8 without witnessing directly the activities herself. After that, the researcher wrote down every
occurrence in the observation protocol mentioned above.
E. DATA ANALYSIS PROCEDURE
After completing the data collection steps, the researcher then separated the data fitting them to the pedagogy proposed by Roth 2009. The results were discussed in order to come up
with pedagogical implications and suggestions for the sake of better technology implementation.
FINDINGS AND DISCUSSION
In this section, the results of data analysis are presented and discussed as an effort to answer the proposed research question. During the observation, the researcher took a look at all
activities and materials in Schoology groups of four Pronunciation Practice classes and separated, fitting them into three pedagogical principles of using technology in education by
Plato 360 BC, as cited in Roth, 2009 which are interactive, personalized and holistic learning. In this study, it was found that Schoology usage in Pronunciation Practice classes fulfiled
the three aspects of pedagogical principles of technology use in language learning proposed by Plato 360 BC, cited in Roth, 2009. There were activities which Schoology made possible and
thus could make the pronunciation learning become interactive, personalized and holistic. Table 1 summarizes the number of occurrences found during observation in the four classes. The
deeper discussions on those findings will be elaborated below.
Pedagogical aspects Number of occurences
Interactive 3
9
Personalized 30
Holistic 31
Table 1. Number of Event Occurrences
A. INTERACTIVE LEARNING
Roth 2009, by referring to Plato 360 BC, insisted that by having real exchange of information in which ideas and knowledge are discovered through discussion, a lively and
effective learning could be achieved. In the increasingly technological world these days, interaction in language learning is made possible when students do not meet each other in the
classroom Davies, 2011. Davies further asserted that technology is able to enrich the way knowledge is constructed through multifaceted approach. One of the newly improved ways of
promoting interactive learning is by utilizing interactive technology which is defined as a computer a
bility to interpret a user’s action in order to produce immediate response Pritchard, 2007; Tversky, et.al, 2002
In this study, several proofs of interactive learning were found. There were two kinds of interactivity discovered in the four Pronunciation Practice classes. The first one was Teacher-
Student and Student-Student interaction mediated by Schoology while the other was the utilization of interactive technology in Pronunciation learning facilitated by Schoology.
Figure 1 below is the documentation of Teacher-Student interaction as well as Student- Student interaction. This is one of the examples of interaction found in Pronunciation Practice
Class C
10
Figure 1. T-S interaction related to Pronunciation materials in Class C
As seen in the picture above, the teacher attached a link of a video about a certain English dialect, Appalachian English. The teacher attempted to invite the students to watch then discuss
the video and compare it with American English, the dialect they had learned in the class. This Schoology feature allowed the students to have an interaction with their teacher and fellow
students about the subject matter outside the classroom. Two students left opinions on the comment box. The first student noticed the different way of saying
“people” spoken in the video. She also expressed her personal opinion toward this certain distinction that it was funny
for her. The second student also found a similar finding by expressing her agreement towards the first student’s idea. A similar case also occurred in Pronunciation Practice Class B. The teacher
in Class B attached a link of a Scouse English accent video Figure 2. The interactivity benefit of Schoology for pronunciation learning was also demonstrated in this class proven by a
comment left by one student. Likewise, the student also noticed how English is pronounced
11 differently among American and British Liverpool people. This evidence shows that Schoology
has the potential to promote interactive language learning with technology by providing a post- and-comment feature.
Figure 2. T-S interaction related to Pronunciation materials in Class B
The second type of interactive learning endorsed by Schoology is its ability to share interactive reading links. Figure 3 below is the illustration of how Schoology could promote the
integration of interactive website in pronunciation learning
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Figure 3. IPA Chart link shared in Schoology
The teachers of Pronunciation classes created weekly material posts containing instructions and links which redirected the students to other sources of learning. Schoology
provided a facility to share links and therefore allowed the teachers to connect the students to various digital resources where interactive learning could be enhanced. In this case, the teachers
equipped the students with links which directed them to International Phonetics Alphabets IPA chart-with-sound websites. The website contained a summary of phonetic symbols according to
their place of articulation and manner of articulation. When a certain symbol was clicked, the website was able to produce sounds which means an immediate response was given by the
computer to the user. In short, Schoology offers more potential to promote interactive pronunciation learning through its link-sharing feature
B. PERSONALIZED LEARNING
