TEACHER EDUCATION DEPARTMENT UIN
SUNAN AMPEL SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan Islam (S.Pd) in Teaching English
By:
Rosyidah Nuril Adha D75212076
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
PARTICIPATION IN ONLINE DISCUSSION
DURING “CALL” COURSE AT ENGLISH
TEACHER EDUCATION DEPARTMENT UIN
SUNAN AMPEL SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan Islam (S.Pd) in Teaching English
By:
Rosyidah Nuril Adha D75212076
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertandatangan di bawah ini, saya:
Nama : Rosyidah Nuril Adha
NIM : D75212076
Fakultas/Jurusan : FTK/ Pendidikan Bahasa Inggris E-mail address : rosyidah_nuril_adha@yahoo.com
Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :
Sekripsi Tesis Desertasi Lain-lain (………)
yang berjudul :
PARTICIPATION IN ONLINE DISCUSSION DURING THE CALL COURSE AT ENGLISH TEACHER EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA
Beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.
Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Surabaya, 24 Agustus 2016 Penulis
(Rosyidah Nuril Adha) v
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA PERPUSTAKAAN
English Teacher Education Department UIN Sunan Ampel Surabaya, Advisors: Mohammad Salik
Key Words: Participation, online class, discussion group, and CALL course
This research discussed about participation of students in online discussion especially in CALL 2 course of UIN sunan Ampel Surabaya. Online discussion is one of design learning process in out-of-class contexts that is designed by educators to educate students more autonomous and knowledgeable by using technology. By online discussion, students will be educated how to browse knowledge that they need with legal access. CALL 2 apply online discussion using SCHOOLOGY whereas students have to participate discussion without face their friends and lecturer directly.
Based on the result of preliminary research has proved that the written data of participation show 40 students from 60 students are less participation in comment discussion for a semester. Moreover, many students are silent when lecturer asks the difficulties in online class. Qualitative research analyzes data from direct field work (SCHOOLOGY) and mix-ended questionnaire. Inductive analysis across cases yields patterns and themes, the fruit of qualitative research. This research instrument uses record of CHOOLOGY and questionnaire.
LIST OF APPENDIX
I. SURAT BIMBINGAN SKRIPSI
II. PROOF READING SHEET
III. VALIDATION OF QUESTIONNARE
IV. RECORDING OF ONLINE PARTICIPATION (SCHOOLOGY)
V. RUBRIC
VI. STUDENTS’ COMMENTS
VII. SUCCESS CRITERION
TABLE OF CONTENT
COVER
APPROVAL SHEET
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDEGEMENT ... vii
SURAT PERNYATAAN KEASLIAN TULISAN ... viii
ABSTRACT ... ix
LIST OF APPENDIX ... x
TABLE OF CONTENT ... xi
CHAPTER I : INTRODUCTION 1.1. Research Background ... 1
CHAPTER II : REVIEW OF RELATED LITERATURE 2.1. Participation ... 11
2.2. Learning in class and learning out-class ... 13
2.3. Online Discussion... 16
2.4. The Concept of IT on Education ... 23
2.5. The Previous Participant In Online Class ... 25
2.6. Previous Study ... 27
CHAPTER III : RESEARCH METHOD 3.1. Approach and Research Design ... 29
3.2. Population and Sample ... 29
3.3. Data and Sources of data ... 30
3.4. Research Instrument ... 31
3.5. Data Analysis Technique ... 32
CHAPTER IV : RESEARCH FINDING AND DISCUSSION 4.1. Data Description ... 34
4.1.2.Instrument Validity ... 39
4.2. Research Finding
4.1. Students’ participation in online discussion during the CALL course at English education department
of UIN Sunan Ampel Surabaya ... 40 4.2. Students’ problems in participating to online
discussion ... 46 4.3. Discussion
4.3.1. Participation ... 53 4.3.2. Learning in class and learning out-of class ... 57 4.3.3. Online discussion ... 58 CHAPTER V : CONCLUSION AND DISCUSSION
5.1. Conclusion ... 60 5.2. Suggestion ... 60 Bibliography
CHAPTER I
INTRODUCTION
This chapter gives an overview of the research background, the research
questions, and objectives of the study, significance of the study, scope and limits of
study, and the definition of key terms used in this proposal.
A. Research Background
In the 2000s, Internet is no longer a difficult thing to search and access. Each
user accesses the Internet easily wherever and whenever they want. Internet packages
are purchased cheaply and quickly, moreover Gadget is accessible to buy. Almost
80% of the population in Indonesia has used the Internet as a tool in communicating
with others. With the result, communicate with others is not reasonable to say
difficult. It is concentrated by Jakarta Appointment on March 10, 2015 "The extent of
Internet users in Indonesia reached 73 slews this domain or not at all bad to assorted
29 percent of the population, with accessing social media being the highest activity".1
The development of technology especially internet forces the learning process
to be in contact with. Most people believe that internet extends a very great impact to
the advancement of student learning. This is kind of improving the quality of country.
Moreover, globalization has influenced the educational shift from conventional to
1
Attention Required! | CloudFlare,
2
modern one. Predictability, the next education will be flexible, open, and accessible.
Technology improves the quality and broad range of education that is utilized wisely.
In addition, Internet is very useful for students and teachers. It helps people to browse
anything easier to get information. We are not waste our time to move on another
place to get something needed. Moreover, social media such as Facebook, twitter,
email facilitate people to chat and collect information easily. Good gadgets which are
possessed by most people encourage the using of Internet. With the development of
information technology in education, it is now possible to study with distance
learning using internet media to link between students and lecturers.
