STUDENTS’ PERCEPTION ON E-LEARNING TOWARD

READING COMPREHENSION IN SMP IT BUNAYYA

PEKANBARU

A THESIS
Intended to Fulfill One of Requirements for the Awards of Sarjana Degree in
English Language Teaching and Education Faculty Islamic University of Riau

NURLELA AUDIANA PASARIBU

156310306

ENGLISH LANGUAGE EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS ISLAM RIAU
PEKANBARU
2020
 ACKNOWLEDGEMENT

First And Foremost The Researcher Wants To Give Thanks To Almighty

God Who Has Given The Blessing, Mercy, And Ability To The Researcher In

Completing The Thesis Entitled “Perspective on E-Learning toward Reading

Comprehension of at Junior High School.”. This Thesis Is Proposes To Fulfill

One Of The Requirements For The Award Sarjana Degree In English Program Of

Teacher Training And Education Faculty Of Islamic University Of Riau.

The success and final outcome of this thesis required a lot of guidance and

assistance from many people and I am extremely privileged to have got this all

along the completion of my thesis. All that I have done is only due to such

supervision and assistance and I would not forget to thank them.

1. Prof.Dr.H.Syafrinaldi,SH.,MCL., the Rector of Islamic University of Riau,

2. Drs.Alzaber.,M.Si., the Dean of Education and Teacher Training Faculty and

all staffs of Islamic University of Riau,

3. Dr.Sri Amnah,M.Si, the Vice Dean of Education and Teacher Training

Faculty and all staffs of Islamic University of Riau,

4. Miranti Eka Putri,S.Pd.,M.Ed, the Head of English Study Program for her

guidance and help given to the researcher to complete this thesis,

5. Muhammad Ilyas,S.Pd.,M.Pd, the Secretary of English Study Program, and

the researcher’s vice advisor who has given correction, suggestion, support,

advice, guidance and kindness in completing this thesis,

iv
6. I respect and thank , Miranti Eka Putri,S.Pd.,M.Ed the researcher’s head

advisor. Gratefully thank you for your suggestion, support, advice, guidance

and kindness in completing this thesis.

7. I owe my deep gratitude to my thesis supervisor, Sri wahyuni, S.Pd., M.Pd.,

and Dra. Hj.Syofianis, M.Ed., who took keen interest on my thesis work and

guided me all along, until the completion of my thesis work by providing all

the necessary information for developing a good work.

8. All lecturers who have given their knowledge and information through

learning process in the class.

9. The researcher’s beloved parents and brother ; Tumbur Pasaribu, lartien

Aritonang and Pdt Tumpal pasaribu S.Th, who have never given up prayer for

their daughter in their life and given their meaningful and useful support her

financially and morally to finished her study at FKIP UIR to get this stage.

The researcher cannot arrive at this stage, see and stand up to face everything

in this world without the hard effort and love of theirs. They give the

researcher more than they have.

10. The researcher would like to give thanks to this self because of her courage,

confident, the feeling of never give up to her own self, and still can alive to

survive everything for this final stage, Nurlela Audiana Pasaribu

11. The Last One, The Researcher Would Like To Give Thanks to my dearest

Andry Harryson silalahi and All My Friends (Best Friend Forever)Dewi

hosanna panjaitan ,Selly astika , Heni hutajulu, Firda sihombing, Lena

iv
 siagian,Saskia rahma. Who Always Given Me Support My Proposal Until

Thesis.

Finally the researcher really realizes that there are many weaknesses on this

paper. Therefore, constructive critiques and suggestion are needed in order to

improve this thesis.

May Allah Almighty, the lord of universe blesses you all. Aamiin.

Pekanbaru, 5th December 2019

The Researcher

Nurlela Audiana Pasaribu

NPM. 156310306

iv
 ABSTRACT

Nur, 2019. Students’ Perspective of e-Learning on Reading Comprehension

at Junior High School.

Keywords: Students’ Perspective, e-Learning, Reading Comprehension

Reading is a fundamental life time skill and keystone for a students’

achievement in school. The number of students in classroom can be one of the
issues that potentially raise problem in learning English reading comprehension.
In average, the number of students in a classroom is 40 students. The aim of the
research is find out the Students’ Perspective on e-Learning toward Reading
Comprehension of at Junior High School.
Research method of this research is used qualitative by using
questionnaire and interview. Questionnaire distributed from 36 students at SMP
IT Bunayya. Students' perspectives on e learning are seen in four indicators,
namely (1) students' opinion toward e-learning, (2) students 'use experience of e-
learning, (3) students' perception of adventures of e-learning, (4) students
'perseption of disadvantages of e-learning. The data were analyzed by using
statistic desriptive.
The result showed that from questionnaires, mayority students were
“enough” 27 students or 87,1%, “good” 3 students or 9,7%,. And least is poor
category 1 students or only 3,2%. It means that students’ perspective about e-
learning on Reading Comprehension at SMP IT Bunayya was enough good.
Based on interview session, the result showed that students’ perseption of
adventages of e-learning was generally good. All student do agree that e-learning
help alot while learning English, althoug one of students’ disagree that reading
comprehension is one of the demanding topic to use e-learning. They think that e-
learning more effective and beneficial in learning listening.
 TABLE OF CONTENT

DECLARATION............................................................................................ i

ACKNOWLEDGEMENT............................................................................. ii

ABSTRACT .................................................................................................... v

TABLE OF CONTENTS............................................................................... vi

LIST OF TABLES ......................................................................................... ix

LIST OF FIGURE ......................................................................................... x

LIST OF APENDICES .................................................................................. xi

CHAPTER I : INTRODUCTION

1.1 Background of the Problem ............................................ 1

1.2 Identification of the Problem .......................................... 4

1.3 Focus of the Problem ...................................................... 5

1.4 Research Question............................................................ 6

1.5 Objective of the Research ................................................ 6

1.6 Significance of the Research............................................ 6

1.7 Defenition of the Key Term ............................................ 6

CHAPTER II : REVIEW OF RELATED LITERATURE

2.1 Relevanve Theories ......................................................... 8

2.1.1 The Defenition of Reading Comprehension ............. 8

2.1.2 The Component of Reading Comprehension ............ 10

2.1.3 Teaching Reading Comprehension ........................... 11

2.1.4 The Defention of e-learning ................................... 14

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 2.1.5 The Characteristics of e-learning ........................... 16

