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THE IMPLEMENTATION OF WEB-BASED BASIC ENGLISH GRAMMAR MATERIAL OF PREPOSITIONS 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 the Faculty of Tarbiyah and
Teacher Training of Universitas Islam Negeri Alauddin Makassar
By
NUR RAHMA RAZAK Reg. Number: 20400119006
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING UNIVERSITAS ISLAM NEGERI ALAUDDIN MAKASSAR
2023
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PERNYATAAN KEASLIAN SKRIPSI Mahasiswa yang bertanda tangan di bawah ini:
Nama : Nur Rahma Razak
NIM : 20400119006
Tempat/Tgl. Lahir : Bila/31 Oktober 2001 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris Fakultas/Program : Tarbiyah dan Keguruan/S1
Alamat : Samata
Judul Skripsi : The Implementation of Web-Based Basic English Grammar Material of Prepositions for the First- Year Students of English Education Department at UIN Alauddin Makassar
Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini benar adalah hasil karya sendiri. Jika di kemudian hari terbukti bahwa ia merupakan duplikat, tiruan, plagiat atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Gowa-Samata, 27 September 2023 Penyusun,
Nur Rahma Razak NIM: 20400119006
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ACKNOWLEDGEMENT
Alhamdulillahi rabbi’Alamin, the researcher would like to express her most profound gratitude to Allah Subhanahu wa ta'ala for his blessing and mercies so that the researcher could finished this research report as who has given guidance, mercy, and good health. Shalawat and Salam are delivered to our beloved prophet Muhammad Shallallahu 'alaihi wasallam who has brought the human being from the darkness to the lightness.
During the writing of this thesis, the researcher realizes that she received much assistance, suggestion, and advice from several people. Without the advice, suggestion, and assistance of those people, this thesis would never have existed.
First, the researcher’s deepest appreciation to her beloved parents, Abd. Rauf and Sakinah, and also the researcher's brothers Muh. Akbar Razak and Saharuddin Razak, who always gives her unlimited affection, sacrifice, prayer, and support her in finishing this thesis. As well as the researcher would also like to express her appreciation and sincere thanks to them, especially to the followings:
1. Prof. H. Hamdan Juhanis, MA., Ph.D., the Rector of Universitas Islam Negeri 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., the former Head and Secretary of 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., the current Head and Secretary of English Education Department of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar.
6. Dr. Abd. Muis Said, M.Ed., Tesol., as the first consultant and Nur Aliyah Nur, M.Pd., as the second consultant, for their valuable, advice, great suggestion, professional assistance, guidance, advice, knowledge, and time availability during the writing of this thesis.
7. Dr. Sitti Nurpahmi, S.Pd., M.Pd., as the first and Muthi’ah, M.Pd., as the second examiners, for the suggestions, advice, directions, willingness to review this thesis and provide recommendations to improve the final results of this thesis.
8. All of the lecturers of English Education Department, all the staffs in Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar for all their guidance, support, and knowledge during the researcher's studies at the institution.
9. Researcher’s beloved partners Ayu Andira, Windi Ashari, Jumatia, Eka Audi Tiasa, Riska Amalia, Barliana Indriani, Putri, Inna, Wilda and Nunu for friendship, humor, advice, time, and togetherness.
10. All of the researcher’s best friends from English Education Department 2019, especially for PBI A for friendship and togetherness.
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11. All the students of English Education Department of PBI C at UIN Alauddin Makassar who has cooperated together to complete this study.
12. All of the people who have taken part in finishing this thesis who could not be mentioned individually by the researcher.
Finally, by reciting Alhamdulillahi Rabbil’Alamin, the researcher can finish her thesis successfully, advice, correction, and suggestion are very necessary to the researcher for reader in the future. May Allah Subhanahu wa ta'ala blesses our payer and efforts, Aamiin.
Samata-Gowa,
Nur Rahma Razak
20400119006
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LIST OF CONTENTS
COVER PAGE ... i
PERNYATAAN KEASLIAN SKRIPSI ... ii
PERSETUJUAN MUNAQASYAH ... iii
PENGESAHAN SKRIPSI ... iv
ACKNOWLEDGEMENT ... v
LIST OF CONTENTS ... viiii
LIST OF TABLES ... xi
LIST OF FIGURES ... xiiii
LIST OF APPENDICES ... xiiiii
ABSTRACT ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Research Questions ... 4
C. Research Objectives ... 4
D. Research Significances ... 5
E. Research Scope ... 6
F. Definition of Key Terms ... 6
1. Implementation... 6
2. Basic English Grammar ... 6
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3. Web-based Material ... 7
4. Prepositions ... 7
5. Implementation outcomes ... 7
6. Practicality ... 8
CHAPTER II LITERATURE REVIEW ... 9
A. Previous Related Research Findings ... 9
B. Pertinent Ideas ... 12
1. Instructional Media ... 12
2. Web-based Learning ... 14
3. BEGrammar Wordpress ... 15
4. Basic English Grammar ... 20
5. Prepositions ... 20
6. The Concept of Implementation ... 21
7. Implementation Outcomes ... 21
8. Practicality ... 24
CHAPTER III RESEARCH METHOD ... 28
A. Research Method ... 28
B. Research Subject ... 28
C. Research Instrument ... 29
1. Test ... 29
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2. Questionnaire ... 30
3. Practicality Checklist... 30
4. Interview... 30
D. Data Collection Procedures ... 31
E. Data Analysis Technique ... 32
1. Quantitative Data Analysis... 33
2. Qualitative Data Analysis... 37
CHAPTER IV FINDINGS AND DISCUSSIONS ... 39
A. The Test Result... 39
B. The Implementation Outcomes ... 40
C. The Practicality ... 51
CHAPTER V CONCLUSIONS, LIMITATIONS, AND SUGGESTIONS ... 61
A. Conclusions ... 61
B. Limitations ... 61
C. Suggestions ... 62
BIBLIOGRAPHY ... 63
APPENDICES ... 65
DOCUMENTATION ... 95
CURICULUM VITAE ... 96
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LIST OF TABLES
Table 3.1 Scoring Guidelines ... 34
Table 3.2 Indicators of Practicality ... 35
Table 3.3 Practicality Criteria ... 36
Table 3.4 Criteria for Giving Questionnaire Value ... 37
Table 4.1 Grammar Test Result ... 39
Table 4.2 The Analysis Results of Questionnaire Use of Web-Based Basic English Grammar Material of Prepositions ... 40
Table 4.3 The Result of the Practicality Checklist ... 51
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LIST OF FIGURES
Figure 2.1 Home Page ... 15
Figure 2.2 Materials Page... 16
Figure 2.3 Prepositions Page ... 17
Figure 2.4 Learning Video ... 17
Figure 2.5 Assignments Page ... 18
Figure 2.6 individual Assignment ... 18
Figure 2.7 Group Assignment ... 18
