T1__Full text Institutional Repository | Satya Wacana Christian University: The Challenges Faculty of Language and Arts Students Face in Using Learning Management System T1 Full text
The Challenges Faculty of Language and Arts students Face in Using
Learning Management System
Submitted in Partial Fulfillment of
the Requirement of the Degree of
Sarjana Pendidikan
Hieronimus Adi Priyo Budi Wicaksono
112013036
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
The Challenges Faculty of Language and Arts students Face
in Using Learning Management System
Submitted in Partial Fulfillment of
the Requirement of the Degree of
Sarjana Pendidikan
Hieronimus Adi Priyo Budi Wicaksono
112013036
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any university.
To the best of my knowledge and belief, this contains no material previously
published or written by any other person except where due reference is made in the
text.
Copyright @2017: Hieronimus Adi Priyo Budi Wicaksono and Dian Toar Y.G.
Sumakul, M.A.
All rights reserved. No part of this thesis may be reproduced by any means
without the prior written permission of at least one of the copyright owners or the
English Language Education Program of Universitas Kristen Satya Wacana, Salatiga.
Hieronimus Adi Priyo Budi Wicaksono
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Table of Contents
COPYRIGHT STATEMENT ..................................................................................... VI
ABSTRACT...................................................................................................................... 1
INTRODUCTION ........................................................................................................ 1
LITERATURE REVIEW .............................................................................................. 3
LEARNING MANAGEMENT SYSTEM AND ITS MEANS ....................................................... 3
PROBLEMS IN USING LEARNING MANAGEMENT SYSTEM ............................................... 4
PREVIOUS STUDIES RELATED TO LMS ........................................................................... 5
THE STUDY ................................................................................................................. 7
METHODOLOGY ............................................................................................................. 7
CONTEXT ....................................................................................................................... 7
PARTICIPANTS ................................................................................................................ 7
DATA COLLECTION INSTRUMENT................................................................................... 7
DATA COLLECTION PROCEDURE .................................................................................... 8
DATA ANALYSIS ............................................................................................................ 8
FINDINGS AND DISCUSSION .................................................................................. 9
COMMUNICATION......................................................................................................... 10
DESIGN......................................................................................................................... 11
SYSTEM USE ................................................................................................................ 13
CONTENT ..................................................................................................................... 15
INSTRUCTOR INFLUENCE .............................................................................................. 17
CONCLUSION ........................................................................................................... 19
ACKNOWLEDGEMENT................................................................................................... 21
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The Challenges Faculty of Language and Arts students Face in Using
Learning Management System
Hieronimus Adi Priyo Budi Wicaksono
112013036
Abstract
The use of Learning Management Systems (LMS) becomes wider in universities. The
system helps students and teacher in teaching and learning process. One example of
the system is Schoology. This paper is intended to give an overview of students‟
perception of the use of Schoology. This paper discusses the use of Schoology and
challenges that students face when they use Schoology. By using Suorsa & Eskilsson
(2014) aspects of LMS, this paper focuses on the challenges that come up from the
use of Schoology. The results showed that most of the students showed negative
perception towards the use of Schoology in their learning. The negative perceptions
cover the areas in Communication, Design, System Use, Content, and Instructor
Influence. It is expected that this paper could provide teacher and students to be
considered about the use of Schoology in the classroom.
Keyword: Learning Management System, Students‟ perception, Schoology
INTRODUCTION
Nowadays, technology becomes the first thing that everyone needs. Mostly in
every aspect of human life, they need technology to help and make their life simpler.
It can also be found in education aspect. Krismiyati (2013) stated that technology can
improve the quality of the education so it can contribute to the prosperity of the
nation as a whole. Technology has improves more and helps students to study and
learn new knowledge so they can use it in their educational life. Learning
management system is the one example from the development of technology and
globalization. This system helps student to retrieve the material from their lecture and
also another information regarding their study. Moreover, there are many advantages
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that the teacher and student can get from using learning management system. The
teacher hopes that when using learning management system, their students will get
more motivated in study and it will also improve teacher‟s skill in the teaching and
learning process.
In the reality, there are problems found when using this system. Most of the
problems come from the student and the teacher does not realize it. Teachers do not
want to know about students problem. This problem also affects students‟ motivation
in their study. Based on the experience in Universitas Kristen Satya Wacana, one
example is not all of student understand how to use learning management system for
their learning process. Usually, they do not really understand about computer and
technology. When they did not understand about it, they did not ask to their friend
and they will tend to act not really care about them. In the end, they would get left
behind and found no information about teaching and learning process. As a result,
students tend to get lazy and think that there was no information about learning
process. I am interested with this issue because I want to know that using learning
management system such as Schoology, Flearn, Edmodo, and another learning
management system will affect students‟ motivation in learning process.
The use of learning management system is also common in Faculty of
Language and Arts UKSW. This study focuses on the use of Learning Management
System and problems to the students‟ motivation in learning process. It centers on
students of Universitas Kristen Satya Wacana who use learning management system
in classroom. The study explores the following research question: “What are the
problems experienced by the students when using LMS?”. The findings from this
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study might help the teacher to more realize about difficulties that students get when
using learning management system and students can be more motivated so teaching
and learning process will become successful. Hopefully, the teacher will realize that
not all of their students understand how to use learning management system so the
teacher can help student who can not use learning management system to understand.
This will also lead students to be more motivated in teaching and learning process
through learning management system.
LITERATURE REVIEW
Learning Management System and its means
A study conducted by Sejzi and Aris (2013) as cited in Recesso (2001)
Learning Management System or usually called by LMS is a software system
designed to facilitate administrative tasks as well as student participation in e-learning
materials.
LMS helps student and the teacher to communicate and also learn the material
through internet connection. Globalization makes a big impact into technology and
now everything is build to make human easier to do their task. This is the reason why
LMS built. Student do not need to come to the class to receive the material, they only
need internet connection to stay connect with the teacher and do learning process in
front of their monitor.
Many of the teachers now move on from conventional way in teaching and try
the technology for their teaching. LMS is the answer because everything is online,
easy to connect students to each other and also their teacher (Sejzi & Aris, 2013). As
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cited in Recesso (2001) LMS play a central role in the Web-based e-learning
scenario.
Everything that the student and the teacher need is provided by LMS. The
teacher can give their students task, material, and also test through LMS without any
difficulty. This system is designed to deliver instructor led courses which includes
two way interactions between learners and instructors and also between learners and
other learners (Sharma & Vatta, 2013). This is prove that from LMS itself the learner
can study by themselves or their friend so the learning process can be more fun.
A study conducted by Watson (2012) states that LMS delivers content but also
handles registering for courses, course administration, skills gap analysis, tracking,
and reporting. Task, material, absence and test are done in LMS. The grade also
shown real time, so students do not need to wait too long to know their grade.
