CHAPTER IV FINDINGS AND DISCUSSIONS
C. The Practicality
51
learning; lack of reference, space and time, can be solved through the implementation of technology. Learning by using technology, makes all students think that teaching and learning grammar is effective, efficient, and interesting. Addition from Oktaviani (2019) that the use of web-based learning has many undeniable benefits, such as unlimited time and place limits, increasing the quality of life and the effectiveness and efficiency of the educational experience for both lecturers and students.
Tests, questionnaire, and interviews have been used to evaluate implementation outcomes. The results of the study indicate that this website is suitable for use in English learning activities, especially prepositions material, for first-year students majoring in English education at UIN Alauddin Makassar.
Based on the data in table, 6 out of 24 students (25%) said web-based learning was very practical, while 13 out of 24 students (54%) said it was practical, and 5 out of 24 students (21%) said it was quite practical. So based on these data it can be seen that the results of the practicality test in learning English with web- based grammar material are easy to practice. The data was obtained from the results of the practicality checklist that had been done previously. This has been supported by the opinions of respondents.
1. Usage
In this case, "usage" refers to the benefits resulting from using the website. All basic English grammar materials from web-based prposition have been used. Respondents' statements support this.
Indicator Definition
of Term Data Display Conclusion
Usage Usage
including
easy to
manage, store, and can be used at any time. In this case,
"usage"
refers to the benefits resulting from using the website.
R1: I think it’s easier for me to learn something.
Because, in this link they used simple words and and sentences. And also we can accessed in many device like handphone, laptop or computer.
Can access in many devices.
R2: I think this website is good because the explanations are easy to understand as well as the website can be accessed at any time.
Can access any time.
R3: Yes, this website can be accessed using
Can access
in any
Total Mean Score
71.60 Practical 24 100%
53
any device, making it convenient for learners to study prepositions anytime and anywhere.
devices and anytime.
R4: Yes, I access this website using a
cellphone and
sometimes also using a laptop because it's easy to access.
Easy to access R5: In my experience,
this website is good because by using this website, we can use it wherever we can learn because it can be used on various devices, as long as we have a cellphone or laptop.
Can access anywhere using any divaces.
Based on the data presented above, it can be concluded that usage of the implemented website shows a positive response. This can be seen from respondents' claims that this website can be accessed anytime and anywhere. Apart from that, this website is easy to use because it can be accessed using any device such as a cellphone or laptop.
2. Time
The time here refers to the efficiency of using the website. The number of times this web has been fulfilled. Respondents' statements support it.
Indicator Definition of
Term Data Display Conclusion
Time The time
required for implementation should be short,
fast and
precise. The
R1: Yes of course.
Because we just have to access on our mobile device. So, we can learn about this material everywhere.
Can access on mobile device.
time here refers
to the
efficiency of using the website.
R2: Yes. Because we have to pay close attention to grammar.
And this web can be the alternative in learning grammar.
Can be
alternative in learning grammar.
R3: Yes, I believe this website can save me time searching for grammatical resources,
especially for
prepositions, as it offers comprehensive material in one place.
This website can save time in searching for
grammatical sources, especially for prepositions.
R4: Yes. I think using this website can streamline the time to find material, especially prepositions material.
Can
streamline the time to find material.
R5: Yes, because in my opinion the website is easy to access and easy to use for studying anywhere.
The website is easy to access and easy to use.
Based on previous data findings, students' responses to time can be obtained. Time here refers to the efficiency of using the website in learning prepositions material using an easily accessible web-based, and subject matter can be learned anywhere and anytime and at any time. This is supported by the respondent's statement that this website can be used at any time using a mobile phone so that it can save time to study grammar.
3. Presentation
According to the presentation, it is easy for students to understand.
In addition, the presentation indicators have been met. Respondents statement support this.
55
Indicator Definition
of Term Data Display Conclusion Presentation Easily
interpreted by teachers, experts and students. In this case, presentation means that students can easily
understand the content contained on the website.
R1: I think they used a simple language and it makes to easier to understand what they explain. While video explanation, I think it’s so interesting to watch it. Because we don’t have to read the material. We just
watch the
explanation video.
Used a simple language
R2: I think the language used is easy so that it can be understood properly, the readability of the text and sentences is also very clear and the explanation video is very good.
The language used and the explanation video is easy to understand.
R3: After using the
website, my
understanding of prepositions has improved. The explanations and exercises were helpful in solidifying my knowledge.
The
explanations and exercises were helpful.
R4: In terms of language, fast and easy to understand.
the grammar used is also neat. and the videos are cool and not boring.