Figure 2.8 Contact Page ... 19
Figure 2.9 About us Page ... 20
Figure 2.10 Conceptual Framework ... 26
Figure 3.1 Mean Formula ... 33
Figure 3.2 Practicality Formula ... 35
Figure 3.3 Questionnaire Formula ... 36
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LIST OF APPENDICES
Appendix 1 Grammar Test of Prepositions ... 68
Appendix 2 The Key Answer of Grammar Test ... 73
Appendix 3 Questionnaire ... 74
Appendix 4 The Result of Questionnaire ... 76
Appendix 5 Practicality Checklist ... 77
Appendix 6 The Result of Practicality Checklist ... 79
Appendix 7 The Mean Score of The Practicality ... 80
Appendix 8 Interview Guidelines ... 81
Appendix 9 Interview Transcript ... 82
Appendix 10 The Material Implemented ... 92
Appendix 11 Documentation ... 95
xiv ABSTRACT Name : Nur Rahma Razak
Reg. Number : 20400119006
Department : English Education Department Faculty : Tarbiyah and Teacher Training
Title : “The Implementation of Web-Based Basic English Grammar Material of Prepositions 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 : Nur Aliyah Nur, M.Pd.
In the current era of globalization, the development of information technology is increasing rapidly, and its impact on education cannot be avoided. Technology that facilitates learning means that even if the teacher is not in class and students cannot be present, learning can still occur. This research is a continuation of previous research entitled Developing Web-Based Basic English Grammar Material of Prepositions for First-Year Student of English Education Department at UIN Alauddin Makassar. However, the previous research did not support the implementation stage. Therefore, the researcher continued this research to the implementation stage with the aim of knowing the implementation outcomes and practicality of the prepositions basic English grammar material for the first-year students majoring in English Education at UIN Alauddin Makassar.
This research used a mixed method with an explanatory mixed method design.
The research subjects were class C consisting of 24 students of the English Education Department at UIN Alaudddin Makassar. There are four instruments used, namely prepositions grammar tests, questionnaire, practicality checklists, and interviews.
In this research, the students understanding of prepositions material were categorized as poor as indicated by the grammar test score of 55.31. The implementation outcomes obtained through the questionnaire achieved 83.1% which was categorized as very practical and interviews with respondents. The implementation outcomes which consist of seven indicators, namely indicators, acceptability, adoption, cost, feasibility, fidelity, and sustainability have been met.
Therefore, this website is practical to use for implementation activities and can be applied to the English learning process. Meanwhile, with a score of 71.47%, web- based prepositions English grammar material is categorized as practical. In other words, the web is easy to use and accessible from any device and meets students' needs.
Therefore, the implication of this research shows that web-based learning is an interesting and useful option. In addition, this website can also improve learning to be more interactive, and learning is more flexible. So that the content on this website can be used as an additional learning resource.
1 CHAPTER I INTRODUCTION A. Background
In the current era of globalization, information technology has a significant impact on the world of education. It is unavoidable that the world of education must continue to follow technological advances to improve the quality of education, especially in terms of the use of information and communication technology in education. Educational technology is the application of scientific knowledge to learning, resulting in learning objectives being achieved effectively and efficiently (Agustian & Salsabila, 2021).
Community life, including education, is influenced by advances in technology, information and communication. The area of education is currently working on using the advances in information and communication technology to raise the standard of education, particularly in Indonesia. It is appropriate if the learning process is improved as the first step in an endeavor to present the caliber of education in Indonesia. This is because studying is crucial in deciding the caliber of education.
The evolution of information and technology has contributed to developments in Indonesia's educational system. Technology, information, and communication can all be used as instruments and media to distribute educational content and the convenience of those studying communication. Increased technology, information, and communication will improve Indonesia's academic standards (Faizi et al., 2017).
Due to the current system of education that places teachers and students in comparable positions, when an event occurs that does not require classroom
instruction, teachers and students can still learn new material wherever a media resource is available—using technology. By utilizing available technology, both teachers and students can carry out the process of learning from home. Most students have difficulty remembering if they are not in the classroom, so when studying at home, they need learning resources that are not only from the teacher as additional knowledge. Various media that provide educational content can be easily accessed and used by students and teachers. Technology that makes learning easier means that even if a teacher is not present in the classroom and a student is similarly unable to, learning can still occur.
The more technology develops, the more creative human beings gain knowledge of fashions and the usage of one-of-a-kind media. The web-based learning method (WBL) allows individuals to join learning sessions openly and freely without following schedules or attending classes and at their own pace (Rashid, 2016). One of the most influential media in helping mastering at domestic between teachers and students is the website. Numerous styles of websites are well designed, and the features in line with the wishes of college students. With a website, teachers and college students find it easier to get new material sources as teaching substances and as additional material. Getting to know through the website will also no longer make college students bored because the website design advanced by everyone is unique and, of course, thrilling. Website-based gaining knowledge is also very beneficial in supporting students' capabilities. They do now not only learn about certain classes but also how they can get entry to websites that cause them to not be old with increasingly growing technology. Students and professionals have
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benefited from using web-based learning resources to maximize their opportunities and enhance their resources for lifetime learning (Feijóo et al., 2021).
