Beyond the Haze: Students’ Perceived Effectiveness of Distance Learning in English Language Teaching at SMP Negeri 2 Sampit
DOI:
https://doi.org/10.58258/7n9p2m21Keywords:
Distance learning; Students’ perception; Perceived effectiveness; English language teaching; Quantitative survey.Abstract
Recurring haze from forest and peatland fires in Central Kalimantan periodically disrupts face-to-face schooling, making distance learning a repeated alternative in English language teaching (ELT). This study aimed to describe students’ perceived effectiveness of distance learning in ELT at SMP Negeri 2 Sampit and to test whether it differs by gender and is related to internet access. A descriptive quantitative survey design was used. Seventy-six eighth-grade students, selected through proportionate stratified random sampling, completed a 20-item, five-point Likert-scale questionnaire covering five dimensions: learning materials, teacher–student interaction, technology and internet access, motivation and engagement, and language skills development. The instrument showed adequate validity and high reliability (Cronbach’s α = .89). Data were analyzed with descriptive statistics, an independent-samples t-test, and Pearson’s correlation. Students perceived distance learning as moderately effective overall (M = 3.33, SD = 0.55). Learning materials (M = 3.72) and teacher–student interaction (M = 3.48) were rated highest, whereas technology and internet access was rated lowest (M = 2.94), and speaking was the skill perceived as least supported (M = 2.89). Perceived effectiveness did not differ by gender, but it correlated positively with internet access (r = .46, p < .001). Distance learning can therefore serve as a viable contingency measure in ELT when it is backed by reliable connectivity and more interactive speaking activities.References
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