ANALYSIS OF VOLLEYBALL EXTRACURRICULARCITY AT STATE JUNIOR HIGH SCHOOLS IN BENGKULU

Coaching, Extracurricular, Volleyball Abstract ___________________________________________________________ This study aims to determine Analysis of volleyball extracurricular development in junior high schools in Bengkulu city. The type of research used is qualitative with the design of this research is a survey approach. The research subjects, namely coaches, trainers and students at the State Junior High Schools in Bengkulu City which were accredited A totaled 15 schools. The object of this research is volleyball extracurricular at State Junior High Schools in Bengkulu City. The data analysis technique in the field uses the Miles and Huberman model in the form of data reduction, data display, and the last one is drawing conclusions/verification. The results of this study indicate that 15 State Junior High Schools (SMP) in Bengkulu City which consist of 15 coaches, 15 coaches, and 15 students regarding the analysis of volleyball extracurricular coaching at State Junior High Schools in Bengkulu City, it is known that the overall results of the coaching extracurricular activities carried out by the coaches were in the very good category (85.67%) then the trainers were in the good category (76.33%) and the students were in the good category (75.33%). In general, it can be concluded that of the 15 State Junior High Schools in Bengkulu City, it is (79.11%) in the good category. .

INTRODUCTION
Sport is very beneficial for human life, because sport can improve the health of character building and individuality, high discipline and specificity, and increased achievement can increase the nation's self-esteem (Nopiyanto & Raibowo, 2019). The basic purpose of sport is for entertainment, physical education, achieving high performance, maintaining the physical condition of the body and improving the quality of human life.
Sport is one of the activities favored by young and old people. Various efforts have been taken well by government agencies, in this case the Ministry of Youth and Sports (Kemenpora) and other sports institutions to conduct sports development in Bengkulu, as a forum for potential talented children in certain sports, junior high schools in Bengkulu. Bengkulu has opened extracurricular activities, one of which is volleyball extracurricular.
Coaching is a factor that plays an important role in the world of sports, especially volleyball, volleyball sports coaching needs to be done as early as possible through talent search and scouts, nurseries, education and sports training based on science and technology effectively and efficiently, because the sport develops or not. Depends on coaching the sport itself. Sports coaching for an athlete cannot be done instantly, but through various processes and stages within a certain period of time.
Volleyball is a sport that is very popular with the wider community. Peak performance volleyball is characterized by the team's search for balance between different actions, complexes or phases of play (Yanti et al., 2021). Volleyball game is one type of game that has the characteristics of movement skills that are not easy to master, so it needs good and systematic training stages so that volleyball playing skills can be mastered well. The basic techniques of volleyball games include lower servicing, servicing top, passing, bottom passing over, smash,and block. In general, this game requires good physical condition, especially agility and coordination in hitting.
Extracurricular activities are learning activities, the time exceeds the scheduled time in planning arrangements such as enrichment activities, improvements related to extracurricular activities, but there is still a lack of full support from every State Junior High School in Bengkulu City in developing volleyball extracurricular activities. Developing extracurricular quality requires the role of teachers as volleyball extracurricular coaches at State Junior High Schools in Bengkulu City with the aim of increasing student talent and increasing student achievement in sports.
Extracurricular coaching consciously has a positive impact, this extracurricular can be used as a forum for students to gain achievement. There are still many extracurricular plans that need to be considered in order to achieve the desired achievement. Therefore, what needs to be considered is that the budget for volleyball extracurricular needs is not optimal. The sports extracurricular training program must be systematically structured, meaning that you exercise regularly and continuously, from simple to complex. The lack of maximum sports extracurricular activities at State Junior High Schools in Bengkulu City, therefore the trainers need to be varied in training these students, plus the facilities and infrastructure that are less supportive to cause students to be less interested and enthusiastic in participating in volleyball extracurricular activities.
Based on this, the authors estimate that the less than optimal achievement of volleyball in SMP Negeri in Bengkulu City is due to the lack of structured and directed coaching and training and also the lack of attention from schools and local governments in supporting student achievement at national and international levels because there is no research on analysis of extracurricular development at State Junior High Schools in Bengkulu City. Therefore, it is necessary to evaluate the success of the extracurricular program implemented (Raibowo et al., 2020). Therefore, the authors are interested in conducting research with the title "Analysis of Volleyball Extracurricular Development at State Junior High Schools in Bengkulu City". This research is expected to contribute to or improve the extracurricular development of volleyball at SMP Negeri in Bengkulu City. To calculate the percentage with the following formula:

DISCUSSION
Description of the results of the data above is about "Analysis of extracurricular volleyball coaching at State Junior High Schools in Bengkulu City". Analysis is the process of expressing something scientifically based on certain studies. In this study the data will be discussed based on the results of observations, questionnaires, and documentation. The following is a discussion of the research that has been done.

Observations
Based on the results of observations that have been made, the analysis of volleyball extracurricular development in Bengkulu City State Junior High Schools that the 15 schools already have good coaches in managing the volleyball extracurricular organization in schools running according to the organizational structure, the coach is said to be good because the coach has run the program according to the structure and have its own strategy, students in each school play a very good role in participating in volleyball extracurricular activities and they can develop their talents. While the facilities and infrastructure in each school are adequate, however, there are several schools in the Bengkulu City State Junior High School whose fields are less suitable and the number of balls is minimal, as well as other equipment that is less supportive. Questionnaire Based on the results of the distribution of questionnaires that have been carried out at SMP Negeri in Bengkulu City with the number of subjects 45 people which are divided into 15 coaches, 15 trainers, and 15 students who have filled out the questionnaire distributed by researchers. With the results of the percentage of coaches (85.67%) in the very good category, the percentage of trainers (76.33%) in the good category, and the percentage of students (75.33%) in the good category. These results are supported by the results of previous research conducted by the analysis of the development of futsal extracurricular where the results obtained are 666,66% developing 6 schools, 33.33% not developing 3 schools. This result is supported by research conducted by (Rahmadianti, 2019) regarding the analysis of futsal extracurricular development where it is known that 6 schools have developed 66.66%, and 3 schools have not developed 33.33%.
The guiding indicators from the results of the research obtained are described as the data of the results of the research regarding the extracurricular development of volleyball in SMP Negeri in Bengkulu City. Based on the results of the trainer competency questionnaire, the school got data with a percentage (78.67%) in good category, facilities and infrastructure indicators with a percentage (91.67%) in very good category, management indicators with a percentage (90.00%) in very good category. , the indicator of the exercise method with a percentage (88.33%) in the very good category, and finally the achievement indicator with a percentage (86.67%) in the very good category.
Meanwhile, the trainer indicator from the research results obtained was described as the research data regarding volleyball extracurricular coaching at SMP Negeri in Bengkulu City. Based on the results of the trainer competency questionnaire, the school got data with a percentage (73.33%) in good category, indicators for facilities and infrastructure with a percentage (78.33%) in good category, management indicators with a percentage (83.33%) in very good category, indicator of exercise method with percentage (78.33%) in good category, and the last indicator of achievement with percentage (66.67%) in good category.
On the student indicators from the results of the research obtained, a description of the research data regarding the extracurricular development of volleyball sports in the State Junior High Schools in Bengkulu City is described. Based on the results of the trainer competency questionnaire, the school got data with a good percentage (70.67%), facilities and infrastructure indicators with a percentage (76.67%) in good category, management indicators with a percentage (78.33%) in good category, method indicators exercise with a percentage (81.67%) in the very good category, and finally the achievement indicator with a percentage (68.89%) in the good category. This result is supported by the results of previous research conducted by (Herianto et al., 2019) about the analysis of the ability of open spike in volleyball extracurricular male students where the results obtained are in the less and very poor categories as many as 10 students (33.33%), which are sufficient and moderate categories as many as 4 students (13.33%), which good category as many as 2 students (6,66%), and very good category (0%).
The results obtained from observations and questionnaires that have been carried out by researchers to coaches, coaches, and students about the analysis of volleyball extracurricular coaching at SMP Negeri in Bengkulu City, in terms of competent competencies about coaches consisting of coach competencies are coaches who have have a coaching certificate and have attended volleyball training, the coach is fully required to master every technique in volleyball games such as serve, passing, smash, and block which aims to provide techniques in volleyball games, and the coach's achievements are the experience gained by the coach to as a guide in providing volleyball game techniques. Competent trainers are one of the most important aspects in achieving optimal performance in the field of sports .

Documentation
Based on the results of the documentation conducted at SMP Negeri in Bengkulu City, the facilities and infrastructure in schools can be said to be good, but there are still some schools that do not yet have good facilities and infrastructure, such as nets, balls, cones, and fields.

