students to
Classroom

19
 master their Zoom Meeting 11 students
speaking skills
There isn’t any 1 student

Online platforms WhatsApp 7 students

that help the
to Zoom Meeting 10 students
students
master their All platforms 1 student
listening skills

The table above shows the result of the perception of online

platforms for online English learning based on the questionnaire
distributed by the researcher to the tenth-grade students of the hotelier
academy at SMK PGRI 1 Mejobo Kudus in six aspects. The first aspect is
about the students’ perception of online learning, these aspects are
conducted by 4 questions. The first question is about the students’
satisfaction during the online classes. From this aspect, most of the
students answer that they enjoy the online class. The students’ satisfaction
was influenced by several aspects, some of the students mentioned that
they enjoy the class because it made them feel more comfortable and
relaxed. The second question is about the effectiveness of online English
learning. Students agree that offline learning is more effective than online
learning. They said that they can understand the material better in offline
classes than in online classes because in offline learning the material can
be explained deeper than in online learning. Similar to the answer to the
effectiveness of online learning, the result of the question was
strengthened by the answer of the interview about the flexibility of the
classes “Offline learning, because while offline learning I can directly ask
my teacher when I don’t understand the material.” This shows that
students think that offline learning is more flexible than online learning
because they can understand the material better because of the direct
explanation from their teacher.

20
 In the next question, the students mentioned several strengths and
weaknesses of online English learning. For the strengths, the majority of
students assumed that online classes are flexible because they can study
wherever and whenever they want, not fixated on the classroom. Students
said during online learning the student can get more knowledge, also
online learning enables them to have more time to rest, and they said that
online classes make them have more quality time with their family
because, during online learning, they are just staying at home. But, for the
weaknesses students mentioned that online classes made them difficult to
understand the material and sometimes they found obstacles with the bad
connection to the internet.
The second aspect is about the students’ performance during online
English learning. From the questionnaire can seem that there are
differences between their activeness through online classes and offline
classes. The students tend actively contribute in offline classes than in
online classes.
The third aspect is about the students’ obstacles during online
learning. The majority of the students mentioned that they found obstacles
during online learning. The students mentioned having a problem with the
quota data that ran out when they use it for joining the online class, also
bad internet connection obstructed them from joining the online class and
made the online platforms can’t work normally, and some students had
problems with the cellphone which usually errors when used to join the
class, and 1 of them said the difficulties in understanding the material
obstructed him to join the class.
The fourth aspect is about the online platforms for Online English
Learning. The students mentioned that the school provides them to use
online platforms for online English learning and their gadgets are
supported and installed by the online platforms. According to the students,
the online platforms that are commonly used for online English learning
are; WhatsApp, Zoom Meeting, and Google Classroom.

21
 The fifth aspect is the accessibility and students’ preference for
online English learning. Students sometimes found difficulties in operating
or using the features of the online platforms. The basic problem they’ve
found is the application (online platform) usually errors while they
operated it. Google Classroom is the one platform that often errors.
WhatsApp, Google Classroom, and School’s E-Learning Platforms called
LMS, be the online platforms that are frequently used in online English
Learning. The students also mastered all the online platforms they used
for online English learning. WhatsApp and Google classroom is the online
platforms that are very easy to use, and Zoom Meeting is the most difficult
online platform to use based on the students. WhatsApp is the most
popular and the students’ online platform preference voted by students.
The last aspect is online platforms in English learning. Students
think that online platforms help them to increase their English skills. But
not many students think that their confidence improved by joining online
English learning. Speaking skills be the most difficult English skill to
master by students. The students assumed that WhatsApp, Google
Classroom, Zoom Meeting, and Telegram help them to master reading
skills, WhatsApp is the most voted platform that can increase their reading
skills. The same opinion occurs for online platforms that students think
can help them to master writing skills, WhatsApp is the most voted
platform. In the interview also the students mentioned it for many times
and some students state the similar perceptions “WhatsApp help me to
increase my writing and reading skills.” The online platform that the
students think can help them to increase their speaking skills is Zoom
Meeting. It is because they can directly interact by doing video
conferences. The majority of students also assumed that Zoom Meetings
can help them to increase their listening skills, same as the following
students’ statement “I think Zoom Meeting help me to increase my
listening and speaking skills”.

