MATAI: International Journal of Language Education
website: https://ojs3.unpatti.ac.id/index.php/matail
Volume (3) No. 2 (2023)
Pp. 55-66 accepted in 28 Mei 2023
e-ISSN. 2774-6356

Students’ Satisfaction Towards Online Learning
at English Education Study Program
Benjamin Jeremias1,
Pattimura University
Helena M. Rijoly2*
Pattimura University
*e-mail: rijolyhelenadell@gmail.com
Sophia Binnendyk3
Pattimura University

Abstract
This study aims to explore students’ satisfaction during online learning process related to 3
aspects which are: Course Structure, Online Learning Flexibility and Technology Quality
in English Education Study Program of Pattimura University. This study was conducted
with Mixed Method research design using questionnaire as the data collection technique.
There were 2 types of questionnaires: Close-Ended Likert Scale questionnaires and OpenEnded Questionnaires. The participants were the active students of English Education Study
Program of Pattimura University batch 2017, 2018, 2019 and 2020. The result shows that
students’ satisfaction rate is between Satisfied and Satisfied Enough. This means that the
satisfaction rate is average. The study also produces a collection of students’ feedbacks and
suggestion.
Keywords: Students Satisfaction, Course Structure, Online Learning Flexibility,
Technology Quality, Students’ Feedback
DOI: 10.30598/matail.v3i2.8783
INTRODUCTION
Online learning was chosen as the best alternative options by the government to
ensure that learning and teaching process continue even during pandemic situation.
Teachers and lecturers all over the world facilitated learning through internet either
synchronous or asynchronous using various program and platforms without have to be in
school and campus. Students were also restricted to come to campus and instead must study
from home through internet. To address this situation, the campus stakeholders have utilized
learning management system and created new regulations related to the application of the
system and platform of studying and teaching from home.

55

In regards to the running of online learning, there are several aspects needed by both of
lecturer and the students to support the learning process such as the course structure, online
platform used and human resources that are able to engage and managed the online learning
process. A well-designed component of online course will be able to ensure satisfaction as
well as improve the learning experience and boost academic achievement (Ghaderizefreh &
Hoover, 2018). Learning platforms, apps, and other technology should be correctly chosen
to support the main objective of the subject as well as suitable with students’ technology
use ability is also another aspect (Hardini, Setyarini, & Harto, 2021). The online learning
and teaching learning experience must also satisfy the attributes of stimulation and
attractiveness (Agyeiwaah, Baiden, Gamor, & Hsu, 2022) where the design of the classroom
engagement left students motivated and excited.
English Education Study Program of University of Pattimura has employed online
learning as an immediate action to adhere to national policy regarding Covid-19 since March
of 2020. Lecturers, students as well as the education institute was thrown in to the depth of
unknown and scrambling to learn as we go. Currently, the English Education Study Program
has resumed the offline and onsite class due to the low rate of covid-19 cases and according
to local authority protocol. Nevertheless, the returning to classroom does not mean returning
to the classroom and learning process that we know before the pandemic. The teaching and
learning process nowadays have an integrated a hybrid approach in the classroom design.
This research was conducted at the end of 2021 and early 2022 where students and teachers
have learned so much during the 2 years’ time and was preparing to return to onsite
classroom. The discussion of student satisfaction is crucial as means to reflect and analyze
the process of teaching that has been conducted and to gain feedback on what to improve in
the future application of online learning.
Student satisfaction in online learning can be defined as “a short-term attitude resulting
from an evaluation of students’ educational experience, service, and facilities”
(Weerasinghe & Fernando, 2018) of the online learning process. It is an aspect that
encourage academic performance and continued participation in online class (Aldhahi,
Alqhatani, Baattaiah, & Al-Mohammed, 2022) and Academic success (Jeong, Kim, Kim,
& Jeong, 2022). A preliminary study was conducted by means of a focus group discussion
where students of English Education Study program gave a mixed responses on their online
learning experience. Students discussed the challenges they faced with technology and
platform use, the teaching style and course structure as well as the design and application
of the online learning. This preliminary study is in line with Harsasi & Sutawijaya (2018)
who emphasized that the four variables that influence students’ satisfaction in online
learning are course structure, online learning flexibility, online tutorials quality, and
technology quality.
This study was conducted to assess students’ satisfaction towards online learning at
English Education Study Program and to gather feedback from the students on their general
opinion and suggestion to improve online learning process as to also improve the
satisfaction rate for future online learning in English education study program. The study
adapted Harsasi & Sutawijaya (2018) work where it took three out of four factors that
influence students’ satisfaction that can be seen from the model below:
Course Structure
Course Flexibility

