THESIS
BY
IZZA AMALIA RAHMAN NPM: 22002073003
UNIVERSITY OF ISLAM MALANG GRADUATE PROGRAM
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
2022
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Malang. Advisors: (I) Prof. Drs. H. Junaidi Mistar, M. Pd., Ph. D., (II) Dr.
Drs. Alfan Zuhairi, M. Pd.
Keywords: Implementation, Microsoft teams, EFL, e-learning
This research addresses three main purposes: 1) describing teachers’
preparation for EFL e-learning, 2) the implementation of Microsoft Teams for EFL e-learning, and 3) how is the EFL teacher’s evaluation of students’ achievement by using Microsoft Teams. By using qualitative research with case study, the researcher took a very special interest about the implementation of Microsoft Teams application as EFL e-learning media and LMS. The researcher studied about the case of Senior High School that is proven to have implemented this platform in a good way and became the first pioneer school in applying the e-learning media for teaching and learning activities. The subjects of this research were an EFL teacher and six EFL students.
In this research, the data were collected through observation, interview, and documents. To achieve the three purposes of this research, the data were analyzed by five parallel flows activities including 1) organizing and preparing the data for analysis, 2) reading or looking at all the data, 3) coding all of the data, 4) using the coding process to generate a description of the setting or people as well as categories or themes for analysis, and 5) making an interpretation in qualitative research of the findings or result. Trustworthiness of the data such as credibility, transferability, dependability, and confirmability were used to validate the data.
There are several findings showed in this research related to the research focus. First, in preparing EFL e-learning, the teacher of SMAN 2 Blitar created one- sheet lesson plan. Second, in implementing Microsoft Teams as EFL e-learning media, teacher shared material and assignment including the key answer on Teams before starting the class. Teacher combined Teams with conventional media such as book and whiteboard. Then, in pre-teaching, teacher focused on speaking skill training by conducting question answer session. By using Teams, students were more active in speaking. In while-teaching, it was focused on reading activity including vocabulary and grammar mastery. With Microsoft Teams, students were easier to understand the context, vocabulary, and grammar on the text. Meanwhile, the interaction between students and teacher through Teams, firstly, it came from school facility which provide special email for office 365 to access Teams. After users were able to access, they conducted discussion or asking question by using chat-box. While using this platform, several problems were confronted but teacher and students had responsibility to solve their problem, so that, the learning process could be done well. Even though there were several obstacles while using this platform, the users still impressed with the complete features of Teams that support the teaching learning process. Third, in evaluating students’ EFL e-learning, teacher
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need to collect paper and do scoring manually. The Teams made automatic correction on students’ work.
Suggestions based on the findings are directed at EFL teachers as well as other researchers in pursuing comparable subjects in future research. Those suggestions are in regards to technical writing and content. Moreover, this research can be utilized as a reference to make establishment of topics related to implementation of Microsoft Teams as EFL e-learning media such as the effectiveness of Microsoft Teams as EFL e-learning media.
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In this chapter, the writer discusses the general background of the research. There are several points explained in this chapter including: context of the research, focus of the research, objective of the research, research assumption, scope and limitation of the research, significance of the research, and definition of key terms.
1.1 Context of the Research
Language is a basic tool of communication. With a language someone will be easier to transfer ideas, thoughts, expression, sharing perspectives, resolving issues, and it is extremely vital in verbal and non-verbal communication. Because of that, in this period of globalization, English is a language that has grown rapidly and has established itself as a prominent language in international interactions. For these reasons, various educational institutions in Indonesia have made English as a prominent part of its curriculum. English as international foreign language is taught from elementary up to university. It seeks to provide the capability and competence to effectively use the language both orally and in writing, which is referred to as language competency. From this fact, English is used as one of compulsory subjects especially in senior high school. To maximize the potential of students in mastering English as foreign language, the government has to take a part to make it success.
In this global era, the government has developed the educational system in order to maximize the potential of the students. This system is being implemented in response to the current century’s requirements. We are now living in 21st century era. According to the Directorate of High School Coaching, General Directorate of Primary and Secondary Education, Ministry of Education and Culture of Indonesia (2017), the twenty-first century is a century of science and technology, so mastering creativity, which includes critical thinking and problem solving about issues that have arisen, is essential for the country’s civilization.
The use of technology is required for all aspect in education including the e- learning implementation in secondary education.
Moreover, during the COVID-19 pandemic, Pemberlakuan Pembatasan Kegiatan Masyarakat (PPKM) as translated as the Imposition of Restriction on Community Activities is enforced which ultimately affects the education system.