Nowadays the free use of internet makes people spend their leisure time for
Facebook, twitter, BBM and other social media than study. It makes the executors of
education are concerned with the attitude of the students today. In that way they
initiate to make the best use of technology as an aid in learning, particularly in
language learning through online discussion learning. It is learner-centered and
emphasizes communication in real-life situations. Online discussion is teaching and
learning activities require time to meet in learning whereas users only need a laptop
or reading material and other communication device that is able to connect the
Internet. Fouts indicates in the book of Evaluating the Effectiveness of Technology in
improving education.2 He explains his research as the following statements; 1) When
combined with traditional instruction, the use of computers is able to increase student
learning in the traditional curriculum and basic skills areas., 2) The integration of
computers with traditional instruction produces higher academic achievement in a
variety of subject areas than does traditional instruction alone., 3) Students learn more
quickly and with greater retention when learning with the aid of computers., 4)
Students like learning with computers, their attitudes toward learning and school are
positively affected by computer use., 5) The use of computers appears most
promising for low achieving and at-risk students., 6) Effective and adequate teacher
training is an integral element of successful learning programs based on or assisted by
technology.
Online discussion is one of design learning process in out-of-class contexts that
is designed by educators to educate students more autonomous and knowledgeable by
using technology. In this process, the active learner is not teacher but rather students
whereas they face their future obstacle for their learning. By online discussion,
students are educated how to browse knowledge that they need with legal access. In
addition, students are able to discuss with other friends using references that are
available on it. Moreover, the studies of the effectiveness of technology in schools
show that the use of technology is able to help students gain a variety of language
2
Richard J. Noeth and Boris B. Volkov, “Evaluating the Effectiveness of Technology in Our Schools.
ACT Policy Report.”, American College Testing ACT Inc (2004), http://eric.ed.gov/?id=ED483855,
4
skills; understanding the relationships among the parts of the English language,
classification, and reading comprehension; sound discrimination, sound-symbol
correspondence, listening comprehension, decoding in context, and creating oral
narratives; phonological awareness; reading achievement; and spelling.3
Online discussion in learning process are applied by UIN Sunan Ampel
Surabaya especially English teacher education department. Some of lecturers have
designed their lesson using online discussion to improve student’s knowledge from
internet. Lecturers are also active in class although they have learning process out of
class. Most of students are perfunctory with lectures’ design program in online class
that makes them passive in the class.
Computer Assisted Language Learning ( CALL ) is one of an elective lesson
thought for students in sixth to seventh semester of English Education Department
UIN Sunan Ampel Surabaya which applied online class. This class has two sessions
each semester such as CALL 1 and CALL 2. CALL class is a lesson that employs
using technology such as operating computer in learning to develop the learning more
accessible and easy. CALL 2 is session that apply online discussion using
SCHOOLOGY whereas students have to participate discussion without face their
friends and lecturer directly. Students can do their discussion and their work
everywhere and every time that they want. The following example is the topics of
3
SLMQ_EffectivenessofTechnologyinSchools_InfoPower.pdf,
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_Effecti
discussion in SCHOOLOGY; Personal Introduction, Netiquette, Technology in
Education, Web quest Activity, making timeline in language learning, Technology
Corner.
SCHOOLOGY is a new innovation of digital learning and teaching that
resembles facebook. SCHOOLOGY has several facilities such as resources,
attendance, analytics, course, assignment, discussion. In this SCHOOLOGY lecturer
is able to filter posts by students prior to publish. SCHOOLOGY uses a computer,
cell phone, or other mobile. SCHOOLOGY created by Jeremy Friedman in May 2009
precisely New York America. It provides students and parents that administrators are
able to control the nuances of that learning experience.
Following the lesson, for a semester teacher and students apply online
discussion adding meeting class for twice in a month to check the students’
development in the class. In addition, students are able to ask anything that they have
been confused while apply online discussion. It is proved by the students responds in
class. Based on the result of preliminary research has proved that the written data of
participation show 40 students from 60 students are less participation in comment
discussion for a semester. Moreover, many students are silent when lecturer asks the
difficulties in online class. Probably, they enjoy the online learning as well or cover
up their problem while apply online learning.
Because of the case above, the writer wants to know the Participation in
Online Discussion during the “CALL” Course at English Teacher Education
6
B. Research Question
1. How is the students’ participation in online discussion during the CALL
course at English education department of UIN Sunan Ampel Surabaya?
2. What problems are faced by students to participate online discussion?
C. Objectives of the Study
Based on the problems above, this study is expected that:
1. This study gives overview about the students’ participation in online
discussion during CALL course at English Teacher Education Department of
UIN Sunan Ampel Surabaya.
2. This study discovers the problems are faced by students in participating
online discussion and how they solve the problem by themselves.
D. Significance of the Study
The result of this study is important. It will be useful for the lecturer in
order to develop their teaching to students nowadays. Moreover, lecturer will
get the information about students’ problem and their respondents in online
learning. This result is also useful for the students of English Education
Department as reference to exploit the internet in language learning. They are
able to develop their ideas by browsing anything to get more information that
Researcher explores the problem of the students’ participation from the
research.
E. Scope and Limitation of the Study
This study focuses on the written data of students participation doing
online class for repairing the class later, the problem that they faced hopefully
lecturer is able to measure the solve problem for the next students. In addition,
it appears the data conclusion of online participant that is able to accommodate
lesson activity using online which are acceptable and useful for students exactly
in developing English language.
The data were from students in CALL class and the records of online
class activity that is gotten from lecturer. Moreover, Students have to study in
UIN Sunan Ampel Surabaya and passed the CALL class not more than a year
(i.e. students of 2012 graduation).