The grammar used is also neat.
R5: Very good, because after studying on campus there will definitely be additional
Additional material in learning
grammar.
material from this website if we re-read the grammar material studied on campus using this website
Based on the data displayed above, it can be concluded that students' responses to this website presentation are that students can easily understand the content on the website. This can be seen from the respondents' statements that the language used is easy to understand, the video explanation of the material on the website is quite easy to understand and the exercises help students to find out how much they understand the material they have studied.
4. Attractiveness
Attractiveness means the attractiveness of the device to students. this indicator has been met. Their interview comments further reinforce this.
Indicator Definition
of Term Data Display Conclusion Attractiveness The
attractiveness of the device
to the
interests of students. In this sense, the tool refers to basic English grammar material consisting of web-based prepositions.
R1: Yes I am.
Because not only prepositions
material, but all the basic English grammar. I think it’s easier to learn and to access.
It’s easier to learn and to access.
R2: What motivates me is that there are apparently many easier ways to learn prepositions, one of which is this website which can be opened at any time.
Can be opened at any time
57
R3: My motivation to learn prepositions has increased after using this website.
The engaging
content and
interactive exercises kept me motivated to continue learning.
The engaging content and interactive exercises.
R4: Having this website motivates
me to study
grammar, especially prepositions
material. Apart from that, this website makes it easier for me to get grammar material correctly.
Easier to get grammar material correctly.
R5: With this website, it makes me diligent to study.
Because basically this prepositions is a word used to connect nouns. So since I used the website, I understand even more and increase my understanding of how to connect nouns, pronouns, a phrase in a sentence.
The website makes the respondent diligent to study.
Based on the data shown above, it can be concluded that students' responses to the attractiveness of this website are about how interested students are in this website. Based on respondents' information, this website is summarized in a way that is easy to understand, has interesting content and interactive exercises, and is also easy to find other grammar materials.
5. Equivalence
In this context, equivalence refers to how well the items on a website match requirements. Equivalence indicators have been met. During the interview, respondents supported this.
Indicator Definition
of Term Data Display Conclusion Equivalence It has the
same
equivalent so that it can be used as a substitute or variation.
With the same
equivalence, it can be used
as a
substitute
R1: Yes of course, I can learn some types of basic English grammar.
Because in one link we have many options to learn.
Many options to learn.
R2: Yes, because it fits the purpose of learning prepositions, and also the purpose of this website.
It fits the purpose of learning prepositions R3: I think the basic
English grammar material from web- based prepositions is designed according to the material because the website presents the information in a
structured and
organized manner, making it easier for
beginners to
understand.
Easier for beginners to understand
R4: I think yes because the website has a complete and easy-to- understand explanation for beginners for me.
Easy to
understand explanation for beginners.
R5: Yes, because the material is quite complete and the explanation of the
The material is quite complete.
59
material on the website is easy to understand.
The data above shows that positive feedback is being received regarding web equivalence. As stated by the respondents, the material on this website is complete, there is a lot of content to learn, it is designed for grammar material especially prepositions, the material on the website is similar to what the respondents studied, and can broaden the respondents' insights understanding of prepositions.
Results from interviews on practicality of the website with five students who were deliberately selected, with two highest scores, one middle score, and two lowest scores, indicated that students appeared to have responded positively to the web-based basic English grammar material of prepositions. This shows that, based on what happened in the field, students have learned the basic material of English grammar based on prepositions. For first-year students of the Department of English Education at UIN Alauddin Makassar, it was shown that the website met practicality criteria such as use, time, presentation, attractiveness and equivalence.
According to Sukardi (2008), practicality metrics are based on time, usage, presentation, attractiveness, and equivalence. The results show that basic English grammar based on web-based prepositions can be used. This is also supported by Mandasari & Wahyudin (2019) that student satisfaction lies in the ease of learning, the availability of opportunities for independent learning, and increased knowledge of
English grammar. In addition, according to Thamrin et al. (2019), the teaching and learning process can be done anywhere without class limits.
Where the use of this web can be done anywhere and anytime.
In this case, the practicality test was carried out by filling in the practicality check sheet and interviewing the respondents. This shows that web-based prepositions basic English grammar material is categorized as practical as a learning resource for first-year students majoring in English education at UIN Alauddin Makassar.
61 CHAPTER V
CONCLUSION, LIMITATIONS, AND SUGGESTION A. Conclusions
1. In this research, the results of implementation outcomes were poor with a grammar test score of 55.31. The implementation results were obtained by conducting tests, questionnaire, and interviews with respondents. thus, that web-based prepositions basic English grammar material can be applied properly in the learning process. It can also be used as a complementary tool to add to a student's learning style and approach.