The situation requires online learning activities. Distance education, often known as online learning (OL), can provide some answers for overcoming the drawbacks of traditional techniques, resulting in increased educational efficacy and efficiency (Duong & Nguyen, 2021).
This online learning is a part of electronic learning (e-learning). E-learning is being forced to be implemented in this era to make the educational activities to be more effective. Meanwhile, even though the situation of pandemic is getting better, and there is no online learning anymore, e-learning still becomes important part in Indonesian education. In addition, it is believed that e-learning would help students’ learning activities more efficient.
E-learning is a type of learning that takes place over a network, commonly internet. E-learning shifts the focus of the learning activities away from teaching and towards the students. Students are allowed to access materials anywhere and anytime (Munir, 2009; Umah, 2020). Meanwhile, Kosasi (2015) stated in Umah (2020) described that e-learning is a type of internet-based learning that uses audio or visual media. E-learning arose as a response to the modern-day difficulties of education by making it easier to control students and increasing their learning enthusiasm. Many researches have already shown the findings that support the premise that correctly utilizing e-learning technologies can give numerous benefits (Bauzabia et al, 2013; Umah, 2020).
These days, e-learning has started for being a crucial part in educational activities. This has led to the awareness that instruction could no longer be separated from e-learning. At this point, most teaching and learning takes place online, and teacher-students interaction does not always take place in the classroom. Apart from that, through this virtual sanctioning, e-learning has the capability to encourage students’ independent learning. Both teacher and students are engaged in collaboration to organize thoughts in a certain assignment through this online interaction (Mustofa, 2020).
In addition, all aspects of education cannot be separated from technology.
Beside students, teachers are also forced to mastering technology to develop their professionalism. Even school administrators, all aspects of education need to apply technology as good as possible to make the process of education better and easier. People’s lives have been drastically affected by technological progress and
the internet, which has resulted in huge shifts in a variety of industries (Nadikattu, 2020; Bsharat and Behak, 2020). Furthermore, Noor-Ul-Amin (2013) stated that e-learning is well-known in the world of education for successfully facilitating the teaching and learning process. The internet has long been one of the most important sources of education, allowing students all around the world to instantly access free or lower cost of education.
The implementation of e-learning is very beneficial including teaching learning process in senior high school. Students can acquire lesson material more easily with e-learning because it can be accessed everywhere. They can also look back for assignment their teacher gave before and get the instant feedback.
Teaching learning process is no longer constrained by location or time, and it can boost both teachers’ and students’ learning enthusiasm. It can also make the teaching learning process more dynamic, flexible, interactive, and communicative (Jin, 2013; Umah, 2020).
E-learning has been implemented in various senior high school in East Java Indonesia. The school administrators are required to use technology in school education system. Teachers, students, and all who take part in teaching learning activities are required to implement technology, in this case the use of e-learning.
One of the newest e-learning used recently is Microsoft Teams. Microsoft Teams is used as a learning media and LMS. Microsoft Teams, according to Hubbard and Bailey (2018), can be thought of as one software interface that incorporates numerous diverse programs into one platform. Meanwhile, Tsai
(2018) claimed that Microsoft Teams has features such as allowing users to visit rooms and video conferencing.
Microsoft Teams is a chatting and collaborative software that allows users to interact and make collaboration more easily (Heath, 2019; Duong and Nguyen, 2021). Microsoft Teams can also be defined as a system which provides chat, discussions, document or notes, and attachments. It is a cloud-based interactive app portal that puts together interactions, workshops, files and applications through a single Learning Management System (LMS) (Microsoft Teams, 2018).
This platform has shown to be valuable to users all over the world at this point.
In the global context, Microsoft Teams commonly used in all educational stages in both governmental and private schools. Bsharat and Behak (2020) on their research revealed that in all stages of education, Microsoft Teams’ most noteworthy benefit is that it allows students to share documents and information, as well as share the screen features that allow teachers to show whatever they want while class is in progress, implying that it fosters an interactive learning environment between students, teachers, and the group both in and out of the classroom.