CONCLUSION
Based on the results of research and discussions that have been carried out in 15 public junior high schools (SMP) in Bengkulu City consisting of coaches, coaches, and students regarding the analysis of volleyball extracurricular development at State Junior High Schools in Bengkulu City, it is known that the results In general, from the extracurricular coaching carried out, the coaches are in the very good category in the percentage of 85.67%, then the trainers are in the good category in the percentage of 76.33%, and the students are in the good category in the percentage of 75.33%, so the general conclusion is in the good category in the percentage of 79.11%.


extfieldsofstudy:
Physics
Computer Science

text:
Experiential Learning Using Solar Tracker Prototype In Industrial Automation Course

Experiential Learnings is based on the understanding that the knowledge created as the result of an experience. Experiential Learning consisted of four stages, abstract conceptualization, active experimentation, concrete experience, and reflective observation. Experiential learning - Based learning is considered to have characteristics that are expected in the 21st Century Skills Learning. This study aims to develop experiential learning-based instructional design in Production Automation courses using a solar tracker system prototype. The effectiveness of the learning design is measured from the student learning outcomes and responses of the questionnaire provided. The control system subject in the production automation course is considered to have abstract and complex learning material so that it requires visualization to facilitate understanding. The development of the instructional designs is carried out using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The instructional design of the course was implemented in a class consisting of 40 students in the department of Mechanical Engineering Education in a state university in Central Java, Indonesia. From a series of lectures during the course of Production Automation, the instructional design developed based on experiential learning approach received a positive response from the students. The student learning outcomes were also considered good with the average scores of more than 80. This study shows that experiential learning approach could stimulated student learning in mechanical engineering subject.

Introduction
The inclass learning is expected to achieve the 21 st Century Skill where students are encouraged to nurture the ability in communication, collaboration, critical thinking and problem solving, as well as creativity and innovation. The experiential Learnings which based on the understanding that the knowledge created is the result of an experience is considered appropriate in achieving the skills required in the 21 st century. Experiential Learning consisted of four stages, abstract conceptualization, active experimentation, concrete experience, and reflective observation [1]. According to Ayoub [2], experiential learning could lead learners to use their experience in improving their creativity to solve the problem on learning. Experiential learning could improve conceptual understanding since, students build their knowledge and skills through direct experience. This method emphasizes the role of active experience and student involvement [3].
Experiential learning has applied in several subject across several regions. Experiential learning was intensively performed at Ryerson University to have students understand the concepts of electrical engineering in mechatronics subjects [4]. In a Malaysian higher education institution, experiential learning is applied to create creativity and innovation among students that supports generic skill requirements among students. Widiastuti et. Al [5], using the concept of experiential learning by implementing four cycles of Kolb approach in the subject of heat transfer in mechanical engineering education.
This study is focused on the use of a prototype to support experiential learning. A solar tracker system prototype has been previously used for the subjects of (1) Virtual Instrumentation, (2) Control Systems, (3) Computer Aided Design [6]. The use of prototypes, could benefit in learning since it is easily accessible and requires low cost [7]. In the course of automated production system, control system AEVEC 2020 Journal of Physics: Conference Series 1808 (2021) 012008 IOP Publishing doi:10.1088/1742-6596/1808/1/012008 2 subject is considered to have abstract and complex material. Therefore, the prototype in this subject is expected to help students visualize the matters in improving their understanding.
This research was conducted so that in the learning process leads to the 21st Century Skill Learning program and hopefully students will also have the necessary knowledge and skills in accordance with the learning objectives that will be achieved. If this research is not carried out immediately, it is feared that the learning process is not in accordance with the 21st Century Skill Learning program and the purpose of production automation learning cannot achieve the expected goals.

Research Method
This study uses a qualitative method with a development research approach using the ADDIE development model in learning instruments. The ADDIE approach was used in this study for designing the instructional materials. The purpose of ADDIE is to explain learning science and learning modules as a complement to teaching materials [8]. The ADDIE development model is used to improve the quality of teaching material instruments [9].
Aldobie's research [10] states that the ADDIE development model is divided into five main stages: (1) Analysis, this stage is the first stage that is carried out when using the ADDIE development model. Analysis There are some aspects that do, such as analysis of students, analysis of learning objectives, and developing learning analysis. (2) Design, this stage contains the planning of learning concepts that will be implemented in this development. (3) Development, the development stage contains activities to develop and design instruction, learning materials, and carry out learning. (4) Implementation, this stage changes what was originally a planning into a direct practice. (5) Evaluation, the stage where development is determined whether it is acceptable or should be redeveloped.
The data validity test technique in this study is through expert judgment on the validity of the context. In this case the expert judgment in question is a lecturer in the automation production course of PTM FKIP UNS. The data analysis technique used is a Likert scale. The percentage calculation can be used a Likert Scale to find out the feasibility of the assessed module [11].

Result and Discussion
This research was conducted following the stages of the ADDIE development model. In the analysis stage, interviews were conducted with 2 lecturers in the production automation course. The results of the interview obtained several important points that would support this development research, namely: (1) The production automation course aims to improve students' understanding of the automation production system. (2) Experiential learning based on learning should be compatible with the control system learning material because students will experiment a lot (3) The use of prototypes will help in experiential learning.
At the design stage, learning objectives planning are carried out at each stage of experiential learning. The planning is divided into 2 meetings, namely: Students can get to know the functions of the control system components, namely sensors, controllers, and actuators.

Active Experimentation
Students make block diagrams on the solar tracker system. Concrete Experience Students understand the types of sensors, controllers and actuators in the prototype solar tracker system.

Reflective Observation
Students expected to identify other control system in different applications beside the solar tracker system.

Abstract Conceptualization
Students understand the types of sensors, controllers, and actuators.

Active Experimentation
Students can design a system and understand the components that must be used in the system.
The development stage is the learning design is developed. The learning instruments developed include a lesson plan, Learning Modules, and Prototype Solar Tracker System. The lesson plans are developed in accordance with the experiential learning stages in which there is a solar tracker system prototype to support learning.

Figure 1. Solar tracker system prototype
In the lesson plan, there is a learning steps that has been developed. The learning development carried out is based on experiential learning using a prototype solar tracker system. The learning sequence that has been developed can be seen in the following  1) The lecturer delivers the basic material of the automation system.
2) The lecturer presents a picture of the working mechanism of the water tank.
3) Students are asked to answer questions according to the picture of the water tank mechanism that has been presented. Reflective Observation 1) Students implement the control system elements in the water filling system. 2) Students re-analyze the input, process, and output stages using an analogy. Abstract Conceptualization 1) Lecturers use a prototype so that students explore information and data which is then used to answer these questions to increase understanding. 2) Students are asked to explain the meaning of sensors, controllers, and actuators.
3) The lecturer provides an example of a system application and introduces a block diagram. Active Experimentation 1) Students observe the simulation results of the solar tracker system prototype based on the knowledge concepts that have been obtained.
2) Students are asked to identify the control system components in the solar tracker system prototype 3) Students are asked to make a block diagram in the solar tracker system prototype application and explain the contents of the block diagram. 1) The lecturer displays a prototype to show the various types of sensors, controllers, and actuators used in each example of an automation system application.
2) The lecturer opens questions by asking what sensor, controller, and actuator components are used in the Prototype Solar Tracker System. Reflective Observation 1) Lecturers begin to direct students' minds to see examples of system applications widely so that students can mention control system applications other than the solar tracker system prototype.
2) Students are asked to show one example of a control system in several applications: agriculture, traffic, smart city, building, health, etc., then identify and explain the types of sensors, controllers, and actuators used. Abstract Conceptualization 1) Lecturers use a prototype in order for students to dig up information and data which are then used to answer these questions.
2) The lecturer introduces the many types of sensors, controllers, and actuators. 3) Students are asked to explain the types of sensors, controllers, and actuators. Active Experimentation 1) Students observe the prototype simulation results based on the knowledge concepts that have been obtained.
2) The student proposes a control system with an Arduino controller, then is asked to draw a diagram block and determine the sensor used and the actuator working mechanism in the system. 3) Students are required to be able to use control system components according to their function in the control system design they make. As for the learning module, the lecturers are assessed so that it can be concluded whether the module is suitable for use or not. There are 4 aspects that are assessed in the module, namely: Self Instructional, Self-Contained, Adaptive, User Friendly. The assessment of the lecturer on the learning module will be interpreted so that conclusions can be drawn. According to Risma Novita [11], the percentage calculation can be used a Likert Scale to find out the feasibility of the assessed module using the formula: Then from the calculation results, each element of the question will be interpreted to be able to draw conclusions. The indicators used to draw conclusions are: If the calculation result is 0% -20% = very weak b.
If the calculation result is 81% -100% = very strong The results of the module assessment are as follows: Based on the table above, the results of the overall module assessment are 81%, so the module has a very strong interpretation for use in experiential learning -based learning.
The implementation stage is carried out to test the learning designs that have been developed. The trial was carried out for 40 students in the department of Mechanical Engineering Education who took an automated production system. Learning is carried out online and in accordance with the lesson plan in the course, where learning takes place in 2 credits (2x50 minutes). The learning technique carried out is to provide learning videos related to the learning material to be delivered and a demonstration of the solar tracker system prototype.
In the evaluation stage, the results of using the learning design that have been developed can be seen. Student learning outcomes can be used as indicators to measure the level of understanding of students when experiential learning designs are tested. Student learning outcomes can be seen in the following  Based on the student learning outcomes in the table above, the students mean scores were 81.725 and 83.325. If this value is interpreted, it will get category A-values, which have good information.
In addition to learning outcomes, another indicator used to assess the implementation of experiential learning is the student response questionnaire. This study used a closed questionnaire which contained 15 positive questions to be distributed to 40 respondents. Learning Experiential Learning arouse my curiosity towards learning material 3.
The learning model used is very satisfying 4.
The learning is very interesting and not boring 5.
Simple learning concept 6.
The learning process takes place sequentially and systematically 7.
The learning is informative, so that you can understand the basic knowledge of the material being taught 8.
Learning is realistic (according to actual conditions) and related to everyday life 9.
Every activity in learning helps improve my understanding 10.
I feel actively involved in learning 11.
I feel challenged to use this learning model.

