Exploring challenges in learning grammar during Covid-19 era

Ruben Otniel Cristian Soukotta

doi:10.51826/jelpa.v1i1.739

Exploring challenges in learning grammar during Covid-19 era

Ruben Otniel Cristian Soukotta

This study aimed to explore challenges in learning grammar in an Intermediate Grammar class during COVID-19 era. The participants were English as a Foreign Language students from 2019 until 2021 who failed in Intermediate Grammar class or received C-E as the final score of this class during COVID-19. Close-ended questionnaire and interview were used as the instruments to collect the data in May and June 2022. The questionnaire asked the participants to choose responses to the statements. In the interview, the researcher involved six participants from the survey to clarify and dig in their responses using the same questions on the questionnaire. The results of this study would seem to indicate that the students failed in learning grammar class during the COVID-19 era because the grammar materials were too difficult to understand, loud noises made them unable to study peacefully when joining the online class from home. Their online grammar class was boring, and students experienced a bad internet connection. In addition, teachers and friends seemed to take an essential role in enhancing students’ grammar. At the end, this study proposed some explicit learning strategies to improve learners’ learning in an online grammar class.

Keywords: Exploring challenges grammar online learning COVID-19 EFL learners

Albogami, M. M. (2022). Do online classes help EFL learners improve their English language skills? a qualitative study at a Saudi University. Arab World English Journal, 2(282), 281–289. https://doi.org/10.24093/awej/covid2.18

Allen, I. E., & Seaman, J. (2007). Online nation: five years of growth in online learning. http://files.eric.ed.gov/fulltext/ED529699.pdf

Ameliani, A. N. (2019). Students’ difficulties in grammar of seventh grade junior high school 1 Magelang. Conference of English Language and Literature (CELL), 1(2), 1–8.

Birt, L., Scoot, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: a tool to enhance trustworthiness or merely a nod to validation? SAGE Journals, 26(13), 1802–1811. https://journals.sagepub.com/doi/10.1177/1049732316654870

Candela, A. G. (2019). Exploring the function of member checking. Qualitative Report, 24(3), 619–628. https://doi.org/10.46743/2160-3715/2019.3726

Cowan, R. (2008). The teacher’s grammar of English. Cambridge: Cambridge University Press. https://www.academia.edu/42459672/The_teachers_grammar_of_english_pdf

Efriana, L. (2021). Problems of online learning during covid-19 pandemic in EFL classroom and the solution. JELITA: Journal of English Language Teaching and Literature, 2(1), 38–47. https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/74

Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Elsevier, 22(1), 93–98. https://doi.org/10.1016/j.aucc.2008.11.003

Guest, G., MacQueen, K., & Namey, E. (2014). Introduction to applied thematic analysis. Applied Thematic Analysis, 3–21. https://doi.org/10.4135/9781483384436.n1

Halim, T., Wahid, R., & Halim, S. (2021). Challenges of teaching and learning grammar in online classes at the tertiary level. ELT Forum: Journal of English Language Teaching, 10(3), 212–221. https://doi.org/10.15294/elt.v10i3.47970

Handayani, N., & Johan, M. (2018). Problem faced in grammar of EFL students. Open Journal System, 1(33), 33–41. https://journal.upp.ac.id/index.php/JEE/article/view/523

Hill, J. D., & Flynn, K. M. (2014). Classroom instruction that works with English language learners. Association for Supervision and Curriculum Development (ASCD). https://doi.org/10.4135/9781483329109.n7

Lavoie, R. (2007). Motivating the child with attention deficit disorder. http://www.ldonline.org/article/19975/

Mali, Y. C. G., & Salsbury, T. L. (2022). An associate professor and a doctoral student learn from each other: Critical friendship. Electronic Journal of Foreign Language Teaching, 19(1), 52–68. https://doi.org/https://doi.org/10.56040/msaa1914

Priya, S. P. (2015). The importance of teaching grammar more interestingly in the classrooms. IJELR, 2(3), 447-449. http://www.ijelr.in/2.3.15/447-449%20Dr.S.PADMA%20PRIYA.

Pujihastuti, I (2010). Prinsip penulisan kuesioner penelitian. CEFARS: Jurnal Agribisnis dan Pengembangan Wilayah, 2(1), 43–56. https://jurnal.unismabekasi.ac.id/index.php/cefars/article/view/63

Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’ Achievement in Learning English. JELITA, 1(2), 56-64. https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/65/48

Ruslin, M, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured Interview : a methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22–29. https://doi.org/10.9790/7388-1201052229

Singh, A. K. J., & Harun, R. N. S. R. (2016). Students’ experiences and challenges of learning English grammar through flipped classroom and gamification. English Education International Conference (EEIC), 146, 146–152. https://jurnal.usk.ac.id/EEIC/article/view/15882/11702

Wahab, S., & Iskandar, M. (2020). Teacher’s Performance to Maintain Students’ Learning Enthusiasm in the Online Learning Condition. JELITA, 1(2), 34-44. https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/63/46

Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117–134. https://pdfs.semanticscholar.org/48d5/2ef8ca212fd2d8711f16ca0eff1e96748054

Widianingsih & Gulö. (2016). Grammatical difficulties encountered by second language learners of English. ISELT, 4(141), 141–144.

PDF

Published: May 31, 2023

https://doi.org/10.51826/jelpa.v1i1.739

Issue: Vol. 1 No. 1 (2023): MAY

Section: Articles

Metrics: 240 292

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish in this journal agree to the following terms:

The author holds copyright in any article.
The author grants the journal publication rights with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in an institutional repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and greater citation of published work.
The article and any associated published material are distributed under the Creative Commons Attribution-ShareAlike 4.0 International License.
Under the Creative Commons Attribution-ShareAlike 4.0 International License, the authors grant permission to readers to read, download, copy, distribute, print, search, or link to the full-text articles published in this journal without the need to seek prior permission from either the publisher or the author.

Sidebar

Main Navigation

Vol. 1 No. 1 (2023): MAY

Exploring challenges in learning grammar during Covid-19 era

Exploring challenges in learning grammar during Covid-19 era

Sidebar

Most Read

Information

Main Navigation

Vol. 1 No. 1 (2023): MAY

Exploring challenges in learning grammar during Covid-19 era

Article Details

Main Article Content

Article Sidebar