2.1.6 The Benefit of e-learning ....................................... 17

2.1.7 Students’ Perspective ............................................. 19

2.1.8 Indicator of Students’ Perspective on e-learning ... 19

2.1.9 E-learning for Junior Hight School Students in Reading

Comprehension ...................................................... 20

2.2 Conseptual Framework ................................................... 22

CHAPTER III : RESEARCH METHODOLOGY

3.1 Research Design .............................................................. 24

3.2 Sources of Data ............................................................... 24

3.3 Data Collection Technique .............................................. 25

3.3.1 Questionnaire Item Distribution ......................... 25

3.3.2 Questionnaire’s Item ........................................... 26

3.4 Data Analysis Technique ................................................ 27

3.4.1 Questionnaire....................................................... 27

3.4.2 Interview ............................................................. 27

3.4.3 Documentation .................................................... 28

CHAPTER IV : RESEARCH FINDINGS

4.1 Data Presentation ............................................................ 29

4.1.1 Students’ opinion toward e-learning.................... 30

4.1.2 Students’ use experience of e-learning ................ 31

vii
 4.1.3 Students’ perception of adventages of e-learning 32

4.1.4 Students’ perception of disdventages of e-learning 34

4.1.5 Categorizing Students’ Perspecrive on e-Learning

toward Reading Comperhension of at Junior High School

Students’ use experience of e-learning ......................... 35

4.2 Discussion ....................................................................... 39

CHAPTER V CONCLUSIONS AND SUGGESTION

5.1 Conclusion ...................................................................... 41

5.2 Suggestion ............................................................ 43

REFERENCES .............................................................................................. 44

APPENDIX ................................................................................................ 47

viii
 CHAPTER 1

INTRODUCTION

1.1 Background of the Problem

Reading skills are one of the main components taught in English

language teaching and learning processes in Indonesia. Teachers perform English

teaching reading skills in, at least two level: beginning level and reading

comprehension level. Beginning level comprises the earlier level of teaching

reading where teachers introduces to the students orthographical writing in the

form of separated alphabetical orders. At this point, Teachers commonly teaches

students some basic English vocabularies to contextualize the phonemic

knowledge of the alphabets. English reading comprehension level constitutes the

higher level of reading skills. Students should be able to use their cognitive skill

to comprehend the intertwined conditions

between written and spoken communication in which factually these types of

communication are different in nature from one to another.

Reading is a fundamental life time skill and keystone for a students’

achievement in school. Reading comprehension skills are to be comprehended

accurately. It is a skill that every students’ needs to learn and should be able to

decode what they read and make connections between their prior knowledge and

deeply understand about what has been read (Bagum & Hamzah, 2017). Crosson

& Lesaux, (2013) stated that reading comprehension is mind training not hand

learning. It’s a cognitive practice of understanding consequences from the printed

1
material or from the illustrative character commonly screamed as print (Oakhill &

Cain, 2012). Reading is the main element for the success of students and their

academic career as well (Leu, Forzani, Rhoads, Maykel, Kennedy, & Timbrell,

2015). In order to read one must have knowledge on how to comprehend words

together to make a meaning to the listener otherwise there will be no persistence

in reading. Reading comprehension is the most vigorous and essential skills which

every student necessitate to acquire (Yengar, Karim, & Chagwira, 2016).

On the other hand, while learning English at classroom, reading

comprehension also meet a big deal issues. Students’ issues deal with their

attitude in the learning processes. Firstly, students are passive in the process of

learning and teaching activities. The passsive students’ will makes reading

comprehension not effective because the critical reasoning gained in active class

from the students’ activities (Natsir & Anisati, 2016). Such an attitude seriously

affects the run of the classroom activities and students’ learning achievement

(Pamuji, 2015). Teachers commonly have to struggle to activate students’

learnings that demand more teachers’ energy for both motivating students to be

active in the activities and ensuring their understanding toward the contents of the

lesson (Damayanti, 2017).

Secondly, the number of students in classroom can be one of the issues

that potentially raise problem in learning English reading comprehension. In

average, the number of students in a classroom is 40 students (Lie, 2007). This

number reduces chances for the students to obtain facilitation for their teachers.

2
Lack of facilitation in their learning can lead to problem in their learning

attainment.

Thirdly, the way of teaching needs to be more interesting and makes

students’ focus. Muhammad, Muslem, & Sari (2017) argue that teachers still need

to improve their teaching by making some improvement in designing more

interesting materials. The interesting authentic materials that are developed with

rich contextual clues to understand the content facilitate students to have better

learning outcome (Astika, 2015). Boring materials discourage students’ interest in

doing classroom reading activities (Natsir & Anisati, 2016). Therefore, teachers

are suggested to use and design more attractive and well-suited material with the

nature of the students’ contextual learning experiences. In addition, teachers also

need to motivate and provide immediate helps to the students who appears to face

problems in their learning (Muhammad, Muslem, & Sari, 2017).

Lastly, time allocations for reading skill practices are limited. For non-

education English education department, the national curriculum just provides two

to four credit hours in a weak to teach English (Lie, 2007). Similarly, secondary

school allocate similar amount of time to teaching English. When teaching

English should accommodate for English main skills (listening, speaking, reading,

and writing), this

curriculum time allocation raises another issue in English reading comprehension

teaching and learning. Adding time allotment for English learning may become a

solution to this issue (Rustipa, 2014).

3
 Therefore, solutions to minimize difficulties and obstacles in reading

comprehension are needed. One of the lessons that can be offered in this case is

the use of e-learning. E-learning is worth implementing as an alternative in which

teachers, for example, have another way of delivering their teaching materials to

students outside the classrooms (Mohammadi, Ghorbani, & Hamidi, 2011). It was

due to two different factors; practical factor and professional factors. The practical

factor refers to the large number of students in class, class size, time allotment,

lack of appropriate resources to support the implementation of the approach.

While, professional factors may cover the teacher preparations, mastery of the

discussed topics, and teaching-learning strategies (Dwiastuty, Susilawati, &

Sulhan, 2018). Hence, students have insufficient of time to deliver questions for

unclear matters and teachers may not satisfy their explanation to the students due

to the limited time. Another problem emerges in such a way that teachers lost

opportunity to fully concentrate in the teaching activities. Teaching in a crowded

classroom can cause failure to attract students' attention and involvement as some

students may make noises and not focus in the learning process.

Based on the explanation above, the researcher is interested in carrying

out the research entitled “e-Learning on Reading Comprehension of Students’

Perspective at Junior High School”.