Problems in Using Learning Management System
LMS provides advantages that can improve teaching and learning process in the
classroom, besides that LMS also has many problems that can affect into teaching
and learning process. In this section, the researcher will discuss about the problems
that can occur when the student and the teacher using LMS as their teaching and
learning base. First problem that can occur when teacher using LMS in classroom is
not many students understand how to use LMS. A study conducted by Hori et al
(2016) as cited in ITU (2015) stated that from 100%, only 39,2% of households have
a computer (ITU,2015). This data prove that there are little chance for student to
adapt with LMS. People in remote locations and developing countries are in a
situation where they have difficulty accesing online learning environment such as
schoology,edmodo, flearn, etc (Ally & Samaka, 2013). Lots of region in Indonesia
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are located in remote area. This condition cause them difficult to reach internet
connnection. These included network issues – connectivity and speed; and power
outage problem. A high speed internet connection and a stable power supply was the
key solution to the use of the system in the university. The students‟ perceptions of a
learning management system was mainly influenced by how the system correlates
with their educational needs and expectations. If it had the „right‟ functionality
students are likely to accept the system. In contrast, if the system does not provide the
needed functions, the users will turn to using other systems instead (Suorsa &
Eskilsson, 2014). Move to another problem is, technology also changes structure of
the traditional classroom, as well as forces changes in the roles of educators (Rodi,
Kohun & DeLorenzo, 2013). Usually, for learning process, student and teacher do it
in classroom, but with LMS, classroom is not really important thing anymore because
everything can be done by LMS.
Previous Studies related to LMS
A study was conducted by Ngeze (2016) on the analysis of students‟ attitudes
and challenges towards the use of UDOM LMS in teaching and learning at the
University of Dodoma. The study aimed at examining the attitudes of students in
using UDOM LMS at the University of Dodoma and the challenges they faced while
using it. Sixty (60) students from three colleges of the University of Dodoma
participated with online questionnaire as an instrument to collect the data .The result
from this study was the use of Learning Management Systems in teaching and
learning was great importance to students and teachers. The study revealed that
students accesed LMS for downloading lectures, attempting online quizzes,
submitting assignments and engaging in online discussion forums. Most of students
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agreed that if UDOM LMS had been well implemented, it would have helped in
improving the teaching and learning activities in the University. The study also
highlighted several challenges that came up in the system. The study proved that
students did not use college LAN while accesing UDOM LMS. This was because
LAN in all college was not perfectly configure to route the traffic generated within
the university.
Another study was conducted by Suorsa and Eskilsson (2014) in students‟
perceptions of learning management systems which observed student from different
programs and grade in Swedish. The study used ten semi-structured interviews in
Swedish and transcribed in the Swedish Language. The result from this study was
showed that students‟ perception of the LMS was affected by a number of factor
related to social influences, perceived easiness to use and perceived usefulness. In
addition, factors such as the actual system and content qualities were also important
to whether students‟ embrace a system or not. Another result was the teacher who
was in charge with leading students to use a learning management system, has a key
role in influencing students‟ perception and use. Based on this study, the writer made
this paper. This paper is aiming to study the problems of using LMS in classroom and
hope this paper can help teacher when using LMS in their classroom.
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THE STUDY
Methodology
The study conducted in a Qualitative study so it could determine about
students‟ experience and opinion deeper.
Context
The study was conducted in English Language Education Program, Faculty of
Language and Arts, Satya Wacana Christian University. Students are required to take
a class which use LMS in their learning process. The Learning Management System
that they used was Schoology.
Participants
The participants for this study were 10 (ten) students from 2016 batch of
English Education Program who used Learning Management System in their learning
process in Faculty of Language and Arts, Satya Wacana Christian University. The
reason was the participants had experienced in using Learning Management System
such as Schoology, so they can share their experience deeper. The writer had chosen
convenience sampling because it was easy to conduct and be collected. The writer
reached the participants through SMS, call and messenger such as LINE or
Whatsapp. With the total number of participants, it was expected that this study could
produce good result.
Data Collection Instrument
The writer used semi-structured interview to dig more information from the
participants about problems that participants get when using LMS. The interview
questions were taken from Eskilsson & Suorsa (2014, see Appendix) with some
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modifications because there were some not relevant questions related to the topic.
The writer conducted the interview in Indonesian so that participants could answer
the question comfortably. With semi-structured interview, the writer also could ask
follow up question to enrich the data.
Data Collection Procedure
First, the writer conducted a piloting session for evaluating the interview
questions. For the evaluating, the writer asked 2 (two) participants to answer the
questions. The writer contacted the participants through messenger. After piloting
session is over, the writer would work on the data collection by interviewed 10 (ten)
students from English Education Program. During the interview session, the writer
asked several follow up question to explore about information from the participants.
The interview conducted in Indonesian and the information gathered and recorded
with Lenovo A328. For the interview session, the writer asked the participants where
the interview taken place by contact the participants through messenger.
Data Analysis
When the writer already got all of the information from the participants, the
writer translated and then transcribed the data. After that, the writer categorized each
of transcription from the interview into the same theme by using microsoft excel. At
the end, the writer compared the result from the data collection with the previous
studies that had been conducted.
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FINDINGS AND DISCUSSION
This study investigated the use of Schoology in FLA UKSW. Using the framework
by Suorsa & Eskilsson (2014), the interview data was then classifed into different
themes, which were communication, design, system use, content, and instructor
influence. The summary can be seen in the table below.
Table 1 Themes and References
THEMES
References
Positive
Negative
Total
Communication
17
22
39
Design
1
31
32
System Use
2
27
29
Content
4
24
28
Instructor Influence
4
21
25
From the table it can be see that Schoology had facilitated all of the communication
by 39. It included the use of Schoology as a place to share material, submit
assignments and also class discussion. From communication, there were almost
balance between the positive and negative side, but most of students stated 22
negative answers. The design from the schoology also had several problems which
came from 31 negative answers. . Content was also had a big impact in schoology, it
was stated by 28 answers. The last was about instructor influence that came up with
25 answers. The explanation about each theme will be explained below.
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Communication
Facilitating Communication was related to the usefulness of Schoology as a digital
communication tool (Suorsa & Eskilsson, 2014). The teacher and the student can
easily communicate through Schoology. Schoology was used to connect students and
teacher in the classroom. Not only that, this system allowed the teacher to give
assignments to their students and grade their work. Communication occured through
recent update system and also announcement through news board. Beside that, the
use of schoology was not been used properly because the teacher only used
Schoology for submitting the assignments and uploading the material.
An example was expressed by Participant 6:
mungkin sama ya penggunaannya, ini cuman buat cek
tugas, ngumpulin tugas sama sharing materi di dalem
kelas.
(maybe the use is the same, it (Schoology) is only to
check assignments, submit the assignments and
sharing the material in the classroom.)
From the verbatim data above, the participant used Schoology only for checking,
submitting assignments and sharing the material of the lecture. It could be known that
lecture in FLA did not use Schoology properly because they did not maximise the
function of Schoology, for example, to do online discussion or online learning.
Another example is from participant 7,
bisa dapat notifikasi langsung kayak email gitu, jadi
lebih cepet update untuk materi atau info – info yang
diunggah di Schoology.
(we (student) can get direct notification just like email, so it can be faster to update about the material or
the information that has been uploaded in the
Schoology.)
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This participant got the advantage from using Schoology on the learning process.
They could acquire all of the material in the Schoology and use it properly. Students
felt that they can study faster and update with the information which teacher had
uploaded in Schoology.