2. To conduct a practicality test, respondents were interviewed and a practicality check sheet was filled out. With a score of 71.60%, the basic English grammar material for web-based prepositions is categorized as practical. In other words, the web is easy to use and accessible from any device, and meets the needs of students.
B. Limitations
The limitations of this research are:
1. There was no pre-test conducted by the researcher. So that no one guarantees that the result of the test have been carried out really affect students learning outcomes related to prepositions material.
2. The researcher did not ask for clarification from the respondents regarding the results of the test that had been carried, especially about cost, one of the indicators of implementation outcomes.
C. Suggestions
1. For lecturers, the researcher suggests that this web-based basic English grammar material can be used as a complementary resource for learning basic English grammar, especially prepositions material.
2. For students, the researcher suggests that the basic English grammar of prepositions material is one of the learning resources that can make it easier for them to learn prepositions material.
3. For other researchers, the researcher recommends that the application of web-based materials continue to be evaluated to improve the quality of web-based materials used as learning resources.
63
BIBLIOGRAPHY
Abd Rashid, Z. (2016). Review of Web-Based Learning in TVET: History, Advantages and Disadvantages. International Journal of Vocational
Education and Training Research, 2(2), 7.
https://doi.org/10.11648/j.ijvetr.20160202.11
Adhabi, E. A. R., & Anozie, C. B. L. (2017). Literature Review for the Type of Interview in Qualitative Research. International Journal of Education, 9(3), 86. https://doi.org/10.5296/ije.v9i3.11483
Agustian, N., & Salsabila, U. H. (2021). Peran Teknologi Pendidikan dalam
Pembelajaran. Islamika, 3(1), 123–133.
https://doi.org/10.36088/islamika.v3i1.1047
Aini, W. N. (2013). Instructional media in teaching english to young learners: A case study in elementary schools in kuningan. Journal of English and Education, 1(June), 196–205.
Ajoke, A. R. (2017). The Importance of Instructional Materials in Teaching English as a Second Language. International Journal of Humanities and Social Science Invention , 6(9), 36–44. www.ijhssi.org
Albers, M. J. (2017). Quantitative data analysis-in the graduate curriculum. Journal of Technical Writing and Communication, 47(2), 215–233.
https://doi.org/10.1177/0047281617692067
Annum, G. (2019). Research Instruments For Data Collection Method. Research Methodology, 1–6. https://www.academia.edu/36865594/Research Instruments for Data Collection
Arofah, R., & Cahyadi, H. (2019). Pengembangan Bahan Ajar Berbasis ADDIE Model. Halaqa: Islamic Education Journal, 3(1), 35–43.
https://doi.org/10.21070/halaqa.v3i1.2124
Azisah, Siti. 2020. “Pembelajaran Bahasa Inggris : Model dan Aplikasi.” PT.
Remaja Rosdakarya.
Boontam, P., & Phoocharoensil, S. (2018). Effectiveness of English prepositions learning through data-driven learning (DDL). In 3L: Language, Linguistics, Literature (Vol. 24, Issue 3). https://doi.org/10.17576/3L-2018-2403-10 Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices.
In Longman.com. Longman.com. https://www.ptonline.com/articles/how-to- get-better-mfi-results
Chumsukon, M. (2021). Developing Geography Curriculum Framework for Promoting Pre-Service Teachers’ Creative Thinking Through Instructional Media Production. Journal of Education and Learning, 10(5), 197.
https://doi.org/10.5539/jel.v10n5p197
Creswell, J. W. (2007). Qualitative Inquiry & Research Design Choosing Among Five Approaches. In SAGE Publications Ltd. (Vol. 4, Issue 1).
Durlak, J. A. (2015). What everyone should know about implementation. In Handbook of social and emotional learning: Research and practice. (pp. 395–
405). The Guilford Press.
Faizi, M. F., DIRSECIU, P., Robinson, J. R., DIRSECIU, P., Freund, H., Bergbau- , V. B. B., DIRSECIU, P., Aqüicultura, P. D. E. P. E. M., Donalek, J. G., Soldwisch, S., Coesão, E. D. E., Moreira, M. A., Fernandes, R. F., Federal, U., Catarina, D. S. E. S., Gerais, D., Silva, S. da, Learning, B. T., Baxto, W., … Jose Perona, J. (2017). Pemanfaatan Teknologi Informasi dan Komunikasi untuk Meningkatkan Pendidikan di Indonesia. Jurnal Ilmiah Indonesia, https://doi.org/10.1017/CBO9781107415324.004
Feijóo, J. C. M., Suárez, F., Chiyón, I., & Alberti, M. G. (2021). Some Web-based Experiences from Flipped Classroom Techniques in AEC Modules during the
Covid-19 Lockdown. Education Sciences, 11(5).
https://doi.org/10.3390/educsci11050211
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005).
