Presented in Partial Fullfilment of The Requirements For The Degree of Sarjana Pendidikan in English Language Education

THE INFLUENCE OF LEARNING MOTIVATION, LEARNING
FACILITIES, AND TEACHER TEACHING STRATEGY ON ONLINE
LEARNING DIFFICULTIES FOR CLASS X STUDENTS OF SMAN 1
LEMBOR IN ENGLISH SUBJECT
A THESIS
Presented in Partial Fullfilment of the Requirements for the Degree of Sarjana
Pendidikan in English Language Education
BY
PATRISIUS EKA PUTRA TRIKORA
REG.NO: 1801020144
ENGLISH STUDY PROGRAM

FACULTY OF TEACHERS TRAINING AND EDUCATION
NUSA CENDANA UNIVERSITY
KUPANG
2022
APPROVAL PAGE
“THE INFLUENCE OF LEARNING MOTIVATION, LEARNING

FACILITIES, AND TEACHER TEACHING STRATEGY ON ONLINE
LEARNING DIFFICULTIES FOR CLASS X STUDENTS OF SMAN 1
LEMBOR IN ENGLISH SUBJECT”
A THESIS
Presented by
Patrisius Eka Putra Trikora

Student Number: 1801020144
Presented in Partial Fullfilment of the Requirements for the Degree of Sarjana

Pendidikan in English Language Education
Approved by
First Supervisor Second Supervisor
Drs. Soleman Dapa Taka, MA Gracia M. N Otta, S.Pd., M. Hum

NIP. 19650722 199303 1 002 NIP. 19841125 201012 2 007
Acknowledged by
Coordinator of the English Study Program
Drs. Soleman Dapa Taka, MA

NIP. 19650722 199303 1 002
i
THE BOARD OF EXAMINERS
This Thesis has been examined by examiners on December 20th 2022
Name Signature
1. Leni A. Suek, SS., MA., M.Ed 1……………………….
NIP: 19840827 201404 2 001
2. Drs. Soleman Dapa Taka, MA 2……………………….
NIP: 19650722 199303 1 002
3. Gracia M. N. Otta, S.Pd., M.Hum 3……………………….
NIP: 19841125 201012 2 007
Legalized by: Acknowledged by:

The Dean of Faculty of Teachers The Coordinator
Training and Education of English Study Program
Dr.Malkisedek Taneo, M.Si Drs. Soleman Dapa Taka, MA

NIP. 19670402 199403 1003 NIP: 19650722 199303 1 002
ii
STATEMENTS OF AUTHORSHIP
I declare this thesis does not contain material that has been accepted for
the award of any other degree or diploma in any university; nor does it contain
materials previously published or written by any other person except where due
references are made in the text of this thesis.
The Researcher
iii
MOTTO
“Pray For What You Do

&
Do What You Pray For.
iv
DEDICATION
This thesis wholeheartedly dedicated to:
1. The Lord Jesus Christ and Virgin Marry who are always blessing and guiding
the researcher for his entire life.
2. The researcher’s beloved parents and siblings who are always supports the
researcher both morally and materially.
3. The researcher friends in English Department who always give the researcher
encouragement and motivation.
4. The researcher’s beloved alma mater, Universitas Nusa Cendana Kupang.
v
ACKNOWLEDGMENT
First and foremost, the researcher express his deepest gratitude to the Lord
Jesus Christ, who has given His blessing and guidance in accomplishing this thesis
entitled “The Influence of Learning Motivation, Learning Facilities, and Teacher
Teaching Strategy on Online Learning Difficulties for Class X Students of SMAN
1 Lembor In English Subject” as one of the requirements to get an undergraduate
degree (S1) program from the English study program of Nusa Cendana University.
The researcher would not have completed this research without supports,
guidance, advice and special recognition for their valuable help in finishing this
thesis. Therefore, the researcher would like to express deep appreciation to:
1. Dr. drh. Maxs U. E. Sanam, M.Sc as the Rector of the Nusa Cendana University.
2. The Vice Rectors I, II, III of the Nusa Cendana University.
3. Dr. Malkisedek Taneo, M.Si as the Dean of the Faculty of Teacher Training and
Education.
4. Drs. Soleman Dapa Taka, MA as the Coordinator of the English Study Program
and the First supervisor who has given a lot of input such as correction, idea,
suggestion, and contribution of thoughts and beneficial idea toward the progress
of this thesis.
5. Mrs. Gracia M.N Otta,S.Pd., M.Hum as the second supervisor who has given a
lot of input such as correction, ideas, suggestion, and contribution of thoughts
and beneficial idea toward the progress of this thesis.
6. Mrs. Leni Amelia Suek, SS., MA., M.Ed as the main examiner for the valuable
time and suggestions during the completion of this thesis.
vi
7. Dr. Agustinus Semiun, MA, and Mrs. Gupuh Rahayu, M.Pd as his academic
supervisors, for all suggestions and advice during his studies in the English
Study Program of Nusa Cendana University.
8. All the lecturers of the English Study Program of Fkip Undana who have given
knowledge to the researcher since the first year of his study.
9. Yohanes Herman, S.Pd., M.Pd, as the Headmaster of SMAN 1 Lembor who has
allowed the researcher to do the research.
10. The English teacher of SMAN 1 Lembor who helped the researcher to conduct
the research.
11. The Class X bahasa students of SMAN 1 Lembor who are willing to be the
participants in this study.
12. The researcher closest friends, Charles Siga, Redem Taitoh, Sefy Lasam, Tania
Sunya, Elfy Mima, Sonia Ngoe, Ita Berti and all the members of Alpha Team
for their full supports and cares during his study.
13. His beloved parents and relatives, Thomas Edison Trikora, Benedikta Karolina
Sedia, Elisabeth Erma, and Maria M. Ngojom, his brothers; Guido Stevano,
Fransiskus Aprilio, Benyamin Lumento Banggut, and Padre Pio Septian Trikora
for all their unconditional love, countless prayers, and motivation in every part
of the researcher’s life, especially during his journey of study.
Finally, the researcher expected this thesis will be useful for everyone who reads
it. The researcher realized that this writing still has some weaknesses. Therefore,
critics and suggestions are needed for the improvements of this writing.
Kupang, December 20th 2022
vii
ABSTRACT

English Study Program. Faculty of Teachers Training and Education. Nusa
Cendana University, Kupang
This thesis is entitled: “The influence of learning motivation, learning facilities,

and teacher teaching strategy on online learning difficulties for class X students of SMAN
1 Lembor in English Subject”. The problem in this study was during the current Covid-19
pandemic, the learning process was carried out online, of course, there were many
challenges in terms of learning motivation, learning facilities, and teacher’s teaching
strategy, this has become a challenge both from the teacher side and from the students’
side. The purpose of this study was to determine the partial and simultaneous influence of
learning motivation, learning facilities, and teacher’s teaching strategy variables on Online
Learning Difficulties for Class X Students of SMAN 1 Lembor In English Subject. This
research was conducted at SMA Negeri 1 Lembor, the data collecting used questionnaire
and documentation. The population of this study were 240 students of SMAN 1 Lembor
and sample of this study were 25% of the population which were 60 respondents. The data
were analyzed using multiple regression models. The results shows that the tcount value of
all independent variables (X1= 6.141, X2= 2.082, X3= 3.873) > ttable = 2,003. Then, the
significance values of all independent variables (X1= 0.000, X2= 0.042, X3= 0.000), <
(Sig= 0.05). Therefore, the learning motivation variable (X1), learning facilities variable
(X2), and Teacher’s Teaching Strategy (X3) have a simultaneous significant influence on
the online learning (Y), this is shown from the F-test results which shows that the value of
Fcount is (4227.454) > Ftable (2.77). So, the significant influence of the independent variables
in explaining the dependent variable is 99,6%, and the rest 0,4% is influenced by the other
variables that are not investigated in this study.
Keywords: Learning Motivation, Learning Facilities, Teacher Teaching Strategy,

Online Learning
viii
TABLE OF CONTENTS
APPROVAL PAGE ................................................................................................. i
THE BOARD OF EXAMINERS ........................................................................... ii
STATEMENTS OF AUTHORSHIP ..................................................................... iii
MOTTO ................................................................................................................. iv
DEDICATION ........................................................................................................ v
ACKNOWLEDGMENT ........................................................................................ vi
ABSTRACT ......................................................................................................... viii
TABLE OF CONTENTS ....................................................................................... ix
LIST OF TABLES ................................................................................................. xi
LIST OF FIGURES .............................................................................................. xii
LIST OF APPEENDIXIES .................................................................................. xiii
CHAPTER I INTRODUCTION ............................................................................. 1
1.1. Background ......................................................................................................... 1

1.2. Problem Formulation .......................................................................................... 4
1.3. AIMS................................................................................................................... 5
1.4. Benefits of Research ........................................................................................... 6
1.5. Scope and Limitation .......................................................................................... 7
1.6. Definition of Terms............................................................................................. 7
1.7. Organization of Writing ...................................................................................... 8
CHAPTER II REVIEW OF LITERATURE ........................................................... 9
2.1 Theoretical Review ............................................................................................. 9

2.2 Relevance of the Study ..................................................................................... 36
2.3 Conceptual Framework ..................................................................................... 38
2.4 Hypothesis......................................................................................................... 39
CHAPTER III RESEARCH METHOD ................................................................ 41
3.1 Research Method .............................................................................................. 41
ix
3.2 Data Sources ..................................................................................................... 41
3.3 Data Analysis Technique .................................................................................. 42
3.4 Research Setting................................................................................................ 48
3.5 Population and Sample...................................................................................... 48
3.6 Data Collection Technique................................................................................ 49
3.7 Variable and Indicator....................................................................................... 51
3.8 Research Instruments ........................................................................................ 52
3.9 Descriptive Research Analysis.......................................................................... 52
3.10 Operational Definition ...................................................................................... 53
CHAPTER IV RESEARCH RESULT AND DISSCUSSION ............................. 55
4.1 Research Result ....................................................................................................... 55

4.2 Research Discussion ............................................................................................... 70
CHAPTER V CONCLUSION AND SUGGESTION .......................................... 76
5.1 Conclusion ........................................................................................................ 76

