Students’ Perception on the Use of Zoom Platform in English

Learning Online Classroom

(A case of the Fourth Grade Students at One of the Private Schools in
Semarang in Academic Year 2021/2022)

A FINAL PROJECT

Presented as Partial Fulfillment of the Requirements

To Obtain the Sarjana Pendidikan Degree
In English Education

Intan Devy Atikasari

31801400542

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGES AND COMMUNICATION SCIENCE

SULTAN AGUNG ISLAMIC UNIVERSITY

SEMARANG

2022
 PAGE OF VALIDATION

A Sarjana Pendidikan Final Project on

Students’ Perception on the Use of Zoom Platform in English

Learning Online Classroom
(A case of the Fourth Grade Students at One of the Private Schools in Semarang in
Academic Year 2021/2022)

Prepared and Presented by:

INTAN DEVY ATIKASARI

31801400542

Defended before the Board of Examiners

On

and Declared Acceptable

Board of Examiners

Chairman : Nani Hidayati, S.Pd., M.Pd. ______________

Secretary : Mega Mulianing Maharani, S.Pd., S.Pd. ______________

Member : Elok Widiyati, S.Pd., M.Pd. ______________

Semarang, 08 Agustus 2022

Faculty of Languages and
Communication Science UNNISULA
Dean

Dr. Kurniawan Yudhi N., M.Pd

NIK. 210.013.021
 DECLARATION OF
ORIGINALITY

I hereby declare this final project on my own study for my Bachelor

Degree. It does not contain the works of other people, except those which were

cited in the qutations and the references. If my statements is not valid, I

absolutely agree to accept an academic sanction In the form of revocation of my

paper and my degree obtained from the paper.

Semarang, 08 Agustus 2022

Intan Devy Atikasari

NIM 31801400542
 MOTTO AND DEDICATION

﴾٦﴿ ‫﴾ِإَّن َم َع ٱْلُعْس ِرُيْسًرا‬٥﴿ ‫َم َع ٱْلُعْس ِرُيْسًرا‬

For indeed, with hardship [will be] ease. Indeed, with hardship [will be] ease.”(QS.“

Al – Insyirah 94: 5-6)

Success is not final; failure is not fatal: It is the courage to continue that counts.

— Winston Churchill

The pessimist sees difficulty in every opportunity. The optimist sees opportunity in

every difficulty."

— Winston Churchill

Little By Little, Day By Day, What Is Meant For You Will Find Its Way

— Intan Devy Atikasari

 DEDICATION

I dedicate this final project to Allah SWT, the Almighty, and my source of strength,

wisdom, knowledge, and understanding. I dedicate this thesis too for my late beloved

father, AG. Djoko Sulistyo, to my beloved mother, Isna Riwanti, and my aunt, Iffi

Rochana, who always encourage me in the form of questions, motivations, prayers,

satire, and small angers to finish my studies so I can get married quickly. For my sister,

Diah Ayu Agustin L, my best of the best-friends, Bernadette Venttie MP, Stevanus

Dimas J, Wisnu Aji P, who always encourage me in the form of the coffee and food

deliveries. Finally, I thank to myself for the trust to finish my debt by working hard,

staying up late, multitasking, and having a new best friend named 'Kopi Uyah’ in the

midnight.
 ABSTRACT

Atikasari, D.I. (2022). “Students’ Perception on the Use of Zoom Platform in English
Learning Online Classroom (A case of the Fourth Grade Students at One of the
Private Schools in Semarang in Academic Year 2021/2022)”. A final project.
English Education Program. Faculty of Language and Communication Science.
Sultan Agung Islamic University. Nani Hidayati, S.Pd., M.Pd as the advisor.

The objectives of this study was to find out the students' perception of online English
learning during the COVID-19 pandemic era, especially in using Zoom Meetings in the
fourth grade at one of the private schools in Semarang. The study subjects were 58
students. This study used a descriptive quantitative research design. This study
instrument used a closed questionnaire. Based on the calculation of the study, the results
showed that percentage of 79.70% perceives dimensions of technology access, the
perceptions related to the dimensions of teaching materials with a percentage of
78.14%, perceptions related to the dimensions of the learning atmosphere with a
percentage of 83.84%, perceptions related to the dimensions of student interaction with
a percentage of 81.24% and perceptions related to the financial dimension of students
with a percentage of 79.59%. It can be concluded that positive perception is shown by
students when participating in using the Zoom Meeting application to take omline
English classes during the COVID-19 Pandemic. This means that students can uses the
Zoom Meetings application and adapting all aspects involved in the online English
learning process.

Keywords: Online English Learning, Students’ Perception, Zoom

 INTISARI

Atikasari, D.I. (2022). “Students’ Perception on the Use of Zoom Platform in English
Learning Online Classroom (A case of the Fourth Grade Students at One of the
Private Schools in Semarang in Academic Year 2021/2022)”. Skripsi. Pendidikan
Bahasa Inggris. Universitas Islam Sultan Agung Semarang. Nani Hidayati, S.Pd.,
M.Pd sebagai dosen pembimbing.

Penelitian ini memiliki tujuan untuk mengetahui persepsi siswa terhadap pembelajaran
Inggris secara daring di masa pandemi COVID-19 khususnya dalam meggunakan Zoom
Meetings di kelas empat di salah satu sekolah swasta di semarang. Subjek penelitian ini
sebanyak 58 siswa. Penelitian ini menggunakan desain penelitian kuantitatif. Instrumen
penelitian ini menggunakan angket tertutup. Berdasarkan pada penghitungan penelitian,
hasil menunjukkan bahwa persepsi yang terkait dengan dimensi pengaksesan teknologi
dengan presentase 79,70%, persepsi yang terkait dimensi bahan ajar dengan presentase
78,14%, persepsi yang terkait dengan dimensi atmosfer belajar dengan presentase
83,84%, persepsi yang terkait dengan dimensi interaksi siswa dengan presentase
81,24% serta persepsi yang terkait dengan dimensi keuangan siswa dengan persentase
79,59%. Dapat disimpulkan bahwa persepsi positif ditunjukkan oleh siswa saat
menggunakan aplikasi Zoom Meeting untuk mengikuti pelajaran Bahasa Inggris secara
daringpada masa Pandemi COVID-19. Artinya siswa mampu beradaptasi dengan
seluruh dimensi yang terdapat dalam proses pembelajaran Bahasa Inggris secara daring
menggunakan aplikasi Zoom Meetings

Kata Kunci: Pembelajaran Bahasa Inggris Online, Persepsi Siswa, Zoom

 ACKNOWLEDGEMENTS

Assalamu’alaikum Warrahmatullahi Wabarakatuh

Alhamdulillahirrobbil’alamin, in the name of Allah SWT, all praises to Allah, the

Almighty, the Most Gracious, and the Most Merciful. All praises and gratitude is

dedicated to Allah SWT for His blessings and mercy, for the strength and help He has

given so that I can complete this final project. I also would like to express my sincere

gratitude to:

1. Prof. Dr. H. Gunarto,SH., M.Hum. as the Rector of Sultan Agung Islamic

University Semarang

2. Kurniawan Yudhi Nugroho, S.Pd., M.Pd. as the Dean of Faculty of Language

and Communication Science

3. Elok Widiyati, S.Pd., M.Pd. as Head of the Study Program of English

Education, Faculty of Language and Communication Sciences, Sultan Agung

Islamic University.

4. Nani Hidayati, S.Pd., M.Pd. as the advisor who is always guided me patiently to

finish this study by giving advices, guidances, suggestions, and motivation in

making this study

5. All lectures and staff of the Faculty of Language and Communication Science

for their guidance and assistance during the study

6. Yulita Endarwati, S.Pd., M.Pd. as the headmaster at one of the private schools in

Semarang for the permission in conducting the study

 7. Iffi Rochana, S.s. as the English teacher at one of the private schools in

Semarang for the cooperation and help during the study

8. All of the officials’ employees of schools and especially all of the fourth grade

students at one of the private schools in Semarang in the Academic Year

2021/2022 for the cooperation and contribution during the study

The words are not being enough to express my gratitude for the all contribution in

making this final project. May Allah SWT always guides and gives happiness to them. I

hope that this study can be useful for all parties, both the reader and further studies.

Wassalamu’alaikum Warahmatullahi Wabarakatuh

Semarang, 17Februari 2022

Intan Devy Atikasari

NIM. 31801400542
 TABLE OF CONTENT

PAGE OF APPROVAL.................................................................................................3
PAGE OF VALIDATION.............................................................................................4
ABSTRACT..................................................................................................................7
INTISARI......................................................................................................................8
CHAPTER I.................................................................................................................13
INTRODUCTION.......................................................................................................13
1.1. Background of the Study...............................................................................13
1.2. Reason for Choosing Topic...........................................................................15
1.3. The Research Problem...................................................................................16
1.4. Objectives of the Study.................................................................................17
1.5. Limitation of the Study..................................................................................17
1.6. Significance of the Study..............................................................................17
1.7. Definition of Terms.......................................................................................18
1. Online Learning Concepts.....................................................................18
2. Students’ Perception..............................................................................18
3. Zoom Meetings......................................................................................19
1.8 Organization of the Study..............................................................................19
CHAPTER II.................................................................................................................8
REVIEW OF RELATED LITERATURE.....................................................................8
2.1. Online Learning Concepts...............................................................................8
2.1.1. The Definition of Online Learning..........................................................8
2.1.2. The Advantages of Online Learning.....................................................13
2.1.3. The disadvantage of Online Learning...................................................15
2.1.4. The Dynamics of Online Learning........................................................16
2.2. Students Perception.......................................................................................18
2.2.1. The Definition of Perception.................................................................18
2.2.2. The Perception Process..........................................................................19
2.3. Zoom Meetings..............................................................................................21
2.3.2. The Advantages of Zoom Meetings Application..................................22
2.3.3. The Disadvantages of Zoom Meeting Application................................24
2.4. Previous Studies....................................................................................25
CHAPTER III..............................................................................................................25
METHOD OF STUDY................................................................................................25
3.1 The Design of the Research...........................................................................25
3.2. Subject of the Study......................................................................................26
3.2.1. Population..............................................................................................26
3.2.2. Sample...................................................................................................26
3.3 The Data of the Study....................................................................................27
3.3.1. Types of Data................................................................................................27
3.3.2. Variable.................................................................................................27
3.4 Instrument of the Study.................................................................................28
3.3.3. Validity..................................................................................................29
3.3.4. Reliability..............................................................................................33
3.3.5. Technique for Collecting Data..............................................................33
3.4. Data Collecting Procedure.............................................................................34
3.4.1. Data Analysis.........................................................................................34
CHAPTER IV..............................................................................................................37
ANALYSIS OF RESULT AND DISCUSSION.........................................................37
4.1. Result.............................................................................................................37
4.1.1. Validity..................................................................................................37
4.1.2. Reliability..............................................................................................38
4.1.3. Analysis of the Result of Questionnaire................................................39
4.2. Discussion.....................................................................................................46
CHAPTER V...............................................................................................................52
CONCLUSION AND SUGGESTIONS.....................................................................52
5.1. Conclusion.....................................................................................................52
5.2. Suggestion.....................................................................................................53
REFERENCES............................................................................................................54
 CHAPTER I

INTRODUCTION

This chapter presents the introduction of the research. Some important points are

presented in this chapter. They are the Background of the Study, the Reasons for

Choosing the Topic, the Statement of the Problem, the Objectives of the Study, the

Limitation of the Study, the Significance of the Study, the Definition of Key Terms, and

the Organization of the Study.