F. The Definition of Key Terms
The key terms in the thesis are participation, online class, and discussion group.
1. Participation
Based on Cambridge Dictionary, Participation is an action to take part
or become involved in activity. In this writing means that participation is
students who have joined or registered discussion online during the CALL
course at English Teacher Education Department UIN Sunan Ampel
8
2. Online Class
Online Class is class activity using computer or cell phone application
whereas students can access the class easily with the current time based on
the due date of the class which is programmed by the lecturer or admin.
Computers had been installed in various types of educational, and students
have to create an account before join the class. The class activity can do in
out of class, however students do not have to come in class every meeting.
Sometimes the admin gives upper limit of time for about one week to do the
online class. In such a way that Students can join the class whenever and
wherever they want before the overdue.
3. Discussion Group
Discussion Group is discussion activity in online class to help students
sharing their information and knowledge using SCHOOLOGY program.
Hopefully it is able to help students break their problem faced in the class.
Moreover, it is the way to improve students’ ability in English because this
time students use English to discuss their problem. And it is controlled by
the admin in order lecturer knows the students’ activity in the class.
CALL class is a lesson that employs using technology in learning to
develop the learning more accessible and easy that apply online discussion
using SCHOOLOGY whereas students have to participate discussion
without face their friends and lecturer directly. This course is one of an
elective lesson thought for students in sixth to seventh semester of English
Education Department UIN Sunan Ampel Surabaya which applied online
class. The following example is the topics of discussion in SCHOOLOGY;
Personal Introduction, Netiquette, Technology in Education, Web quest
Activity, making timeline in language learning, Technology Corner.
5. SCHOOLOGY
SCHOOLOGY is a new innovation of digital learning and teaching
that resembles facebook. Kelly Ady state that it helps teacher embrace a
digital teaching and learning environment in new ways.4 SCHOOLOGY has
several facilities such as resources, attendance, analytics, course,
assignment, discussion. In this SCHOOLOGY lecturer is able to filter posts
by students prior to publish. SCHOOLOGY uses a computer, cell phone, or
other mobile. SCHOOLOGY created by Jeremy Friedman in May 2009
precisely New York America. It provides students and parents that
administrators are able to control the nuances of that learning experience.
4
Higher Ed and K-12 LMS Success Stories | Schoology, https://www.schoology.com/stories, accessed
10
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter cover about learning in class and learning out of class, online
discussion, the concept of IT on education, the previous participant in online class,
and previous study.
A. Participation
Participation is action distribution of the mind in donation ideas, opinions
or thoughts constructively, either to develop programs or to facilitate the
implementation of the program. Davis defines that participation is a person's
mental and emotional engagement to achievement of goals and take the
responsibility.1
From the definition, Davis separates the elements containing in
participation are:2
1. The involvement of learners in all activities carried out in the learning
process.
2. The willingness of students to respond and be creative in the activities
carried out in the learning process.
1
Strategic performance empowerment model: Empowerment in Organizations: Vol 6, No 2, pp. 57–65,
http://www.emeraldinsight.com/doi/abs/10.1108/14634449810210742, accessed 30 Mar 2016.
In many online courses, online discussion interplays the basis of
interaction and participation. Therefore, online user has to know how to
position the participant well. The following guidelines are for participation
program success:3
1. Let workers progress from involvement on simple issues to more complex
ones.
2. Communicate in advance their areas of decisional freedom and the
associated boundaries.
3. Don’t force workers to participate if they do not wish to do so.
4. Provide counseling for supervisors so that they know how to handle power
sharing.
5. Set realistic goals for the early stages of any participative process.
6. Keep the guiding philosophy behind participation firmly in mind at all times.
7. Never attempt to manipulate a decision under the guise of participation.
8. Maintain a delicate balance between over participation and under
participation.
9. Monitor employee perceptions of the level of empowerment experienced.
B. Learning in class and learning out-of class
1. Learning
3
Empowerment and participation, http://nptel.ac.in/courses/110105034/SM_Web/Ch17modified.pdf,
12
Based on OXFORD dictionary “learning” originates from verb
“learn” which has meaning “gain knowledge or skill in a subject or
activity”.4 In other hand, Business Dictionary says that learning is
measurable and relatively permanent change in behavior through
experience, instruction, or study. It means learning is a process to repair
in behavior to avoid the bad experiences that happen in last.5 “By
learning, we do not mean just book learning, or classroom learning, or
even e-learning. We see learning as an integral part of life. Sometimes it
demands an effort; sometimes it is not even our goal. But it always
involves who we are, what we do, who we seek to connect with, and we
aspire to become.6
There are some factors that usually come along in the learners’
mind;7
1. Anxiety.
Most of potential learners are anxious
4
“learning”, OXFORD, p. 74. 5
What is learning? definition and meaning,
http://www.businessdictionary.com/definition/learning.html, accessed 21 Mar 2016. 6
Digital Habitats: Stewarding Technology for Communities: Etienne Wenger, Nancy White, John D.
Smith: 9780982503607: Amazon.com: Books, p. 4,
https://www.amazon.com/Digital-Habitats-Stewarding-Technology-Communities/dp/0982503601#reader_0982503601, accessed 11 Aug 2016. 7
Jenny Rogers, Adults learning (Maidenhead; New York: Open University Press, 2007), pp. 7–10,
http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335235018, accessed
2. Memories of school
There are several possible experiences either positive or negative that
influences learner in distribution themselves.
3. Challenge to believe
Another possible explanation is that potential conflict is involved when
an adult comes forward for learning.
