Lina Septianasari(1*), Irma Wahyuni(2),

(1) STKIP Muhammadiyah Bogor
(2) STKIP Muhammadiyah Bogor
(*) Corresponding Author


This paper aims to throw light on the students’ perception of emergency remote learning and their assessments in completing the Course Learning Outcomes (CLOs). The methods used in this study were statistical quantitative and descriptive qualitative methods. The data were collected by spreading questionnaires to the participants, having an unstructured interview, and taking the secondary data from the classroom teachers. LISREL software was used to analyze the quantitative data and descriptive interpretation was also done to analyze the qualitative data. The finding showed that most students had moderate to positive learning engagement, motivation, and self-efficacy in which affected their CLOs. The students who failed to pass the CLOs were those who faced more challenges in joining the virtual class. In short, students’ ability to cope with emergency remote learning has significant impacts on their CLOs’ assessments.


Learning Outcomes, Remote Learning, ELT, COVID-19 Pandemic

Full Text:



Aldhahi, M. I., Alqahtani, A. S., Baattaiah, B. A., & Al-Mohammed, H. I. (2021). Exploring the relationship between students’ learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study. Educ. Inf. Technology, 13, 1–18. https://doi.org/10.1007//s10639-021-10644-7

Ali, M. M., & Hassan, N. (2018). Defining Concepts of Student Engagement and Factors Contributing to Their Engagement in Schools. Creative Education, 09(14). https://doi.org/10.4236/ce.2018.914157

Apuke, O. D. (2017). Quantitative Research Methods : A Synopsis Approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), 40–47. https://doi.org/10.12816/0040336

Ashwin, P., & McVitty, D. (2015). The Meanings of Student Engagement: Implications for Policies and Practices. In The European Higher Education Area. Springer International Publishing. https://doi.org/10.1007/978-3-319-20877-0_23

Azubuike, O. B., Adegboye, O., & Quadri, H. (2020). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. International Journal of Educational Research Open. https://doi.org/10.1016/j.ijedro.2020.100022

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Besser, A., Lotem, S., & Zeigler-Hill, V. (2020). Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic. Journal of Voice. https://doi.org/10.1016/j.jvoice.2020.05.028

Cheng, X., Chan, L. K., Cai, H., Zhou, D., & Yang, X. (2021). Adaptions and perceptions on histology and embryology teaching practice in China during the Covid-19 pandemic. Translational Research in Anatomy, 24(100115), 1–10. https://doi.org/10.1016/j.tria.2021.100115

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th Editio). Routledge.

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 1–22. https://doi.org/10.3390/su122410367

Derakhsan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101. https://doi.org/10.1016/j.system.2021.102556

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Espino-Díaz, L., Fernandez-Caminero, G., Hernandez-Lloret, C. M., Gonzalez-Gonzalez, H., & Alvarez-Castillo, J. L. (2020). Analyzing the impact of COVID-19 on education professionals. Toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability (Switzerland), 12(14), 1–10. https://doi.org/10.3390/su12145646

Gonzalez, T., Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement on students’ performance in higher education. PloS ONE, 15(10), e0239490. https://doi.org/10.1371/journal.pone.0239490

Hariyati, N., Wagino, & Mudjito. (2021). Investigating virtual learning on students’ learning outcomes in urban and rural areas. Dinamika Pendidikan, 16(1), 54–63. https://doi.org/10.15294/dp.v16i1.28661

Heng, K., & Sol, K. (2020a). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Education Forum. https://www.researchgate.net/publication/346719308_Online_learning_during_COVID-19_Key_challenges_and_suggestions_to_enhance_effectiveness

Heng, K., & Sol, K. (2020b). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Education Forum (CEF), December 1–15.

Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 1–6. https://doi.org/10.1016/j.childyouth.2020.105699

Kosyicheva, M. A., & Tikhonova, E. V. (2021). Students’ self-efficacy and motivation in emergency remote learning. The 12th International Conference on E-Education, E-Business, E-Management, and E-Learning, 157–162. https://doi.org/10.1145/3450148.3450207

Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012

MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing, and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352

Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11(4). https://doi.org/10.24093/awej/vol11no4.23

Mozhaeva, G., Feshchenko, A., & Kulikov, I. (2014). E-learning in the Evaluation of Students and Teachers: LMS or Social Networks? Procedia - Social and Behavioral Sciences, 152, 127–130. https://doi.org/10.1016/j.sbspro.2014.09.168

ÖZÜDOĞRU, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4). https://doi.org/10.17275/per.

Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 105535. https://doi.org/10.1016/j.childyouth.2020.105535

Patricia, A. (2020). College Students’ Use and Acceptance of Emergency Online Learning Due to COVID-19. International Journal of Educational Research Open, 100011. https://doi.org/10.1016/j.ijedro.2020.100011

Putra, P. O. H., Aini, Q., Budiarto, M., & Rahardja, U. (2020). Exploring e-learning challenges during the global COVID-19 pandemic: A review. Jurnal Sistem Informatika (Journal of Information System), 16(2).

Riadi, E. (2018). Statistik SEM: Structural Equation Modeling dengan LISREL. Andi.

Skalka, J., Drlik, M., & Obonya, J. (2019). Automated assessment in learning and teaching programming languages using virtual learning environment. IEEE Global Engineering Education Conference, EDUCON, April-2019(April), 689–697. https://doi.org/10.1109/EDUCON.2019.8725127

Syahputri, V. N., Rahma, E. A., Setiyana, R., Diana, S., & Parlindungan, F. (2020). Online learning drawbacks during the Covid-19 pandemic: A psychological perspective. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 5(12), 108–116.

Turmudi, D. (2020). English scholarly publishing activities in the industrial revolution 4.0: What, why, and how? English Language Teaching Educational Journal, 3(1), 52-63

Vadivel, B., Mathuranjali, M., & Kalil, N. R. (2021). Online teaching: Insufficient application of technology. Materialstoday: Proceedings. https://doi.org/10.1016/j.matpr.2021.01.454

Wei, X., Saab, N., & Admiraal, W. (2020). Assessment of cognitif, behavioral, and affective learning outcomes in Massive Open Online Course: A systematic literature review. Computers and Education, 163. https://doi.org/10.1016/j.compedu.2020.104097

Zulkosky, K. (2009). Self-Efficacy: A Concept Analysis. Nursing Forum, 44(2). https://doi.org/10.1111/j.1744-6198.2009.00132.x

DOI: http://dx.doi.org/10.24127/pj.v10i2.4117


  • 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