LMS was built to make students and teacher to communicate easily. This would help
students to recognize about assignments or announcement that teacher gave into
Schoology. Students will communicate and collaborate with each other and will
contact their teachers for help outside of the classroom (Watson et al, 2008).
Whenever students got difficulties about their homeworks, students could contact
their teacher. LMS is the framework and has a function to handles all of the learning
process (Watson & Watson, 2007). However, as a result, there was dissatisfaction
arise from the use of Schoology. The teacher did not really use Schoology for
communication, but they only used it for submitting assignments and uploading
material. The problem might be arose because the teacher also have another activity
outside the classroom. Although there were also students who got the advantage in
using Schoology, but most of them were annoyed with the use of system. Hannon
(2009) stated that the use of LMS does not always guarantee a succesful outcome
from students. Sometimes, teacher need to improvise learning process so the
objective from learning process will be successful.
Design
Based on Suorsa and Eskilsson (2014), this theme will lead to the perceived difficulty
when students were using Schoology. Most of respondents felt that using Schoology
only annoyed them with a lot of technical problems. There were many technical
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problems that occured when students were using Schoology, for example, the
material that teacher had uploaded was could not be opened by students because the
system said that the file had an error or another problem like when teacher held a quiz
for students, but the system experienced an error. It also gave students difficulties in
their learning process.
As expressed by one participants 9:
biasanya buat diskusi online, tapi dosen tu kayak gak
pernah buka sesi jadi kalo misal mau tanya kan jadi
gak penak.
(usually it is (Schoology) for online discussion, but the
teacher never open a session, so if we want to ask, we
were too shy.)
This statement proved that Schoology itself made student felt not comfortable.
Schoology was designed for students and teacher to do teaching and learning outside
the class, but from the data, teacher did not use the Schoology for online discussion
so they could not ask about the lesson directly to the teacher.
This also stated by participant 7:
mungkin schoology agak membingungkan soalnya
dari sistem kode yang diberikan dosen. Kode itu tu
buat kelas atau grup? Soalnya ada dua tombol, yaitu
grup dan kelas.
(maybe schoology is a little bit confusing from the
code system that teacher gave. Is it (code) for class or
group?because there are two buttons, which are for
group and class.)
Students got confused with the code and they need to try those two buttons to join in
group or class. The point here is, teacher did not tell students about this code. Was it
for joining in group or class.
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The design is an important aspect when building a LMS. LMS provides online
interactions and facilitate teacher to distribute learning materials. LMS was built to
match with students‟ educational need which it has educational compatibility (Chen,
2011). Students want to study anywhere, and LMS gives them an application so
students can open it everywhere. Along with the acceptance of schoology in the
classroom, there were also problem which came up in the use of Schoology. As a
result, the students felt annoyed with many technical problems that occured in
Schoology. Teacher did not make class discussion inside the schoology. Students also
wanted to discuss about the lesson outside of the class. This activity will motivate
students to think more about the lesson. It would be better for the teacher to arrange
the schedule when the teacher and the student can do the online discussion through
Schoology. Teacher also needs to recognize the function of the code. If teacher did
not explain the function of the code, students will got confused with the code.
System Use
According to Suorsa & Eskilsson (2014), this theme will evaluate about the system in
Schoology. It refers to the function tool or button that located in Schoology. This
button has a function to help students get all of information in schoology, but
unfortunately, not all teacher realizes the use of function tool and it will lead the
teacher not to use this function tool in their every teaching and learning process. Even
though Schoology offered more functionality, teacher did not use it maximally and
Schoology turned into a less useful program which the function only for submitting
all assignments and announcement.
This is also stated by participant 5:
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biasanya Schoology dipake cuman buat tempat
pengumuman tok sama tempat buat ngumpulin tugas.
(usually, Schoology only be use for announcement
and place for submit assignments.)
From data above, it is clear that the use of Schoology was not maximum. Teacher
only used Schoology to give announcement and assignments. Students expected the
teacher to use another function in Schoology, for example to do class discussion so
students could study not only in the classroom, but anywhere as well.
Another example is from participant 1,
terus sempet dikasih tugas tapi banyak banget error
dan akhirnya pada ngumpulin bentuknya paper.
(we were given a task but too many errors and in the
we submit the task in paper form.)
Most of student stated that to many errors in the Schoology. One of the example was
when students wanted to do the task, but the control box from the system was broke
and students could not submit their work into Schoology, finally students needed to
submit their work in hardcopy form.
System use in the Schoology is also an important aspect. From this, students can
express how they use Schoology and why some functions are incomplete. West,
Waddoups, and Graham (2007) found that teacher in the classroom usually did not
use all LMS features. They were only using the function that they already knew but
they did not really explore another function of LMS. It is important to have a teacher
who knows how to use this system. Not only know how to use it, but teacher also
needs to lead students to use LMS (Suorsa & Eskilsson,2014). Teacher need to
explain all of the system to students. From data above, the author can conclude that
the use of Schoology was not effective because the system was error. If LMS could
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not fulfill students‟ and teacher‟s needs, there is a risk that the system will be failed to
facilitate the communication and it will be less effective. Teacher has a big influence
so students will also accept this system into their learning habits and learners need
support to build their confidence in using computers and LMS in learning process
(Sun et al, 2008; Al-Busaidi, 2012). If a teacher does not use the system properly and
maximise it, students will also get disadvantage from the use of Schoology itself.
Content
Content refers to the perceived information quality of the system (Suorsa &
Eskilsson, 2014). Students get all of the information from the use of Schoology.
Many of respondents stated that they received irrelevant information. Students were
confused with a lot of button and function that Schoology provide in the interface,
because teacher did not explain about Schoology beforehand. For example, students
got difficulties when they wanted to submit the assignments.
One example from participant 1:
nah, kadang kuis itu error, kan kuisnya tu tentang
pronunciation, nah begitu kuisnya mau kita play, tiba –
tiba filenya ilang, padahal kita gak bisa lanjut ke soal
berikutnya tanpa ngerjain soal yang ilang tadi dulu.
Misal yang error tadi kita refresh, malah ngulang dari
awal dan waktunya juga ikut berkurang.
(sometimes the quiz was error, the quiz was about
pronunciation, when we wanted to play the question,
suddenly the file was missing, and we couldn‟t
proceed to the next question without answering the
missing file. If we refresh the file, it started from the
beginning and we got reduced time.)
One respondents expressed a worry because she could not do the quiz clearly. One of
the question from the quiz was missing. Students did not know how to proceed to the
next question if they were not do the question before.
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Another example is from participant 5,
kadang itu buka file di schoology itu gak bisa, jadi
kayak error, dan harus didownload dulu filenya,
kadang di beberapa komputer harus download filenya
dulu, karena gak bisa dipreview.
(sometimes we can‟t open the file in Schoology,
because the system was error, and we need to
download it first, and sometimes in several computer
we need to download the file first because there were
no preview.)
The content from the Schoology also made a barrier for the students even when they
only wanted to see the material. From the data above, one of respondent stated that he
needed to download the file first to see the material even in Schoology there was a
preview function so students did not need to download the material.
Ozkan and Koseler (2009) found that learners prefer content that was not only up-todate but also well-organised, clearly presented, interactive and useful. It means that
students are looking for a system that can help them in their learning process. The
fact from the data said contrary. As a result, all of respondents‟ experience about the
use of Schoology stated that they foundd a lot of difficulties based on the content.
