THE IMPLEMENTATION OF WEB-BASED BASIC ENGLISH GRAMMAR MATERIALS OF NOUNS FOR THE FIRST
YEAR STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT UIN ALAUDDIN
MAKASSAR
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) of English Education Department of Tarbiyah and Teacher
Training Faculty of Universitas Islam Negeri Alauddin Makassar
By
ISRAWATI RUSDI Reg. Number: 20400119004
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING UNIVERSITAS ISLAM NEGERI ALAUDDIN MAKASSAR
2023
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ACKNOWLEDGEMENT
Alhamdulillahi rabbi’Alamin, the researcher would like to offer her heartfelt appreciation to Allah Subhanahu wata’ala for His blessing and mercies in allowing the researcher to begin and complete this study as who has given guidance, kindness, and good health. Salam and Shalawat are offered to our loving prophet Muhammad Shallallahu ‘alaihi wassalam who has led humanity from the darkness to the lightness.
While the writing of this thesis, the researcher realizes that she received much assistance, suggestions, and advice from several people. This thesis would never have existed without the advice, suggestion, and assistance for those people.
Therefore, the researcher would also like to express her appreciation, sincere, and thank you very much to her beloved parents, Rusdi and Nurhayani Solon and also her brother Ilham Rusdi, who always give their unlimited affection, sacrifice, prayer, and support in finishing this thesis. As well, the researcher would also like to express her appreciation and sincere thanks to them, especially to the following:
1. Prof. H. Hamdan Juhanis, MA., Ph.D., the Rector of UIN Alauddin Makassar for his advice during her study at the university and all his vices.
2. Prof. Dr. H. A. Marjuni, S.Ag., M.Pd.I., the former Dean of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar, and all his vices.
3. Dr. H. Andi Achruh AB. Passinringi, M.Pd.I., the current Dean of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar, and all his vices.
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4. Prof. Dra. Hj. St. Azisah, M. Ed.St., Ph.D., and Dr. Sitti Nurpahmi, S.pd., M.pd., as the former Head and Secretary of the English Education Department of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar.
5. Dr. Sitti Nurpahmi, S.pd., M.pd., and Nur Aliyah Nur, M.Pd., as the current Head and Secretary of the English Education Department of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar.
6. Dr. Abd. Muis Said, M.Ed., Tesol., and Muthi’ah, M.Pd., as the first and second consultants, thank you so much for their valuable advice and great suggestion while writing of this thesis.
7. Dr. Sitti Nurpahmi, S.Pd., M.Pd., and Nur Aliyah Nur, M.Pd., as the first and second examiners for many suggestions, advices, and directions to produce better and more useful research going forward.
8. All of the lecturers of English Education Department, all the staff in Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar for their guidance, support, and help during the research as the students in UIN Alauddin Makassar.
9. The students of English Education Department 2022 of PBI B as the research respondents.
10. Her friend Maemunah who have become the great sharing partner in completing this thesis.
11. Her beloved partners Musdalifah, Hilda Sri Mardawani, and Nanda Yusuf for friendship, humor, advice, time, and togetherness.
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12. All of the researcher’s best friends from English Education Department 2019, especially for PBI A, thanks for the friendship and togetherness.
13. All people involved in the completion of this study who the researcher could not mention one by one.
Finally, by reciting Alhamdulillahi Rabbil’Alamin, the researcher can finish her thesis successfully, advice, correction, and suggestion are very necessary from the readers in the future. May Allah Subhanahu wata’ala blesse our payer and efforts, Aamiin.
Samata-Gowa,
Israwati Rusdi 20400119004
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LIST OF CONTENTS
ACKNOWLEDGEMENT ... iv
LIST OF CONTENTS ... vii
LIST OF TABLES ... ix
LIST OF FIGURES ... x
LIST OF APPENDICES ... xi
ABSTRACT ... xii
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Research Questions ... 5
C. Research Objectives ... 5
D. Research Significances ... 5
E. Research Scope ... 6
F. Definition of Key Term ... 7
1. Web-based ... 7
2. Basic English Grammar ... 7
3. Nouns ... 8
4. Implementation ... 8
5. Implementation Outcomes ... 8
6. Practicality ... 9
CHAPTER II LITERATURE REVIEW ... 10
A. Previous Related Research Findings ... 10
B. Pertinent Ideas ... 13
1. Instructional Media ... 13
2. Website ... 14
3. Basic English Grammar ... 19
4. Nouns ... 20
5. The Concept of Implementation ... 23
6. Implementation Outcome ... 23
7. Practicality ... 26
C. Conceptual Framework ... 20
CHAPTER III RESEARCH METHOD ... 32
A. Research Method ... 32
B. Research Subject ... 33
C. Research Instruments ... 33
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1. Grammar Test of Nouns ... 33
2. Questionnaire ... 34
3. Practicality Checklist ... 34
4. Interview Guidelines ... 34
D. Data Collecting Procedure ... 35
E. Data Analysis Technique ... 37
1. Quantitative Data Analysis ... 37
2. Qualitative Data Analysis ... 41
CHAPTER IV RESULT AND DISCUSSION ... 43
A. The Test Results ... 43
B. The Implementation Outcomes ... 44
C. The Practicality ... 53
CHAPTER V CONCLUSION, LIMITATIONS, SUGGESTIONS, & IMPLICATIONS ... 66
A. Conclusion ... 66
B. Research Limitation ... 66
C. Suggestion ... 67
D. Implication ... 67
BIBLIOGRAPHY ... 78
DOCUMENTATION ... 100
CURRICULUM VITAE ... 101
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LIST OF TABLES
Table 2.1: Example of Singular and Plural ... 22
Table 2.2: Indicators of Practicality ... 29
Table 3.1: Assessment Guidelines ... 39
Table 3.2: Criteria for Scoring Practical Answer ... 40
Table 3.3: Criteria for Giving Practicality Value ... 40
Table 3.4: Criteria for Giving Questionnaire Value ... 41
Table 4.1: The Results of the English Grammar Test of the Research Respondents ... 43
Table 4.2: The Analysis Results of Questionnaire Use of Web-based Basic English Grammar Material of Nouns ... 45
Table 4.3: The Analysis Results of Practicality Use of Web-based Basic English Grammar Material of Nouns ... 55
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LIST OF FIGURES
Figure 2.1: Home Page ... 15
Figure 2.2: Material Page ... 16
Figure 2.3: Learning Video ... 17
Figure 2.4: Assignment Page ... 18
Figure 2.5: Individual Assignment ... 18
Figure 2.6: Group Assignment ... 19
Figure 2.7: Conceptual Framework ... 30
Figure 3.1: Mean Formula ... 38
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LIST OF APPENDICES
Appendix 1: Blueprint of Instruments ... 73 Appendix 2: The Results of Research Instrument ... 82 Appendix 3: The Material Implemented ... 97
xii ABSTRACT Name : Israwati Rusdi
Reg. No : 20400119004 Department : English Education
Faculty : Tarbiyah and Teacher Training
Title : “The Implementation of Web-Based Basic English Grammar Material of Nouns for the First Year Students of English Education Department at UIN Alauddin Makassar”
Consultant I : Dr. H. Abd. Muis Said, M.Ed. Tesol.