1.1. Background of the Study

In early 2020, the COVID-19 pandemic was spreading rapidly around the

world.The virus continues to spread rapidly, impacting all areas of business, politics,

government, and also education. Pangestu (2020) argues that Corona virus makes the

education sector very risky to keep doingdirect learning activities, because it can

expand the spread of the virus due to no social distancing between the teachers or the

students in the class.

To avoid the risk of spreading COVID-19,the Indonesian government

recommends reducing all activities that need to be done outdoors(Siahaan, 2020). For

example, we must stay at home keeping distance, and should not touch the people

around. Because the schools are required to be inactive for a while, then government is

also take action in education sector. They take a great step where learning activities are

carried out directly at school as usual then turned into online learning activities and the
students did not have to come to school. In doing distance learning, teachers can use

various kinds of digital technology as the bridge in conveying or delivering material to

the students.

According to Siahaan (2020), the regulation of distance learning will also insist

both teachers and students to mastering technology and online platform to support their

learning activity. Indonesia’s Minister of Education and Culture, Nadiem Makariem,

has proposed various e-learning platforms such as Whatsapp, RuangGuru, Genius,

Google Meet, Google Classroom, Fresto, and also Zoom Meetings. PJJ (Pendidikan

Jarak Jauh) or Distance Learning is a system change from classroom teaching and

learning activity into applied online learning.Distance Learning does not require a

meeting between the teacher and the student, to conduct distance learning requires a

strong internet connection. PJJ or Distance Education is not as easy as one might expect

compared to direct meetings in the classroom.Students are complains about the

obstacles they experience during online learning which causes them to be disturbed in

learning activities.

Both students and teachers actually get benefit from distance learning activities

(Donoghue & Worton, 2005). For students, with the existence of online learning where

students do not require them to be present in class. Independent in learning and

encouragement to interact among the student will be trained when doing online

learning. Student can find their sources from everywhere, but they also feel

uncomfortable when they must learn English in online learning. While for the teachers,
their professional work can be affected indirectly because of the method of online

learning change the conventional way of their teaching style. Teachers can efficiently

assess and evaluate each student’s learning progress during the online classes.Based on

these considerations, the researcher are interested in conducting research entitled

“Teachers and Students’ Perception on the use of Zoom Platform in English Learning

Online Classroom in One of the Private Schools in Semarang”.

1.2. Reason for Choosing Topic

This study was conducted for specific reasons. The study identified the following

issues:

1. A change in the learning system

School activities with direct meeting were a common occurrence in daily life

before the pandemic. Learning systems suddenly must switch to online learning to

sharply reduce the viruse transmission.In one of these private schools, the learning

system has also changed to online learning.

2. Internet packages and information access issues in online learning

During the distance learning activity, students are learning from home. Due to

different location areas, the internet network is often unstable when used to

participate in Zoom Meetings. Moreover, the availability of internet packages is

also a barrier to participation in online learning.The family background of

students at one of these private schools is very diverse and affects their ability to

buy the internet packages.

 3. The lack ability from teachers and students in using technology

Indonesian Ministry of Education and Culture, Nadiem Makariem, state that all

schools had to do online learning during the pandemic. He sees that many

technologies can be used as online learning solution. But because it is sudden to

change the old learning system, it is difficult for teachers and students to conduct

online teaching and learning activities. The obstacles in how to turn on the

programs, create the schedule, spread links, how to get into the meetings, and how

to share the material that will be presented during online learning. At one of the

private schools in Semarang, not all teachers are able to keep up with

technological developments, so many of them have difficulty in guiding and

teaching children online.

1.3. The Research Problem

Based on the background presented before, this study is attempts toformulatethe

research problem as follows:

What are the students’ perceptions of the fourth gradersin one of the private

schools in Semarang in having online English learning during at the COVID-19

pandemic in using Zoom Meetings?

1.4. Objectives of the Study

The objective of this study is to find out about the students’ perceptions of the

fourth graders in one of the private schools in Semarangin having online English

learning during the COVID-19 pandemic in using Zoom Meetings.

1.5. Limitation of the Study

A limitation of this study lies in the perception of online English learning by the

fourth graders during the COVID-19 pandemic as the main issue explored in this study.

1.6. Significance of the Study

The advantages of this study are:

a. For Students

Currently, distance learning is the only way that can be used to keep each other safe

from the transmission of the COVID virus and also so that students are not left behind

in knowledge. Even though they are still online, students can still keep up with the

knowledge and the technology literate.

b. For Teachers

With this research, it is expected that teachers will more understanding their

students better when learning English online. The understanding here means that

teacher should accompany both of their knowledge progress and also supporting their

mental in taking online learning. Teachers can use other media besides zoom in learning
and or add ideas in delivering material. Time restrictions in the material can also be

reconsidered considering the conditions or perceptions of students in understanding the

online learning materials.

c. For Future Studies

This study provides information on the results of the readers need about student

perception of using Zoom Meeting when learning English online during the COVID-19

pandemic. This research conducted in the hope that students will also interested and

excited despite learning online and the teacher can also considering about the right

learning medium for their students.

1.7. Definition of Terms

Based on research background, this research isemphasized several terms of

definition to make the study is easier to understand. The definitions of key terms are as
follows:

1. Online Learning Concepts

Som Naidu (2006) states that e-learning is online or distance learning where it
requires a network of information and communication technology to access the
lesson other than books and conventional stationery in learning, like pen, books,
note book, and others.

2. Students’ Perception

According to Bagata et al. (2020),perception is the most important

psychological state that every human has to react to different objects and events

around them.
 3. Zoom Meetings

Zoom Meetings is a cloud-based application service that offers meetings and

webinars, as well as content sharing and video conferencing capabilities on several

people (Guzacheva,2020).

1.8 Organization of the Study

This study consists of five chapters, which are described as follows:

In chapter I is discusses about the introduction of the study. In here, the research

discusses about the Background of the Study, the ReasonforChoosing the Topic, the

Question of the Study, the Objectives of the Study, the Limitation of the Study, the

Significance of the Study, the Definition of Key, and the Outline of the Study.

Chapter II describesReview of related literature. It provides relevant study on

online English learning during the COVID-19 pandemic, including the theories

underlying the study.

Chapter III discuss about the ResearchMethod. The Design of the Study, the

Subject of the Study, the Data of the Study, the Instrument of the Study, the Technique

for Collecting Data, Data Collecting Procedure, Data Analysis and Time Schedule.

Chapter IV entails about Analysis of Results and Discussion include the Validity

and the Reliability measurements of the instrument and the Discussion of the Study.

Chapter V presents the conclusions and also the suggestion of this study.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter clarify about the definitions of learning English, online learning,

perception, COVID-19 pandemic, and reviews of the previous studies.

1.8. Online Learning Concepts

Online learning is one of the keywords of thisstudy. This sub-chapter covers the

definition of online learning, the advantage of online learning, the disadvantage of

online learning, and the dynamics of online learning.

1.8.1. The Definition of Online Learning

Since Indonesia experienced the COVID-19 pandemic, the education sector was

paralyzedbecause students were not allowed to gather in one room on schools with the

aim to reduce the rate of COVID-19 transmission. Today, students and teachers conduct

teaching and learning activities through the online platforms. Som Naidu (2006) stated

that in conducting e-learning for teaching and learning activities, systems of information

and communication are also needed. So, the needs of students and teachers in learning

are still carried out.

According to Kamarga (2001) e-learning is a human learning process that

requires internet and computer networks. From this understanding, it means that

distance learning relies heavily on the internet and also on technological devices that

can support the process of teaching and learning activities. The letter “E” in e-learning
is stands for electronic learning, which means that it combine the educational activities,

both individual or groups, and the networks through the computers and the other

electronic stuffs(Yazdi, 2021). It means that in having e-learning activities, both

students and teachers are still using their books as a source of their references for

materials. To convey the material to their students, teachers need a medium as a means

to delivery of the materials due to the distance learning. The technology is very helpful

for distance learning activities. The internet networks and also its devices such as

gadget, laptop, computer, and also the platforms application are supporting the

technology.

E-learning is a model that uses digital format in a learning process. This can be

done in two ways, directly and indirectly (Tafiardi, 2005). Directly means that students

can hear what are their teacher saying immediately. The example of this directly e-

learning is having learning through an online-meeting platforms. Meanwhile, the

indirect e- learning means that the teacher must records their audio and video first to

deliver the lessons to the students. The direct and indirect e-learning is very different.

Direct e-learning is more communicative, so that both teacher and student can discuss

about the lesson at one time. Different with direct e-learning, indirect e-learning is like

one-way learning where students can not discuss or ask their teacher immediately, the

example of indirect e-learning is when student learns the material through online videos

as YouTube, Ruang Guru, Brainly, and the other e-learning platforms. E-learning is a

result of synchronization between the electronics devices and learning activities that

aim to get the required learning materials that they can access anywhere and anytime
(Hartley, 2001). Due to limitless learning, E-learning needs three components that must

be fulfilled, namely learning design, content, and technology because online learning

means learning using electronic.

According to Hartley (2001), Characteristics of e-learning are (a) the learning

design; (b) the learning content that develops from learning design; (c) using technology

formats such as visual video, text, audio, and other multimedia; (d) e-learning should be

able to continue in synchronous and asynchronous materials. To support those

characteristics, there are some applications that can be learnt for the student, such as

messenger application, web-based technology, Google applications, and the other

application like DropBox, Brain.ly.com, Google Scholar, and others. Therefore, e-

learning should be able to progress in both synchronous and asynchronous materials.

Some applications that can be learnt for the student are messenger application, web –

based technology, Google applications, and other online applications.

Siahaan (2020) stated that because of the Covid-19 outbreak, the direct activities

of teaching learning in the classroom must be limited first, so that the spread chain of

the Covid-19 can be prevented in education area. After all, students still have to get the

knowledge. Direct learning activities can only be conducted in areas of the “Green

Zone”. “Green Zones” are areas with the lowest or cleanest levels of COVID virus

transmission. Meanwhile for areas that still in the orange, red, brown, even black zone

areas, activities in school must be stopped for a moment and teaching learning activities

continued with distance learning from their home. The only way is to hold distance

learning that uses online learning systems, where a meetings and handouts can be taught
from teachers to students without having to meet face-to-face in one place. At first,

teachers only give materials and tasks manually and uninterractive. One-way teaching

and learning activities are considered cannot develop the students in processing and

thinking skills. Here is where the role of technology and application are needed. The

applications platforms such as Whatsapp, YouTube, Google Classroom, Fresto, and

Zoom are very support teachers in delivering materials both one-way learning or two-

way learning. It can be conclude that all teaching learning in the classroom must be

limited first during COVID-19 outbreak, so that the spread chain can be prevented.