The different of passive teaching methods and participatory
teaching methods influence the way of students’ learning.
14
Based on Thesaurus Dictionary, class is a number of persons or
things regarded as forming a group by reason of common attributes,
characteristics, qualities, or traits; kind; sort.8 In other definition, class is a
group of students meeting regularly to study a subject under the guidance
of teacher. The definition of learning class that alone is the process of
study that have eye contact between teacher and student who is doing
communication.
3. Definition of learning out-of class
Learning out-of class is the process of learning directly to
something that has relation with someone life. Learning directly in out-of
class is a way to introduce a student or learner to know how to apply what
they get in school. It is a good way as implementation and explanation of
science. It develops awareness of the positive effects of experience
outside the classroom that can be used as teaching materials.
The different of learning in class and learning out-of class (E-learning)9
Concept Classroom E-learning
Learning
Process Instructor-led Self-study
Motivation Instructor generated Individually generated
8
Class | Define Class at Dictionary.com, http://www.dictionary.com/browse/class?s=t, accessed 21
Mar 2016. 9
Making Elearning Work For You, http://www.instructionaldesignexpert.com/eLearning.html,
Feedback Immidiate response Programmed response
Role-play Face to face simulated
System
Training Instructor led Simulated
Participants Limited to
availability Unlimited
Repetitive One time Unlimited
Interactivity Limited Time Limited Development
Time
C. Online discussion
2.2.1. Meaning of online discussion
Based on COBUILD Dictionary, discussion is a piece of writing or
a lecture in which someone talks about it in detail. With another
explanation that discussion is a process of study where the subject is more
than one in which someone exploring more about a lecture or information
detail.10 The other hand, online is computer setting which is connected to
the internet. In the result, online discussion is subject who uses computer
setting to explore more about a lecture or information detail in Internet.
Garrison and Johnson interpret online is forums (messages and postings
can be viewed when convenient for participants) that offer students the
time to reflect on the topic of discussion and thereby encourages a more
in depth and constructive dialogue.
2.2.2. Kind of discussion
10
16
1. Web Discussion.11
It is a special kind of graphic aid for teaching students to look at
both sides of an issue before drawing a conclusion. Discussion Webs
are a great way to engage students in meaningful conversation and
spark critical thinking at the same time. It does that by incorporating
an adaptation of a discussion approach called think-pair-share. Using
this approach, students are asked to respond to a yes-no thinking
question. Then:
a. Students think individually about the question that's up for
discussion. They look in the text for information they might use to
support their opinions.
b. They discuss their ideas with a partner (as a pair). The partners
share supporting ideas from the text and from their own
experiences.
c. Then the partners pair up with another set of partners. They work
as a group of four to eliminate contradictions and inconsistencies
in their thinking as they come to a consensus and decide upon one
idea that a spokesperson for the group share with the class.
(There'll be plenty of time during the classroom discussion for
dissenting opinions to be heard.)
11
Hamzah B. Uno, Teknologi Komunikasi & Informasi Pembelajaran, 1st edition (Bumi Aksara,
2. Classroom Discussion
Classroom discussion is a discussion that can enhance student
understanding, add context to academic content, broaden student
perspectives, highlight opposing viewpoints, reinforce knowledge,
build confidence, and support community in learning.12 Separate the
classroom discussion consistent:
a. Enhance knowledge, understanding, and relevance
Student understanding and ability to connect detailed technical
content with other knowledge and experience can be facilitated by
open discussion related to applications, connecting principles, prior
experiences, current events, emerging technologies, future
challenges, etc.
b. Point out current “state of knowledge” as context for the material
Student’s awareness and understanding of where the course
material fits into the evolving state of knowledge in the field can be
developed through class discussion. Historical context, current
events, and outstanding questions are useful topics to address in
guiding these discussions.
c. Build skills in critical thinking and analysis
12
18
By interacting with classmates and responding to the varying
viewpoints and arguments that may arise during an open
discussion, student will learn the value of continually challenging
their own preconceptions, notions, understanding, and conclusions.
d. Build community and confidence
By hearing the thoughts of their peers, student can identify with
each other in terms of past experience, perspectives, and opinions.
By mutually supporting their developing abilities, they can grow
more confident in their own skills within their peer group. Students
will build their own support communities in this way.
2.2.3. The advantages of discussion
Meaningful discussion requires an environment where students are
enabled to safely engage, freely offering opinions, thoughts, and
experiences without fear of ridicule. As the leader of the class, it is critical
that the instructor earns the trust of the student to foster this safe
environment. Regardless of format, a valuable discussion will be based
upon two basic pillars.13
1. Respect
All participants, including the instructor, must be respectful of all
other participants, the course, the institution, society, and all
identifiable groups. Rude behaviors, such as interruption, ridicule,
anger, personal remarks, are disrespectful and must not be tolerated.
2. Responsibility
All participants are responsible to offer thoughtful remarks that are
useful and contributory to the goals of the discussion. Reactionary
comments, angry replies, and inappropriate attempts at humor are
counterproductive and disrespectful.
