Employing e-portfolio based learning in improving self-efficacy of student’s speaking ability

Laksana, I Putu Yoga; Yuliantini, Ni Nyoman; Suciani, Ni Ketut; Purandina, I Putu Yoga; Boyce, Gary P.

doi:10.31940/jasl.v5i2.229-236

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…The urgency and implementation of the e-portfolio learning model, which was previously designed for the hybrid or blended learning process in the classroom (Laksana et al, 2021), may be characterized based on the findings of the requirements analysis in the preceding paragraph. According to the questionnaire's results, students' English learning abilities can be enhanced by using an e-portfolio-based learning approach.…”

Section: Resultsmentioning

confidence: 99%

“…The "Merdeka Belajar Kampus Merdeka" (MBKM) curriculum program in Indonesia focuses on using the concept of the Student-Centered Learning (SCL) method to implement learning in the classroom and outside the classroom (Amin & Muliadi, 2021). Additionally, according to Laksana et al (2021) the application of student-centered learning has been done properly. This includes the process of changing the habits of teachers who always teach in lectures to support students in the learning process and preparation for good learning, which includes learning strategies, material development, and developmental assessment to enable students to become independent learners or study groups (Laksana et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, according to Laksana et al (2021) the application of student-centered learning has been done properly. This includes the process of changing the habits of teachers who always teach in lectures to support students in the learning process and preparation for good learning, which includes learning strategies, material development, and developmental assessment to enable students to become independent learners or study groups (Laksana et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Engaging Vocational College Students’ Learning Through E- Portfolio Based Digital Module

I Putu Yoga Laksana,

I Gusti Ayu Putu Dewi Paramita,

Ni Nyoman Yuliantini

et al. 2024

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This research aimed at developing an e-portfolio-based learning module integrated with multi- learning media platforms in engaging students’ learning. Seventy-seven students were involved in this study. They are sophomores at a vocational college in Business Administration Department in the academic year 2021/2022. This study is a research and development typed research by implementing design-based research (DBR) to develop a digital learning module based on e-portfolio principles. Three things were accomplished as a result of this research's implementation. First, the results of the needs analysis of students who are still getting English lectures at this moment (current learners), followed by the findings of observer observations in the classroom learning implementation. Second, the outcomes of designing and creating e- portfolio-based instructional materials in the form of a digital module that is connected to various digital platforms with the aid of QR codes. The analysis findings about the efficiency of using produced electronic modules come in third. The result of the current learners’ perception showed that the implementation of the e-portfolio learning model was able to improve student's learning achievements, however, the urgency in developing a digital module integrated with a multi-learning media platform was necessarily taken into account. Moreover, a digital module was designed based on the students’ needs and digitalization era 4.0. Consequently, the outcome of the digital module's development had a favorable impact on students' engagement to learn in a blended learning environment.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Engaging Vocational College Students’ Learning Through E- Portfolio Based Digital Module

I Putu Yoga Laksana,

I Gusti Ayu Putu Dewi Paramita,

Ni Nyoman Yuliantini

et al. 2024

View full text Add to dashboard Cite

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“…The COVID-19 pandemic has forced educational institutions to shift from traditional face-to-face learning to hybrid learning, which combines online and offline learning. Hybrid learning provides flexibility for students to access learning materials at their own pace, time, and place (Laksana et al, 2021). This learning approach has led to the emergence of e-portfolio-based digital modules, which enable students to build their independent learning environments.…”

Section: Introductionmentioning

confidence: 99%

Student Perspectives on the Effectiveness of E-Portfolio Based Digital Modules in a Hybrid Learning Environment: A Case Study in Business Administration

2023

JCC

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This study explores students' perceptions regarding the effectiveness of e-portfolio-based digital modules in a hybrid learning environment. The study involved 77 students in the Business Administration Department of a vocational college during the 2021/2022 academic year. Data was collected through a questionnaire with five aspects of e-module implementation and semi-structured interviews. The results indicate that the e-module created has a substantial impact on students' learning, both online and offline. Experts have previously indicated that e-portfolios allow students to build their independent learning environments, and students in this study confirm that access to electronic modules through smartphones offers a new learning approach. However, further development of the module into web-based materials is recommended to help students learn more efficiently. Overall, the integration of e-portfolio-based digital modules in a hybrid learning environment provides students with positive effects on their independent learning process.

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“…Feedbacks uptake by the students has relation to some factors especially intrapersonal factors including tolerance of error, tolerance of feedback and writing selfefficacy (Lestari, 2023;Laksana et al, 2021). Interpersonal factors (feedback provider's language skills, as perceived by the feedback recipient).…”

Section: Introductionmentioning

confidence: 99%

Peer-feedbacks based application in teaching speaking and students’ perception towards peer-feedbacks

Triassanti¹,

Panggabean²,

Mansur³

2023

JASL

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Most of the students in EFL classes have less exposure and chances to speak with friends and colleagues in English. In the present study, students were situated on video. The peer feedback-based application was employed for guiding students to provide comments on peers' speaking performance. In order to investigate peer feedback, an online observation was conducted in the English education study program, online class. The online questionnaire was also done to recognize the students’ perceptions of peer feedback. The study results reveal some steps done in doing the peer-feedback-based application in terms of the learners' speaking aspects including pronunciation, grammar and vocabulary, and fluency. Moreover, it was found that the students can give feedback comprehensively to their peers. The perception of students toward peer feedback is positive and significantly helps students to improve their speaking ability. In conclusion, students have to think about their feedback before sending it to their peers. Future research should find the effectiveness of teacher feedback-based application and the correlation with the type of feedback.

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Employing e-portfolio based learning in improving self-efficacy of student’s speaking ability

Cited by 4 publications

References 12 publications

Engaging Vocational College Students’ Learning Through E- Portfolio Based Digital Module

Engaging Vocational College Students’ Learning Through E- Portfolio Based Digital Module

Student Perspectives on the Effectiveness of E-Portfolio Based Digital Modules in a Hybrid Learning Environment: A Case Study in Business Administration

Peer-feedbacks based application in teaching speaking and students’ perception towards peer-feedbacks

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