FRESHMEN PERCEPTIONS OF E-LEARNING IMPLEMENTATION IN ENGLISH LANGUAGE EDUCATION DEPARTMENT

This research aimed to find out the ideal teachers’ roles during online learning both asynchronous and synchronous sessions based on ELEDfreshmen’ perceptions and the effective online teaching strategies should be facilitatedbyteachers as perceived by the freshmen. Based on the research questions, this research used a qualitative approach to find out and explore more detailed information about the topic. The researcher decided to use a qualitative descriptive method to get clearer and more specific results. The participants of thisstudy were six ELED students from one Islamic Private in Yogyakarta. The participants are selected based on the highest GPA from batch 2020 for each classduring the online learning. In addition, the researcher used interviews as a data collection technique. In this study, the researcher found that the teacher's role was divided into two modes, synchronous and asynchronous. The findings of the teacher's role in synchronous teaching were the teacher as prompter, the teacher asparticipant, the teacher as resource, the teacher as facilitator, and the teacher as corrector. According to students, of the five teacher roles when teaching synchronously, there is one ideal teacher role: teacher as a resource. Then, tofindout teachers’ roles in asynchronous teaching, the finding showed that teacher as controller and teacher as facilitator. Then, according to the students, the ideal teacher's role when teaching asynchronous is the teacher as a facilitator. While inthe second research question, the researcher found five findings of the strategies applied by teachers by ELED students in e-learning learning: first, setting assignment deadlines in e-learning. Second, giving immediate feedback for clarity. Third, building discussions with groups. Fourth, using articles to provide assignments. Fifth, Applying synchronous meeting for teaching. Of the five list online teaching strategies used by the teacher, the six participants said that teaching using synchronous meetings was the most effective for students. Becauseteachers and students can interact simultaneously, it also makes it easier for students to understand the material explained by the teacher