5.2 Suggestion ......................................................................................................... 77
REFERENCES...................................................................................................... 78
APPENDIXIES ..................................................................................................... 83
x
LIST OF TABLES
3.1 Reliability Category ........................................................................................ 44
3.2 Likert Scale ..................................................................................................... 50
3.3 Variable Indicators .......................................................................................... 52
3.4 Operational Definition .................................................................................... 53
4.1 Participant Description .................................................................................... 55
4.2 Gender-Based Classification ........................................................................... 57
4.3 Data on students who have problem on online learning facilities .................. 58
4.4 Descriptive Statistics ....................................................................................... 59
4.5. Recapitulation Results of Questionnaire Validity Test .................................. 61
4.6. Recapitulation Results of Questionnaire Reliability Test .............................. 61
4.7. Results of Normality Test .............................................................................. 62
4.8 Result of Linearity Test................................................................................... 63
4.9 Result of Multiple Linear Regression Test ..................................................... 64
4.10 Result of T-test .............................................................................................. 66
4.11 Result of F-test .............................................................................................. 68
4.12 Results of R2 test ........................................................................................... 68
xi
LIST OF FIGURES
2.1 Conceptual Framework ................................................................................... 38
xii
LIST OF APPEENDIXIES
Appendixes Page
1. Research Instrument .................................................................................. 84
2. RTable .......................................................................................................... 87
3. TTable .......................................................................................................... 88
4. Ftable ........................................................................................................... 88
5. Data tabulation of respondents answer...................................................... 89
6. Documentation .......................................................................................... 90
7. Letter of conducting research .................................................................... 92
8. Letter after conducting research ................................................................ 93
xiii
CHAPTER I
INTRODUCTION
1.1.Background
Education is a way to increase the quality of human knowledge to create
resilient, creative, and professional learners in their respective fields. Aware of the
importance of improving the quality of human resources, education cannot be
separated from the learning process, including teaching, and learning activities.
Learning contains a series of processes that are designed and arranged in such a
way as to support and influence the occurrence of the learning process of students
that are crucial to be able to change the students who have uneducated to be well-
educated students (Aunurrahman, 2014:34). During this Covid-19 pandemic,
Education has been adjusted from conventional to online learning. Adaptation
needs to be conducted as a response to this changing learning system (Almaiah et
al., 2020). Due to this COVID-19 pandemic the teaching and learning process is
carried out from home. We cannot deny that there are many challenges faced by
teachers and students during online learning. The same challenges were
experienced by teachers and students at SMAN 1 Lembor.
SMAN 1 Lembor is an educational institution that embodies students who
can think logically, critically, creatively, and innovatively and compete in the
proficiency in knowledge of information and communication technology globally.
SMAN 1 Lembor has three study programs, namely Bahasa, IPA, and IPS. One of
the subjects that must be studied by students in SMAN 1 Lembor is English. Of
course, students are expected to understand and use the knowledge gained in
1
English subject. During the current Covid-19 pandemic from March 2020, the face-
to-face learning in SMA Negeri 1 Lembor is still having trouble. Therefore, it needs
to bring the right solution to overcome such difficulties. The online learning system
using the existing technology is the only way to be the best solution to this problem.
Based on preliminary observation made by researcher, the problems
experienced by teachers and students of SMAN 1 Lembor during online learning
were the lacks of students learning motivation, inadequate learning facilities and
less creative teacher in creating the pleasant atmosphere teaching and learning
process. As experienced by Mr. Fridolin, He is an English teacher in SMAN 1
Lembor. He said that during the online learning, the students tend to feel bored and
not enthusiastic in participating the teaching and learning process, also in terms of
learning facilities, he was quite difficult to teaching English Online because there
is no Internet connection there, and not all students have the proper devices that
support the online learning process, like an android mobile phone, and laptop.
Another Information known by the researcher, the English teachers in SMAN 1
Lembor are less creative in creating pleasant learning atmosphere because the
teachers do not understand how to use the existing technology. Therefore, the
teacher only gives assignments without explaining the material in detail.
Winkel (2004:526) and Muhibbin Syah (2003:158) states that motivation is
the most important factor influencing learning. Motivation is the absolute driving
force in the student that raises the desire to learn to achieve their goals. In
conjunction with the previous statement, Hamalik (2005:108) said that without
motivation, the success of the learning process is quite hard to achieve. Based on
2
the information known by the researcher, most of the students’ in SMAN 1 Lembor
feel bored with the difference in the learning atmosphere they faced. This situation
makes them unmotivated to follow the online learning process.
Dimyati and Mudjiono (2009:246) also define learning facilities are the
media to support the learning process. Learning facilities will encourage students
to learn actively. Of course, teachers and learners should have the appropriate
facilities for teaching and learning. In the East Nusa Tenggara region, not all
teachers and learners have Android mobile phones or laptops to support online
teaching and learning. Another problem as found in research conducted by Wahab
and Iskandar (2020: 33-34) some students’ parents and students do not have
computer or android device. This condition makes them difficult in facing the
reality. On the one side, there is a demand for them to fulfill the educational services
for students, as mandated in the constitution but the other side; they are faced with
a lack of supporting facilities.
Another factor influencing learning difficulties include teaching strategies,
curriculum, relationships between teachers and students, fellow students, school
discipline, learning tools, schedule, lesson instrument, school building conditions,
and homework. Environmental factors consist of student activities in the
community and students' friendships. In addition, the difficulty of online learning
is the limited internet quota and the problem of internet access services
(Darmayanti, 2004).
Another influential factor on online learning in English subject it is teacher
teaching strategy. Because this Covid-19 pandemic has not ended yet, it makes
3
teachers have to be extra prepared for everything online learning. This is to ensure
that teaching and learning activities continue, even though students are at home.
The solution, teachers are required to design online teaching strategies as an
innovation in the teaching process.
In connection with the background explained above, the researcher is
interested in conducting research titled The Influence of Learning Motivation,
Learning Facilities, and Teacher Teaching Strategy on Online Learning Difficulties
for Class X Students of SMAN 1 Lembor in English Subject.
1.2.Problem Formulation
Based on the background above, the formulation of the problems in this
research are:
1.2.1 To what extent does the learning motivation significantly influence the
online learning difficulties for class x students of SMAN 1 Lembor in
English subject?
1.2.2 To what extent does the learning facilities significantly influence the
English subject?
1.2.3 To what extent does the teachers’ teaching strategy significantly influence
the online learning difficulties for class x students of SMAN 1 Lembor in
English subject?
1.2.4 To what extent do the learning motivation, learning facilities, and teacher
teaching strategy simultaneously influence the online learning difficulties
for class x students of SMAN 1 Lembor in English subject?
4
1.3.AIMS
In conjunction with the problem formulation above, the aims of this research
are:
1.3.1 To find out how much learning motivation significantly influence the
English subjects.
1.3.2 To find out how much learning facilities significantly influence the online
learning difficulties for class x students of SMAN 1 Lembor in English
subject.
1.3.3 To find out how much teachers’ teaching Strategies significantly influence
the online learning difficulties for class x students of SMAN 1 Lembor in
English subject.
1.3.4 To find out how much learning motivation, learning facilities, and the
teachers’ teaching strategy simultaneously influence to the online learning
difficulties for class x students of SMAN 1 Lembor in English subject.
5
1.4.Benefits of Research
The benefits of this research are as follows:
1.4.1 Theoretical benefits
This study is expected to enrich the theory about The Influence of
Learning Motivation, Learning Facilities, and Teacher Teaching
Strategy on Online Learning Difficulties for Class X Students of SMAN
1 Lembor in English Subject.
1.4.2 Practical benefits
a. For Students
This research is expected to add knowledge about The
Influence of Learning Motivation, Learning Facilities, and Teacher
Teaching Strategy on Online Learning Difficulties in English
Subject.
b. For teacher
This research is expected to be used as a source of
information to find out the influence of learning motivation,
learning facilities, and teacher teaching strategy on online learning
difficulties and the extent to which students learning progresses in
understanding the English lesson taught online.
c. For further research
It is hoped that this research can be used as a scientific
reference on related issues and as input for research about The
Influence of Learning Motivation, Learning Facilities, and Teacher
6
Teaching Strategy on Online Learning Difficulties for Class X
Students of SMAN 1 Lembor in English Subject.
1.5.Scope and Limitation
In this research, the researcher necessarily limits the problem of the study.
The researcher only focused on finding out the partial and simultaneous factors that
influence online learning difficulties for Students of class X bahasa at SMAN 1
Lembor in English subjects. The factors consist of learning motivation, learning
facilities, teachers’ teaching strategy, and online learning. There are three classes
of class X students (Bahasa, IPA and IPS). This study is focused on the students of
class X Bahasa of SMAN 1 Lembor in English subject. Total number of students
in Class X Bahasa is 60.
1.6.Definition of Terms
To avoid misunderstanding of terms used in the title of this research, the
researcher defines the terms as follows:
1.6.1. Online learning
Stem (2019) clarified that online learning is the process of education
through the Internet. Donna J. Abernathy (2020) online learning or
electronic learning is acquiring knowledge through electronic technologies
and media. In simple language, online learning is defined as "learning that
is enabled electronically." Typically, online learning is conducted on the
Internet, where students can access their learning materials online at any
place and time. Online learning most often takes place in the form of online
courses, online degrees, or online programs.
7
1.6.2. Difficulties
Based on the oxford dictionary, the definition of difficulty is a
problem; a thing or situation that causes problems or the state or quality of
being hard to do or understand; the effort that something involves.
1.7.Organization of Writing
This research result consists of five chapters. Chapter one is the
Introduction, Chapter two is review related literature, Chapter Three is Research
Design, Chapter Four is findings and discussion, and Chapter Five is Conclusion
and Suggestion.
8
CHAPTER II
REVIEW OF LITERATURE
2.1 Theoretical Review
2.1.1 Factors That Influence Online Learning
Slameto (2013:2) states that learning is an effort which is done by someone
to get a new change of behavior on the whole as the result of their experience in
interaction with their environment. It means if there is a change in someone's life
from not knowing, become someone who knows something and understands what
should be done, the person experiencing the learning process.
Online learning is a learning system without directly face to face between
teacher and students (Allen & Seaman, 2007). Online learning is applied today as
an alternative way to change face-to-face learning, and online learning is still
experiencing challenges in its implementation. Dewi (2020:59) stated that online
learning has an impact on students, teachers, and parents.
The difficulty in learning is the inability of students to master a subject
matter to the maximum within a predetermined time due to several factors that
influence it (Hellen, 2002: 128). Learning difficulties referred to here are
conditions in which students cannot understand optimally due to obstacles while
studying (Ismail, 2016: 37).
Prayitno (2004: 23) says that the factors influencing online learning
difficulties are generally divided into internal and external factors. Internal factors
are those related to everything in the student, one of which is the student's learning
motivation. While external factors are those related to everything outside the
9
student learning, such as learning facilities, internet network constraints, and
teachers’ teaching strategies.
During the Covid-19 pandemic, Online Learning is an alternative solution
(Basilaia & Kvavadze, 2020; Bauerlein, 2008). Online learning is practical
because it can easily access anywhere (Bouismailrne et al., 2005; Means, 2010).
However, please do not close our eyes that the implementation of online learning
raises its problems (Hung & Chou, 2015; Smart & Cappel, 2006). Therefore,
higher education that has limited or no experience of e-learning or e-learning
resources experiences difficulties, especially when lecturers lack knowledge of
how to use online applications (Kim & Bonk, 2006; Zaharah & Kirilova, 2020)
2.1.1.1 Learning Motivation
a. Definition of Learning Motivation
Motivation is a conscious effort to move, direct, and maintain one's behavior
to be encouraged to act on something to achieve specific results or goals.
Learning motivation is a change in energy in a person characterized by the
emergence of feelings and reactions to achieve goals (Donald, 1959).
Nevertheless, according to Alderfer in Nashar (2004: 42), learning
motivation is the tendency of students to do learning activities driven by a desire
to achieve the best possible achievements or learning outcomes. Learning
motivation is also a need to develop oneself optimally to do better, achieve, and
be creative (Maslow 1943).
Brown (2007:170) also state that motivation is something that can, like self-
esteem be global, situational, or task oriented. Motivation also typically
10
examined in terms of the intrinsic and extrinsic motives of the learner. Intrinsic
motivation, for example occur when the learner learning for their own self
perceived needs and goals. While, learner who pursue a goal only to receive an
external reward from someone else are extrinsically motivated.
So, learning motivation is a psychological condition that encourages
students to learn with pleasure and study in earnest, which will form a systematic
way of learning students, full of concentration and can select their activities.
b. Types of Motivation
There are two types of motivation they are intrinsic and extrinsic
motivation. Rehman et al. (2014) classify intrinsic and extrinsic motivations, as
follows:
a) Intrinsic Motivation.
Intrinsic motivation is a motivation which comes from the individual
themselves. They want to learn something because of their self-desire to
study it. According to Woolfolk (1998:374), intrinsic motivation is a
motivation that stems from factors such as interest or curiosity. In relation
to that, intrinsic motivation could occur when the learner has an interest or
curiosity in learning without any pressure to learn it.
b) Extrinsic Motivation.
Extrinsic motivation is a motivation which comes from the
environment. They want to learn something because it is the demands of
their job or school. According to Harmer (2007), extrinsic motivation
caused by outside factors, such as, the need to pass an exam, the hope for
11
financial reward, or the possibility of future travel. Besides, Deci and Ryan
(2000) propose 4 categories for extrinsic motivation. They are external
regulation, interjection, identification, and integration.
c. The Function of Learning Motivation
Sardiman (2000: 83) there are three functions of learning motivation,
namely as follows:
a) To encourage humans to act as a mover or motor that releases energy.
Motivation, in this case, is the driving force of every activity that humans
will do.
b) To determine the direction of the action is in the direction of the goal to be
achieved by humans. Thus, motivation can provide direction and activities
that humans will do based on the goals target.
c) To select the deeds that determine what actions must be done in harmony
to achieve the goal, by setting aside actions that are not useful with that
goal.
Hamalik (2003:161) says there are three functions of motivation:
d) To encourage the behavior of doing something. Without motivation, there
will be no action as learning.
e) Motivation serves as a director means moving actions towards achieving
desired goals.
f) Motivation serves as a driver. This motivation serves as a machine; the
small amount of motivation will determine whether a job or deed will be
done sooner or later.
12
So, the function of motivation is a driving force that encourages a person to
do a particular deed to achieve the expected goal.
d. Learning motivation strategy
Anni (2006:186-187) there are several motivational strategies for learning
as follows:
a) To increase learning interests. Linking learning to students' interests is
very important and therefore shows that the knowledge learned is very
beneficial for them. Another way is to give students choices about the
learning materials to be studied and how to learn them.
b) Encourage curiosity. Highly skilled teachers will be able to awaken and
maintain students' curiosity in learning activities. Learning methods like
case studies, brainstorming, and the like are some methods that can be used
to arouse students' curiosity.
c) Uses various presentation methods that attract students' motivation to learn
something and improve the students' attraction through exciting learning
materials and variations in teaching strategies.
d) Can assist students in formulating learning goals. The fundamental
principle of motivation is that the learners will learn hard to achieve a goal
if the goal is formulated or set by himself and not formulated or set by
others.
13
2.1.1.2 Learning Facilities
a. Definition of Learning Facilities
Etymologically the meaning of facility consists of learning facilities and
infrastructure, that learning facilities are direct tools to achieve educational
goals, such as locations or places, buildings, and others. In contrast,
infrastructure is an indirect tool to achieve educational goals, such as space,
books, libraries, laboratories, and the like (Daryanto, 2006: 51).
In today's learning process, learning facilities play an essential role in
continuing teaching and learning. Students will focus on laptop and mobile
screens to complete tasks or follow ongoing discussions through online learning.
Dimyati and Mudjiono (2009:246) also define learning facilities are the
media to support the learning process. Learning facilities will encourage students
to learn actively. Of course, teachers and learners should have the appropriate
facilities for teaching and learning. In the East Nusa Tenggara region, not all
teachers and learners have Android mobile phones or laptops to support online
teaching and learning.
The additional facility such as the internet network availability is also very
influential on online learning. In conjunction to the previous argument, Ali
Sadikin (2020:218) said, the availability of internet services also has significant
influence. For some students who live in urban areas is sufficient to take part in
online learning. In contrast, students who live in rural areas are most likely hard
to get a good connection; this means that online learning is also very dependent
14
on the availability of the internet network. So, one of the problems encountered
in online learning is the availability of an internet network.
Facilities are everything that can facilitate and launch the implementation
of a business in the form of objects and money (Arikunto and Yuliana, 2009:
273-274). Amirin (2013:76-77) said that "facilities means all provided tools to
carry out educational activities in schools." It means that educational activities
in schools will be going well if supported by the availability of adequate
educational facilities and infrastructure.
So, it can be concluded that all facilities that support teaching and learning
activities are learning facilities identical to educational facilities and
infrastructure in education. This understanding is equivalent to Amirin (2013:
77), who said that "educational facilities are all learning facilities in the form of
equipment, materials, and furniture that directly use in the learning process in
school."
Therefore, the role of learning facilities significantly influences the ease and
smooth implementation of teaching and learning activities. Everything discussed
is essential to complete the competencies achieved by learners. John Dewey in
Abdul Majid (2011: 25) students will learn well when they concentrate on the
learning process.
b. Types of Learning Facilities
Arikunto and Yuliana (2009: 274) facilities can be divided into two types,
namely learning facilities in schools, and Learning facilities at home.
15
a) Learning facilities at school
Learning facilities in schools are all learning tools directly or
indirectly used to support schools' teaching and learning processes as
follows:
1. Educational facilities
Educational facilities seen from their function can be distinguished
into learning equipment, props, and educational media (Amirin, 2013:
76).
2. Lesson equipment
Lesson equipment is tools that are used directly in the teaching and
learning process.
3. Props
Props are all tools that help the teaching and learning process; they
can be objects or actions from the most concrete to the most abstract
that can facilitate the provision of understanding to students.
4. Educational Media
Educational media are means of education used as intermediary in
the teaching and learning process to increase the effectiveness and
efficiency of education but can also be a substitute for the role of
teachers.
16
5. Educational Infrastructure
Educational infrastructure is everything that indirectly supports
teaching and learning activities in schools (Amirin, 2013: 76). Here are
some of the school infrastructures, as follows:
a. School Building.
The school building is a vital school infrastructure for
student learning activities. School buildings are included in the
educational infrastructure because sometimes the education
process in schools does not require a school building; for
example, when sports lessons, the learning process uses the sports
field.
However, the existence and feasibility of school buildings
should still receive serious attention because the quality of
education of an educational institution is seen from the feasibility
of the school building. Moreover, the building area should be far
from the center of the crowd, like a market, So the learning
activity is not easily disturbed by a commotion from outside the
school so that learning creates comfortable conditions.
b. Classroom
The classroom is where the process of teaching and learning
interaction occurs. A good classroom is a room that has good
lighting and ventilation, is clean, neat, comfortable, sufficient size
for learning activities, and the like.
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c. Teaching media
Teaching media are everything that usually used to channel
messages and stimulate the minds, feelings, attention, and
willingness of students to encourage the learning process. Here
are some types of media that are usually used in the learning
process: (a) visual media: wall chart, Images, slides (b) Audio and
visual-audio media: Video, film, recording, radio.
d. The library
Library is one of the infrastructures in education that can
support the development of attitudes, knowledge, skills of
students. A library is also a place containing various types of
reading books for students to increase their knowledge.
e. Stationery
Stationery can be notebooks, pencils, ballpoint pens, rulers,
erasers, and other tools directly related to the student's learning
process.
f. Textbook
Textbooks include compulsory textbooks, dictionaries, and
additional books such as magazines about education and the like.
b) Learning facilities at home
As already explained above that learning activities not only occur in
school but also at home. Therefore, at the students’ home also needs to be
equipped with adequate learning facilities that support students learning
18
activities so that in online learning, students are easier to be able to follow
teaching and learning activities. Home learning facilities include study
rooms, tables and chairs, bookshelves, lighting, mobile phones, laptops,
and internet quotas. Having complete learning facilities at home will be
very important and helpful for students in the learning process.
Based on the above explanation, it can be concluded that there are
several types of learning facilities, both those in school and at home,
whether they are in the form of physical facilities or non-physical facilities
or learning aids and equipment that can help facilitate the students in their
learning process.
c. Learning Facilities Indicators
Slameto (2013: 63), indicators of learning facilities include:
a) A room to study