12.
Experiential Learning based learning helps me to connect and receive subject matter 13.
In this learning model I learned things I didn't know before 14.
There was a change in the level of my belief and knowledge of the material 15.
The learning process can develop my personal knowledge and skills The calculation can be done using a Likert Scale [11]. The results of the assessment of the response to the use of experiential learning are:  Based on the above results, each question given has strong and very strong information so that the respondent gives a positive response to the use of experiential learning with a prototype. This is in accordance with the opinion of Falloon [12], which states that experiential learning can be used to develop students' thoughts and concepts, and find motivation and things that make students interested. Therefore, the use of experiential learning in learning can indeed attract students and students will give positive responses in learning. This is also in accordance with the results of research by Pamungkas [3], which states that the application of experiential learning is very suitable for use in mechanical engineering education because the learning model will increase student knowledge and learning outcomes.

Conclusion
In this research, a learning design based on experiential learning was developed which contained 4 main stages, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation. In experiential learning, a prototype solar tracker system is also used as a tool to provide an overview or visualization of the learning material presented to students. This learning design is structured in a lesson plan which is also equipped with a learning module.
When the experiential learning -based learning design trial was conducted, students gave positive responses or responses to the learning. This can be seen from the questionnaire given to students to assess or respond to the learning they have taken. Even within these classes, the class average score is relatively high. In 2 meetings, the average grade for assignments in the class was 81.725 and 83.325. If interpreted, the two class averages get an A-grade category, which has good information. This study shows that experiential learning can be an option in control system learning or even developed on other basic learning materials or competencies.


Improving the Writing Skill of the Students using Peer- Editing

The aims of this research were to identify: 1) whether peer-editing can improve the writing skill of the students and to what extent and 2) the classroom situation when peer-editing is implemented in the classroom. The method used in this research was classroom action research which consisted of two cycles with each cycle consisted of planning, acting, observing, and reflecting. The subjects of the research were the students of grade XI Bahasa dan Budaya of an SMA in Kudus in the academic year 2019/2020. The class consisted of 35 students which were made up of 23 girls and 12 boys. The qualitative data were gathered by observation, interview, and questionnaire, while the quantitative data were gathered by conducting pre-test, post-test 1, and post-test 2. The qualitative data were analyzed by using the interactive model of analysis, while the quantitative data were analyzed by comparing the mean score of the pre-test, post-test 1, and post-test 2. The research result showed that there were improvements in the writing skill of the students when peer-editing is implemented in the classroom. Based on the findings, it is suggested for the teacher to implement peer-editing with interesting activities. Additionally, it is recommended for the other researchers to carry other studies regarding peer-editing which involves the other variables. Keywords— classroom action research, peer-editing, writing skill.

INTRODUCTION
Writing, as one of the basic language skills, is more complicated than the other language skills (Javed et al, 2013). It is regarded as the most difficult skill for the students of English as a foreign language. However, writing can also help the students to improve their grammar and vocabulary as well as assisting the other language skills (Kellogg, 2008 in Javed et al, 2013). Therefore, writing is necessary for the students of English as a foreign language. In Curriculum 2013 in Indonesia, writing is also one of the basic competences which is stated as 'Menyusun teks lisan dan tulis' [Arranging oral and written text]. Unfortunately, many students in Indonesia did not realize the significance of writing skills. As a result, they are unable to write English sentences or texts correctly.
During the writing lesson, the students should at least be able to brainstorm, create an outline, write the draft, and write a complete text. They should also be able to revise the text that they write, all with good organization, rich content, correct grammar, correct spelling and punctuation, and a variety of vocabulary. However, as stated previously, many students are unable to write English sentences or texts correctly. As a consequence, the students may not realize their own mistakes during the process of revising.
There are various factors that caused the students to be unable to write English sentences or texts correctly. For example, in Grade XI of Bahasa dan Budaya, when the students are interviewed, several of them admitted that they hardly ever write anything in English outside the class. Some of them also said that they do not have any confidence in their writing skill and are afraid of other people's opinions regarding their writing. In addition, the dictation method used by the teacher does not increase the students' motivation and limits them to write only what the teacher says. Thus, it is important for the teacher to use a technique that can improve the writing skill of the students. There are many techniques that the teacher can use to do that and one of them is the peer-editing technique.
Peer-editing is a collaborative learning technique in which the students provide feedback to their peers' work (Hill, 2011). The objective of peer-editing is to improve the writing skills of the students and promote collaboration at the same time (Insai & Poonlarp, 2017). According to Galvis (2010), peer-editing can also create new opportunities for the students to work together and develop their collaborative skills. Additionally, in the latest research from Muthmainah (2019), peer-editing is defined as a classroom activity in which the students exchange their writing with their peers in order to be edited which will result in the improvement of the students' skill to recognize the mistake in their writing and correct them.
There are many advantages of using peer-editing in the writing classroom. According to Galvis (2010), peerediting allows the students to learn from both the revisions they receive and the revisions that they provide. It is an effective technique to increase their awareness of important organizational and syntactical elements in their writing that they might not recognize on their own. Additionally, the practice of peer-editing allows the students to practice and develop their other language skills as well as receiving more individual comments from their peers (Lundstrom and Baker, 2009). In the latest research conducted by Harutyunyan and Poveda (2018), the peerediting technique is considered a useful strategy to improve the students' critical thinking and collaborative skills. Thus, by implementing peer-editing during writing class, the students' writing, critical thinking, and collaborative skills might improve.
This article was written in order to report the result of the research about implementing peer-editing techniques to improve the writing skills of the students in grade XI of Bahasa dan Budaya in an SMA in Kudus. There were two objectives in this research which include: 1) to identify whether peer-editing can improve the students' writing and to what extent and 2) to describe the classroom situation when peer-editing is implemented in the writing class.

II. RESEARCH METHOD
The method used in this research was action research. According to Bailey (2001), action research is a method of collecting and interpreting data that involves a repeated cycle of procedures. Burn (2010) also stated that the main purposes of action research are to identify a 'problematic' situation that the participants, including teachers and students, consider worth looking into more deeply. Problematic here means an area that could be done better or subject to questioning for an improvement by implementing new ideas. Therefore, it can be concluded that action research is a method of collecting and interpreting data by the participants, including teachers and students, in order to find an area that could be improved by implementing new ideas.

Participants
This action research was conducted in one Senior High School (SMA) in the Kudus Regency. The subject of this research was the students of grade XI of Bahasa dan Budaya Departmentin the academic year of 2019/2020. It was a class consisting of 35 students made up of 23 girls and 12 boys.

Data Collection and Analysis
The data in this research were collected using several techniques which include: 1) observation, 2) interview, 3) questionnaire, and 4) test. Those data were analyzed using qualitative and quantitative methods. In analyzing the qualitative data, the steps from Miles et al (2014) were used. According to Miles et al (2014), there are four steps that must be taken in order to analyze the qualitative data, which include: data collection, data condensation, data display, and drawing and verifying conclusion.

Data collection
The first step was collecting the data. The data in this research was collected from the students and the teacher. Several methods were used in order to collect the data which include: the observation of the students during classroom activities, the interview with teacher and students, and the questionnaire to the students. Tests were also conducted for the students in order to know their writing ability.

Data condensation
The next step was condensing the data. In this stage, the data the researcher obtained from observation, interview, questionnaire, and tests were selected, focused, simplified, abstracted, and/or transformed. The data condensing process continued until the final report was completed.

Data display
The third stepwas displaying the data in which the data is organized to allow a conclusion drawing.

Drawing and verifying conclusion
The last step was drawing and verifying the conclusion. The conclusion of this research was drawn from the previous stages. It started from a light conclusion which maintains openness and became more explicit and grounded later on. The conclusion was verified as the research proceeded. focused on the students' writing ability and the classroom situation.
Meanwhile, in quantitative techniques, the researcher compared the mean scores of pre-test, post-test 1, and post-test 2. The improvement can be seen if the mean score of post-test 1 is higher than the mean score of pretest and the mean score of post-test 2 is higher than the mean score of post-test 1. The mean scores of the tests can be calculated using the following formula: The mean score of students' pre-test. ̅ = The mean score of students' post-test. ∑ = The sum of students' scores in pre-test. ∑ = The sum of students' scores in post-test. = Number of students.

