ASYNCHRONOUS ONLINE COMMUNICATION OF THE LEARNING MANAGEMENT SYSTEM FOR STUDENTS’ WRITING ABILITY

Lilis Sholihah(1*),

(1) ENGLISH EDUCATION FKIP UNIVERSITAS LAMPUNG
(*) Corresponding Author


Abstract


The use of the Internet is one of the solutions to tackle the communication problems during the covid-19 pandemic. Online activity, which can be done to facilitate learning a language, especially English, is preferable to be synchronous and asynchronous online communication. This research focuses on using asynchronous online communication of the learning management system to enhance students' writing ability in pre-intermediate writing subjects during the covid-19 pandemic. The method of the research is a quantitative method with One-Group Pretest-posttest design. The research population is the second-semester students, and the sample of the research is pre-intermediate writing class C, which consists of 23 students. The data analysis results show that the student's average score on the pre-test is 76.96, and the mean score of the post-test is 79.83, which means that the mean score of the post-test is higher than the mean score of the pre-test. In other words, the gained score is 2.87. Wilcoxon test for non-parametric statistics is applied to decide the hypothesis. The calculation of the test statistic showed that the z test result is 2.62 with a 2-tailed significance is 0.009. It indicates that the result is significant since 0.009 is less than 0.05 (0.009 < 0.05). It means that the Null hypothesis (H0)  is rejected, while the Alternative hypothesis (H1)  is accepted. Therefore, it can be concluded that there is a significant effect of using asynchronous online communication of the learning management system (www.schoology.com) on students' writing ability. The study implies that this LMS model is visible in ELT, especially to improve the students' four skills, such as writing ability.


Keywords


Asynchronous online communication; learning management system; writing ability;

Full Text:

PDF

References


Barnes, S. (2000). What does electronic conferencing afford distance education? Distance Education, 21(2), 236–245.

Ellis, A. (2001). Students Centered Collaborative Learning Via Face-to-Face and Asynchronous Online Communication: What is the difference? Monash: Monash University. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.470.4414&rep=rep1&type=pdf

Greene, J. A., Oswald, C. A., & Pomerantz, J. (2015). Predictors of Retention and Achievement in a Massive Open Online Course. American Educational Research Journal, 52(5), 925–955. https://doi.org/10.3102/0002831215584621

Hassan, M. (2021). Online Teaching Challenges during COVID-19 Pandemic. International Journal of Information and Education Technology, 11(1). https://doi.org/10.18178/ijiet.2021.11.1.1487

Hatch, E., & Farhady, H. (1981). Research_design_and_statistics_for_appli.pdf. Rahnama Publications.

Heuer, B. P., & King, K. P. (2004). Leading the band: The role of the instructor in online learning for educators. Journal of Interactive Online Learning, 3(1), 1–11. Retrieved from https://www.researchgate.net/profile/Kathleen-King-4/publication/253383750_Leading_the_Band_The_Role_of_the_Instructor_in_Online_Learning_for_Educators/links/56be7da108aee5caccf30adc/Leading-the-Band-The-Role-of-the-Instructor-in-Online-Learning-for-Educa

Hockly, N. (2014). Digital technologies in low-resource ELT contexts. ELT Journal, 68(1), 79–84. https://doi.org/10.1093/elt/cct063

Hockly, N. (2015). Online intercultural exchanges. ELT Journal, 69(1), 81–85. https://doi.org/10.1093/elt/ccu061

Hockly, N. (2018). Blended Learning. ELT Journal, 72(1), 97–101. https://doi.org/10.1093/elt/ccx058

Hockly, N., & Dudeney, G. (2018). Current and Future Digital Trends in ELT. RELC Journal, 49(2), 164–178. https://doi.org/10.1177/0033688218777318

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51–55. Retrieved from https://scholar.google.com/citations?view_op=view_citation&hl=en&user=T8mRqxUAAAAJ&citation_for_view=T8mRqxUAAAAJ:u5HHmVD_uO8C

Hudha, M. N., Chaeruman, U. A., Aji, S. D., Huda, C., Yusro, A. C., Kumala, F. N., … Abdullah, A. G. (2018). SPADA: Online learning between universities of PGRI Indonesia. MATEC Web of Conferences, 197, 1–6. https://doi.org/10.1051/matecconf/201819703002

Hyland, K. (2003). Second Language Writing (J. C. Richards, ed.). Cambridge, MA. Retrieved from http://repository.umpwr.ac.id:8080/bitstream/handle/123456789/3704/%5BKen_Hyland%5D_Second_Language_Writing%28BookFi%29.pdf?sequence=1&isAllowed=y

Jyothi, S., McAvinia, C., & Keating, J. (2012). A visualisation tool to aid exploration of students’ interactions in asynchronous online communication. Computers & Education, 58(1), 30–42. https://doi.org/10.1016/j.compedu.2011.08.026

Keshavarz, M., & Ghoneim, A. (2021). Preparing Educators to Teach in a Digital Age. International Review of Research in Open and Distance Learning, 22(1), 221–242. https://doi.org/10.19173/irrodl.v22i1.4910

