Problem
Faced by Indonesian EFL Learners in Pandemic Covid-19
Introduction
Covid-19
or novel coronavirus is a mild to severe respiratory illness that is caused by
a coronavirus. It is transmitted chiefly by contact with infectious material
(such as respiratory droplets) or with objects or surfaces contaminated by the
causative virus, and is characterized especially by fever, cough, and shortness
of breath and may progress to pneumonia and respiratory failure. This virus
began to be widely discussed in Indonesia around March 2020. Until now Covid-19
has taken a significant number of victims in Indonesia. In the context of
facing the covid-19 pandemic, the Indonesian government implemented social
distancing as a result, all community activities were restricted, including in
the field of education. Now all forms of learning are closed. This causes
difficulty in adapting students to the learning process because it does not get
a direct explanation face to face. Especially for EFL learners in Indonesia
this is quite a challenge, because learning English requires direct practice to
be able to understand learning well.
Mitchel
and Myles (2001: 11) define second language learning as “ the learning of any
language to any level, provided only that learning of the ‘second’ language
takes place sometime later than the acquisition of the first language.”
Furthermore, they define second languages as any languages other than the
learner’s native language or ‘mother tongue.’ Language acquisition is the
process by which language develops in humans. People learn English in different
situations. Some may study English formally and the others may study it
informally. The learners may also study it in English speaking countries such
as Australia, the USA, Canada or the UK.
As
a result, learners may get a great deal of exposure to the language since
English is used in every aspect of the society’s life: education, daily
conversation, trading, business, law, politics, etc. The majority of the
English learners, nevertheless, study this in non-English speaking countries.
In countries like Malaysia, India, Mexico, Singapore and so on, people use
English as a second language. Some schools (or particular levels in some
schools) use English as the language of instruction. In some countries, such as
Nigeria, people of different ethnic groups may use English to communicate with
each other. In some countries like Indonesia, Vietnam and China, English is
regarded as a foreign language; therefore, it is common to consider the context
of English learning in these places as EFL (English as a Foreign Language)
context. People do not use it as lingua franca or the means of communication in
several formal situations such as educational activity, governmental activity
and law. In the study of English learning, ESL and EFL are regarded as similar
in contexts, since, to some extent, they share similar situation. In Indonesia
English has become one of compulsory subjects taught in Junior and Senior High
Schools in Indonesia. English is considered as one important foreign language
that should be acquired by Indonesians for many reasons, such as for education
and economic development. However, despite having learnt English for about 6
years, most of Indonesian students are still unsatisfactory in their English
skills.
This
essay discusses about problem solve by Indonesian EFL learners in pandemic
covid-19. First, it discusses Indonesian EFL learners and method in EFL
education. Second, the impact of pandemic covid-19 on the Indonesian education
system. Third, how to learn English in pandemic situation. Finally, this essay
summarize about the ways to learn English language by Indonesian EFL learners
in pandemic covid-19.
Body
The
first will be discussed regarding Indonesian EFL learners and method in EFL
education. First language acquisition concerns the development of language in
children, while second language acquisition focuses on language development in
adults. There have been continuing debate on whether nature or nurture as the
most important explanatory factor for acquisition.
The
Instruction of English as a foreign language may occur in any country, whether
English speaking or not. Learners of EFL study English for different purposes:
passing the examination, career development, pursuing their education, etc. In
most countries, English as a Foreign Language is part of the educational
curriculum, particularly in state schools. In Indonesia, English is a
compulsory subject in senior and junior high schools. In the lower levels, such
as in elementary schools and in kindergarten, English is not a compulsory
subject; it can be taught to the students as the local content subject (muatan
lokal). Teaching and learning has a very close relationship and one into
another cannot be defined apart. Brown (198ss7: p.6) identifies the components
of
definition
of learning as follow:
1. Learning
is acquisition or getting.
2. Learning
is retention of information or skill.
3. Retention
implies storage systems, memory, and cognitive organization.
4. Learning
involves active, conscious focus on and acting upon even outside or inside the
organism.
5. Learning
is relatively permanent, but subject to forgetting.
