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STUDENTS’ SATISFACTION TOWARDS ENGLISH LEARNING USING LMS MOODLE
Nur Muhammad Ilham [email protected]
Universitas Muhammadiyah Prof. Dr. HAMKA
ABSTRACT
This paper investigates students’ satisfaction to the use of LMS Moodle toward their English learning experience using a reflective study. The aim of this study is to reveal the quality of LMS Moodle by asking students about its technical aspects such as information quality, system quality, perceived usefulness, perceived ease of use and communication quality.
This paper involves 100 participants in total. The participants of this study comprises students from senior and junior high school levels in Jakarta and Bekasi (JABEK). The method used to collect the data is descriptive analysis. The research uses a survey questionnaire as the instrument to obtain the information regarding student’s satisfaction towards English learning using LMS Moodle in English language education. For the significance of the research, it is expected that the results of this study would disclose both the eminence and weaknesses of LMS Moodle.
Hopefully, other researchers will carry out the research about the utilization of LMS Moodle in other cases which will lead to the improvement of LMS Moodle itself in the future.
INTRODUCTION
Currently, technology has developed rapidly and has become an aspect for human interests including the field of education. Its rapid development cannot be limited so that education must adapt to the developments experienced by technology and be able to apply it in the teaching and learning process. This makes teachers required to use technology to support the learning process (Bhalla, 2013).
To be able to overcome the current situation, utilizing the Learning Management System (LMS) can be a strategy for teachers in learning practices (Basil, 2017). Learning Management System (LMS) is a software application that can integrate technology and educational features into
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a well-developed online learning environment (Turan, 2015). This LMS system allows students to learn online, collaborate with each other, and can also have access to learning materials using student devices. LMS is usually integrated with other tools and applications such as, chat and discussion, text, audio, video, and assessment tools (Cavus et al., 2021).
One of the Learning Management Systems is Moodle (Modular Object-Oriented Dynamic Learning Environment). Moodle is an effective LMS that can be used by students as an online learning tool. Rodriguez and Lozano (2012) show that by using Moodle, the learning process improved and students gained good skills and grades. Moodle also has several features such as a discussion forum for students to have discussions between students and teachers. Besides, teachers can also provide content or learning modules through Moodle (Deepak, 2017).
There are several elements that influence students’ satisfaction in online learning. Bolliger and Martindale (2019) have identified three types of factors that are the core of satisfaction from online learning, namely: interactivity, technology and instructors. The other components included are communication with all other course constituents, course management issues, and the course website or course management system used. Unrau and Schlackman (2010) found that there is a positive perception between technology and self-learning mode that can affect student satisfaction.
Additionally, perceptions of task value and self-efficacy, system quality, social skills as well as teaching through multimedia have also been identified as important foundations (Liaw, 2008)
Therefore the purpose of this study to determine what factors that affect student satisfaction on learning management system towards English Learning using Moodle
LITERATURE REVIEW
2.1 Information Quality
According to Miller (1996), information quality is information that makes users get help so that it is easy to use. Information quality can be identified with two stages, namely important attribute information and attributes that can influence the users such as relevance, accuracy, timelessness, completeness, coherence, format, accessibility, compatibility, security and validity.
2.2 System Quality
Almarashdeh (2016) defines system quality as the stability, reliability, and compatibility of hardware and software that provides the information needed by its users. System quality in a learning management system, namely to measure intrinsic technological features that are included in system performance and also the user interface.
2.3 Perceived Usefulness
Davis (1989) stated that perceived usefulness is the level of confidence in the system that can improve the performance of its users. Alsabawy et al. (2016) adopt Davis’s statement and measure
405 | C o n f e r e n c e P r o c e e d i n g s usability through elements of achieving quickly, improving performance, increasing productivity, easier learning, and overall usability.
2.4 Perceived Ease of use
According to Venkatesh et al. (2003), perceived ease of use is a person's level of confidence of the system that can facilitate users from using the system. The perceived ease of use constructed in this study refers to Amin and Rezaei (2014) theory using easy to use, user interaction, user expectation, and flexibility in measuring perceived ease of use.
2.5 Communication Quality
Miller (1995) suggested that the purpose of mutual communication is to achieve personal and organizational goals by coordinating an organization activity. Due to their communication and information exchange skills, Rogers (1986) states that the combination of computers and the internet has a term referred to as "Computer Mediated Communication Systems" (CMC). CMC is a communication technology that emphasizes practical use and rapid exchange.
2.6 User Satisfaction
Almarashdeh (2016) defines user satisfaction as a general evaluation of the experience of system users and tends to influence users. Research conducted by (Amin, Rezaei, 2014) shows user satisfaction with mobile websites positively influenced by trust, perceived usefulness and perceived ease of use. Wang and Chiu (2011) explained from the results of his research that the relationship between the quality of communication has a significant relationship to user satisfaction. Communication quality can help users share information, provide feedback, negotiate and integrate system users. It can increase user satisfaction with e-learning on the learning system.