However, the use of Microsoft Teams also makes several issues that may be confronted by students and teacher. Sayeh and Razkane (2020) on their research found that teachers’ anxiety is a crucial influence in their adoption and execution of the platform in the classroom. Teachers’ anxiety is a decisive factor in their use of technology at school. This anxiety in using Microsoft Teams by EFL teachers is caused by several factors such as emotions, behaviors,
environment, cognitive and psychological factors, and also experience in using technology. Meanwhile, according to Duong and Nguyen (2021), the issues that students experienced are divided into two categories: external essential and problems that arise from the students’ own consciousness. It is critical to improve students’ learning attitudes in order to assist the development of e-learning beyond discovering solutions to overcome issues such as internet connection, machine and software error.
In the local context, the use of Microsoft Teams is focused on the higher education starting from senior high school and university. The use of Microsoft Teams as a real practice of the implementation of e-learning is not as easy as we imagined. There are a lot of challenges on its use, including when it is applied for teaching English as foreign language. Both of students and teachers are facing these challenges. Even though they have positive perception, they are still facing difficulties. Andika (2021) conducted research about students’ perception on learning English through Microsoft Teams found that the senior high school students have positive perceptions in using Microsoft Teams to learn English.
They thought that it is an effective and efficient e-learning application. It can increase students’ enthusiasm in English learning, that is allows for more flexibility in online classroom and that it is highly required for online learning.
However, students encountered difficulties when using this platform such as the lack of internet connection, an insufficient time, poor voices, image errors, and the situation of the students’ parent were discovered.
Additionally, in Indonesian context, different from senior high school students, the higher education students feel a higher readiness in using Microsoft Teams for learning. Rojabi (2020) discovered that e-learning via Microsoft Teams is something new for students, but even this interactivity and learning environment prompted students to participate in online learning, and as an outcome, they were able to conceive the learning materials more easily.
Based on the previous related studies explained above, the writer found aspects that were not studied yet. The aspects are about explanation that focus on the best practices of Microsoft Teams implementation in EFL teaching and learning process in terms of the teachers’ preparation, the implementation of EFL learning using Microsoft Teams, and the learning assessment (evaluation).
In this research, the researcher wants to reveal the implementation of Microsoft Teams for EFL learning in senior high school. The researcher chooses SMAN 2 Blitar as a school to be studied. There are various reasons why SMAN 2 Blitar is chosen. First, SMAN 2 Blitar is the first school that has implemented e- learning using Microsoft Teams in Blitar city since early 2020, exactly in March 2020 when the pandemic began in Indonesia. Second, one of the school administrators in SMAN 2 Blitar is a representative of secondary education teaching-learning media developer in East Java that suggested the use of Microsoft Teams in senior high school. Third, although the pandemic condition nowadays is better and there is no online class anymore, the use of Microsoft Teams as e-learning platform takes essential part in teaching learning process and it makes EFL teaching learning process runs well in this school. From that
reasons, the researcher interested to conduct a research on the implementation of e-learning entitle “The Implementation of Microsoft Teams as Media for EFL E- Learning: A Case Study at SMAN 2 Blitar.”
1.2 Focus of the Research
Based on the research background, the researcher focuses on investigating and revealing English teaching and learning process with the implementation of ICT-based e-learning especially the Microsoft Teams application. In line with the context of the research, the researcher formulated research problems as follows:
1. How is teacher’s preparation for EFL e-learning?
2. How is the implementation of Microsoft Teams for EFL e-learning?
3. How is the teacher evaluation of students’ learning achievement by using Microsoft Teams?
1.3 Objective of the Research
The objectives of this research are:
1. To describe the teacher’s preparation for EFL e-learning.
2. To describe the implementation of Microsoft Teams for EFL e-learning.
3. To describe the teacher evaluation of students’ learning achievement by using Microsoft Teams.
1.4 Assumption of the Research
There are several assumptions related to this research.
1. Teacher at SMAN 2 Blitar has simpler preparation in implementing Microsoft Teams for EFL e-learning that makes it different with conventional media.
2. EFL teacher at SMAN 2 Blitar has good implementation in Microsoft Teams and create conducive interactions with students through this media.
3. Students EFL e-learning activities run well with the application of Microsoft Teams.
4. Teacher is easier to evaluate and take score for students’ assignment and test through Microsoft Teams.
1.5 Significance of the Research
There are two kinds of significance in this research: theoretical significance and practical significance. Theoretically, the result of this research about e-learning media implementation can be as academic contribution to be used for future researchers that are interested in studying e- learning especially Microsoft Teams application for English language teaching.
Practically, the researcher hopes that this research will give some benefits for EFL teachers to know the preparation, implementation, and evaluation for EFL e-learning by using Microsoft Teams as media and LMS. It can be used as references how to implement in a good way.
