In the current era of the COVID-19 pandemic, teachers all around the world must use digital online learning technologies. In this situation, teachers try hard to maximize the use of online learning. In simple terms, online learning can be understood as a learning process that utilizes information technology by using electronic devices which are connected to the internet [2]. There are many schools that have educators who teach ESP with the aim of developing student skills of the English language based on the focus field of discipline of the school through mastering understanding textbooks and the terminology [3]. Online learning also provides very broad information in a very short time, which means that the effectiveness of e-learning is greater. Students can directly be looking for the desired information based on their convenience and students can choose a material or explanation that suits their level then receive everything that is provided by educational institutions that already have specific standards. Because of that, now many educational institutions advise participants to also explore online learning to help develop their knowledge [4]. Online learning provides an alternative education model that could make the students and the teachers stick together from different places in an electronic way which is classified as an education that is implemented by using tools and media through web technologies [5]. The online learning model is divided using two different methods, called synchronous and asynchronous.

Teachers might not find it hard to look up web-based activities and technologies which are interactive, the online classroom has many possibilities to create an atmosphere where teachers teach students to learn by doing and vigorously engage with material that is provided by teachers, acquiring their understanding as they enrich new knowledge [6]. Teachers adapt the distance online learning moment by switching conventional learning to online learning by using synchronous and asynchronous platforms. Those are the only way to convey the material to students in online distance learning. Although there are many advantages in online distance learning, in its journey of online distance learning still has many challenges that teachers have been surfacing the problems. Teachers work hard to develop the quality of teaching and struggle during online class while improving the quality of distance online learning in their own ways, but it is found that fully online class’s data is shown that the students don’t take much interest in fully online class’s. When they were asked to choose, most students still prefer to take conventional classes.

The researcher did an apprenticeship teaching or P4 in SMKN 2 Batu, the researcher found out that the English teachers use the synchronous and asynchronous platform in their learning activities. In English learning, teachers are using ZOOM and Google Meet or known as asynchronous platforms. At the moment, the English teacher said that ZOOM and Google Meet are the most familiar synchronous platform for students and those are very easy to install on their laptop or mobile phone. Also, teachers are using Telegram, Google Classroom and WhatsApp Group, or known synchronous platforms in English learning. The English teacher said that Telegram, Google Classroom and WhatsApp Group are very easy to install and do not take up much internal memory on their laptop or mobile phone. Based on this finding, the researcher wants to know and explore more about vocational student’s perception of SMKN 2 Batu towards synchronous and asynchronous especially in English learning.

Some previous researches were conducted related to the online learning platform. The first research study was about student’s perception of the use of online learning in EFL classrooms by Cakrawati [7]. The result of the study shows that most of the students show positive responses towards the use of online learning platforms in the use of asynchronous platforms such as Edmodo and Quipper. The students have participated comfortably in the study. They give insights about perceiving online learning platforms that can motivate them to interact with their teachers and peers outside the classroom because it is a user-friendly learning tool.

Another research by Bali and Liu [8] entitled “Students’ perceptions toward online learning and face-to-face learning courses”. This survey study was conducted to discuss the differences between online learning and face-to-face learning perception among different levels of students. Furthermore, this study concludes even though online learning has some advantages to the students, but the result also showed that the students think online learning is perceived as lacking social presence, less social interaction and synchronicity in communication.

Both of the previous researches only discuss the student’s perception towards the use of online learning in a general way, but not discuss and not mention synchronous and asynchronous in English learning especially the benefits and the challenges in English learning based on vocational student’s perception. In this research, the writer wants to find out vocational student’s perception towards asynchronous and synchronous in English learning.

Based on the background, the researcher formulates the following problem.

What are the benefits and the challenges in English learning based on vocational student’s perception towards asynchronous and synchronous in SMKN 2 Batu?

There are some purposes based on the research questions above. The purpose of the study is to investigate the benefits and the challenges in English learning based on vocational student’s perception towards asynchronous and synchronous in SMKN 2 Batu. 

According to Sarkol [9] the concept of perception consisting an observation on a certain environment or situation. The conception can be in the form physical sensation interpreted in the sight of experience, physical sensation of environment, or mental image. In simply way, perception is individual’s interpretation of particular subject towards individual’s personal experience.