Direct learning activities can only be conducted in the cleanest levels of its

transmission.

From some of the explanations above, it can be concluded thatonline learning is

a method used as a solution to implements distance learning. E-learning can be done

effectively, interactively, and directly communicative even the teacher and the student

are in different places. It can be said as E-learning if the teacher can fulfilled the three

characteristics of e-learning itself, such as learning design that suit with the book

reference or the materials, content, and technology. E-learning requires technology as

the main tool and internet network as the link between person and another so that both

teacher and student can connect to each other while having an online class or online

courses.

All subjects should be taught online, include English lesson. As English has

officially become a universal language that has expanded enormously in several decades

(Guzacheva, 2020). Most countries in the world that uses English as a universal
language, serves as a link between local people and the foreign people in order to

communicate each other. In order to get used to using English to communicate, in

Indonesia, English is commonly used among the young people. Learning English is

being introduced and taught since kindergarten level until we study at the college.

For Indonesian, English is included into a foreign language. The preparation for

learning English may not be well-prepared enough to study English online a few years

ago. Before pandemic era, in teaching English, teachers are prefer to practice English

directly face- to –face in the classroom. Starts from memorizing vocabularies, read

aloud, translation, dialogues, and question-answer questions from book (LKS). The

students become powerless, uninterested, and unenergetic. In teaching English, teachers

should using good techniques and strategies in teaching English so that English learning

can be taught to students effectively. Damar (2013) states that teachers has a challenge

in teaching, that is the techniques of English learning can attract the students.it means

that beside delivering materials, teachers need to encourage the interest and motivation

of their students while having learning activities. It can be stated that besides the needs

of material for learning, students also need support of motivation so that they can

increase their interest in learning English.

In this digital era, everything is under internet control. Since distance learning,

teaching English needs media and internet connection. Besides internet connection,

technology such as supporting devices and media are also needed. With technology and

media, students can get limitless access to learning the material from their teachers.

Media are the means by which messages are bridged from sender to receiver, and can
draw attention to students’ thoughts, feelings, interests, and also English learning

activities (Sadiman et al.,2009). It is means that technology is the most important part

for students in learning English online.

Based on the explanation above, it can be concluded that online learning is an

internet-based learning. It is same as online English learning where teachers and

students can learn about English through tools and media by no restrictions by place and

time. In conducting online learning, the internet, technology and media are the support

systems for conducting online learning. With this online English learning, both teachers

and students can improve their skill in technological knowledge and modernization in

education.

2.1.2. The Advantages of Online Learning

Marin Diaz et al., (2013) identified five advantages of online learning. The

advantages as follows:

1.9. Navigation

The main advantage of online learning is the freedom of movement between

documents. It means that teacher can add, subtracts, and also search for many

documents with just by pressing the button or clicking a mouse, without having

to print them first.

1.10. Easier to absorb

With online learning, students can more easily understand about the materials

provided by the teacher because the material model is more concrete. What is
 meant by concrete here is that teachers can use multimedia facilities such as

photos, videos, animations, text, and also sounds as the real examples to be

shown to the students.

1.11. Much more concise

When teachers and students conduct online learning, it does not contain many

classroom formalities and the teacher can directly shoot into the lesson

materials.

1.12. Low cost

Online learning does not need an instructor, minimum audience, or higher price

for hardware and software, because online learning can be done anywhere and

anytime without any restrictions.

1.13. Always available

The students can access the material whenever they want to re-learn the lesson

that has been delivered by the teacher.

All in all, the main advantage of online learning is the freedom of movement

between documents. Teachers can use multimedia facilities such as photos, videos,

animations, text, and also sounds as the real example to be shown to the students. In

adition, online learning does not need higher price for hardware and software.
2.1.3. The disadvantage of Online Learning

According to Marin Diaz (2013), it includesnot only the advantages that students

derive from online learning, but also the disadvantages that online learning can cause.

The disadvantages of onlinelearning are:

1. Copyright

Due to easiness in accessing information, students may do their homework with

the shortcuts. Shortcuts means that students are not think and answer the tasks

by their own capability, but they copy and paste other’s people work on the

internet.

2. Lack of quality control

Not all information that obtained in the internet is real and accurate information.

Anyone can posts anything on the internet without any evaluation and validation

of the information that they uploaded. Here is the disadvantage of learning

online, where usually students get information only from the teachers. Due to the

assessment is also conducted online; teachers have difficulty controlling bad

activities, such as cheating from the internet.

3. Less effective

Online learning method may not be effective as traditional learning method in

explaining and interpreting of the material.

4. Lack of interaction

The main problem in online learning is the lack of information. It means that the

interaction between teacher and students are very limited. When teachers and
 students are having online classes, only the active students have more

opportunities to interact with teachers during online classes.

5. Limited internet access

In Indonesia, the ability of internet signal coverage is still weak and also

incomprehensive. If students who lives in an area without a stable internet

connection, they will find it as a difficulty to access online learning services.

This is still common in Indonesia, considering that some 3T areas (lagging,

cutting edge, very edge) are not yet covered by internet access. Not all internet

facilities are available everywhere. Moreover, for some Indonesians, the price of

internet data is still considered to be quite high. The student who comes from the

poor family feels that they cannot pay the credits for the internet bills.

It can be concluded that online learning is not always easy; there are also many

aspects that affect online schools to be bad. Limited time, less control, freedom,

limitations to interact and accessing the internet are the problems that students should

face. Not only the students, but the teacher also might also experience interference or

problems in using Zoom while teaching.

2.1.4. The Dynamics of Online Learning

All activities have their own consequences in their implementation, include

during online learning activities. According to Moore et al. (2011), online learning

could be a learning method that depends heavily on web property. It means that in
implementing the distance learning, teachers and students are relies on the internet

connection and other supporting media for the teaching and learning process.

Fortune et al. (2011), states that there are three problems with online learning,

namely:1) Dimension of teaching material; 2) Dimension of class atmosphere; 3)

Dimension of students’ interaction. Before starts the lesson, both in the classroom or

distance learning, the teacher must prepared-well the material for teaching. The material

should include ideal criteria of material, such as the content that suits of student’s need,

the material arrangement that practice and systematic so that student can repeat learning

again at home, using vocabulary and writing styles that clear and easy to understand by

students. Students’ interactions are very important in teaching learning process. Student

interaction can be done between student and student, or even interaction between

students to their teacher. The students’ interaction can be built in the form of chat,

interview, and also a discussion either in a forum of learning or when they do not have a

schedule to study or meetings. If the interaction between students and teachers goes

well and softly, then it will impact on the learning atmosphere. Radovan & Makovec

(2015), states that learning environment has a considered impact on students in learning.

If the learning atmosphere is comfortable, then students will enthusiast to participate in

the lesson.

Lestiyanawati &Widyantoro (2020) identified issues to be addressed in e-

learning, such as : 1) Teachers’ incapability in having access to technology; 2) the

facilities of school that supports e-learning; 3) difficulties for teachers in explaining

teaching materials; 4) Limitation of students in internet access; 5) Students’ economical

background; 6) Support system from the parents. From all aspects mentioned above,

online learning can make students easier in gaining knowledge even though they do not

meet at school.

When doing online learning, Lestiyanawati & Widyantoro (2020) also stated

that those are the obstacle that often encountered by teachers or students. The problems

that usually encountered during having an online learning are: 1) Dimension of

accessing technology; 2) Dimension of teaching materials; 3) Dimensions of

atmosphere or learning environment; 4) Dimension of students’ interaction; 5)

Dimension of finance.It is means that in doing online learning also has its weakness that

mentioned previously that can be an obstacle for students and teachers.

2.2. Students Perception

This subchapterdescribes the Definition of Perception, the Process of Perception,

and the Types of Perception.

2.2.1. The Definition of Perception

Humans have different ways of thinking and different points of view to judging

something. It depends a lot on how people react to something in their perception. From

these different points of view, perceptions are created. According to Agung et.al (2020),

perception will be developed opinion because they had the concrete experiences that

give different opinions. When people see or experience something, they will

automatically process and interpret the object the object or information through the

brain. After they processed it, the perceptions are issued in the form of personal

opinions about the experiences they have had.

 According to Bagata, et.al (2020), perception is the most important

psychological condition possessed by every human being in responding to various

things around them, while Konent (2011) states that perceptions is the result of an

image of thoughts about the surrounding environment of each person. Therefore, it can

be summed that perceptions itself is a process of understanding the meaning process of

the stimulus. Our five senses organ, events, and feelings which are processed by brain

can obtain the stimulus. From those symptoms, they are interconnected by the brain and

start a perception.

According to Lindgren (1981), sensation causes a mediating process which is

then called as perception. Awareness comparison, attention, and contrast and other

cognitive things are things that we can interpret as sensations. Perception is a literal

thing that depends on the stimulation about past memory or experience, while sensation

is a feeling that comes from human senses, like sounds, colors, touches, tastes and

scents. So it can draw the conclusion that perception is the result of process from the

senses which then stimulates brain system to be associated with memory of events,

personal thought, attention, and the other cognitive things.

2.2.2. The Perception Process

According to Qiong (2017), there are three phases of perceptual processing.

Those three phases are:

1. Selection

In this first stage of perception, environmental stimuli are transformed into a

meaningful experienced. We receive a lot of information in daily lives, but we

 cannot recognize all the information available. This can make brain are overload

and confuse about the information. Therefore, people can get some information

from environment through the selective processes.

2. Organization

After obtaining the selected information, in this stage, those information will be

categorized. The categories can be form of size, color, shape, texture, and etc.

3. Interpretation

The final stage of processing perception is interpretation. After being

categorized into structured and stable patterns, the information will assign

meaning to selected informative stimuli.

From those aspects, students can get some information from environment

through the selective processes. The environmental stimuli are transformed into a

meaningful experience, and then it will categorized into structure and stable patterns, so

the information will assign meaning to selected stimuli. After that, the selected stimulus

forms a personal idea called perception.

2.2.3. The Types of Perception

According to (Irwanto, 2002), there are two types of perception, namely positive

and negative perceptions. Those types are explained in the following description:

1. Positive Perception

Positive perception is an important point for someone to look at something in

positive way. Person with positive perception usually uses their life for happy
 and peace. Positive perception is all knowledge and responses and also followed

by their efforts to live the life.

2. Negative Perception

The negative perception is knowledge and reactions that do not correspond to

the expected object.