1.2 Identification of the Problem

The first, students are passive in the process of learning and teaching

activities. Teachers commonly have to struggle to activate students’ learnings that

4
demand more teachers’ energy for both motivating students to be active in the

activities and ensuring their understanding toward the contents of the lesson. The

second, the number of students in classroom can be one of the issues that

potentially raise problem in learning English reading comprehension. It reduces

chances for the students to obtain facilitation for their teachers. Lack of

facilitation in their learning can lead to problem in their learning attainment. The

third, the way of teaching needs to be more interesting and makes students’ focus.

Boring materials discourage students’ interest in doing classroom reading

activities. Therefore, teachers are suggested to use and design more attractive and

well-suited material with the nature of the students’ contextual learning

experiences. The last, time allocations for reading skill practices are limited. The

national curriculum just provides two to four credit hours in a weak to teach

English. When teaching English should accommodate for English main skills

(listening, speaking, reading, and writing).

1.3 Focus of the Problem

From the background stated, the researcher found the problem. To limit

the problem in this research, the researcher focuses the research only focused of

Students’ Perception on e-Learning toward Reading Comprehension of at Junior

High School.

5
1.4 Research Question

Based on the limitation the researcher formulates the problem of the

research as follow: “How is the students’ perception about e-learning on Reading

Comprehension at Junior High School?”

1.5 Objective of the Research

Objective of the research is to find out the Students’ Perception on e-Learning

toward Reading Comprehension of at Junior High School.

1.6 Significance of the Research

This research will be hopefully useful for the teacher, students, other

researcher and readers. Some of those areas as following:

a. This research is expected to help the process of teaching learning English,

especially in reading comprehension.

b. This research is expected to provide the readers and teachers information

about students’ perception about e-Learning on Reading Comprehension.

c. This research is expected to motivate the students to improve their reading

skill.

1.7 Definition of Key Term

In order to avoid misunderstand and misinterpretation about the title of

this research, would be better for the writer to define a number of terms used in

the research.

6
a. E-Learning

E-learning is the use of new multimedia technologies and the internet to

improve the quality of learning by facilitating access to resources and services as

well as remote exchanges and collaboration (Soliman, 2014). In this research

means a research is carried to find out e-learning in reading comprehension of

junior high school students.

b. Reading Comprehension

Reading is the process to gain the correct message from a text that the

writer intended for the reader to receive (Pourhosein, Gilakjani, & Ahmadi, 2011).

Comprehension is a process in which readers make meaning by interacting with

text through the combination of prior knowledge and previous experience,

information in the text, and the views of readers related to the text (Duke, 2003).

c. Perception

Most relevant theories and explanations of perception as a process of acquiring

and processing of information may be divided into two basic groups (Demuth

Andrej, 2013). According to the direction of information flow.The first is a group

of theories which suppose using only bottom up processes when acquiring and

processing sensory data. By bottom–up processes, we mean processes that start at

the lowest sensory levels. On the contrary, the top–down theories suppose that in

the process of discrimination, but mainly when processing sensory stimulus, we

start by “feeling” sensory data on receptors.

7
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.3 Relevance Theory

2.1.1 The Definition of Reading Comprehension

Reading is a very important skill that must be possessed by learners. It

would help them in understanding the meaning of text learnt in the school.

According to Tarigan (2008: 7), reading is a process to get message of the writer

through words or written languages.

Reading is the process to understand a text or a passage. The purpose of

reading is to catch the idea or information in paragraph text. The primary target in

reading is comprehension. The following is the purpose of reading by Anderson in

Cahyani (2007: 99-100):

a) Reading for detail facts. This reading activity is aimed at knowing at the

discoveries that have been done by a character or to solve the problems

creates.

b) Reading for main ideas. This reading activities aimed at finding what the

main topic of reading passage is.

c) Reading for sequence or organization. This reading activities aimed at

knowing the sequence of event or story that happens in the text.

d) Reading for inference. This reading activities aimed at concluding the

contents contained in the reading passage.

8
 e) Reading for classify. This reading activities aimed at classifying the story

in text.

f) Reading to evaluate. This reading activities aimed at evaluating the

contents of the text.

g) Reading to compare or contrast. This reading activities aimed at

comparing between phenomenon on the text and real life.

Reading comprehension consists of two words; those are reading and

comprehension. Those have each meaning as cited in Pakzad (2012: 77-78):

“Reading may be considered the process of recognition and perception of the

written or printed material. On the other hand, comprehension is understanding of

the meaning of the written material and covers the concious strategies that lead to

understanding. (Sheng, 2000) Tarigan (2008: 58) defines that reading

comprehension is kind of reading activity that aims at understanding literary

standards , critical review, printed drama, patterns of fiction.

Reading comprehension is the process of making meaning from text. The

goal, therefore, is to gain an overall understanding of what is described in the text

rather than to obtain meaning from isolated words or sentences. In understanding

read text information children develop mental models, or representations of

meaning of the text ideas during the reading process. There are two classes of

mental models: a text-based model, which is a mental representation of the

propositions of the text and a situation model consisting of what the text is

perceived to be about (Wooley, 2011: 15-16).

9
 Concluding the several view points above, reading comprehension can be

defined as ability to understand the meaning of written or printed materials, and

get information from it that can be measure with a test.

2.1.2 The Component of Reading Comprehension

In comprehending reading material, the most important thing to be

considered is the component of reading comprehension. According to Leu (1987:

30-37), there are six major components of reading comprehension:

a) Decoding Knowledge

It refers to the readers knowledge use to determine the oral equivalent of

written word. It is important for comprehending when determining the oral

equivalent of a word helps reader identify meaning. It is usually thought in the

early grades, is an important part of beginning reading instruction.

b) Vocabulary Knowledge

It refers to the knowledge are about word meaning to determine the

appropiate meaning for a word in a particular context. It is important at all grade

level, but is a particularly important aspect of reading instruction as children

develop and explore less familiar subject areas with somewhat specialized

vocabulary.

c) Syntactic Knowledge

It means that knowledge of the words order rules that determine

grammatical function and sometimes the meaning and pronunciation of words.

d) Discourse Knowledge

10
 It is knowledge of language organization at units beyond the single

sentence level. It includes knowledge of the structural organization of different

types of writing.

e) Readiness Aspects

Traditionally, it refers to the students‟ ability to benefit from initial

reading instruction. It also refers to the students‟ ability to read and understand a

particular selection. It describes the abilities required for reading and

comprehending any particular piece of printed material.

f) Affective Aspects

In reading comprehension, affective aspects include both interest and

attitude. These increase motivation and facilitate reading comprehension. All

readers comprehend better when interested in reading.