Utilizing websites is one method of collaboration in today's educational system. Students will benefit immensely from using this website to learn to prevent learning weariness and make the learning process more distinct and engaging than ever. The student's capacity to keep up with the evolving and expanding technological innovations also reinforces collaborative settings, demonstrating that the student does not lag the growth of the technology.
Therefore, this became the basis for why the previous researcher, Wulandari (2021) wanted to develop the web-based basic English grammar material for the first-year students majoring in English education at UIN Alauddin Makassar. In previous studies, the researcher focused on developing web-based material of prepositions. She developed materials using the RnD (Research and Development) method by adopting the ADDIE model. The ADDIE model stands for the five stages of the development process: analysis, design, development, implementation and evaluation. This model serves as a learning system design model that shows the basic steps needed to make a learning system easy to implement and use. She develops web-based prepositions basic English grammar. However, previous research did not support the existence of an implementation stage. According to Arofah & Cahyadi (2019) the main objectives in the implementation step include: 1) Guiding students to achieve learning objectives, 2) Guaranteeing problem solving to overcome problems previously faced by students in the learning process, 3) Ensuring that at the end of learning, students' abilities increase. Therefore, researcher will determine
the implementation results and the practicality of using the web-based basic English grammar resources for the first-year students majoring in English education at UIN Alauddin Makassar through subsequent implementation procedures.
Based on the problems above, the researcher intends to continue the previous research to the implementation stage of web-based basic English grammar material regarding prepositions for the first-year English education students at UIN Alauddin Makassar.
B. Research Questions
Based on the problems above, the researcher formulates the following questions:
1. How are the implementation outcomes of the web-based basic English grammar material of prepositions 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 material of prepositions for the first-year students of English education department at UIN Alauddin Makassar?
C. Research Objectives
Based on the research problems above, the purpose of this research are:
1. To find out the implementation outcomes of the web-based basic English grammar material of prepositions for the first-year students of English education department at UIN Alauddin Makassar.
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2. To find out the practicality of the web-based basic English grammar material of prepositions for the first-year students of English education department at UIN Alauddin Makassar.
D. Research Significances 1. Theoretical Significances
Website is a site that contains pages that store various materials in it and can be a tool that can help the teaching and learning process in online learning.
In this research, the researcher hopes that implementing this web-based program will increase the understanding of the first-year students majoring in English about Basic English Grammar, especially prepositions material, and can make students more enthusiastic about learning basic English grammar anywhere and anytime.
2. Practical Significances
This research provides benefits for English education students, lecturers, institutions and researcher. First, for English education students, it can help in understanding grammar material more efficiently, especially about prepositions. Second, for lecturers, it is hoped that this website is used in the learning process to display material, learning videos, exercises, and others so that the teaching process can be more interesting. Third, for institutions, namely, with this website, it can be an innovation as an added value in the teaching and learning process. And lastly, for researcher, the researcher hopes that this research will help find out how effective this material is when applied to the first semester of English education students.
E. Research Scope
This research is limited on the implementation of web-based basic English grammar materials, especially for the first-year students of English education at UIN Alauddin Makassar who received basic English grammar courses that year.
The website used here contains basic English grammar material. In this case, the researcher conducted the implementation of basic English grammar materials namely prepositions material. This web-based English grammar material contains teaching materials, instructional videos, and exercises inside the web that are useful for lecturers and students.
F. Definition of Key Terms 1. Implementation
The term implementation is usually associated with an activity carried out to achieve a certain goal. Implementation has the meaning of implementation or application. This relates to a plan, agreement, or implementation of obligations. Therefore, this research has implemented web basic English grammar about prepositions.
2. Basic English Grammar
To introduce first-year students to basic level English Grammar, basic English Grammar is one of the subjects required for English education at UIN Alauddin Makassar. In this instance, Basic English Grammar is an introductory course for English education students on constructing English sentences correctly. Following that, the information from Basic English Grammar is
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covered, including nouns, adverbs, pronouns, conjunction, prepositions, present tense, past tense, articles, adjectives, verbs, tense, and future tense.
3. Web-based Material
The web-based material, in this instance, is a page that students can access over the internet and offers prepositions Basic English Grammar study materials. On this page, students may get information, watch instructional videos, complete activities, and communicate with others through the comments section. Additionally, a website that makes it simple to establish a website will be made using WordPress as a platform.
4. Prepositions
Prepositions is a part of speech component in Basic English Grammar that functions as a connector in a sentence. Prepositions are usually used before a noun or pronoun and indicate the relationship between the noun or pronoun in a sentence. They describe the position, the time, the way something is done, and so on.
5. Implementation outcomes
Implementation outcomes are the results of several actions that have been taken during implementation. Treatment, practice, and service are only a few examples of these acts. For implementation, research has direction and a goal, and implementation results are essential. They also demonstrate how far improvements in the service's quality and users' experiences have come.
6. Practicality
Practicality is an aspect that can facilitate a learning activity. As for examples of practicality, such as facilitating the presentation of material or managing learning. The aspect of ease of use includes the ease of understanding the material and the language used.
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CHAPTER II LITERATURE REVIEW A. Previous Related Research Findings
There are some findings that the researcher attaches related to this research as follows:
The first, Han et al. (2015) conducted a research entitled “In-service Teachers’ Implementation and Understanding of STEM Project Based Learning”.
