STUDENT LEARNING EXPERIENCE THROUGH MICROSOFT TEAMS DURING THE PANDEMIC ERA

: Students learning experiences are affected by the spread of Covid-19 in cognitive, affective, and behavioral domains. This research investigates the university students' experience using the Microsoft Teams application in online learning during the Covid-19 Pandemic. The experience includes their perception, problems, and how they use Microsoft Teams daily. It is descriptive quantitative research under a case study. The participants were 97 university students consisting of 50 female and 47 male students spread over various universities. The data collection techniques were questionnaires and five open-ended questions. The questionnaires were analyzed using the Likert scale through SPSS (Statistical Package for the Social Sciences), while five open-ended questions were analyzed using the content analysis technique. The results showed that the students had a good experience using Microsoft Teams. They also have much improvement in English skills, especially in speaking skills. However, they needed help using Microsoft Teams, had unstable internet connections, and found it hard to improve their reading skills. Nonetheless, students hope that this application will continue to be used during online learning with some improvements so that learning using this application can take place more effectively and efficiently. This study implies that Microsoft Teams can support English skill development in an online learning environment.


INTRODUCTION
Few scholars investigated the use of Microsoft Teams in university level compared to that of online tools. This study intends to fill the gaps and thus they contribute to the current PJEE knowledge. This research attempts to know students' perception of Microsoft Teams; are they convenient in using the app and can operate it optimally, or are they found any obstacles in their learning process through Microsoft Teams? Furthermore, this research also investigates which features in Microsoft Teams benefit students' in supporting their learning process and improving their English skills.
Previous research from Pangestuti et al. (2021) focused on high school students as the subject. The research implemented five stages of e-moderating activity through Microsoft Teams and concluded that it was successfully applied with good student perception. As well as Buchal & Songsore (2019) that testing how collaborative learning can be done and assessed with Ashby's sustainability assessment. Their research also admitted that Microsoft Teams was suitable for collaborative learning. It gave students many advantages, such as being comfortable giving and receiving constructive feedback and the application being easy to learn and use. While Anwar & Wahid (2021); Wichanpricha (2021) researched university students at selected faculty, both researchers only wanted to know about students' perception of using Microsoft Teams. Both researchers stated that Microsoft Teams received a highly positive perception, but lack of student-teacher interaction and the internet connection was the major problem. The previous research should have highlighted which features in Microsoft Teams that helpful for students in enhancing their English skills. This research would explore students' perceptions and problems in using Microsoft Teams and which features in the application facilitates them in improving their English skills.
Considering the WHO-released outbreak of Covid-19 as a pandemic, the Indonesian government has made various attempts to deter it, such as its possibility of education. and Culture Decree, all educational institutions began to find out and apply appropriate online learning methods so that the online learning process could run optimally. Online learning uses information and communication technology (Chang et al., 2021;Doyumgaç et al., 2021).
Online learning systems and Microsoft Teams are new experiences for students and lecturers; they must adapt to these circumstances. As a result, the online learning process could run more effectively and efficiently. Several problems appear during online learning using the Microsoft Teams application. As proved in the previous research by Setyawan (2020), he considered the problems that occur in online learning are internet access and the teaching system, which make huge differences between online and regular classes. His research found that teachers and students want to return to regular classes. He also concludes that even though the internet makes the teaching-learning process easier, teaching online may only be effectively applied if the teacher and students are ready.
Above all, the researchers hope that Microsoft Teams as a learning management system can be used maximumly during a pandemic through this current research. Moreover, the researchers expect this research to contribute to developing science and technology in education. The research intended to answer these research questions; 1. What are students' perceptions of using Microsoft Teams to learn English? 2. What are the challenges students face in using Microsoft Teams to learn English?
3. Which features in Microsoft Teams help students in learning English?