Looking at the two types of perception above, it can be conclude that positive

perception and negative perception can influence a person’s actions and behavior. The

occurrence of the positive and negative perception depends on how the person perceives

something. If the person feels good, then she perception become s positive perception,

but on the contrary, where people lose interest on something, then the incident can be

said to be a negative perpective.

2.3. Zoom Meetings

Zoom Meeting is a cloud-based service platform that offers conferences and

webinars, provides content sharing and video conferencing capabilities (Guzacheva,

2020). The platform is very useful during a pandemic to continue to carry out activities

as usual. Including in the education sector, where teaching learning activities are helped

by the Zoom Meeting, because students and teacher can meet together without having to

leave the house.

Founded by Eric Yuan, Zoom application was founded in 2011 in San Jose,

California(Haqien, 2020). The development of Zoom Application is very dominant as a

platform that can replace the existence of direct learning activities to e-learning

activities. This allows users to make video calls with other users in a meeting. Zoom
can be alternative to the education and learning process. It is one of the alternatives to

communicate with colleagues in the office or school and even hold business meetings at

home. Zoom can be accessed through a web application, Android, and iOs application.

Small groups of up to 100 people at a time can use it for free with a time limit of 40

minutes, but there is a paid feature called Zoom Premium. Where there will be no limit

on the number of participants and also the duration that will be used and make the

online learning will more effective.

2.3.2. The Advantages of Zoom Meetings Application

According to Lolita (2017), using Zoom Meetings offers seven benefits, such as:

1. Available for free

Zoom Application is a free to install and easily download from the Web,

Playstore, and iOs. Zoom Application can be installed on Android, i-Phones, i-

Pad, and also laptops.

2. Diverse features

Many features contained in Zoom Meeting, such as making effects on the face of

participants, setting the virtual backgrounds, turning the microphone and the

camera on and off to make the class more conducive, record the screen, and

creating a schedule to implementing the online classes.

3. Large Space Capacity

 Zoom Premium provides the users with a large space capacity access. This paid

feature can accommodate more than 1,000 participants in one discussion forum

with unlimited time limits.

This makes easier for the users, especially from education sector in conducting

the distance learning online.

4. Support Presentation

If the teacher wants to explain or understand the material more deeply, the

material can be presented to other participants in Zoom Application through

“Share Screen” feature. Both participants and the speakers can scribble out or

write notes on the presentation to help deepen the materials. This is very useful

in online learning.

5. Good Quality in Video and Audio

Zoom provides clear video quality and clear sound to facilitating communication

in a room meeting.

6. White Board Feature

The feature of White Board can be used when material is difficult to explain

verbally, such as when describing calculations step in mathematics, physics,

chemistry, and other lessons.

7. Easy to Access

Zoom is very easy to use. Users just simply set the schedule for the online

meeting and then share the link to the participants. Meanwhile, for the
 participant, to attend the meeting, it is only to click the link that has been shared

previously by the speaker.

Here can say that Zoom Meeting is a free application to install and easily

download from the Web, Playstore, and iOs. The features that are provided by Zoom

Meeting can make the class more conducive, and more efficient. Furthermore, online

learning using Zoom can be recorded and students can easily re-learn independently

through recorded videos containing explanations that may not be written in the material

before.

2.3.3. The Disadvantages of Zoom Meeting Application

Not only have the advantages of Zoom Meetings, but Zoom Meetings also had

the disadvantages that students may often encounter. There are four disadvantagesof

Zoom Application as follows:

1. Consuming a lot of internet data usage

The usage of internet data will be increased because the zoom access is wider

than doing video call.

2. The personal data is prone to leaks

Leaked personal data can causes hacking and criminal crime. The personal data

can be photos, business things, education, address, and other privacy matters.

3. Requires a stable internet connection

 Zoom Meetings can operate as it should and work well if there is a fast and

stable internet connection. Without a stable connection, the users cannot access

easily the features in Zoom.

From those aspects, learning through Zoom Meeting can also be an obstacle for

both teacher and students. The obstacles that they might face when doing online

learning could be due to their ability in using technology, from material preparation, or

it could be interference from different internet signals in each region. Therefore, the

risks of interference can be reduced if the teacher prepares learning materials

appropriately and reduces the sense of loss experienced by students or teachers in doing

online learning.

1.14. Previous Studies

There are several studies that are relevant to this study. This study is explores

online learning during the COVID-19 pandemic. They are entitled “Zoom Technology

as an Effective Tool for Distance Learning in Teaching English to Medical Students” by

Guzacheva (2020). “Measuring Students’ Use of Zoom Application in Language Course

Based on the Technology Acceptance Model (TAM)” by Hind Abdulaziz Alfadda &

Hassan Saleh Mahdi (2021), and “Students’ Perception of the Use of Zoom and

Whatsapp in ELT amidst Covid19 Pandemic” by Suadi (2021).

The first previous study was conducted by Guzacheva (2020) entitled Zoom

Technology as an Effective Tool for Distance Learning in Teaching English to Medical

Students. The purpose of this study was to describe medical students’ experience in

learning English online using Zoom Meetings application. This study applied

descriptive quantitative method. As the sample, this study used medical students of

Tashkent Pediatric Medical Institute, Uzbekistan. The result show that an innovative

approach to Zoom Technology improves positive learning outcomes for diverse groups

of medical students and reduces the burden on English teachers while facilitating the

higher education in minority communities.

The second previous study was showed by Hassan et.al (2021) entitled Measuring

Students’ Use of Zoom Application in Language Course Based on the Technology

Acceptance Model (TAM). The objective in this study was to analyze the correlation

between the variable Technology Acceptance Model on using Zoom Meetings in online

learning. The sample for this study is75 English Faculty students from selected Saudi

Universities for the 2019/2020 academic year. This study used descriptive qualitative

method. The study used questionnaire to collect data. The result indicated that there is

correlation between the Zoom usage and students’attitudes and behavioral intention.

The third study was from Suadi (2021). His journal was titled Students’

Perception of the Use of Zoom and Whatsapp in ELT amidst Covid19 Pandemic.The

purpose of this study was to describe EFL college students’ perceptions of the use of

Zoom and Whatsapp in ELT. The subjects of the study were 53 students, including 24

Sharia Banking Department students and 29 Sharia Business Management students

from STAIN Mandailing Natal. This study used a mixed methods approach by

combining qualitative and quantitative methods to determine the outcome. The data
collection instrument applied is close-ended questionnaire. The result showed that the

virtual ELT lesson for EFL university students in the form of Zoom and Whatsapp get a

positive response although there remains a problem on slow internet connection. In

addition, the students are very helped in reducing their shyness to interact during virtual

classes, and also improving their language skills.

From all the preceding study above, there are similarities and differences. The

similarity of the studies relate to issues that pose the same problem, namely online

learning in the pandemic era. Meanwhile the differences of the studies are both from the

method and the instrument. Even if it is different, it can be references in analyzing data

in this study.
 CHAPTER III

METHOD OF STUDY

This chapterdescribes the research method. These are the Design of the Study, the

Subject of the Study, the Data of the Study, the Instrument of the Study, the Technique

for Collecting Data, the Data Collecting Procedure, and the Data Analysis

3.1 The Design of the Research

The study design of this study uses descriptive quantitative research. (Sugiyono,

2010), stateddescriptive research is employed to investigate knowledge by describing

the collected knowledge it is, with the intention of drawing conclusion that apply to

generalities and their generalization with no intentions. Saifuddin (2012) explained that

descriptive research aims to consistently and accurately describe the facts and

characteristics of a population or a specific subject.

According to Kountur (2005), a descriptive study hasthe next characteristic:

relate to the up to date scenario, has the subsequent characteristics: relates to the

scenario, describe only one or additional variables, however they delineate severally

and also inspected variable is not manipulated.This study attempts to graphically

analyze and describe the perceptions of fourth grade students toward online English

learning during the COVID-19 pandemic in one of the private schools in Semarang, in

percentage terms. The method of this study is a survey method using a questionnaire as

the instrument.
 This study belongs to descriptive quantitative research because it is aims to

illustrate how students perceive learning English online during the COVID-19

pandemic, especially when using Zoom Meetings.

3.2. Subject of the Study

This sub-chapter includes population and sample of this study.

3.2.1. Population

According to Sugiyono (2010), a population is a generalized domain consisting

of objects or subjects with specific characteristics and properties that are determined

by the researcher under study and from which conclusion are drawn. Moreover,

Sukardi (2012) states that the population consists of teachers, learners, curriculum,

facilities, school structure, and others. Meanwhile, according to Arikunto (2013),

population is the objects of all research. The study is conducted in all grades of the

school and focus on English subjects while conducting online learning for a total 265

students during the COVID-19 pandemic.

1.14.1. Sample

Sugiyono (2010) defined sample is an element of the amount and

characteristics of the population. The sample of this study is 58 students of fourth

graders, consists of 29 students in 4A class and 29 students in 4B class. During this

study, technique sampling the investigator used is convenience sampling. Sukardi

(2012) argued that convenience sampling is a method of random sampling. The

research was conducted with fourth graders as they were eligible for in-class access.
 Because of the restriction of activities during pandemic, this research is conducted by

sharing a Google Form questionnaire in the form of a link and then the teacher

forward the link to the Whatsapp Group Class. The sampling process takes places in

several stages. First, the questionnaire isdistributed to the respondents by link. Second,

respondents are requestedto fill out the questionnaire in 24 hours, after that, the

questionnaires closed for the responses. This study limits the number of response in

which one questionnaire can only be filled by only one student.

3.3 The Data of the Study

This sub-chapter describes types of data and variables of this study.

1.14.2. Types of Data

The type of data in this study is quantitative. Quantitative data are types of data

that can be directly measured or calculated as a variable.

1.14.3. Variable

According to Arikunto (2006), variables are symptoms that have many

variations, which are used as the objects of the research. This study has two variables,

an independent variable and a dependent variable. An independent variable is a

variable that influences either the cause of change or the occurrence of the dependent

variable (Sugiyono, 2015). Students’ perception is the independent variable in this

study. Meanwhile, the dependent variable is a variable that is measured or tested in a

study (Sugiyono, 2015). Online English learning is the dependent variable in this

study.
3.4 Instrument of the Study

The instrument in this study uses a questionnaire. According to Arikunto

(2006), a questionnaire is a series of written questions that are used toobtain

information from respondents about what they know. Questionnaire or survey is more

efficient way to collect data from the students.

Arikunto (2006) differentiates the types of questionnaires according to the

viewpoint. They are closed-ended questions and open-ended questions. Closed –

ended questionnaire is a question that can only be answered by selecting from a

limited number of options. The common formats thatused are multiple choices, “yes”

or “no” or a rating scale with pre-prepared answers, so that the respondent only has to

select an answer. While open – ended questionnaire is a set of questions where the

answer is not provided yet so that the respondent gives the responses in their own

words. This study used close-ended questionnaires.