In this research, they implemented project-based learning (PBL) in science, technology, engineering, and mathematics (STEM). PBL STEM teaching is very different from traditional knowledge-centered teaching in that it requires teachers to fully understand their pedagogical orientation for effective teaching practice.
This research found that interviews, classroom observations, and lesson plans designed and implemented by teachers can help teachers acquire the pedagogical skills needed to implement STEM PBL. The results show that professional development (PD) sessions can effectively communicate several important concepts about STEM PBL.
The second, Thamrin et al. (2019) conducted a research entitled “Students’
Perception on the Implementation of Moodle Web-Based in Learning Grammar”.
This research will use the Moodle e-learning application, which has features that support e-learning or online. Moodle is one of the most popular e-learning applications and offers solutions for creating and managing courses via the Internet.
This research includes qualitative R&D (Research and Development) research, which includes design and development research, namely research used to make
certain products and test how effective these products are; These products can be models, patterns, procedures or systems. In the field of education, the products produced through R&D research are expected to increase educational productivity, namely the large number of graduates, of high quality, and relevant to needs.
The third, Oktaviani and Mandasari (2019) conducted a research entitled
“Powtoon: Presenting SQ3R Implementation in Reading Class through a Web- Based Medium”. In their research, they demonstrated the use of SQ3R (Survey, Question, Read, Recite, and Review) in teaching reading in the classroom. They also show how students use Powtoon, a web-based medium, to present their reading. Powtoon is a web-based medium that uses animation, text and audio to create presentations or advertisements. It has both free and premium access, so it depends on the needs of the users. After the technological revolution, people adapted and used it in their daily lives, including teachers. Teachers must combine technology and classroom learning approaches to meet their current needs. The results show that researchers use Powtoon to implement SQ3R in reading classes at the Indonesian Technocrat University. Surprisingly, the students really liked this activity, and they showed a positive response to the use of technology in implementing web-based media.
The last, Mandasari & Wahyudin (2019) conducted a research entitled
“Flipped Classroom Learning Model: Implementation and Its Impact on EFL Learners’ Satisfaction on Grammar Class”. In their research, they explain how the switching learning model is used and analyze how this model impacts student satisfaction in grammar classes. In this model, students receive lessons from
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learning videos at home before class starts, and learning activities in class include assignments and discussions about topics or problems that students do not understand. Most of the flipped classroom learning models use digital tools and technology such as presentations, websites, and videos. However, the latest technology to reverse the use of learning is video. Videos are easily made, popular and accessible anywhere. Either through its own design or dissemination on the internet, lecturers are responsible for providing learning resources in the reverse learning model. The method of this research was descriptive qualitative. Data were obtained from observation, questionnaire and interview. Observation technique was used to gain information on how flipped classroom learning model implemented.
The results of the study show that the flipped classroom learning models works well in teaching grammar because it can break down the physical boundaries between students and teachers. Students are also satisfied with the learning process in folded class. Rolling learning was found to be easy to use, encourage students to study independently, and improve grammar skills. Thus, the flipped classroom learning models can be considered as an alternative that combines technological advances with education.
Based on three researchers who have categorized it, it can be concluded that web-based learning is very useful, especially in the educational sphere. Websites are useful for teachers and students in the learning process because they can be done easily anytime and anywhere. In specific terms, teachers are enthusiastic about the transition from traditional to modern computer-based instruction virtual classrooms. Next is about increasing students' critical thinking due to collaboration
with websites, making it easier to solve their own problems. Therefore, there is some novelty between the previous research and this study. The first, this research is specifically to implement the web-based materials. The second, this research is specifically to see the implementation outcomes and practicality of the media that used. The third, the material of this reseacrh are specifically about prepositions, and the last was conducted with the first-year students of the English education department at UIN Alauddin Makassar.
B. Pertinent Ideas
1. Instructional Media
a. Definition of Instructional Media
Instructional media can be used to describe anything that can be utilized to transfer or distribute information from the teacher to pupils in an organized manner. Anything that is employed in this situation needs to be able to stimulate students' thoughts, feelings, attention, abilities, or processing skills in order to aid in the learning process. Instructional media are physical resources an instructor utilizes in his teaching process to facilitate learners’ achievement of instructional aims (Chumsukon, 2021). Instructional media support learning content that allow students to engage in the application of concepts and thus, offer an opportunity for assessment. They are necessary resources needed to carry out teaching and learning process in order to promote teachers’ efficiency and improve students’ performance (Ajoke, 2017).
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b. Types of Media
According to Hikmah (2019), there are three types of media, e.g.
visual media, audio media, and audio visual media. These types can be used in teaching and learning as the instructional aid to bring all students into comprehending the subject clearly.
1) Visual media is a type of media that expresses messages through verbal communication symbol. These symbols mean that they need to be understood completely, so that the process of delivering message can be effective and efficient.
2) Audio media is related to the sense of hearing. The message conveyed through audio media is in the form of auditive symbols, both verbal and non-verbal. Audio media in the world of learning is interpreted as learning material that can be presented in an auditive form that can stimulate students' thoughts, feelings, attention, and abilities so that the learning process occurs.
3) Audio-visual media is a combination of audio and visual media, or commonly called hearing media. With more complete characteristics, audio-visual media has the ability to overcome the shortcomings of audio media or from visual media. The functions and capabilities of audio-visual media will increase when equipped with motion characteristics. It is able to deliver more complex and more realistic messages.
According to Aini (2013), there are five types of instructional media which are generally used by the teachers, comprising: (1) boards; (2) realia; (3) pictures; and (4) books.
c. The Purposes of Instructional Media
Relevant with Sanaky (2009) as cited in Puspitarini & Hanif 2019 instructional media give several benefits as follows:
1) By using learning media, the learning process will be more interesting, so it can lead to motivate student learning
2) Can clarify learning materials, so that students can easily understand the material and enable students to master the learning objectives
3) By using instructional media, the learning process becomes more varied. The material is not only delivered orally, so students do not get bored quickly and more effectively and efficiently.
