Students’ Perception on the Implementation of Moodle Web-Based in Learning Grammar

Abstract

Students in tertiary educational level in Indonesia, particularly at a state university in Centra Sulawesi are required to write a scientific paper as one of the requirements to complete their study period. The government even requires them to publish it in the academic online journal. It means that students construct it in the English language which students consider that writing an English article is difficult. Students produce several grammatical mistakes in their writing. They thought that learning grammar is such a difficult lesson and learning instruction is not interesting as teachers rely on one main resource. Nowadays, based on the researchers' investigation that there are several constraints that make the teaching-learning grammar is not effective and interesting; lack of references, time and space. While students need time to practice the language. Moodle as a part of information technology tools contributes to the solution to that constraint. After experiencing the grammar teaching-learning instruction, most students respond positive view toward the implementation of Moodle in the grammar teaching-learning process. Overall, almost all students respond that online learning instruction is needed.

Effective or Impractical? Discussing Students' Perceptions toward Learning Management Systems in English Language Learning

“…Similarly, a qualitative study conducted by (Putri & Sari, 2020a) found the impact of using LMS on students' improvement in four English skills. Thamrin et al (2019) conducted a study on the impact of LMS on learning grammar in the context of this study and found that most of the students viewed the LMS used positively, and their learning grammar constraints were improved. Moreover, as Khan et al (2021) state, attitudes toward technology integration may be depleted to determine the level of motivation and determination of users (learners and instructors) of available technology to integrate technology into educational pursuits and investigate its positive and negative effects on the learning environment.…”

“…Educational institutions have used LMS in most teaching and learning activities (Holmes & Prieto -Rodriguez, 2018;Nagel, 2009;Weigel, 2002), and the results show that the use of LMS is effective in learning, especially for students who live far from campus or who experience health problems (Alam et al, 2014). Types of LMS that are commonly used in language learning include Moodle, Blackboard, Canvas, and D2L (Desire2learn/Desire to Learn) (Heirdsfield et al, 2011;Putri & Sari, 2020b;Santiana et al, 2021;Tawalbeh, 2018;Thamrin et al, 2019;Unal & Unal, 2014). The results of the research reveal that the implementation of LMS is effective in developing the language mastery of EFL learners.…”

The Role of Moodle in Education: A Bibliometric Review

“…Several teachers and researchers use Moodle as a learning medium with a flipped classroom strategy (Ninda & Mawardi, 2022;Sari & Mawardi, 2022;Sitanggang et al, 2022) or blended learning (Handayani, 2022). Some want to implement Moodle in learning (Fayanto et al, 2019), and some measure student perceptions or attitudes of student acceptance of learning using Moodle (Pramita et al, 2021;Thamrin et al, 2019).…”

Call for Teaching Grammar: a Comparison of Wbi and Traditional Method

“…They suggest that teachers should frequently utilize websites in classrooms for increased learning. Thamrin, Suriaman & Maghfirah (2019) studied the perception of the students on the use of MOODLE (Modular Object-Oriented Dynamic Learning Environment) web-based for grammar and found that grammar, generally found boring by the students, was made interesting by the use of internet in the classroom as it is perceived by the students to create a delightful atmosphere and keeps them attentive throughout the class-time.…”