Online Learning comprehend a field of technologies such as the worldwide web, new groups and texts, email, chat, audio and video conferencing conveyed over computer networks to spread education. Online Education needs a certain deal of resources and mindful planning. Teachers take action as facilitators rather than senders of content knowledge and ICT is considered as resource that enhances the learning experience of students. It helps the learner to learn at their own step, according to their own comfort [10].

The asynchronous is e-learning model that could provide such a tool which has a function to facilitate the student and teacher that they do not have to communicate in real time and provides an opportunity for the learner to complete their studies [11].

Synchronous learning was defined by Bhowmick et al. [12] as learning “with all the students in a course meeting at the same place at the same time”. 

According to Chauhan [13] synchronous learning has two sides, it could bring the advantages as the benefits and the disadvantages as the challenges for students. It will be divided and presented in Table 1.

Table 1: Benefits and Challenges of Synchronous Learning for Students [13]

According to Chauhan [13] asynchronous learning also has two sides, it could bring the advantages as the benefits and the disadvantages as the challenges for students. It will be divided and presented in Table 2.

Table 2: The Advantages and the Disadvantages of Asynchronous Learning

Using survey study is needed in this research because the bigger data is good to accomodate this kind of data that is appropiate to be implemented to make this research valid. It is applied to explore more and to investigate the research problem by collecting numerical data with the help of instruments [14]. This study involved English students of 10th grade, 11th grade, 12th grade and 13th grade in SMKN 2 Batu. The students who participated in this study should experience using asynchronous and synchronous in the English learning process. They filled in a questionnaire to help the writer in obtaining quantitative data. The writer adopted a questionnaire from Al-Kathiri [1] which questions students’ perception of the use of online learning platforms. The researcher referred it to the instrument which was adapted from Al-Kathiri [1]. The instrument of this study has been checked for its content validity by Dr. Putu Dian Danayati Degeng, S.S., M.Pd as the expert validator. In conclusion, the questionnaire is used as the instruments that will be used to conduct this study. There were many procedures used by the researcher during the study. Firstly, the researchers prepared instruments to collect the data. Secondly, adopted a questionnaire from Al-Kathiri [1] which questions students’ perception of the use of online learning platforms. Thirdly, the researcher asked permission from the English teacher in SMKN 2 Batu, Academic administrator in the Faculty of Cultural Studies and lecturers to conduct the research. After obtaining permission from several parties above, the researcher asked participants to be part of the research. The researcher analyzed the data from students’ respond in the questionnaire that was filled out by participants. The research calculated the result by using the SPSS. It stands for Statistical Package for Social Science. The instrument of this study consisted of an online questionnaire using a Five-Likert Scale type where the contents adopted from Al-Kathiri [1], which generates an analytical database on the participants. The participants of this research were the female and male students of 10th grade, 11th grade and 12th grade in SMKN 2 Batu because they experienced the use of synchronous and asynchronous in the English learning process. In this research, the researcher used purposive sampling. The participants in this research are 131 students which consisted of 72 male and 59 female students.

After obtaining permission from several parties, the researcher asked participants to be part of the research. The researcher distributed the questionnaire then asked the participants to open a google form and fill in the questionnaire that has been provided. The statistical validity and reliability also have been checked. The questionnaire was translated into Bahasa Indonesia because the participants were high school students who did not have enough ability to comprehend English (Table 3).

Table 3: Level Average Adopted from Oxford (1990)

The researcher completed the research and also got the results that are used for answering the research problems. It was conducted on the 19th of January 2021. The questionnaire has been distributed to 131 students on 10 Agribisnis Tanaman, 11 Agribisnis Tanaman, 12 Agribisnis Tanaman, 10 Agribisnis Pengolohan, 11 Agribisnis Pengolohan, 12 Agribisnis Pengolohan, 10 Kimia Analis, 11 Kimia Analis, 12 Kimia Analis, 13 Kimia Analis in SMKN 2 Batu. As the focus of this research is to know vocational students’ perception towards synchronous and asynchronous in English learning.The questionnaire was divided into some aspects based on the previous researchers who is Al-Kathiri [1] that might influence student’s perception towards the use of asynchronous and synchronous. The factors that influenced the student’s perception towards asynchronous and synchronous in English learning consist of 2 aspects which are the benefits and the challenges in online learning. The researcher used SPSS version 25.0 to analyze and calculate the mean of the data that has been collected. Descriptive statistics were performed to analyze the vocational student’s perception and it was found that in general, vocational student’s perception of the use of asynchronous and synchronous in English learning is positive, indicates by a mean of 3.37. The average mean in the benefits aspect is positive on the use of asynchronous and synchronous in English learning as indicates by a mean of 3.69. Followed by vocational student’s perception in the challenges aspect is neutral, indicates by a mean of 3.05. The findings of the research are reported in the following sections (Table 4).