Based on the explanation of the literature review, it can be described the paradigm of related research to information quality, system quality, perceived usefulness, perceived ease of use, and communication quality.
Fig. 1 Reasearch Framework Information quality
System quality
Percieved usefulness
Percieved ease of use
Communication quality
User Satisfaction
406 | C o n f e r e n c e P r o c e e d i n g s METHODOLOGY
The method used in this study is a quantitative approach with design survey. The type of the survey is useful for collecting the data to reveal students’ satisfaction on learning English through LMS Moodle that they have used during the online learning at school. This survey research is in the quantitative type as a form of calculating the results of the closed questionnaire used. Cohen, Manion and Morrison (2000) state that a quantitative approach can be applied to this type of research by using a closed questionnaire. The results of the LMS quantitative assessment will be elaborated and described in detail through descriptive quantitative analysis methods.
The participants of this research will be 100 students from senior and junior high school in Jakarta and Bekasi. The instrument used in this study is a close-ended questionnaire with 20 items in total adapted from Sánchez and Hueros (2010), Damnjanovic et al. (2013), Pérez et al. (2019) and Nguyen (2021) with 5 aspects that will be reviewed, namely Information Quality, System Quality, Perceived Usefulness, Perceived Ease of Use, and Communication Quality. For the closed questionnaire, the researcher will use a Likert scale of Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), and Strongly Disagree (1).
Last, the instrument that will be used in this study is collected through a closed questionnaire data collection technique in the Google Questionnaire format (online). Then, the researcher will conduct data analysis as follows; 1) transfer the data obtained from the google form online questionnaire into Microsoft Excel, 2) calculate quantitatively from the item options in the questionnaire that is asked to students, 3) tabulate the results of student responses to the research questions, 4) interpret and discuss the results findings. The following formula is used and computerized automatically in Ms. Excel.
FINDINGS
To reinforce the quality of the close-ended questionnaire, the researcher brings about some probability test using Cronbach’s Alpha statistics with the result as follows:
Table 1. Reliability Test Cronbach’s Alpha N of Items
0.97 20
From the table above, the Cronbach’s Alpha test done by the researcher showed the result of 0.97. According to Riwikdidgo (2007), an instrument is reliable if its reliability coefficiency has minimum or exceeds score of 0.7. Provided that the score surpasses 0.7, it could be deduced that 20 items from the questionnaire and the responses are firmly correlated with one another. The next step is to deploy the closed-ended questionnaire concerning the use of LMS Moodle integrated
407 | C o n f e r e n c e P r o c e e d i n g s with the websites on the respective schools for the English learning to the total of 100 students in both junior and senior high school level in Jakarta and Bekasi. The researcher used a Likert scale with 5 options given comprising Strongly Agree (SA), Agree (A), Neutral (N), D (Disagree), Sangat Strongly Disagree (SD).
Table 2. Close-Ended Questionnaire
No Statements SA A N D SD
1. I feel that using LMS Moodle is too easy.
18 (18.00)
53 (53.00)
16 (16.00)
13 (13.00)
0 (0.00) 2. I find quite easy to
learn English with the LMS Moodle
25 (25.00)
33 (33.00)
21 (21.00)
20 (20.00)
1 (1.00) 3. I find quite easy to
understand English materials
presented in the LMS Moodle
11 (11.00)
55 (55.00)
21 (21.00)
13 (13.00)
0 (0.00)
4. I feel easy to follow online group discussion.
34 (34.00)
30 (30.00)
16 (16.00)
20 (20.00)
0 (0.00) 5. I feel easy to get
sharing from lectures
23 (23.00)
27 (27.00)
21 (21.00)
29 (29.00)
0 (0.00) 6. Learner-lecturer
interaction happens easily
8 (8.00)
47 (47.00)
18 (18.00)
27 (27.00)
0 (0.00) 7. I could easily use
LMS Moodle at first time.
3 (3.00)
66 (66.00)
16 (16.00)
15 (15.00)
0 (0.00) 8. I could find
information uploaded in previous time very easily
29 (29.00)
42 (42.00)
16 (16.00)
13 (13.00)
0 (0.00)
9. I feel that all functions are running smoothly
17 (17.00)
38 (38.00)
28 (28.00)
17 (17.00)
0 (0.00) 10. Instruction
guidelines is very clear for new users
16 (16.00)
53 (53.00)
21 (21.00)
10 (10.00)
0 (0.00)
408 | C o n f e r e n c e P r o c e e d i n g s 11. Instruction
information is clear and detailed
24 (24.00)
38 (38.00)
25 (25.00)
13 (13.00)
0 (0.00) 12. LMS Moodle is
really useful to my studying.
