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
Patrisius Eka Putra Trikora
(1801020144)

ABSTRACT
Patrisius Eka Putra Trikora
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.

1
INTRODUCTION
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.
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
2
and less creative teacher in creating the
pleasant atmosphere teaching and learning
process. 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.
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. 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
(Darmayanti, 2004).
Based on the background above, the
formulation of the problems in this research
are: to what extent does the learning
motivation significantly influence the
Online Learning Difficulties for Class X
Students of SMAN 1 Lembor in English
Subject? To what extent does the learning
facilities significantly influence the Online
Learning Difficulties for Class X Students
of SMAN 1 Lembor in English Subject? 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? 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?
In conjunction with the problem
formulation above, the aims of this research
are: to find out how much learning
motivation significantly influence the
Online Learning Difficulties for Class X
Students of SMAN 1 Lembor in English
Subjects,to find out how much learning
facilities significantly influence the Online
Learning Difficulties for Class X Students
of SMAN 1 Lembor in English Subject, 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, 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.
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
3
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. This study is also 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.
In connection to the scope and focus of
this study, the researcher uses some
relevance of this study as the comparison as
follows: the first is 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. The second, 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. The third is An Analysis of
Online English Learning in the Covid-19
Pandemic at Senior High School by Sri
Haryati (2020), this research was aim to
analysis how is 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. The fourth is 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.
The fifth is 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
4
(2020). This study aimed to analyzed
students’ effectiveness in using online
learning method in English teaching-
learning process. The research applied
descriptive 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.
RESEARCH METHOD
In this research, the researcher uses 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.
Data Sources
There are two sources of data in this
study, they are primary and secondary 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. While 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.
Population and Sample
In this study, the total population of
class X students of SMAN 1 Lembor were
240 people and the researcher was taken
25% of the population to be sampled, which
was 60 students of class X bahasa at SMAN
1 Lembor.
Instruments
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.
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
5
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.
Data 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.
The data analysis technique is a method
used to process data in order to produce an
appropriate conclusion. Furthermore, there
are several test that the researcher used in
this study as follows:
1. 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 RESEARCH RESULT AND
determine the value of both independent DISCUSSION

and dependent variable, (Ghozali, 2018). Research Result

2. Partial Significance Test (T-test) 1. Result of Multiple Linear Regression

This test is used to show whether the Test

independent variables individually Table 1.1

Result of Multiple Linear Regression Test
influence the dependent variable (Subagyo
and Djarwanto, 2005:268). If H0 is accepted Coefficients a
Standardi
it can be concluded that it does not have Unstandardi zed
zed Coefficie
significant influence, whereas, if H0 is Coefficients nts
Std.
rejected, it means that there is a significant Model B Error Beta T Sig.
1 (Consta 0.1 0.06 1.4 0.3
influence. nt) 00 9 36 18
Learnin 0.6 0.10 0.609 6.1 0.0
3. Simultaneous Statistics Test (F-test) g 11 0 41 00
Motivat
Simultaneous Statistics Test (F-test) is ion
Learnin 0.0 0.00 0.021 2.0 0.0
used to find out whether all the independent g 19 9 82 42
Facilitie
variables simultaneously influence the s
Teacher 0.3 0.09 0.381 3.8 0.0
dependent variable (Mustafa, Zaenal 2009: Teachin 83 9 73 00
g
140). The F-test is calculated using the F Strateg
y
table. If the F calculated > F, the Ha is a. Dependent Variable: Online Learning

accepted and H0 is declined, meaning the

Source: primary data processing use SPSS
independent variables are significant
Version 24.0, 2022
towards the dependent variable. If the F is
calculated is <F, the H0 is accepted and Ha Based on the data in Table 1.1, the
is declined, meaning the independent results of the multiple linear regression
variables does not significantly influence equation is as follows: Y = 0.100 + 0.611
the dependent variable. (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:
1. The constant value is 0.100, meaning
that if there is no change in the learning
motivation, learning facilities, and