Students’ Satisfaction
56

Technology Quality
Chart 1 Determining Factor of Students Satisfaction used in this study

Course structure is the structure of course content, which is the systematic of lesson
delivery which includes the course syllabus and lesson design and presentation. Meanwhile,
online learning flexibility covers the professionalism of the lecturer in handling the whole
of teaching and learning process in an online learning setting. It is in how the lecturer
manage the time in an online learning process and build up good interaction between
lecturer and the students also between students and students. Online flexibility also regards
the language use by the lecturer, how lesson objectives and goals are conveyed, opening
opportunity for learning for both active and passive students. Lastly, technology quality is
related to the internet connection, access to gadgets and technology which can influence the
whole of online learning process.
METHOD
The study applied the explanatory mixed method research. It was conducted at
English Education Study Program of FKIP Unpatti which targeted students from academic
year 2017, 2018, 2019 and 2020 at Pattimura University. These students were, at the time
of the research, registered as active students. The total number of students for these 4
academic year were 375 students. Proportional stratified sampling (Gay, Mills, & Airasian,
2012) using Yamane’s Formula (Yamane, 1967 in Sugiyono, 2014; Osahon & Kingsley,
2016; Israel, 2003) was used and yielded an estimation 194 samples needed for the
questionnaire response. The participants were selected randomly and were asked to
complete the questionnaire which aimed to get 194 students and get an even number of
representations from each batch.
The instrument used was questionnaire with Close-Ended and Open-ended questions
and statements. The close-ended questionnaire consisted of 18 statements which were
adapted from Harsasi & Sutawijaya (2018). Statement number 1-4 were on Course
Structure, number 5-11 were on Online Learning Flexibility, and number 12-18 were on
Technology Quality. Student respondents were to choose from a Likert scale of 1 (Strongly
Disagree) to 4 (strongly agree). There were two open-ended questions added to the
questionnaire. The first question was to find out students’ general perception or opinion
about online learning process in pandemic situation. The second question was used to gather
students’ suggestion on how to improve students’ satisfaction in online learning at English
Education Study Program. This study was conducted at the end of 2021 to early 2022 where
due to Covid-19 heath protocol restriction still in place, the questionnaire was distributed
online.
The data were then calculated to get the satisfaction rate using the procedure adapted
from Zunaidah & Amin (2016). First, each of the likert scale options were assigned score:
Strongly Agree is 4, Agree is 3, Disagree is 2 and Strongly Disagree is 1. These scores were
totaled for each of the questionaire items. Then calculated using the following formula:
𝑻𝒐𝒕𝒂𝒍 𝒐𝒇 𝑹𝒆𝒔𝒑𝒐𝒏𝒅𝒆𝒏𝒕 𝒔𝒄𝒐𝒓𝒆

𝑺𝒂𝒕𝒊𝒔𝒇𝒂𝒄𝒕𝒊𝒐𝒏 𝒓𝒂𝒕𝒆 = 𝑴𝒂𝒙𝒊𝒎𝒖𝒎 𝒔𝒄𝒐𝒓𝒆 𝒇𝒐𝒓 𝟏𝟓𝟖 𝒓𝒆𝒔𝒑𝒐𝒏𝒅𝒆𝒏𝒕𝒔 𝐗 𝟏𝟎𝟎

57

The result was assessed based on the Satisfaction Criteria Indicator below adapted
from Zunaidah & Amin (2016) and Sugiyono (2014).
85-100
70 – 84.99
55 – 69.99
40 – 54.99
0 – 39.99