This data wascollected via a GoogleForms survey on fourth grade student’s

perceptions of learning English online during the COVID-19 pandemic, especially

when using Zoom Meetings. The questionnaires items are adapted from Sri Mulyani’s

paper entitled “Students’ Perception and Motivation Toward English Learning During

the COVID-19 Pandemic” and journal “The Students’ Eyesight: The Effectiveness of
Learnin-Based Applications on ELT in Pandemic Era” by Bulkis Maghfirah

Mannong.

To make the quesionnaire easier, the twenty closed questionnaires on

students’ perceptions of learning english online during COVID-19 pandemic were

prepared using Indonesian, therefore, it istranslated into English after the respondents

completes the survey. This study used electronic questionnaire, which are more

effective, time efficient, less expensive, and more familiar to students, and were

administrated using Google Forms. The online-based questionnaire distributed to the

students through Whatsapp group class.

The questionnaire in this instrument uses Likert Scale. Likert scale is used to

measure individual or group opinions, attitudes, and perceptions of social

phenomena(Erliana et al., 2021). Likert scale is used in scoring perceptions of students

in closed-ended questions. Each statement in closed-ended questions has four

alternative answer options with categorized scale option: Strongly Agree (SA), Agree

(A), Disagree (DA), and Strongly Disagree (SDA). The data for each item is sorted

based on the dimension of online learning.

1.14.4. Validity

The questionnaire that isused and distributed to the respondents must be

checked for the validity and reliability first in order to find out whether the test is valid

to use as the tests. The validity of a study refers to the extent to which the researcher

measures what is actually being measured (Budiastuti & Bandur, 2020). The validity
 test is performed with the aim of knowing the accuracy and precision of a measuring

instrument in carrying out its measuring function. In short, the validity can be

conducted to find out whether the instrument is valid to used or invalid. The validation

of an item can be searched by correlating the item’s score with the item’s total. The

items can be declared valid if the r-value is higher than r-table, vice versa, if the r-

value is less than r-table then the items are declared invalid.

This study used try out class and kind of content validity by using rubric from

expert to find out the validity of the instrument. According to Budiastuti & Bandur

(2020), content validity relates to the elements of the statement (items) arranged in the

questionnaire or test have covered all of the material to be measured. This study

utilized validation rubric from Simon & White (2011), uses formula of Pearson

Product Moment and is calculated SPSS 16 software for window. The advisor

requested to as the expert judgment to measure the validity of the instrument. The

form of validation rubric is presented as follow:

Questionnaire Validation Rubric

Instruction:
Give thick mark (✓) at the alternative answers which you think the best one for the
following criteria

Statements NOT
Criteria Operational Definitions Score meeting standard
 (List page and
statement number)
and need to be
revised.
1 2 3 4 Please use the
comments and
suggestions section to
recommend revisions

The statements are direct and specific

Only one statement is asked at a time

Clarity
The participants can understand what
is being asked
There is no double-barreled statement
(two statements in one)
Statements are brief
Wordiness
There are no unnecessary words
Negative Statements are asked using the
Wording affirmative

Overlappi All possibilities are considered

ng
Responses There are no ambiguous statements

The statements are unbiased and do

not herd the participants to a response.
Balance
The statements are asked using a
neutral tone

The terms used are understandable by

the target population
Use of
Jargon
There are no clichés or hyperbole in
the wording of the statements

Appropria
The choices listed permit participants
teness of
to respond appropriately
Responses
 The responses apply to all situations or
Listed offer a way for those to respond with
typical situations

Use of The use of technical language is

Technical minimal and appropriate
Language
All acronyms are defined

The statements asked relate to the

Applicatio
daily practices or expertise of the
n to Praxis
potential participants

The statements are adequate to answer

the research question
Relationsh
ip to
Problem The statements are adequate to obtain
the purpose of the study.
Simon & White (2011)

The Criteria of the Score:

1 = Not Acceptable (major modifications needed)

2 = Below Expectations (some modification needed)

3 = Meets Expectations (no modifications needed but could be improved with minor

changes)

4 = Exceeds Expectations (no modifications needed)

Score of Validation rubric:

Score Total Score

= Total Items

Comments and suggestions:

Validated by:
1.14.5. Reliability

Reliability refers an understanding that the instrument is valid and therefore

reliable enough to be used as a data collection tool. Reliability test is performed to

determine the consistency of an instrument as a measurement tool, so that

measurement findings may be trusted. The formula used to test instrument reliability

in this study is Cronbach’s alpha coefficient.

If the reliability coefficient has been obtained, then to determine the reliable

status, the reliability coefficient categories from Graham et al., (2012) can be used.

The categories as follows:

Table 3. 1 Categories of Reliability Coefficient

Reliability Coefficient Categories

>0.80 Very reliable
0.70-0.80 Reliable
0.60-0.69 Rarely reliable
0.50-0.59 Less reliable
<0.50 Not reliable

The validity test and reliability test can be done in various ways including the

use of software. There are many software that can be used, but in this study, the

reliability test carried out by using the SPSS 16 software for window.

1.14.6. Technique for Collecting Data

This studyused questionnaire as an instrument. This study adapted

questionnaire from Students’ Perception and Motivation Toward English Learning

During the COVID-19 Pandemic by Mulyani (2020) and The Students’ Eyesight: The
 Effectiveness of Learnin-Based Applications on ELT in Pandemic Era byMannong

(2020). The questions in this questionnaire are a type of close-ended question.

1.15. Data Collecting Procedure

In this study, the researcher explained how the data were collected. The steps are:

1. Asking permission to theteacher to distribute the questionnaire to the

students.
2. Teacher explaining to the students about the questionnaire and how to
answer it.
3. Giving time to the students to fill out the questionnaires

4. Collecting and analyzing the information to get the valid data

1.15.1. Data Analysis

There are some following steps to help obtaining the data as follows:

1. Calculating of scale scores

The questionnaire was calculated by using Likert Scale method that has

four scale agreements. Each scale given points such as 4 for Strongly

Agree (SA), 3 for Agree (A), 2 for Disagree (D), and 1 for Strongly

Disagree (SDA).

Table 3.2 Calculation of Scale Scores

Scale Score
Strongly Agree (SA) 4
Agree (A) 3
Disagree (D) 2
Strongly Disagree (SDA) 1

2. Determining the Highest and the Lowest number of scales

Interpretation of calculation scores

 Y = Highest Likert Scale x number of respondents

X = Lowest Likert Scale x number of respondents

Total Score
Index Formula %=
Yx 100

After the value of Y is determined, the calculation uses the index formula

to find out the interval (distance range) and the percentage interpretation to

find the score by finding the percentage score interval (I). The formula for

claculating index is detailed in each questionnaire statement.

100
Interval Formulas : I =
Total of Score (Likert )

3. Interpreting of score based on intervals

Table 3. 3 Criteria for Interpretation of score based on intervals

Criteria Interpretation
75% to 100% Strongly Agree
50% to 74,9% Agree
25% to 49,9% Disagree
0% to 24,99% Strongly Disagree

The criteria for interpreting interval scores are shown in the table above.

After calculating the index formula, the next step is interpreting the index

formula based on the intervals.

A positive item or perspective is one with a score that meets the “Strongly

Agree” and “Agree” requirements, on the other hand, the items or

perception is said to be negative if the score falls on the “strongly

disagree” and “disagree” criteria(Anggraini, 2021).

 CHAPTER IV

ANALYSIS OF RESULT AND DISCUSSION

This chapter describes the analysis results and discussion. The results include

Analysis of Validity and Reliability of the Instrument, and Analysis of the

Questionnaire Results. Meanwhile, the argument and interpretation of the results are

explained on the discussion.

4.1. Result

This sub chapter analyzes about Validity and Reliability of Instrument and the

Result of data obtained of questionnaire.

4.1.1. Validity

The validity of the instrument had been analyzed before being distributed to the

respondents. This is done to ensure that the instrument is valid and reliable to use. The

study uses validation rubric from Simon & White (2011) to facilitate the submission of

comments and suggestions by validators.

The instrument is calculated using SPSS 16 software for windows, in order to find

out the validation, and uses the trial classes with 31 students. The validity result is

showed below:

Table 4. 1Result of Validity

Items r-value r-table 5% (31) Description

Item 1 0.632 0.355 Valid
Item 2 0.792 0.355 Valid
Item 3 0.455 0.355 Valid
Item 4 0.632 0.355 Valid
 Item 5 0.723 0.355 Valid
Item 6 0.611 0.355 Valid
Item 7 0.659 0.355 Valid
Item 8 0.771 0.355 Valid
Item 9 0.753 0.355 Valid
Item 10 0.784 0.355 Valid
Item 11 0.825 0.355 Valid
Item 12 0.749 0.355 Valid
Item 13 0.736 0.355 Valid
Item 14 0.756 0.355 Valid
Item 15 0.628 0.355 Valid
Item 16 0.756 0.355 Valid
Item 17 0.733 0.355 Valid
Item 18 0.689 0.355 Valid
Item 19 0.648 0.355 Valid
Item 20 0.728 0.355 Valid

The instrument used in this study is valid after measuring its validity using SPSS

software and also the result on its two validators.

In calculating the validity test, the r-value must be higher than the r-table (r-table

at n=31 is 0.355). According on the table above, the r-value is higher than r-table

(0.355) on each item. Therefore, it can be concluded that the instrument is valid and

usable on the next step.

4.1.2. Reliability

After the validity of the instrument was tested, then it calculated the reliability of

the instrument. To maintain the consistency of the result, reliability test needs to be

done. The instrument are reliable if the result is higher than 0.60. It is calculated by

using SPSS 16 software for windows and using the Cronbach Alpha formula. The

reliability test shows result on 0.945. It is mean that the instrument is reliable to be
used, because the result is higher than 0.60. The calculation of reliability is represented

as follows:

Table 4. 2 Reliability Statistics

Reliability Statistics

Cronbach's Alpha N of Items

.945 20

4.1.3. Analysis of the Result of Questionnaire

In this section, the results of a closed-ended questionnaire relating to students’

perceptions of online English learning during the Covid-19 era, particularly through the

use of Zoom Meeting are explained. There are twenty statements in Liker Scale

Questionnaire. 58 students are appointed as respondents who filled out the questionnaire

by choosing one of the answer choices with categorized scale option: Strongly Agree

(SA), Agree (A), Disagree (DA), and Strongly Disagree (DA). The questionnaire was

distributed to respondents and divided into 5 dimensions problem in online learning.

That dimensions are dimension of accessing technology, dimension of teaching

material, dimension of atmosphere of learning environment, dimension of students’

interaction, and also the dimension of finance.

The first dimension is about the dimension of accessing technology. Here, there

are 4 statements about accessing technology in which statement is filled by 59

respondents. The whole section collected 236 responses. Those who answered SA, A,
 D, and SDA are 41, 169, 24, and 2 respondents on each items. The data and data

processing are presented in table 4.3 and table 4.4 respectively.