Consultant II : Muthi’ah, M.Pd.
The education system and its meaning and purpose, will change as these ideas are implemented. This study aims to implement the web-based basic English grammar materials of Nouns. The previous researcher, Nurnaninsih (2021), developed the web-based grammar material to provide an alternative learning option using a website that can be accessed using the internet. However, the website was not implemented by the previous researcher. Therefore, this research is a continuation the perform the implementation phase of the developed website. The focus is to examine the implementation outcomes and the practicality of the web- based basic English Grammar materials of nouns.
This research employs a mixed method with explanatory mixed-method design, which combines quantitative and qualitative methods. The subjects of this study were 20 the first-year students of English Education Department in class PBI B. There were four instruments used, namely the grammar test of nouns, questionnaire, practicality checklist, and interview.
The results revealed that the mean score of all respondents involved in understanding of basic English grammar materials, especially nouns materials, reached 68 which is categorized as good, the questionnaire of the web-based basic English grammar material of nouns reached 71.8, which is categorizes as practical, and practicality of the web-based basic English grammar material of nouns reaches 77%, which is categorized as practical. Based on the result data obtained, it shows that the use of the website has fulfilled in the implementation result. The practicality of the web-based basic English grammar materials for the first-year students of English Education department at UIN Alauddin Makassar, related to the presentation of information and ease of use.
Therefore, the research provides example of the integration of technology.
Into English learning, which can potentially increase students’ interactivity because it can be accessed anywhere and anytime.
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CHAPTER I INTRODUCTION A. Background
Human needs with technology are growing day by day along with the development of technology in this very sophisticated era, even the education system in a nation, including in Indonesia is influenced by technological developments.
The environment of educational institutions is required to keep abreast of science and technology developments. This is indeed natural because educational institutions are one of the things that determine a nation’s progress. The non- compliance of an educational institution in following technological developments has an impact on students' ignorance of technology.
Moreover, the use of technology is not only as a communication tool but also as a tool that can be used to facilitate the learning process. According to Mat (2020), the study and use of behavioral science and learning theory utilizing a systems approach to analyze, plan, create, implement, evaluate, and manage the use of technology to help solve learning and performance problems is known as educational technology. The primary goal is to use technology to assist in the resolution of human learning and performance challenges. Educational technology is a field that enhances human learning by identifying, developing, organizing, and using all learning resources in a systematic manner, as well as managing these activities. In this context, the formal object is how to assist learning. One of the educational technologies that can facilitate learning is web-based learning.
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According toSheng (2020) web-based learning is a synchronous class in which some students attend the onsite class while others connect to the class through the internet at the same time. Technology in planning teaching and learning materials can be used by using online software like website. By using website, the students can be easy to learn and they are free to access the website wherever they are and whenever they want. Meanwhile, many students often carry out their assignments by using internet instead of going to the library to find additional information (Yaumi, 2017). It indicates that there is an interest from students in using online software and it is not surprising that the number of internet users in Indonesia had reached 175.4 million at January 2020 and there was an increase of 25 million (+17%) between 2019 and 2020 (Kemp, 2020).
Whereas, the use of the web has advantages as a learning resource, such as making it easier for students to access electronic learning materials using the internet. In addition, there are learning videos in addition to providing material in written form which of course will make it easier for students to understand more about the material. Another advantage of web-based learning material is helping students to be able to study at any time as well as content that can be continuously updated.
The Web-based learning is not only considered in accordance with current conditions that must require students to do distance learning, but also must be adapted to a curriculum that emphasizes student-oriented learning. Therefore, students will be more active in the learning process be able to think critically, and have independence in collecting information related to the material being studied
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with the development of web-based learning. This is in accordance with the verse 11 of Surah Al-Mujadalah:
عَف ْرَي هّاللَ َني ذّلا اوهنَمآ ْمهكْن م َني ذّلا َو اوهتوهأ َمْل عْلا تاَج َرَد ۚ هّاللَ َو اَم ب َنوهلَمْعَت ري بَخ….
Meaning: “…. Allah will raise those who have believed among you and those who were given knowledge, by degrees. And Allah is Aware of what you do.” (QS Al- Mujadila:11)
The verse indicates that Allah will give you breadth if you are kind enough to give your brothers and sisters room to be educated. This verse seems to invite every reader to pay attention to the circumstances around them, as well as to provide an opportunity for every Muslim to seek knowledge. Therefore, by using web-based learning as a learning medium, it is one of the media that can help or provide space for anyone to learn anytime and anywhere easily.
During the outbreak of the Covid-19 pandemic in 2019, all institutions in Indonesia including UIN Alauddin Makassar implemented learning from home or distance learning to suppress the spread of this virus. Therefore, this is for why Nurnaninsih (2021) developed web-based basic English grammar material for the first-year students of English Education Department at UIN Alauddin Makassar.