Extremely Satisfied
Satisfied
Satisfied Enough
Not Satisfied / Unsatisfied
Extremely Unsatisfied

The qualitative data was obtained from the open-ended questionnaire questions. It was
then treated with the thematic analysis technique (Nassaji, 2015) which prescribes the six
steps in analyzing the data: Familiarization, Generating Initial Codes, Searching for Theme,
Reviewing Theme, Defining and naming the themes, and producing report.
FINDINGS AND DISCUSSION
The research targeted 194 students as the respondents in this research. However,
there were only 158 students who completed and submitted their responses to submit the
questionnaire which shared by the researcher. That means, this research was able to obtain
85% of the targeted respondents. Lindemann (2021) and Willot (2019) stated that an average
survey response rate of between 33% - 50% or higher should be considered “excellent in
most circumstances”. These 158 respondents are students from batch 2017 (23 respondents),
2018 (36 respondents), 2019 (51 respondents), and 2020 (49 respondents) at English
Education Study Program Pattimura University.
FINDINGS
Close-Ended Items Questionnaire Findings
The result of this research shows a high rate of Students’ satisfaction towards online
learning process at English Education Study Program as seen from 3 satisfaction aspects:
course structure, online learning flexibility and technology quality. This result can be seen
in the following result table.
Table 1 Close-Ended Questionnaire Responses on Satisfaction for Course Structure, Course Flexibility and technology
Quality

Questionnaire Items

Max Score
for 158
respondents

Total
Respondents
score

%

Satisfaction
Criteria

COURSE STRUCTURE
Q1. Material is structured
and systematic
Q2. Learning objective
displayed properly
Q3. Online material is
arranged in logical

632

498

78.80

Satisfied

632

490

77.53

Satisfied

632

502

79.43

Satisfied

58

and understandable
way
Q4. OL include all
material I need

632

469

74.21

Satisfied

ONLINE LEARNING FLEXIBILITY
Q. 5 flexibility in
managing study time
Q6. OL benefit me
Q7. OL benefit me
Q8. Flexibility to divide
time with other
activity
Q9. can manage time
effectively
Q10. save time
Q11. OL makes me want
to skip class

632

470

74.37

Satisfied

632

426

67.41

Satisfied Enough

632

461

72.94

Satisfied

632

426

67.41

Satisfied Enough

632

436

68.99

Satisfied Enough

632

393

62.18

Satisfied Enough

632

361

57.12

Satisfied Enough

TECHNOLOGY QUALITY
Q12. Can be accessed
from anywhere
Q13. no experience difficulties
Q14. No difficulties in
online discussion
Q15. trouble in uploading
assignment
Q16. easy to use
Q17. Helpful for learning
Q18. Facilitate
Communication

632

470

74.37

Satisfied

632

390

61.71

Satisfied Enough

632

395

62.50

Satisfied Enough

632

402

63.61

Satisfied Enough

632

446

70.57

Satisfied

632

436

68.99

Satisfied Enough

632

456

72.15

Satisfied

The result shows that responses in the 3 aspects were marked Satisfied to Satisfied
Enough. 8 out of the 18 questionnaire (50%) items were marked Satisfied and the other 8
items (50%) were marked Satisfied enough. Therefore, students’ satisfaction can be
categorized as average.
Open-Ended Items Questionnaire Findings
There were 2 open-ended questions included in the questionnaire. The first question
asked the students to discuss their opinion and satisfaction concerning the online learning
process. In answering this question, students also provided an elaborate answer on the
reason for their satisfaction and unsatisfaction. The result indicated that 50 out of 158
students (31.64%) were not satisfied with the online learning. Despite the 50 students who
were unsatisfied, a significant number of students (108 students or 68.36%) claimed that
they are satisfied with their experience. The reasons for the unsatisfactory and satisfactory
experience are mentioned below and categorized based on the 3 aspects of satisfaction:
Course Structure, Online Learning Flexibility, and Technology Quality. The reasons below
are ranked from the most mentioned to the least mention.