III.
RESEARCH FINDINGS From the interview that was conducted, it was found that the students did not have any confidence in their writing skills and that they were afraid of other's people opinions regarding their writing. Some of them also stated that they never write any English texts or sentences outside of class. Additionally, the dictation method that the teacher used limited the students to write only what the teacher said. Moreover, from the questionnaire, it was found that most of the students like the English class but admitted that their scores are below the passing grade and not satisfactory. Asides from the interview and questionnaire, a pre-test was also conducted in order to obtain data about the writing skill of the students. From that, it was found that the mean score of the students in grade XI Bahasa dan Budaya was 73.14. It was lower than the school passing grade which was 77.00. The students' mean score of the pre-test and its indicators were shown in table 1. Based on the interview, questionnaire, and pre-test, it was decided that the students' writing skills needed to be improved. Peer-editing was chosen as a means to improve the writing skill of the students in this research. Peer-editing is a form of collaborative learning in which the students work in pairs of groups to review, criticize, and provide editorial feedback to each other's work. By implementing the peer-editing technique, the students learn to work together and become more aware of the language errors in their own work.
Once the data were obtained, the lesson plans for the meetings in cycle 1 were made. There were three meetings in cycle 1, each was conducted once a week. The materials used were taken from the school textbook. The teacher also prepared several tasks and papers for the students to write their text during the lesson. During cycle 1, the students were observed in order to know the improvement of their writing skills. Then, after cycle 1 was finished, a post-test 1 was conducted.
From the observation that was conducted in cycle 1, it was found that the students' writing skills improved. During the pre-test and the first meeting, for example, the students still made a lot of spelling and grammar mistakes. They also often repeated the same vocabulary in their text. However, in the second meeting, there were only a few spelling mistakes and their vocabulary began to vary. Then, during the post-test 1 that was conducted after cycle 1, the mean score of the student was better than the mean score in the pre-test. In the pre-test, the students' mean score was 73.14. But, in post-test 1, the students' mean score was 82.51. The students' mean scores of the pre-test and posttest 1 and each of its indicators was shown in table 2. However, from the observation, several problems which needed to be solved were also found. Those problems include: 1) the students' mistakes in using grammar for their text and 2) the students' low confidence when writing their text on the whiteboard.
Considering those problems, the research was continued to cycle 2. In cycle 2, to solve the problems regarding the students' grammar, the teacher encouraged the students to read more English text and ask questions if there is anything that they do not understand. Then, to solve the issue of the students' low confidence, the teacher increased the frequency of asking the students to write their sentences on the whiteboard.
After cycle 2 was finished, it was found that there were some improvements in the writing skill of the students. In cycle 1, the students still made a few spelling mistakes in their text. However, in cycle 2, the students' spelling mistakes became fewer and their vocabulary varies a lot more. The students also paid more attention to the lesson. They also became more active in answering and asking questions to the teacher. The mean score of the post-test 2 was also better than pre-test and post-test 1. In the pre-test, the students' mean score was 73.14 and, in the post-test 1, the students' mean score was 82.51. However, in post-test 2, the students' mean score was 83.40. The students' mean scores of the pre-test, post-test 1, and post-test 2 with each of its indicators were shown in table 3. However, during cycle 2, it was found that the students still do not have the confidence to write their English sentences on the whiteboard. To address this, the teacher encouraged the students to keep on writing texts and sentences in the English language and not to be afraid of other people's opinions regarding their writing.

IV. DISCUSSION
Based on the findings, there are several theories that can be generated which include: 1) The implementation of peer-editing in class can improve the writing skills of the students to a certain extent and 2) the classroom situation became more active when peer-editing is implemented in the English class. Those theories are supported by other relevant theories and references which are explained in detail in this section.

The Implementation of Peer-editing Technique Can Improve The Students' Writing Skill
Most of the students of grade XI Bahasa dan Budayaat an SMA in Kudus stated that they like the English lesson. However, most of them also admitted that they rarely receive a satisfying score and that their scores in writing tests are often below the passing grade. Implementingpeerediting technique in the classroom had improved the writing skill of the students. The improvement of the students' writing skill involves five different aspects of writing andeach improvement is discussed as follows: 4.1.1. Peer-editing technique can improve the students' writing skill in writing an organized text The research findings show that the text that the students write became more organized. By using the peer-editing technique, the students could compare their work with their peers' work and figure out which of the text has a better organization and what conjunction words should they use in a text. This finding is supported by Puegphrom and Chiramanee (2011) who said that the peer-editing technique can improve the students' language ability and create a better idea organization. The research that was conducted by Galvis (2010) also stated that peer-editing allows the students to learn both from giving and receiving reviews of others' work.

Peer-editing technique can improve the students'
writing skill in writing more related content in their text The research findings show that the content of the text that the students made became more complete. Before the peerediting technique is implemented, the text that the students made is not in line with the title. For example, one student wrote a text with the title "The Snow Queen", but the content of the text is "Snow White". However, when the peer-editing technique is implemented, the more knowledgeable students reminded their friends of whether the title and the content of their text are related or not. This finding is in line with Puegphrom and Chiramanee (2011) who said that peer-editing can improve the language ability of the students to create more complete content. It is also in line with the research that was conducted by Merina  use past tense such as using 'is' when it should have been 'was'. However, during the implementation of the research, the students whose grammar was inaccurate could compare their work with the work of the students whose grammar was accurate. They also asked those students about which grammar to use in their writing. Thus, they learned about their own mistakes and will be able to use the correct grammar in their next writing. This improvement in grammar is in line with Al-nafiseh (2013) who stated that peer-editing helped the students to know their mistakes in terms of grammar and other writing aspects. Additionally, the research that was conducted by Nirmala & Ramala (2017) also concluded that peer-editing techniques can develop the students' awareness of grammatical rules when writing. Thus, they are less likely to use incorrect grammar in their text.

Peer-editing technique can improve the students'
writing skill in writing a text with correct spelling and punctuation The research findings show that the students made fewer mistakes in spelling and punctuation in their text. From the pre-test that was conducted before the research was implemented, it was found that the students still made some spelling and punctuation mistakes. Some students use 'i' instead of 'I' whenever there was a first-person pronoun and there were also several students who did not use a capital letter when writing the name of a person. Some of them also wrote 'he husband' on their text when it should have been 'her husband'. However, during the implementation of the research, the students corrected their friends' mistakes in spelling and punctuation. The students who correctly used 'I' as a first-person pronoun instead of 'i' increased and they made fewer spelling mistakes in their writing. This finding is in line with Insai and Poonlarp (2017) who stated that peer-editing helps the students to notice their error and became more critical and aware of them when revising and editing their work. Because the students are giving and receiving correction, their understanding of the spelling and punctuation increased. Thus, the mistake in spelling and punctuation in their writing decreased. The research from Sanchez and Lozada (2020) also states that there was an improvement in the organization, capitalization, and punctuation in the students' text when the peer-editing technique is implemented.
4.1.5. Peer-editing technique can improve the students' writing skill in writing a text with a varied vocabulary The research findings show that the students' vocabulary increased and has more variety. Before the research was implemented, the students often use the same vocabulary over and over again like using the word 'but' often as conjunction and using the word 'fair' to describe something beautiful. However, when the research was implemented, the students pointed out when their peers used the same vocabulary over and over again. They also taught their friends about the synonym of a few vocabularies such as 'beautiful skin' for 'fair skin'. Thus, the students who received the reviews learned about more varied vocabulary. This finding is supported by Galvis (2010) who stated that peer-editing allows the students to learn both from giving and receiving reviews of others' work. By reviewing their peers' work, the students' vocabulary increased and has more variety. Additionally, in the research that was conducted by Insai and Poonlarp (2017), it was also found that the students who edit others' works subsequently implement their editing skills in their writing which caused them to become more critical of their text. It also provides them with the opportunities to negotiate and interact with each other which resulted in them learning new vocabulary.