Implementation Research: A Synthesis of the Literature Acknowledgments Recommended citation: For more information. Implementation Research: A Synthesis of the Literature, 125. http://nirn.fmhi.usf.edu
Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service teachers’
implementation and understanding of STEM project based learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 63–76.
https://doi.org/10.12973/eurasia.2015.1306a
Hasmawaty, H., Syam, H., & Saman, A. (2020). Validity, Practicality, and Effectiveness: The Last Step in Development of Entrepreneurship Education Based Role-Playing for Kindergarten. Universal Journal of Educational Research, 8(12B), 8092–8101. https://doi.org/10.13189/ujer.2020.082611 Hikmah, D. (2019). Media For Language Teaching and Learning in Digital Era.
International Journal of English Education and Linguistics (IJoEEL), 1(2), 36–41. https://doi.org/10.33650/ijoeel.v1i2.963
Lulud Oktaviani, B. M. (2019). Powtoon: Presenting SQ3R Implementation in Reading Class through a Web-Based Medium. Universitas Teknokrat Indonesia, 1–9. https://doi.org/.1037//0033-2909.I26.1.78
65
Mandasari, B., & Wahyudin, A. Y. (2019). Flipped Classroom Learning Model:
Implementation and Its Impact on EFL Learners’ Satisfaction on Grammar Class Corresponding Email Article’s History Flipped Classroom Learning Model: Implementation and Its Impact on EFL Learners’ Satisfaction on Grammar C. Ethical Lingua, 8(1), 2021.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis A Methods Sourcebook. In Sage Publications, Inc. SAGE Publications, Inc.
https://www.ptonline.com/articles/how-to-get-better-mfi-results
Mills, G. E., & Gay, L. R. (2016). Educational Research Competencies for analysis and applications. In Syria Studies (Vol. 7, Issue 1).
https://www.researchgate.net/publication/269107473_What_is_governance/li nk/548173090cf22525dcb61443/download%0Ahttp://www.econ.upf.edu/~re
ynal/Civil wars_12December2010.pdf%0Ahttps://think-
asia.org/handle/11540/8282%0Ahttps://www.jstor.org/stable/41857625 Muhammad, Y. 2018. “Media dan Teknologi pembelajaran.” Prenadania Group.
Nurpahmi, Siti., Nur Aliyah Nur., Muthia’ah, Muthi’ah. 2021. “Web-Based Basic English Materials: A Need Anlysis for the First-Year Students of English Education Department at UIN Alauddin Makassar.”
Proctor, E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., Griffey, R., & Hensley, M. (2011). Outcomes for implementation research:
Conceptual distinctions, measurement challenges, and research agenda.
Administration and Policy in Mental Health and Mental Health Services Research, 38(2), 65–76. https://doi.org/10.1007/s10488-010-0319-7
Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–
60. https://doi.org/10.29333/aje.2019.426a
Riduwan. (2012). Skala Pengukuran Variabel-Variabel Penelitian. Bandung:
Alfabeta.
Sharma, B. (2018). Processing of data and analysis. Biostatistics and Epidemiology International Journal, 1(1), 3–5. https://doi.org/10.30881/beij.00003
Sukardi. (2008). Evaluasi Pendidikan Prinsip & Operasionalnya. Jakarta: Bumi Aksara.
Thamrin, N. S., Suriaman, A., & Maghfirah, M. (2019). Students’ Perception on the Implementation of Moodle Web-Based in Learning Grammar. IJOLTL:
Indonesian Journal of Language Teaching and Linguistics, 4(1), 1–10.
https://doi.org/10.30957/ijoltl.v4i1.552
van Velzen, J. H. (2013). Educational Researchers and Practicality. American
Educational Research Journal, 50(4), 789–811.
https://doi.org/10.3102/0002831212468787
Yaumi, Muhammad. 2011. “Intergrasi Teknologi Informasi dan Komunikasi.”
Lentera Pendidikan 14 (1): 88-102.
Yaumi, Muhammad. 2015. “Model Pengembangan Media dan Teknologi Pembelajaran.” Alauddin Press Makassar.
67
APPENDICES
APPENDIX 11 Documentation