An Analysis of Teachers’ and Parents’ Perceptions on English Online Learning at Junior High School


  • Ahmad Subhan Roza Institut Agama Islam Negeri (IAIN) Metro Lampung, Indonesia
  • Yeasy Agustina Sari Institut Agama Islam Negeri (IAIN) Metro Lampung, Indonesia
  • Wulan Hasanatun Cahya Adi Institut Agama Islam Negeri (IAIN) Metro Lampung, Indonesia



Teachers are one of the main factors for the success of education. Parents play an important role in the task and are responsible for the formation of children's character both physically and spiritually. As educators, teachers are the main actors who walk side by side with parents and other important elements. This research analyzes the teachers' perception about English online learning design and the parents' perception about English online learning design at SMP Negeri 01 Seputih Surabaya. This research used a qualitative approach. The results showed that: 1) The teacher's perception of the implementation of online learning in English shows that the teacher feels that online learning is difficult to apply especially in shaping the character of students because teachers are less able to monitor and supervise students directly, lack facilities that support online learning, and teachers also complain that in delivering learning materials, students find it difficult to understand the lessons being taught. 2) Parents' perceptions of the implementation of online English learning show the ineffectiveness of online learning, this is due to parents who feel that their children are not optimal when studying and are still having problems while studying.

Keywords: Teachers' Perceptions, Parents'Pperceptions, English Online Learning


Afifah, L. F. (2022). Perceptions Of Efl Students In Learning Speaking Skill (A Qualitative Descriptive Research to the Eleventh students of SMAN 1 Mempawah Hulu) (Doctoral dissertation, IKIP PGRI Pontianak).

Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora10(2), 225-235. Google Scholar

Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Online Submission7(2), 90-109.

Ardizzoni, S., Bolognesi, I., Salinaro, M., & Scarpini, M. (2020). 1.11 Didattica a distanza con le famiglie: l’esperienza di insegnanti e genitori, in Italia e in Cina, durante l’emergenza sanitaria 2020. Uno studio preliminare. Infanzia, famiglie, servizi educativi e scolastici nel Covid-19, 71. Google Scholar

Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of education and educational development7(1), 9-26.

Cakrawati, L. M. (2017). Students'Perceptions On The Use Of Online Learning Platforms In Efl Classroom. Elt tech: journal of english Language Teaching and Technology1(1), 22-30. Google Scholar

Chater, N., & Loewenstein, G. (2016). The under-appreciated drive for sense-making. Journal of Economic Behavior & Organization126, 137-154.

De Lange, F. P., Heilbron, M., & Kok, P. (2018). How do expectations shape perception?. Trends in cognitive sciences22(9), 764-779.

Đurišić, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal7(3), 137-153.

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies10(4), 86.

Gigli, A. (2020). 1.2 Essere genitori ai tempi del Covid-19: disagi, bisogni, risorse. I primi dati di una rilevazione. Infanzia, famiglie, servizi educativi e scolastici nel COVID-19, 18. Google Scholar

Gisewhite, R. A., Jeanfreau, M. M., & Holden, C. L. (2021). A call for ecologically-based teacher-parent communication skills training in pre-service teacher education programmes. Educational Review, 73(5), 597-616.

 Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’digital technology in university teaching and learning. Studies in higher education42(8), 1567-1579.

Izzo, D., & Ciurnelli, B. (2020). L’impatto della pandemia sulla didattica: percezioni, azioni e reazioni dal mondo della scuola. Lifelong Lifewide Learning16(36), 26-43. 

Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education sciences, 10(6), 165.

Palmer, S., & Holt, D. (2014). Development of student and academic staff perceptions of the elements of an online learning environment over time. Australasian Journal of Educational Technology30(4).

Pastori, G., Pagani, V., Mangiatordi, A., & Pepe, A. (2021). Parents’ view on distance learning during lockdown. A national survey. Rivista Italiana di Educazione Familiare, 61-96. Google Scholar

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141.

Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic covid-19. Jurnal Penelitian Pendidikan20(3), 392-406. Google Scholar.

Rahmawati, F. (2016). E-Learning implementation: Its opportunities and drawbacks perceived by EFL students. Journal of Foreign Languange Teaching and Learning1(1).

Rodriguez, B. C. P., & Armellini, A. (2013). Interaction and effectiveness of corporate e-learning programmes. Human Resource Development International16(4), 480-489.

Rojabi, A. R. (2020). Exploring EFL Students' Perception of Online Learning via Microsoft Teams: University Level in Indonesia. English Language Teaching Educational Journal3(2), 163-173. Google Scholar

Rubin, B., & Fernandes, R. (2013). The teacher as leader: Effect of teaching behaviors on class community and agreement. International Review of Research in Open and Distributed Learning14(5), 1-26.

Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of education and learning6(4), 201-208.

Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. International Review of Research in Open and Distributed Learning11(3), 57-77.

Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. Self-regulated learning and academic achievement, 1-36








How to Cite

Ahmad Subhan Roza, Yeasy Agustina Sari, & Wulan Hasanatun Cahya Adi. (2022). An Analysis of Teachers’ and Parents’ Perceptions on English Online Learning at Junior High School. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(2), 335–345.