The Classroom Situation When Peer-editing Technique is Used in the Writing Class
During the implementation of the research, the classroom situation was observed. From the result of the observation, it was found that the student became more active in the classroom. When the teacher was asking questions, more students answered enthusiastically. The students were also more active in asking questions when they were performing the task given to them. This finding is supported by Al-Nafiseh (2013) who stated that peerediting gives the students the motivation to communicate orally. It was also supported by the research that was conducted by Puegphrom and Chiramanee (2011) which conclude that peer-editing caused the students to have more confidence in their language ability.
However, from the observation, the problem with the students' confidence in their writing skill was also found. For example, when the teacher asked one of the students to come forward and write their sentence on the whiteboard, none of them was willing to volunteer themselves. It is most likely that the students were still afraid of making mistakes and what other people might say regarding their writing. To solve this problem, the teacher increased the frequency of asking students to write their sentences on the whiteboard. The teacher also encouraged the students to keep on practicing their writing and to not be of what other people might say to them regarding their writing. Aside from that, the teacher also encouraged the students to read English text more so that they did not make a lot of mistakes that can cause negative criticism on their writing. From the research finding, it can be concluded that implementing the peer-editing technique in the classroom can improve the students' writing skills. The classroom situation also improved in that there were more students who were asking and answering questions from the teacher. The Peer-editing technique allowed the students to learn from their friends' mistakes when they were editing their friends' work and applied what they have learned in their own writing. Thus, their understanding of their own language skill also increased. However, as could be seen from the research findings, there was still an issue when the peer-editing technique was implemented in the classroom. The issue that was found in this research was the students' low confidence in their own writing. As such, there is still room for improvement in this research. The teacher can create interesting activities to increase the students' confidence and the other researchers can use it as a reference for further research which is related to other aspects such as the students' attitude or motivation.


s2fieldsofstudy:
Education
Computer Science

text:
E-learning: An effective mode of teaching English as a Second Language

The benefits of e-learning in teaching English as a Second Language (ESL) are huge. The outbreak of the dreaded COVID19 pandemic has forced schools, colleges and universities to temporarily remain closed to fight the contagion. E-learning or online learning is a learning method which has been employed in such a difficult scenario to continue the teaching-learning process. Elearning uses various tools and systems to optimize the teaching-learning process through online platforms. For teaching ESL, the teachers should explore collaborative learning, communicative language teaching, and communicative task-based language teaching to enable learners to effectively participate in the e-learning process. The use of these approaches engages the students to interact and perform the assigned tasks enabling them to effectively learn the language in the online platform. The paper explores the various e-learning practices into making effective teaching of English as a second language. Various e-learning tools like the internet, video conferencing platforms like Zoom, Google Meet and Webex, Google Classroom, YouTube, podcast and vodcast, online-boards, mobile phones, and social networking sites like WhatsApp, Facebook and Twitter are explored to efficiently teach English as a second language. Further, the study investigated and analyzed an ESL classroom where various e-learning tools are used.

Introduction
The outbreak of the dreaded COVID19 pandemic towards the end of May 2020 till the present day has brought the world to a complete and partial lockdown. It has disastrously affected every establishment and the global economy. The education sector has also been badly hit by this unprecedented pandemic. Almost all the schools, colleges, and universities are forced to temporarily remain closed to fight the contagion. In such a situation, there is a fear of losing the academic year of the students, which will further hamper their future academic life. Many of the educational establishments have discontinued in-person teaching to restrain the spread of this deadly virus. The uncertainty of getting back to the normal teaching mode has prompted educationalists to adopt various innovative teaching methods. The educational establishments are on the lookout for ways to continue the teaching-learning process. Thus, there is an urgent need to develop proper plans to save the students and the academic fraternity from the impending danger of forever depriving them of their right to learning. E-learning or online learning is one such learning method that has been employed in such a difficult scenario. The paper explores the various e-learning practices into making effective teaching of English as a second language (ESL). Various e-learning tools like the internet, video conferencing platforms like Zoom, Google Meet and Webex, Google Classroom, YouTube, podcast and vodcast, online-boards, mobile phones and social networking sites like WhatsApp, Facebook, and Twitter are examined to efficiently teach English as a second language. Furthermore, the study investigated and analyzed an ESL classroom where various e-learning tools are used.

Literature Review
Information and Communication Technology (ICT) can be seen as an outgrowth of modern technology's substantial progress and is increasingly becoming an integral part of our everyday lifestyles (Sahin, 2014; AlTameemy & Alrefaee, 2021). E-learning or online learning is a new teaching-learning prospect for teachers and students to cater to an effective education process by combining computers and the internet (Jabeen & Thom as, 2015). Chhabra (2012) asserts that: "E-learning is a diverse range of technological tools and systems that can be utilized by capable and creative teachers to enhance teaching and learning situations. These are used to make learning more interesting, motivating, stimulating and meaningful to the students" (p. 2).
With its effective learning methods, e-learning is also used in teaching English as a second language. In language learning environments, the use of computers and the internet make way to design computer programs for language learning and teaching, which came to be known as Computer-Assisted Language Learning (CALL) (Guan, 2014). So, the use of computers and the internet in language learning and teaching created terminologies like CALL, e-learning, web-based learning, distance-learning or online learning (Gluchmanova, 2015). E-learning in ESL context can be termed as computer-enabled learning of ESL. In this teaching-learning process, the internet is used as a medium either as a main or additional educational source (Mutambik, 2018). It is believed that in traditional learning situations, spatial and temporal restrictions, if required, can be removed by elearning (Smith, 2000). In e-learning, students can learn listening, speaking, reading and written communication skills in authentic learning environments (Al-Hassan & Shukri, 2017).
Language education has used computer-based technologies since the 1960's (Davies, 2012a). Further, the emergence of the World Wide Web increased the use of computer-based technologies in the field of education. The recognition of e-learning in English language teaching (ELT) is a pertinent component of the technological advancement (Hellebrandt, 1999). Lee et al. (2003) contended that the use of Web-based instruction programs effectively enhances the communicative skills and oral efficiency of the learners as it offers a realistic language learning environment. Chhabra (2012) asserts that in the present technological era, the use of e-learning tools in ELT with its creativity and constructive activity will make learning more effective. Mutambik (2018) in his research involving the use of e-learning in English as a Foreign Language (EFL) in Saudi Arabia establishes the importance of using e-learning systems to effectively meet the requirements of the teachers and students. Research by Erarslan and Arslan (2020) show that for a successful integration of online learning to take place, e-autonomous learning practices among the students need to be developed, and learners should be assisted to make a controlled and conscious effort. They further indicate that students could find out their effective learning styles and outcomes when they have gained e-autonomy in their online learning (Erarslan & Arslan, 2020; Al Hadef, 2021). Zakarneh (2018) explored the effectiveness of e-learning in Arab universities and the research revealed that e-learning assists in acquiring vocabulary, development of the language skills and English language grammar. Ramos & Gatcho (2020) in their research examined the common writing problems faced by Filipino freshman college students in the online learning context and found that majority of the learners are either developing or fairly developing in their writing skills. Therefore, e-learning can be effectively used in ELT. With proper planning, e-learning can make learners develop their own learning styles and also it can effectively enhance such language skills as grammar and vocabulary.

Objective
The objective of the paper is to explore the diverse e-learning practices into making an effective teaching of English as a second language.

Methodology
There have been several arguments associated with e-learning in the education process. Learning pedagogy, financial issues, accessibility, life-long learning, flexibility and teacher-learner competencies are some of the arguments related to e-learning pedagogy (Dhawan, 2020). Relatedly, the current COVID19 crisis has led to the argument that e-learning serves as a boon to continue the education process (Dhawan, 2020). Therefore, in view of these observations, the study tries to look at the significance of e-learning in English language teaching and learning. The study is analytical in method. It is based on secondary sources like research journals, online sources and scholarly articles and classroom observation.
The study was carried out in a university in Meghalaya, a state in Northeast India. The participants in the study were undergraduate ESL students in their semester 1 pursuing Bachelor of Arts (Honours in English) and the teacher who teaches the course. The number of student and teacher participants taken for the study is 16 and 1, respectively. The syllabus of this undergraduate course has Academic writing in semester 1 as a taught course. The duration of the study is four months. The study was conducted during the lockdown period induced by the COVID19 pandemic. The various e-learning tools like the internet, Google Classroom, Google Meet, WhatsApp, podcasts, vodcasts, blogger.com and YouTube were used in the course of the study.

The use of e-learning tools in ELT
Various e-learning tools are available. Yale Center for Language (2015) broadly grouped these elearning tools into nine: audio recording and editing, video production, photo-editing (Pixir), clear's rich internet applications (multimedia projects), vocabulary learning, video conferencing (skype), presentation (Prezi), editing (Amara), websites, word reference (collaborative working and dictionaries) and e-portfolios (weebly). Son (2011) listed some online tools which are divided into twelve kinds and they are live and virtual worlds, communication content, learning management systems, Website creation, Web exercise creation, resource sharing, dictionaries, concordancers, wikis and blogs, utilities and Web search engines. These tools are believed to improve the efficiency of e-learning. They are the facilitators of e-learning. E-learning can be grouped in two categories called synchronous and asynchronous learning. In synchronous learning, real time interaction takes place. For example, meeting and interacting with students in Zoom, Google Meet, Webex, telephone conversations and instant messaging. Asynchronous learning does not require real time. The teachers interact with the students through text messages, email, discussion boards, PowerPoint presentations, etc. The students can refer to the materials provided to them in their convenient time. Teachers should use both synchronous and asynchronous learning to suit the learner's needs and enhance learning. For teaching ESL, the teachers should explore collaborative learning, communicative language teaching and communicative task-based language teaching to enable learners to effectively participate in the e-learning process. The use of these approaches engages the students to interact and perform the assigned tasks enabling them to effectively learn the language in the online platform. Some of the e-learning tools to teach English as a second language are: The Internet.
The internet has a remarkable prospect in teaching English as a second language. It has a vast source of information in various forms such as articles, courses, authentic materials, etc. With the help of the internet, online classes can be successfully conducted through online meeting platforms like Google Meet, Zoom, Webex, etc. Assignments can be sent to students through emails or they can be uploaded in Google Classroom or any Learning Management System. The students can get their assignments done through the various sources available on the internet. Online exams can also be given. The teacher can choose the difficulty level of the learners. Live interactions in online classes engage the students to practice their language skills. Various authentic materials like articles, audio-visual clips, movies, plays, etc. can be explored from the internet to teach English as a second language.