4) Students listening to the material presented by the teacher, doing more learning activities such as: observing, doing, demonstrating, and others.
2. Web-based Learning
Web-based instruction makes the teaching and learning process more convenient for the educational sector. There is no denying that having a website opens up new educational opportunities. Web-based training is on track to emerge as one of the key learning environments that offers students fresh, rich learning opportunities (Doru, O, 2020).
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The World Wide Web, also known as the Internet, is a platform that offers a variety of resources, including learning and teaching materials. Web- Based Material in and of itself is what led to Web-Based Instruction (WBI), also known as online instruction. According to Hui & Cheung (1999), Web- based instruction is utilized as a platform or media to handle new lessons, supply course materials, and administer quizzes in order to enhance interactions between teachers and students both within and outside of the classroom.
3. BEGrammar Wordpress
Here are some display features found on the web based basic Englsih grammar material of prepositions:
Figure 2.1 Home Page
The home page is a section that contains a general explanation regarding the contents of web-based material. In this section, there is an explanation of the function of web-based material and also the purpose of this web-based material. In addition, there is also a form that contains the name and
email if the user wants to join or register on the website. 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 Materials page
The material page is a section that contains several choices of material to be studied related to the topic of basic English grammar. On this material page, users can choose any material to choose by pressing one of the materials they want to study.
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Figure 2.3 Prepositions Page
On this page, there is an explanation of the definition of prepositions and also the kinds of prepositions.
Figure 2.4 Learning video
The learning video is one part of the material page which contains an explanation of the material. On this page, when we click on a video, a complete video explanation of the material will immediately appear which is explained by the web-based basic English grammar material maker. Especially in this section, the creators focus on explaining in detail regarding the prepositions
material through the videos that are displayed. This video feature will make it easier for students who prefer to learn audio-visual.
Figure 2.5 Assignments Page
Figure 2.6 Individual Assignment Figure 2.7 Group Assignment The assignment page is a page that contains several test questions to measure student understanding after learning through the web used. On this assignment page, there are two types of tests that users can choose from, namely: individual assignment and group assignment. The individual assignment consists of several questions related to prepositions which are divided into two types of questions, there are multiple choice and error
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recognition. Both types of questions aim to assess the extent to which students' personal understanding of the material that has been studied. While group assignments are a form of exercise that is intended to be carried out in groups to train students' analysis related to exercises with topic prepositions.
Figure 2.8 Contact page
The contact page contains information about web-based Basic English Grammar material creators. The contacts contained in this section aim to make it easier for users to access information related to the web users. In addition, users can also submit comments in the form of criticism or suggestions regarding the web that has been used, so this section is an important part of web-based basic English grammar material.
Figure 2.9 About us Page
This page contains additional information that is not explained on the previous pages.
4. Basic English Grammar
Basic English Grammar is a basic course in composing an English sentence well with the result that it becomes a correct sentence (Ali, 2021).
Grammar is the foundation for all of our writing and speaking in English.
Having a solid foundation makes it easier to achieve fluency. Native speakers can benefit from a refresher on English grammar basics, which they may have forgotten over time. Refreshing the basics is one way to help break bad habits in writing. In English grammar, the eight major parts of speech are noun, pronoun, adjective, verb, adverb, prepositions, conjunction, and interjection.
5. Prepositions
Prepositions has been defined as “the word or group of words, such as in, from, on, out of and on behalf on, use before a noun or pronoun to show place, position, time or method” ("Prepositions", 2005, p. 1188) in
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(Boontam & Phoocharoensil, 2018). There are many types of prepositions in the English language, for example, prepositions of time, prepositions of place, and prepositions of direction.
6. The Concept of Implementation
Implementation can be defined as efforts designed to get evidence- based programs or practices of known dimensions into use via effective change strategies (Durlak, 2015). Implementation also is defined as a specified set of activities designed to put into practice an activity or program of known dimensions. According to this definition, implementation processes are purposeful and are described in sufficient detail such that independent observers can detect the presence and strength of the “specific set of activities” related to implementation. In addition, the activity or program being implemented is described in sufficient detail so that independent observers can detect its presence and strength (Fixsen et al., 2005).
7. Implementation Outcomes
Implementation outcomes are the results of deliberate and purposeful activities taken to put new therapies, procedures, and services into practice (Proctor et al., 2011). Three crucial purposes are served by the final product of the implementation. They first act as standards for successful implementation.
They are also near-term measures of the implementation process. Thirdly, according to Rosen and Proctor et al. (2011), these are important findings in studies on the efficiency of medical interventions and the standard of care.
Implementation Outcomes include eight conceptually different implementation outcomes (Proctor et al., 2011):
a. Acceptability
Acceptability refers to the perception among implementation stakeholders that a given treatment, service, practice, or innovation is agreeable, palatable, or satisfactory. The term "acceptability" refers to the quality of the content and the complexity of the material on the website. It also refers to how comfortable the user is using it.
b. Adoption
Adoption refers to the intention, initial decision, or action to try or employ an innovation or evidence-based practice. in this case, adoption means trying or taking advantage of web innovation.
c. Appropriateness
Appropriateness describe how suitable, relevant, or appropriate an innovation or evidence-based practice is to a particular practice setting, teacher, or student; and/or deemed appropriate by the innovation as a solution to a particular problem or problem. The perceived suitability, relevance or suitability of the innovation (website) is called suitability in this sense.
d. Cost
Cost is defined as the cost impact of a project's implementation. The cost of implementation varies depending on three factors. First, because the intricacy of therapies varies greatly, so do their delivery costs. Second,
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depending on how complicated the specific implementation method is, different implementation charges will apply. The overall costs of delivery will also vary by the site because treatments are provided in environments with varied levels of complexity and overheads, ranging from a single practitioner's office to a tertiary care facility. Therefore, the actual cost of executing a treatment will vary depending on the cost of the specific intervention, the method of implementation, and the setting where services are provided. in this case cost means the effect of financing on the use of the web.