From the explanation above, it can be considered that the major

components of reading influenced someone in comprehending the text. The

readers would comprehend the text perfectly if the major components of reading

are understood well.

2.1.3 Teaching Reading Comprehension

Kimbly and Garmezy in Brown (2000:7) define that teaching is the

activities to show or help someone to learn how to do something, give

instructions, guide in the study of something, provide with the knowledge, cause

to know, understand knowledge and give new knowledge. Brown (2000:7) also

says that “teaching cannot be defined apart from learning. Teaching is guiding and

facilitating learning, enabling the learners to learn, setting the conditions for

11
learning”. Meanwhile learning is getting the knowledge or the acquisition of the

knowledge. From the definitions above, we can define teaching as helping,

facilitating, and giving instructions how to learn and get something or knowledge.

Here the teacher is the subject in doing those because the teacher has the

obligation to help the students getting or acquiring the second language that is

English.

In teaching reading comprehension, the teacher needs some strategies to

make the students comprehend the reading texts. According Brown (2000: 306-

311), the following are ten strategies which can be applied in the teaching reading

comprehension in the classroom:

a) Identifying the purpose in reading By knowing the purpose of what the reader

reads, the reader can throw the unwanted distraction or information. By doing

this, students know what information they want to know in reading the texts.

(Brown, 2000: 306).

b) Using graphemic rules and patterns to aid in bottom up decoding (especially

for the beginning level learners) At the beginning levels of learning English,

one of the difficulties that students encounter in learning to read is making the

correspondences between spoken and written English. Here teacher also need

to teach how to read the sound words with sort vowel sound such as (bat, leg,

wish, etc) and the sound words with final silent “e” such as (late, time, bite,

etc). (Brown, 2000: 306).

c) Using efficient silent reading techniques for relatively rapid comprehension

(for intermediate to advanced levels) In advanced learner, teacher can apply

12
 reading fast to reduce time consuming in reading. Readers do not need to

pronounce every word and do not need to know the meaning of every word

but the comprehension of the text is more important. (Brown, 2000: 306)

d) Skimming the text for the main ideas

Skimming is the one of the most valuable reading strategies for learners.

Skimming consist of quickly running one’s eyes across a whole text (such as

an essay, article, or chapter) to find out what the text tells about or to find out

the main idea of the text. Skimming gives readers the advantages of being able

to guess the purpose of the passage, the main topic, or massage, and possibly

some of the developing or supporting ideas (Brown, 2000: 308)

e) Scanning the text for specific information. Scanning is quickly searching for

some particular piece or pieces of information that the reader needs in reading

a text. Scanning exercises may ask students to look for names or dates, to find

a definition of a key concept, or to list a certain number of supporting details

(Brown, 2000: 308)

f) Using semantic mapping or clustering. Readers can resume the long string of

ideas or events by grouping the important key of the word they get from the

reading. The strategy of semantic mapping, or grouping ideas into meaningful

clusters, helps the reader to remember the contents of the text. (Brown, 2000:

308).

g) Guessing when you are not certain.

Brown (2000: 309) states that guess are an extremely broad category.

Learners can use guessing to their advantages to: (1) guess the meaning of a

13
 word, (2) guess grammatical relationship (e.g., a pronoun reference), (3) guess

a discourse relationship, (4) infer implied meaning (“between the lines”), (5)

guess about a cultural reference, and (6) guess content massages.

Those micro skills can be used for the teacher as strategies to overcome

the difficulties in the students’ reading comprehension. Moreover, the students

should encourage themselves to be strong readers. Strong reading

comprehension skills help the students in all the other subjects and in the

personal and professional lives on their future.

2.1.4 The Definition of e-learning

E-learning is composed of two parts, namely 'e' which stands for

'electronica' and 'learning' which means 'learning'. So e-learning means learning

by using electronic device assistance services. So in its implementation, e-learning

uses audio, video or computer devices or a combination of the three.

E-learning is one of the educational outcomes that has surfaced from the

development of ICT. Its general concept is essentially learning which involves the

usage of any electronic device, from computers to mobile phones, and which

might, or might not, involve the usage of the internet (Web sites or other

applications) or an intranet (Thuraya, 2015 :24).

E-learning could be presented through several resources, for example:

computer software and internet websites. Moreover, other applications have been

developed specifically for e-learning, such as Virtual Learning Environments

(VLEs), which provide the user or the learner with numerous facilities like

comfortable access to learning materials, communication with lecturers or trainers

14
and the other peers. The VLE provides flexible access to learning, as it can be

accessed anywhere and anytime (Adam & Healy, 2000).

The European Commission (2001) describes e-learning as: “The usage of

new multimedia technologies and the Internet to develop the quality of learning

and teaching by easing access to facilities and services in addition to remote

exchanges and collaboration” (The European Commission, 2001). The Joint

Information Systems Committee (JISC) offered a parallel definition in 2003,

defining e-learning as "learning facilitated and supported through using the

information and communications technology (ICT)" (JISC, 2003). Likewise,

Clark & Mayer (2003) have indicated that e-learning is the instruction delivered

on a computer by way of CD-ROM, internet or intranet with the next qualities:

containing content relevant to the learning objective; using instructional methods

which include the examples and practice to support learning; using the media

elements for example words and pictures to transport and deliver the contents and

methods also, building fresh knowledge and skills linked to individual learning

goals or to improved organizational performance (Clark & Mayer, 2003).

Stockley (2005) has defined e-learning as “the delivery method of a

learning, training or education program by electronic means, e-learning is

involving the usage of a computer or electronic device (e.g. a mobile phone) to

provide training, or learning material”.(Stockley, 2005). Also, Oblinger and

Hawkins (2005) suggest that e-learning has transformed from being a completely

online course to use technology to deliver selected parts or all of course,

15
independent of a fixed place or time. This means that students can be domestic,

traveling or can learn at any distance (Oblinger and Hawkins, 2005).

In addition, there is a description of the meaning of e-learning more

broadly. Actually e-learning material does not have to be distributed on-line either

through local networks or the internet. Interaction using the internet can be run

on-line and real-time or off-line or archived. Offline distribution using CD / DVD

media also includes e-learning patterns. In this case the application and learning

material are developed as needed and distributed through CD / DVD media, then

the learner can utilize the CD / DVD and learn in the place where he is (Lukmana,

2006).