22
4.2 The Strengths and Weaknesses of Online Platforms for Online English
Learning
The second finding of the research done by the researcher is to find out the
strengths and weaknesses of online Platforms for online English learning. This
data got by the research through an open-ended questionnaire and strengthen with
a semi-structured interview with 5 students in tenth-grade students of the hotelier
academy at SMK PGRI 1 Mejobo Kudus.
From the questionnaire and interview, the researcher found some strengths of
online platforms used for online English learning as follows.
First, the online platforms help the students to conduct an active online
classes during school closure. As we all know one of the impacts of the COVID-
19 pandemic is the closure of all schools in Indonesia. This also occurs in SMK
PGRI 1 Mejobo Kudus. So, in order for learning activities can be carried out, the
school provides online platforms to facilitate and support online learning goes
well.
Second, the online platforms make online learning more flexible. This cause
the material for online learning shared through online platforms and it can be
accessed without any limitation in time. This makes the students be able to study
whenever and wherever they want and repeatedly read and study the material.
Online classes through online platforms also made the students don’t have to stay
in the classroom all day long which can make them feel bored, in the opposite,
online learning through online platforms made the learning activity enjoyable and
fun. This aspect matches the student’s statement, “In my opinion, online learning
is more effective because more flexible (time). And I prefer to choose online
learning because it was more flexible and gives me more time to rest and chill.”
Third, the online platforms used for online learning help them to increase
their confidence in using English through online classes. The students agree that
online platforms help them to increase their English skills “I think it increases my
confidence and skills.”, “Yes, with help from my teachers.” As students said, they
feel that online platforms that are used for online learning help them to be more
confident in using English during online English learning. Because they don’t

23
have to face their friends and teachers directly, they won’t feel shame if they made
a mistake when using English.
Fourth, online learning helped the students to master their English skills. The
students mentioned that online platforms help them to increase their English
skills. WhatsApp, and Google classroom, helped them to increase their writing
and reading skills, and Zoom Meeting help them to increase their speaking and
listening skills.
Then, the weaknesses of online platforms are, first, it consumed a lot of quota
data, especially for Zoom Meeting, the students said that their quota data ran out
faster when using Zoom Meeting. Some online platforms also can’t work normally
when the internet connection is not stable. This thing can obstruct the students
when the they to submit the assignments or access the materials. The other
weakness is the students feel that they have difficulty in understanding the
material because while online learning, the teachers sometimes just share the
material and give assignment without further explanation about the material.

24
 CHAPTER V
DISCUSSION

In this chapter, the researcher discusses the research data based on the
findings in chapter IV. The discussion is about the students’ perception on online
platforms for online English learning of the tenth-grade students of the hotelier
academy at SMK PGRI 1 Mejobo Kudus in the academic year 2021/2022.

5.1 The Students’ Perception on Online Platforms for Online English

Learning
Based on the statement of the problem of this research, this research has an
objective of the research to find out the students’ perceptions on online platforms
for online English learning in the hotelier academy of SMK PGRI 1 Mejobo
Kudus. Therefore, to answer this statement of the problem, the researcher
collected the data through an open-ended questionnaire, and to get a deeper
answer the researcher also conducted a semi-structured interview with 5 students.
From the data that was collected through questionnaires and interviews, the
students’ perceptions on online platforms for online English learning are as
bellows.
For online learning, SMK PGRI 1 Mejobo Kudus, especially for hotelier
academy, the teachers provide the students to use the online platforms to support
the online learning. The school use WhatsApp, Google Classroom, Zoom Meeting,
Telegram, and LMS (School’s E-Learning platform) to enhance online learning.
Those online platforms, online platforms that are frequently used for online
English learning are WhatsApp, Google Classroom, and Zoom Meeting. The
features and the accessibility of the online platforms influence the students’
preference for the online learning they use. The majority of the students voted
WhatsApp as an online platform they prefer to use. This is because for the
students, WhatsApp features are very easy to use, and it rarely even never error.
That’s why WhatsApp be the most popular online platform among students to
support their online English learning. Different from Zoom Meeting and Google
Classroom. The students didn’t prefer to use these online platforms because their