A requirement to learn well is the availability of a particular place
of learning. Every student should strive to be able to use a special place
of learning. A comfortable home study room is spacious enough for
learning activities, has attractive wall colors, is equipped with air
ventilation, and is equipped sufficient lighting.
b) Learning furniture
Objects such as learning equipment are material objects that help
achieve a learning process: unique study tables, special study chairs,
study lights, bookshelves, and shoe shelves.
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c) Learning aids
Tools and objects as learning aids are complete stationery, books,
dictionary, timeframes, degree arcs, calculation tools, calculators, and
laptops or computers. The more complete the tools, the more able to learn
well, and learning cannot be done without good learning tools.
d) Source of learning
There are a lot of sources of learning for students, for instead
textbooks, internet access, radio, magazines or newspapers, and
television, the Internet can be accessed with a mobile phone, laptop, or
computer and connected to the Internet.
d. Additional learning facilities
a) Internet Network Availability
Oetomo (2008: 3), the International Network (Internet) is an
extensive computer network consisting of small interconnected networks
that reach the whole world. Oetomo (2002: 52) said that the internet era
continues to roll so that more and more people are encouraged to access
the Internet for business, correspondence, and education purposes,
ranging from children to adults.
The learning process is information processing and must be
developed to increase creative and adaptive human resources to evolving
demands (Surya, 2010: 2-3). Idris (2010:1-2) also argues that the Internet
is a network of information, communication, inquiry, and an infinite
variety of resources that can be used to help students produce theses,
20
project work, and the like. The Internet is a network formed by computers,
cable routers, other hardware, and software that connects and works in a
network. The Internet is a massive library with millions or even billions
of information or data in science. In terms of communication, the Internet
is a very efficient and effective means of exchanging information over
long distances (Fairus 2007:2).
Realizing the importance of internet network services today has a
massive influence on online learning. Students can complete their
knowledge with the internet network, while teachers can find appropriate
and innovative teaching materials through the Internet. Students can
search for anything on the Internet, from their subject matter to general
science. Everything can be searched on the Internet. At the same time,
teachers can find information that can be used as their teaching materials
other than books (Supriyanto, 2007: 2).
However, the application of online learning today still raises various
problems, especially related to the availability of internet networks. In
addition, the location of learning with poor internet network quality
causes the online learning process to be ineffective. Ali Sadikin
(2020:218) explained that the availability of internet services for students
living in urban areas allows them to carry out the online learning process
effectively, while students living in the countryside most likely do not get
signals or the signals obtained are unstable so that students and teachers
have difficulty to do the online learning.
21
So, it can be concluded that the availability of the internet network
is beneficial for teachers and students in the online learning process, but
not all learners and teachers are in a place that has a good internet network.
So, this becomes a challenge for teachers and students in running the
online learning process.
e. The function of Learning Facilities
Mudhoffir (1992: 84) stated that the function of learning facilities is to
support and encourage the activities of learning resource center programs so
that all these activities can run efficiently. Sopiatin (2010: 78) also state the
functions or benefits of facilities are:
a) The existence of learning facilities (media) will make teaching or
learning more attractive to students to foster learning motivation.
b) The subject matter will be more straightforward for students to
understand.
c) Learning facilities (media) allow the implementation of more varied
teaching and learning strategies.
d) Students will do more learning activities.
According to Arsyad (2006: 25-26), the utilization of learning facilities
provides several benefits, namely:
a) The utilization of learning facilities can clarify messages and
information to facilitate and improve learning processes and
achievements.
22
b) Enhance and excite the child's attention to give rise to learning
motivation, more direct interaction between the student and his
environment, and allow students to learn independently according to
their interest abilities.
c) Provide students with similar experiences about events in their
environment and enable direct interaction with teachers, communities,
and their environment.
Thus, the effectiveness of learning can be done by utilizing facilities and
infrastructure to the fullest. Considering that learning facilities are one of the
factors that are very influential on online learning, it cannot be ignored
because without learning facilities that support the learning process, students
will not be excited about learning. It will impact the success of learning
achieved by students, and learning goals will be hampered even if they cannot
be implemented.
2.1.1.3 Teacher Teaching Strategy
a. Definition of Teacher Teaching Strategy
Teaching strategy is a generalized plan for a lesson which includes structure,
instructional objectives, and an outline of planned tactics, necessary to
implement the strategies (Stone and Morris, in Issac, 2010). Furthermore, Issac
(2010) explains that teaching strategies are that behavior of the teacher which he
manifests in the class i.e., the developments of the teaching strategies, giving
proper stimulus for timely responses, drilling the learnt responses, increasing the
responses by extra activities and the like.
23
According to Sanjaya (2016:147) teaching strategy is a method used to
implement plans that have been prepared in the activities so that the goals that
have been set are optimally achieved. Uno (2008:3) also state that in online
learning, teachers should have other expertise in the field of Information
technology, especially the Internet, because this day, the teachers are required to
use the Internet to dig more information apart from books. Nevertheless, Dewi
(2020:59) explains that not all teachers use internet technology or social media
as a learning tool. It leads to the process of online learning cannot run properly.
It means that students face difficulties in online learning, and teachers also feel
the impact of it.
Learning carried out online certainly requires teachers to be creative by
accessing the Internet well. Although learning is carried out digitally, online
learning must still pay attention to the competencies taught in school. Teachers
should be aware that learning is complex because it simultaneously involves
pedagogical, psychological, and deductive aspects (Mulyasa, 2013: 100).
In the online learning process, the teacher is the determining factor of
learning success. Teachers are the dominant factor in determining the quality of
learning. Online learning with good quality will produce good learning
outcomes, and teachers must choose suitable learning methods for teaching. If
the teacher can choose a suitable learning method, then the learning goal will be
achieved easily. Selecting suitable learning methods will also increase students'
learning motivation and interests to create a pleasant learning atmosphere.
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Nasution (2011:43) explained that teaching is a teacher's way of preparing
the learning experience for his learners. In other words, teaching is a process
carried out by a teacher in guiding, helping, and directing learners to have a
learning experience. From the explanation above, it can be concluded that
teaching is a process that regulates and organizes the environment around
students so that students grow a sense of wanting to learn and teachers are
responsible for directing learners to learn. With guidance from the teacher is
expected at the learning process, students do not feel bored and continue to learn.
Thus, the teacher teaching method is an essential factor in determining the
success of the student learning process. Therefore, if a teacher has a suitable
teaching method, it is expected that students' learning outcomes will also be
better.
b. Characteristics of Teachers Teaching Strategy
As mentioned before, teaching strategies suggest a way in which a teaching
situation can be approached. It is important to underscore their essential
characteristics. Ionescu & Radu (2001:184-185) also defines the characteristics
of teacher teaching strategies as follows:
a) They have a normative character without the rigidity of a rule; they are the
training component of dynamic situations, characterized by flexibility and
internal elasticity
b) They have a structuring and modeling function to link the learning
situations where learners are placed and to trigger their psychological
mechanisms of learning;
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c) The components of the strategy (methods, means and organization forms
of the work) form a system, establishing the connection between them,
even interrelations and interdependencies
d) They do not identify either with the opted methodological system or the
basic teaching method because the teaching strategy aims at the training
process, not a single training sequence;
e) They have probabilistic meaning, that is that a particular teaching strategy,
although scientifically founded and appropriate for the psychological
resources of participants, cannot guarantee the success of the training
process because there is a large number of variables that can intervene in
the process;
f) They involve the students in specific learning situations and rationalize
and adequate the training content to their personality; and
g) They create an ideal framework for interactions between other components
of the training process.
c. Types of Teaching Strategies
There are many kinds of teaching strategies that can be applied in the
language teaching process. Wherli (2003) explained the teaching strategies as
follows:
1. Brainstorming
Brainstorming is a process for generating multiple ideas/options in
which judgment is suspended until a maximum number of ideas has been
26
generated. Al-maghrawy in Al-khatib (2012: 31) also defines that
brainstorming as a group creativity forum for general ideas.
Moreover, Sayed in Al-khatib (2012: 31) purposed some importance
of brainstorming for the students. Those are: (a) helping students to solve
problems; (b) helping students to benefit from the ideas of others through
the development and build on them; and (c) helping the cohesion of the
students and building relationships among them and assess the views of
others.
In addition, brainstorming has some advantageous, they are: (a)
actively involving learners in higher levels of thinking; (b) promoting peer
learning and creates synergy; (c) promoting critical thinking; and (d)
helping groups reach consensus.
On the other hand, there are some disadvantageous of brainstorming.
(a) Requiring learners’ discipline; (b) may not be effective with large
groups; and (c) can lead to “group think.”
2. Case-based Small-group Discussion
In this teaching strategy, small groups of 5-10 address case-based
tasks, exchanging points of view while working through a problem-solving
process. In this teaching strategy process, Srinivasan, Wilkes, Stevenson,
Nguyen, and Slavin (2007) explained that the group focuses on creative
problem solving, with some advance preparation. Discovery is encouraged
in a format in which both students and facilitators share responsibility for
resolving cardinal learning points.
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Case-based Small-group Discussion has some advantages. They can
be (a) actively involves participants and stimulates peer group learning;
(b) helps participants explore pre-existing knowledge and build on what
they know; (c) facilitates exchange of ideas and awareness of mutual
concerns; and (d) promotes development of critical thinking skills;
On the other hand, Case-based Small-group Discussion has some
disadvantageous. It (a) can potentially degenerate into off-task or social
conversations; (b) can be a challenge to ensure participation by all,
especially in larger groups; and (c) can be frustrating for participants when
they are at significantly different levels of knowledge and skill.
3. Demonstration
Demonstration means performing an activity so that learners can
observe how it is done in order to help prepare learner to transfer theory to
practical application. Moreover, demonstration strategy involves the
teacher showing learners how to do something (Adekoya and Olatoye,
2011).
The advantages of demonstration are to (a) help people who learn
well by modeling others; (b) promote self-confidence; (c) provide
opportunity for targeted questions and answers; and (d) allow attention to
be focused on specific details rather than general theories.
The disadvantages of demonstration: (a) is of limited value for
people who do not learn best by observing others; (b) may not be
appropriate for the different learning rates of the participants; and (c)
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requires that demonstrator have specialized expertise if highly technical
tasks are involved.
4. Games
Games are used to bring competition, participation, drills, and
feedback into the learning experience as a motivator and opportunity for
application of principles. Carefully planned uses of games in the classroom
(e.g., for practicing certain verbs, tenses, questions, locatives, etc.) add
some interest to a classroom (Brown, 2000: 146).
The advantages of game: (a) actively involves learners; (b) can add
or regenerate motivation; (c) promotes team learning and collaborative
skills; (d) provides a challenge that can lead to confidence in knowing and
expressing the material; (e) provides feedback; and (f) can create a “fun”
learning environment.
The disadvantages of game: (a) can create in-group/out-group
feelings; (b) can demotivate students who are not competitive by nature;
(c) can create feelings of inadequacy in those not as skilled or forceful; and
(d) can discourage creativity if the format is very rigid and the focus is
strongly on winning.
5. Independent Study
Independent study is a teaching strategy designed to enhance and
support other instructional activities. Learning activity is typically done
entirely by the individual learner (or group of learners) using resource
materials. It may be done using computer/web-based technology. Alberta
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Learning (2002: 73) also defines independent study as an individualized
learning experience that allows students to select a topic focus, define
problems or questions, gather, and analyze information, apply skills, and
create a product to show what has been learned.
The advantages of independent study: (a) fosters independent
learning skills; (b) allows learners to progress at their own rate; and (c)
enhances other learning experiences.
The disadvantages of independent study: (a) may be disconnected
from immediate objectives; and (b) may be difficult to identify/access
appropriate materials.
2.1.1.4 Online Learning
a. Definition of online learning
Jacobs (2013), online learning is as effective as traditional classroom
learning. How much or how well a student learns is determined by the quality of
the online instruction. If a course is well designed and well implemented,
students will learn more than in a poorly designed course. According to study
done by Learning House, Inc. (2018), showed that 85% students who follow face
to face and online learning felt that they have the same and some better
experiences in learning for both face to face and online program. 37 % felt it as
superior experience.
Stem (2019) clarified that online learning is the education that take place
over the internet. It often refers to as e-learning among other terms. However,
online learning is just one type of distance learning, the umbrella term for any
30
learning which takes place across distance and not in a traditional classroom.
Distance learning has a long history and there are several types available today
including: first, correspondence courses conducted through regular mail with
little interaction. Second, Tele-courses where content is delivered via radio or
television broadcast. Third, CD-room courses; here the student interacts with
static computer content. Next, Online learning internet-based courses offered
synchronously and asynchronously.
Castro and Tumibay (2019) states that online learning has become popular
because of its potential for providing more flexible access to content and
instruction at any time, from any place. It is imperative that the educators and
researchers consider, and examine the efficacy of online learning in educating
student.
Learning from home is classified as a distance learning system. A study
conducted by Chun, Kern, and Smith (2016) summarizes that distance learning
is an education system in which learners are separated from the educator and the
learning process uses various resources through Information and
Communication Technology (ICT). This system of learning allows the teaching
and learning process to continue even though teachers and students do not meet
directly at school. Teachers can still deliver the teaching material, and students
can still receive the lesson without leaving their homes.
Online learning is a learning system without directly meet face to face
between teacher and students (Allen & Seaman, 2007). The online learning
31
requires an internet network. The teacher and students carry out learning
together, at the same time, but in different places.
b. The Characteristics of Online Learning
The Characteristics of Online Learning Based on the explanation above,
there are several characteristics of online learning as follows:
1. In online learning students no longer need a special place and time to study,
but students can learn anywhere and anytime according to the
opportunities each student has individually.
2. In the learning process students no longer only have access to textbooks
and other printed learning resources, but to digital information sources,
which can be accessed through the cyber-space.
3. Students and teachers can enhance classroom learning improve classroom
learning by accessing information from a unity of sources (databases,
libraries, special interest groups), communicating via computer with other
students or with experts in special subject areas, and exchanging
information/data.
4. Teachers and students can access electronic documents to enrich their
knowledge. Students can actively participate because online learning
provides an interactive learning environment. Students can connect
electronic information to their projects and papers, making it a "living"
document with a hypertext button.
5. Because computers could send information on a variety of media (print,
video, and sound and music recordings) computers have become libraries
32
without limits. As students can communicate quickly with text, images,
sound, data, and video can change the role of teacher and student.
6. Online learning allows teachers to be geographically separated from the
students, they can learn with other students in classrooms throughout the
world.
c. Types of Online Learning
According to Haughey (1998), there are three possibilities in the
development of internet-based learning systems, namely as follows;
1. The Web-course is the use of the internet for educational purposes, in
which students and instructors are separate and there is no need for face-
to-face contact. All teaching materials, discussions, consultations,
assignments, exercises, exams, and other learning activities are fully
delivered via the internet. In other words, this learning model uses a
distance system.
2. The Web-centric course is the use of the internet that combines distance
learning and face-to-face (conventional). Some material is delivered via
the internet, and some through face-to-face. Its functions are
complementary. In this model the instructor can give instructions to
students to learn the material through the web that has been made. Students
are also given directions to look for other sources from relevant websites.
In the face-to-face session, students and instructors discuss more about the
findings of the material that has been learned through the internet.
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3. The Web-enhanced course is the use of the internet to support the
improvement of the quality of learning carried out in class. The function
of the internet is to provide enrichment and communication between
students and teachers, fellow students, group members, or students with
other sources. Therefore, the role of the instructor is to master the
technique of finding information on the internet, guiding students to find
and find sites that are relevant to learning materials, present material
through the web that is interesting and desirable, serving guidance and
interesting web communication and interest, providing guidance and
communication via the internet, and other skills needed. The development
of online learning is not merely about online subject matter, but it must be
communicative and interesting. The subject matter is designed as if
students learn in front of the teacher through a computer screen that is
connected through the internet network. To be able to produce interesting
and attractive online learning, Onno W Purba (2002) requires three things
that must be fulfilled in online learning design, which are "simple,
personal, and fast".
d. The Advantages of Online Learning
Online learning has several advantages as follows:
1. Learning is not limited by place and time so that anytime students can
access the learning process.
2. Students in this learning process must be active so that the online learning
process is a student-centered process.
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3. Save on education costs (infrastructure, equipment, books, official travel).
4. Train students to be more independent in gaining knowledge.
5. Professional online help.
e. The Disadvantages of Online Learning
Online learning has several disadvantages as follows:
1. Dissemination of information that is not appropriate, the internet makes
it possible to present material or material that is inappropriate for
students to enjoy because it does not fit their level of development, for
example cigarette and alcohol advertisements or topics that may be too
high for their understanding and too mature for their viewing. Thus, the
need for strict control and supervision. There is no organization or
agency that controls activities on multiple computer networks. Control
is on each individual. This is where the role of the teacher is needed,
the teacher must indicate which sites contain information that is useful
for students so that they must be "visited".
2. Copyright, because information is so easily accessed, it is so easy for
someone to download files quickly. Therefore, students can make a
paper or project by violating someone's copyright that is not their work.
3. Very fast website growth, it is estimated that several thousand new
websites add to the internet every day. This growth makes finding
information difficult. To help search for information, several
commercial companies and universities provide search engines that
35
follow the web network and reply to search results that match what is
sought.
4. Support, good technical support must be available. Without that support
and good management, computer networks can die quickly. Problems
with a network can cripple a laboratory or even shut down an entire
school and company. Technical supervisors are needed to build and
maintain networks.
5. Lack of quality control, users must be critical thinkers and readers who
know how to value information. Everything that is sent on the internet
is not a "teaching". Anyone can post anything on the web, including
information that is not important, wrong, or incorrect.
2.2 Relevance of the Study
The relevance of this study are as follows:
1. Students’ Perception in Online Learning by Adijaya and Santosa (2018), this
journal discusses students’ perception of student interactions and learning
environments in online learning lecture, survey research with Likert scale
technique was used to get the data by giving 100 students questioners.
2. Is the Online Learning good in the Midst of Covid-19 Pandemic? The Case
of EFL Learners by Markus Deli Girik Allo (2020), this journal discusses
learners’ perception on online learning in the midst of Covid-19 pandemic by
interviewed the learners by calling them by using WhatsApp application.
3. An Analysis of Online English Learning in the Covid-19 Pandemic at Senior
High School by Sri Hariyati (2020), this research was aim to analysis how is
36
teacher’s perception and how are students’ perceptions of online English
learning in the Covid-19 Pandemic. The technique of collecting data used
questionnaire and interview method that consist fifteen statements about
perception of online English learning. The data in this research was taken by
one English teacher and 45 students at SMA Asuhan Daya Medan. This study
was applied descriptive qualitative design.
4. Factors Affecting the Failure and Success of Online Learning in Samarinda,
by Ramadiani, et al. and published in Journal of Educational Administration
Research and Review, Vol. 5 No. 1 June 2021. This study aims to determine
the implementation of online learning at schools and colleges in Samarinda,
as well as what factors become obstacles and influence the success of online
learning. This study uses literature reviews, observations, questionnaires, and
field interviews to collect relevant data from various sources of respondents.
The data processing method uses the Structural Equation Model and
Descriptive Statistics using the Lisrel and SPSS applications. The place where
this research was conducted was Public School and University, namely Junior
High School 1, Senior High School 2, Senior high school 3 and Mulawarman
University with a total of 186 respondents.
5. Analysis of Factors Affecting the Use of Online Learning (A Qualitative
Research at the Sixth Semester of English Department Students
Muhammadiyah University of Makassar) by Nur Dahlia (2020). This study
aimed to analyzed students’ effectiveness in using online learning method in
English teaching-learning process. The research applied descriptive
37
qualitative method used open ended questionnaire with Google Form as a
media to collect the data. The sample of the research was sixth semester of
English department at Muhammadiyah university of Makassar. The sample
was taken by using purposive sampling technique.
2.3 Conceptual Framework
According to Miles and Huberman (1994:440), a conceptual framework
lays out the key factors, construct, or variables, and presumes relationship among
them. In connection with the definition above, the conceptual framework of this
research is as follows:
Factors That Influence the difficulties

