STUDENTS’ PERCEPTION OF USING EDMODO IN EFL CLASSROOM
Abstract
process, such as Edmodo. Edmodo facilitates students and teachers to connect each other inside and outside classroom. The present research aims to investigate the students' perceptions of Edmodo and to find out the benefits and challenges of using Edmodo in EFL classroom. The research involved 47 participants consist of students in twelveth grade in one of senior high schools in Majalengka, West Java. This research study used descriptive qualitative method and the data were collected through questionnaires and interviews. The questionnaires consists of 20 questions that was divided by three groups, first is about students’ perception of using Edmodo, second is about benefits of using Edmodo and the last is about challenges of using Edmodo. Five students were also interviewed to seek more information about their experiences during using Edmodo. The result revealed that students have positive perception toward the use of Edmodo in teaching and learning process since they think that learning using Edmodo facilitates and increases effectiveness of communication in learning. Edmodo was beneficial for students to have discussion with teacher outside the classroom easily. In addition, Edmodo helped students to comment other students’ work effectively.
Keywords: Perception, Information Communication and Technology (ICT), Edmodo
Full Text:
PDFReferences
Abadi, B.B.S., Ahmadi, S.D., & Mehrdad, A.G. (2015). The effect of Edmodo on EFL learners’ writing performance. International Journal of Educational Investigations, 2, pp. 88-97.
Addison, M. (2011). Students' perceptions of Edmodo and mobile learning and their real barriers towards them. TOJET: The Turkish Online Journal of Educational Technology, 14(2).
Al-Kathiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi secondary school EFL instruction, attitudes and challenges. English Language Teaching, 8(1), 189-202.
Amadea, M., & Dahesihsari, R. (2015). Hambatan dalam Pengadopsian E-Learning pada Pengajar Perguruan Tinggi di Jabodetabek. Jurnal Kependidikan.
Cowie, N. and Sakui, K. (2013). It’s Never Too Late: An Overview of E-learning. ELT Journal: English Language Teachers Journal 67(4): 459-467.
Creswell, J. W. (2012). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: SAGE Publications, Inc
Enriquez, M. A. S. (2014). Students’ perceptions on the effectiveness of the use of Edmodo as a supplementary tool for learning. DLSU Research Congress (pp. 1-6).
Lambert, V. A.,(2012). Qualitative Descriptive Research; An Acceptable Design. Pacific Rim International Journal of Nursing Research,16(4), 255-256.
Looi, C. Y. and Yusop, F. D. (2011) Potential Use of Social Networking Tool to Assist Reading Comprehension: Implications for Practice and Future Research. Jurnal Pendidikad 31(1): 189- 201.
Prasad & Prasad, R. (2012). Social media in teaching and learning. International Journal of Computer Science and Communication Engineering, (ICETIE), [Special issue], 10-13.
Roberts, T. G., Irani, R. A., Telg, R. W., & Lundy, L. K. (2005). The development of an instrument to evaluate distance education courses using student attitudes. The American Journal of Distance Education, 19(1), 51-64.
Tanduklangi, Amri; Albert; Carlina, A. (2014). Teaching writing through hybrid instruction, how effective is it? International Journal of Academic Research Part B, 6(5), 136-142.
DOI: http://dx.doi.org/10.31949/jell.v2i2.1650
Refbacks
- There are currently no refbacks.
Indexed by:Â
Â
Organized by the Department of English Leanguage Education, Faculty of Teacher Training and Education, the University of Majalengka
Address : Jln. K.H. Abdul Halim No. 103 Majalengka 45418, Jawa Barat, Indonesia
email : admiljell@unma.ac.id
Journal of English Language Learning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Â