Teaching Basic English Grammar courses in the English Education Department, it was found that first year students majoring in English Education Department have not used the web as a source of learning grammar nouns material. Usually, lecturers taught Basic English Grammar mostly through WhatsApp and sometimes through Zoom Meetings and Google Meet and sometimes lecturers use other educational
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tools such as Google Forms and Quizzes to distribute assignments online, but these tools were not used to provide learning materials.
Nuraninsih (2021) developed a web-based learning material of nouns for the first-year students of English Education Department at UIN Alauddin Makassar to assist students in using the internet network to access electronic learning. She conducted RnD (Research and Development) which adopted the ADDIE model in his research. However, the development stages in previous research were not supported by the implementation stages. So, through the next implementation steps, the researcher looked at the implementation outcome and practicality of using web- based basic English grammar material and saw whether the web-based was appropriate for use for the first-year students of English Education Department at UIN Alauddin Makassar.
The importance of an implementation is something that underlies the implementation in the process of a public policy. In the sense that policy implementation determines the success of a policy process where policy objectives and impacts can be produced (Anggraeni, 2013). The point is that quality implementation is needed to increase the chances of success. Implementation was important to find out whether the agreed plan is feasible to implement or not.
Therefore, based on the previous research process, researcher tries to proceed to the implementation activity stage.
Therefore, based on the issues that the researcher has explained above, the researcher plans to conduct research to implement web-based Basic English Grammar materials concerning nouns as an alternative choice to support learning
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that are accessible for every student practicality for the first-year students of English education.
B. Research Questions
Based on the foregoing discussion, the researcher formulated the questions as follows:
1. How are the implementation outcomes of the web-based Basic English Grammar of Nouns for the first-year students of English education department at UIN Alauddin Makassar?
2. How is the practicality of the web-based Basic English Grammar of Nouns for the first-year students of English education department at UIN Alauddin Makassar?
C. Research Objectives
Based on the research questions above, the aim of the research as follows:
1. To find out the implementation outcomes of the web-based Basic English Grammar of Nouns for the first-year students of English education department at UIN Alauddin Makassar.
2. To find out the practicality of the web-based Basic English Grammar of Nouns for the first-year students of English education department at UIN Alauddin Makassar.
D. Research Significances 1. Theoretical Significance
Web-based learning is a tool that can help the teaching and learning process in online learning. The researcher hopes that by providing basic
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English grammar material, especially noun material will increase students' understanding of Basic English Grammar of nouns and make students more enthusiastic about learning basic English grammar anywhere. The results of this research were expected to be a reference material for further similar research, adding and developing insights and knowledge related to grammar, especially in noun material.
2. Practical Significance
For practical purposes, the researcher hopes that students have experience studying grammar using web-based materials and this research can help students in learning where it will be easy for students to gain more knowledge and be available in accessing noun Basic English Grammar material by using the internet network.
For lecturers, the implementation of web-based Basic English Grammar Nouns will be one of the assistances in supporting lecturers to teach their students online. Teachers can use instructional videos and other exercises in the teaching and learning process to develop the material delivered.
E. Research Scope
The scope of this research was limited to the implementation of the web- based Basic English Grammar materials that have been developed by previous researchers, virtually for the first-year English Education students at UIN Alauddin Makassar. The website containing noun materials was developed by Nurnaninsih (2021). In addition, the researcher selects one Basic English grammar material, namely nouns. There were some teaching materials, instructional videos, and
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exercises inside the web. It makes students easier to comprehend the nouns materials. Besides, in this study the researcher carried out the implementation and evaluation. In this research, the researcher adopted Quan-qual Mixed Method Design.
F. Definition of Key Terms 1. Web-Based Materials
In this case, the web-based material is a page that can be accessed by students using the internet and contains noun Basic English Grammar learning materials where students can obtain material, view learning videos, do exercises, and interact with others through the comment column. In addition, WordPress will be used as a platform to make it easier to access the website. In simple terms, this web-based material is web-based learning media that can be used in the teaching grammar materials.
2. Basic English Grammar
Basic English Grammar is one of the subjects that has 3 credits required for the first-year students of English Education Department at UIN Alauddin Makassar with the goals of introducing basic level English Grammar to first year students. In this case, Basic English Grammar is a basic course for English education students in arranging English sentences properly so that they become correct sentences. Then the material given in Basic English Grammar such as nouns, adverb, pronouns, conjunction, present tenses, past tenses, articles, adjective, verbs, perfect tenses, and future tenses.
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3. Nouns
Noun is a part of speech component in Basic English Grammar that functions as a subject in a sentence. Nouns can be names of people, names of animals, places and ideas that cannot be seen through the senses or known as abstract noun. On the website, there are three types of nouns explained, namely noun based on the form, noun based on the quantity, and noun based on the gender. Each type of noun is explained in detail with examples of their uses.
4. Implementation
Implementation in this context is the activity of using and implementing the product. In the other words, the process of implementation a learning media that can be utilized and used by teacher and students with the aim of making it easier for students to get Basic English Grammar materials of nouns that suit students’ need in online learning activities. In this case, the product that will be used in this implementing research is web-based Basic English Grammar Materials of Nouns.
5. Implementation Outcomes
Implementation outcome is described as the result of deliberate and planned initiatives to introduce new procedures, practices and services.
Implementation outcomes which are the benchmarks for evaluating this website when it is implemented are acceptability, adoption. Suitability, cost, feasibility, fidelity, and sustainability. So, this website is said to be implemented successfully if it meets the implementation outcomes indicators.
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6. Practicality
Practicality refers to aspects of ease of use and aspects of presentation of the material. Widely available and accessible are concepts that are considered practical in this sense so that a product can be said to be practical if it is easily accessible to users. A teaching material is said to be practical if it has been tested and meets standards for practical value. So, every teaching, material need to through the trial stage to ensure the practicality of the product before use. It can be ascertained that a product that goes through the trial phase is said to be successful when it meets the practical indicators, namely: development process, interest or motivation, easy to use, functionality and usability, attractiveness, and reliability and usability.