25
features are quite difficult to use, and also these online platforms consumed much
quota data.
Some students agree that online platforms increase their confidence to use
English during online classes. As one of the students stated, “I feel more confident
to use English during online learning through online platforms because I
indirectly face to face with my friends and my teacher in the class.” But the
majority of the students think that online platforms didn’t help them to increase
their confidence because they still feel shame and worry about their English skills.
Based on the questionnaire and strengthen by the interview, the students
agree that online platforms help them to increase their English skills. Their
English teacher, through online platforms, has shared so many materials that help
the students to enhance their English skills. Learning those materials, and doing
the exercises help the student’s English skills to be improved. A student, in an
interview, mentioned that he liked studying English by watching the videos that
the teacher shared through WhatsApp. Learning through video made English
learning, not monotone and boring that’s why the students feel comfortable
learning English although is difficult.
The students through questionnaires and interviews feel that WhatsApp
and Google Classroom much help them to master their writing and reading skills.
It is because WhatsApp and Google Classroom tends to be online chatting and
file-sharing platforms. By texting through those platforms, the students can
increase their writing skills, and reading the text and file they got from their
teacher help them to increase their reading skill. Whereas, online video conference
platforms, Zoom Meeting, help the students to increase their speaking and
listening skills. When the students do the video conference, they have an active
discussion and indirectly have an interactive class that allows them to get a
response at the same time.
This interactive discussion surely triggered the students to speak and listen
to the other students or the teacher’s explanation. That’s why the students stated
that Zoom Meeting help them to increase their speaking and listening skills. This
statement is relevant to the theory stated by the researcher, which is the use of

26
online platforms can help students’ knowledge and give a good impact on
upgrading the students’ scores and English skills.

5.2 The Strengths and Weaknesses of Online Platforms for Online English
Learning
The second objective of this research is to know the strengths and
weaknesses of online platforms for online English learning. This section will
discuss the strengths and weaknesses of online platforms for online English
learning based on the data collected by the researcher through questionnaires and
interviews.
Firstly, the strengths of online platforms for online English learning. The
online platforms help the online English learning goes well during the WFH
(Work from Home). We all know that during the COVID-19 Pandemic, all the
schools are closed and the government move offline learning into online learning.
Online learning might be difficult to conduct if there are no online platforms that
facilitate the school. So, the school provides online platforms to help online
English learning run well.
In terms of the flexibility of online learning. The students mentioned that
online learning was very flexible. The students said that online learning allowed
them to study whenever and wherever they want. Because they didn’t have to stay
in the classroom, they can easily access the material from home and they can
study whenever they want not only during classes. They also have limitless access
to the material that is shared by online platforms. The students also have free
internet access, which gave them many resources that can help them increase their
English skills. This kind of flexibility made the students can learn English in a
joyful and fun way. Instead of just sitting down in the classroom, the students can
learn English in many ways. Because they can join the class from home, the
students mentioned that they have more time to rest and more time to spend with
their family.
The next strength is, that online platforms help the students to increase
their confidence in using English during online English learning. The students
mentioned that they were more confident using English while online learning than

27
in offline learning. Because while online learning they don’t have to face the other
students and teachers directly, so they won’t be worried when they made a
mistake when they use English in class. The help from the teacher also helps them
to be more confident to use English during online learning. “Yes, with help from
my teachers.”, said a student during the interview.
The online platforms that the students use for online learning indeed help
them to increase their English skills during online English learning. The students
mentioned that online chatting platforms that as WhatsApp, help them to master
their writing and reading skills, often the teacher also shares a link to a YouTube
video that can help them to master their listening skills. Google Classroom, as a
file-sharing and discussion room platform also helps the students to master their
reading and writing skills. The video conference platform, Zoom Meeting, helps
the students to increase their speaking skills because video conference through
zoom made the students able to have an interactive discussion with friends and
teachers. This way of learning made online English learning easy and fun.
Second, the weaknesses of online platforms. Besides, there are many
strengths surely there are also weaknesses to online English learning. The very
basic problem faced by the students is the unstable internet connection. As we all
know, online platforms are surely integrated and depend on the internet
connection. Some of the online platforms that the students use for online learning
need a more stable internet connection than the other platforms. The students
mentioned that the unstable internet connection sometimes made the online
platforms can’t work normally. They ever experienced at a moment, they have a
bad internet connection, but they have to submit the assignment through Google
Classroom, because of the bad connection they repeatedly failed in submitting the
assignment. Also, when they have an online class through Zoom Meeting, as an
online video conference platform, surely it needs a stable internet connection.
Some students ever experienced they have a bad connection while the class
through Zoom Meeting, when the internet connection is unstable, they are
automatically logged out from the meeting room. The students also mentioned
that their quota data running out faster since the online learning. Moreover, for