The content that had been made by Schoology only made a barrier for students when
they were using it. It was proven that LMS often failed to produce the expected
results (Garcia-Penalvo & Conde, 2011). Teacher was using Schoology to help
students and expect that with the system, learning process would be more effective,
but when teacher was applying it in the classroom the expectation never came. The
problem came from technical problem that came up in the system. Alternatively, the
system developers needed to develop the system and improving the content from the
Schoology so that it is easier to handle and used by students and teacher.
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Instructor Influence
This theme refers to how good teacher involves Schoology in classroom (Suorsa &
Eskilsson, 2014). Many of respondents expressed that teacher (instructor) did not
really help them when using Schoology as a media learning. For example, teacher
only helped them at the early of the semester to join in the Schoology group or
classroom. In the end, teacher was letting students to find out the function of
Schoology which would lead them into confusion because students did not know the
real function of Schoology.
As one of the participant 4 expressed:
dosen cuman ngasih penjelasan singkat gimana
caranya pengoperasian, terus sisanya kita yang cari tau
sendiri.
(teacher only gave short explanation about how to
operater, the rest, we need to find out by ourselves.)
From data above, respondents did not get clear instruction about using Schoology
properly from his teacher. It was clear that teacher only asked students to use it, but
teacher did not give them clear instruction what was Schoology and the function from
Schoology.
Another example is from participant 9,
selama ini dosen masih sangat kurang untuk
mensosialisasikan cara penggunaan schoology ini.
(for all this time, teachers were not give enough
socialiszation about how to use Schoology.)
Teacher was only following another teacher in using Schoology so the teacher did not
maximise the use and the advantage in using Schoology. Students became victims
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because teacher also did not know about the use of Schoology itself. Teachers need to
realize that they become students‟ influence so they also need to give positive
reinforcement for students.
It is important for a teacher to become a role model for students. Teacher as a part of
social influence, affects in how students use the system (Suorsa & Eskilsson, 2014).
Social influence affects how the user (students) accepts the system and relate well to
learning process (Venkatesh & Davis, 2000). It can be seen from the data that
because of the lack of the teacher about using Schoology, students will also get
difficulties in using this system. In the other side, we can not blamed all of the
problems to the teacher because there were also a problem that made students
difficult when using Schoology which is internet connection. If the students chose
unreliable internet connection, they got difficulties when using Schoology. Teacher
needs to know that Schoology is one of media learning in the classroom and as a
instructor, teacher becomes a role model for students. By educating teachers with the
system use, it also gives possibility to strongly influence the students and use
Schoology for their learning (Suorsa & Eskilsson,2014).
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CONCLUSION
This study were looking at the perception of EFL students of the use of
Learning Management System in teaching and learning process. As for the data, the
author collected by using interviews to 10 ELE students. The interview data were
adapted from the study written by Suorsa & Eskilsson (2014). From this study, it can
be concluded that ELE students in Fakultas Bahasa dan Seni have perceived the use
of Learning Management System negatively. Students could not do their work
properly when they were using LMS. Students believed that some of the teacher did
not really maximise the use of LMS itself. Based on their experience, they were only
using LMS to submit and checking the assignment. Most of them mentioned that the
use of LMS in classroom was not effective enough.
There were limitations in this study that should considered. First, it was that
this study lacked the number of participants. The author was only able to interview 10
participants from batch 2016. The author hoped that this study can collected data
from youngest to oldest batch, but because of the time, the author only interviewed
the youngest batch as a representative from all batch. Secondly, it was that the
interview could only be conducted in Universitas Kristen Satya Wacana. There were
several universities in Salatiga that also use LMS in their learning process, but
because of the limited time, the study could not be conducted in another university.
This study provides several information for future research about the use of
Learning Management System. After reading about students‟ perception in using
LMS, it would be good to research about students‟ motivation in learning process
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when using LMS. This study can be a consideration to help teacher when they want
to use LMS in their teaching and learning process
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Acknowledgement
First of all, I am grateful to the God for giving me an opportunity and good
health to complete this thesis. I am also grateful and express my sincere to Mr. Toar
Sumakul, my Thesis Supervisor, for providing is time to support and give suggestions
for the research. I also express my sincere to my Thesis Examiner, Mrs. Anne, for her
constructive critics for my research. I am also grateful to all of the lecturers in the
English Language Education Program who have taught me every basic element to
conduct this research. I also want to express my gratitude to my friends Reza Azka,
Febri Dhany, Alif Septian, Timothy Ananda, Kristian Nugraha, and Adrian
Christandhi who have been a great friends and always support in the research.
21
References
Al-Busaidi, K. (2012). Learners‟ Perspective On Critical Factors to LMS Succes in
Blended Learning: An Empirical Investigation. Communications of the
Association for Information Systems, 30 (2), 11-34.
Ally, M., Samaka, M. (2013). Open education resources and mobile technology to
narrow the learning divide. The International Review of Research in Open and
Distributed Learning, 14 (2), 14–27.
Chen, J.L. (2011). The Effects of Education Compatibility and Technological
Expectancy on E-Learning Acceptance. Computers & Education, 57 (2), 1501
– 1511.
Garcia-Penalvo, F., & Conde, M. (2011). Opening Learning Management Systems to
Personal Learning Environments. Journal Of Universal Computer Sciencee,17
(9), 1222-1240.
Hannon, J. (2009). Disorienting spaces: Engaging the Multiple “student” in Online
Learning. Paper presented at the meeting of the Proceeding ascilite Auckland
2009, La Trobe University.
Hori, M., Ono, S., Yamaji, K., Kobayashi, S., Kita, T., Yamada, T. (2016). A Suitable
m-Learning System using e-Book for Developing Countries. Science and
Technology Publications, 2, 408-415.
Krismiyati., Nataliana, Y. (2013). Learning System Development at a Private
Highschool in Salatiga. Faculty of Teacher Training and Education Satya
Wacana Christian University Salatiga.
22
Ngeze, L. V. (2016). Learning Management Systems in Higher Learning Institutions
in Tanzania: Analysis of Students‟ Attitudes and Challenges towards the use
of UDOM LMS in Teaching and Learning at the University of Dodoma.
International Journal of Computer Applications, 136 (11), 9-12.
Ozkan, S., & Koseler, R. (2009). Multi-dimensional Students‟ Evaluation of ELearning Systems in the higher Education Context: An Empirical
Investigation. Computers & Education, 53 (4), 1285-1296.
Recesso, A. (2001). Prospect of a Technology-Based Learner Interface for Schools,
Educational Technology & Society, 4 (1), 1-5.
Rodi, A.F., Kohun, F. G., DeLorenzo, G. J. (2013). Does a Learning Management
System Discourge Student Attendance and Interaction?. Issues in Information
Systems, 14 (2), 438-443.
Sejzi, A. A., Aris, B. (2013). Learning Management System (LMS) and Learning
Content Management System (LCMS) at Virtual University. Department of
Educational Science, Mathematics and Multimedia Creative, Faculty of
Education, Universiti Teknologi Malaysia , 216-220.
Sharma, A., Vatta, S. (2013). Role of Learning Management Systems in Education.