10 CHAPTER II LITERATURE REVIEW A. Previous Related Research Findings
There were some findings that the researcher attaches related to this research as followed:
The first research was conducted by Rasheed (2007) about “Factors Impeding Implementation of Web-Based Distance Learning”. He conducted distant learning, which, while not a new concept in educational discourse, has garnered little recognition in academic circles due to the number and severity of the challenges it brings. Regardless, it will remain a significant instructional resource for decades to come. Distance learning is becoming an increasingly popular learning approach due to the exponential expansion of the older learner population, which also highlights the necessity for a thorough and intelligent evolution of distance education if future educational models are to be sustained.
Targeting the right audience for remote learning, as well as researching student demographics and motivators, will assist institutions in developing appropriate course materials and approaches, as well as in the system's constant growth and development.
The second research was conducted by Lyashenko (2016) about
“Implementation of Web-Based Technologies into Teaching and Learning Practices in the University”. He conducted their research on the incorporation of social media as web-based technologies into the university's instructional environment. Within the university framework, social media application is
evaluated at both the macro and micro levels. To better understand the issues that LMS users confront at the HSE, they conducted study among students and teachers who learn and teach a foreign language (mostly English and German).
Research identifies the issues that impede and the benefits that drive students to work in the LMS system. Two sets of questions were developed to address two distinct target audiences: students and teachers. The questionnaire in this study questioned about the system's faults and benefits from the user's perspective. The analysis of the responses revealed that the majority of students (53% of respondents) did not appreciate working at the LMS, while 47% agreed to use the LMS and were very happy about it.
The third research was conducted byThamrin et al. (2019) about “Students’
Perception on the Implementation of Moodle Web-Based in Learning Grammar”.
They conducted an e-learning program that will be used in this research, which incorporates capabilities to assist online/e-learning. Moodle is an e-learning platform that stands for Modular Object-Oriented Dynamic Learning Environment. Moodle is software that allows you to create and deliver online courses over the Internet. This research comprises qualitative R&D (Research and Development) research, which encompasses design and development research, i.e., research used to generate specific products and test their effectiveness.
Products discovered can take the shape of models, patterns, methods, and systems. In the sphere of education, R&D research products are expected to boost educational productivity, specifically graduates who are numerous, qualified, and relevant to needs.
The fourth research was conducted by Figna et al. (2020) about “The Practicality and Effectiveness of Web-Based Learning Media”. They conducted development research as a research model. Development research is a design that is utilized in the manufacture of particular items and tests their usefulness.
Specific items can be created as a result of research. It is also used to test the effectiveness of a product. The 4-D (Four-D) development model is used in this problem-based learning media development model. It was chosen because it has a straightforward methodical procedure. According to the stages of study development that the researchers carried out, the development included expert assessment prior to testing, and the media generated had been altered based on the assessment, suggestions, and feedback from experts. The development process is divided into four stages: (1) define; (2) design; (3) developing; and (4) deployment. This research generates learning media products in the form of e- learning, which will later be used to enhance the learning process. Experts have declared the resulting web-based learning media to be a valid medium for use as a learning medium. The ensuing web-based learning media is also described as a useful medium to which teachers and students responded.
Therefore, from the researchers that have been categorized, the websites are useful for teachers and students in the learning process, especially in the education. This research was discussed about the implementation outcomes of the product and the practicality of the web-based learning media as well. However, there are some differences between the previous studies that become the novelty of this research. First, the research is specially to implement the web-based
learning material. Second, to find out the implementation outcome and the practicality of the web-based. Third, is the materials focus on nouns as part of Basic English Grammar. The last is will be conducted at the first-year students of English Education Department at UIN Alauddin Makassar.
B. Pertinent Ideas
1. Instructional Media
a. Definition of Instructional Media
Instructional media is a tool used by teachers to explain material in class. Instructional media is also something that can be used to convey information or messages in the teaching and learning process to attract students' interest and attention. Rachmijati (2020) says that instructional media is anything that conveys and connects messages intentionally from the teacher to students in order to create a controlled learning environment.
b. Types of Media
Learning media of various forms can be used to teach English to young students. Harmer's classification of learning media is utilized as a reference for the types of learning media in this study. Realia, photography, course manuals, boards, OHP, flipcharts, and computer-based technologies are all examples of learning media. (Aini, 2013). According to Sukmahidayanti (2015) types of instructional media that can be employed in teaching and learning activities. These various sorts assist teachers with various teaching and learning activities and materials
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c. Purposes of Instructional Media
Using instructional media in the classroom serves several purposes, including encouraging teachers and students to convey subject matter, assisting students in understanding subject matter, facilitating students in learning activities, and preventing students from becoming bored.
(Tanggoro, 2015).
According to Alfurqan et al. (2019) all sorts of communication tools that can be utilized to transfer information from sources to students with the goal of inspiring them to participate in learning activities are referred to as learning media. Learning media also aids to reinforce and motivate students.
2. Website
The World Wide Web (often known as the Web) is a collection of websites that may be accessed over the internet. Websites are made up of text, graphics, and other materials. Websites can be similar to other forms of media, such as newspaper articles or television shows, or they can be interactive in ways that only computers can provide. However, we are often difficult to distinguish between the terms of internet and web, whereas the two terms have different meaning. In the matter of this case, Allan (2005) states that the internet is a computer network that can read and understand the Internet Protocol (IP) and the Transmission Control Protocol (TCP).
Aside from that, web-based material leads to web-based instruction that is increasingly popular. Web-based instruction is a teaching and learning process done by utilizing the internet network, therefore it is often also called
e-learning (Hasanah, 2016: 61). Wasim et al (2014: 447) also pointed that web-based learning is also called online or e-learning because it contains online lesson contents and it is also possible to do a discussion forum via email, video conference and video streaming via web.
According to Wasim et. al (2014) web-based instruction can be mentioned as the utilization of the World Wide Web as a platform for delivering lesson materials, managing additional teaching and quiz as well as an alternative platform of the classroom for both students and teachers to communicate. For addition, Husein (2018) stated that realizing web-based learning not only provides learning material that can be accessed freely via internet network, but also has an instructional model designed to manage online learning.