e. Feasibility
Feasibility refers to the extent to which a new treatment, or an innovation, can be successfully used or carried out within a given agency or setting. The term "feasibility" refers to the ability of an innovation, such as a website, to be successfully used or implemented.
f. Fidelity
The degree to which an intervention was carried out in accordance with the original protocol's instructions or the program's designers' intentions is known as fidelity. The original evidence-based intervention and the disseminated/implemented intervention are typically compared in terms of (1) adherence to the program protocol, (2) dose or amount of program delivered, and (3) quality of program delivery. Fidelity has been measured more frequently than the other implementation outcomes. In this
case, fidelity refers to the implementation of the website according to the original protocol or the original intention of the researcher.
g. Sustainability
Sustainability refers to the extent to which a newly implemented treatment is maintained or institutionalized within a service setting’s ongoing, stable operations. In this case, sustainability refers to the implementation of the website according to the original protocol or the original intention of the researcher.
8. Practicality
The definition of practicality is the part of a situation that involves the sensible or usable part of doing something (source: Yourdictionary.com).
Practicality is part of the concept of the usability of an experiment and influences several aspects of an experiment as well as a measure of the extent (Hasmawaty et al., 2020). In this research, the usefulness of instructional materials is defined as their usefulness in supporting learning. If experts and practitioners assert that the teaching materials may one day be utilized in the field and the level of implementation falls under the category of correct use, then the teaching materials are regarded to be practical. Practicality is related to the ease and progress that students experience when utilizing teaching materials. The aspects that are assessed in the practicality test according to Sukardi (2008) are:
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a. 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.
b. Time
The time required for implementation should be short, fast and precise. The time here refers to the efficiency of using the website.
c. 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.
d. Presentation
Easily interpreted by teachers, experts and students. In this case, presentation means that students can easily understand the content contained on the website.
e. 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.
C. Conceptual Framework
The theoretical framework of this research becomes the basis or overall research activities. In other words, this term is a guide in the process of applying web-based basic English grammar regarding prepositions material. Researcher implemented web-based basic English grammar about prepositions material which is applied to the first-year students majoring in English education. Researcher
The implementation of Web-based Basic English Grammar Material of Preposition
Implementation outcomes are the results of deliberate and purposeful activities taken to put new therapies, procedures, and services into practice (Proctor et al., 2011).
Outcomes include eight conceptually different implementation outcomes (Proctor et al., 2011): acceptability, appropriateness, feasibility, cost, adoption, fidelity, and sustainability.
Practicality is part of the concept of the usability of an experiment and influences several aspects of an experiment as well as a measure of the extent (Hasmawaty et al., 2020).
According to Sukardi (2008), a product is practical if it accomplishes a number of criteria i.e. usage, time, attractiveness, presentation, and equivalent.
Test Observational Checklist Practicality Checklist Interview
Quan-qual Mixed Method
Figure 2.10 Conceptual Framework Questionnaire
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focused on determining the results of the implementation and practicality of the website.
There are three stages which are operated using four different instruments. The first stage is that the researcher implements basic English grammar from web-based prepositions. Observations were made during this stage using the questionnaire instrument.
The second stage used three types of instruments such as tests, practicality checklists, and interviews. To find out the results of implementing web-based English grammar material about prepositions, the researcher used tests and questionnaire. To determine the practicality of the website, a practicality checklist was operated. In addition, semi-structured interview were also be conducted with students to strengthen the data obtained from tests, questionnaire, and practicality checklists.
In the last stage, data taken from quantitative and qualitative instruments were analyzed through research to find out the results of the implementation outcomes and practicality of web-based prepositions English grammar material.
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CHAPTER III RESEARCH METHOD A. Research Method
In this study, researcher used the mixed-method at the implementation stage to find out the implementation outcomes and the practicality of the product. Mixed methods research is a combination of quantitative and qualitative research designs by including quantitative and qualitative data in one study. The main aim of mixed methods research is to use the advantages of both quantitative and qualitative research designs and data collection strategies to understand phenomena more fully than is possible using only quantitative or qualitative designs. Mixing the quantitative and qualitative approaches will result in a better understanding of the research problem than using only one method.
According to Gay (2016) there are three basic types of mixed methods research designs which generally consist of Explanatory sequential or also known as QUAN – qual design, Exploratory sequential or also known as QUAL – quan design, and Convergent parallel or also known as QUAN + QUAL design. At this stage, researcher used Explanatory sequential design.
B. Research Subject
The research subject in this research is the first-year student of the English Education department at UIN Alauddin Makassar. The first-year students consist of three classes, namely: PBI A, PBI B, and PBI C. The researcher choose one class, namely PBI C which consists of 24 students who becomes research subject in this study. Additionally, five students were specifically selected for the interview process
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to find out the website's implementation outcomes and practicality to support the quantitative data. The selection process was carried out based on the results of student scores, namely two students who have the highest scores, one student who have medium scores, and two students who have the lowest scores.
C. Research Instrument
The research instrument is a fact-finding strategy that functions as a data tool (Annum, 2019). In this study, there are four types of instruments that used by researcher, namely test, questionnaire, practicality checklist, and interview.
1. Test
A test is a tool for evaluating someone's skill, knowledge, or performance in a certain area (Brown, 2004). After using the website for treatment, the students take a grammar test in the form of prepositions test to evaluate their understanding of the prepositions material. This test consisting of 40 numbers with 25 in the form of multiple choice and 15 in the form of error analysis.