School of Computer Science & Engineering Bahra University, India, 3 (6),
997-1002.
Suorsa, J.M., & Eskilsson, N. (2014). Students‟ Perceptions of Learning Management
Systems. Department of Applied Information Technology, 1-36.
23
Sun, P. C., et al. (2008). What Drives a Succesful E-Learning? An Empirical
Investigation of the Critical Factor Influencing Learner Satisfaction.
Computers & Education, 50(4), 1183-1202.
Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Acceptance
Extension Model: Four Longitudinal Field Studies. Management Science, 46
(2), 186-204.
Watson, W.R., & Watson, S. L. (2007). An Argument for Clarity: What are Learning
Management Systems, What are They Not, and What Should They Become?.
TechTrends, 51 (2), 28-34.
Watson, W. R., Watson, S. L., Dutta, P., Chen, Z., Powell, N. D. P. (2008). Roles for
Technology in the Information-Age Paradigm of Education: Learning
Management Systems. Educational Technology, 32-39.
West, R. E., Waddoups, G., & Graham, C. R. (2007). Understanding the Experiences
of Instructors as they Adopt a Course Management System. Educational
Technology Research and Development, 55 (1), 1-26.
24
Appendix 1
Interview Question
1. How would you describe your computer skill?
2. What do you use computers for in university?
3. What do you use computers for at home?
4. How long have you been using the LMS?
5. Have you gotten any education on the LMS?
6. How do you use the LMS? describe how you use it!
7. Is there any difference in how you use LMS in university and when you are at
home?
8. How is the LMS being used in learning process?
9. What do you think about the function in the system?
10. How do you perceive the LMS?
11. How is it to find information and function in the LMS?
12. How does the platform affect your daily activities in learning process?
13. Does the LMS comply with your requirements?
14. What would you like a LMS to look like?
15. Why do you think the teacher aqcuired an LMS?
16. How would you like LMS platforms to look like in the future?
17. How do you communicate with other students and teachers about your school
work?
25
26
Learning Management System
Submitted in Partial Fulfillment of
the Requirement of the Degree of
Sarjana Pendidikan
Hieronimus Adi Priyo Budi Wicaksono
112013036
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
The Challenges Faculty of Language and Arts students Face
in Using Learning Management System
Submitted in Partial Fulfillment of
the Requirement of the Degree of
Sarjana Pendidikan
Hieronimus Adi Priyo Budi Wicaksono
112013036
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
i
ii
iii
iv
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any university.
To the best of my knowledge and belief, this contains no material previously
published or written by any other person except where due reference is made in the
text.
Copyright @2017: Hieronimus Adi Priyo Budi Wicaksono and Dian Toar Y.G.
Sumakul, M.A.
All rights reserved. No part of this thesis may be reproduced by any means
without the prior written permission of at least one of the copyright owners or the
English Language Education Program of Universitas Kristen Satya Wacana, Salatiga.
Hieronimus Adi Priyo Budi Wicaksono
vi
Table of Contents
COPYRIGHT STATEMENT ..................................................................................... VI
ABSTRACT...................................................................................................................... 1
INTRODUCTION ........................................................................................................ 1
LITERATURE REVIEW .............................................................................................. 3
LEARNING MANAGEMENT SYSTEM AND ITS MEANS ....................................................... 3
PROBLEMS IN USING LEARNING MANAGEMENT SYSTEM ............................................... 4
PREVIOUS STUDIES RELATED TO LMS ........................................................................... 5
THE STUDY ................................................................................................................. 7
METHODOLOGY ............................................................................................................. 7
CONTEXT ....................................................................................................................... 7
PARTICIPANTS ................................................................................................................ 7
DATA COLLECTION INSTRUMENT................................................................................... 7
DATA COLLECTION PROCEDURE .................................................................................... 8
DATA ANALYSIS ............................................................................................................ 8
FINDINGS AND DISCUSSION .................................................................................. 9
COMMUNICATION......................................................................................................... 10
DESIGN......................................................................................................................... 11
SYSTEM USE ................................................................................................................ 13
CONTENT ..................................................................................................................... 15
INSTRUCTOR INFLUENCE .............................................................................................. 17
CONCLUSION ........................................................................................................... 19
ACKNOWLEDGEMENT................................................................................................... 21
vii
The Challenges Faculty of Language and Arts students Face in Using
Learning Management System
Hieronimus Adi Priyo Budi Wicaksono
112013036
Abstract
The use of Learning Management Systems (LMS) becomes wider in universities. The
system helps students and teacher in teaching and learning process. One example of
the system is Schoology. This paper is intended to give an overview of students‟
perception of the use of Schoology. This paper discusses the use of Schoology and
challenges that students face when they use Schoology. By using Suorsa & Eskilsson
(2014) aspects of LMS, this paper focuses on the challenges that come up from the
use of Schoology. The results showed that most of the students showed negative
perception towards the use of Schoology in their learning. The negative perceptions
cover the areas in Communication, Design, System Use, Content, and Instructor
Influence. It is expected that this paper could provide teacher and students to be
considered about the use of Schoology in the classroom.
Keyword: Learning Management System, Students‟ perception, Schoology
INTRODUCTION
Nowadays, technology becomes the first thing that everyone needs. Mostly in
every aspect of human life, they need technology to help and make their life simpler.
It can also be found in education aspect. Krismiyati (2013) stated that technology can
improve the quality of the education so it can contribute to the prosperity of the
nation as a whole. Technology has improves more and helps students to study and
learn new knowledge so they can use it in their educational life. Learning
management system is the one example from the development of technology and
globalization. This system helps student to retrieve the material from their lecture and
also another information regarding their study. Moreover, there are many advantages
1
that the teacher and student can get from using learning management system. The
teacher hopes that when using learning management system, their students will get
more motivated in study and it will also improve teacher‟s skill in the teaching and
learning process.
In the reality, there are problems found when using this system. Most of the
problems come from the student and the teacher does not realize it. Teachers do not
want to know about students problem. This problem also affects students‟ motivation
in their study. Based on the experience in Universitas Kristen Satya Wacana, one
example is not all of student understand how to use learning management system for
their learning process. Usually, they do not really understand about computer and
technology. When they did not understand about it, they did not ask to their friend
and they will tend to act not really care about them. In the end, they would get left
behind and found no information about teaching and learning process. As a result,
students tend to get lazy and think that there was no information about learning
process. I am interested with this issue because I want to know that using learning
management system such as Schoology, Flearn, Edmodo, and another learning
management system will affect students‟ motivation in learning process.
The use of learning management system is also common in Faculty of
Language and Arts UKSW. This study focuses on the use of Learning Management
System and problems to the students‟ motivation in learning process. It centers on
students of Universitas Kristen Satya Wacana who use learning management system
in classroom. The study explores the following research question: “What are the
problems experienced by the students when using LMS?”. The findings from this
2
study might help the teacher to more realize about difficulties that students get when
using learning management system and students can be more motivated so teaching
and learning process will become successful. Hopefully, the teacher will realize that
not all of their students understand how to use learning management system so the
teacher can help student who can not use learning management system to understand.
This will also lead students to be more motivated in teaching and learning process
through learning management system.