29 (29.00)
23 (23.00)
30 (30.00)
18 (18.00)
0 (0.00) 13. LMS Moodle helps
me to easily get approach to school announcement
19 (19.00)
38 (38.00)
23 (23.00)
20 (20.00)
0 (0.00) 14. Using LMS Moodle
is more fun for me in learning English
27 (27.00)
44 (44.00)
9 (9.00)
20 (20.00)
0 (0.00) 15. I feel motivated to
learn English using LMS Moodle.
19 (19.00)
30 (30.00)
21 (21.00)
24 (24.00)
6 (6.00) 16. I find quite easy to
understand English material presented in the LMS Moodle.
19 (19.00)
36 (36.00)
23 (23.00)
22 (22.00)
0 (0.00) 17. Quality of teaching
and learning English through the LMS Moodle I use is as good as face- to-face.
16 (16.00)
18 (18.00)
16 (16.00)
36 (36.00)
14 (14.00)
18. LMS Moodle that I use is quite stable and easily
accessible.
25 (25.00)
44 (44.00)
7 (7.00)
24 (24.00)
0 (0.00) 19. I feel actively
learning English using LMS Moodle.
26 (26.00)
29 (29.00)
16 (16.00)
29 (29.00)
0 (0.00) 20. LMS Moodle
affects largely to my study result.
19 (19.00)
38 (38.00)
25 (25.00)
18 (18.00)
0 (0.00)
From the results above, the researcher could classify all the items into 5 facets which have been assigned beforehand. The result of the classification is shown as follows:
Table 3. Recapitulation of Close-Ended Questionnaire
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From the recapitulation table above, it can be seen that students respond positively to the Moodle learning management system used for learning English in class. Out of the five aspects used by researchers to get responses from students, the dominant response was with students answering SA (Strongly Agree) and A (Agree). In terms of information quality, many students are of the view that Moodle's LMS makes it easier for students to obtain information in the learning process with a percentage of 65% compared to students who answered N (Neutral) with a percentage of 21% and who answered D (Disagree) and SD (Strongly Disagree) with a percentage of 14%.
Furthermore, in terms of system quality, most students think that the quality of the system in the Moodle LMS can support their English learning with a percentage of SA (Strongly Agree) and A (Agree) as much as 52% compared to students who answered neutral with a percentage of 12%
and also with students who answered D (Disagree) and SD (Strongly Disagree) 37%.
Then in terms of perceived usefulness, students are of the view that the Moodle LMS is considered effective and efficient. Students can complete the assignments given and also understand the material presented well. This can be seen in the responses SA (Strongly Agree) and A (Agree) with a percentage of 57% compared to students who answered N (Neutral) with a percentage of 21% and also students who answered D (Disagree) and SD (Strongly Disagree) with a percentage of 22%. These findings support the results of Liaw (2008) who found that the effectiveness of an LMS will affect user satisfaction.
Then students also feel that using LMS Moodle is very easy, this can be proven by the responses of students who answered SA (Strongly Agree) and A (Agree) in the aspect of ease of use as much as 65% more than students who answered N (Neutral) with a percentage of 19 % and also students who answered D (Disagree) and SD (strongly disagree) with a percentage of 16%.
This finding supports the results of Deepak (2017) who also found that using LMS Moodle is easy for users who don't have program skills.
Classification Number Percentage (%)
SA + A N D + SD Information Quality 7,8,9,10,11 65% 21% 14%
System Quality 17,18 52% 12% 37%
Perceived Usefulness
12,13,14,15,16,19,20 57% 21% 22%
Perceived Ease of Use
1,2,3 65% 19% 16%
Communication Quality
4,5,6 56% 18% 25%
Total 20 Items
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Furthermore, in terms of communication quality in Moodle LMS, most students think it is easy to interact with friends or with teachers in the learning process through Moodle LMS. This can be seen by the number of student responses that answered SA (Strongly Agree and A (Agree) with a percentage 56% compared to students who answered N (Neutral) 18% and also students who answered D (Disagree) and SD (Strongly Disagree) with a percentage of 25%.
CONCLUSION AND DISCUSSION
This study examines 5 aspects of students' perceptions regarding the use of Moodle LMS to obtain information on the strengths and weaknesses of the LMS studied. In line with the researchers' expectations that there is satisfaction from the 5 aspects tested on students to obtain students' views regarding the use of Moodle LMS in learning English.
But researchers still find there are deficiencies in the Moodle LMS, such as the lack of system quality in the Moodle LMS. This is evidenced by the results of a student questionnaire which shows a fairly high percentage, namely 37% of students answering D (Disagree) and SD (Strongly Disagree). This can be a reference for researchers as development or further research plans related to LMS as a learning tool in the future.
In addition, The researcher found a weakness in only using a survey questionnaire as an instrument. because it cannot be known whether the research subjects are honest in filling them out, especially for the 5 aspects that have an impact on students' English learning competence.
Therefore, future research involving real tests could be very beneficial in increasing research credibility.
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