Table 4: Descriptive Statistic

From the result of the questionnaire in the term of mobility, communication and interaction, it can be seen that the most option that students choose is “agree”. Option the average score in the benefits aspect is positive in the term of mobility, communication and interaction. It is shown by the mean of 3.83 (positive). In the term of mobility and communication, the mean result shows that it is 4.03 (positive) in the asynchronous platform and 3.70 (positive) in the synchronous platform. And in the term of interaction, most of the students also give positive responses toward both asynchronous and synchronous platform. It proves by the mean data 3.94 (positive) in the asynchronous platform and 3.96 (positive) in the synchronous platform. It means that students mostly agree that the use of asynchronous and synchronous in English learning gives them a lot of benefits such as mobility, communication and interaction during online learning activities. It gives them a positive experience and mostly they think that online learning making them easier to complete their needs in mobility and social communication in the online learning environment. Furthermore, students believe that the result of the use of asynchronous and synchronous make them easier to interact with the teacher and peers (Table 5).

Table 5: Vocational Students' Perception toward Mobility, Communation and Interaction in Asynchronous and Synchronous

From the result of the questionnaire in the term of comfortably, efficiency and platform services, it can be seen that the most option that students choose is “agree”. The average score in the benefits aspect is positive in the term of comfortably, efficiency and platform services. It is shown by the mean of 3.77 (positive). But, in the term of comfortably, students who are shy more prefer to choose the asynchronous platform in online learning rather than the synchronous platform. It is proved by a mean of 3.93 (positive) in asynchronous and 3.39 (neutral) in synchronous. Based on the mean result, shy students feel more comfortable in the asynchronous platform rather than the synchronous platform. In the term of efficiency, the students believe that both asynchronous and synchronous save effort by doing and submitting assignment (verbally and written form). It is shown by the mean 3.92 (positive) in asynchronous and 3.55 (positive) in synchronous. In the term of platform services, the students agree that the services such as (email messages, alerts notification, notes and google calendar) give them a running record of assignments’ due date. It can make them collect or turn in the assignment on time because those services have a function as an alarm or reminder (Table 6).

Table 6: Vocational Students' Perception towards Comfortably, Effeciency and Platform Services in Asynchronous and Synchronous

From the result of the questionnaire in the term of accessibility, learning budget and language skills, it can be seen that the most option that students choose is “agree”. The average score in the benefits aspect is positive in the term of accessibility, learning budget and language skills. It indicates by mean of 3.57 (positive). But, in the term of accessibility, when absent, they can easily access class materials and assignments through asynchronous rather than synchronous, it is proved by the mean result 3.96 (positive) in asynchronous and 3.39 (neutral) in synchronous. It means that the students believe the asynchronous is more accessible to access the material and the assignment rather than synchronous. In the term of learning budget, the students give “neutral” perception towards asynchronous and synchronous. It is shown by the mean result of 3.56 (neutral) in asynchronous and 3.12 (neutral) in synchronous. It means that the students are not sure whether the learning cost is high cost or low cost in the asynchronous or synchronous platform, but they can still access the Internet. In the term of language skills, the students agree with the statements that both asynchronous and synchronous can improve their language skills through conversations. It is proved by the mean result of 3.70 (positive) in asynchronous and 3.69 (positive) in synchronous (Table 7).