Moreover, for students, this research will give explanation about the use of Microsoft Teams, so that it can be used as a guidance to implement Microsoft
Teams as students e-learning media to make them easier in using this platform.
1.6 Scope and Limitation of the Research
The scope of this research focuses on the EFL e-learning by using of Microsoft Teams in senior high school. The limitation described in the following:
1. Teacher’s preparation for EFL e-learning by using Microsoft Teams as media.
2. The use of Microsoft Teams in EFL e-learning activities implemented by teacher and teacher-students’ interaction through this platform.
3. The EFL teacher evaluation for students by using Microsoft Teams.
The specific subjects of the research are an EFL teacher and six students of SMAN 2 Blitar.
1.7 Definition of Key Terms
Definition of key terms shows the meaning and definition of several essential terms depends on the research’s title to avoid the readers’
misinterpretations. The definition will assist the readers in comprehending the topic.
1. E-learning
E-learning is a method of learning that involves the use of electronic media and the internet. The use of website and internet in learning is referred to as e-learning. E-learning is also defined as the electronic delivery of learning and the programs in education field.
2. Microsoft Teams
Microsoft Teams is an electronic portal for cloud apps that pulls together discussions, presentations, documents, and apps in a single Learning Management System (LMS) (Microsoft, 2018). Microsoft Teams is another of Microsoft’s products that serves as a virtual center for all Microsoft applications. As a result, users, primarily teachers and students, will have greater flexibility in presenting and getting information, particularly in the areas of teaching and learning activities. Microsoft Teams is also used by businessmen, commerce, and other industries in addition to educational objectives.
3. EFL learning
EFL is an acronym for English as a Foreign Language. This usually refers to English being taught in a non-English speaking country, but it can also refer to any situation in which English is being taught to a non-English speaker.
83 of the study.
1.1 Conclusion
The three research focuses were investigated in this case study. Based on the findings as presented in the previous chapter, the researcher gets conclusion as follow:
1. In preparing EFL e-learning, one-sheet lesson plan is created to guide the offline e-learning process. In conducting EFL e-learning, the teacher combines Microsoft Teams, book, and whiteboard. With the use of one-sheet lesson plan by using Microsoft Teams as e-learning media, the learning steps are simpler than the general offline class. However, there are several drawbacks related to the created lesson plan.
2. The implementation of Microsoft Teams as EFL e-learning media, the first, teacher gives assignment including key answer on Teams before starting the class. With combination between Teams, book, and whiteboard as media, in pre-teaching, teacher warms up the students’ speaking skill related to material will be discussed. By using Teams, students are more active in speaking. In while-teaching teacher focuses on reading skill, vocabulary, and grammar mastery. In terms of interaction between students and teacher, there are several tutorials to access this platform such as: getting email for Office 365 from school, conducting discussion or asking question through chat-box, having
responsibility while facing problem while interacting through Teams, and the complete features of Teams that support the e-learning process.
3. The EFL learning evaluation using Microsoft Teams, firstly, teacher gives assignment or test through Microsoft Teams including the key answer. Then, teacher focuses on assessing knowledge through Teams by giving assignment in a form of essay and multiple-choice for test. Teacher assesses students’
attitude and skills without using the software. In assessing knowledge about the material in terms of reading ability, it was much easier to evaluate students’
work through Microsoft Teams than general offline class, because teacher does not need to collect students’ paper and correct it manually. Microsoft Teams makes automatic correction on students’ work.
1.2 Suggestion
Referring the previous conclusion, there are several suggestions that this research can provide as follows:
1. For Teacher
For EFL teachers who use Microsoft Teams as e-learning media, it is better for them to explore and try more features on this platform. The more features are used, the more interested the students in following the lesson. Besides, in implementing this media, teachers need to create more creative material to be shared through this app such as Prezi, Insert- Learning, or Canva for Education. Meanwhile, for teachers who does not apply this app yet, it can be a good reference to be used to improve EFL teaching learning activities both offline or online class.
2. For Students
The students should be more active in following the EFL e-learning using Microsoft Teams. They have to motivate themselves to get better score by submitting the assignment or test on time. Students need to increase their effort in learning English by using e-media.
3. For Future Researcher
The researcher realizes that this study is far for perfectness in terms of technical writing or the content. It is suggested to the further researcher who want to conduct the similar research, make a better writing. Moreover, this research can be used as a reference to make establishment of topics related to implementation of Microsoft Teams as EFL e-learning media such as the effectiveness of Microsoft Teams as EFL e-learning media.
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