2.2.4. Online learning
How to make technology useful is not straightforward and lacked for
careful consideration by each school and its various departments. Skilled
and dedicated educators, who are committed to providing their students
the best possible learning opportunities, are a cornerstone of each
education department. One solution to develop education is to utilize the
technology in learning. There is a wide variety of possible goals for
online learning discussions:14
14
how_to_plan_for_and_moderate_online_discussions.pdf, pp. 2–3,
20
• Improved comprehension: to enable students to clarify their
understanding of key concepts in the course through discussion with
other students;
• building an argument: analyze the logic or power of someone else’s
argument and build and defend one’s own position, using materials
from the course or other relevant materials;
• knowledge construction: to encourage a deeper understanding of
concepts, their applicability in different contexts and their relatedness
to other concepts, or to acquire new meanings;
• collaborative learning: to enable students to learn from each other, to
share knowledge and experience, and to learn to support and help each
other;
• critical thinking: to encourage students to engage constructively in
critical analysis of ideas, concepts, philosophies and
processes/procedures, and to form, defend and reflect on their own
position on issues raised in the teaching;
• to create a learning community: to develop a sense of belonging to a
group with similar learning interests, in order to foster student
engagement, and improve student retention; feedback for the
instructor: to enable the instructor to see how learning is taking place
in the learning, and to provide an opportunity for additional teaching
and support for the students as a group.
D. The Concept of IT on Education
The innovation of education always search and try to get its self. It is
shown by the changed curriculum in some of country especially Indonesia.
Most people want to get good education for them or their children are better
than before. Moreover, as the developing nations, technology is something that
is important to grow Indonesia’ education. It has big influence for the
development of education. From the case, a person has to know the concept of
technology before applying it into their life to avoid errors in use of technology.
The following picture is a comprehensive picture covering various domains
implying in terms of technology.
Educatio 4. Delivery system management Utilization: 1. The use of media 2. Diffusion of innovation 3. Implementation and
22
1.1.The domain of educational technology15
The T&E of Science, Technology, Engineering and Mathematics (STEM)
Education defines that Technology Education is practice of educating students
about different technology and engineering concept as they relate to the "human
made" World.16 That is, technology is a tool in developing the science of
human well. Winn divides the three possibilities that may occur in the use of
technology, namely (1) the process of delivering learning, the media used to
convey something specific message. (2) The creation of a learning environment
of media, where media is designed to help students explore and learn new
knowledge. (3) The development of cognitive abilities of students, where the
media serves as an example of a concept.
Kun, Haizhi, and Xing ge separate the distinctive characteristic of IT on
education, mainly reflected in:17
1. Digital
2. Networking
3. Multimedia
15
Hamzah B. Uno, Teknologi Komunikasi & Informasi Pembelajaran, p. 30. 16
Technology Education - Florida Agricultural and Mechanical University 2016,
http://www.famu.edu/index.cfm?TechEd&DefinitionofTechnologyEducation, accessed 21 Mar 2016. 17
Kun Guo, Haizhi Wang, and Xing Ge, “Lifelong Learning Capabilities of College Students Boosting
by Information Technology on Education”, IERI Procedia, vol. 2 (2012), p. 242, accessed 18 Aug
4. Intelligence
4.4. The Previous University In Online Class
The following table is the previous university which uses online
discussion in their learning. Researcher gets the data from filtering information
from internet.
No. University
Name of the
media
Function Activity
1. Universitas
Gajah
Elisa has some menu such as
site news, UGM information,
survey, user-agent, and
e-learning.
This e-learning gives facilities
such as ITB link, Webmail
Students, digital library,
Faculty information, calendar,
24
of ITB.
3. Universitas
Indonesia
This e-learning process
reserves site news as
information resources of
University, calendar,
Indonesian University link,
and course categories
5. Universitas
Brawijaya
Universitas
Brawijaya
E-Learning
E-learning There are some bids in this
program one another
e-learning community, calendar,
UB information Brawijaya
Information Technology
Services, and site news.
8. Universitas
Teknologi
Virtual class This university employs the
program as share chat,
overview, ITS website,
e-learning, digital library, site
news, tutorial MOODLE,
downloader material,
calendar, chat forum, and
4.5. Previous Study
Safitri developes A critical Discourse Analysis of Racism in NBC News
Online Mass Media of Michael Brown's case in Ferguson, Missouri. This study
was taken from the text of the online digital news(NBC)that analyzed text
structure and ideological implications of the text which has a role in
reproduction and social context. This analysis refers to the three levels of
analysis; macro-structure, super-structure and micro-structure.18
Fayyakun conducts a research and development entitled Students’
Motivation in Choosing Call Subject At English Education Department State
Islamic University Sunan Ampel Surabaya. This study tells about the students’
motivation in choosing CALL and to know the students’ opinions about CALL
as media for teaching English.19
18
Dessy Safitri, “A Critical Discourse Analysis of Racism in NBC News Online Mass Media of
Michael Brown Case in Ferguson,Missori” (UINSA Surabaya), digilib.uinsby.ac.id/2885/, accessed 4
Jan 2015. 19
Muhammad Agus Fayakun, “Students’ Motivation in Choosing CALL Subject at English Education
Department State Islamic University Sunan Ampel Surabaya” (UINSA Surabaya, 2014),
26
Long Van Nguyen (2010)20 has conducted a research and development
entitled Computer Mediated Collaborative Learning within a Communicative
Language Teaching Approach: A Sociocultural Perspective. This study tells
about the collaborative second/foreign language learning to the review of the
current Communicative Language Teaching (CLT) that is focused on Vietnamese
language education.
This research titled Participation in Online Discussion during the “CALL”
Course at English Teacher Education Department UIN Sunan Ampel Surabaya
focus on the result of students participation doing online class for repairing the
class later, the problem that they faced hopefully lecturer is able to measure the
solve problem for the next students. In addition, this research is not only oriented
to the current reality, but also based on data considered to be valid.
20
Long Van Nguyen, Computer Mediated Collaborative Learning within a communicative Language
CHAPTER III
RESEARCH METHOD
This chapter contains about the procedural process to conduct the research and
development. On the research methodology, the part of research function as the
process how the study is done. The parts of the research are Approach and research
design, population of sample, Instrument, data collection technique, and data analysis
technique.