Table 7: Vocational Students' Perception towards Accessibility, Budget Learning and Language Skills in Asynchronous and Synchronous

From the result of the questionnaire in the term of sharing, acquiring vocabulary and reading experience, it can be seen that the most option that students choose is “agree”. Most of the students give positive perception in the term of sharing, acquiring vocabulary and reading experience. It is proved by the mean result that the average is 3.69 (positive). In the term of sharing, most of the students give positive response towards the asynchronous platform and the mean result is 3.80 (positive). It indicates that the students agree that asynchronous allows them to share their writing directly with friends and teachers with less difficulty. But, in the term of acquiring vocabularies most of the students choose “agree” in the asynchronous platform and “neutral” in synchronous. Based on the mean result, 3.69 (positive) in asynchronous and 3.54 (neutral) in synchronous. It means that the students believe in the use of the asynchronous platform, it can help them to enrich their English vocabularies easier rather than the synchronous platform. In term of reading experience, the students also more prefer to choose asynchronous rather than the synchronous platform. Based on the mean result, 4.03 (positive) in asynchronous and 3.39 (neutral) in synchronous. It means that the students more enjoy and conform easily in their reading experience through asynchronous (Table 8).

Table 8: Vocational Students' Perception towards Sharing, Acquiring, Vocabulary and Reading Experience in Asynchronous and Synchronous

From the result of the questionnaire in the term of listening skills, feedback and complementing learning process, it can be seen that the most option that students choose is “agree”. The average score in the benefits aspect is positive in the term of listening skills, feedback and complementing learning process. It indicates by the average mean result is 3.63 (positive). In the term of listening skill, most of the students give positive response towards the asynchronous platform and the mean result is 3.71 (positive). Also, the students give positive responses towards the synchronous platform and the mean result is 3.51 (positive). In the term of feedback mostly the students agree that both asynchronous and synchronous give them a positive experience. It is shown by the mean result of 3.61 (positive) in asynchronous and 3.61 (positive) in synchronous. It means that students mostly agree that the use of asynchronous and synchronous in English learning during online learning activities give them a positive experience and mostly they feel that online learning making them easier to improve their listening skills and get immediate feedback from the teacher. 

Furthermore, students believe that the result of the use of asynchronous and synchronous can complement classroom teaching and learning. It is proved by the mean result is 3.71 (positive) which indicates that most of the students agree with the statement (Table 9).

Table 9: Vocational Students' Perception towards Listening Skills, Feedback, and Complementing Learning Process in Asynchronous and Synchronous

From the result of the questionnaire in the term of the use, the navigation and the internet connection based on the challenges aspect, it can be seen that the most option that students choose is option “neutral”. The students are hesitant with the statements. It is proved by the mean result that the average is 3.05 (neutral). It means that students mostly neutral with the statements which are provided in the questionnaire when it comes to the challenging aspect in the use of asynchronous and synchronous in English learning. In the term of the use, the mean result is 3.06 (neutral) when it comes to the states whether they have lack access to any devices at home. Based on the mean result, they are not sure whether they have a lack or difficulty in accessing any devices at home, but they can still join and follow up the learning process in English learning. In the statement whether asynchronous and synchronous require a long time to master its use, the data shows that the mean result is 2.87 (neutral) in asynchronous and 3.11 (neutral) in synchronous which is indicating that they are not sure whether both asynchronous and synchronous require a long time to master its use, but they still can adapt or try to assimilate in using both asynchronous and synchronous since they have been using those platform for a year. In the term of navigation, mostly the students choose “neutral”. It is proved by the mean result is 3.02 (neutral). It means that they are hesitant about the statement that they do not like using both the asynchronous and the synchronous platform due to the small-sized screen, but they still can operate their devices through the screen. Furthermore, in the term of internet connection, it indicates that most of the students are not sure whether they get strong-speed or low-speed internet connection, but they can still access the internet. It is shown by the mean result is 3.20 (neutral) (Table 10 and 11).

