Lintang Kusuma(1), Tono Suwartono(2*),

(1) Universitas Muhammadiyah Purwokerto
(*) Corresponding Author



In the 21st century, due to the advancement of Information and Communication Technology, the importance of English usage has increased. English teachers face considerable challenges in teaching students. Moreover, with the outbreak of COVID-19, the government issued some regulations to prevent COVID-19 transmissions at schools by changing conventional learning methods to e-learning. There are a lot of online learning applications. One popular application is Telegram Messenger. Therefore, the study aimed to determine the students' response to the use of Telegram in English class during COVID-19 pandemic and identify the obstacles they experienced when applying this application. The research respondents were the ninth-grade students at SMP Negeri 1 Kawunganten. The study was a survey using quantitative method with descriptive statistics to analyze the data. Moreover, the research employed a close-ended questionnaire. The result of students' response to the Telegram usage was 81%, resulting in the "strongly effective" category. This result indicated that Telegram was beneficial for students and very effective in English class. However, students still faced some obstacles with an average of 70%, and it indicated the level of difficulty was high. The highest problem percentage occurred in the students' concentration and motivation to study that decreased during the e-learning.


COVID-19; e-learning; Telegram; students' response

Full Text:



Abdullah, F., Tandiana, S. T., & Amelia, R. (2020). Storybird-Based Narrative Writing Activities among Indonesian EFL Learners: Focusing on Contributions. Premise: Journal of English Education, 9(2), 164.

Abu-Ayfah, Z. A. (2020). Telegram App in Learning English: EFL Students’ Perceptions. English Language Teaching, 13(1), 51–62.

Agarwal, H., & Pandey, G. N. (2013). Impact of E-Learning in Impact of E-Learning in Education. International Journal of Science and Research, 2(12), 146–148.

Cakrawati, L. M. (2017). Students’ Perceptions on the Use of Online Learning Platforms in EFL Classroom. English Language Teaching and Technology Journal (ELT-Tech Journal, 1(1), 22–30.

Erdoğan, V. (2019). Integrating 4C Skills of 21st Century into 4 Language Skills in EFL Classes. International Journal of Education and Research, 7(11), 113–124.

Ghaemi, F., & Golshan, N. S. (2017). The Impact of Telegram as a Social Network on Teaching English Vocabulary among Iranian Intermediate EFL Learners. International Journal of Information and Communication Sciences, 2(5), 86–92.

Iksan, Z. H., & Saufian, S. M. (2017). Mobile Learning: Innovation in Teaching and Learning Using Telegram. International Journal of Pedagogy and Teacher Education (IJPTE), 11(1), 19–26.

Katemba, C. V. (2013). Anxiety Level of Indonesian Students and Its Relationship to Academic Achievement in English. Journal of Education and Practice, 4(27), 1–10.

Kirkpatrick, A. (2002). Englishes in Asia: Communication, Identity, Power and Education. Melbourne, Australia: Language Australia Ltd.

Krishnapatria, K. (2020). From “Lockdown” to Letdown: Students’ Perception of E-Learning Amid the COVID-19 Outbreak. ELT in Focus, 3(1), 1–8.

Malik, R. S. (2018). Educational Challenges in 21St Century and Sustainable Development. Journal of Sustainable Development Education and Research, 2(1), 9.

Muslimah, A. (2018). A Survey on the Use of Google Classroom in English Language Education Department of Islamic University of Indonesia. Islamic University of Indonesia.

Nova, M. (2020). Videoconferencing for Speaking Assessment Medium: Alternative or Drawback? Premise : Journal of English Education and Applied Linguistics, 9(2), 111–128.

Oxford University Press. (2012). Oxford Learner’s Pocket Dictionary Fourth Edition. Oxford, United Kingdom: Oxford University Press.

Pardede, P. (2012). Meeting the 21st Century ELT Challenges: Becoming a Professional English Teacher. UKI ELT Conference, November, 1–13.

Robandi, D., Ritonga i., Nast, T. P. J., Rusdinal, & Gistituati, N. (2020). An Analysis of Education Policy in the Pandemic COVID-19. E-Tech : Jurnal Ilmiah Teknologi Pendidikan, 08(02), 1–4.

Sugiyono. (2015). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D). Bandung, Indonesia: Alfabeta.

Sumilia, E., Puspita, H., E. (2019). Students’ Responses toward Teachers’ Question in Senior High School 8 Bengkulu. Journal of Applied Linguistics and Literacy, 3(2), 108–121.

Suwartono. (2014). Dasar-Dasar Metodologi Penelitian. Yogyakarta, Indonesia: ANDI.

Suwartono. (2019). Ideas and Research in Language. Purwokerto, Indonesia: UMP Press.

Suwartono, T., & Aniuranti, A. (2019). Digital Teaching Tools in 21st Century EFL Classroom: Are Our Teachers Ready? ELLITE: Journal of English Language, Literature, and Teaching, 3(2), 57–62.

Turmudi, D. (2020). English Scholarly Publishing Activities in the Industrial Revolution 4 . 0 : What , Why , and How ? ELTEJ, 3(1), 52–62.

Wiranegara, D. A., & Hairi, S. (2020). Conducting English Learning Activities By Implementing Telegram Group Class During Covid-19 Pandemic. Journal of English for Academic and Specific Purposes, 3(2), 104–114.

Yunus, M. (2018). Innovation in Education and Language Learning in 21st Century. Journal of Sustainable Development Education and Research, 2(1), 33–34.



  • There are currently no refbacks.

Copyright (c) 2021 Premise: Journal of English Education and Applied Linguistics



Universitas Muhammadiyah Metro

Unit Publikasi Ilmiah ( Scientific Publication Unit)


Gedung HI Lt 1, Ruang UPT Publikasi Ilmiah Universitas Muhammadiyah Metro

Jl. Ki Hajar Dewantara No.116, Iringmulyo, Metro Timur, Kota Metro, Lampung 34111
Phone/WA: +6285709141060 


e-ISSN-2442-482x  p-ISSN-2089-3355

Download Premise Official Template  June -October 2022