E-Learning During the Covid-19 Outbreak

The Effect of the Grammar Translation Method and the Direct Method on Students’ English Competence

Datos Bibliográficos

ID21805047
AutoresAndi Kaharuddin (0000-0003-4918-2311, Universitas Islam Negeri Sumatera Utara, autor de correspondencia), Kaharuddin Kaharuddin (0000-0003-2325-5359)
Año2022
Volumen13
Número2
Páginas271-278
Fecha de publicación2022-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Language Teaching and Research (JOURNAL)
Identificadores de la revistaISSN: 1798-4769 • E-ISSN: 2053-0684
EditorialAcademy Publication (PUBLISHER • GB)
DOI10.17507/jltr.1302.06
OpenAlexW4214919911
IdiomaEN
Citas recibidas7
Referencias citadas3

E-learning has been encouraged for usage during COVID-19, and this leaves problems with students’ learning activities, particularly in social and economic aspects. Applying appropriate teaching methods is expected, which motivates students to learn virtually. This paper studies the effect of the grammar translation method and the direct method on students’ English competence; the e-learning uses electronic tools with communication applications, such as Zoom and Google Classroom. The data were collected by questionnaires distributed to 100 students, of which 95 questionnaires were analyzable. The data were analyzed by path analysis via Microsoft SPSS version 21. The findings are as follows: 1) The grammar translation method has a significant direct effect on competence, contributing 27.7% to students’ English competence. The mediating role of Google Classroom has no contribution to the effect of the grammar translation method on students’ English competence. 2) The direct method has an indirect effect on students’ English competence, when utilized with the mediation of electronic tools that provide the Zoom application

English grammar · Grammar · Linguistics · Mathematics education · Multimedia · Zoom · Computer Science · Educational Methods and Media Use · Engineering · English Language Learning and Teaching · Medicine · Psychology · Technology-Enhanced Education Studies