LITERATURE REVIEW
Learning Management System and its means
A study conducted by Sejzi and Aris (2013) as cited in Recesso (2001)
Learning Management System or usually called by LMS is a software system
designed to facilitate administrative tasks as well as student participation in e-learning
materials.
LMS helps student and the teacher to communicate and also learn the material
through internet connection. Globalization makes a big impact into technology and
now everything is build to make human easier to do their task. This is the reason why
LMS built. Student do not need to come to the class to receive the material, they only
need internet connection to stay connect with the teacher and do learning process in
front of their monitor.
Many of the teachers now move on from conventional way in teaching and try
the technology for their teaching. LMS is the answer because everything is online,
easy to connect students to each other and also their teacher (Sejzi & Aris, 2013). As
3
cited in Recesso (2001) LMS play a central role in the Web-based e-learning
scenario.
Everything that the student and the teacher need is provided by LMS. The
teacher can give their students task, material, and also test through LMS without any
difficulty. This system is designed to deliver instructor led courses which includes
two way interactions between learners and instructors and also between learners and
other learners (Sharma & Vatta, 2013). This is prove that from LMS itself the learner
can study by themselves or their friend so the learning process can be more fun.
A study conducted by Watson (2012) states that LMS delivers content but also
handles registering for courses, course administration, skills gap analysis, tracking,
and reporting. Task, material, absence and test are done in LMS. The grade also
shown real time, so students do not need to wait too long to know their grade.
Problems in Using Learning Management System
LMS provides advantages that can improve teaching and learning process in the
classroom, besides that LMS also has many problems that can affect into teaching
and learning process. In this section, the researcher will discuss about the problems
that can occur when the student and the teacher using LMS as their teaching and
learning base. First problem that can occur when teacher using LMS in classroom is
not many students understand how to use LMS. A study conducted by Hori et al
(2016) as cited in ITU (2015) stated that from 100%, only 39,2% of households have
a computer (ITU,2015). This data prove that there are little chance for student to
adapt with LMS. People in remote locations and developing countries are in a
situation where they have difficulty accesing online learning environment such as
schoology,edmodo, flearn, etc (Ally & Samaka, 2013). Lots of region in Indonesia
4
are located in remote area. This condition cause them difficult to reach internet
connnection. These included network issues – connectivity and speed; and power
outage problem. A high speed internet connection and a stable power supply was the
key solution to the use of the system in the university. The students‟ perceptions of a
learning management system was mainly influenced by how the system correlates
with their educational needs and expectations. If it had the „right‟ functionality
students are likely to accept the system. In contrast, if the system does not provide the
needed functions, the users will turn to using other systems instead (Suorsa &
Eskilsson, 2014). Move to another problem is, technology also changes structure of
the traditional classroom, as well as forces changes in the roles of educators (Rodi,
Kohun & DeLorenzo, 2013). Usually, for learning process, student and teacher do it
in classroom, but with LMS, classroom is not really important thing anymore because
everything can be done by LMS.
Previous Studies related to LMS
A study was conducted by Ngeze (2016) on the analysis of students‟ attitudes
and challenges towards the use of UDOM LMS in teaching and learning at the
University of Dodoma. The study aimed at examining the attitudes of students in
using UDOM LMS at the University of Dodoma and the challenges they faced while
using it. Sixty (60) students from three colleges of the University of Dodoma
participated with online questionnaire as an instrument to collect the data .The result
from this study was the use of Learning Management Systems in teaching and
learning was great importance to students and teachers. The study revealed that
students accesed LMS for downloading lectures, attempting online quizzes,
submitting assignments and engaging in online discussion forums. Most of students
5
agreed that if UDOM LMS had been well implemented, it would have helped in
improving the teaching and learning activities in the University. The study also
highlighted several challenges that came up in the system. The study proved that
students did not use college LAN while accesing UDOM LMS. This was because
LAN in all college was not perfectly configure to route the traffic generated within
the university.
Another study was conducted by Suorsa and Eskilsson (2014) in students‟
perceptions of learning management systems which observed student from different
programs and grade in Swedish. The study used ten semi-structured interviews in
Swedish and transcribed in the Swedish Language. The result from this study was
showed that students‟ perception of the LMS was affected by a number of factor
related to social influences, perceived easiness to use and perceived usefulness. In
addition, factors such as the actual system and content qualities were also important
to whether students‟ embrace a system or not. Another result was the teacher who
was in charge with leading students to use a learning management system, has a key
role in influencing students‟ perception and use. Based on this study, the writer made
this paper. This paper is aiming to study the problems of using LMS in classroom and
hope this paper can help teacher when using LMS in their classroom.
6
THE STUDY
Methodology
The study conducted in a Qualitative study so it could determine about
students‟ experience and opinion deeper.
Context
The study was conducted in English Language Education Program, Faculty of
Language and Arts, Satya Wacana Christian University. Students are required to take
a class which use LMS in their learning process. The Learning Management System
that they used was Schoology.
Participants
The participants for this study were 10 (ten) students from 2016 batch of
English Education Program who used Learning Management System in their learning
process in Faculty of Language and Arts, Satya Wacana Christian University. The
reason was the participants had experienced in using Learning Management System
such as Schoology, so they can share their experience deeper. The writer had chosen
convenience sampling because it was easy to conduct and be collected. The writer
reached the participants through SMS, call and messenger such as LINE or
Whatsapp. With the total number of participants, it was expected that this study could
produce good result.
Data Collection Instrument
The writer used semi-structured interview to dig more information from the
participants about problems that participants get when using LMS. The interview
questions were taken from Eskilsson & Suorsa (2014, see Appendix) with some
7
modifications because there were some not relevant questions related to the topic.
The writer conducted the interview in Indonesian so that participants could answer
the question comfortably. With semi-structured interview, the writer also could ask
follow up question to enrich the data.
Data Collection Procedure
First, the writer conducted a piloting session for evaluating the interview
questions. For the evaluating, the writer asked 2 (two) participants to answer the
questions. The writer contacted the participants through messenger. After piloting
session is over, the writer would work on the data collection by interviewed 10 (ten)
students from English Education Program. During the interview session, the writer
asked several follow up question to explore about information from the participants.
The interview conducted in Indonesian and the information gathered and recorded
with Lenovo A328. For the interview session, the writer asked the participants where
the interview taken place by contact the participants through messenger.
Data Analysis
When the writer already got all of the information from the participants, the
writer translated and then transcribed the data. After that, the writer categorized each
of transcription from the interview into the same theme by using microsoft excel. At
the end, the writer compared the result from the data collection with the previous
studies that had been conducted.
8
FINDINGS AND DISCUSSION
This study investigated the use of Schoology in FLA UKSW. Using the framework
by Suorsa & Eskilsson (2014), the interview data was then classifed into different
themes, which were communication, design, system use, content, and instructor
influence. The summary can be seen in the table below.
Table 1 Themes and References
THEMES
References
Positive
Negative
Total
Communication
17
22
39
Design
1
31
32
System Use
2
27
29
Content
4
24
28
Instructor Influence
4
21
25
From the table it can be see that Schoology had facilitated all of the communication
by 39. It included the use of Schoology as a place to share material, submit
assignments and also class discussion. From communication, there were almost
balance between the positive and negative side, but most of students stated 22
negative answers. The design from the schoology also had several problems which
came from 31 negative answers. . Content was also had a big impact in schoology, it
was stated by 28 answers. The last was about instructor influence that came up with
25 answers. The explanation about each theme will be explained below.