of online Learning
Online Learning
Learning Motivation (X1)
In
English Subject (Y)
Learning Facilities (X2)
Teachers’ Teaching Strategy (X3)
Figure 2.1 Conceptual Framework

Notes:
: Partial Influence of independent variable (X) on dependent variable(Y)
: Simultaneously influence of independent variable (X) on dependent
variable(Y).
38
Based on the conceptual framework above, there are three factors that
influence the online learning difficulties in English subject they are learning
motivation (X1), learning facilities (X2) and teacher’s teaching strategy (X3). In
the conceptual framework above, the three factors or independent variables (X) are
connected by two lines, namely the undotted line and the dotted line. The undotted
line shows the individual or partial influence of independent variables (X) on the
dependent variable (Y), while the dotted line shows the simultaneously influence
of all the independent variables (X) on the dependent variable (Y).
2.4 Hypothesis
The research hypothesis is a tentative answer that still has to be tested. Based
on numerous criteria ranging from aims, benefits, and comparisons of prior study
the researcher formulates the hypothesis to be studied is as follows:
Hypothesis 1
H01 = There is no significant influence of learning motivation on online learning
difficulties for class X students of SMAN 1 Lembor in English subject.
Ha1 = There is a significant influence of learning motivation on online learning
Hypothesis 2
H02 = There is no significant influence of learning facilities on online learning
Ha2 = There is a significant influence of learning facilities on online learning
39
Hypothesis 3
H03 = There is no significant influence of the Teachers’ Teaching Strategy on online
learning difficulties for class X students of SMAN 1 Lembor in English
subject
Ha3 = There is a significant influence of the Teachers’ Teaching Strategy on online
learning difficulties for class X students of SMAN 1 Lembor in English
subject.
Hypothesis 4
H04 = There is no simultaneously influence of learning motivation, learning
facilities, and Teachers’ Teaching Strategy variables on online learning
difficulties for class X students of SMAN 1 Lembor in English subject
Ha4 = There is a simultaneously influence of learning motivation, learning facilities,
and Teachers’ Teaching Strategy variables on online learning difficulties for
class X students of SMAN 1 Lembor in English subject.
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CHAPTER III
RESEARCH METHOD
In this chapter, the researcher has presented the methods employed to
conduct the research. The detailed methodology in this research is described in
several subtitles: research method, data resource, technique, and procedures of data
analysis.
3.1 Research Method
In this research, the researcher used the descriptive quantitative method.
Quantitative methods can be interpreted as research method used to examine in a
particular population or sample, data collection using research instruments,
quantitative data analysis/statistics, with the aim to test the hypothesis set
(Sugiyono, 2017:8). Descriptive research methods do not make comparisons of
variables in other samples, and look for relationships with other variables.
3.2 Data Sources
3.2.1 Primary Data
Sugiyono (2012: 225) said the primary data are the data source
which are gotten directly by the researcher. The primary data in this study
were gained from questionnaires distributed to students of class X Bahasa at
SMAN 1 Lembor.
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3.2.2 Secondary data
Secondary data are usually evidence of records, reports, regulations,
policies, or historical reports that have been compiled in an archive or
documentary form, either published or unpublished files (Sugiyono,
2016:402). The secondary data in this study were taken by documentation;
the data obtained by taking pictures during the students of class X Bahasa at
SMAN 1 Lembor filling out the questionnaire sheets.
3.3 Data Analysis Technique
Data analysis technique is a method used to process data in order to produce an
appropriate conclusion.
3.3.1 Validity Test
The validity of the research instrument is related to the suitability
and accuracy of the function of the measuring instrument used. Validity
shows the extent to which a measuring instrument measures what it wants
to measure precisely. An instrument that is valid or valid has high validity,
otherwise an instrument that is less valid has low validity. Test the validity
of the questionnaire or test the validity of items using the Karl Pearson
moment product correlation formula.
The formula is below:
𝑁 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2 }{𝑁 √𝑌 2 − (∑ 𝑌)2 }
42
Notes:
rxy = Correlation coefficient between x and y
x = Score of each item
y = Total score
N = Number of subjects
xy = The sum of the products of X and Y
X2 = Sum of squares of X
Y2 = Sum of squares of Y
(Arikunto, 2012: 162)
3.3.2 Reliability Test
Reliability test is the determination or accuracy of a measuring
instrument. A measuring instrument is reliable if the measuring instrument
is trusted. The questionnaire is reliable if it can give relatively the same
results when repeated measurements are made on different objects at
different times. To test the reliability of the questionnaire instrument in
this study, the researcher used Cronbach’s Alpha formula, which was as
follows:
𝑘 ∑ σ2 𝑏
r11 = {𝑘−1} {1 − }
σ2 1
Notes:
r 11 = Reliability Instrument
k = the number of questions
2b = Number of variable items
21 = Total variable
43
Table 3.1 Reliability Category
No Reliability Index Classification
1 0,00 < rxy ≤ 0,20 Lowest
2 0,20 < rxy ≤ 0,40 Low
3 0,40 < rxy ≤ 0,60 Fair
4 0,60 < rxy ≤ 0,80 High
5 0,80 < rxy ≤ 1,00 Highest
Source: Arikunto (2009)
3.3.3 Classical Assumption Test
a. Normality Test
According to Sugiyono (2012:171), normality test is intended to test
whether the sample that researcher gathered normally distributed or not. In
the linear regression model, the assumption of expert said that indicate that
the Error is distributed normally. Therefore, before testing the hypothesis,
the researcher should test the normality of the data distribution. The
normality test data use Test of Normality Kolmogorov-Smirnov in the
SPSS program. To determine the conclusion whether the data distributed
normally or not, then if the significance value is > 0,05 it means the
variable is normally distributed.
b. Linearity Test
According to Sugiyono and Susanto (2015:323) linearity test can be
used to determine whether the dependent variable and the independent
variable have a significantly linear correlation or not. Linearity test can be
done through a test of linearity. The criterion that applies is that if the
significance value of linearity is <0.05, it can be interpreted that there is a
44
linear relationship between the independent variable and the dependent
variable.
3.3.4 Hypothesis Test
In this research the researcher uses Multiple Regression Analysis.
This analysis is used to determine the simultaneous influence of the
independent variable (learning motivation, learning facilities, teachers’
teaching strategy) to the dependent variable (online learning). The steps to
do the hypothesis are follows:
a. Multiple Linear Regression Test
A regression model with multiple independent variables is known as
multiple linear regression. This test is used to analyze the direction and
significance influence of independent variables (learning motivation,
learning facilities, and teacher teaching strategy) and dependent
variable (Online learning difficulties); the proper measurements using
SPSS are required to determine the value of both independent and
dependent variable, (Ghozali, 2018).
The formula of this test as follows:
Y= ɑ+ 1x1+ꞵ2x2+ꞵ3x3+e
(Djarwanto and Subagyo, 2005: 270)
Notes:
Y : Dependent Variable
ɑ : Constants
ꞵ1 to ꞵ3 : Regression Coefficient
X1 to X3 : Independent Variables
e : error.
45
b. Partial Significance Test (T-test)
Partial Significance Test (T-test) is used to show whether the
independent variables individually influence the dependent variable
(Subagyo and Djarwanto, 2005:268). If H0 is accepted it can be
concluded that it does not have significant influence, whereas, if H0 is
rejected, it means that there is a significant influence.
Calculation of t-test:
𝑏−𝛽
𝑡=
𝑠𝑏
Notes:
t: t-count
b: regression coefficient
β: the score is 0
sb: standard regression coefficient
c. Simultaneous Statistics Test (F-test)
Simultaneous Statistics Test (F-test) is used to find out whether all
the independent variables simultaneously influence the dependent
variable (Mustafa, Zaenal 2000: 140). The F-test is calculated using the
F table. If the F calculated > F, the Ha is accepted and H0 is declined,
meaning the independent variables are significant towards the
dependent variable. If the F is calculated is <F, the H0 is accepted and
Ha is declined, meaning the independent variables does not significantly
influence the dependent variable.
46
F-test calculation:
𝑅2
−1
𝐹= 𝑘 2
1−𝑅 2
𝑛−𝑘−1
Notes:
F: Simultaneous Statistics
R2: coefficient of determination
n: number of samples
k: number of independent variables
d. Coefficient of Determination (R2)
Ghozali (2013:97) states that a coefficient of determination is a test
used to measure the ability of both independent variables and the
dependent variable. The value to this test ranges from zero (0) to one
(1). If the coefficient value (R2) is near to one (1), it can be concluded
that there is a strong influence of the independent variables towards the
dependent variable, whereas, if the coefficient value (R2) is close to zero
(0) it means that the influence of the independent variables towards the
dependent variable is weak.
The formula of Coefficient of Determination (R2) as follows:
𝑏1 ∑ 𝑋1 𝑌 + 𝑏2 ∑ 𝑋2 𝑌 + 𝑏3 ∑ 𝑋3 𝑌
𝑅2 =
∑ 𝑌2
(Mustafa 2009:136)
47
Notes
R2 : Coefficient Determination
b1,b2,b3 : Coefficient Regression
X : independent variable
Y : dependent variable.
3.4 Research Setting
3.4.1 Research Place
This research was conducted at SMAN 1 Lembor, Lembor District, West
Manggarai Regency.
3.4.2 Research Subject
The subject of this research is the students of class X of SMAN 1 Lembor.
The researcher chose this class as the subject in this study because the focus
of this study was only on class X students at SMAN 1 Lembor.
3.5 Population and Sample
3.5.1 Population
Sugiyono (2010:117) explained that population is generalizing territory
that consists of object/subject that have certain qualities and characteristics
were determined by the researcher to learn and then drawn conclusions. In
this study, the total population of class X students of SMAN 1 Lembor were
240 people.
48
3.5.2 Sample
Sample is a subset of individuals from a given population. Arikunto
(2012:104) explained sample is a part of population which has the same
characteristics. There are two ways in selecting a sample. First, if the
population is less than 100, all population can be sampled. Second, if the
population is over 100, the researcher can take 10%-15% or 20%-25% from
all population as a sample. Based on the explanation above, the researcher
was taken 25% of the population to be sampled, which was 60 students of
class X bahasa at SMAN 1 Lembor.
3.6 Data Collection Technique
Data collection technique is the most strategic step in research because the main
purpose of research is to obtain data. Without knowing data collection techniques,
researchers will not get data that meets the standards that have been set (Sugiyono,
2013: 224). In this study, the techniques used were questionnaire and
documentation.
3.6.1 Questionnaire
Sugiyono (2017: 142) states that questionnaire is data collection
techniques that has done by giving a set of questions or statements to the
respondents to answer. In this study, the researcher uses the Likert-scale
questionnaire. The Likert scale question is a form of closed question because
the questions use statements and a respondent then indicates how much they
agree or disagree with the statement.
49
In connection with the statement above, Sugiyono (2010:132) said that
Likert scale is a measurement scale used to measure attitudes, opinions, and
perceptions of a person or group of people about social phenomena by
measuring the extent to which the respondents agree or disagree with a
particular question or statement. The items on the Likert scale have five levels
of answer preference, each of which has a score of 5-1 as shown in the
following table:
Table 3.2 Likert Scale