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Table 2 Students' Feedback based on the satisfactory and unsatisfactory online learning experience on the aspect of
Course Structure

Factors Influencing
students’ Satisfaction

Course Structure

Unsatisfied Feedback

Satisfied Feedback

1. Some students feels that 1. Depending on which lecturer
online learning is not
and how they structure the
efficient to help with
class, some students believe
understanding
that online learning actually
helps them to understand the
2. Prefer skill-based classes to
lesson better
be done in person (onsite –
face-to-face)
2. There was more time for
elaboration and for expanding
3. Several Lecturers and class
the learning based on the
are boring and monotonous
suggested materials and links
4. Some lecturers teaching style
recommended.
is boring and unmotivated
3. Some lecturers provided clear,
5. Overwhelming
workload
structured and systematic
where assignment left them
lesson to guide independent
to work for long hours
learning
6. Some Lecturer only “dump” 4. Some lecturers have excelled
lesson without scaffolding
in learning and applying new
their understanding
teaching
techniques
and
strategy that are more suitable
7. Some lecturers do not teach
for online learning
every week, always come late
to zoom meeting and do not 5. File sharing and a working
facilitate a good online class
LMS helped students to build a
dynamic
collection of important reading
materials and references.
8. Students did not get enough
feedback for improvement
9. Significant
number
of
students worried that their
speaking skill is suffering

Table 3 Students' Feedback based on the satisfactory and unsatisfactory online learning experience on the aspect of
Online Learning Flexibility

Factors Influencing
students’ Satisfaction

Online
Flexibility

learning

Unsatisfied Feedback

Satisfied Feedback

1. Although online learning can
be
flexible,
students
preferred an offline class
where they can interact faceto-face

1. Online learning saves them
time. They can multitask and
they can save time where
usually spent to travel to and
from campus

2. Flexible time, means they
have to spend long hours
working at too many
assignments
that
was

2. Online learning saved them
financially where the cost of
transportation and food were
significantly reduced.

60

designed to coax them to
learn many things in short
amount of time.
3. Students felt overwhelmed
with too many deadlines and
assignments
4. Students
struggled
to
managed their time wisely
and efficiently
5. Some students find online
class too ‘relax’ where
lecturers cannot reprimand
them directly.
6. Students finds way to avoid
participation in class and
there’s likely no immediate
punishment will be given
7. Learning from home is
difficult for many students
because of the noise and
distractions.

3. It provided them with
flexible
learning
management where they can
study anywhere and anytime
as long as there is internet
connection.
4. Online learning enabled
them to be responsible for
their own learning process
and achievement.
5. The asynchronous side of
online learning gave them
longer time to study the
lesson
and
complete
assignment.
6. Students enjoy the direct
conversation and discussion
off class through LMS or
WhatsApp Group.
7. Students liked that online
learning enabled them to be
with their family and in the
comfort of their own place
all while learning so much.

Table 4 Students' Feedback based on the satisfactory and unsatisfactory online learning experience on the aspect of
Technology Quality

Factors Influencing
students’ Satisfaction

Unsatisfied Feedback
1. Significant challenge faced
by almost all students were
the limited access and
affordability for internet
connection either Wi-Fi or
Mobile Phone Data/Quota

Technology Quality

2. The uneven distribution of
internet connection means
some areas where students
live have bad internet
connection. This created
problem for students when
they cannot follow the
synchronous session (zoom)
because their connection
keeps getting down or lost
3. A small number of students
do not always have gadgets
to use for online learning.

Satisfied Feedback
1. Students believed that their
digital literacy and skills
improved significantly
2. Students felt that they are
now more confident in using
technology and engaging in
digital interaction.
3. Students believed that they
are now better understand
how to utilized the internet
more wisely and effectively
for the benefit of learning
4. Students felt that the present
technology such as internet
connection and gadgets,
helped them in peer-to-peer,
group
or
classroom
discussion

61

This may be because they do
not
own
their
own
Headphone or laptops. Or
their gadgets were broken
and took some time to be
fixed or getting a new one
4. Some
students
also
complained
about
the
subsidized internet data
provided by Kemdikbud.
They believe that the
distribution
was
unfair
because not all of them
receive it although they have
submitted their data and that
they
belong
to
the
underprivilege students who
should be receiving this

5.