Google Meet, Zoom, Webex.
Google Meet, Zoom and Webex are video conferencing services used for business as well as online classes. They are a convenient platform as they can be logged in from a mobile phone, laptop, tablet, or computer anywhere. For online classes, these platforms can be conveniently used at the convenient time for both the teacher and the student. The teachers can interact live with their students. PowerPoint presentations and audio-video aids can be shared during the online interactions. For ESL classes, the teacher can teach speaking skills, voice modulation, phonetics, writing skills, listening skills, reading skills, and vocabulary through PowerPoint presentations and videos and audios. The students can be then asked to practice the concepts taught in the class through live interactions with their teachers. As for assessments, the students can be assigned certain topics and they can be guided to prepare PowerPoint presentations to be presented in the online platform.

Google Classroom.
In Google Classroom, the teachers can create an online classroom platform to manage files and documents for their students. What makes Google Classroom teacher-student friendly, is its incorporation of certain features like making announcements, creating assignments, storing classroom materials, and allowing students to interact efficiently. In ELT classes, the teachers can upload materials and the students can access them as and when required. Assignments and even assessments on various topics on writing skills, grammar, creative writing, vocabulary, etc., can be given and the students can upload them in the classroom. These assist the teachers in organizing their classes well and maintaining a record of the assignments given to the students. The students can also manage and access the materials uploaded by their teachers whenever they need.

Using YouTube.
YouTube videos are a vital source of teaching English as a second language. They can be used to foster pronunciations, language skills, vocabulary, etc. through communicative language teaching approach. YouTube offers authentic examples of everyday English (Chhabra, 2012; Zitouni et al., 2021) which can benefit learners who have English as their second language. They can be effectively exploited to enhance the language skills of listening, speaking, reading and writing (Chhabra, 2012). A group activity can be given to the students where a movie clip can be shown from YouTube. Students are given some time to reflect, discuss and interact on the clip. They can then be asked to write a play based on the clip. This will greatly enhance their communicative skills, writing skills and listening skills. In another activity, a movie clip can be shown to the students. The students are guided to narrate the remaining part of the story in their own words. They are given freedom to create their own stories. This activity assists them to be creative as well as to augment their speaking skills. Similarly, there are many learning videos in YouTube which aim to enhance English language. These videos can be filtered and used efficiently in the classroom to increase the effectiveness of learning English as a second language.

Online-boards.
Interactive whiteboards are student friendly and can be used by teachers for discussions in the online classroom. They are significant in online classes as they encourage collaborative teaching and learning. They greatly enhance the effectiveness of learning during online teaching as they encourage two sided interactions. Teachers can encourage students to develop their own blogs. They can be guided to write on topics of their interest and share them with their classmates. Discussion of the topic can then be done in the comment section. Videos and audios can also be uploaded. This tool greatly enhances the language skills of the learners as they are actively involved in the process. The teacher can even use the interaction in the blog as a form of assessment.

Mobile phones.
Mobile phones are an exceedingly convenient learning tool in the present situation. For online classes during these unprecedented pandemic times, mobile phones have become a blessing. They facilitate live online and offline interactions. Students can log in and attend live online classes anywhere. For teaching speaking skills, the teacher can ask the students to record their own voice using their mobile phones on a particular topic. This can be played in the online class followed by discussions, and further comments and observations can be given by the teacher. To teach writing skills, the students can be assigned to make a short video of around ten minutes on a current topic using their mobile phones. They are asked to write the script of the video and submit it along with the video. The teacher can assess the writing skills, speaking skills as well as the creativity of the students through the script as well as the video. This can be played in the class. Further discussions can lead to enhance listening and speaking skills. The whole process encourages the students to learn new vocabulary and also develops their communicative skills.

Facebook, WhatsApp and Twitter.
The social networking applications like Facebook, WhatsApp and Twitter play a pertinent role in online teaching and learning. These are user-friendly and both teachers and students are familiar with them. The current generation of students is active on these social networking sites. So, this can be used to create an interest and motivate the students to learn English grammar, vocabulary, communicative skills and language skills. Collaborative learning can be encouraged using these tools. Communicative language teaching approach can also be used for enhancing language learning using these sites. Groups can be created using these tools which allow easy access of information and interaction. For teaching vocabulary, new words can be put up in the group and the students can be asked to make sentences of their own. These sentences can be then asked to post in the group so that the entire group can learn and enhance their vocabularies and its usage. Writing, cognitive and creative skills can also be greatly enhanced by using these social networking tools. It also becomes a platform to express their thoughts and creativity and share with the world. These tools also help teachers to extend their interaction time with the students. The students can practice speaking and writing skills at their own leisure time. Moreover, most students are active while using these social networking tools. So, they can be used to boost their morale and confidence.

Podcast and Vodcast.
Podcasts (syndicated audio files) and vodcasts (syndicated video files) are an important element in online teaching and learning. They help students to explore, observe, process and interpret. They greatly encourage collaboration and creativity. Communicative task-based teaching approach can be used to effectively enhance language learning using these tools. The teacher can record and distribute lessons through podcasts and vodcasts anytime, anywhere. The students can in turn access these materials at their own convenient time. The teachers can also share authentic materials through these tools. For ESL learners, the teachers can assign tasks like taking an interview of friends, relatives or family members about their culture. This enhances their communicative skills as well as helps in understanding the culture of that particular community. Students might be asked to share these podcasts and vodcasts in the class which may further engage them to actively participate in collaborative learning thereby enhancing their language learning process.

Classroom observations
During the study, the teacher used the internet and successfully conducted the online classes. The teacher used Google Classroom, Mobile phones, YouTube and WhatsApp to send assignments, materials, podcasts, vodcasts and PowerPoint presentations. For live classes, Google Meet platform was used. The student participants used the internet to research on the topics provided to them. Active participation of the student participants in the form of PowerPoint presentations and discussions were possible through the use of the internet. The students were given the tasks to discuss on the topics assigned to them through blogger.com.
The study indicated that the use of the e-learning tools has facilitated the teaching-learning process. The student participants received the online materials well. They could research on the topics provided to them through various search engines. Their writing skills were nurtured through blogger.com. The student participants were asked to upload their writing tasks in blogger.com in the initial stage of writing. The discussion forum enabled them to critically analyse and improve their writing skills. Based on their discussions, the teacher assessed their writing skills. After the final draft was ready, the student participants made a PowerPoint presentation and presented in the class. The presentations were conducted in Google Meet. The listeners received the presentations well. The student participants felt that the discussions after the presentations were lively and interactive. The teacher assessed and gave feedback based on their academic writing skills and content. The student participants felt that the various e-learning tools have made them engage in diverse constructive activities during the lockdown. The use of the search engines has assisted them to be independent learners. The uses of blogger.com, PowerPoint presentation, podcasts and vodcasts while learning have made them explore new avenues. These enhance their creativity, critical thinking and motivation level thereby improving their academic writing skills. Relatedly, the teacher felt that the use of the various e-learning tools is a boon in these unprecedented pandemic times. The teacher found that the teaching process using e-learning tools has kept the participants engaged with their assignments. Some drawbacks were also observed in this process. Both the students and teacher felt that the internet connectivity was often not reliable. Some of the students found it difficult to attend the live online classes as they were stationed in places with little or no internet connectivity. In the beginning, the teacher found it difficult to use these tools. However, after some online research and assistance from family members, the teacher could actively and effectively conduct the classes. The teacher and the students were of the opinion that the absence of physical presence greatly made a void in the teaching-learning process. They felt that peer interaction and discussions were more effective in the physical classroom. However, in the current difficult circumstance, both the teacher and the student participants felt that e-learning is the only way to continue the teaching-learning process.