2. Questionnaire
A questionnaire is a collection of questions or statements that respondents must answer to obtain information. Questionnaires also provide structure and framework to the observer and serve as an understanding contract with the researcher, allowing for more tailored results and receiving specific feedback on classroom elements. Based on the indicators of implementation outcomes listed by Proctor et al (2011), acceptability,
adoption, appropriateness, cost, feasibility, fidelity, penetration, and sustainabilit.
3. Practicality Checklist
Practicality refers to the usability of research findings, i.e., the usefulness of research findings for teachers in that instructors may apply them to their own practice (van Velzen, 2013). In this study, the researcher determined the practicality of this web-based material by asking several questions. This involves a series of statements that respondents can choose from to assess their responses to evaluative questions. This instrument was conducted to find out the practicality of web-based materials about prepositions for first-year students of English education at UIN Alauddin Makassar. Based on the indicators of practicality listed by Sukardi (2008), i.e usage, time, attractiveness, presentation, and equivalent.
4. Interview
The interview can be summed up as a type of consultation in which the researcher aims to learn more about a subject from the perspective of the person being questioned (Adhabi & Anozie, 2017). The researcher used a semi-structured interview. The semi-structured interview is an exploratory interview that is most frequently used in the social sciences to collect data for qualitative research or for medical purposes (Magaldi and Berler, 2020).
The semi-structured interview allows for discovery with room to pursue thematic trajectories as the conversation evolves, even though it often follows a guide or protocol that is developed before to the interview and is
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centered on a core topic to provide a basic structure. In this interview process, the researcher spoke with a number of participants with the aim of cross-checking the data from the questionnaire and the practicality checklist. It is hoped that researchers can match direct statements conveyed to students with their responses. In addition, the greater the researcher's interest in students will have an impact on how well the answers to the questionnaire and interview answers match.
D. Data Collection Procedures
The process for gathering data must be related to how the researcher used both the population and the sample. By employing web-based prepositions learning, the students of PBI C become the major focus in evaluating the degree of its efficacy and applicability. The researcher conducted several procedures in conducting this research. The procedures is divided into three meetings with the students.
1. Meeting 1
The researcher first gave students a brief description of the website. After that, the researcher asked the students to access the web.
This activity takes about 5-10 minutes. In the next few minutes. The researcher taught the prepositions material to the students for 20-25 minutes. Students receive research materials via the web. Definitions of prepositions, types of prepositions, and use of prepositions are all covered in the course materials. Researchers used questionnaire with indicators of implementation requirements to observe students as part of the procedure.
Grammar tests and practicality checklists were also administered by the researcher. The grammar test was the first step. The researcher gave this test which consists of 40 questions, namely 25 multiple choice questions and 15 error recognition questions. This test is intended to measure student performance in prepositions material and to select five students to be interviewed based on the results of the highest to lowest scores. The second instrument is a practicality checklist. Researcher shared this checklist which contains statements about the web-based they have used. When carrying out tests and practicality checklists, the time used is around 20 - 25 minutes.
2. Meeting 2
The researcher interviewed the participants in this meeting using a semi-structured interview format. Researchers interviewed 5 names of students who were selected purposively. The statements in the practicality and questionnaire as well as the results of the grammar test were followed up with questions in the interview. Each student was interviewed by the researcher for about 5 - 10 minutes.
E. Data Analysis Technique
Data analysis is the process of creating answers to questions by looking at and interpreting data using the fundamental steps in the analytical process, which include problem-solving, determining the availability of pertinent data, selecting the best method to address the pertinent questions, putting that method into practice, evaluating, summarizing, and communicating results (Sharma,
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2018). In analyzing the data, the researcher used quantitative and qualitative data analysis.
1. Quantitative Data Analysis
A quantitative research study collects numerical data that must be analyzed to help draw the study's conclusions (Albers, 2017).The goal of data analysis is to reveal the underlying patterns, trends, and relationships of a study's contextual situation. It includes a statistical method for rating or analyzing numerical data (Creswell, 2007). Data from the outcomes of grammar exams, practicality checklists, and questionnaire were used in this study's quantitative analysis. Microsoft excel used by researcher to analyze the data. Microsoft excel is a computer program used for data analysis. This software favors simplicity over a more comprehensive and complicated set of features and tools.
a. Test
For the test, the researcher analyzed the mean score of the grammar test results. The following is the formula to calculate mean score:
Figure 3.1 Mean Formula Description:
x = Mean score
∑x = The total of existing score ∑x x = ──
N
N = Total number of respondents
After obtaining the mean scores, the researcher assessed the value using the assessment guidelines based on the academic guidelines of UIN Alauddin:
Table 3.1 Scoring Guidelines
b. Practicality Checklist
Students complete a practicality checklist, which is used to check practicality data. In this instrument practical measurements Score in Number
Score in Letter
Grade Description
94 X 100 A 3.76 – 4.00 Excellent 88.75 X < 94 A- 3.55 – 3.75 Very Good 75.25 X < 88.75 B+ 3.01 – 3.54 Good
69 X < 75.25 B 2.76 – 3.00 Quite Good 62.75 X < 69 B- 2.51 – 2.75 Fairly Good 50.25 X < 62.75 C+ 2.01 – 2.50 Poor
44 X < 50.25 C 1.76 – 2.00 Fairly Poor 25.25 X < 44 C- 1.01 – 1.75 Very Poor 0.25 X < 25.25 D 0.01 – 1.00 Inadequate
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use a Likert scale with five possible answers from Sugiyono (2012:93), including:
Table 3.2 Indicators of Practicality
Score Criteria
5 Strongly agree
4 Agree
3 Neutral
2 Disagree
1 Strongly disagree
Data on the practicality of using web-based basic English grammar materials of prepositions is analyzed by percentage (%), using the following formula.