2.1.5 The Characteristics of e-learning

According to Alonso, et.al (2005) the caracteristics of e-learning are:

1) E-learning is Learner-Centric Learning: The learner centric e-learning

model makes an array of resources available to the learner, who is

free to choose when, where and how to learn.

2) E-learning for lifelong learning: With increasing access to

technologies and its ever increasing sophistication this approach to

learning facilitates lifelong learning among various stake holders.

3) E-learning is Flexible Learning: E-learning has historically been

linked with distance education and flexible learning. In distance

education, various technologies can be used to link learners,

instructors and resources that are removed in time or space. The

16
 hallmark of flexible learning, as its name suggests, is its adaptability

to learners' needs and circumstances.

4) E-learning is Social: E-learning seeks to foster collaboration and

peers interaction. Various e-learning technologies facilitate various

types of collaboration among learners and teachers.

5) E-learning Involves Learning Objects: E-learning uses reusable

learning objects. This RLO permits one to create e-learning course

with ease.

6) E-learning is Personalized: Usually e-learning system permits its

users to personalize the learning by tailoring its offerings to their

learning style, job requirements, career goals, current knowledge and

personal preferences.

7) E-learning Involves Effective Communication: The effectiveness of

e-learning also depends on establishing two-way communication

between teachers and learners, and among learners themselves. There

are many standalone tools as well as learner management system

integrated tools to foster interactive and collaborative engagement.

2.1.6 The Benefit of e-learning

In more detail, the benefits of e-learning can be seen from 2 (two) angles,

namely from the angle of students and teachers:

1) Student

With e-learning activities it is possible to develop high learning flexibility.

According to Brown, 2000 (in Siahaan, 2003) this can overcome students who:

17
 a) Studying in small schools in poor areas to follow certain subjects that

cannot be given by the school,

b) Follow family home education programs (home schoolers) to study

material that cannot be taught by their parents, such as foreign languages

and computer skills,

c) Feeling phobia with school or students who are cared for in hospitals or at

home, who drop out of school but are interested in continuing their

education, as well as students who are in various regions or even those

who are abroad, and

d) Not accommodated in conventional schools to get education.

2) Teachers

According to Soekartawi (in Siahaan, 2003) some of the benefits

obtained by the teacher are that the teacher can:

a) It is easier to update the materials that are the responsibility according to

the demands of scientific developments that occur,

b) Develop themselves or do research in order to increase their insight

because there is relatively more free time,

c) Control the learning activities of students. Even the teacher can also know

when the students learn, what topics are learned, how long something is

learned, and how many times a particular topic is learned,

d) Check whether students have worked on the practice questions after

studying a particular topic, and

e) Check the answers of students and notify the results to students.

18
2.1.7 Students’ Perspective

Perspective is our recognition and interpretation of sensory information.

Perspective also includes how we respond to the information. According to Jacobs

et al (2004:231) refer to perspective as one of the most important elements

underpinning effective teaching and learning. Learning can only occur after

exposure to stimuli, and each person is exposed daily to a variety of stimuli that

affect the different senses.

In teaching and learning process perspective is important to know how

far understanding of the learner or the students. Jacobs et al (2004:231) refer to

perspective as one of the most important elements underpinning effective teaching

and learning. Learning can only occur after exposure to stimuli, and each person

is exposed daily to a veriety of stimuli that affect the different.

2.1.8 Indicator of Students’ Perspective on e-learning

According to Caporarello, Manzoni & Bigi (2018) students’ perspective

on e-learning such as : (1) Students’ opinion toward e-learning, it shows the

general opinion students have towards e-learning, both with regard to what they

mean by e-learning, and to its future trends (2) Students’ use experience of e-

learning, it shows the experience students make of e-learning, taking into account

their frequency of use, the reasons why they use it and their satisfaction (3)

Students’ perseption of adventages of e-learning, and; (4) Students’ perseption of

disadvantages of e-learning.

19
2.1.9 E-learning for Junior High School Students’ in Reading

Comprehension

Vivian (2016: 21) stated that there were four prospects of e-learning in

the teaching of reading comprehension as reported by the teachers. First, the use

of e-learning was said to be beneficial in terms of attracting students’ attention.

Secondly, with e-learning gadgets, suitable online reading materials are made

available to the students. Again, it could help students improve their vocabulary

and enable them to find out the meaning of words in the texts they read. Lastly, e-

learning usage could meet the teachers teaching objectives as e-learning aidsthe

teaching process. With regardsto the problems of e-learning in the teaching of

reading comprehension, it isreported that teachers found it more difficult to

control the class once a lesson is going on with e-learning tools. Students became

too excited when e-learning was used and this caused problems to teachers in

terms of class control. Besides that, students might be distracted by other elements

in the website when they use internet. Apart from the distraction factor, teachers

were afraid of the actual content from students’ reading on the internet as there

were so many articles available and students might not actually read what they are

required to.

Tunmibi, et.al (2015) done the research entitled impact of e-learning and

digitalization in primary and secondary schools, the result showed that most

students agreed that e-learning help students to have access to unlimited source of

information; reveals connection between subjects; promotes critical thinking; and

encourages students’ way of learning. The study further shows that majority of the

20
teachers agreed that e-learning is easier and effective; helps to further develop

teachers’ computer skills; and brings out the best in students. Interestingly, the

two parties agreed that e-learning helps teachers and students to share

accountability for learning and achievements.

2.4 Conseptual Framework

 students are passive in the process of learning and teaching

activities and makes teachers more struggle to motivate
students
 the number of students in classroom raise problem to make
students’ focus
 the way of teaching needs to be more interesting and
makes students’ focus
 time allocations for reading skill practices are limited

Adventages of e-learning
 Easily to accomodate material in interactive ways (eg:
picture/animation and colors could be presented while
reading text)
 No limited time to access the material
 Easily to access everywhere and everytime

E-learning and reading comprehension in Junior high school

The study is aim to find out the implementation of e-learning in students’

reading comprehension at Junior High School Pekanbaru. Since there is students’

issues deal with their attitude in the learning processes especially in junior high

school. Students are passive in the process of learning and teaching activities. The

passsive students’ will makes reading comprehension not effective because the

critical reasoning gained in active class from the students’ activities. Teachers

commonly have to struggle to activate students’ learnings that demand more

21
teachers’ energy for both motivating students to be active in the activities and

ensuring their understanding toward the contents of the lesson. Also, the number

of students in classroom > 20 students. This number reduces chances for the

students to obtain facilitation for their teachers. Lack of facilitation in their

learning can lead to problem in their learning attainment.

In additon, reading comprehension sometimes makes student bored.