6
 teacher teaching strategy variables (X1, (X2), and constant (a) is 0, then online
X2, and X3) is 0, then the value of learning at SMA Negeri 1 Lembor
online learning at SMA Negeri 1 increases by 0.383. This shows that the
Lembor is 0.100 teacher teaching strategy variable (X3)
2. The value of the learning motivation contributes positively to online learning
regression coefficient is 0.611, meaning variable (Y)
that if the learning motivation variable 2. Result of Partial Significant Test (T-
test)
(X1) increases by 1% with the
assumption that learning facilities (X2), Table 2.1
Result of T-test
teacher teaching strategy (X3), and
Coefficients a
constant (a) is 0, then online learning at
Unstandardized Standardized
SMA Negeri 1 Lembor increases by Coefficients Coefficients
Std.
0.611. This shows that the learning Model B Error Beta T Sig.
1 (Constant) 0.100 0.069 1.436 0.31
motivation variable (X1) contributes 8
Learning 0.611 0.100 0.609 6.141 0.00
positively to online learning variable Motivation 0
Learning 0.019 0.009 0.021 2.082 0.04
(Y). Facilities 2
Teacher 0.383 0.099 0.381 3.873 0.00
3. The value of the learning facilities Teaching 0
Strategy
regression coefficient is 0.019, meaning a. Dependent Variable: Online Learning

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
Source: primary data processing use SPSS
Version 24.0, 2022
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

7
 variable (X2) 0.042< 0.05 then the H02 is have a significant and simultaneous
rejected and Ha2 is accepted. It means that influence on Online Learning difficulties
the Learning Facilities variable has a for Class X students of SMA Negeri 1
significant influence on Online Learning or Lembor in English Subject.
partially accepted. For the Teachers’
Discussion
Teaching Strategy variable to the value of
The discussion of this study regarding
tcount (3.873) > ttable (2.003) and the
The Influence of Learning Motivation,
significant value of Teachers’ Teaching
Learning Facilities and Teacher Teaching
Strategy variable (X3) 0.000 < 0.05 which
Strategies on Online Learning Difficulties
means the H03 is rejected and Ha3 is
for Class X Students of SMA Negeri 1
accepted or in other words, the Teachers’
Lembor is explained based on the results of
Teaching Strategy variable has a significant
the statistical test using SPPS Application
influence on Online Learning or partially
version 24.0 and also based on the
accepted.
prelemenary observation.
3. Result of Simultaneous Statistics Test 1. The Influence of Learning Motivation
(F-test)
(X1) on Online Learning (Y)
Table 3.1 Result of F-test
Learning motivation is one of the
ANOVAa
Sum of Mean factors that make class X students in
Model Squares Df Square F Sig.
SMAN 1 Lembor difficult to participate
1 Regression 349.440 3 116.480 422 0,000
7.45 the learning process. As we all known
4
Residual 1.543 56 0.028 that learning motivation has a
Total 350.983 59 significant impact on students ability to
a. Dependent Variable: Online Learning
b. Predictors: (Constant), Teacher Teaching Strategy,
learn. When students are motivated to
Learning Facilities, Learning Motivation learn, they are more likely to stay
Source: primary data processing use SPSS
Version 24.0, 2022 engaged and put in the necessary effort

Based on the results of F-test in Table to improve their ability, in this case their

4.10, it is known that the value of the Fcount English ability. Motivated students are

= 4227.454 > Ftable = 2.77, with a more likely to be proactive in their

significant level of 0.000 < 0.05, it means learning, which can help them

that the H04 is rejected and Ha4 is accepted, overcome any difficulties they may face

or in other words, all the independent in their online English courses. Students

variables (Learning Motivation, Learning who are motivated are also more likely

Facilities, and Teacher Teaching Strategy) to be more open to taking risks, which

8
can help them break through any
barriers they may encounter.
Additionally, students who
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
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, 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
application. Therefore, based
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
are 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
when 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
SPSS seen from the value of the tcount is
on 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 on online
9
 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
10
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 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 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
11
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 difficulties
for class X students of SMAN 1 Lembor
in English subject.
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.
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
12
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.
CONCLUSION AND SUGGESTION
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 materials and facilities that suitable for
results (F-test), it explains that all students to learn and understood during
independent variables (learning the online learning.
motivation (X1), learning facilities 2. For Students
(X2), and teacher teaching strategies
Based on the findings in this study,
(X3)) are simultaneously influence the
it could be suggested that the students
online learning difficulties (Y) for class
should have good learning motivation,
X students of SMAN 1 Lembor in
have desire inside to achive their goals;
English subject. This can be seen from
prepared the proper learning facilitiies
the value of Fcount = 4227.454 > the
so they can follow the online learning
value of Ftable 2.77 with a significant
process well.
level of 0.000 <0.05.
3. For the further researchers
3. Based on the results of Coefficient of
The researcher hopes that further
Determination (R2) test, it shows the R2
researchers can specifically examine
value is 0.996. This means that the
more in the online learning difficulties
ability of the independent variable to
with different learning subjects, or other
explain the dependent variable is
variables
99.6%, the remaining 0.4% is explained
by other variable that is not investigated
in this study.

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

13
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