9
Communication
Facilitating Communication was related to the usefulness of Schoology as a digital
communication tool (Suorsa & Eskilsson, 2014). The teacher and the student can
easily communicate through Schoology. Schoology was used to connect students and
teacher in the classroom. Not only that, this system allowed the teacher to give
assignments to their students and grade their work. Communication occured through
recent update system and also announcement through news board. Beside that, the
use of schoology was not been used properly because the teacher only used
Schoology for submitting the assignments and uploading the material.
An example was expressed by Participant 6:
mungkin sama ya penggunaannya, ini cuman buat cek
tugas, ngumpulin tugas sama sharing materi di dalem
kelas.
(maybe the use is the same, it (Schoology) is only to
check assignments, submit the assignments and
sharing the material in the classroom.)
From the verbatim data above, the participant used Schoology only for checking,
submitting assignments and sharing the material of the lecture. It could be known that
lecture in FLA did not use Schoology properly because they did not maximise the
function of Schoology, for example, to do online discussion or online learning.
Another example is from participant 7,
bisa dapat notifikasi langsung kayak email gitu, jadi
lebih cepet update untuk materi atau info – info yang
diunggah di Schoology.
(we (student) can get direct notification just like email, so it can be faster to update about the material or
the information that has been uploaded in the
Schoology.)
10
This participant got the advantage from using Schoology on the learning process.
They could acquire all of the material in the Schoology and use it properly. Students
felt that they can study faster and update with the information which teacher had
uploaded in Schoology.
LMS was built to make students and teacher to communicate easily. This would help
students to recognize about assignments or announcement that teacher gave into
Schoology. Students will communicate and collaborate with each other and will
contact their teachers for help outside of the classroom (Watson et al, 2008).
Whenever students got difficulties about their homeworks, students could contact
their teacher. LMS is the framework and has a function to handles all of the learning
process (Watson & Watson, 2007). However, as a result, there was dissatisfaction
arise from the use of Schoology. The teacher did not really use Schoology for
communication, but they only used it for submitting assignments and uploading
material. The problem might be arose because the teacher also have another activity
outside the classroom. Although there were also students who got the advantage in
using Schoology, but most of them were annoyed with the use of system. Hannon
(2009) stated that the use of LMS does not always guarantee a succesful outcome
from students. Sometimes, teacher need to improvise learning process so the
objective from learning process will be successful.
Design
Based on Suorsa and Eskilsson (2014), this theme will lead to the perceived difficulty
when students were using Schoology. Most of respondents felt that using Schoology
only annoyed them with a lot of technical problems. There were many technical
11
problems that occured when students were using Schoology, for example, the
material that teacher had uploaded was could not be opened by students because the
system said that the file had an error or another problem like when teacher held a quiz
for students, but the system experienced an error. It also gave students difficulties in
their learning process.
As expressed by one participants 9:
biasanya buat diskusi online, tapi dosen tu kayak gak
pernah buka sesi jadi kalo misal mau tanya kan jadi
gak penak.
(usually it is (Schoology) for online discussion, but the
teacher never open a session, so if we want to ask, we
were too shy.)
This statement proved that Schoology itself made student felt not comfortable.
Schoology was designed for students and teacher to do teaching and learning outside
the class, but from the data, teacher did not use the Schoology for online discussion
so they could not ask about the lesson directly to the teacher.
This also stated by participant 7:
mungkin schoology agak membingungkan soalnya
dari sistem kode yang diberikan dosen. Kode itu tu
buat kelas atau grup? Soalnya ada dua tombol, yaitu
grup dan kelas.
(maybe schoology is a little bit confusing from the
code system that teacher gave. Is it (code) for class or
group?because there are two buttons, which are for
group and class.)
Students got confused with the code and they need to try those two buttons to join in
group or class. The point here is, teacher did not tell students about this code. Was it
for joining in group or class.
12
The design is an important aspect when building a LMS. LMS provides online
interactions and facilitate teacher to distribute learning materials. LMS was built to
match with students‟ educational need which it has educational compatibility (Chen,
2011). Students want to study anywhere, and LMS gives them an application so
students can open it everywhere. Along with the acceptance of schoology in the
classroom, there were also problem which came up in the use of Schoology. As a
result, the students felt annoyed with many technical problems that occured in
Schoology. Teacher did not make class discussion inside the schoology. Students also
wanted to discuss about the lesson outside of the class. This activity will motivate
students to think more about the lesson. It would be better for the teacher to arrange
the schedule when the teacher and the student can do the online discussion through
Schoology. Teacher also needs to recognize the function of the code. If teacher did
not explain the function of the code, students will got confused with the code.
System Use
According to Suorsa & Eskilsson (2014), this theme will evaluate about the system in
Schoology. It refers to the function tool or button that located in Schoology. This
button has a function to help students get all of information in schoology, but
unfortunately, not all teacher realizes the use of function tool and it will lead the
teacher not to use this function tool in their every teaching and learning process. Even
though Schoology offered more functionality, teacher did not use it maximally and
Schoology turned into a less useful program which the function only for submitting
all assignments and announcement.
This is also stated by participant 5:
13
biasanya Schoology dipake cuman buat tempat
pengumuman tok sama tempat buat ngumpulin tugas.
(usually, Schoology only be use for announcement
and place for submit assignments.)
From data above, it is clear that the use of Schoology was not maximum. Teacher
only used Schoology to give announcement and assignments. Students expected the
teacher to use another function in Schoology, for example to do class discussion so
students could study not only in the classroom, but anywhere as well.
Another example is from participant 1,
terus sempet dikasih tugas tapi banyak banget error
dan akhirnya pada ngumpulin bentuknya paper.
(we were given a task but too many errors and in the
we submit the task in paper form.)
Most of student stated that to many errors in the Schoology. One of the example was
when students wanted to do the task, but the control box from the system was broke
and students could not submit their work into Schoology, finally students needed to
submit their work in hardcopy form.
System use in the Schoology is also an important aspect. From this, students can
express how they use Schoology and why some functions are incomplete. West,
Waddoups, and Graham (2007) found that teacher in the classroom usually did not
use all LMS features. They were only using the function that they already knew but
they did not really explore another function of LMS. It is important to have a teacher
who knows how to use this system. Not only know how to use it, but teacher also
needs to lead students to use LMS (Suorsa & Eskilsson,2014). Teacher need to
explain all of the system to students. From data above, the author can conclude that
the use of Schoology was not effective because the system was error. If LMS could
14
not fulfill students‟ and teacher‟s needs, there is a risk that the system will be failed to
facilitate the communication and it will be less effective. Teacher has a big influence
so students will also accept this system into their learning habits and learners need
support to build their confidence in using computers and LMS in learning process
(Sun et al, 2008; Al-Busaidi, 2012). If a teacher does not use the system properly and
maximise it, students will also get disadvantage from the use of Schoology itself.
Content
Content refers to the perceived information quality of the system (Suorsa &
Eskilsson, 2014). Students get all of the information from the use of Schoology.