Table 10: Vocational Students' Perception towards the Use, the Navigation and Internet Connections in Asynchronous and Synchronous

The finding of the research shown that the vocational students mostly have a positive perception towards the benefits and have a neutral perception towards the challenges in the use of asynchronous and synchronous in English learning. The literature review that helped the researcher in highlighting vocational student’s perception towards the use of asynchronous and synchronous in English learning was Cakrawati [7]. By looking at the findings of this research, it can be seen that 131 participants mostly agree with the benefits using of asynchronous and synchronous and have a neutral perception about the challenges in using asynchronous and synchronous in English learning. To answer the question of this research which is to know what are the challenges and the benefits of using asynchronous and synchronous based on the vocational student’s perception in English learning, it confirmed that the use of asynchronous and synchronous in English learning gives positive effect to the vocational students. This support by some researches done before [7,8,15,16]. This finding is important as the primary reason for vocational student’s perception towards the use of asynchronous and synchronous in English learning.

Table 11:   Vocational Students' Perception towards the Benefits and the Challenges Aspect

Students mostly agree with the statements when it comes to the benefits aspect of using the asynchronous and synchronous platform in online learning. The result showed that most of the students have positive experiences towards the using of asynchronous and synchronous in English learning. Students have a positive perception because it indicates that asynchronous and synchronous facilitate them with the features permitting them to work independently and it is beneficial in terms of effectiveness and flexibility [7]. Students found that online learning making them easier to complete their mobility and social communication, make them easier to interact with the teacher and peers. The same result was found that students can interact with each other more synchronously at the same time in a different place [15]. It sounds like students and teachers can interact in class but front of a screen. The teacher can provide the material then the students can directly ask and discuss it with the teacher or they can communicate the group work with their friends later on through asynchronous or synchronous. Al-Kathiri [1] also found a similar result about the students agree with its benefits of asynchronous especially Edmodo in the term of mobility, communication and interaction.

In the term of comfortably, based on the mean results, the students who are shy more prefer to choose asynchronous in online learning rather than synchronous. Bagata et al. [16] also found a similar result about most of the participants choose “neutral” perception when it comes to the statement students who are shy to participate, will be more comfortable communicating using online learning. In the term of efficiency and platform services, the students give a positive response in each platform both synchronous and asynchronous. The students believe that both asynchronous and synchronous save effort by doing and submitting assignments (verbally and written form). The services such as (email messages, alerts notification, notes and google calendar) give them a running record of assignments’ due date. It can make them collect or turn in the assignment on time because those services have a function as an alarm or reminder. 

In the term of accessibility, most of the students choose “agree” in asynchronous and choose “neutral” in synchronous. Ghazal et al. [15] also found a similar result that the students were anxious when they would not be able to access and to continue the course when connections failed. In the term of learning budget, the students give “neutral” perception towards asynchronous and synchronous. It indicates that the students are not sure whether the learning cost is high cost or low cost in the asynchronous or synchronous platform, but they can still access the Internet. In the term of language skills, the students believe that both asynchronous and synchronous can improve their language skills through conversations. Rodrigues and Vethamani [17] also found a similar result about online learning is impactful for developing speaking skills through conversation. 

In the term of sharing, acquiring vocabulary and reading experience, most of the students choose “agree” option in asynchronous and choose “neutral” option. Most of the students agree that asynchronous platform makes them capable of sharing their writing with their teacher and friends. This result is in line with the finding on Bagata et al. [16] which found that online learning platform gives them the opportunity in sharing their writing with teachers and peers. Most of the students agree that the asynchronous platform can help them acquire vocabulary. This finding is supported by Chapelle [18] that who mentioned the advantage that should be conveyed when teachers bring technology in the learning process is enriching students’ linguistic input. But, on the other hand, the students are neutral with the statement when it came to synchronous. It indicates that they are not sure whether the synchronous platform can specifically affect them in acquiring vocabulary.

In the term of listening skills, feedback and complementing learning process, it can be concluded that mostly the students agree with the statements. The average score is positive in the term of listening skills, feedback and complementing learning process. In the term of listening skill, most of the students give positive response towards the asynchronous platform. Also, the students give positive responses towards the synchronous platform. In the term of feedback mostly the students agree that both asynchronous and synchronous give them a positive experience. It means that students mostly agree that the use of asynchronous and synchronous in English learning during online learning activities give them a positive experience and mostly they feel that online learning making them easier to improve their listening skills and get immediate feedback from the teacher. It is in line with the finding by Destianingsih and Satria [19] that the student's ability in listening is good through listening to dialogue audio which is uploaded on an online learning platform. In the term of complementing classroom teaching and learning, based on the mean result, students believe that the result of the using of asynchronous and synchronous can complement classroom teaching and learning. 