No Respondent Answers Code Positive Score
1 Strongly Agree SA 5
2 Agree A 4
3 Neutral N 3
4 Disagree D 2
5 Strongly Disagree SD 1
3.6.2 Documentation
Documentation may be examined to investigate patterns and trends
of the past as is commonly done by historians. Documentations are also
examined by researchers who are investigating subjects who are available. It
means that the researcher collects data from English teacher, such as students’
list name, students’ evaluation score from the first semester. Documentation
research may refer to the technique of collecting data by gathering and
analyzing documents. While document is any communicative material (such
as text, video, audio, etc.) used to explain some attribute of an object, system,
or procedure.
50
Documentation of this research is in the written forms or objects
related to a particular event or activity. The sources of data in the form of
physical questionnaires, photos of locations, and the results of student
responses from filling out questionnaire sheets.
3.7 Variable and Indicator
A variable is a defined characteristic that varies. Kerlinger (1973) stated that
all experiments have one fundamental idea behind them; to test the effect of one or
more independent variables on a dependent variable (it is possible to have more
than one dependent variable in experiments). To answer the research problems,
there are some variables that the researcher wants to investigate. The variables are
as follows:
3.7.1 Independent Variable (X)
It is a variable that influences or causes of change or emergence of the
dependent variable. The independent variables of this study based on the
definition above are Learning Motivation (X1), Learning Facilities (X2),
and the Teacher’s Teaching Strategies (X3)
3.7.2 Dependent Variable (Y)
Dependent variables are the conditions or characteristics that appear,
disappear, or change as the researcher introduces, removes, or changes the
independent variables. Referring to the definition, the dependent variable of
the research is Online Learning. The indicator of this variable is indicated
by the following indicators:
51
Table 3.3 Variable Indicators
No Indicators
1. Online Learning
2. Learning Motivation
3. Learning Facilities
4. Teacher Teaching Strategy
3.8 Research Instruments
A research instrument is a tool used by researchers to gather, analyze, and
investigate data about a subject being studied. Arikunto (2000:134) said a research
instrument is a selected tool used by researchers in their data collecting activities so
that these activities become systematic and can facilitate them. In this study, the
instrument that used by the researcher is a questionnaire in the form of a list of
statements regarding the factors that influence online learning in students. By
answering the statement, it will present the required data.
3.9 Descriptive Research Analysis
This analysis is used to determine how significant the influence of learning
motivation, learning facilities, teachers’ teaching strategy on online learning.
Descriptive statistics are statistics used to analyze data by describing the data that
has been collected as it is without the intention of making generally accepted
conclusions (Sugiyono, 2010: 207-208), or in other words descriptive statistics are
brief decriptive coefficient that summuraize a given data set, which can be either a
representation of the entire population or a sample of population.
52
3.10 Operational Definition
According to Singarimbun and Effendi (1997), Operational definition is an
element of research which shows an indication of how a variable is measured in
order to help the researcher in conducting research. Therefore, variables must be
operationally specified in order to conveniently seek the link between other
variables and measurement. With the operationalization of these variables, the
researcher will be able to ascertain the measurement of the correlation between
variables. In this research the operational definition as follows:
Table 3.4 Operational Definition

