Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation

Nasrullah, Nasrullah; Rusmanayanti, Asmi; Rosalina, Elsa; Ningsih, Rahma Pitria

doi:10.33369/jeet.5.3.317-329

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…Building and maintaining group cohesion are important aspects of creating a positive and connected learning environment in a blended instructional setting.In addition, with regard to the creative use of digital applications for teaching, EFL teachers in this research context have been exposed to the use of myriad feature feedback while teaching students in the material presentation. This can spur students' engagement in attending the course [26], [27], [28]. In addition, critical thinking, according to Turula (2018), can also be fostered so that students can accelerate their understanding of the input they receive during and after material presentations.…”

Section: Discussionmentioning

confidence: 99%

Scrunitizing Social Presence of In-Service EFL Teachers’ Instruction in The Enactment Of Blended Learning

Nasrullah,

Rosalina,

Mariani

et al. 2024

IJERSC

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Technology utilization learning is gaining popularity especially when online learning is conducted during and after the worldwide pandemic. Many studies have examined blended learning as an effort to integrate online learning and face-to-face learning which has an impact on increasing student engagement, improving learning outcomes, and providing a more flexible and personalized educational experience. However, the results of previous research also reported that the application of online learning has minimal interaction, thus leading to less meaningful learning. To respond to these problems, this study aims to investigate perceptions about the application of social presence in English teaching in the implementation of blended learning. The results of this study show that quantitatively English teachers have applied 3 important aspects of social presence, of which 59.82% agreed with teaching activities based on affective categories. Followed by the second position, which strongly agrees with 39.50% and disagrees with the application as much as 0.69%. In the Open Communication category, as many as 62.37% of English teachers also agreed with the implementation of this activity, 34.72% strongly agreed, and as many as 3% expressed disapproval. Meanwhile, on the concept of group cohesion, as many as 64.63% agreed, and 35.37% strongly agreed with this concept.

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Section: Discussionmentioning

confidence: 99%

Scrunitizing Social Presence of In-Service EFL Teachers’ Instruction in The Enactment Of Blended Learning

Nasrullah,

Rosalina,

Mariani

et al. 2024

IJERSC

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“…The popularity of interactive technology has increased in the 21st century, which demands to teach and learning to adapt to the situation (Chaiyo & Nokham, 2017;Yürük, 2019;Barera, 2020). In this way, teachers are required to adjust their teaching style to be more technologically friendly by bringing it into the classroom to arouse students' motivation, in which the students' engagement will take place in that interactive mode of learning (Nasrullah & Rusmanayanti, 2020). Kahoot is more engaging and motivating for the students .…”

Section: Introductionmentioning

confidence: 99%

Students' Perceptions of Kahoot as an Online Quiz Tool in Intensive English Class

Elsa Rosalina,

Nasrullah,

Rahma Pitria Ningsih

2023

Metathesis J. English Lang. Lit. Teach.

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Online learning media is one of the tools which can support the teaching and learning process. Kahoot, Quizizz, Padlet, and learning Apps are examples of online learning media. Hence in this study, the researchers wanted to find out about the students' perceptions of online quiz applications or better known as Kahoot. This study employed a descriptive quantitative approach because the researchers described students' perceptions of Kahoot as an online quiz for teaching and learning English in class. Thirty-nine English Department, Lambung Mangkurat University students were selected as the samples in this study from the 2019 Intensive English Class. The instruments used in this study consisted of questionnaires with five answers: strongly agree, agree, neutral, disagree, and strongly disagree. The questionnaire was made and spread online by using Google Forms. The data was analyzed quantitatively using the implementation of a Likert scale. The findings show that the students' perceptions of Kahoot as an online quiz tool are positive. It can be seen from the score of instruments distributed by the researchers. The score gets 2.192 from 2.730 as the maximum score. The maximum score was gotten from (Q1: number of students, K: maximum score for each question and Q: number of questions) = 39 x 5 = 195 x 14 = 2.730, which means that Kahoot is a good online quiz application for teaching English in Intensive English Class based on students' perceptions. Most of the students agree that the process of teaching and learning via Kahoot as an online quiz tool is interesting, motivating, and fun. They also agree that they feel a positive effect on using its application and try to repeat to play Kahoot.

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Implementing flipped classroom method using edpuzzle and quizlet in an ESP course from the viewpoint of engineering students

Ningsih,

Amelia,

Nurfitriah

et al. 2024

4th International Conference on Current Trends in Materials Science and Engineering 2022

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Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation

Cited by 3 publications

References 13 publications

Scrunitizing Social Presence of In-Service EFL Teachers’ Instruction in The Enactment Of Blended Learning

Scrunitizing Social Presence of In-Service EFL Teachers’ Instruction in The Enactment Of Blended Learning

Students' Perceptions of Kahoot as an Online Quiz Tool in Intensive English Class

Implementing flipped classroom method using edpuzzle and quizlet in an ESP course from the viewpoint of engineering students

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