6. Learning
involves some forms of practice, perhaps reinforced practice.
7. Learning
is part of changes in behavior.
Furthermore,
Brown defines teaching as “guiding and facilitating learning, enabling learner
to learn, and setting the condition for learning.”
Method
to teaching English for Indonesian EFL Learners.
1. The
Grammar Translation Methods
This method is related to Latin and Greek grammar
learning methods. The GTM method is used for speaking, reading and writing
Latin. This method is divided into two parts: first, rules and pattern models.
Second, the sentence will be translated into and from the target language. This
method includes learning grammar rules, grammatical learning of words, and
learning to use rules (formulas) in interpreting sentences. This method was
used by the United States in 1890. In this method the vocabulary of the target
language is learned through direct translation from the native language. Then
the results of the translation are discussed. This method is related to Latin
and Greek grammar learning methods. The GTM method is used for speaking,
reading and writing Latin.
This method
is divided into two parts: first, rules and pattern models. Second, the
sentence will be translated into and from the target language. This method
includes learning grammar rules, grammatical learning of words, and learning to
use rules (formulas) in interpreting sentences. This method was used by the
United States in 1890. In this method the vocabulary of the target language is
learned through direct translation from the native language. Then the results
of the translation are discussed.
2. Audio-Lingual
Method (ALL)
This method was introduced in the United States in
1940. Although this method is classified as very old, many teachers still use
this method. Technically, this method is supported by machine-related aids such
as tape recorders and language laboratories. In this Audio Lingual Method
language learners are equipped with the knowledge and skills needed for
effective communication in a foreign language. Then language learners are also
required to understand the language and culture of foreigners whose language
they learn. Initially this method was introduced to prepare people to become
experts or masters of a foreign language verbally in a short time and the
language that was emphasized was short, especially in language in oral form.
This method assumes that speaking and listening are the main opportunities,
then reading and writing become the second.
3. Silent
Way
Silent way is the name of the language learning
method invented by Caleb Cattegno. This method uses a bar or number map in
learning. In this method the rule is that the teacher's language is relatively
less so that the learner (student) becomes more active in producing the
language. The teacher only functions as a guide, source and assessor. Language
learners are usually accustomed to thinking about concepts before their
language is spoken. They must understand what they will say before they say it.
Understanding first, then speaking.
4. Community
Language Learning (CLL)
The name of this method was introduced and developed
by Charles A. Currandan and his colleagues. Curran is a specialist in
Counseling and a Professor at Chicago's Loyoya University. This method is also
called counseling learning. The present language learning community uses
counseling learning theory to teach foreign languages. The term counseling
itself refers to the relationship between counselor and client. In this method
the teacher as a counselor and students as clients. This CLL views that the
language of learning is the whole of a person's self which includes psychology
including emotions and feelings.
The
teacher's language is adapted to the conditions and situations in which the
language learner learns a foreign language. Then the way to implement the
learning varies based on culture, skill level, and classroom conditions.
5. Total
Physical Response (TPR)
Total Physical Response is one of the methods
developed by James J. Ashers, a professor of psychology at the University in
Santa Jose, California. Dr. Ashers began his experiment with the development of
psychology, learning theory and language learning procedures. Contrary to the
previous method, if in this TPR it is believed that the learner must understand
the target language or target before speaking. Language learners can learn
through self-observation. By making observations and appearances, they will
understand the language learned. They will also understand language from seeing
actions and hearing them. At this TPR the teacher will practice what he will
teach. For example: when teaching nose, he will touch it. This method can be
used in teaching children and adults. The basis of this method is happiness
that makes students interested in English.
Second,
it will discusses about the impact of pandemic covid-19 on the Indonesian
education system. The increase in the
Covid-19 virus in Indonesia has resulted in national and regional governments
issuing various appeals, regulations, and policies that are given to people
throughout Indonesia. Regrettably the appeal is still ignored by a number of
people. Because the impact is very fatal, this virus is very easy to spread and
attack the body's immunity quickly even many casualties not only Indonesia
against covid-19 virus. Collections given Government response to covid-19 to
eliminate learning activities in schools is replaced by online systems or
online learning to prevent covid-19 transmission. Even the scheduled final
school exam was finally decided to be abolished, in order to save students from
distributing civid-19.