Variables Definition Indicator of Scores
Measurement
Learning Motivation Learning Motivation Independent learning, Strongly Agree (5)
(X1) is the desire to coriousity, enjoy Agree (4)
improve one's working individually, Neutral (3)
abilities in order to Always ask teacher or Disagree (2)
achieve something, other students when I Strongly Disagree (1)
and be more creative find some difficulties
(Maslow in Nashar, about the materials,
2004:42). (Uno 2009:2)
Learning Facilities Learning facilities are A favorable learning Strongly Agree (5)
(X2) learning tools used by place, textbooks, Agree (4)
teachers when laptops, handphone, Neutral (3)
teaching and by library, Stationery, Disagree (2)
students while learning resources, Strongly Disagree (1)
acquiring educational Having access to
content learning, interesting
Slameto (2013: 67). learning facilities
(Slameto 2013:63)
Teachers’ Teaching Teaching strategy is a plan for a lesson which Strongly Agree (5)
Strategies (X3) generalized plan for a includes structure, Agree (4)
lesson which includes instructional Neutral (3)
structure, objectives, and an Disagree (2)
instructional outline of planned Strongly Disagree (1)
objectives, and an tactics, necessary to
outline of planned implement the
tactics, necessary to strategies (Stone and
implement the Morris, in Issac, 2010).
strategies (Stone and
Morris, in Issac,
2010).
Online Learning Online learning is a The implementation of Strongly Agree (5)
Difficulties (Y) Agree (4)
learning system the online learning is
Neutral (3)
53
without directly face to running well, safe Disagree (2)
Strongly Disagree (1)
face between teacher online learning
and students. The environment, online
online learning learning provides good
requires an internet learning outcomes for
network. The teacher students, interesting
and students carry out learning process or
learning together, at good feedback between
the same time, but in teacher and students,
different places. (Allen online learning is very
& Seaman, 2007). important, causes a lot
of assignments (Allen
& Seaman, 2007)
54
CHAPTER IV
RESEARCH RESULT AND DISSCUSSION
This chapter presented the research results which had been obtained from
the questionnaire and documentation. The following were the detailed analysis
regarding findings and discussion of this study which consisted of data presentation
of the influence of each variable (learning motivation, learning facilities, teacher
teaching strategy) on online learning difficulties in English subject of class X
Students in SMAN 1 Lembor.
4.1 Research Result

This chapter describeed the results of data management from the variables
mentioned in the previous chapter, they are learning motivation, learning facilities,
and teacher teaching strategies on online learning difficulties in English Subject.
Data on these variables were obtained from questionnaires distributed to 60
respondents in class X Bahasa of SMA Negeri 1 Lembor.
4.1.1 Participant Description
In this study, the researcher collected data from 60 students of class X
Bahasa at SMAN 1 Lembor. The following is a table of participant descriptions.
Table 4.1 Participant Description
No Name Gender Class

1 EB Female X Bahasa
2 FY Female X Bahasa
3 BW Female X Bahasa
4 EM Female X Bahasa
5 MT Female X Bahasa
6 FS Female X Bahasa
7 MT Female X Bahasa
55
8 YJ Female X Bahasa
9 YS Female X Bahasa
10 AH Female X Bahasa
11 AN Female X Bahasa
12 NB Female X Bahasa
13 EG Female X Bahasa
14 HM Female X Bahasa
15 MV Female X Bahasa
16 RB Female X Bahasa
17 MS Female X Bahasa
18 FK Female X Bahasa
19 VS Female X Bahasa
20 MN Female X Bahasa
21 NM Female X Bahasa
22 YE Female X Bahasa
23 JM Female X Bahasa
24 ES Female X Bahasa
26 MV Female X Bahasa
27 SS Female X Bahasa
28 VG Female X Bahasa
29 AE Female X Bahasa
30 VJ Female X Bahasa
32 FA Male X Bahasa
33 YR Male X Bahasa
34 HB Male X Bahasa
35 TA Male X Bahasa
36 FJ Male X Bahasa
37 TM Male X Bahasa
38 AJ Male X Bahasa
39 ES Male X Bahasa
40 EL Male X Bahasa
41 DN Male X Bahasa
42 HJ Male X Bahasa
43 AD Male X Bahasa
44 OC Male X Bahasa
45 YR Male X Bahasa
46 YG Male X Bahasa
47 YA Male X Bahasa
48 YF Male X Bahasa
49 FE Male X Bahasa
50 VJ Male X Bahasa
51 KT Male X Bahasa
56
52 F E Male X Bahasa
53 YA Male X Bahasa
54 P G Male X Bahasa
55 A J Male X Bahasa
56 H H Male X Bahasa
57 E I Male X Bahasa
58 B P Male X Bahasa
59 K M Male X Bahasa
60 J T Male X Bahasa
Source: primary data processing, 2022
4.1.2 Participants Classification
This classification aimed at providing a vivid picture of the participants who
participated in this study. The classification is categorized based on gender. The
following table shows the total number of students who participated in this study
based on the gender classification.
Table 4.2 Gender-Based Classification
No Gender Total Percentage

(Person) (%)
1. Male 29 48%
2. Female 31 52%
Total 60 100%
Source: primary data processing, 2022
Table 4.2 shows that there were 29 (48%) of male respondents and 31 (52%)
of female respondents, it means that the participants of this study were dominantly
belonged to female students.
57
4.1.3 Data on students who have problem on online learning facilities
The table below aimed at providing a vivid picture of the participants who
had problem on online learning facilities. The classification was categorized based
on learning facilities problem, number of students who had problem on online
learning facilities,and the presentage.
Table 4.3 Data on students who have problem on online learning facilities
No Learning Facilities Problem Number of Presentage

Students
1 Students who have Android Handphone, 15 25%
laptop or proper online learning facilities
2 Students who do not have Android 27 45 %
Handphone, laptop
3 Students who borrow other people 18 30%
handphone/ laptop in order to follow the
online learning process
Total 60 100%
The table above is talking about the availability of learning facilities for
online learning among a group of students. Specifically, 15 students (25%) have
their own Android Handphone, laptop, or other proper online learning facilities, 27
students (45%) do not have their own such technology, and 18 students (30%) need
to borrow someone else's technology in order to follow the online learning process.
This means, that 75% of the students at SMAN 1 Lembor have issues related to
online learning facilities.
4.1.4 Descriptive Statistics Research Analysis
After conducting the research, the results of this study were obtained
regarding the influence of learning motivation, learning facilities, and teacher
58
teaching strategy on online difficulties for class X students of SMAN 1 Lembor in
English Subject, Lembor District, West Manggarai Regency. The data were
obtained from the questionnaire that had been given to 60 students as the
participants of this study.
The number of statements from the questionnaire given to participants were
16 items, with details; Learning Motivation Variable (X1) constructed by 4 items,
Learning Facilities Variable (X2) constructed by 4 items, Teacher Teaching
Strategy Variable (X3) constructed by 4 items and Online Learning variable (Y)
constructed by 4 items. The following table shows the descriptive statistics of this
research.
Table 4.4 Descriptive Statistics
Descriptive Statistics
VARIABLE N Range Min Max Mean Std. Deviation Variance
X1_1 60 3 2 5 4.05 0.891 0.794
X1_2 60 3 2 5 3.37 0.736 0.541
X1_3 60 4 1 5 3.53 0.833 0.694
X1_4 60 4 1 5 3.37 1.041 1.084
Learning Motivation 60 12 8 20 14.32 2.432 5.915
X2_1 60 4 1 5 3.03 0.974 0.948
X2_2 60 4 1 5 3.15 1.087 1.181
X2_3 60 3 2 5 3.23 0.810 0.656
X2_4 60 4 1 5 3.05 0.999 0.997
Learning Facilities 60 12 8 20 12.47 2.746 7.541
X3_1 60 4 1 5 3.53 0.724 0.524
X3_2 60 4 1 5 3.57 0.851 0.724
X3_3 60 3 2 5 3.58 0.996 0.993
X3_4 60 4 1 5 3.62 0.783 0.613
Teacher Teaching Strategy 60 12 8 20 14.30 2.424 5.875
Y_1 60 3 2 5 3.53 0.853 0.728
Y_2 60 4 1 5 3.52 0.854 0.729
Y_3 60 3 2 5 3.60 0.827 0.685
Y_4 60 3 2 5 3.67 0.729 0.531
Online Learning 60 12 8 20 14.32 2.439 5.949
Valid N (listwise) 60
Source: primary data processing use SPSS Version 24.0, 2022.
59
The descriptive statistics table above shows that the average of respondent's
answer for the learning motivation variable is 14.32, with a maximum score is 20
and a minimum score is 8. The standard deviation value is 2.432, the average of
respondent's answer for learning facilities variable is 12.47, with a maximum score
is 20 and a minimum score is 8. The standard deviation value is 2.746, the average
of respondent's answer for teacher teaching strategy variable is 14.30, with a
maximum score is 20 and a minimum score is 8. The standard deviation value is
2.424, and the average respondent's answer for online learning variable is 14.32,
with a maximum score is 20 and a minimum score is 8. The standard deviation
value is 2.439, means that all the data are less varied because all the standard
deviation value are smaller than the average. This shows that all respondents in this
study have answered the items correctly.
4.1.5 Data Analysis Technique
1) Validity Test
The validity test in this study used Pearson Correlation calculations by SPSS
version 24.0. The tested data can be categorized as valid if the significant level is
below 0.05 (Ghozali, 2016: 47). The interpretation used in this study is df = N-2,
then df = 60-2 = 58. Degrees of freedom are consulted in the product moment table
(rtable) at a significant level of 5%. Here is the interpretation requirement: if rcount >
rtable means the data is valid, and if rcount < rtable it means the data is invalid.
Accordingly, the rtable in this study is 0.254.
60
Table 4.5. Recapitulation Results of Questionnaire Validity Test
Variable Number of rcount rtable Description

items
Learning Motivation (X1) X1_1 0,746 0,254 Valid
X1_2 0,535 0,254 Valid
X1_3 0,590 0,254 Valid
X1_4 0,752 0,254 Valid
Learning Facilities (X2) X2_1 0,481 0,254 Valid
X2_2 0,442 0,254 Valid
X2_3 0,546 0,254 Valid
X2_4 0,418 0,254 Valid
Teacher Teaching Strategy X3_1 0,642 0,254 Valid
(X3) X3_2 0,741 0,254 Valid
X3_3 0,729 0,254 Valid
X3_4 0,621 0,254 Valid
Online Learning (Y) Y_1 0,759 0,254 Valid
Y_2 0,706 0,254 Valid
Y_3 0,779 0,254 Valid
Y_4 0,619 0,254 Valid
The result of the validity test above shows that all statement items used in this
study are valid, this can be seen from the value of each rcount is bigger than the values
of rtable.
2) Reliability Test
A questionnaire is reliable if the question is answered consistently from time to
time (Ghozali, 2018:45), and for the reliability categorization of the questionnaire
in this study, the researcher used reliability category according to Arikunto (2009).
Table 4.6. Recapitulation Results of Questionnaire Reliability Test