Design
This research design was descriptive and quantitative under the survey procedure (Rojabi, 2020a). The researchers uncovered the students' experiences utilizing Microsoft Teams with focus variables of perception, challenges, and beneficial features.  Test Battery (AMTB) designed by Gardner (1985). Thirty students were selected from the target population to measure the validity and reliability of the questionnaire. These 30 students should have taken part in the actual research. The validity test was carried out using the Pearson correlation method. If the correlation value (R-value) obtained is greater than the r-table, it is concluded that the question is valid. In the number of tested samples (N) 30, the mean R-value is 0,599, and the r-table is 0.316. It can be concluded that the questionnaires are valid.

Data Collecting Technique
The

Data Analysis Technique
The data analysis technique used on the questionnaires was descriptive statistics and calculated in SPSS (Statistical Package for the Social Sciences) version 25. The descriptive reports cover descriptive statistics commonly include frequencies, mean, and std deviation (Creswell & John,2018 (Turmudi, 2020). The involved applications were to guarantee the result so that readers could cite the evidence of the current study.

Results
The research aimed to discover the students' perception of using Microsoft Teams and identify their challenges while learning the English language in an online learning environment through Microsoft Teams. At last, the researchers wanted to know which features that helpful for students in learning English. The research used 97 respondents that filled in a questionnaire in Likert Scale format consisting; of (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, (5) Strongly Agree.    28.00, and the mode was 29. While in the behavioral domain, the mean was 28.13, the median was 28.00, and the mode was 28.   From the open-ended question, researchers focused on how students use the application, their obstacles, and helpful features in the application.

Students' perception of using Microsoft Teams to learn English
From the results above, the students positively perceive using Microsoft Teams to provide online learning. Changing from face-to-face to online learning has motivated students to deal with online learning activities (Mansor & Ismail, 2012). Online learning has been the essential and optimal way of combining technology and education to support the learning process during the covid-19 pandemic. Students' positive perceptions have resulted in the possibility of adopting Microsoft Teams continuously, even after the end of the COVID-19 pandemic (Wichanpricha, 2021).
Participants strongly concurred that they feel more comfortable using Microsoft Teams than face-to-face learning in the classroom because it can be done anywhere. This finding was also in line with previous research from Anwar & Wahid (2021);Wichanpricha (2021), that students feel more flexible in online learning regarding time and place. The other students also feel that online learning through Microsoft Teams is more convenient because the students can attend class anywhere but school (classroom). As Pangestuti et al. (2021) mentioned, learning through Microsoft Teams makes students enjoy and can also build student-to-teacher interaction and student-to-student interaction. Furthermore, Gouda Ameen (2021), Putri et al. (2021), and Wea & Kuki (2021) said that Microsoft Teams promote class interaction. For instance, when they have a group project, they utilize each and any features available. For example, chats, calls, and breakout rooms can be used in the group, and a meets feature allows the student to share their screen while having a group discussion.

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Besides, the students think that online learning through Microsoft Teams makes them braver in asking and discussing lesson material with their lectures. This statement is supported by Buchal & Songsore (2019); Pangestuti et al. (2021) found the same thing in their research. In traditional classes, not all students are brave enough to ask their teacher directly in front of the class or while all eyes watch them. So, students tend to avoid or even prefer not to ask their teacher. Nyborg et al. (2022) state that shy students are afraid of being in the spotlight for everyone. They fear having other people listen to them and fear that making a mistake could lead to a weird silent situation. Due to that, online learning through Microsoft Teams became a way for students to overcome those problems. The students also stated that they loved asking and discussing lessons, problems, or anything with their lecture through the chat feature in Microsoft Teams. They feel comfortable and braver in asking about their difficulties in private. Students' perception of Microsoft Teams was highly positive regarding its usage and all its beneficial features.

Challenges faced by students in using Microsoft Teams to learn English
From the results above, it was found that students had faced some challenges in applying Microsoft Teams. They are; 1) Unstable internet connection, 2) Lack of motivation to read reading material, 3) Lack of understanding of English structure (Grammar), 4) Technical problems while using the app.
The majority of students have experience with an unstable signal that affects their learning. The lousy signal makes it hard to improve their listening skills because the speaker's voice or words need to be more apparent during listening activities. It automatically affected their understanding of the material. They found it hard to understand the lecturer's explanation due to the faint voice. It is proven by student 44 as he stated:

"….it will be very annoying when the signal is unstable; it makes the words by the person who speaks at the moment in Microsoft Teams not clear enough."
This finding supports the previous research from Anwar & Wahid (2021), Setyawan (2020, and Wea & Kuki (2021) that students have the same problems related to an internet connection. In some areas in Indonesia, 4G is barely to reach, and the internet connection is often unstable, affecting the students using Microsoft Teams and making the audio quality in Microsoft teams wrong. In reading skills, some students stated that they were bored and lazy to read reading material, which is approved by Student 18; "…..because even the lecturer gave me texts to read, I felt there was no motivation to read them. I often feel lazy and moody in reading the texts given."

Features in Microsoft Teams that help students in learning English
Based on the open-ended question, Microsoft Teams have been providing students with many features to support their learning process in online learning. Several features mentioned were;

1) Assignment
Microsoft Teams can be a virtual classroom with assignment features supporting the learning process, like face-to-face learning (Rojabi, 2020b). The assignment feature has two schemes, namely Assignments and Quizzes for exams. Assignments are distributed like homework or group assignments. After the students do the assignment, the lecturer can do a review to assess each student. At the same time, Quizzes can be created by utilizing Microsoft Forms which can later be displayed in Microsoft Teams (Microsoft, 2022).

4) Saved Record
Teams' meetings or calls can be recorded for future viewing. The recording captures audio, video, and screen-sharing activity and shares the video recording (Ilag, 2020). It is beneficial because if the students forget or are confused in the future, they can open the recorded video of their classes.

5) Meets
Meets is a video conferencing feature from Microsoft Teams (Microsoft, 2022). With this feature, students can discuss directly or do presentation projects. Students can share the screen with the viewers, invite people, send an attachment, and comments, react through emojis and stickers, apply video background, write meeting notes, use live subtitles/captions, and record the live class.

6) Chats
This feature lets students send direct messages to their lecturers or friends. They can send basic chat, files, stickers, emoticons, approval requests, schedule a meeting, send praise, stream a video, direct tasks, and use/connect to another office 365 feature (Microsoft, 2022).

7) Whiteboard
Each team has a dedicated whiteboard where participants have space for sketching together (Purba, 2021). It makes it easier for students to discuss a random draft for their project.

8) Microsoft Form
Microsoft Teams also connect to other features in office 365, making it way more convenient to use and utilize many features simultaneously (Microsoft, 2022). The lecturer can add a Microsoft form in the class channel tab and let anyone in the class answer and fill in the form directly through the application.

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Students can click the raise hand icon, and the lecturer will notice that students want to ask something (Hubbard et al., 2021).

10) Calls
Besides having video conferencing and chats feature, Microsoft Teams is also equipped with call features (Microsoft, 2022).

CONCLUSION AND IMPLICATION
Based on the result and discussion above, Microsoft Teams have become Learning Management System (LMS) that can support the student learning process in the online learning environment. It has proven that students' perceptions of Microsoft Teams in cognitive, affective, and behavioral domains are highly positive. However, several obstacles accrued during the learning process; Unstable internet connection, lack of reading interest, lack of grammar understanding, and some technical problems. Furthermore, students enjoy learning English through Microsoft Teams and feel much improvement in themselves.
The students also believe online learning through Microsoft Teams is more effective than offline learning. More than that, all the features in Microsoft Teams made the students satisfied and facilitated students' needs excellently. It implies that applying Microsoft Teams can be considered a way to face online learning during the COVID-19 pandemic. More than that, with all the features in it, this application can provide and solve student learning problems.

ACKNOWLEDGEMENT
All gratitude is expressed to Dr. Sulistyani, M.Pd, Drs. Agung Wicaksono, M.Pd, and Khoiriyah, M.Pd., the lecturer from the University of Nusantara PGRI Kediri, guided, supported, and gave so much advice throughout the research.

BIO-PROFILE:
Ana Mardhiyyah is an undergraduate student at the University of Nusantara PGRI Kediri.
She took an English Education major. She is interested in translation, writing, and Sociolinguistics. Corresponding email: anamardhiyyah99.am@gmail.com