Kulikowich, J. M., Mason, L. H., & Brown, S. W. (2008). Evaluating fifth- and sixth-grade students’ expository writing: task development, scoring, and psychometric issues. Reading and Writing, 21(1–2), 153–175. https://doi.org/10.1007/s11145-007-9068-8

Lambropoulos, N., Faulkner, X., & Culwin, F. (2012). Supporting social awareness in collaborative e-learning. British Journal of Educational Technology, 43(2), 295–306. https://doi.org/10.1111/j.1467-8535.2011.01184.x

Lin, O. (2008). Student Views of Hybrid Learning. Journal of Computing in Teacher Education, 25(2), 57–66. https://doi.org/10.1080/10402454.2008.10784610

Luik, P., & Lepp, M. (2021). Are Highly Motivated Learners More Likely to Complete a Computer Programming MOOC? International Review of Research in Open and Distance Learning, 22(1), 41–58. https://doi.org/10.19173/irrodl.v22i1.4978

Nunan, D., Terrell, T. D., and Brown, H. D. (2003). Practical English Language Teaching. In Language, 57(3), 1–10.

Pireva, K., Imran, A. S., & Dalipi, F. (2016). User behaviour analysis on LMS and MOOC. 2015 IEEE Conference on E-Learning, e-Management and e-Services, IC3e 2015, 21–26. https://doi.org/10.1109/IC3e.2015.7403480

Rathert, S., & Okan, Z. Z. (2015). Writing for publication as a tool in teacher development. ELT Journal, 69(4), 363–372. https://doi.org/10.1093/elt/ccv029

Rojabi, A. R. (2020). Exploring EFL students’ perception of online learning via microsoft teams: university level in Indonesia. English Language Teaching Educational Journal, 3(2), 163. https://doi.org/10.12928/eltej.v3i2.2349

Saddler, B. (2006). Increasing Story-Writing Ability Through on Development: Effects Learning Writers Disabilities. Learning Disability Quartely, 29(4), 291–305. Retrieved from https://journals.sagepub.com/doi/pdf/10.2307/30035555?casa_token=ZiNiIu05GUQAAAAA%3ASbz3-VBpuBsPi8P8uhbLavQr6IemkW3kZtkYoWgZ3HkHl5mf4yAy0emi9XVxmSYQyiBmnEMZjXi4sw&

Serembus, J. F., & Kemery, D. C. (2020). Creating dynamic learning with zoom. Nurse Educator, 45(6), 291–293. https://doi.org/10.1097/NNE.0000000000000915

Serhan, D. (2020). Transitioning from face-to-face to remote learning: students’ attitudes and perceptions of using zoom during covid-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335–342. https://doi.org/10.46328/ijtes.v4i4.148

Setiyadi, B. (2018). Metode Penelitian Untuk Pengajaran Bahasa Asing : Pendekatan Kuantitatif dan Kualitatif. Penerbit Graha Ilmu.

Stephenson, J. (2018). Teaching & learning online: new pedagogies for new technologies (1st ed.). Routledge.

Syakur, A. (2020). The Effectiveness of English Learning Media through Google Classroom in Higher Education. 475–483.

Tiene, D. (2000). Online discussions: A survey of advantages and disadvantages compared to face-to-face discussions. Journal of Educational Multimedia and Hypermedia, 9(4), 371-384. Retrieved from https://www.learntechlib.org/primary/p/9551/

Turmudi, D. (2017). Rethinking Academic Essay Writing : Selected Genres in Comparison. Premise Journal, 6(2), 119–138. https://doi.org/10.24127/pj.v6i2.1052

Turmudi, D. (2020a). English scholarly publishing activities in the industrial revolution 4 . 0 : What , Why , and How ? ELTEJ, 3(1), 52–63. Retrieved from http://journal2.uad.ac.id/index.php/eltej/article/view/1890

Turmudi, D. (2020b). Utilizing a web-based technology in blended EFL academic writing classes for university students. Journal of Physics: Conference Serie, 1517(012063), 1–10. https://doi.org/10.1088/1742-6596/1517/1/012063

Turmudi, D., Saukah, A., & Cahyono, B. Y. (2020). How Do Teacher-Educator Authors ( TEAs ) experience their Professional Development Through Writing for Publications ? International Journal of Innovation, Creativity and Change., 13(2), 965–988. Retrieved from https://www.ijicc.net/index.php/volume-13-2020/182-vol-13-iss-2

Wang, H., & L.G., D. (2007). Designing and Developing Web Based Instruction. New Jersey: Merril Prentice Hall.




DOI: http://dx.doi.org/10.24127/pj.v11i2.3564

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Author

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

=====================

Publisher

Universitas Muhammadiyah Metro

Unit Publikasi Ilmiah ( Scientific Publication Unit)

Address:

Gedung HI Lt 1, Ruang UPT Publikasi Ilmiah Universitas Muhammadiyah Metro

Jl. Ki Hajar Dewantara No.116, Iringmulyo, Metro Timur, Kota Metro, Lampung 34111
Phone/WA: +6285709141060

Email:upi@ummetro.ac.id 

======================

e-ISSN-2442-482x  p-ISSN-2089-3355

Download Premise Official Template  June -October 2022

Certificate