The students mostly are neutral with the statements when it comes to the challenges aspect in the using of the asynchronous and the synchronous platform in online learning. They are not sure about the challenges in using the asynchronous and the synchronous platform. It can be concluded that the most option that students choose is option “neutral”. The students are hesitant with the statements. It means that students mostly neutral with the statements which are provided in the questionnaire when it comes to the challenges aspect in the use of asynchronous and synchronous in English learning. In the term of the use, when it comes to the states whether they have lack access to any devices at home. Based on the mean result, they are not sure whether they have a lack or difficulty in accessing any devices at home, but they can still join and follow up the learning process in English learning. In the statement whether asynchronous and synchronous require a long time to master its use, they are not sure whether both asynchronous and synchronous require a long time to master its use, but they still can adapt or try to assimilate in using both asynchronous and synchronous since they have been using those platform for a year. In previous research from Bagata et al. [16] also found a similar result about most of the participants choose “neutral” perception when it comes to the statement online learning platform requires a long time to master its use. In the term of navigation, mostly the students choose “neutral”. It means that they are hesitant about the statement that they do not like using both the asynchronous and the synchronous platform due to the small-sized screen, but they still can operate their devices through the screen. Furthermore, in the term of internet connection, it indicates that most of the students are not sure whether they get strong-speed or low-speed internet connection, but they can still access the internet. 

This situation indicates that online learning has a significant effect on student’s perception in terms of social presence, social interaction and satisfaction [8]. Those findings are supported by Hanifah [20] the appearing positive perception that students need to gain the benefits is offered by new technologies to develop their learning opportunities. Yet, the online learning process through asynchronous and synchronous need to be improved and developed to reach better satisfaction and advantage for both students and teacher.

This research showed that the synchronous and the asynchronous platform might be innovative learning for an alternative to doing the learning process between students and teachers in this pandemic. The result of this study revealed that the use of the synchronous and the asynchronous platform gives a positive perception for students in terms of social presence, social interaction and satisfaction. Based on the average mean data of the questionnaire, it shows that the vocational students more perform well and participate actively in the asynchronous platform. 

The statements about the challenges aspect in using the asynchronous and synchronous platform, the mean results show that the students are neutral or not sure to the challenges aspect, because they give neutral perception. The researcher assumes that why the students choose neutral perception based on the researcher observation when did an apprenticeship teaching or P4 in SMKN 2 Batu and the mean result of the questionnaire to conclude the reason. They probably have two perceptions at the same time, it could be they are not sure or they feel more challenged but on the other hand they also feel less challenged because in some cases they can handle or solve the challenges and it has been a year for them to adapt the online learning environment.

Based on the conclusion, the researcher wants to give some suggestions to the readers, English teacher in SMKN 2 Batu and future researcher. For readers, this result of the study revealed that the use of the synchronous and asynchronous platform in English learning will be a benefit for the students. Students could get a new experience with the usage and the environment of new technology-based in this pandemic era. This information hopefully will be a benefit for some readers. 

For English teacher, the use of the synchronous and asynchronous platform in English learning has a positive effect on the students, some students may be when they are asked to choose one of the best methods synchronous or asynchronous learning platform about shyness at interacting or reading experience based on the result they will choose the asynchronous rather than the synchronous platform. In this case, the teacher needs to apply the better style learning method based on online learning characteristic which appropriates with students needed which lead those students to feel convenient both on the synchronous and asynchronous platform. 

For the next researcher, based on the researcher observation when did an apprenticeship teaching or P4 in SMKN 2 Batu and the mean result of the questionnaire the researcher suggests that they could bring this research to a higher level by exploring more about the synchronous and asynchronous platform development and advancement in English teaching and learning process and the higher level of education. And it is will be a more beneficial resource of information if the future researchers explore more why the vocational students mostly choose neutral perception towards the challenges aspect with another research design that involves interviewing and it will be a piece of interesting information if the future researchers explore more and find out about why the vocational students perform well, participated often and active in the asynchronous platform rather than in synchronous platform. Therefore, this study will be such a reference for future researchers.

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