Conclusion
The benefits of e-learning in ELT are immensely huge. But, e-learning may pose various challenges towards its effective implementation. Some of the challenges are teacher and learner competencies, connectivity issues and financing issues for procuring its technological devices. However, under this unfortunate pandemic situation, e-learning seems to be the only alternative to continue the teachinglearning process. E-learning, therefore, should be encouraged by trying to overcome the various difficulties. In ELT, teachers should encourage the use of collaborative learning, communicative language teaching and communicative task-based language teaching to ensure active participation of the learners in the e-learning mode. As the tasks and activities involve the learners to perform and complete the assigned work, the objective of learning ESL is achieved. The various e-learning tools create ample constructive and creative opportunities for the learners to effectively learn the language. The teachers have to be creative and explore the diverse e-learning tools to engage the students into learning the language. In the study, it is found that the use of the e-learning tools has facilitated the teaching-learning process in the ESL classroom. It has greatly enhanced the motivation level, creativity and critical thinking of the student participants. The study also indicated some challenges in using the e-learning tools like internet connectivity and effectiveness of peer interactions. Notwithstanding the various challenges, both the teacher and the student participants felt that elearning is the only way to continue the teaching-learning process in the present unprecedented COVID19 crisis.


s2fieldsofstudy: Education Psychology

text:
Investigating the Effects of Sociodemographic Characteristics on Psychological Factors That Impact on Educational Process of Adult Learners in Second Chance Schools in Greece

The present study deals with the influence of various psychological factors faced by adults during the educational process at Second Chance Schools in Greece. We studied how the feelings of shame, anxiety and depression were associated with the demographic characteristics of the adult learners of these schools. Ninety-five trainees took part in the research whose results indicated that socio-demographic characteristics have an impact on psychological factors that can contribute to the educational process of adult learners. Sex and marital status were related to the feeling of shame (especially the body shame) and this may be an inhibitory factor to initial integration in or continuation with the studies in SCSs. Single and employed individuals were less vulnerable to development of depression and anxiety disorders, which has been found to have a negative effect on academic achievement. Based on such aspects, counseling approaches and interventions could be designed and implemented by Counselors Psychologists to improve the counseling services provided by the SCSs.

In all Second Chance Schools worldwide, their initial goal is to reconnect with educational systems while their ultimate goal is to combat unemployment and marginalization (European Commission, 2001). Many studies conducted in the literature show that to a large extent, the primary goal of Second Chance Schools has been largely achieved (Smyth &Hattam, 2004;Wyn, Stokes, & Tyler, 2004;TeRiele, 2000).
Second Chance Schools are also seen as an additional opportunity for people who due to having experienced school failure, face social and emotional isolation and exclusion (Munns & McFadden, 2000). Numerous studies show that SCS structures significantly contribute to strengthening of "social capital" (Ross & Gray, 2005).
In Greece, the basic principles of Adult Education have been applied in Second Chance Schools (Kokkos, 2005). Additionally, transformative learning is employed to address the dysfunctional and stereotypical perceptions in which a person is trapped in during his lifetime (Kokkos, 2017;Mezirow et al., 2007). Another very crucial innovation in SCS structures is that they are transformed from places of "knowledge transfer" to places of "knowledge production" (Vergidis, 2003). This transformative process is attained by the use of an open and flexible curriculum (Vergidou, Vergidis, & Ifanti, 2018).
The in-depth study of issues related to lifelong education is extremely important to all societies. This is especially so where research addresses the impact of education among vulnerable groups and how to facilitate educational process for such groups. Lifelong learning aids in completion of the basic compulsory education, the reconnection of its trainees to educational systems, participants' social and economic development, enhancing participants self-esteem and the improvement of their position in the workplace (Asimaki, Kiriazopoulou, & Vergidis, 2016;Vergidis et al., 2007;Vergidis & Prokou, 2005). By completing their education, the trainees are expected to significantly improve their cooperation, problem-solving ability, initiative and synthetic skills (Marmarinos, Sakellari, & Tzoumaka, 2008;Glaroudi & Katsani, 2008). An investigation into the factors that interfere or facilitate educational process in specific educational contexts will provide knowledge that can improve SCS and the social and economical status of the adult learners.

Empowerment through the educational process
Adult Education, as a scientific field, can serve as a starting point for human development worldwide (Kasworm, Rose, & Ross-Gordon,2010). The process of Adult Education develops active citizens in the society who are informed about a variety of issues as shown by the Hamburg Declaration. In Greece, basic education is defined as the successful completion of kindergarten, primary and secondary school. Basic education should be an inalienable right for all citizens globally regardless of age, gender, origin, and nationality. Therefore, Adult Education should be given as much attention as that given to the education of minors (Unesco, 1997).
Among persons who have not completed basic education, empowerment can be attained through undergoing Adult Education (Leve, 2001). Learners are empowered by the acquiring basic skills, undergoing training, by using the transformative theory of learning and promoting critical thinking (Papaioannou & Gravani, 2018). Through education, adult learners undergo fundamental structural changes and significantly expand their horizons, so that they can successfully cope with everyday challenges (Merizow, 1991).
Specifically, empowerment occurs when education is provided to marginalized populations (Apple, 2004). In the sector of Adult Education, it is found that adult learners feel more empowered on an interpersonal and personal level after completing educational programs (Prins, 2008). Thus, education can be used as a tool to address the social exclusion of socially vulnerable groups (Kump & Krasovec, 2007;Bowman & Burden, 2002).

The experience of shame
The concept of shame refers to an individual's acceptance of the existence of a "defective self" (Tangney & Dearing, 2002). According to Lewis, the person who is ashamed has the need to hide from his environment, feels angry, uncomfortable, worthlessness and inadequate finally completely personifies these thoughts such that he loses his ability to think and act in a healthy manner. (Lewis, 2003).Generally, shame is a painful emotion and the person experiencing shame feels like he has committed an immoral, dishonest or inadmissible act (Lewis, 1971).
Shame is fundamental in self and the social development of the individual as it largely impacts on his or her psychological adaptation to various conditions (Mills, 2005). There appears to be a correlation between shame and psychopathology, however, the exact interaction between the two factors has not been clarified to date (Andrews et al., 2002). Furthermore, high levels of shame can negatively affect not only an indvidual's mental development but also his or her physical development (Kemeny, Gruenewald, & Dickerson, 2004). A study by Bosma and his colleagues found a positive correlation between low educational attainment and feelings of social inadequacy and shame. People who had attained at lower levels of educational reported more intense feelings of shame when compared to people with higher levels of education (Bosma et al., 2014).

Depression
Depression is a mood disorder that significantly affects the functionality of the individual in many areas of everyday life (American Psychological Association, 2013). According to the World Health Organization, depression is a contributor to dysfunction worldwide: two hundred and sixty-four million people of all ages around the world suffer from depression. Women are more likely have depression when compared to men and severe form of this disease can lead to suicide (World Health Organization, 2020). Depression can significantly affect the psychosocial dimension of human existence, especially if it is not detected and treated in a timely manner (Lecrubier, 2001).
The degree and direction of the relationship between education and depression has already been established and investigated for decades (Dohrenwend et al., 1992: Holzer et al., 1986: Adler et al., 1994. Research that has taken place clearly shows a positive correlation between low educational attainment and depression in adulthood (Miech & Shanahan, 2000).

Anxiety
Anxiety is a feeling that most people experience or have experienced especially in this day. In many cases, this feeling, depending on its intensity, may be a driving force for an immense serious decrease in an individual's functionality (Horwitz, 2013;Atif et al., 2016).
The transition from simple stress to the onset of an anxiety disorder occurs when the subjective feeling experienced is intense and disproportionate its cause and it impact a person's daily functionality. Anxiety disorders are the most common mental illnesses (Kessler et al., 2005& Quilty et al., 2003.
The exact relationship between a low level of education and anxiety has not been established (Bjellant et al., 2008). However, research data shows strong evidence that people without a completed basic education experience higher levels of anxiety when compared to those with a higher level of education (Miech et al., 1999: Andrews et al., 2001.

The main research questions include:
 Do the trainees of Second Change Schools in Greece experience feelings of shame based on to their socio-demograpic characteristics?
 Do the trainees of Second Change Schools in Greece experience feelings of depression based on to their socio-demograpic characteristics?
 Do the trainees of Second Change Schools in Greece experience anxiety disorders based on to their socio-demographic characteristics?

Method
A request to conduct of the research submitted by the research team was approved by the Ministry of Education, General Secretariat for Lifelong Learning, Directorate for Lifelong Learning, and the Department of Curriculum and Study Programs. Consent was also sought from the Directors of both SCSs before informing potential participants about the research purposes and processes.
The participants were all SCSs trainees selected based on the following eligibility criteria: a) aged > 18 years, b) an ability to speak and understand the Greek language and c) voluntary participation in the study.
Data collection was done using four different data collection tools: Demographic data questionnaire: this collected information about age, gender, religious beliefs, marital and occupational status. (Andrews B., Qian M., Valentine J. D., 2002).

Experience of Shame Scale-ESS
The ESS is a self-reported questionnaire derived from a semi-structured interview. It enquires whether an interviewee has felt ashamed of his or her specific personal characteristics and behavior (Andrews & Hunter, 1997). It measures a person's tendency to feel ashamed and not to feel guilty. It evaluates shame as a dispositional characteristic and not as a response to specific situations. It consists of 25 items which are rated in a 4-point scale. The items are divided into three subscales: characterological shame, behavioral shame and bodily shame which are scored separately. The scores for each sub scale are then summed up to a total score: higher scores indicate more frequent and/or more intense experiences of shame.