3.1. Approach and Research Design
The data is gotten by the qualitative data designed by questionnaire for all
of participant and the lecturer, interview of collective students and interview,
and the percentage of students activity while learning that will gotten by the
admin of the online site named collective data. Qualitative data is the way to
conclude the data based on the result of questionnaire, interview data, and the
percentage based on computer or the collecting data.
3.2. Population and sample
The study conducted at UIN Sunan Ampel Surabaya especially English
education department. The study involves a number of students in the CALL
course class. Researcher took one class to be sampling that contains for about
28
membership or student achievement. Students may be selected to complement
the data are students who have completed classes in CALL class last two years.
3.3. Data and Source of Data
To obtain the valid data, this research is applied by the following
technique:
3.4.1. Questionnaire
Researcher gives questionnaire after the end of the class. It is for
students and teacher to check the influence of online learning class.
3.4.2. Interview
Researcher takes information from teacher and two or more
students that are chosen randomly separated by active learner and passive
learner. It is to make sure that the data is valid and reliability.
3.4.3. Recording Data From Lecturer
Researcher asks the records of students’ activity in online
discussion from the lecturer of Computer Assisted Language Learning 2
(CALL 2) and the students’ value in the end of the class. Data collection
is gotten by the lecturer of the CALL course. The function is for checking
the rating of students’ participation during the class. It collaborated with
3.4. Research Instrument
Instrument is the way how we get the data, what we have to do to get a
valid and reliable data so the research can be accurate. Document of the
recording online discussion of CALL course is the material that the researcher
uses. Moreover, it uses questionnaire after checking the recording data. To
strength the information it is continued by interview, however it is conditional.
The following data collection techniques are:
1. Record of Online Class ( SCHOOLOGY )
Researcher gets the record of SCHOOLOGY from lecturer in the CALL
class in 2015, Mr. Syaifuddin. This recording is to check participation of
students during the CALL class in SCHOOLOGY. (RQ:1)
2. Giving Questionnaire
Researcher gives questionnaire to students of eighth semester in English
Education Department of State of Islamic University. The sample is ten to
twenty students from the graduation of CALL course in 2015. This
questionnaire is shared to fifteen students of CALL class based on the
calculation of the recording during discussion. This questionnaire is to
strength the record of online class data and breaks the students’ problem in
30
3.5. Data Analysis Technique
This study is planned to investigate the students’ demographic, students’
self assessment, support service of online class, and the course assessment
which have influence to students participation. There are some kinds of the data
which must be analyzed. The data analyzed in this research are summarizing
the questionnaire and summarizing the record of SCHOOLOGY.
3.5.1. Summarize the record of SCHOOLOGY
Recording is analyzed from internet using icon in SCHOOLOGY. It
calculates using table specification of students’ participation for a
semester. Then, summarize the calculation of the recording using success
criterion rubric.
3.5.2. Summarize Questionnaire
Questionnaire for students in CALL 2 class and teacher is analyzed
by using the tables of specification based on success criterion. The steps
are the following:
a. Make the table of specification (Appendix 1)
b. Match the items in the test into the success criterion.
c. Calculate the percentage of the item.
A. Data Description
This chapter use descriptive qualitative analysis that has 30 students in
CALL 2 (Computer Assisted Language Learning 2) Class 2015 at English
Teacher Education Department UIN Sunan Ampel Surabaya as sample. This
research uses recording document in CALL 2 class of online activity
(SCHOLOGY). It is analyzed by writer to check the participant that has
contributed to the class.
The document of SCHOOLOGY discovered from the lecturers, further
classification instrument making in the form of tables and rubric classification.
The first step, make an instrument among the rubric classification and table
discussion is handled by researcher in assessing the online activity. Next,
researcher classifies the students follow the online class using SCHOOLOGY
media in CALL 2 class. This research takes a sample from two classes of
CALL 2 consisting 60 students. The selection and the SCHOOLOGY
estimation choose randomly, thus there is no comparison achievement or
sequence identification numbers in this research.
When the data carried out this research has been collected, further
research instrument-making in the form of a questionnaire deliver to the
32
research were 30 respondents from research sample in the CALL 2. Afterwards
the instrument tested the validity and reliability to determine whether the data is
valid or not. The results of respondents' tabulate into a diagram to describe the
amount of response data, moreover that can identify trends in data easily.
Subsequent results have been analyzed outlined the study in discussion.
The following data is the result of participant in SCHOOLOGY activity
based on the recording SCHOOLOGY 2015.
Participation of SCHOOLOGY 2015
English Education Department at UIN Sunan Ampel Surabaya
Nama PI N TE WA MT TC
Participant
Percentage
Success
criterion
R1 7 7 28 26 4 0 72 83,7
R2 11 7 19 4 1 1 43 86,3
R3 9 6 11 5 1 0 32 74,5
R4 9 5 3 8 5 0 30 80
R5 13 4 3 8 1 0 29 76
R6 8 3 6 2 10 0 29 69
R7 5 1 6 15 1 0 28 72,2
R8 13 2 6 5 0 0 26 69,3
R10 1 4 7 11 2 0 25 76,2
R11 5 7 5 6 1 0 24 76,8
R12 4 4 5 8 3 0 24 78,2
R13 4 6 7 5 1 0 23 77,5
R14 6 4 8 3 1 0 22 75,7
R15 2 3 4 10 1 0 20 74,5
R16 3 1 2 1 1 0 8 70,5
R17 3 1 2 1 1 0 8 66,3
R18 1 1 1 1 4 0 8 62,2
R19 1 4 1 1 0 0 7 62,8
R20 1 1 1 3 1 0 7 66,2
R21 1 0 3 2 0 0 6 60,2
R22 1 1 2 1 1 0 6 67,7
R23 2 1 1 1 1 0 6 64,3
R24 2 1 1 1 0 0 5 60,8
R25 3 1 1 0 0 0 5 57,5
R26 1 0 1 2 1 0 5 63,3
R27 1 1 1 1 1 0 5 64,2
R28 3 0 0 1 0 0 4 59,8
34
R30 1 1 1 0 0 0 3 58,8
Picture 4.1
Candidate of Respondent Score
4.1.1. Implementation of Research
Admission of questionnaire is online by Google form,
hopefully it will not disturb the respondents’ time. Respondents fill out a
questionnaire by selecting the appropriate response to reality. The
questionnaire consists of two types enclosed close-ended as 11 items and
open-ended as 8 items.