Online learning experience
also helped them to improve
their confidence therefore
they are much braver to
speak in a virtual setting

6. The virtual connectivity
enabled them to connect with
people from around the
world. For example, they can
participate in international
conference,
seminars,
events, lectures etc. which
they can only wish and
imagined to attend before.

5. Another problem is the
memory storage in the
gadgets, students reported
that they were out of memory
so many times because of the
many apps they need to
install and so many learning
materials (PDFs or videos
etc) they have to download
so they can use in learning
6. Students also hoped that all
lecturers will use the same
Learning
Management
System (eq. only Google
Classroom) and the same
virtual meeting program (eq.
only zoom). So, the students
do not have to log in and out
of different platforms

DISCUSSION
The research looks at students’ satisfaction on 3 aspects of online learning: Course
Structure, Online Learning Flexibility, and Technology Quality. Course structure is about
the structure of course content, which is about the systematic of material delivering by the
lecturer; this point refers to the professionalism of the lecturer in handling the whole of
material while online learning process. The way teacher delivers the content of the material
can improve teacher teaching quality and affect students’ satisfaction about the whole of
material Amos & Hassan (2017). Therefore, it can be seen from the result that course
structure is the aspects which has the biggest role in affecting students’ satisfaction during
learning process. According to Harsasi & Sutawijaya (2018), course structure has become
a factor that contributed in affecting students’ satisfaction during learning process. They
62

emphasized further that lecturers have to develop coherent and structured learning material
is also technically well as designed.
Students’ satsifaction on the material can be affected by the structure or systematic
deliverance of the material in the classroom. Ball et al (1993) as cited on Amos & Hassan
(2017) explained that, the systematic of the material which was delivered by the lecturer
can improve the chance in achieving high quality teaching and affecting students’
satisfaction as whole. Harsasi & Sutawijaya (2018) added that, in designing, developing and
delivering distance education course it is important to put students’ needs and perception as
a central consideration to achieve students’ satisfaction about learning material.
Satisfaction is also influenced by the profesionalism of the lecturer in handling the
class. Bennet et.al (1998) as cited in Amos & Hassan (2017) stated that, lecturer with the
high professionalism are competent in handling and develop also to encounters current
students’ need and improve students’ learning value which lead to students’ satisfaction. It
is important to evaluate students’ satisfaction of distance learning because it is related to the
quality of online learning and students’ performance.
The findings of this research stated that all of the students in English education study
program Patimura University represented by the students from batch 2017, 2018, 2019 and
2020 were satisfied with the course structure in classroom. Moreover, the structure of the
learning materials in English Education Study Program of FKIP Unpatti has been conveyed
properly with the high professionalism of the lecturer in English education study program
which is related to the objective of the study during learning process.
Online learning flexibility is another important aspect contributing to students’
satisfaction during learning process. online learning flexibility is about the management of
classroom during learning process to make the students to be the center of learning process
and the interaction between students-students and students-lecturer. In this case, online
learning flexibility is about the good communication between students and lecturer during
the learning process. It can be in the instance of good instruction given by the lecturer. The
way lecturer explained the lesson, etc. Li & Wong (2018) emphasized that flexibility of
learning process is the value principle, not a mode of study. They suggested that technology
is not the vital element for flexibility of learning process, but flexibility is refers to the use
of technology to minimize constrains in learning environment.
In addition, course flexibility consists of three aspects as follows: Flexibility of time
management, flexibility of teacher contact, and flexibility of content (Kokoç, 2019).
Flexibility of time refers to the possibility of students to determine learning time and pace
of learning in online courses. Flexibility of teacher contact is related to the ease with which
students can interact with the instructor through alternative ways of communication.
Flexibility regarding the content refers to students' ability to learn the content when they
want and decide (Bergamin, Ziska & Groner, 2010; Bergamin et al., 2012).
Flexibility during learning process is the important element in an effort to begin
indentifying students’ needs while learning process and to achieve students’ satisfaction
toward learning material (Winberg and Hedman, 2008 in Harsasi & Sutawijaya 2018). The
flexibility of implementing online flexibility is dramatically contributed to affect students’
satisfaction (Arbaugh, 2000 in Suryani & Sugianingrat, 2021). Finally, flexibility of online
learning is about students’ interaction and communication with the lecturer and peers
according to the schedule, method that they agree on.