Here are some display features found on the web based basic English grammar material of nouns
Figure 2.1 Home Page
(Source: https://begrammar.wordpress.com/ )
This part is the home page which contains a general explanation regarding the contents of web-based material. In this home page, the creator also shows the function of the web-based material and also the purpose of this web-based material. At the end of the homepage there is also a contact regarding the maker to make it easier for users to get further information regarding web users or material obtained on web-based materials.
Figure 2.2 Material Page
(Source: https://begrammar.wordpress.com/ )
The material page is the section that contains the topic of basic English grammar material to be studied. In this material page, a complete display of material related to the selected topic will appear, starting from the definition, types, and examples related to the material. The author also attaches documents in this form of videos explaining PowerPoint and YouTube material that complement the explanation of material presented on the web-based to make it easier to understand the material.
Figure 2.3 Learning Video
(Source: https://begrammar.wordpress.com/ )
On this page, a complete video explanation of the material will immediately appear which is explained by the creator of web-based basic English grammar material. With this video feature, it will make it easier for students who prefer to learn with audio-visual. The creator focuses on explaining in detail regarding nouns material through the video that is displayed.
Figure 2.4 Assignment Page
(Source: https://begrammar.wordpress.com/ )
Figure 2.5 Individual Assignment (Source: https://begrammar.wordpress.com/ )
Figure 2.6 Group Assignment
(Source: https://begrammar.wordpress.com/ )
The assignment page contains several test questions to measure students understanding after learning through the web used. There are two types of tests on this assignment page that users can choose from, namely:
individual assignment and group assignment. The individual assignment consists of several questions related to nouns which are divided into two types of questions, namely multiple choice and error recognition. While group assignment is form of exercise that is intended to be carried out in groups to train students’ analysis.
3. Basic English Grammar
Grammar is one of the important aspects of language where the understanding in arranging sentence must be able to demonstrate by the
students which require them to use English effectively (Refat et al., 2020:
1). In other words, the ability to compose sentences appropriately depends on the students’ understanding regarding grammar material in English language. There are several important materials in Basic English Grammar for instance nouns where they are the components in the part of speech. In English grammar, the eight major parts of speech are noun, pronoun, adjective, verb, adverb, preposition, conjunction, and interjection.
4. Nouns
Nouns are things that have a specific function in a sentence, for example as a subject, object, or subject description (Hartono et al, 2016:
50). In other words, nouns can be defined as the name of person, place, or thing, for example Elliot, President Adams, cat, he, she, them, etc. (Dutwin, 2010: 26). Nouns appear in almost every phrase and serve many functions.
Subjects, an indirect object, a direct object, a subject complement, and an object complement can all be used with nouns. Nouns can also be adjectives and verbs. (Byjus, 2023).
There are two functions of noun in a sentence commonly, namely:
1. As subject. A noun is used as the subject of a sentence.
2. As object. Nouns are used as the object of a verb and also object of preposition.
Example:
Nirwana teaches English at the classroom.
Nirwana: a noun, subject of sentence.
English: a noun, object of the verb "teaches"
Class: a noun, object of preposition "at"
Noun is divided into three types, namely:
1. Based on the 'form'
Concrete Noun: visible or tangible noun.
Common Noun: writer, president, country, etc.
Example: He wants to be writer.
Proper Noun: Tere Liye, Joko Widodo, Indonesia, etc.
Example: Tere Liye is a famous writer.
Collective Noun: class, family, team, organization, etc.
Example: He wants to be writer.
Abstract Noun: invisible or intangible noun e.g.-Air, idea, confidence, etc.
Example: The air in this room is fragrant.
2. Based on the 'quantity'
Countable Noun: a noun that can be counted.
Singular and plural countable nouns are possible. Countable nouns are objects that can be counted with numbers. They are available in both solitary and plural versions. The determinant "a" or "an" can be used in the singular. If you wish to know how many countable nouns there are, ask "How many?" followed by a plural countable noun. (EF Education, 2022).
Table 2.1 Example of Singular and Plural
Examples
She has three dogs.
I own a house.
I would like two books please.
How many friends do you have?
Uncountable Noun: a noun that cannot be counted
Uncountable nouns are used to describe things that cannot be counted using numbers. They could be names for abstract ideas or attributes, or they could be names for physical substances that are too small or amorphous to count (liquids, powders, gases, and so on). With a singular verb, uncountable nouns are utilized. They rarely have a plural form (EF Education, 2022).
Here some examples of uncountable nouns:
3. Based on the 'gender'
Feminine Gender e.g., Mother daughter, sister, etc.
Masculine Gender: e.g., Father, son, brother, etc.
Common Gender: e.g., Baby, child, cousin, etc.
5. The concept of Implementation
The execution or application of any plan, method or design, idea, model, specification, standard, or policy to achieve something is referred to as implementation. Implementation leads to activities, actions, or a systematic procedure; it is more than just an activity; it is a set of activities that are planned and organized to meet the activity's goals Usman (2021).
Thus, implementation is an action that must follow initial thought for something to actually happen.
Materials implementation is an activity to develop material for language teaching that includes the principles and procedures of application, and evaluation the material (Tomlinson, 2001: 34). Besides, in the last twenty years, there has been progress towards material implementation as a popular academic field of study that investigates the principles and processes of the design, writing and implementation of materials, and the effect of materials on their users (Tomlinson, 2020: 10).