Reliability Statistics
Cronbach's Alpha N of Items Description Classification
0.895 16 Reliable Very High
61
The result of the realibility test above shows the result of the questionnaire
reliability test is 0.895, meaning that the level of reliability of the questionnaire that
have been distributed is very reliable. So, it is feasible to use it as a measuring tool
for questionnaire in this study.
3) Classical Assumption Test
a. Normality Test
To test the data normality in this study, the researcher uses Test of
Normality Kolmogorov-Smirnov in the SPSS program. To determine the
conclusion whether the data distributed normally or not is when the
significance value is > 0,05, it means the variable is normally distributed, but
if the significance value is < 0,05, it means the variable is not normally
distributed.
Table 4.7. Results of Normality Test
Tests of Normality
Kolmogorov-Smirnov
Statistic Df Sig.
Learning Motivation 0,111 60 0,065
Learning Facilities 0,114 60 0,052
Teacher Teaching Strategy 0,114 60 0,052
Online Learning 0,112 60 0,060
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The result of the normality test above shows that, learning motivation data
(X1) has a significance value of 0.065, learning facilities data (X2) has a
significance value of 0.052, and teacher teaching strategy data (X3) has a
significance value of 0.052, and the online learning data (Y) has a significance
value of 0.060. in connection to the result of the normality test above, all the
62
data of each variables are bigger than (>) 0.05, which means the learning
motivation, learning facilities, teacher teaching strategy, and online learning
was normally distributed or all the data in this study were normally
distributed.
b. Linearity Test
The data is linear if the significance value is > 0.05, but if the significance
value is < 0.05 then the data is not linear.
Table 4.8 Result of Linearity Test
Influence of Variable Y on variable X Sig Description
Online Learning * Learning Motivation 1.000 Linear
Online Learning * Learning Facilities 0.105 Linear
Online Learning* Teacher Teaching Strategy 0.999 Linear
Source: primary data processing use SPSS Version 24.0, 2022
From the result of Linearity Test above, we can see that the level of reliability
of the online learning variable (Y) on the learning motivation variable (X1) has a
significance value of 1.000 > 0.05, it means that the data is linear, the level of
reliability of the online learning variable (Y) on the learning facilities variable (X2)
has a significance value of 0.105 > 0.05, it means that the data is linear, and the
level of reliability of the online learning variable (Y) on the Teacher Teaching
Strategy (X3) has a significance value of 0.999 > 0.05, it means that the data is
linear, or in other words, the significant level of each variable is > 0.05 so it can be
concluded that the results of the data calculation is linear.
63
4) Hypothesis Test
a. Multiple Linear Regression Test
A regression model with multiple independent variables is known as
multiple linear regression. This test is used to analyze the direction and
significance influence of independent variables (learning motivation,
learning facilities, and teacher teaching strategy) and dependent variable
(Online learning difficulties); the proper measurements using SPSS are
required to determine the value of both independent and dependent variable,
(Ghozali, 2018). This analysis can be seen in the table below:
Table 4.9 Result of Multiple Linear Regression Test
Coefficients a
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta T Sig.
1 (Constant) 0.100 0.069 1.436 0.318
Learning Motivation 0.611 0.100 0.609 6.141 0.000
Learning Facilities 0.019 0.009 0.021 2.082 0.042
Teacher Teaching 0.383 0.099 0.381 3.873 0.000
Strategy
a. Dependent Variable: Online Learning
Based on the data in Table 4.9, the result of the multiple linear regression
equation is as follows:
Y = 0.100 + 0.611 (X1) + 0.019 (X2) + 0.383 (X3) + e
The regression equation above shows the relationship between the
independent variable and the dependent variable partially, from that
equation it can be concluded as follows:
64
1. The constant value is 0.100, meaning that if there is no change in the
learning motivation, learning facilities, and teacher teaching strategy
variables (X1, X2, and X3) is 0, then the value of online learning at
SMA Negeri 1 Lembor is 0.100
2. The value of the learning motivation regression coefficient is 0.611,
meaning that if the learning motivation variable (X1) increases by 1%
with the assumption that learning facilities (X2), teacher teaching
strategy (X3), and constant (a) is 0, then online learning at SMA Negeri
1 Lembor increases by 0.611. This shows that the learning motivation
variable (X1) contributes positively to online learning variable (Y).
3. The value of the learning facilities regression coefficient is 0.019,
meaning that if the learning facilities variable (X2) increases by 1%
with the assumption that learning motivation (X1), teacher teaching
strategy (X3), and constant (a) is 0, then online learning at SMA Negeri
1 Lembor increases by 0.019. This shows that the learning facilities
variable (X2) contributes positively to online learning variable (Y).
4. The value of the teacher teaching strategy regression coefficient is
0.383, meaning that if the teacher teaching strategy variable (X3)
increases by 1% with the assumption that learning motivation (X1),
learning facilities (X2), and constant (a) is 0, then online learning at
SMA Negeri 1 Lembor increases by 0.383. This shows that the teacher
teaching strategy variable (X3) contributes positively to online
learning variable (Y).
65
b. Partial Significance Test (T-test)
Partial Significant Test (T-test) is used to show whether the independent
variables individually influence the dependent variable (Subagyo and
Djarwanto, 2005:268). If H0 is accepted it can be concluded that it does not
have significant influence, whereas, if H0 is rejected, it means that there is a
significant influence. The t-test of this study uses SPSS 24.0 statistics, in this
case there are two references used as the decision-making basis, the first is by
looking at the significance value (Sig) with the "ANOVA" table and the second
is comparing the value of tcount and the value of ttable with the "coefficients"
table.
To find out the value of ttable in this study the researcher used the following
formulation df= n-k-1 = 60-3-1= 56 (n= the number of data, k= the number of
independent variables), so, the value of the α= 5% = 0.05 use 2-tailed test, and
the significance = 0.05/2 = 0.025, then ttable value is 2.003.
Table 4.10 Result of T-test
Coefficients a
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta T Sig.
1 (Constant) 0.100 0.069 1.436 0.318
Learning Motivation 0.611 0.100 0.609 6.141 0.000
Learning Facilities 0.019 0.009 0.021 2.082 0.042
Teacher Teaching 0.383 0.099 0.381 3.873 0.000
Strategy
66
Based on the result of the Partial Significant Test (T-test) above, it is known
that due to the value of tcount (6.141) > ttable (2.003) and the significant value of
Learning Motivation variable (X1) 0.000 < 0.05 then the H01 is rejected and Ha1 is
accepted. It means that The Learning Motivation variable has a significant influence
on Online Learning or partially accepted. For the Learning Facilities variable, it is
also known that due to the value of tcount (2.082) > ttable (2.003) and the significant
value of Learning Facilities variable (X2) 0.042< 0.05 then the H02 is rejected and
Ha2 is accepted. It means that the Learning Facilities variable has a significant
influence on Online Learning or partially accepted. For the Teachers’ Teaching
Strategy variable to the value of tcount (3.873) > ttable (2.003) and the significant
value of Teachers’ Teaching Strategy variable (X3) 0.000 < 0.05 which means the
H03 is rejected and Ha3 is accepted or in other words, the Teachers’ Teaching
Strategy variable has a significant influence on Online Learning or partially
accepted.
c. Simultaneous Statistics Test (F-test)
Simultaneous Statistics Test (F-test) is used to find out whether all the
independent variables simultaneously influence the dependent variable
(Mustafa, Zaenal 2009: 140). If the value of Fcount > Ftable, it can be interpreted
that the regression model is correct, meaning that it has a simultaneous influence.
The formula of F-test is as follows: df1 = k – 1 and df2 = n – k (k = the
number of independent + dependent variable, n = the number of samples). Thus,
it can be calculated the value of df1 = k – 1 = 4 – 1 = 3 while the value of df2 =
n – k = 60 – 4 = 56 then Ftable = 3;56 = 2.77 with an error rate of 5%.
67
Table 4.11 Result of F-test
ANOVAa
Model Sum of Squares Df Mean Square F Sig.
1 Regression 349.440 3 116.480 4227.454 0,000
Residual 1.543 56 0.028
Total 350.983 59
b. Predictors: (Constant), Teacher Teaching Strategy, Learning Facilities,
Learning Motivation
Based on the results of F-test in Table 4.10, it is known that the value of the
Fcount = 4227.454 > Ftable = 2.77, with a significant level of 0.000 < 0.05, it means
that the H04 is rejected and Ha4 is accepted, or in other words, all the independent
variables (Learning Motivation, Learning Facilities, and Teacher Teaching
Strategy) have a significant and simultaneous influence on Online Learning
difficulties for Class X students of SMA Negeri 1 Lembor in English Subject.
d. Coefficient of Determination (R2)
Ghozali (2013:97) states that a coefficient of determination is a test used to
measure the ability of both independent variables and the dependent variable.
The value to this test ranges from zero (0) to one (1). So, if the value of R2 is
small, it means that the ability of the independent variable in explaining the
variation of the dependent variable is very limited.
Table 4.12. Results of R2 test

Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
a
1 ,998 0.996 0.995 0.166
a. Predictors: (Constant), Teacher Teaching Strategy, Learning Facilities, Learning
Motivation
68
Based on the results of data calculations from Table 4.12, the R Square value
is 0.996. This means that the ability of the independent variable to explain the
dependent variable is 99.6%, the remaining 0.4% is explained by other variable
that is not investigated in this study.
69
4.2 Research Discussion
The discussion of this study regarding The Influence of Learning Motivation,
Learning Facilities and Teacher Teaching Strategies on Online Learning
Difficulties for Class X Students of SMA Negeri 1 Lembor is explained based on
the results of the statistical test using SPPS Application version 24.0 and also based
on the prelemenary observation.
1. The Influence of Learning Motivation (X1) on Online Learning (Y)
Learning motivation is one of the factors that make class X students in SMAN
1 Lembor difficult to participate the learning process. As we all known that learning
motivation has a significant impact on students ability to learn. When students are
motivated to learn, they are more likely to stay engaged and put in the necessary
effort to improve their ability, in this case their English ability. Motivated students
are more likely to be proactive in their learning, which can help them overcome any
difficulties they may face in their online English courses. Students who are
motivated are also more likely to be more open to taking risks, which can help them
break through any barriers they may encounter. Additionally, students who are
motivated are more likely to stay focused on their goals and be more resilient when
faced with learning difficulties.
In terms of learning motivation, It was hard for the students in SMAN 1
Lembor to stay motivated when studying from home. Online learning requires self-
discipline and the ability to stay focused on the task at hand, which can be difficult
for many students. Without the right motivation, it can be difficult to stay on track
and make the most of online learning. Additionally, online learning can be isolating,
70
which can make it difficult to stay motivated and engaged. The other reason is
because the students are not familiar with online learning activities, so, this makes
students learning outcomes is low.
In connection to the explanation above, the researcher also statistically
calculated how is learning motivation significantly influence the online learning
difficulties using SPSS application. Therefore, based on validity test that has been
done, the 16 statement items that represent each research variable are valid. This
can be seen from the value of the rtable is 0.254 so that the 16 items of the statement
can be used in this study. The reliability test that has been done shows that the value
of Cronbach's Alpha is 0.895. According to Sujarweni (2014: 193), the basis for
making the decision in the reliability test is if the value of Cronbach's Alpha > 0.60
then the questionnaire is reliable and if the value of Cronbach's Alpha < 0.60 then
the questionnaire is unreliable. In conjunction to this theory, it can be concluded
that all statement used in this study are reliable. This can be proven by the value of
Cronbach's Alpha which is 0.895 > 0.60.
The result of the T-test also shows that the learning motivation variable, have
a positive and significant influence on online learning variable. This also proven by
the hypothesis test which shows the alternative hypothesis of Learning Motivation
variable (Ha1) is accepted, meaning that there is an influence of learning motivation
variable on online learning difficulties for Class X students of SMA Negeri 1
Lembor in English subject, it can be seen from the value of the tcount is 6.141 > ttable
2.003 with a significant value of X1 is 0.000 < 0.05, so H01 is rejected and Ha1 is
accepted. So, the conclusion is that learning motivation variable have an influence
71
on online learning difficulties for class X students of SMAN 1 Lembor in English
subject.
2. The Influence of Learning Facilities (X2) on Online Learning (Y)
In this research, Learning facilities also a factor that makes students difficult
to participate in online learning because the majority of online platforms and
courses require students to have access to certain technology and equipment in
order to participate like Android mobile phones, laptops, and also the internet
connection. In this research, the researcher found that 75% of students in SMAN
1 Lembor does not have suitable online learning facilitites and resources. So,
the students are unable to access certain materials, participate in class
discussions and activities, or complete assignments. Additionally, some
students may not have the necessary software or hardware to run certain
applications, which can also make it difficult to participate in online learning.
These challenges can create an additional barrier to students' successful
participation in online learning and can, unfortunately, lead to them falling
behind or dropping out all together. During the online learning, the students also
difficult to access the school learning facilities because they were allowed to do
the learning process from fom home due to the Covid-19 pandemic.
In conjungtion to the explanation above, the researcher also provides the
statistics analysis to make this research more accurate. Based on the result of
research analysis that has been done using the SPSS 24.0 statistical program, it
shows that the learning facilities variable has an influence on online learning
difficulties in class X students of SMAN 1 Lembor in English subject. Based
72
on the research results and data analysis, the alternative hypothesis of Learning
Facilities variable (Ha2) is accepted, meaning that there is an influence of
learning facilities variable on online learning difficulties for Class X students
of SMA Negeri 1 Lembor in English subject. It can be seen from the value of
the tcount is 2.082 > ttable 2.003 with a significant value of X2 is 0.042 < 0.05, so
H02 is rejected and Ha2 is accepted. So, the conclusion is that learning facilities
variable have an influence on online learning difficulties for class X students of
SMAN 1 Lembor in English subject.
3. The Influence of Teacher Teaching Strategy (X3) on Online Learning (Y)
Teacher teaching strategy is one of the factors that make students difficult
to participate in online learning in SMAN 1 Lembor, because it was hard for
students to keep up with the pace of the lesson, understand the concepts being
taught, or stay motivated in an online setting. Additionally, the teacher also not
experienced in teaching online, they were not provides the most effective tools
and approaches to engage students. Without the teacher’s guidance and support,
students can become overwhelmed and struggle to stay engaged in the learning
process. It is proven based on the existing facts that the teacher in SMAN 1
Lembor only gives assignments for students to do and does not explain the
learning materials clearly.
In connection to the explanation above, the researcher also statistically
calculated how is teacher teaching strategy significantly influence the online
learning difficulties using SPSS application. So, based on the result of research
analysis that has been done using the SPSS 24.0 statistical program, it shows
73
that the teacher's teaching strategy variable has an influence on online learning
difficulties in class X students of SMAN 1 Lembor in English subject, it’s
proven by the T-test that shows the alternative hypothesis of Teacher Teaching
Strategy variable (Ha3) is accepted, or in other words, there is a partial influence
of Teacher Teaching Strategy variable on online learning difficulties for Class
X students of SMA Negeri 1 Lembor in English subject. It can be seen from the
value of the tcount is 3.873 > ttable 2.003 with a significant value of X3 is 0.000 <
0.05, so H03 is rejected and Ha3 is accepted. So, the conclusion is that the
teacher's teaching strategy variable have an influence on online learning
4. The Influence of Learning Motivation Variable, Learning Facilities
Variable, and, Teacher Teaching Strategy on Online Learning.
Learning motivation, learning facilities, and teacher teaching strategy all
play an important role in how students experience online learning. Learning
motivation is important because it encourages students to persevere and stay
engaged in their online courses. Learning facilities such as reliable internet
access and technology help create an environment conducive to learning.
Teacher teaching strategies such as providing clear expectations, providing
feedback, and creating an engaging learning environment help students stay
motivated. When all of these factors are present, students experience fewer
online learning difficulties. If any of these factors are lacking, students are more
likely to experience difficulty in their online learning environment.
74
If learning motivation, learning facilities and teacher teaching strategy do
not influence the online learning difficulties simultaneously, it is likely that
online learning difficulties will still exist and that students may struggle with
their online learning experience. Without the support of these factors, it may be
more difficult for students to stay motivated, access the necessary resources,
and understand the teaching strategies being employed. As a result, students
may be more discouraged and have a harder time making progress in their
online courses.
In conjungtion to the explanation above, the researcher also provides the
statistics analysis to make this research more accurate. To find out the
simultaneously influence of all indeoendent variables on the dependent
variable, the researcher focused on the result of Simultaneous Statistics Test (F-
test), and based on the result of the test, the learning motivation, learning
facilities, and teacher teaching strategy have a positive and simultaneous
significant influence on online learning difficulties for class X students of
SMAN 1 Lembor in English subject. It can be seen by the value of the Fcount is
4227.454 > the value of Ftable 2.77 with a significant level of 0.000 <0.05. It
means that the H04 is rejected and Ha4 is accepted, or in other words, all the
independent variables (Learning Motivation, Learning Facilities, and Teacher
Teaching Strategy) have a significant and simultaneous influence on Online
Learning difficulties for Class X students of SMA Negeri 1 Lembor in English
Subject.
75
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
The researcher would like to draw some conclusions to answer the research
problems of the study as stated in the previous chapter. Based on the research
result and discussions the researcher concluded that:
1. Based on the Partial test results (T-test), it explains that the value of the
tcount of all independent variables (X1= 6.141, X2 = 2.082, X3 = 3.873) are
bigger than the value of ttable = 2.003. This means that all the H0 of the three
independent variables are rejected and all the Ha are accepted, or in other
words the learning motivation (X1), learning facilities (X2), and teacher
teaching strategies (X3) significantly influence the online learning
difficulties (Y) for class X students of SMAN 1 Lembor in English subject.
2. Based on the Simultaneous statistics test results (F-test), it explains that all
independent variables (learning motivation (X1), learning facilities (X2),
and teacher teaching strategies (X3)) are simultaneously influence the
online learning difficulties (Y) for class X students of SMAN 1 Lembor in
English subject. This can be seen from the value of Fcount = 4227.454 > the
value of Ftable 2.77 with a significant level of 0.000 <0.05.
3. Based on the results of Coefficient of Determination (R2) test, it shows the
R2 value is 0.996. This means that the ability of the independent variable to
explain the dependent variable is 99.6%, the remaining 0.4% is explained
by other variable that is not investigated in this study.
76
5.2 Suggestion
Based on the conclusion. the researcher made some suggestions to the
English teachers, the students, and further researchers. They are as follows:
1. For English teachers
Based on the findings of this study, it could be suggested that
the English teacher should creatively create a good learnig
atmosphere so the students learning motivation are increased; give
a clear instruction, prepared good materials and facilities that
suitable for students to learn and understood during the online
learning.
2. For Students
Based on the findings in this study, it could be suggested that
the students should have good learning motivation, have desire
inside to achive their goals; prepared the proper learning facilitiies
so they can follow the online learning process well.
3. For the Further Researchers
The researcher hopes that further researchers can specifically
examine more in the online learning difficulties with different
learning subjects, or other variables.
77
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APPENDIXIES
83
Appendix 1. Research Instrument
Questionaire
KUESIONER PENELITIAN
Sehubungan Dengan Penelitian Saya yang Berjudul “The Influence of
Learning Motivation, Learning Facilities, and Teacher Teaching Strategy On
Online Learning Difficulties For Class X Students Of SMAN 1 Lembor In
English Subject”, maka saya mohon kesediaan adik- adik untuk mengisi
kuesioner yang terlampir dengan petunjuk sebagai berikut:
A. Identitas Responden
Nama :
Kelas : X Bahasa
Jenis kelamin :
Mata pelajaran : Bahasa Inggris
B. Tujuan Kuesioner
Kuesioner ini berisi beberapa pernyataan mengenai pengalaman adik-
adik terhadap pembelajarn daring (online learning). Dalam kuesioner ini,
adik-adik akan menemukan empat pernyataan disetiap variabel yang di teliti
yaitu variabel Learning Motivation (Motivasi Belajar), Learning Facilities
(Fasilitas Belajar), Teacher Teaching Stategy (Strategi Mengajar Guru),
dan Online Learning (Pembelajaran Daring). Kuesioner ini bertujuan untuk
mengumpulkan data dalam rangka penelitian penulisan skripsi, untuk itu
saya memohon bantuan adik-adik untuk menjawab pernyataan-pernyataan di
bawah ini sesuai dengan apa yang adik-adik rasakan selama pembelajaran
daring khususnya pada mata pelajaran Bahasa Inggris.
84
C. Petunjuk Cara Menjawab Pernyataan
Siswa memberikan respon sejujurnya terhadap pernyataan-pernyataan
dibawah ini, dengan memberi tanda centang ( √ ) pada kolom jawaban yang
telah disediakan.
Contoh pengisian:
No Pernyataan Respon
SS S CS TS STS
1 √
Keterangan tentang jawaban :
SS = Sangat Setuju / Strongly Agree
S = Setuju / Agree
CS = Cukup Setuju / Fair or Neutral
TS = Tidak Setuju /
Disagree
STS = Sangat Tidak Setuju / Strongly Agree
No Pernyataan Respon
SS S CS TS STS
X1 Variabel Learning Motivation (Motivasi Belajar)
1 Meskipun proses pembelajaran dlakukan secara
online, tidak membuat saya kesulitan dalam
memahami materi bahasa inggris yang diberikan
gutu karena saya selalu mencari informasi seacara
mandiri yang berhubungan dengan mata pelajaran
Bahasa Inggris.
2 Saya rajin mengikuti pelajaran bahasa inggris secara
online karena pelajaran bahasa inggris
menyenangkan.
3 Saya selalu berusaha dan belajar dengan giat
bersama teman yang memiliki handphone saat
pembelajaran dilakukan secara online
4 Pada saat pembelajaran online berlangsung, saya
selalu bertanya kepada guru mata pelajaran ataupun
teman jika ada materi Bahasa Inggris yang kurang
saya mengerti.
85
X2 Variabel Learning Facilities (Fasilitas Belajar)
5. Sekolah menyediakan Fasilitas belajar (Learning
Facilities) seperti handphone, laptop untuk
mempermudah siswa mengikuti proses pembelajaran
daring (online) pada Mata Pelajaran Bahasa Inggris.
6 Saya tidak memiliki Hp/Laptop sehingga saya
kesulitan dalam mengikuti pembelajaran secara
daring (online)
7. Saya menggunakan Hp/Laptop pada saat mengikuti
pembelajaran Bahasa Inggris secara daring
8. Saya mengikuti pembelajaran daring (online)
dengan menggunakan handphone milik orang lain
X4 Variabel Teacher Teaching Strategy (Strategi
Mengajar Guru)
9. Strategi Mengajar Guru (Teacher Teaching Strategy)
pada saat pembelajaran daring sangat beragam
sehingga situasi belajar menyenangkan
10. Guru memberikan istruksi, penjelasan terkait materi
pelajaran dengan jelas kepada siswa pada saat
pembelajaran daring sehingga siswa mudah
memahami materi yang diajarkan.
11. Guru hanya memberikan tugas Bahasa Inggris
tanpa menjelaskan materi dengan baik.
12. Dalam menyampaikan materi pelajaran selama
pembelajaran daring, guru memberikan arahan yang
jelas dan spesifik kepada siswa terkait materi dan
tugas yang diberikan
Y Variabel Online Learning (Pembelajaran Daring)
13. Motivasi belajar sangat mempengaruhi hasil
pembelajaran daring (Online Learning) pada mata
pelajaran Bahasa Inggris
14. Fasilitas belajar sangat mempengaruhi hasil
15. Strategi mengajar guru sangat mempengaruhi hasil
16. Pembelajaran Daring (Online Learning) sangat
membuat saya kesulitan dalam Belajar Bahasa Inggris
86
Appendix 2. RTable
87
Appendix 3. Ttable
Appendix 4. Ftable
88
Appendix 5. Data tabulation of respondents answer.
89
Appendix 6. Documentation.
Photos Description
Distributing questionnaires
to class x Bahasa students of
SMAN 1 lembor
Distributing questionnaires
to class x Bahasa students of
SMAN 1 lembor
Answering the questionnaire

by class X Bahasa students of
SMAN 1 Lembor
Answering the questionnaire

by class X Bahasa students of
SMAN 1 Lembor
90
Photo with class X bahasa
students of SMAN 1 Lembor
Photo with class X bahasa

students of SMAN 1 Lembor
Photo of Research Location,

SMAN 1 Lembor
91
Appendix 7. Letter of conducting research
92
Appendix 8. Letter after conducting research
93

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THE INFLUENCE OF LEARNING MOTIVATION, LEARNING

FACILITIES, AND TEACHER TEACHING STRATEGY ON ONLINE

LEARNING DIFFICULTIES FOR CLASS X STUDENTS OF SMAN 1

LEMBOR IN ENGLISH SUBJECT

Presented in Partial Fullfilment of the Requirements for the Degree of Sarjana

Pendidikan in English Language Education

PATRISIUS EKA PUTRA TRIKORA

ENGLISH STUDY PROGRAM

“THE INFLUENCE OF LEARNING MOTIVATION, LEARNING

Patrisius Eka Putra Trikora

Presented in Partial Fullfilment of the Requirements for the Degree of Sarjana

First Supervisor Second Supervisor

Drs. Soleman Dapa Taka, MA Gracia M. N Otta, S.Pd., M. Hum

Coordinator of the English Study Program

Drs. Soleman Dapa Taka, MA

This Thesis has been examined by examiners on December 20th 2022

1. Leni A. Suek, SS., MA., M.Ed 1……………………….

NIP: 19840827 201404 2 001

2. Drs. Soleman Dapa Taka, MA 2……………………….

NIP: 19650722 199303 1 002

3. Gracia M. N. Otta, S.Pd., M.Hum 3……………………….

NIP: 19841125 201012 2 007

Legalized by: Acknowledged by:

Dr.Malkisedek Taneo, M.Si Drs. Soleman Dapa Taka, MA

references are made in the text of this thesis.

Patrisius Eka Putra Trikora

“Pray For What You Do

This thesis wholeheartedly dedicated to:

the researcher for his entire life.

researcher both morally and materially.

encouragement and motivation.

4. The researcher’s beloved alma mater, Universitas Nusa Cendana Kupang.

entitled “The Influence of Learning Motivation, Learning Facilities, and Teacher

Teaching Strategy on Online Learning Difficulties for Class X Students of SMAN

1 Lembor In English Subject” as one of the requirements to get an undergraduate

Kupang, December 20th 2022

Patrisius Eka Putra Trikora

Patrisius Eka Putra Trikora

This thesis is entitled: “The influence of learning motivation, learning facilities,

Keywords: Learning Motivation, Learning Facilities, Teacher Teaching Strategy,

APPROVAL PAGE ................................................................................................. i

THE BOARD OF EXAMINERS ........................................................................... ii

STATEMENTS OF AUTHORSHIP ..................................................................... iii

ABSTRACT ......................................................................................................... viii

TABLE OF CONTENTS ....................................................................................... ix

LIST OF TABLES ................................................................................................. xi

LIST OF FIGURES .............................................................................................. xii

LIST OF APPEENDIXIES .................................................................................. xiii

CHAPTER I INTRODUCTION ............................................................................. 1

1.1. Background ......................................................................................................... 1

2.1 Theoretical Review ............................................................................................. 9

3.1 Research Method .............................................................................................. 41

4.1 Research Result ....................................................................................................... 55

5.1 Conclusion ........................................................................................................ 76

3.1 Reliability Category ........................................................................................ 44

3.2 Likert Scale ..................................................................................................... 50

3.3 Variable Indicators .......................................................................................... 52

3.4 Operational Definition .................................................................................... 53

4.1 Participant Description .................................................................................... 55

4.2 Gender-Based Classification ........................................................................... 57

4.4 Descriptive Statistics ....................................................................................... 59

4.5. Recapitulation Results of Questionnaire Validity Test .................................. 61

4.6. Recapitulation Results of Questionnaire Reliability Test .............................. 61