Many of respondents stated that they received irrelevant information. Students were
confused with a lot of button and function that Schoology provide in the interface,
because teacher did not explain about Schoology beforehand. For example, students
got difficulties when they wanted to submit the assignments.
One example from participant 1:
nah, kadang kuis itu error, kan kuisnya tu tentang
pronunciation, nah begitu kuisnya mau kita play, tiba –
tiba filenya ilang, padahal kita gak bisa lanjut ke soal
berikutnya tanpa ngerjain soal yang ilang tadi dulu.
Misal yang error tadi kita refresh, malah ngulang dari
awal dan waktunya juga ikut berkurang.
(sometimes the quiz was error, the quiz was about
pronunciation, when we wanted to play the question,
suddenly the file was missing, and we couldn‟t
proceed to the next question without answering the
missing file. If we refresh the file, it started from the
beginning and we got reduced time.)
One respondents expressed a worry because she could not do the quiz clearly. One of
the question from the quiz was missing. Students did not know how to proceed to the
next question if they were not do the question before.
15
Another example is from participant 5,
kadang itu buka file di schoology itu gak bisa, jadi
kayak error, dan harus didownload dulu filenya,
kadang di beberapa komputer harus download filenya
dulu, karena gak bisa dipreview.
(sometimes we can‟t open the file in Schoology,
because the system was error, and we need to
download it first, and sometimes in several computer
we need to download the file first because there were
no preview.)
The content from the Schoology also made a barrier for the students even when they
only wanted to see the material. From the data above, one of respondent stated that he
needed to download the file first to see the material even in Schoology there was a
preview function so students did not need to download the material.
Ozkan and Koseler (2009) found that learners prefer content that was not only up-todate but also well-organised, clearly presented, interactive and useful. It means that
students are looking for a system that can help them in their learning process. The
fact from the data said contrary. As a result, all of respondents‟ experience about the
use of Schoology stated that they foundd a lot of difficulties based on the content.
The content that had been made by Schoology only made a barrier for students when
they were using it. It was proven that LMS often failed to produce the expected
results (Garcia-Penalvo & Conde, 2011). Teacher was using Schoology to help
students and expect that with the system, learning process would be more effective,
but when teacher was applying it in the classroom the expectation never came. The
problem came from technical problem that came up in the system. Alternatively, the
system developers needed to develop the system and improving the content from the
Schoology so that it is easier to handle and used by students and teacher.
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Instructor Influence
This theme refers to how good teacher involves Schoology in classroom (Suorsa &
Eskilsson, 2014). Many of respondents expressed that teacher (instructor) did not
really help them when using Schoology as a media learning. For example, teacher
only helped them at the early of the semester to join in the Schoology group or
classroom. In the end, teacher was letting students to find out the function of
Schoology which would lead them into confusion because students did not know the
real function of Schoology.
As one of the participant 4 expressed:
dosen cuman ngasih penjelasan singkat gimana
caranya pengoperasian, terus sisanya kita yang cari tau
sendiri.
(teacher only gave short explanation about how to
operater, the rest, we need to find out by ourselves.)
From data above, respondents did not get clear instruction about using Schoology
properly from his teacher. It was clear that teacher only asked students to use it, but
teacher did not give them clear instruction what was Schoology and the function from
Schoology.
Another example is from participant 9,
selama ini dosen masih sangat kurang untuk
mensosialisasikan cara penggunaan schoology ini.
(for all this time, teachers were not give enough
socialiszation about how to use Schoology.)
Teacher was only following another teacher in using Schoology so the teacher did not
maximise the use and the advantage in using Schoology. Students became victims
17
because teacher also did not know about the use of Schoology itself. Teachers need to
realize that they become students‟ influence so they also need to give positive
reinforcement for students.
It is important for a teacher to become a role model for students. Teacher as a part of
social influence, affects in how students use the system (Suorsa & Eskilsson, 2014).
Social influence affects how the user (students) accepts the system and relate well to
learning process (Venkatesh & Davis, 2000). It can be seen from the data that
because of the lack of the teacher about using Schoology, students will also get
difficulties in using this system. In the other side, we can not blamed all of the
problems to the teacher because there were also a problem that made students
difficult when using Schoology which is internet connection. If the students chose
unreliable internet connection, they got difficulties when using Schoology. Teacher
needs to know that Schoology is one of media learning in the classroom and as a
instructor, teacher becomes a role model for students. By educating teachers with the
system use, it also gives possibility to strongly influence the students and use
Schoology for their learning (Suorsa & Eskilsson,2014).
18
CONCLUSION
This study were looking at the perception of EFL students of the use of
Learning Management System in teaching and learning process. As for the data, the
author collected by using interviews to 10 ELE students. The interview data were
adapted from the study written by Suorsa & Eskilsson (2014). From this study, it can
be concluded that ELE students in Fakultas Bahasa dan Seni have perceived the use
of Learning Management System negatively. Students could not do their work
properly when they were using LMS. Students believed that some of the teacher did
not really maximise the use of LMS itself. Based on their experience, they were only
using LMS to submit and checking the assignment. Most of them mentioned that the
use of LMS in classroom was not effective enough.
There were limitations in this study that should considered. First, it was that
this study lacked the number of participants. The author was only able to interview 10
participants from batch 2016. The author hoped that this study can collected data
from youngest to oldest batch, but because of the time, the author only interviewed
the youngest batch as a representative from all batch. Secondly, it was that the
interview could only be conducted in Universitas Kristen Satya Wacana. There were
several universities in Salatiga that also use LMS in their learning process, but
because of the limited time, the study could not be conducted in another university.
This study provides several information for future research about the use of
Learning Management System. After reading about students‟ perception in using
LMS, it would be good to research about students‟ motivation in learning process
19
when using LMS. This study can be a consideration to help teacher when they want
to use LMS in their teaching and learning process
20
Acknowledgement
First of all, I am grateful to the God for giving me an opportunity and good
health to complete this thesis. I am also grateful and express my sincere to Mr. Toar
Sumakul, my Thesis Supervisor, for providing is time to support and give suggestions
for the research. I also express my sincere to my Thesis Examiner, Mrs. Anne, for her
constructive critics for my research. I am also grateful to all of the lecturers in the
English Language Education Program who have taught me every basic element to
conduct this research. I also want to express my gratitude to my friends Reza Azka,
Febri Dhany, Alif Septian, Timothy Ananda, Kristian Nugraha, and Adrian
Christandhi who have been a great friends and always support in the research.
21
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Appendix 1
Interview Question
1. How would you describe your computer skill?
2. What do you use computers for in university?
3. What do you use computers for at home?
4. How long have you been using the LMS?
5. Have you gotten any education on the LMS?
6. How do you use the LMS? describe how you use it!
7. Is there any difference in how you use LMS in university and when you are at
home?
8. How is the LMS being used in learning process?
9. What do you think about the function in the system?
10. How do you perceive the LMS?
11. How is it to find information and function in the LMS?
12. How does the platform affect your daily activities in learning process?
13. Does the LMS comply with your requirements?
14. What would you like a LMS to look like?
15. Why do you think the teacher aqcuired an LMS?
16. How would you like LMS platforms to look like in the future?
17. How do you communicate with other students and teachers about your school
work?
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