6. Implementation Outcomes
According to Proctor et al. (2011) the impacts of intentional and purposeful actions to implement new and different treatments, procedures, and services from the outcomes of services and clients (patients) have been
termed as implementation outcomes. Existing implementation outcomes should be conceptualized in the context of de-implementation, noting parallels and differences for implementation research, and recommending clear distinctions between targets for de-implementation and techniques used to promote de-implementation (Prusaczyk et al. 2020). Implementation Outcomes includes seven conceptually distinct but interrelated implementation outcomes: acceptability, appropriateness, feasibility, adoption, fidelity, implementation cost and sustainability. The explanations of each indicator as follows:
a. Acceptability
Acceptability measured in this manner can be used to identify practices that are candidates for de-implementation in de-implementation research. In using website material, the implementation outcomes determine whether the website used is in accordance with the material needed by students in learning and how students are interested in using the website.
b. Adoption
The extent to which the practice is implemented equitably is the conceptualization of de-adoption in de-implementation research. The used of the web-based can show how the students seem new to using web-based learning media for basic English grammar material.
c. Appropriateness
Appropriateness can be defined as the perception of a stakeholder or provider that the behavior is inappropriate, relevant, or compatible for a specific provider, consumer, issue, or problem context. On use of the web-based basic English grammar material of nouns that have been designed according to the material.
d. Cost
In the context of de-implementation, cost reductions can be a useful cost measure. In using the website, students or teachers do not need to pat a lot of money because using the website is paperless.
e. Feasibility
In implementation research, feasibility is defined as the extent to which a new treatment or an innovation can be successfully implemented.
The web-based can be used as a learning resource for the students to learn English grammar material and the students can also access the website anytime for daily use.
f. Fidelity
In the context of de-implementation, fidelity might be defined as implementation quality. All the material indicated on the web-based is available and the materials presented on the website is in accordance with what students will learn.
g. Sustainability
In the context of de-implementation research, sustainability is defined as the amount to which ceasing behaviors are maintained. The website can be an alternative for the students to use the website to study basic English grammar materials, especially nouns materials in the future.
7. Practicality
a. Definition of Practicality
Practicality according to Becker et al. (2017) also known as usability, refers to how well a research instrument may be used by instructors, researchers, supervisors, and school administrators without requiring excessive time, money, or effort. In other words, usability is synonymous with practicability. The practical exam should not impose undue demands on the available resources (Kadir et al. 2019). Tests are costly and time-consuming, the processes are ambiguous, and test administration is problematic. In other words, practice tests take into account time, budget, resources, and administrative difficulties such as how to grade student work.
b. Purposes of Practicality
Practicality is an essential component of the concept of test usability and influences several facets of an exam (Muliani, 2019). It is defined as the extent to which inspection is feasible in terms of the resources needed to generate and manage it in the context and intended usage.
c. Indicators of Practicality
Indicators used in the practicality checklist to see practicality (Margana et al. 2011), namely:
1) Development process
Development process for needs learning and mastery of technology, media development is required learning especially based on the use of the website. The use of web-based learning media can help students absorb maximum information.
2) Interest or Motivation
Learning module web-based can improve interactive learning motivation, increasing students’ creativity, and making learning more fun because it is made with computerized system that can combine various aspects such as audiovisual, animation, and is interactive.
3) Easy to use
Development of learning media web-based that is easily accessible so that students in leaning do not experience boredom and they can absorb the subject matter easily.
4) Functionality and Usability
The use of the website as one of the learning facilitators is to provide opportunities for children to study individually inside and outside school hours and can convey subject matter to students and can help them to construct knowledge/ their own understanding.
5) Attractiveness
The designed web-based learning media is simple for users (students) to use, resulting in relevant, exciting, fun, and helpful learning for students' lives, as well as increased creativity in learning English.
6) Reliability and Usability
Development increasingly sophisticated learning technologies allow learning designers to design and develop a set of learning programs. Designing a web-based learning media with a variety of learning styles, media and learning resources that suit the learning needs of students, increasing understanding in learning, and improve the quality of learning.
According to the indicators above, the following is the classification of the indicators of practicality with the details of the statements in the practicality checklist.
Table 2.2 Indicators of Practicality
No Indicators Statements
1 Development process Learning Nouns via website is useful in learning English.
2 Interest or Motivation
Learning Nouns via website doesn’t make isolated or alone.
Learning Nouns via website is satisfying.
Learning Nouns via website is enjoyable.
3 Easy to use
Instructions for using the website are easy to understand.
The website is easy to be accessed.
4 Functionality and usability
Learning nouns via website is one way to enhance yourself-directed learning.
The website can display appropriate materials and provide practice questions/exercise.
5 Attractiveness Using the website in learning nouns can increase my interest in learning English.
6 Reliability and Usability
Learning Nouns via web-based is easy to understand the lesson
Learning Nouns via website is a modern way of learning
Learning Nouns via websites has clear explanation of contents and exercise
C. Conceptual Framework
Figure 2.7 Conceptual Framework
The conceptual framework of this research was the basis or the entire research activities. Researcher implemented basic English grammar web-based of nouns for the first-year students in the English education department of UIN Alauddin Makassar.
Based on the framework provided, this stage uses the Mixed method at the implementation stage to find out the implementation outcome and the practicality of the product. The researcher focused on determining the implementation outcomes and the practicality of the website. The first stage provides an explanation about the noun materials. The researcher made a questionnaire during this stage and
also implement the web-based basic English grammar of nouns. The researcher provides instructions to students to access web-based, while the researcher provide an explanations of future tense material. At this stage the researcher focused on the process of fully implementing web-based grammar material for PBI B class as well as teaching noun material.
The second stage, the researcher gave a test in PBI B to see the basic abilities of students related to the teaching materials to be implemented. The purpose of the test was to identify the level of the student’s knowledge after using the website.
The third stage, the researcher gave a practical checklist for students to see their responses before and after using the web in the grammar learning process. At this stage, the researcher provides a set or list of questions that can assist researcher in evaluating or assessing the extent to which students understand the material that has been provided. After providing practicality checklists, researcher continued to strengthen the data through semi-structured interviews with students to strengthen the data obtained from tests, questionnaire, and practicality checklists. When conducting interviews, researcher used data analysis techniques to support it.
The last stage is the researcher integrating quantitative and qualitative findings. The data that has been taken from the quantitative and qualitative instruments were analyzed by the research to determine the results of the implementation of web-based nouns basic English grammar material and the extent to which this web-based tool can be used practically.