Table 4. 3 Dimension of Accessing Technology

No Statements SA A D SDA
I can easily access Zoom on both cellphone
1 or laptop and understand how to use the 17 41 1 0
application
The display and features of Zoom Meetings
are very clear, easy to understand and have
2 12 43 4 0
been in accordance with the needs of online
learning in this COVID-19 pandemic era
Online English learning during COVID-19
3 pandemic by using Zoom is easier than other 7 45 7 0
applications
The strength of internet signal is stable
4 during online English learning in this 5 40 12 2
COVID-19 pandemic era
Total Responses 41 169 24 2

Answer Scale Total response x Score Total

SA 41 x 4 164
A 169 x 3 507
D 24 x 2 48
SDA 2x1 2

From the data, the total score calculation is 41+169+24+2 = 236. The highest

scale for “Strongly Agree” items is 4 x 236 = 944, while the lowest scale “Strongly

Disagree” item is 1 x 236 = 236.

Total Score
Index Formula % =
Y x 100
 721
= = 76.38 %
944 x 100

Based on this calculation, the final result about dimension of accessing

technology shows a percentage of 76.38% in the interval scale of “Strongly Agree”. It

can be interpreted that students have a good perception of the dimension of accessing

technology.

After interpreting the dimension of accessing material, the next dimension is

about teaching material. Filled by 59 respondents and collects 236 responses. Those

who answered SA, A, DA, and SDA are 39, 183, 11, and 0 respondents respectively.

The data and its processing are presented in tables below.

Table 4. 4 Dimension of Teaching Material

No Statements SA A D SDA
I can easily understand the English material given
5 by the teacher through Zoom Meeting during 15 38 6 0
online learning in the COVID-19 pandemic
I can understand the instructions of assignments
6 given by teacher through Zoom Meeting during 5 52 1 0
online learning in the COVID-19 pandemic
The teacher explains the material well through
7 Zoom Meeting during online learning in the 11 47 1 0
COVID-19 pandemic
I can understand more learning English through
8 8 48 3 0
Zoom Meeting during than other applications
Total response 39 185 11 0

Table 4. 5 Data Processing of Dimension of Teaching Material

Answer Scale Total response x Score Total

 SA 39 x 4 156
A 185 x 3 555
D 12x 2 24
SDA 0x1 0

Based on the data above, the calculation of the total score is 39+185+11+0 =

236. The highest of scales for “Strongly Agree” items is 4x236 = 944, and the lowest

scale of “Strongly disagree” items is 1x236 = 236.

Total Score
Index Formula (%) =
Y x 100

735
= 944 x 100 = 77.86%

The results from the questionnaire that related to the dimension of teaching

materials shows that 77.86% students are agree. In the dimension of the teaching

material, it can be concluded that students have a positive perception of the teaching

material dimension.

Next dimension is dimension of the learning atmosphere or the learning

environment. There are 4 statements about this dimension and in each statement is filled

by 59 respondents. 236 responses can be collected in this dimension. The respondents

who answered SA, A, DA, and SDA are 74, 151, 11, and 0 in each items. The data and

the data processing are presented in the table below.

Table 4. 6 Dimension of Atmosphere or Learning Environment

No Statements SA A D SDA
9 The use of Zoom Meeting makes me enthusiastic 8 51 0 0
in online English learning during COVID-19
 pandemic era
10 Online English learning through Zoom Meeting is
12 40 7 0
not boring during COVID-19 pandemic era
11 I am motivated and excited to learn English by
using Google Meet during COVID-19 pandemic 24 32 3 0
era
12 The conditions of online English learning are very
conducive by using Zoom Meeting during 30 28 1 0
COVID-19 pandemic era
Total response 74 151 11 0

Table 4. 7 Data Processing of Dimension of Atmosphere or Learning Environment

Answer Scale Total response x Score Total
SA 74 x 4 296
A 151 x 3 453
D 11 x 2 22
SDA 0x1 0

The total score is 74+151+11+0 = 236. The highest number of scales for

“Strongly Agree” items is 4 x 236 = 944; meanwhile the lowest scale for “Strongly

Disagree” item is 1 x 236 = 236.

Total Score
Index Formula % ¿
Y x 100

771
= =81.67 %
944 x 100

The calculation showed that 81.67% of students are strongly agreeing with the
questionnaire about dimension of atmosphere or learning environment. According to the
students’ perceptions related to the dimension of atmosphere, it can be summarized that
they have a positive perception of this dimension.

After discussing about the dimension of technology, teaching material, and also
the atmosphere or learning environment, the next dimension that will be discussed is the
dimension that focuses on the students’ interaction and each statement filled by 59
respondents. 236 responses can be collected in this dimension. The respondents who
answered SA, A, DA, and SDA are 53, 170, 10, and 3 in each items. The data and the
data processing are presented in the table below.

Table 4. 8 Dimension of Students' Interaction

No Statements SA A D SDA
13 The use of Zoom Meeting during online English
learning in the COVID-19 pandemic made it 12 39 5 3
easier for me to interact with friends
14 The teacher conducts question and answer during
12 45 2 0
online English learning through Zoom Meeting
15 I asks the teacher when I have difficulty in online
14 43 2 0
English learning through Zoom Meeting
16 The teacher actively provides feedback,
discussions, or assignments during online English 15 43 1 0
through Zoom Meeting
Total response 53 170 10 3

Table 4. 9 Data Processing of Dimension of Students' Interaction

Answer Scale Total response x Score Total

SA 53 x 4 212
A 170 x 3 510
D 10 x 2 20
SDA 3x1 3

Based on the data, the total score calculation is 53+170+10+3 = 236. The highest

number of scales for “Strongly Agree” item is 4 x 236 = 944, while the lowest scale for

“Stongly Disagree” items is 1 x 236 = 236.

Total Score
Index Formula % ¿
Y x 100

754
¿ =78.92%
944 x 100
 Based on the calculation, the result of questionnaires that related to dimension of
students’ interaction shows that 78.92% of students are strongly agree. It can be
concluded that students have a positive perception about the dimension of students’
interaction while doing English online learning using Zoom Meeting.

The last part of the dimension is dimension of finance. In this dimension, there
are 4 statements which filled by 59 respondents. 236 responses can be collected in this
dimension. The respondents who answered SA, A, DA, and SDA are 44, 177, 9, and 6
in each items. The data and the data processing are presented in the table below.

Table 4. 10 Dimension of Finance

No Statements SA A D SDA
I use my own cell phone or laptop to access online English
17 learning through Zoom Meeting during COVID-19 pandemic
14 37 4 3
My cell phone or laptop have support features to use in
18 online English learning
10 47 0 0
19 Internet connection is able to reach my area 14 48 0 0
Online English learning during the COVID-19 pandemic by
20 using Zoom Meeting can save costs and time
6 45 5 3

Total Response 44 177 9 6

Answer Scale Total response x Score Total

SA 44 x 4 176
A 117 x 3 531
D 9x2 18
SDA 6x1 6

Based on the data, the total score calculation is 44+177+9+6 = 236. The highest

number of scales for “Strongly Agree” item is 4 x 236 = 944, while the lowest scale for

“Stongly Disagree” items is 1 x 236 = 236.

Total Score
Index Formula % ¿
Y x 100
 731
¿ =77 , 44 %
944 x 100

Based on the calculation, the final result calculaion that related to dimension of

finance shows that 77.44% students are in the scale of “Strongly Agree”. It can be

concluded that students have a positive perception about the dimension of finance

while doing English online learning using Zoom Meeting.

Based on the result of the data processing, students are enthusiastic about the

deployment of online Englis learning. Those tendencies arises from the finding that

students are able to adapt in all dimensions associated with online learning, although the

students had never used Zoom Meeting in having distance learning before. Therefore

the students’ perceptions toward online English Learning admist the COVID-19

Pandemic era especially in using Zoom Application at one of the private schools in

Semarang, have a positive perceptions.

4.2. Discussion

The purpose of this study is to learn about students’ attitudes on online English

learning during COVID-19 epidemic using Zoom Meetings. To answer the question of

the study, then the questionnaire is distributed to the respondents. It is to the fourth

graders students at one of the private schools in Semarang with a total 59 students. In

accumulating the data, the questionnaire in this study is made by using Google Form.

After that, the link of the questionnaire is shared by the teachers through WhatsApp

group.
 The questionnaire is consists of twenty statements that related to English online

classes during the COVID-19 Pandemic. The questionnaire items are classified

according to the dimension of online learning. Those dimensions are the common

problems in online learning activity, namely: dimension of accessing technology,

dimension of teaching material, dimension of learning environment, dimension of

students’ interaction, and dimension of finance. By calculating in each dimension, there

is evidence in this study that students have a positive perception of online English

learning using Zoom Meeting during the COVID-19 pandemic era.

The first dimension is accessing technology. The final result of the dimension of

accessing technology shows a rate of 76.17 % on the interval scale of “Strongly Agree”.

On the table 4.3 showed that most of the students are chose the alternative answer of

strongly agree and agree. It means that the students agree that using Zoom Application

is easy in any devices, whether on smartphone or laptop. The students can easily

understand about the display, usage, and also the features in Zoom Meetings

application. Students are agreeing about the using of Zoom Meeting in online English

learning in this COVID-19 pandemic. The students agree that online English learning is

much easier if using Zoom Meeting Application than using other application. They also

understand that if they want to be stable in taking online English learning classes using

Zoom Meetings, then the signal and internet connection must be strong and stable. So it

can be concluded that in this dimension, many students have a good or positive

perception.
 The second dimension is about the teaching material. The result shows that

77.86% of students agree including statements concerning the dimension of teaching

material. Even though, there is some statements which state that the students do not

agree. The statement is ‘I can easily understand the English material given by the

teacher through Google Meet during online learning in the COVID-19 pandemic’. It

means that some students do not fully comprehend the material presented in Zoom

Meetings during English study in the COVID-19 pandemic. In the table 4.5, there are

six students who chose the alternative answer of ‘Disagree’. However, the data or final

results shows that most of the students agree with the material distribution by the

teacher via Zoom Meetings during online learning in the COVID-19 cycle. The students

agree that they can understand because their teacher delivers the material well through

Zoom Meetings. Based on the computation of the dimension of the instructional

material, the students have a favorable view.

The third dimension is the dimension of atmosphere or learning environment.

Based on the measurement, the final result shows that 81.67% of students agree with the

statements about the dimension of atmosphere or learning environment. The data shows

that learning English online using Zoom is not boring in this distance learning activity.

They agree that during COVID-19 pandemic, having online English learning through

Zoom Meetings is very conducive, even there are some students are disagree with the

some statements. There are 20 students disagree about the use of Zoom Meetings makes

them enthusiast in online learning. They are not enthusiast while taking online English

learning during the COVID-19 pandemic. It may be caused by the learning strategy of
the teacher. In summary, most students have a favorable assessment of the dimension of

educational content.