The
policies implemented by the government to reduce activities including learning,
working from home still cause turmoil in the implementation. One of them is in
the process of assigning tasks. The number of assignments given to students who
are blaming, so that many parents who complained to the teacher to reduce the
assignments given to their students, on the other hand the teacher holds the
mandate of teaching to follow the curriculum set by the government with a
makeshift facility that many tasks are not well delivered to cause problems
regarding assignment. With the holding of an online system the teacher should
give students activities to stimulate the brain so that when returning to their
original activities students are ready to restart learning, and provide an
explanation of the covid-19 virus first because this virus is very dangerous.
Starting from giving an understanding of why you must study at home about ways
to prevent students from understanding the dangers of co-19 that are reaching
the world. by the way the teacher gives.
Teaching
about Covid-19 can reduce the spread of the virus and reduce the impact of the
transmission of the Covid-19 virus in Indonesia. Hopefully with the Indonesian
online education system learning can continue students can study quietly at
home and the teacher can provide learning materials well. So that the
understanding of the Covid-19 virus in Indonesia is quickly understood and the
Covid-19 issue can be resolved soon.
Third,
will discusses about how to learn English in pandemic Covid-19 .Education is a
tool for national development of a nation. One of the indices of human
development in a country is based on its education, namely the number of people
who are literate. Therefore, the progress of education becomes important,
because without education national development and economic growth may not
develop. Education must continue to be improved because education is also a
milestone in the founding of a nation. Now the world is busy with the plague covid-19
or people also known as corona. Nearly all the countries in the world have
contracted the plague. One of the countries affected by the virus is Indonesia.
Then, forcing each of our activities to stop, both activities related to
economic, social, education and others. Obviously, this disturbs every inch of
activities in Indonesia. Covid-19 is not an ordinary virus, therefore the
government needs close supervision of it. Therefore, every preventive policy is
carried out by the government.
The
increasingly widespread outbreak of Corona Diseases 2019 (Covid-19) makes the
government and all stakeholders have to think hard in handling this case. Until
now, the government has not taken repressive measures such as strict
territorial restrictions or lockdowns, but only carried out social restrictions
or social distancing rules. This is regulated in Law No. 6 of 2018 concerning
Health Quarantine which was later reinforced by PP No. 21 of 2020 and Permenkes
9 of 2020 concerning Large-Scale Social Restrictions (PSBB). President Joko
Widodo strongly urged to work from home, learn from home, and worship from
home. This makes our world of education change 180 degrees. Because the only
solution that can be offered by online learning (online learning / online)
classroom). This was done as an effort by the government to reduce the number
of affected people and to reduce the spread of the epidemic. By not holding
classes directly, it certainly affects the learning process and student
learning. In addition, the role of teachers in schools is forced to be replaced
by parents at home. Teachers no longer supervise student learning directly and
need parents as a replacement. Online is one of the learning methods chosen in
the midst of the covid-19 virus. Online is online learning through specified
media. In it, students and teachers can still discuss, as well as with group
friends.
Many
applications can be utilized in online learning such as Whatsapp Group, Google
Classroom, Edmodo, Quizzi, Zoom Cloud, Jitsi, etc. However, there are actually
many obstacles that we find in the field today. For example, it is still
constrained in terms of infrastructure or devices such as computers or gadgets.
Some of our educators are still not accustomed to using or operating this
device. Likewise students are still unfamiliar especially in rural areas, and
also lack of a strong signal network throughout Bali. Another fundamental
problem is the habitual pattern of teaching and learning of students and
teachers who are accustomed to conventional learning.
Teachers
are still not accustomed to teaching by utilizing complex online media that
must be packaged effectively, easily accessed and understood by students. While
students really need a culture of learning to attend and the habit of learning
to follow learning through computers or gadgets. Thus the teacher is required
to be able to design or design online learning that is lightweight and
effective, by utilizing appropriate online devices or media and in accordance
with the material being taught. Although online learning will provide wider
opportunities to explore the material to be taught, the teacher must be able to
choose and limit the extent of the scope of the material and what applications
are suitable for the material and learning methods used. Many teachers are
over-pushing an application that is considered contemporary and cool, but it is
not in accordance with the initial purpose of an online learning, that is to
make it easier for students to get learning or education in this co-19 pandemic
situation.