32 CHAPTER III RESEARCH METHOD A. Research Method
In this study, the researcher employed the Mixed method at the implementation stage to determine the implementation outcomes and practicality of the web-based material. In the same study, mixed methods research employs both quantitative and qualitative data collection procedures. To comprehend the research problem, mixed method research design entails gathering, analyzing, and combining quantitative and qualitative research designs. According to Gay (2016) the major purpose of mixed methods research is to leverage the advantages of both quantitative and qualitative research designs and data collection methodologies to gain a more complete understanding of phenomena than is feasible with only quantitative or qualitative designs. Mixed methods research entails collecting, analyzing, and interpreting quantitative and qualitative data in a single study or a series of studies that investigate the same underlying issue (Cameron, 2015).
This mixed methods approach gives both broad (survey results) and in-depth (interview data) insights that would not be possible with either a quantitative or qualitative methodology alone. Explanatory sequential or also known as QUAN - qual designs, Exploratory sequential or also known as QUAL - quan designs, and Convergent parallel or also known as QUAN + QUAL designs are the three types of mixed methods research designs. The researcher will employ an explanatory mixed methods strategy in this research.
B. Research Subject
The first-year students of English Education Department at UIN Alauddin Makassar were the subjects of this research which consisted of 20 students from PBI B. Researcher only selected five students purposively in the interview process to find out the implementation outcomes and the practicality of the website to support quantitative data. Researcher selected students purposively based on student answers which were classified in to the two highest scores, one medium scores, and two low scores.
C. Research Instruments
Research instruments are tools used for data collection and analysis. The researcher can also call as an instrument (Hamed et al., 2016). It means that she had a big role in doing the research. For the research instruments, the researcher will use four kinds of instruments. They are;
1. Grammar Test of Nouns
The test is a method for measuring a person's ability, knowledge, or performance in a particular domain. The researcher gave a grammar test based on the material students had learned. The model test that the researcher gave was multiple choices and choosing the correct answer with forty numbers, which consists of twenty-five numbers for multiple choices and fifteen numbers for error recognition. The purpose of giving tests to students was to find out the extent of their understanding of the noun after using the web-based material and also to determine the students to be interviewed.
2. Questionnaire
A questionnaire is a collection of a set of questions or statements for respondents to answer to obtain information from respondents. The questionnaire not only provides the observer with a structure and framework, but it also serves as an understanding contract with the researcher, whose results may be more appropriate, and will receive specific feedback on elements of the class. There were seven main indicators that were used as references in questionnaire during the teaching and learning process, namely acceptability, adoption, appropriateness, implementation cost, feasibility, fidelity, and sustainability.
3. Practicality Checklist
Practicality relates to the ease of application of a product in learning (Hafizhah et al. 2022). Practicality checklist is a list of things an implicit person would pay attention to using something. This involves a series of statements that can be selected by respondents to assess their responses to evaluative questions. Researcher used a Likert type scale in conducting this research. In this case, the researcher determines the practicality checklist whether the website is practical or not by collecting data from the student's point of view.
4. Interview Guidelines
Interview is a dialogue who is done by interviewer to get information from informant (Monday, 2020). In this research, the researcher used interview as the one of the instruments to find the data. In this study, researcher conducted semi-structured interviews. Semi-structured interviews are
generally guide-based and usually focus on key topics that provide general patterns. The researcher used this instrument to collect more information or data related to the results of the implementation and practicality of web-based materials about nouns for first year students of English Education at UIN Alauddin Makassar, especially to strengthen the data collected, starting from tests, questionnaire, and practicality checklists. In this interview process, the researcher took several subjects and carried out the interview process according to the statements listed on the practicality checklist so that the researcher could synchronize the results of student responses with the direct statements delivered. The researcher found out how the implementation outcomes and practicality of web-based Basic English Grammar of Nouns for first year students of English education department at UIN Alauddin Makassar were based on the result of interviews that strengthen the quantitative data.
D. Data Collection Procedure
The researcher carried out some scientific procedures adopted Explanatory mix method design to collect the data. The researcher conducted several meetings in this data collection procedure, known as the teaching scenario in this study, the following are the teaching scenarios that will be used:
1. First Meeting (25 minutes)
In this meeting, the researcher introduced to the students and explained the purpose of the students' involvement as the research subject. The researcher introduced the website to the students and then the researcher teaches the students using the web-based material. As part of the process, researcher gave
a questionnaire to students that contain indicators of implementation requirements.
2. Second Meeting (25 minutes)
The second meeting, the researcher provided implementation for PBI B.
Researcher provided instructions to students how to access the website. In this meeting, the researcher conveyed other noun material, namely types of nouns and examples. The meeting also includes observational activity. In observing the learning process, researcher used field notes to record the teaching and learning process in class. The purpose of distributing this material is that the website implementation process as well as the teaching process carried out in class can run well and can be understood by students. The researcher provided an introduction to the website that used, followed by an explanation of the material studied during the two meetings, starting from how to play videos related to material on YouTube to how to answer questions or some kind of assignment. To avoid student passivity in learning through the website, researcher do not use student self-study.
3. Third Meeting (40 minutes)
In this meeting, the researcher provided two types of instruments in this meeting, namely grammar tests and practicality checklists. The first instrument was a grammar test. Students will answer 25 multiple choice questions and 15 error recognition questions, so the total questions that completed by students through the website were 40 questions. The purpose of this test was to measure the extent of students' knowledge of the material that has been taught. So that
the researcher added the treatment product that has been given to each class.
The second instrument was a practicality checklist. The researcher distributed a practicality checklist to collect data about students' perspectives when using web-based learning tools.
4. Fourth Meeting (30 minutes)
In this meeting, the researcher conducted semi-structured interviews after distributing the data from the practicality checklist. In this process, the researcher involved five students in the interview process, who were randomly selected using a purposive selection process. Random selection process based on student answers, which are classified from the two highest answers, one medium answers, and two low answers. The questions in the interview follow up on the statements in the practicality and questionnaire as well as the results of the grammar test. The researcher found out how the implementation outcomes and the practicality of Basic English Grammar Material Based Web of Nouns for the First Year Students of English Education Department at UIN Alauddin Makassar.
E. Data Analysis Technique
In this research, the researcher uses of data analysis technique such as quantitative and qualitative analysis techniques.