In the fourth dimension, it is focuses on the students’ interaction. Based on the

calculation, the final result of the dimension of students’ interaction shows that 78.92%

students are agree. Based on the table 4.9, most of students are choosing agree with the

statements. It means that even the learning activity is using Zoom, they still can interact

with their friends. Both students and teacher are having question and answer session

about English material during online English learning using Zoom Meetings. When they

have difficulty in learning or still not pretty sure to understand the material, they tend to

ask the teacher while in Zoom room meeting. To response the question from the

students, the teacher also give them feedback, discussion, or assignment during online

English learning through Zoom Meeting. It can be inferred that students perceive their

interaction positively.

The last dimension is dimension of finance. The final result of dimension of

finance shows in the interval scale of “Strongly Agree” with a percentage 77.44%. Most

of students choose the alternative answer as agree. The students have and use their own

cellphone and laptop to access Zoom Meeting to take online English learning during

COVID-19 pandemic. Although there is one statement which states that students do not

agree with the statements. The statement is ‘I use my own cell phone or laptop to access

online English learning through Zoom Meeting during COVID-19 pandemic’. It means

that the student still using his parent's cellphone to do a zoom meeting. Almost all

students agree that their area is already covered with strong signal and internet
connection to conduct online learning. They also believe that employing Zoom

Meetings for online English study during the COVID-19 pandemic can save money and

time. It can be conclude that the students have a positive perception of the dimension.

In general, the students have a favorable attitude regarding the use of Zoom for

online English learning. The proportion of data shows that practically all students

choose an agreeable answer to online English instruction. It has also mentioned in

chapter III on the data analysis that an object or view is said to be positive if it meets the

requirements of strongly agree and agree, while it is said to be negative if it meets the

criteria of strongly disagree and disagree. Perception related to the dimension of

accessing technology with a percentage 76.17% ; perception related to the teaching

material with a percentage 77.86% ; perception related to the dimension of the

atmosphere or learning environment with a percentage 81.67% ; the percentage of

78.92% is for the perception related to the dimension of students’ interaction;

perception related to the dimension of finance with a percentage 77.44% comes from

the findings suggest students can adapt and modify to all dimensions incorporated in

online English learning during the COVID-19 epidemic have a good perception.
 CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents about the conclusion and suggestions. The conclusion is

based on the data analysis, results, and discussion of this study in the previous chapter.

The suggestion presents some suggestions based on the conclusion.

5.1. Conclusion

The purpose of this study is to learn about students’ attitudes on online

English learning during the COVID-19 epidemic using Zoom Meetings. Based

on the data analysis and discussion in the previous chapter, it is possible to

conclude that students had a positive opinion of online English learning during

the COVID-19 pandemic era, particularly when using Zoom Meetings. This is

demonstrated by the percentage of data based on each dimension. Perception of

the dimension of accessing technology with a percentage of 76.17%, perception

related to the dimension of teaching material with a percentage of 77.86%,

perception related to the dimension of atmosphere or learning environment with

a percentage of 81.67%, perception related to the dimension of students’

interaction with a percentage of 78.92%, and perception related to the dimension

of finance with a percentage of 77.44%. According to the findings, students can

adapt and adjust to all of the characteristics contained in the online English

learning process, particularly when using Zoom Meetings.

5.2. Suggestion

This study provides some suggestions for students, English teacher, and also for

the further studies. The suggestions are as follow:

1. The students are encouraged to be developing their interest in learning

English. Furthermore, students are encouraged to enhance their English skill

in order to achieve success in various aspects of life.

2. The English teachers are suggested to provide learning strategies and

motivate students so that the students can better understand in online English

learning in this COVID-19 pandemic era and to make the students

enthusiastic during learning English.

3. For further research about online English learning are suggested to be capable

of discussing the use of various online media with a huge population and

diverse types of research. Further studies are suggested to conduct the study

of online learning related to skills in learning English with the use of other

online media.
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Appendices
Appendix 1. Lecture’s Validation Rubric

Questionnaire Validation Rubric

Instruction:

Give thick mark (✓) at the alternative answers which you think the best one for the

following criteria

Score Statements NOT

meeting standard
(List page and
statement number)
and need to be
Criteria Operational Definitions revised.
Please use the
comments and
1 2 3 4 suggestions section
to recommend
revisions

 The statements are direct and ✓

specific

 Only one statement is asked at a ✓

time
Clarity
 The participants can understand ✓
what is being asked

 There is no double-barreled ✓
statement (two statements in
one)
 Statements are brief ✓
Wordiness
 There are no unnecessary words ✓
Negative  Statements are asked using the ✓
Wording affirmative
 All possibilities are considered
Overlapping ✓
  There are no ambiguous
Responses ✓
statements
 The statements are unbiased and
do not herd the participants to a
response. The statements are
Balance ✓
asked using a neutral tone

 The terms used are

understandable by the target ✓
population
Use of
 There are no clichés or
Jargon
hyperbole in the wording of the
✓
statements

 The choices listed permit

participants to respond
✓
appropriately
Appropriate
ness of
Responses  The responses apply to all
Listed situations or offer a way for
those to respond with typical ✓
situations

 The use of technical language is

Use of minimal and appropriate ✓
Technical
Language  All acronyms are defined ✓
 The statements asked relate to
the daily practices or expertise
Application
of the potential participants ✓
to Praxis

 The statements are adequate to

answer the research question ✓
Relationship
to Problem  The statements are adequate to
obtain the purpose of the study. ✓

Simon & White (2011)

The Criteria of the Score:

1 = Not Acceptable (major modifications needed)

2 = Below Expectations (some modification needed)

3 = Meets Expectations (no modifications needed but could be improved with minor

changes)

4 = Exceeds Expectations (no modifications needed)

Score of Validation rubric:

Score = Total Score

Total Items

Comments and suggestions:

Validated by:

Nani Hidayati, S.Pd., M.Pd

NIK. 210810027
Advisor
Appendix 2. Teacher’s Validation Rubric

Questionnaire Validation Rubric

Instruction:

Give thick mark (✓) at the alternative answers which you think the best one for the
following criteria

Statements NOT
Score meeting
standard
(List page and
statement
number) and
need to be
Criteria Operational Definitions
revised.
Please use the
1 2 3 4 comments and
suggestions
section to
recommend
revisions

 The statements are direct and

✓
specific
 Only one statement is asked at a
✓
time
Clarity
 The participants can understand
✓
what is being asked
 There is no double-barreled
✓
statement (two statements in one)
 Statements are brief ✓
Wordiness
 There are no unnecessary words ✓
Negative  Statements are asked using the
✓
Wording affirmative
Overlapping
Response  All possibilities are considered ✓
 s  There are no ambiguous statements ✓

 The statements are unbiased and do

not herd the participants to a
Balance ✓
response. The statements are asked
using a neutral tone

 The terms used are understandable

✓
by the target population
Use of
Jargon
 There are no clichés or hyperbole in
✓
the wording of the statements

 The choices listed permit

participants to respond ✓
Appropriat
appropriately
eness of
Responses  The responses apply to all
situations or offer a way for those
Listed ✓
to respond with typical situations

Use of  The use of technical language is

✓
Technical minimal and appropriate
Language  All acronyms are defined ✓

 The statements asked relate to the

Application
daily practices or expertise of the ✓
to Praxis
potential participants

 The statements are adequate to

✓
answer the research question
Relationshi
p to  The statements are adequate to
Problem obtain the purpose of the study. ✓

Simon & White (2011)

The Criteria of the Score:

1 = Not Acceptable (major modifications needed)

2 = Below Expectations (some modification needed)

3 = Meets Expectations (no modifications needed but could be improved with minor

changes)

4 = Exceeds Expectations (no modifications needed)

Score of Validation rubric:

Score = Total Score

Total Items

Comments and suggestions:

Validated by:

Iffi Rochana, S.s.

English Teacher
Appendix 3. Validity Statistics

Correlations

TO
I1 I2 I3 I4 I5 I6 I7 I8 I9 I10 I11 I12 I13 I14 I15 I16 I17 I18 I19 I20 TAL

I1 Pears
on .66 .25 .56 .56 .31 .18 .42 .45 .33 .47 .44 .38 .41 .18 .41 .61 .48 .28 .39 .64
1
Correl 0** 8 2** 5** 1 8 4* 0** 8 8** 3** 4* 3* 0 3* 1** 1** 1 2* 1**
ation

Sig.
.00 .14 .00 .00 .07 .29 .01 .00 .05 .00 .01 .02 .01 .31 .01 .00 .00 .11 .02 .00
(2-
0 7 1 1 8 6 4 9 4 5 0 7 7 7 7 0 5 3 4 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I2 Pears
on .66 .44 .62 .53 .34 .48 .50 .54 .59 .68 .56 .45 .46 .28 .46 .57 .56 .59 .61 .79
**
1
Correl 0 5** 0** 5** 7* 2** 3** 7** 2** 6** 7** 9** 2** 9 2** 8** 2** 8** 3** 3**
ation

Sig.
.00 .00 .00 .00 .04 .00 .00 .00 .00 .00 .00 .00 .00 .10 .00 .00 .00 .00 .00 .00
(2-
0 9 0 1 8 5 3 1 0 0 1 7 7 3 7 0 1 0 0 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I3 Pears
on .25 .44 .22 .36 .39 .11 .31 .51 .32 .57 .25 .34 .23 .39 .23 .24 .33 .04 .14 .46
**
1
Correl 8 5 6 2* 3* 7 5 3** 9 3** 2 6* 8 8* 8 6 0 5 0 7**
ation

Sig. .14 .00 .20 .03 .02 .51 .07 .00 .06 .00 .15 .04 .18 .02 .18 .16 .06 .80 .43 .00
(2- 7 9 6 8 4 7 4 2 2 0 6 9 1 2 1 8 1 2 8 6
tailed)
 N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I4 Pears
on .56 .62 .22 .66 .31 .12 .32 .34 .45 .50 .46 .43 .21 .17 .31 .39 .31 .44 .64 .63
** **
1
Correl 2 0 6 2** 9 5 1 4 1** 5** 9** 7* 2 4 9 4* 1 2** 8** 0**
ation

Sig.
.00 .00 .20 .00 .07 .48 .06 .05 .00 .00 .00 .01 .23 .33 .07 .02 .07 .01 .00 .00
(2-
1 0 6 0 0 8 9 0 8 3 6 1 7 3 0 3 8 0 0 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I5 Pears
on .56 .53 .36 .66 .48 .22 .59 .65 .48 .52 .49 .48 .48 .27 .37 .39 .43 .34 .58 .72
1
Correl 5** 5** 2* 2** 5** 3 2** 9** 0** 5** 1** 0** 5** 9 9* 9* 5* 9* 2** 2**
ation

Sig.
.00 .00 .03 .00 .00 .21 .00 .00 .00 .00 .00 .00 .00 .11 .03 .02 .01 .04 .00 .00
(2-
1 1 8 0 4 3 0 0 5 2 4 5 4 6 0 1 1 6 0 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I6 Pears
on .31 .34 .39 .31 .48 .38 .58 .45 .49 .51 .43 .51 .35 .46 .51 .24 .44 .21 .24 .60
* * **
1
Correl 1 7 3 9 5 1* 4** 3** 1** 5** 7* 3** 9* 6** 9** 7 0* 7 2 1**
ation