Boring materials discourage students’ interest in doing classroom reading

activities. Therefore, teachers are suggested to use and design more attractive and

well-suited material with the nature of the students’ contextual learning

experiences. So, the use of e-learning is expected to reduce the problem and help

students and teachers in achieving learning goals.

22
 CHAPTER III

RESEARCH METHOD

3.1. Research Design

This research is a mixed method. According to Sami Almalki (2016) mixed

method research was a suitable approaches to any given project,its use would

yield positive benefits . This study focuses on students' perspective of e-learning

in reading comprehension. The study was conducted by primary data from an

open questionnaire given to the sample. Next, the researcher analyzed the

interview results to ensure answers from the study based on an open

questionnaire.

3.2. Source of Data

This research was conducted at SMP IT Bunayya. Time location of this

research was from April 2019. The population of this research is class IX at SMP

IT Bunayya. The populations of this research are 31 students from one classes.

Table 3.1 Population of the Research

No Class Population
1 IX Alfarabi (Male) 22
2 IX Alaslamy (Female) 9
Total 31

The researcher chooses them as the population in this research. According

to Arikunto (2005:116) research sampling as follows if less than 100 better taken

all until the research is a population study if the number of large subject can be

take around 10% - 30%.

23
 Sampel of this research is 31 students, because the researcher choose sensus

sampling as sampling technic so all number of population taken as sample.

3.3. Data Collection Technique

In collecting the data, the researcher will do some steps which are

describes as follow:

a. The researcher come to the school and asking permission to teacher.

b. The researcher come to classroom, greeting.

c. The researcher will explain the goal of researcher’ coming to the classroom.

d. The researcher will distribute the questionnaire to the respondents.

e. The researcher will give time to students’ in doing that.

f. The researcher will collect the questionnaires and analyze the data.

g. After the researcher collect all questionnaires. Next day, the researcher will

interview several students by giving some questions about aspects of e-

learning in reading comprehension.

Table 3.1 Questionnaire Items Distributions

No E-learning Question Number Total

1. Students’ opinion 1,2,3 3
toward e-learning
2. Students’ use experience 4,5,6 3
of e-learning
3. Students’ perseption of 7,8,9,10,11,12,13,14,15 9
adventages of e-learning
4. Students’ perseption of 16,17,18,19,20,21,22 7
disadvantages of e-
learning
Total 22

24
 Table 3.2 Questionnaire’s Item

No Item Ques. Number

1 E-learning help me to learn reading
1
comprehension by online
2 I belief that e-learning is one of reliable learning
source for future to help everyone learn about 2
reading comprehension easily
3 E learning facilitates me to learn and increase
3
motivation in reading comprehension
4 I ever attended an e-learning course in my
4
school in the last 12 months
5 I use e-learning source to learn English in the
5
last 12 months
6 I willing to attend e-learning course in reading
6
comprehension in the futre
7 e-learning Increasing flexibility (time and place)
7
on learning reading comprehension
8 By using e-learning, it is easy to get and share
8
of learning materials especially in reading
9 I use e-learning to download learning material
9
(such as slides)
I update my knowledge by reading online some
10 10
text of reading comprehension
e-learning improves interaction processes with
11 11
teachers
While learning English by e-learning, I get a
12 12
quick feedback
e-learning improves collaboration and
13 13
coordination among students
e-learning improves the development of
14 student’s knowledge and skills on reading 14
comprehension
e-learning fosters interaction processes among
15 15
students on reading comprehension
e-learning reduces sosial interaction while
16 16
learning reading comprehension
e-learning increases extra costs in terms of
17 technological equipment on searching about text 17
of reading comprehension
e-learning reduces the opportunity to understand
18 18
the students’ learning style
I face some techological-related issues (ex:
19 19
networking problem) so, it become inefficient
20 I think e-learning only better for students with 20

25
No Item Ques. Number
technological and computer skills, so learning
reading comprehension not effective by using e-
learning for everyone
Implementing e-learning in school still a
21 challenge due to lack of readiness of school 21
admistration staff
e-learning makes me difficult to self-organizing
22 22
the learning schedule

3.4. Data Analysis Technique

Before analysing the data, depend on the data collection technique, the

researcher followed the procedures to collect the data which is necessary in the

research as follows:

3.4.1 Questionnaire

According Arikunto (2013:194) quistionnaire are a number of writen

questions that are used to obtain information from respondents in the sense of

report about their personality or things knows. The data achieve through

questionnaire and it analyze by describing how the students’ perspective about

using e-learning. To find out the e-learning in reading comprehension, 18

indicators used based on the indicator of e-learning theory. The researcher will

describe each student’s answers.

3.4.2 Interview

After data collected, the data are checked, learnt. The research will take a

few students for giving some questions by interview. The researcher will ask the

students by 4 indicators of e-learning. According to Lexy (2014) interview is a

conversation with purpose, usually an interview is done by a person interviewer or

more who will be the interview.

26
3.4.3 Documentation

After data collected, the data are checked, learnt, and compared to make

necessary interpretation and it associated to their questionnire too. The researcher

will take the pictures and videos as evidences of documentation. Data collecting

in this research, researcher uses documentation technique. Rugaiyah said

(2016:23) Documentation, from the origin of the said document, which means

written goods. In carrying out the method of documentation, researcher

investigate written objects such as books, magazines, documents, regulations,

meeting minutes, diaries, etc.

27
 CHAPTER IV

THE PRESENTATION OF RESEARCH FINDING

4.1 Data Presentation

This chapter discusses the data analysis and findings of the research.

The questionnaire used in this retrospective study was carefully analysed to

ensure that the data gathered was presented clearly with the aid of tables,

percentages and graphs, where possible. A retrospective chart analysis was

conducted to capture the data essential to accomplish the research

objectives.

This research aimed to find out the students’ perception on e-learning

toward reading comprehension of at Junior High School. Data collected

done by questionnaire and interview. According to Caporarello, Manzoni &

Bigi (2018), students ' perspectives on e learning are seen in four indicators,

namely (1) students' opinion toward e-learning, (2) students 'use experience

of e-learning, (3) students' perception of adventures of e-learning, (4)

students 'perseption of disadvantages of e-learning.

The questionnaire comparised four indicators with a total 22

structured closed questions that were developed to ensure objectivity of

data.