The
effectiveness of the online learning process for EFL Learners. In the online
learning process there are several things that cause this to be ineffective.
Online learning becomes ineffective because of several factors including a
network that is less supportive and explanations that are less different from
the learning process directly. As for example the ineffectiveness of the online
learning process when using the zoom application during presentations, network
constraints cause unclear explanations given. Other than that the online
learning process is the most effective process used when the pandemic covid-19
because there are no other options for following the social distancing rules.
Conclusion
Language
acquisition is the process by which language develops in humans. First language
acquisition concerns the development of language in children, while second
language acquisition focuses on language development in adults. There have been
continuing debate on whether nature or nurture as the most important
explanatory factor for acquisition. The Instruction of English as a foreign
language may occur in any country, whether English speaking or not.
In
Indonesia, English is a compulsory subject in senior and junior high schools.
Method to teaching English for Indonesian EFL Learners.
1. Grammar
Translation Methods
2. Physical
Response
3. Silent
Way
4. Community
Language Learning (CLL)
5. Total
Physical Response (TPR)
This
method can be used in teaching children and adults. The basis of this method is
happiness that makes students interested in English. Collections given
Government response to covid-19 to eliminate learning activities in schools is
replaced by online systems or online learning to prevent covid-19 transmission.
Even the scheduled final school exam was finally decided to be abolished, in
order to save students from distributing civid-19.
The
number of assignments given to students who are blaming, so that many parents
who complained to the teacher to reduce the assignments given to their
students, on the other hand the teacher holds the mandate of teaching to follow
the curriculum set by the government with a makeshift facility that many tasks
are not well delivered to cause problems regarding assignment. With the holding
of an online system the teacher should give students activities to stimulate
the brain so that when returning to their original activities students are
ready to restart learning, and provide an explanation of the covid-19 virus
first because this virus is very dangerous. Starting from giving an
understanding of why you must study at home about ways to prevent students from
understanding the dangers of co-19 that are reaching the world. Hopefully with
the Indonesian online education system learning can continue students can study
quietly at home and the teacher can provide learning materials well. The only
solution that can be offered by online learning. This is like providing shock
therapy for teachers and students. Many teachers do not yet know what online
learning is and how to do it. Likewise, students are not yet familiar with
online learning.
Indeed,
so far our world of education seems to be indifferent to online learning and
its development is very slow in Indonesia, especially in Bali. Online learning
or online learning is distance learning using computer devices or gadgets
interconnected where teachers and students communicate interactively by
utilizing communication and information media. This learning is very dependent
on the internet network connection that connects teachers and students. Online
learning is very helpful for our education world during this pandemic.
Many
applications can be utilized in online learning such as Whatsapp Group, Google
Classroom, Edmodo, Quizzi, Zoom Cloud, Jitsi, etc. However, there are actually
many obstacles that we find in the field today. Likewise students are still
unfamiliar especially in rural areas, and also lack of a strong signal network
throughout Bali. Another fundamental problem is the habitual pattern of
teaching and learning of students and teachers who are accustomed to
conventional learning. Teachers are still not accustomed to teaching by
utilizing complex online media that must be packaged effectively, easily accessed
and understood by students.
While
students really need a culture of learning to attend and the habit of learning
to follow learning through computers or gadgets. Thus the teacher is required
to be able to design or design online learning that is lightweight and
effective, by utilizing appropriate online devices or media and in accordance
with the material being taught. Although online learning will provide wider
opportunities to explore the material to be taught, the teacher must be able to
choose and limit the extent of the scope of the material and what applications
are suitable for the material and learning methods used. Many teachers are
over-pushing an application that is considered contemporary and cool, but it is
not in accordance with the initial purpose of an online learning, that is to make
it easier for students to get learning or education in this co-19 pandemic
situation.
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