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The presence of covid-19 has brought many changes in all human activities. Many
of the activities were conducted online. School and learning process were radically changed
by moving to online platform. These phenomena proved that the technology and internet
were having the biggest role in human life. In higher education, especially in English
Education Study Program, lecturers and students strived hard to adjust and to adapt to the
ever-changing world of online. One, of the skill required is the ability to be flexible. The
findings showed that most of the students were satisfied with the flexibilities in English
Education Study Program FKIP-Unpatti.
Another contributing factor to students’ satisfaction is the quality of technology.
Online learning is the learning process that is conducted online using internet and
technology. Online learning can be access anywhere as long as it is conducive and as long
as they are connected to internet. Therefore, the success of online learning required the
need of support system such as: computer, android, mobile device and also internet
connection. Those things are the great platform which have crucial role in supporting
learning process.
On the other hand, the effectiveness of teaching and learning process is affected by
the quality of technology itself. In this case, learning through online has impact for both
students and lecturer. The biggest impact that can be seen is the effectiveness of learning
process that can influence students’ satisfaction towards online learning process. These
processes depended on the quality of technology that was used. It was found most of the
time that the lessons delivered by the lecturer were disrupted by the unstable internet
connection or incompatible computer and/or mobile device used by the learners or lecturers.
This aspect saw students responding to have only enough satisfaction for the overall
experience. Students mentioned common problem such as unstable connection during
learning process, low digital literacy on the effective and efficient use of technology, and
unfamiliarity with the platforms or apps which required more time dedicated to catch on.
It was interesting to note that the suggestions that were given are mostly directed to
themselves or to fellow classmates and not for the lecturers. From this, we can assume that
students have had the awareness that the success of their learning is up to them. Therefore,
they must be the one to take initiatives and be active in learning in order to achieve a higher
mark. Thus, this article would like to end the discussion with one very interesting remark
by one of the students which will perhaps give us something to think about when we reflect
on the experience of teaching from the lecturers’ point of views and the experience of
learning from the students’ point of views.
“… I am also worried about the quality of my learning. Although I get
A or B in my courses, I feel like I am not worthy of this score. I do not think
that my learning is as good as that. I still feel lacking and do not feel like I
have given my maximum effort.” (ML – respondents No. 134, translated)
CONCLUSION
Online learning has been implemented for a total of 4 semesters at English education
study program Pattimura University since the beginning of the pandemic. Online learning
has been crucial to keep the learning process going during the pandemic situation. It has
also become an effective and efficient method to be able to reach a large number of the
students in different places. Students’ satisfaction in the learning process is one of the
64

important factors that ensure that the learning process will see a good result academically.
Therefore, understanding students’ satisfaction is a must in order to become valuable
feedback for the improvement of the learning course management and application.
The result enabled us to learn that learning process gave the students more
opportunities to be active while learning process. Likewise, students’ satisfaction toward
online learning is not separated from the quality of technology. Technology is crucial to
support learning and teaching process. The common problems faced by the students are the
unstable connection and other problem that relate to the quality of technology as support
system during teaching and learning process. Similar to the previous point, the course
structure also has the biggest role in affecting students’ satisfaction. This aspect cannot be
separated from the other two aspects. It can be seen from the result in the findings and
discussion that It has an important role to influence students’ motivation during online
learning which will affect students’ satisfaction toward online learning process.
ACKNOWLEDGEMENTS
This paper was collaborative research conducted by student and lecturers of English
Education Study Program FKIP University of Pattimura. The researchers would like to
thank students of academic year 2017, 2018, 2019, and 2020 who participated in the
research. This research was independently funded.

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