The total number of students CALL 2 is 60 students, then researcher take
the most active and the most passive for online learning as 30 students,
researcher can only reach 25 students. It can be said the maximum number
obtained by investigators. The problem is the difficult access to contact the
respondents.
Picture 4.3
36
4.1.2. Instrument Validity
The test instrument is an important part in the research. With a valid
and reliable instrument in data collection is expected the results to be
valid and reliable. In this writing, researcher validates the two professors
considered and competent in this test.
B. Research Finding
1. Students’ participation in online discussion during the “CALL” course
at English Education Department of UIN Sunan Ampel Surabaya
The study produced many students' interest in participating in online
class, evidenced by all students in CALL 2 participate the class either as a
respondent or not. Some factors that appear in this study are; the topics is
raised an interesting topic in online learning with a sample of 30 students,
students who commented are familiar friends, the internet is fast access, and
the score integrity is high.
The following graphic is the students’ respond based on the topic is
raised such as Personal Introduction (PI) and the main topic; Netiquette (N),
Technology in Education (TE), Web quest Activity (WA), Making Timeline
Picture 4.4
In addition, active students also affect the quality of the students'
distribution in online class, the students' distribution quality have been
measured using the success criterion adapted from the work of Dr. Kelvin
Thompson.
Participant in Each Topic
38
Picture 4.6
In addition, researcher use a rubric (picture 4.7) to graded the students’
comments objectively. The result shows that active student comment more
quality and attractive than passive students in online learning. (Picture 4.5 and
picture 4.6)
0 10 20 30 40 50 60 70 80 90
R17 R19 R21 R23 R25 R27 R29
Gra
d
e
Passive Participant
Success criterion
ONLINE DISCUSSIONS PARTICIPATION RUBRIC Adapted by: Dr. Kelvin Thompson
EME 5050: Fundamentals of Technology for Educators
Quantity of
Kelvin Thompson, Ed.D. Student Blogging: A Connected Stance Applied This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
42
The Result of Success Criterion
Picture 4.8
2. Students’ problems to participate online discussion
From the questionnaire, researcher get the conclusion about the problems
faced by students in participating online discussion based on the diagram. First
is the students demographic influence students' contribution in online learning.
In achieving 65 % most of students are full-time students in the day. In
explanation they need more time to spend time for this course. Moreover 32 %
students joined more than three online courses, 24 % students joined two to
three online courses, and 20 % students joined another online course besides
CALL 2 course. In prediction 76 % students are not focus with CALL 2 course
and they have less time to participate online discussion. The 34 % students are
Students’ Demographic
Picture 4.9
In conclusion students who are full time student are the most active in
online discussion than others. in other hand, this questionnaire shows that 60
% students sometimes feel comfortable apply technology in learning
process, 24 % students always feel comfortable using internet, and 8 % do
not feel comfortable at all.
Comfortable with Technology
44
Moreover, 100 % students are able to use internet. It shows that there
is no problem to students in operating internet.
Students’ can use internet
Picture 4.11
a. Internet Connection
In addition, 52 % students stay in the city, 36 % in a rural area, and 12
% in a city away from the main campus. Almost 50 % students are
Students’ Place
Picture 4.12
There are some ways to interrupt internet connection: 28 % students
will wait until things get resolved, 48 % students will use a lab on school or
a friend’s computer, 20 % students will ask the instructor for extensions on
the assignments, and 4 % students will get very upset when things go wrong.
A Way to Interrupt Internet Connection
46
b. Time
As for the time, students spend time in online discussion in accordance
with the following diagram.
Registered In Online Course
Picture 4.14
From the causes engender 52 % students log on to internet at least
twice a week, 28 % only once a week, and 20 % students are on the knees of
the gods.
Students log on to internet in a week
Based on the respondent responses, 52 % students are available to
budgeted time for CALL 2 course (Picture 18). Other students take a part in
CALL 2 if they are not busy with unstable time. In addition, students join this
course because of current reasons such as; 1) they do not have time to take a
traditional class, 2) they are nervous about the course, 3) they do not look
forward the course, but they need the course, 4) they look forward to the
experience. Moreover, 40 % students have less time since the class does not
meet, 36 % students are able to dedicate about four to six hours a week for
studying, 20 % students do not know what to expect, and the others join the
course as attending and studying for a traditional course
How many times do you have for CALL 2?
48
How long you spend time for CALL 2?
Picture 4.17
c. Online Class Environment
In other hand, most of students can use internet and 80 % students find
working with students interesting, 8 % students always seem to mess up their
system setting and they do not like computer, but they are understand that
computer is important.