1. Quantitative Data Analysis
According to Aida (2019) before data collecting began, the design and quantitative research variables were selected. However, the variables measured in qualitative research are malleable and, to some extent, dependent on the
environment of data collection. Researchers must properly describe factors that can be counted with numbers in quantitative research. In data processing techniques, researcher used quantitative data. In this research, the technique used by researcher to collect data was use quantitative analysis consists of the data from grammar test result, practicality checklist, and observational checklist. The researcher collected the data by carried out using Microsoft Excel. Microsoft Excel is an application that is used to process data in various forms such as using formula, basic calculation, data processing, table creation, graphing to data management. Microsoft excel is a spreadsheet program used to record and analyze numerical and statistical data. The use of Microsoft Excel in this research focused on processing and analyzing research data.
a. Grammar test result
The researcher analyzed the result of a grammar test conducted by first year students of the English Education Department by using the mean score.
The following is the formula to calculate mean score:
Figure 3.1 Mean Formula Description:
X : Mean score
∑x : The total of existing score N : Total number of respondents
The form below is the form of assessment guidelines based on the academic guidelines of UIN Alauddin:
Table 3.1 Assessment Guidelines
Qualitative data analysis refers to the process of systematizing descriptive of data collected through interviews, surveys, and observations.
b. Practicality Checklist
Practicality data analysis was obtained from practicality test sheets by educators and practicality test sheets by students. Product assessment based on a questionnaire that has been filled in by students is then analyzed to determine the level of practicality of the product. Assessment of each indicator using a Likert scale.
According to Sugiyono (2012: 93), the Likert scale is a scale used to quantify a person's or group's attitudes, views, and perceptions about social phenomena. The respondent must describe, support the statement
(positive), or not support the statement (negative) for each scored answer choice.
Table 3.2 Criteria for scoring practical answers
Score Criteria
5 Strongly agree
4 Agree
3 Neutral
2 Disagree
1 Strongly disagree
1. Add up the total score for all indicators
2. Practicality analysis used with percentage value (%) Practicality Value = Total score obtained x 100%
Maximum total score 3. Determine product practicality criteria
After the practicality value percentage was obtained, it was carried out grouping according to the criteria. Criteria for testing practices have been modified from Riduwan (2012) contained in the following table:
Table 3.3 Criteria for giving practicality value
No. Percentage (%) Criteria
1. 0 - 20 Not Practical
2. 21 - 40 Less Practical
3. 41 - 60 Quite practical
4. 61 – 80 Practical
5. 81- 100 Very practical
c. Questionnaire
In analyzing the questionnaire, it classified into five statements. Then calculate the percentage with the formula:
Description:
P : Percentage score
f : Number of statement types n : Number of activities 100% : Constant number
Table 3.4 Criteria for giving questionnaire value
No. Percentage (%) Criteria
1. 83-100% Not Practical
2. 68-82% Less Practical
3. 52-67% Quite practical
4. 37-51% Practical
5. 0-36% Very practical
The interpretation of the implementation outcomes was based on the percentage score, which is taken from Proctor et al., (2011).
2. Qualitative Analysis Data
Qualitative data itself was analyzed based on the opinion to Miles et al.
(2014) which consists of three activities that occur at the same time, namely:
data condensation, data display, conclusions drawing/ verification.
a. Data Condensation
Data condensation refers to the process of selecting, simplifying, focusing, abstracting, and transforming data that appears in field notes. By condensing data, researcher removes unnecessary parts and organizes data to get conclusion that can be verified. In the data collection process, data condensation will occur further (researcher start writing summaries, coding, teasing out themes, making groups, making partitions, writing memos).
Data condensation is part of data analysis.
b. Data Display
Data display is also a stage of qualitative data analysis technique.
Data display is an activity when a set of data is arranged in a systematic and easy to understand manner, thus providing the possibility of drawing conclusion. Data display referred to in data analysis here is the process of integrating information by compiling it in a coherent and easily accessible form. Data display is the main vehicle for valid qualitative data analysis, consisting of various types of matrices, graphs, networks, and charts. The researcher can see what happened, and determine whether to draw the correct conclusion or continue to analyze the data.
c. Conclusion Drawing/ Verification
The third step in qualitative data analysis is to drawing conclusions and verification them. Starting with the regularities, patterns, explanatory conclusions, alternative configurations, causal processes, and inferred propositions, qualitative analysis begins to decide what is intended (Miles et al., 2014). As the analyst moves forward, conclusions are also validated.
Making temporary conclusion after collecting data is the first step in drawing findings. In other words, to obtain ideal conclusions, conclusions are regularly reviewed and validated for their truth.
44
CHAPTER IV
RESULT AND DISCUSSION A. The Test Results
There were twenty respondents involved in this study. The following is the grammar test scores obtained by respondents who had taken the grammar test regarding nouns.
Table 4.1The Results of the English Grammar Test of the Research Respondents
Based on the table 4.1, it can be seen that the mean score of all respondents reaches 68 which categorized as good. The results show that almost all of the respondents met the Good, Very Good and Excellent categories and the other two were Quite Good. It can be interpreted that more than fifty percent of the respondents involved are able to master basic English grammar, especially the Nouns material. Therefore, an English test using a web-based tool can help students lighten their technical aspects, but the results of the English test require students' ability especially with the structure material and written English expressions.
Score in Number Grade Description Frequency Percentage
94 ≤ X ≥ 100 3.76 – 4.00 Excellent 2 10%
88.75 ≤ X < 94 3.55 – 3.75 Very Good 5 25%
75.25 ≤ X < 88.75 3.01 – 3.54 Good 11 55%
69 ≤ X < 75.25 2.76 – 3.00 Quite Good 2 10%
62.75 ≤ X < 69 2.52 – 2.75 Fairly Good - 50.25 ≤ X < 62.75 2.01 – 2.50 Poor - 44 ≤ X < 50.25 1.76 – 2.00 Fairly Poor - 25.25 ≤ X < 44 1.01 – 1.75 Very Poor - 0.25 ≤ X < 25.25 0.01 – 1.00 Inadequate -
Total Mean Score
68 3.38 Good 20 100%