28
Zoom Meeting and Google Classroom. Those online platforms need more quota
data to use. This made the students have to spend more money to buy the quota
data.
On the other side, the weakness of online English learning the students
mentioned is they have difficulties understanding the material. Because
sometimes the teacher just shares the material without more explanation. It made
the students have to try to understand the material by themselves. This is quite
different from offline learning. The students can get a detailed explanation and
directly get the answer from their teacher.
So, from the discussion above, the researcher can conclude that the
students have a positive perception of the online platforms they used for online
English learning, and the online platforms that used for online learning indeed
help the students to conduct the online English learning and help the students to
master their English skills

29
 CHAPTER VI
CONCLUSIONS AND SUGGESTIONS

In this chapter, the researcher presents the conclusions based on the

discussion in the previous chapter. The researcher also suggests for
English learners, English teachers, and future researchers who are
interested to conduct similar research.

6.1 Conclusions
Based on the data analysis about the students’ perception on online
platforms for online English learning, the conclusion of this research can be
drawn as follow.
First, the strengths and weaknesses of online platforms for online English
learning. The strengths of online platforms used for online English learning are:
made the students gain their knowledge because they can get more information
from many resources. The use of online platforms also made English learning
more fun and enjoyable making the students easier to study and increase their
English skills. The use of online platforms for online English learning also made
the learning activity more flexible so that the students have more time to rest and
spend with their families. Online chatting. File-sharing and discussion room
platforms, WhatsApp and Google Classroom help the students to increase their
writing and reading skills. Then, the online video conference platform, Zoom
Meeting help the students to increase their speaking and listening skills. Then the
weaknesses of online platforms for online English learning are. It spends a lot of
quota data, and when the connection is unstable, the apps or platforms can’t work
normally.
Second, is students’ perception of online platforms for online English
learning. From the findings and discussion can be concluded that the students
have a positive perception of online platforms for online English learning. The
students agree that online platforms help them to increase their English skills. The
features and accessibility of online platforms influenced the students’ preference
on online platforms for online English learning. The majority of students are

30
preferred to use WhatsApp because it is very easy to be accessed and it needs
fewer quota data to use.

6.2 Suggestions
According to the conclusion above, the researcher proposes some
suggestions and recommendations related to this research. The suggestions are for
students, teachers, and future researchers.
a. For Students
The researcher recommends using online platforms wisely and optimally
in the objective to learn English. Because online learning helps the students to
learn English enjoyably and flexibly. The students can also join English group
chats on WhatsApp and Telegram so that the students can share and learn English
with the members of the group and the students can be motivated more to be
confident in using English in their daily life.
b. For Teachers
The researcher recommends making the online classes through online
platforms more communicative. Instead of just sharing the material and giving
assignments after that, it will be better if the teachers give more explanations and
make an interactive class discussion so that the students’ confidence in using
English will be increased and made the students not too difficult in understanding
the materials.
c. For Future Researchers
The researcher recommends that future researcher who wants to conduct
similar research, to exploring other aspects of using the online platform for
English learning and add more online platforms.

31
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7

APPENDICES
APPENDIX 1. QUESTIONNAIRE

STUDENTS’ PERCEPTION ON ONLINE PLATFORMS FOR ONLINE

ENGLISH LEARNING

No Questions Answer
.
1. Do you enjoy the online learning
class?
2. In your opinion which one is more
effective, online learning or offline
learning?
3. In your opinion, is online learning
more flexible to do?
4. What are the strengths and
weaknesses of online learning
according to you?
5. Do you contribute actively in
online classes?
6. Do you have any obstacles in
doing online learning?
7. What are the problems that
obstruct you from doing online
learning?
8. Is your school providing you to use
online platform for online