Feel comfortable with computers
Students’ opinion for CALL 2 class
Picture 4.19
From this result, 56 % students look forward to the experience, 24 %
students do not look forward to it, but they need the course, and 16 %
students are nervous to the course, and other are neutral.
C. Discussion
A. Participation
Davis defines that participation is a person's mental and emotional
engagement to achievement of goals and take the responsibility.1 From the
definition, Davis separates the elements containing in participation are:2
1. The involvement of learners in all activities carried out in the learning
process.
1
50
2. The willingness of students to respond and be creative in the activities
carried out in the learning process.
In CALL 2 course, lecturer gives students the course authorship to
develop their knowledge and creativity in sharing idea. Students are able to
develop their task by self with lecture’s instruction with any sources that they
have. However lecturer always controls the discussion in SCHOOLOGY to
avoid the plagiarism of idea. This online class will be up if the participant are
active with good instructor because of the students’ authorship.
From 180 points of participant, the most active student is 142 points and
the passive is 1 points. It means that more than 50 % of sample has contributed
their self well to develop the activity in SCHOOLOGY. (Picture 4.5)
Percentage of Participation
PI N TE WA MT TC
7 7 28 26 4 0
11 7 19 4 1 1
9 6 11 5 1 0
9 5 3 8 5 0
13 4 3 8 1 0
8 3 6 2 10 0
5 1 6 15 1 0
13 2 6 5 0 0
20 1 3 1 1 0
1 4 7 11 2 0
4 4 5 8 3 0
In many online courses, online discussion interplays the basis of
interaction and participation. Therefore, online user has to know how to
position the participant well. The following guidelines are for participation
program success:3
1. Let workers progress from involvement on simple issues to more complex
ones.
3
52
2. Communicate in advance their areas of decisional freedom and the
associated boundaries.
3. Don’t force workers to participate if they do not wish to do so.
4. Provide counseling for supervisors so that they will know how to handle
power sharing.
5. Set realistic goals for the early stages of any participative process.
6. Keep the guiding philosophy behind participation firmly in mind at all
times.
7. Never attempt to manipulate a decision under the guise of participation.
8. Maintain a delicate balance between over participation and under
participation.
9. Monitor employee perceptions of the level of empowerment experienced.
In this progress, the course has designed the online class using different
topic in each period with new issues that students unknown. Moreover the topic
is related with students' reality, so they are enthusiasm to know the topic about.
In addition, students of CALL 2 have freedom and associate boundaries in the
course, lecturer does not force students to participate if they do not wish to do.
(Picture 4.18) It is important for students feeling enjoyable with the course.
Every students have own problem in online discussion such as, internet
connection, nothing media to use, less time to participate, and stuck with idea.
course or task via Whatsapp. This way is achievable to stimulate students in
sharing their idea or knowledge. Moreover lecturer has facilitated counseling
for students via Whatsapp to help their problem.
B. Learning in class and learning out-of class
“By learning, we do not mean just book learning, or classroom learning,
or even e-learning. We see learning as an integral part of life. Sometimes it
demands an effort; sometimes it is not even our goal. But it always involves
who we are, what we do, who we seek to connect with, and we aspire to
become.4
After do research of Participation in Online Class During The CALL
class at English Teacher Education Department, this statement is right. The
reasons are:
1. Students have many experience and knowledge about technology
especially knowledge of application in online learning.
2. Students need effort to do the task more open minded, because the tasks
in the discussion need accurate information using reference.
3. From this course, students are happy because they are able to get
experience, and new motivation to develop technology in education.
44
Digital Habitats: Stewarding Technology for Communities: Etienne Wenger, Nancy White, John D.
54
C. Online discussion
There are kind of discussion such as; Discussion Webs and Classroom
Discussion. The CALL 2 course is discussion Webs applied Web quest.
Webquest is an act of search, gather, and also compare a given domain of
information, mostly based on website, blog, and internet source.
Different from internet-based conventional research, webquest is
educational based information gathering. There are 3 procedural standards for
Webquest:
1. Classroom Based. Webquest is asked by teacher to his student to enlarge
their information about given domain.
2. Higher Critical Thinking. The information must be filtered by these 3
principles: critics, creativity, and analysis.
3. Teacher's Selection. Teacher as the task-giver should give particular
web-based source to students.
In this section there are few discussion topics that need to be addressed by
students. There are topics that are compulsory for students to respond and will
give them credit for responding. There are also topics which may be of their
interest and will provide them with channels for asking help and sharing
information. In addition, this section are founded few tutorials on few topics.
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Most of students are open with the development of technology. Based on
this course students like about online discussion although their problem is
significant. This research shows that 52 % students are active to participate
online discussion in CALL class especially in topic that has relation with
students’ reality. Lecturer of CALL 2 has designed online discussion well using
SCHOOLOGY. SCHOOLOGY is a web-based social network specifically for
K-12 in schools and higher education institutions which focused on cooperation
to enable users to create, to manage, to interact, and to share academic content.
In other hand, the students’ anxiety is not only the application but also the topic
and their environment in online discussion can influence their participation. The
problems of students in participating online discussion are internet connection,
time, and the enjoyable with their friends sharing.
B. SUGGESTION
Based on the conclusion about the research, government has to give more
facilitate to education organization or institute especially in internet connection.
Indonesia is the development country that needs more reparation in education.
56
is no one who led students in operating computer and internet. This course of
CALL 2 is the one example that is enviable to apply in learning. Besides it is
easy to study, it will develop students’ brain and critical.
UIN Sunan Ampel Surabaya should have own application in learning
online. It is able to design SIAKAD as the students and lecturer account to be
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What is learning? definition and meaning,