Figure 3.2 Practicality Formula Description:
N = Practicality value S = Score obtained M = Maximum score 100% = Constant number
After the percentages are obtained, grouping was carried out according to the modified criteria from Riduwan (2012):
S
N = ── x 100%
M
Table 3.3 Practicality Criteria
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 is done by classifying into five statements. Then calculate the percentage with the formula:
Figure 3.3 Questionnaire Formula Description:
P = Persentage score
f = Number of statement types n = Number of activities 100% = Constant number
f P = ── x 100%
n
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Table 3.4 Criteria for giving questionnaire 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
The percentage score results are used to provide an interpretation of the implementation results adapted from (Proctor et al., 2011).
2. Qualitative Data Analysis
Qualitative data analysis is the classification and interpretation of linguistic (or visual) material to make statements about implicit and explicit dimensions and structures of meaning-making in the material and what is represented in it (Creswell, 2007). Qualitative data itself is analyzed 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, focusing, simplifying, abstracting, and transforming the data appearing in written up field note or transcription (Miles et al., 2014). The results of the interviews were carried out through data condensation to organize the data before going through the data display.
b. Data Display
By presenting the visual data in the form of a chart, graphic, diagram, or matrix that enables conclusion drawing, data is organized, compressed, and assembled (Miles et al., 2014). The data is arranged in a data display to answer research questions. After coding the data, the data display is used to organize the data and allows conclusions to be drawn regarding the results of interviews in previous studies.
c. Conclusion Drawing Verivication
As the analyst moves forward, conclusions are confirmed after going through the data presentation process of compiling information to generate conclusions from the data interview. Preliminary conclusions are reached as the matrix fills up, but they ultimately lead to decisions like whether to add another column to the matrix to test the conclusion (Miles et al., 2014).
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CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, the researcher explains the result of data analysis. The data discussed in this section were collected using four instruments, namely tests, practicality checklists, questionnaire, and interviews.
A. The Test Result
There were 24 respondents involved in this research. The following is the test scores obtained by respondents who had taken the grammar test regarding prepositions.
Table 4.1 Grammar Test Result
No. Score in Number Description Frequency Percentages
1. 94 X 100 Excellent - -
2. 88.75 X < 94 Very Good - -
3. 75.25 X < 88.75 Good 5 20.83%
4. 69 X < 75.25 Quite Good 2 8.33%
5. 62.75 X < 69 Fairly Good 3 12.5%
6. 50.25 X < 62.75 Poor 2 8.33%
7. 44 X < 50.25 Fairly Poor 4 16.66%
8. 25.25 X < 44 Very Poor 5 20.83%
9. 0.25 X < 25.25 Inadequate 3 12.5%
Total Mean Score
55.31 Poor 24 100%
Based on the table above, it can be concluded that five respondents got a good category (75.25 X < 88.75), two respondents got a quite good category (69 X < 75.25), three respondents got a fairly good category (62.75 X < 69), two respondents got a poor category (50.25 X < 62.75), 4 respondents got a fairly poor category (44 X < 50.25), five respondents got very poor category (25.25 X < 44), and three respondents got Inadequate category (0.25 X < 25.25). So from these data, the average score obtained from the test results is 55.31 (Poor). Thus, most students have not mastered the prepositions material. Almost all students still need to learn more grammar material, especially prepositions.
B. The Implementation Outcomes
The questionnaire data served as the foundation for collecting implementation outcomes data. After that, the researcher gave the students a test to gather further information before choosing which ones to interview.
Below is questionnaire data results.
Table 4.2 The Analysis Results of Questionnaire Use of Web-Based Basic English Grammar Material of Prepositions
No. Indicator Mean Score Percentage Criteria 1. Acceptability 8.16 81.66% Very Practical
2. Adoption 4.25 85% Very Practical
3. Appropriateness 4.08 81.66% Very Practical
4. Feasibility 8.58 85.83% Very Practical
5. Cost 4.04 80.83% Practical
6. Fidelity 3.83 76.66% Quite Practical
7. Sustainability 4.5 90% Very Practical
Mean Score
83.1% Very Practical
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Based on the table 4.2 above, the overall questionnaire implementation outcomes of web-based basic English grammar material of prepositions reaches 83.1%, which is categorized as very practical. Turning to the results of the analysis of the questionnaire, it showed that the seven measurable indicators with nine statements had fulfilled field related to the results of the implementation of web- based basic English grammar material for first-year students of the Department of English Education at UIN Alauddin Makassar. The results of the analysis can be seen below.
a. Acceptability
The term "acceptability" refers to how complex the content and materials on a website are. In addition, this relates to how comfortable the user is using it. Based on the questionnaire, shows that the acceptance criteria have been met. It can be presented by the following data display and the conclusion:
Indicator Statement
Items Data Display Conclusion Acceptability The Analysis
Results of Questionnaire Use of Web- Based Basic English
Grammar Material of Prepositions.
R1: I feel like it make me easier to learn grammar especially
prepositions. Easier to learn grammar.
R2: I'm happy because I can get a website that can make it easier for me to learn.
R3: Yes, I enjoy using this website
because it
provides clear explanations and engaging content.
Clear explanations and engaging
content.
R4: I really enjoy using this website because it makes it easier for me to find and learn other grammar material
Easier to find and learn
others grammar materials.
R5: After using this website, I feel that learning prepositions via the website is simpler. Because we don't have to carry books everywhere to study. We only need to bring a cellphone and then access it on the internet then read the material and then it is understood.
Simple to accessed.
The material on the website contains
prepositions material and students are interested in the materials.
R1: I can access this link in everywhere and anytime.
The website is
easy to
access.
R2: Yes I enjoyed it. Because is easy to use and make
me more
interested in learning other grammar material.
The website is easy to use.
R3: After using this website, I feel more confident in my understanding of prepositions.
And I think my
skill have
improved more after using this website.
The website can improve understanding
of the
material especially prepositions.