Sig.
.07 .04 .02 .07 .00 .02 .00 .00 .00 .00 .01 .00 .04 .00 .00 .16 .01 .22 .17 .00
(2-
8 8 4 0 4 9 0 8 4 2 1 2 0 6 2 6 0 6 6 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33
I7 Pears
on .18 .48 .11 .12 .22 .38 .54 .51 .65 .46 .40 .48 .64 .52 .64 .44 .42 .67 .48 .65
1
Correl 8 2** 7 5 3 1* 3** 0** 0** 3** 1* 9** 8** 4** 8** 3** 0* 6** 4** 7**
ation

Sig.
.29 .00 .51 .48 .21 .02 .00 .00 .00 .00 .02 .00 .00 .00 .00 .01 .01 .00 .00 .00
(2-
6 5 7 8 3 9 1 2 0 7 1 4 0 2 0 0 5 0 4 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I8 Pears
on .42 .50 .31 .32 .59 .58 .54 .72 .61 .57 .63 .54 .70 .68 .70 .34 .41 .34 .53 .78
* ** ** ** **
1
Correl 4 3 5 1 2 4 3 9** 9** 5** 3** 3** 0** 4** 0** 9* 6* 8* 2** 1**
ation

Sig.
.01 .00 .07 .06 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .04 .01 .04 .00 .00
(2-
4 3 4 9 0 0 1 0 0 0 0 1 0 0 0 6 6 7 1 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I9 Pears
on .45 .54 .51 .34 .65 .45 .51 .72 .60 .72 .44 .54 .56 .48 .45 .32 .39 .40 .39 .75
1
Correl 0** 7** 3** 4 9** 3** 0** 9** 6** 4** 3** 0** 2** 5** 3** 9 9* 8* 2* 1**
ation

Sig.
.00 .00 .00 .05 .00 .00 .00 .00 .00 .00 .01 .00 .00 .00 .00 .06 .02 .01 .02 .00
(2-
9 1 2 0 0 8 2 0 0 0 0 1 1 4 8 2 1 8 4 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I10 Pears .33 .59 .32 .45 .48 .49 .65 .61 .60 1 .61 .48 .58 .60 .52 .49 .55 .52 .59 .50 .78
** ** ** ** ** ** **
on 8 2 9 1 0 1 0 9 6 0** 0** 5** 8** 5** 1** 2** 7** 4** 2** 1**
Correl
ation
 Sig.
.05 .00 .06 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00
(2-
4 0 2 8 5 4 0 0 0 0 5 0 0 2 4 1 2 0 3 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I11 Pears
on .47 .68 .57 .50 .52 .51 .46 .57 .72 .61 .61 .63 .51 .56 .63 .56 .54 .38 .55 .82
1
Correl 8** 6** 3** 5** 5** 5** 3** 5** 4** 0** 6** 0** 5** 2** 4** 2** 6** 5* 2** 3**
ation

Sig.
.00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .02 .00 .00
(2-
5 0 0 3 2 2 7 0 0 0 0 0 2 1 0 1 1 7 1 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I12 Pears
on .44 .56 .25 .46 .49 .43 .40 .63 .44 .48 .61 .59 .69 .51 .56 .51 .49 .42 .60 .74
** ** ** ** * * ** ** ** **
1
Correl 3 7 2 9 1 7 1 3 3 0 6 0** 9** 0** 8** 0** 5** 4* 8** 9**
ation

Sig.
.01 .00 .15 .00 .00 .01 .02 .00 .01 .00 .00 .00 .00 .00 .00 .00 .00 .01 .00 .00
(2-
0 1 6 6 4 1 1 0 0 5 0 0 0 2 1 2 3 4 0 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I13 Pears
on .38 .45 .34 .43 .48 .51 .48 .54 .54 .58 .63 .59 .51 .53 .64 .48 .45 .46 .49 .74
1
Correl 4* 9** 6* 7* 0** 3** 9** 3** 0** 5** 0** 0** 3** 8** 1** 9** 6** 4** 9** 5**
ation

Sig.
.02 .00 .04 .01 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00
(2-
7 7 9 1 5 2 4 1 1 0 0 0 2 1 0 4 8 6 3 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33
I14 Pears
on .41 .46 .23 .21 .48 .35 .64 .70 .56 .60 .51 .69 .51 .59 .68 .64 .57 .52 .56 .76
1
Correl 3* 2** 8 2 5** 9* 8** 0** 2** 8** 5** 9** 3** 9** 0** 8** 0** 8** 0** 7**
ation

Sig.
.01 .00 .18 .23 .00 .04 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00
(2-
7 7 1 7 4 0 0 0 1 0 2 0 2 0 0 0 1 2 1 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I15 Pears
on .18 .28 .39 .17 .27 .46 .52 .68 .48 .52 .56 .51 .53 .59 .73 .41 .41 .18 .40 .63
* ** ** ** ** ** ** ** ** **
1
Correl 0 9 8 4 9 6 4 4 5 5 2 0 8 9 3** 2* 0* 9 3* 9**
ation

Sig.
.31 .10 .02 .33 .11 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .01 .01 .29 .02 .00
(2-
7 3 2 3 6 6 2 0 4 2 1 2 1 0 0 7 8 3 0 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I16 Pears
on .41 .46 .23 .31 .37 .51 .64 .70 .45 .49 .63 .56 .64 .68 .73 .64 .57 .42 .56 .76
1
Correl 3* 2** 8 9 9* 9** 8** 0** 3** 1** 4** 8** 1** 0** 3** 8** 0** 4* 0** 7**
ation

Sig.
.01 .00 .18 .07 .03 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .01 .00 .00
(2-
7 7 1 0 0 2 0 0 8 4 0 1 0 0 0 0 1 4 1 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I17 Pears .61 .57 .24 .39 .39 .24 .44 .34 .32 .55 .56 .51 .48 .64 .41 .64 1 .85 .50 .48 .72
** ** * * ** * ** ** ** ** ** * **
on 1 8 6 4 9 7 3 9 9 2 2 0 9 8 2 8 3** 3** 4** 2**
Correl
ation
 Sig.
.00 .00 .16 .02 .02 .16 .01 .04 .06 .00 .00 .00 .00 .00 .01 .00 .00 .00 .00 .00
(2-
0 0 8 3 1 6 0 6 2 1 1 2 4 0 7 0 0 3 4 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I18 Pears
on .48 .56 .33 .31 .43 .44 .42 .41 .39 .52 .54 .49 .45 .57 .41 .57 .85 .35 .41 .69
1
Correl 1** 2** 0 1 5* 0* 0* 6* 9* 7** 6** 5** 6** 0** 0* 0** 3** 9* 5* 8**
ation

Sig.
.00 .00 .06 .07 .01 .01 .01 .01 .02 .00 .00 .00 .00 .00 .01 .00 .00 .04 .01 .00
(2-
5 1 1 8 1 0 5 6 1 2 1 3 8 1 8 1 0 0 6 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I19 Pears
on .28 .59 .04 .44 .34 .21 .67 .34 .40 .59 .38 .42 .46 .52 .18 .42 .50 .35 .60 .63
** ** * ** * * ** * * ** ** * ** *
1
Correl 1 8 5 2 9 7 6 8 8 4 5 4 4 8 9 4 3 9 0** 9**
ation

Sig.
.11 .00 .80 .01 .04 .22 .00 .04 .01 .00 .02 .01 .00 .00 .29 .01 .00 .04 .00 .00
(2-
3 0 2 0 6 6 0 7 8 0 7 4 6 2 3 4 3 0 0 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

I20 Pears
on .39 .61 .14 .64 .58 .24 .48 .53 .39 .50 .55 .60 .49 .56 .40 .56 .48 .41 .60 .73
1
Correl 2* 3** 0 8** 2** 2 4** 2** 2* 2** 2** 8** 9** 0** 3* 0** 4** 5* 0** 7**
ation

Sig.
.02 .00 .43 .00 .00 .17 .00 .00 .02 .00 .00 .00 .00 .00 .02 .00 .00 .01 .00 .00
(2-
4 0 8 0 0 6 4 1 4 3 1 0 3 1 0 1 4 6 0 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33
TO Pears
TAL on .64 .79 .46 .63 .72 .60 .65 .78 .75 .78 .82 .74 .74 .76 .63 .76 .72 .69 .63 .73
1
Correl 1** 3** 7** 0** 2** 1** 7** 1** 1** 1** 3** 9** 5** 7** 9** 7** 2** 8** 9** 7**
ation

Sig.
.00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00
(2-
0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
tailed)

N 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33

**. Correlation is
significant at the 0.01
level (2-tailed).

*. Correlation is
significant at the 0.05
level (2-tailed).
Appendix 4. R-TABLE

The Level The Level

N ofSignificance N ofSignificance
5% 1% 5% 1%
3 0.987 0.989 38 0.33 0.410
4 0.95 0.99 39 0.326 0.405
5 0.876 0.959 40 0.322 0.408
6 0.821 0.917 41 0.318 0.398
7 0.854 0.864 42 0.314 0.393
8 0.717 0.844 43 0.311 0.389
9 0.766 0.799 44 0.307 0.384
10 0.642 0.775 45 0.304 0.38
11 0.612 0.745 46 0.292 0.386
12 0.586 0.748 47 0.298 0.376
13 0.653 0.654 48 0.294 0.348
14 0.542 0.641 49 0.283 0.354
15 0.513 0.641 50 0.289 0.365
16 0.487 0.613 55 0.286 0.335
17 0.472 0.616 60 0.264 0.32
18 0.48 0.59 65 0.254 0.318
19 0.486 0.545 70 0.245 0.315
20 0.434 0.531 75 0.237 0.298
21 0.323 0.529 80 0.22 0.284
22 0.312 0.547 85 0.233 0.286
23 0.404 0.536 90 0.217 0.257
24 0.304 0.525 95 0.208 0.267
25 0.386 0.515 100 0.185 0.259
26 0.348 0.486 125 0.186 0.25
27 0.372 0.457 150 0.149 0.23
28 0.383 0.488 175 0.145 0.196
29 0.36 0.47 200 0.148 0.191
30 0.341 0.483 300 0.118 0.149
31 0.355 0.466 400 0.095 0.125
32 0.338 0.439 500 0.098 0.115
33 0.332 0.452 600 0.09 0.115
34 0.348 0.426 700 0.074 0.097
35 0.325 0.43 800 0.07 0.091
36 0.339 0.434 900 0.065 0.086
37 0.325 0.428 1000 0.062 0.081
Appendix 4. Permission Letter of Study
Appendix 5. Certificate of Study
Appendix 6. Closed-ended Questionnaire Sheet