28
 a. Questionnaire

1. Students’ opinion toward e-learning

Table 4.1
Students’ opinion toward e-learning

Strongly Strongly
Agree Disagree
No The Statements agree Disagree
F % F % F % F %
1 e-learning help me to 10 32,3 15 48,4 6 19,4 - -
learn reading
comprehension by
online
2 I belief that e- 7 22,6 15 48,4 9 29,0 - -
learning is one of
reliable learning
source for future to
help everyone learn
about reading
comprehension
easily
3 e- learning facilitates 10 32,3 12 38,7 9 29,0 - -
me to learn and
increase motivation
in reading
comprehension

From the table 4.1 know that most of item in students’ opinion

toward e-learning is 48,4% agree that “e-learning help me to learn

reading comprehension by online”, 48,4% students’ agree that “e-

learning is one of reliable learning source for future to help everyone

learn about reading comprehension easily” and 38,7% students agree

that “e- learning facilitates me to learn and increase motivation in

reading comprehension”.

29
 2. Students’ use experience of e-learning

Table 4.2
Students’ use experience of e-learning

Strongly Strongly
Agree Disagree
No The Statements agree Disagree
F % F % F % F %
4 I ever attended an e-
learning course in
3 9,7 13 41,9 12 38,7 3 9,7
my school in the
last 12 months
5 I use e-learning
source to learn
1 3,2 7 22,6 19 61,3 4 12,9
English in the last
12 months
6 I willing to attend e-
learning course in
reading 9 29,0 13 41,9 9 29,0 - -
comprehension in
the futre

From table 4.2 know that most of item in students use

experience of e-learning is agree. 41,9% students’ agree that students

ever attended an e-learning course in my school in the last 12 months.

61,3% students disagree that students’ uses e-learning source to learn

English in the last 12 months. And 41,9% students willing to attend

e-learning course in reading comprehension in the future.

30
 3. Students’ perseption of adventages of e-learning

Table 4.3
Students’ perseption of adventages of e-learning

Strongly Strongly
Agree Disagree
No The Statements agree Disagree
F % F % F % F %
7 e-learning
Increasing
flexibility (time and
3 9,7 20 64,5 8 25,8 - -
place) on learning
reading
comprehension
8 By using e-learning,
it is easy to get and
share of learning 7 22,6 18 58,1 6 19,4 - -
materials especially
in reading
9 I use e-learning to
download learning
7 22,6 16 51,6 5 16,1 3 9,7
material (such as
slides)
10 I update my
knowledge by
reading online some 3 9,7 21 67,7 - - 7 22,6
text of reading
comprehension
11 e-learning improves
interaction
3 9,7 9 29,0 15 48,4 4 12,9
processes with
teachers
12 While learning
English by e-
4 12,9 12 38,7 7 22,6 8 25,8
learning, I get a
quick feedback
13 e-learning improves
collaboration and
7 22,6 17 54,8 7 22,6 - -
coordination among
students
14 e-learning improves
the development of
student’s
7 22,6 19 61,3 7 22,6 - -
knowledge and
skills on reading
comprehension

31
 Strongly Strongly
Agree Disagree
No The Statements agree Disagree
F % F % F % F %
15 e-learning fosters
interaction
processes among 5 16,1 19 61,3 - - 7 22,6
students on reading
comprehension

From table 4.3 know that most of item in students’ perseption of

adventages of e-learning questionnaire is agree in several item. 64,5%

students’ agrees that e-learning increasing flexibility (time and place)

on learning reading comprehension. 58,1% students’ agree that by

using e-learning, it is easy to get and share of learning materials

especially in reading. 51,6% students’ agree that they use e-learning

to download learning material (such as slides).

4. Students’ perseption of disadvantages of e-learning

Table 4.4
Students’ perseption of disadvantages of e-learning

Strongly Strongly
Agree Disagree
No The Statements agree Disagree
F % F % F % F %
16 e-learning reduces
sosial interaction
while learning 6 19,4 10 32,3 13 41,9 2 6,5
reading
comprehension
17 e-learning increases
extra costs in terms
of technological
equipment on 6 19,4 12 38,7 11 35,5 2 6,5
searching about text
of reading
comprehension
18 e-learning reduces
the opportunity to 2 6,5 11 35,5 14 45,5 4 12,9
understand the

32
 Strongly Strongly
Agree Disagree
No The Statements agree Disagree
F % F % F % F %
students’ learning
style
19 I face some
techological-related
issues (ex:
4 12,9 21 67,7 6 19,4 - -
networking
problem) so, it
become inefficient
20 I think e-learning
only better for
students with
technological and
computer skills, so
4 12,9 14 45,2 10 32,3 3 9,7
learning reading
comprehension not
effective by using e-
learning for
everyone
21 Implementing e-
learning in school
still a challenge due
7 22,6 15 48,4 7 22,6 2 6,5
to lack of readiness
of school
admistration staff
22 e-learning makes
me difficult to self-
2 6,5 8 25,8 14 45,2 7 22,6
organizing the
learning schedule

From table 4.4 students’ perseption of disadvantages of e-

learning is mostly agree with several statement. 41,9% students’

agrees that e-learning can reduce sosial interaction while learning

reading comprehension. 38,7% students’ agree that e-learning

increases extra costs in terms of technological equipment on

searching about text of reading comprehension.

33
 5. Categorizing Students’ Perspective on e-Learning toward

Reading Comprehension of at Junior High School

To know the Students’ Perception on e-Learning toward

Reading Comprehension of at Junior High School. There are three

option choices “Strongly Agree, Agree, Disagree, and Strongly

Disagree”. Researcher gave score 4, 3, 2, 1 for each choice. Then the

researcher sums each value given to determine the overall score for

each statement. After that researcher used the frequency of every

statement on this formula = × 100%. Then, researcher

calculated the percentage of each intelligence. Finally, researcher use

SPSS for categorizing the students’ perception on e-learning toward

reading comprehension using statistic descriptive.

Table 4.5
Categorizing Students’ Perception on e-Learning toward
Reading Comprehension of at Junior High School

Students' Perspective
Frequency Percent Valid Percent Cumulative Percent
Valid Poor 1 3,2 3,2 3,2
Enough 27 87,1 87,1 90,3
Good 3 9,7 9,7 100,0
Total 31 100,0 100,0

From the table above there are three categories. Mayority

students has “enough” 27 students or 87,1%, “good”

3 students or 9,7%,. And least is poor category 1 students or only

3,2%.

34
 3,2

9,7

Poor
Enough
Good

87,1

From the table and figure above that can be concluded most of

students is categorized as enough in perception of e-learning (87,1%),

and the least is categorized as poor (3,2%), and other is good (9,7%).

b. Interview

There are four questions about students’ perception in using e-learning

on reading comprehension at SMP IT Bunayya. In general, the response of

the students of using e-learning is enough satisfied. In interview session

researcher choose three students’and asking some question to gathering

data.