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 learning?
9. Did your gadget are supported to
installed by the online platforms?
10. What are the online platforms that
you commonly use in online
learning?
11. Do you have any obstacles in using
the online platforms?
12. Which one of the online platforms
that frequently use in online
learning?
13. Do you master the online platforms
used for online learning
13. Which one of the online platforms
that very easy to use for English
online learning?
14. Which one of the online platforms
the features are very difficult to
use?
15. Which one of the online platforms
that you prefer to use?
16. Do you think the online platforms
that you use can increase your
English skills (reading, writing,
speaking, listening)?
17. Do you think online platforms
increase your confidence in using
English during English online
classes?
18. From four English skills (writing,
reading, listening, speaking),

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 which is difficult to master in your
opinion?
19. Which one of the online platform
(WhatsApp, Telegram, Zoom
Meeting, Google Classroom) that
help you to master reading skill?
20. Which one of the online platform
(WhatsApp, Telegram, Zoom
Meeting, Google Classroom) that
help you to master writing skill?
21. Which one of the online platform
(WhatsApp, Telegram, Zoom
Meeting, Google Classroom) that
help you to master speaking skill?
22. Which one of the online platform
(WhatsApp, Telegram, Zoom
Meeting, Google Classroom) that
help you to master listening skill?

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APPENDIX 2. SEMI-STRUCTURED INTERVIEW

STUDENTS’ PERCEPTION ON ONLINE PLATFORMS FOR ONLINE

ENGLISH LEARNING

1. Do you enjoy the online learning class?

2. In your opinion which one is more effective, online learning or offline
learning?
3. In your opinion, is online learning more flexible to do?
4. What are the strengths and weaknesses of online learning according to
you?
5. Which one of the online platforms that you prefer to use?
6. Do you think the online platforms that you use can increase your English
skills (reading, writing, speaking, listening)?
7. Do you think online platforms increase your confidence in using English
during English online classes?
8. Which one of the online platform (WhatsApp, Telegram, Zoom Meeting,
Google Classroom) that help you to master reading skill?
9. Which one of the online platform (WhatsApp, Telegram, Zoom Meeting,
Google Classroom) that help you to master writing skill?
10. Which one of the online platform (WhatsApp, Telegram, Zoom Meeting,
Google Classroom) that help you to master listening skill?
11. Which one of the online platform (WhatsApp, Telegram, Zoom Meeting,
Google Classroom) that help you to master speaking skill?

37
APPENDIX 3. DATA FROM QUESTIONNAIRE

38
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APPENDIX 4. DATA OF INTERVIEW

40
41
 STATEMENT
YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS
UNIVERSITAS MURIA KUDUS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Kampus UMK Gondangmanis Bae Kudus Po Box 53 phone/
fax. 0291-438229

STATEMENT
The undersigned
Name : Marina Ika Pratiwi
NIM : 201832096
Study Program : English Education Department
Skripsi Title : Students’ Perception On Online Platforms For Online
English Learning Of The Tenth Grade Students Of
Hotelier Academy At Smk Pgri 1 Mejobo Kudus In The
Academic Year 2021/2022

State that this skripsi is indeed the scientific work of mine, not that of
others. I only make some certain quotations from others’ as references I need to
support my skripsi.

I am fully responsible for this statement

Kudus, August 2022

The researcher

Marina Ika Pratiwi

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 CURRICULUM VITAE

MARINA IKA PRATIWI, born in Pati, July 19 th, 2000.

The eldest of two children of Mr. Pratiknyo and Mrs.
Jumiatun. The researcher graduated from Elementary
school at SDN Puncel 03, Dukuhseti sub-district, in
2013 and in the same year the researcher continued her
study at SMP Negeri 2 Dukuhseti Pati. In 2015, the
researcher was graduated from Junior high school and
continue her study at SMA Negeri 1 Tayu, Pati. In 2018,
the researcher continued her study at Muria Kudus
University, in the major English Education Department,
faculty of Teacher training and Education.
In the second year in college, specifically at 2019 the
researcher joined the BEM FKIP UMK, with the cabinet “Abdi Karsa” as the
member of Human Resource and Development Department until the end of 2020.
The, the researcher continued her second period at BEM FKIP UMK and was
trusted to be the head of the Education Department with the cabinet “Sandya
Adhiyaksa” and retired in the end of 2021.

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