EFL Learners' Perceptions on Schoology Use in the Reading Class

Authors

DOI:

https://doi.org/10.29408/veles%20journal.v5i1.3219

Keywords:

attitude, blended learning, perception, reading comprehension, Schoology

Abstract

Abstract

 Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training  IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes. 

 

Keywords: attitude, blended learning, perception, reading comprehension, Schoology

 

Author Biography

Ahmad Ridho Rojabi, UIN KHAS Jember

Ahmad Ridho Rojabi is a lecturer of English Education department, IAIN Jember. His major interests cover literacy in ELT, teaching method, and technology-enhanced learning (TEL). He was awarded as the best presenter at Academic Circle: Intercultural Communication at State Polytechnic of Malang Indonesia in 2019. His recent publications are: “Blended Learning via Schoology: Benefits and Challenges†in 2019 and “Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia†in 2020.

References

Alruwais, N., Wills, G., & Wald, M. (2016). Identifying factors that affect the acceptance and use of E-assessment by academics in Saudi Universities. IJAEDU - International E-Journal of Advances in Education, 2(4), 132–140. https://doi.org/http://dx.doi.org/10.18768/ijaedu.20012

Bernard, Z. (2017). Here’s how technology is shaping the future of education. https://www.businessinsider.com/how-technology-is-shaping-the-future-of-education-2017-12?r=US&IR=T

Bhalalusesa, R., Lukwaro, E. E., & Clemence, M. (2013). No Title. Huria Journal of OUT, 14, 89–110.

Biswas, S. (2018). Schoology-Supported Classroom Management: A Curriculum Review. The Northwest Journal of Teacher Education, 11(2). https://doi.org/https://doi.org/10.15760/nwjte.2013.11.2.12

Butler-Pascoe, M. E., & Wiburg, K. M. (2003). Technology and Teaching English Language Learners. Pearson College Division. https://scholar.google.com/scholar?oi=bibs&cluster=13372377541470257068&btnI=1&hl=en

Davies, R. S. (2011). Students can work more efficiently if they are aware with the available technology for understanding and evaluating the technology integration efforts in the teaching and learning process. TechTrends, 55(5), 45–52. https://doi.org/doi:10.1007/s11528-011-0527-3

Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environmen. System, 31(3), 349–365. https://doi.org/https://doi.org/10.1016/S0346-251X(03)00047-2

Ferdianto, F., & Dwiniasih. (2019). Learning Management System (LMS) schoology: Why it’s important and what it looks like. International Symposium on Sciences, Engineering, and Technology. https://doi.org/doi:10.1088/1742-6596/1360/1/012034

Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education. John Wiley & Sons, Inc.

Hu, G. (2010). Recent Important Developments in Secondary English-language Teaching in the People’s Republic of China. 15(1), 30–49. https://doi.org/https://doi.org/10.1080/07908310208666631

Indrayasa, K. B., Gede Agung, A. A., & Mahadewi, L. P. P. (2015). Pengembangan e-Learning dengan Schoology pada Mata Pelajaran Bahasa Indonesia untuk Siswa Kelas X Semester I Tahun Pelajaran 2014/2015 di SMA N 4 Singaraja. Jurnal Edutech UNDIKSHA, 3(1). https://doi.org/http://dx.doi.org/10.23887/jeu.v3i1.4835

Koentjaraningrat. (2019). Pengantar Ilmu Antroplogi. Rineka Cipta.

Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. https://doi.org/https://doi.org/10.1017/S0958344009000202

Kumar Basak, S., Wotto, M., & Be´langer, P. (2018). E-learning, M-learning, and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191–216. https://doi.org/http://dx.doi.org/10.1177/2042753018785180

Levpuscek, M. P., & Zupancic, M. (2008). Math Achievement in Early. Journal of Early Adolescence, XX(X), 1–30. https://doi.org/http://doi.org/10.1177/0272431608324189

Littlejohn, A., & Pegler, C. (2007). Preparing for Blended e-Learning. Routledge.

Low, P. (2017). E-learning Implementation in Foundation English Class: Learners’ Perspectives and Learning Achievement. International Journal of Computer Theory and Engineering, 9(4), 285–289. https://doi.org/DOI: 10.7763/IJCTE.2017.V9.1153

Marriott, P. (2009). Students’ evaluation of the use of online summative assessment on an undergraduate financial accounting module. British Journal of Educational Technology, 40(2), 237–254. https://doi.org/https://doi.org/10.1111/j.1467-8535.2008.00924.x

Mehdipour, Y., & Zerehkafi, H. (2013). Mobile Learning for Education: Benefits and Challenges. International Journal of Computational Engineering Research, 3(6).

Mtebe, J. S., & Raphael, C. (2013). Students’ experiences and challenges of blended learning at the University of Dar es Salaam, Tanzania. International Journal of Education and Development Using Information and Communication Technology (IJEDICT, 9(3), 124–136. https://www.learntechlib.org/p/130276/

Murad, M. A., Asriadi, Hadi, S., Mubaraq, R., Sastrawan, E., & Zahra, F. (2020). No Title. Proceedings of the International Conference on Community Development (ICCD 2020), 455–458. https://doi.org/https://dx.doi.org/10.2991/assehr.k.201017.100

Rojabi, A. R. (2019). Blended Learning via Schoology as a Learning Management System in Reading Class: Benefits and Challenges. Jurnal Linguistik Terapan, 9(2), 36–42.

Sanli, R. (2003). Students’ Perception about Online Assessment: A Case Study. In The Middle East Technical University. http://etd.lib.metu.edu.tr/upload/2/1063650/index.pdf

Yoshida, M. T. (2018). Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals. The Catesol Journal, 30(1), 195–212

Downloads

Published

2021-03-30