Students’ opinion towards e-learning on reading comprehension

generally positive. Based on the interview all students think that they got

some new experience since taught by using e-learning. One of the students

said that:

“after using e-learning, I felt that more easy to use any technology

tools to learning english”.

35
 Other student also comments that:

“e-learning strengthenfully encourages to explore more about text

and any information so that will help to easily understand the English

text”.

So it can be concluded that, e-learning has positive impact enhancing

reading comprehension in students’ perception, due to the ease the

techology and encourages students to gather information in internet

especially learning toward English text.

Students’ use experience of e-learning was generally enough

experienced. It shows the experience of the student into account their

frequency of use. All students’ generally not always acccess e-learning,

most of students use e-learning while at their home or not so in classroom

activity. The reasons why they use it because they think that e-learning more

effective to understand and accesable everytime. One of the students not

also use e-learning that provided by teacher, she states that:

“I also bought and subscribed one of e-learning that sold monthly. I

think that it is important to increase learning activity on using e-

learning at home, although the teacher does not provide yet”.

Students’ perseption of adventages of e-learning was generally good.

All student do agree that e-learning help alot while learning English, althoug

one of students’ disagree that reading comprehension is one of the

demanding topic to use e-learning. Student states that:

36
 “I love learning by using e-learning, it helps me a lot! I dont have any

issue while using e-learning, all the thing makes impact to my English

skill”

“I think that e-learning more effective and beneficial in learning

listening rather than reading something on internet”.

Students’ perseption of disadvantages of e-learning was generally

positive. Most of students think that there was no disadventages of e-

learning, instead of one of student argues that:

“e-learning is the new way to make study more fun and interactive.”

But, there is one students think that:

“e-learning could make someone lazier, because all reading material

can be accessed on the internet, besides the possibility of answering

the quiz can be cheating due to the e-learning is not able to limit

access to its users”.

The researcher also asking about the difficultilities using e-learning,

all of students answered that internet connection. Hence by students’

accesses material component using mobile data from their smartphone, so

some of students trouble in access data.

In this research, students reported that it was very useful for them to

gain hands-on experience and see how others were using the e-Learning

resources and provide an opportunity to share skills, learn from others and

reflect on their practices. Ertmer et al. (2012) support this idea and argue

that the more professional development initiatives are aimed at developing a

37
 teacher’s knowledge, skill and confidence in using technology in the

classroom, the greater the likelihood of change in teacher practices.

Modelling active learning processes, such as collaboration, hands-on

practice and problem solving were a prime focus of this study, and the

results indicate that this action in a professional development initiative was

successful in being able to change teachers e-Learning practices and

selection of an effective pedagogy to increase the likelihood of successful

implementation of the e-Learning activity within their classroom setting.

Beside that, the students expect to continue using e-learning in schools

as well. One student stated that:

"I really hope that e-learning will continue to be used in the

classroom, so that I will be more motivated, I am happy not only to

use the same learning resources. So I will use technology more."

4.2 Discussion

Based on the result of this research, there is positive perception by students

in using e-learning on reading comprehension. According to keller & cernerud

(2002) students’ perceptions were negatively related to attitudes to new

technology, in the sense that students identifying themselves as innovators or

early adapters were more negative than others.

Some students of the current study had expressed in comments/suggestions

that access to learning course material should be an interactive session both in

classroom or at home. There should be a platform where educative videos and

38
important case based presentations can be shared. Online discussions and online

work submissions should also be incorporated.

The disinterest to use web based learning materials/ resources were also

expressed by Edirippulige S et al. Thus, to get the positive desired results, both

learners and teachers need to adopt a new attitude towards such e-learning models

and with integration of e-learning in curriculum, educators have to become more

involved as facilitators of learning and assessors of competency.

The students do find e-learning to be useful and beneficial in increasing

their performances. It is in line with Khandve (2016) thus e-learning should be

further utilized in a blended learning environment to support face-to-face teaching

and allow for flexibility in delivery of medical education. . In current situation of

gadget world, Institutions leading with blended learning environment will remain

sustainable for long duration with successful academic achievement.

The researcher found from interview, the obstacles using e-learning of the

students answered from internet connection. As Nawang et al (2012) said that the

other obstacles faced to Indonesian students are low independence level,

connection problem and difficulties in understanding the material. Besides the

internet connection difficulties in understanding the material it was found only.

Another obstacle that written by the student in that survey some of the students

wrote that the lack of facilitation (computer) that was one of the obstacle.

The weaknesses from Bullen and Beam in Muhammad Yazdi’s journal

was not become the weaknesses of e-learning because the students and the teacher

39
really happy while using e-learning. The teacher and the students only found one

the weakness of e-learing, it was in e-learning could not upload the file.

This research in line with Mahajan et al (2018) that found depicts that e-

learning has its benefits from a student's perception and it will have a positive

influence on their performance with better understanding of their courses. Thus

for at least the following few years, the school needs come out with e-learning

tools and modules for a better teaching -learning experience make a positive

impact on the students career.

40
 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

The research is focused on students’ percetion about e-learning on Reading

Comprehension at Junior High School. Analyzing the data is presented in the

previous chapter. The conclusion could be described as follow:

a. Questionnaire

Mayority students were “enough” 27 students or 87,1%, “good” 3

students or 9,7%,. And least is poor category 1 students or only 3,2%. It

means that students’ perception about e-learning on Reading

Comprehension at SMP IT Bunayya was enough good.

b. Interview

For interview, students’ perception of adventages of e-learning was

generally good. All student do agree that e-learning help alot while

learning English, althoug one of students’ disagree that reading

comprehension is one of the demanding topic to use e-learning. They

think that e-learning more effective and beneficial in learning listening.

41
5.2 Suggestion

Based on the result of analysis and conclusion above, the researcher would

like to give suggestion not only for the English Teacher, but also for all elements

of education:

a. For the Students

The information of the results showed that most students’ agree

that e-learning help a lot to enhance reading comprehension. So that,

students expected to be able to learn more outside the classroom by

accessing e-learning to familiarize reading practice.

b. For the Teacher

The use and implementation strategy at the Schools seemed to

overrule the individual background variables traditionally said to

infuence user perceptions. Related to this result one might conclude that

students do not necessarily regard access to a Web platform in regular

school.

42
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