Patient Health Questionnaire -9 (PHQ-9).
PHQ, a self-administered questionnaire developed on the basis of the clinician-administered Primary Care Evaluation of Mental Disorders (PRIME-MD) (Spitzer, 1994), was translated to the Greek language by Karekla et al. (2012). The PHQ-9 is a 9-item depression module adapted from the full PHQ that is used to diagnose major depression. Respondents res.ccsenet.org Vol. 13, No. 2; answered nine questions based on a four-point scale, and the sum of the scores can detect zero, mild, moderate or even major depressive disorder. It has been validated for use in primary care (Cameron et al., 2008) and can be used to make a tentative diagnosis of depression in at-risk populations. It will be necessary to emphasize that for reasons of securing the licensing in order to conduct the investigation and according to the instructions of the Ministry of Education it was necessary to modify the questions that investigated the suicidal tendencies of the participants, so as not to raise such personal and sensitive issues.
The STAI is a commonly used measure of trait and state anxiety. It is used in clinical settings to diagnose anxiety and to distinguish anxiety from depressive syndromes. It is often used in research as an indicator of caregiver distress (Greene et al., 2017, Ugalde et al., 2014. It consists of 20 items that assess trait anxiety and 20 items that assess state anxiety. All items are rated on a 4-point scale with higher scores indicating greater anxiety.
Printed questionnaires were administered to the SCSs trainees at the beginning of May 2019 who after obtaining written informed consent to participate in the research by the Counselor Psychologist at each SCS. Each individual session lasted 30-45 minutes.
There were no interventions used or experimental manipulations done.

Reliability of data collection tools
Reliability indicates stability between different successive measurements assessed using the same tool. The reliability of internal consistency or coherence assesses the degree to which a measuring instrument is homogeneous. This assessment was made using the Cronbach's index; values greater than 0.7 are considered satisfactory (Ouzouni & Nakakis, 2011). The Cronbach's Scale for the Experience of Shame scale was 0.808 on both the overall and individual scales of this questionnaire (Table 1).
Cronbach's score for the Spielberger State Trait Anxiety Inventory was 0.889 on both the overall and individual scales of this questionnaire (Table 2). Finally, Cronbach's Alpha in the Patient Health Questionnaire-9 (PHQ-9) was 0,853 (Table 3).

Data analysis
Research results were recorded in a worksheet in the SPSS statistical package for statistical analysis. We assessed for correlations between the factors gender, age, religion, marital and professional status and scores in both the individual scales and in the overall shame scores.
The existence or non-existence of an association between the scores of the PHQ-9 scale (Patient Health Questionnaire-9) and the factors gender, age, religion, marital and professional status was also assessed.
The correlations between the total and the individual stress scales in the Spielberger Stress Questionnaire and participants characteristics were also evaluated.
As regards their professional status, 42.1% (40) were unemployed, 37.9% (36) were employed in the private sector, 10.5% (10) were employed in the public sector, 6.3% (6) were retired and 3.2% (3) were unable to work as they had a disability certificate from Governmental Disability Certification Centers (Table 4).

The Experience of Shame Scale (ESS)
The table number 5 presents the range of values, the average, the standard deviation and the median value for the three different types of shame: characterological shame, behavioral shame, and bodily shame, and the total score of the Scale for the Experience of ( Table 5).
A highly positive and statistically significant correlation was found at a significance level of 0.01 between the gender and physical shame (r = 0.27). Women felt higher levels of physical shame when compared to men. A participant's marital status was highly negatively correlated with the overall experience of shame (r = -0.21) and with the characteristic shame (r = -0.21); this was statistically significant. People who were divorced, unmarried or widowed experienced lower levels of shame (both characteristically and overall) when compared to married people with or without children. There was no correlation observed between other participant characteristics and shame (Table 6).

Depression as measured by the Patient Health Questionnaire-9 (PHQ-9) scale
Finally, the depression factor was assessed with the Patient Health Questionnaire-9 (PHQ-9) scale. The table number 7 presents the range of values, the average, the standard deviation and the median value for each of the 9 items measured on a 4-point scale separately and the total score (Table 7).
A highly negative and statistically significant correlation was found between of marital status (r = -0.24) and occupational status (r = -0.23) and the depression score; this was at a significance level of 0.05. People with fewer family responsibilities had lower levels of depression compared to those with more family responsibilities. Moreover, workers had lower rates of depression when compared to participants who were unemployed (Table 8).

The Spielberger State Trait Anxiety Inventory
The table number 9 presents the range of values, the average, the standard deviation and the median value for firstly State Anxiety which refers to transient anxiety and secondly trait anxiety which refers to the stress experienced by the individual as a permanent condition and for the total score of the Scale for the Experience of Shame (Table 9).
Highly negative and statistically significant correlations were observed between both transient (r = -0.26) and permanent stress (r = -0.26) and marital status (at a significance level of 0.05). Furthermore, a highly negative and statistically significant correlation between the overall stress score and marital status (r = -0.28) was observed (in significance level 0.01). It appears that people with fewer family responsibilities experienced lower levels of stress (transient, permanent, and overall) when compared to people with more family responsibilities.
Furthermore, highly negative and statistically significant correlations were identified at a significance level of 0.05 between both permanent (r = -0.25) and total stress (r = -0.23) and occupational status. Analyzing the above, it seems that rehabilitated people experience lower levels of total and permanent stress compared to the unemployed (Table 10).
Age and religion were not correlated with any of the factors under investigation. More specifically, there were no correlations between age or religion and shame, depression or anxiety.

Discussion
This study illustrated the effect of socio-demographic characteristics on psychological factors which could contribute to educational process experienced adult learners. A participant's gender was related to the feeling of shame: this may be an obstacle to initial integration in or continuation with studies at an SCSs. Based on the typology of barriers to studying in Adult Education proposed by Cross (1981), these barriers are categorised into three groups: situational, institutional, and dispositional. The feeling of shame could be described as a dispositional obstacle, i.e., those related to the perceptions created in learners about their ability to complete the training. On the other hand, family burdens are a typical situational barrier that describes difficulties faced by an adult at a certain period of his life that affect his availability to participate in educational activities. This finding concurs with Rubenson and Desjardins (2009) who showed that situational barriers were more common in women. The participation of individuals in educational programs in the adult phase of their lives may be limited -among other things -by individual characteristics, such as e.g., their sex or age. These barriers, limit an adult's options for lifelong learning.
The effect of gender on body shame was a main finding from this study. The unattractiveness considered that produces shame and loss of interest and pride about our own bodies (Lewis, 2003). According to Gilbert (2005), factors that connect and enhance the feeling of shame include the stress of social interaction, a higher sense of inferiority, a perception of lower social power and a tendency to view oneself less favorably than others. Adult learners experience all these factors. A correlation has been found between marital status and characterological shame, where unmarried, divorced and widowed were more affected that single persons. This point vividly illustrates the impact of social context and environmental conditions on how we react with shame and separates it from the shame we feel due to our innate performance and personality. The study of Leeming and Boyle (2004) also points out this distinction between the effects personal and social factors on experiencing shame.
Our findings align with previous theory and research that has shown that single and employed individuals are less predisposed to development of depression when to married and unemployed persons (Crepet, 1993;Prince, 1999;Pugliesi, 2009;McLaughlin, 2010). Information on these relationships is critical to improving the learning process since depression can affect motivation for learning and an individual's problem-solving efficacy (Lazarus, 1991). Additionally, depression influences how a person manages previous failures and avoids new one failures (Andrews, 2009).
The results of this study also agree with existing published works regarding the anxiety experienced by unemployed and married adults (Bartley, 1994;Lahelma, 1992;Ross, 1995;Wishman, 1999;Scott, 2010). Extensive research has been done on the prevalence of anxiety in educational institutions where anxiety has been found to have a negative effect on academic achievement (Zeidner, 2014).
res.ccsenet.org Vol. 13, No. 2; In Adult Education, learning processes are hampered by psychological barriers faced by adults due to their self-perception and possibly by their own doubts about the environment in which they live. Adults' motivations and aspirations change with time and such psychological barriers can make it difficult for them to participate in educational processes (European Commission, 2012). Ιn the educational conceptual framework, detection of negative emotions is very important and thus it has been linked to learners' assessment, satisfaction and learning performance (Rowe, 2014;Pekrun, 2014). Comprehending such emotions can help develop theoretical and practical strategies to optimizate educational processes (Rowe, 2018). Recognizing the diversity of obstacles faced by learners can help advance of appropriate educational methods that are not only adapted to individual needs but are also used to select appropriate training interventions. Any actions that can facilitate understanding of individual needs, characteristics and situations of lifelong learners can improve their access to learning opportunities throughout their lives.

Review of European Studies
The present study highlighted internal variables that could be related to adults' learning activities. There is a need to overcome barriers to Adult Education to make it feasible and sustainable for all learners regardless of their existent social needs.

Strengths and Limitations
The present study looked into the impact of psychological factors on educational process of vulnerable adult learners. The strengths of the research include the use of discreet and in-depth methods to obtain personal information that may affect one's decision to join a school, and his or her entire school attendance.
There were some limitations. The number of the participants was relatively small, and questionnaires were distributed in only 2 schools in Greece. It is possible the results of this study may not be generalizable to all the SCSs students in the Greek territory.