PARTICIPATION IN ONLINE DISCUSSION DURING THE CALL COURSE AT ENGLISH TEACHER EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA.

TEACHER EDUCATION DEPARTMENT UIN

SUNAN AMPEL SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan Islam (S.Pd) in Teaching English

By:

Rosyidah Nuril Adha D75212076

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

PARTICIPATION IN ONLINE DISCUSSION

DURING “CALL” COURSE AT ENGLISH

TEACHER EDUCATION DEPARTMENT UIN

SUNAN AMPEL SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan Islam (S.Pd) in Teaching English

By:

Rosyidah Nuril Adha D75212076

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

Nama NIM

Sernester

: Rosyidah Nuril Adha :D75212476

: VIII (Delapan)

Fakultas/Prodi : FakultasTarbiyah dan Keguruan/PendidikanBahasalngsrs L

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merupakan hasil karya sendiri, bukan merupakan pengambil-alihan tulisan atau pikiran orang lain yang saya akui sebagai hasil tulisan atau pikiran sendiri. Segala materi yang diambil dari karya orang lain hanya digunakan sebagai acuan dengan

mengikuti tata cara dan etika penulisan karya ilmiah yang ditetapkan oleh jurusan. Demikian pernyataan ini dibuat dengan sebenar-benarrlya, apabila pernyataan tidak

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertandatangan di bawah ini, saya:

Nama : Rosyidah Nuril Adha

NIM : D75212076

Fakultas/Jurusan : FTK/ Pendidikan Bahasa Inggris E-mail address : rosyidah_nuril_adha@yahoo.com

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :

Sekripsi Tesis Desertasi Lain-lain (………)

yang berjudul :

PARTICIPATION IN ONLINE DISCUSSION DURING THE CALL COURSE AT ENGLISH TEACHER EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA

Beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.

Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 24 Agustus 2016 Penulis

(Rosyidah Nuril Adha)

v

KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA PERPUSTAKAAN

Jl. Jend. A. Yani 117 Surabaya 60237 Telp. 031-8431972 Fax.031-8413300 E-Mail: perpus@uinsby.ac.id

English Teacher Education Department UIN Sunan Ampel Surabaya, Advisors: Mohammad Salik

Key Words: Participation, online class, discussion group, and CALL course

This research discussed about participation of students in online discussion especially in CALL 2 course of UIN sunan Ampel Surabaya. Online discussion is one of design learning process in out-of-class contexts that is designed by educators to educate students more autonomous and knowledgeable by using technology. By online discussion, students will be educated how to browse knowledge that they need with legal access. CALL 2 apply online discussion using SCHOOLOGY whereas students have to participate discussion without face their friends and lecturer directly.

Based on the result of preliminary research has proved that the written data of participation show 40 students from 60 students are less participation in comment discussion for a semester. Moreover, many students are silent when lecturer asks the difficulties in online class. Qualitative research analyzes data from direct field work (SCHOOLOGY) and mix-ended questionnaire. Inductive analysis across cases yields patterns and themes, the fruit of qualitative research. This research instrument uses record of CHOOLOGY and questionnaire.

This research focuses on the participation of online discussion and the students’ problem. In the last of research, most of students are open with the development of technology. In other hand, the students’ anxiety is not only the application but also the topic and their environment in online discussion can influence their participation. The problems of students in participating online discussion are connection, time, and the enjoyable with their friends sharing.

LIST OF APPENDIX

I. SURAT BIMBINGAN SKRIPSI II. PROOF READING SHEET

III. VALIDATION OF QUESTIONNARE

IV. RECORDING OF ONLINE PARTICIPATION (SCHOOLOGY) V. RUBRIC

VI. STUDENTS’ COMMENTS VII. SUCCESS CRITERION VIII. QUESTIONNARE

TABLE OF CONTENT

COVER

APPROVAL SHEET

MOTTO ... v

DEDICATION ... vi

ACKNOWLEDEGEMENT ... vii

SURAT PERNYATAAN KEASLIAN TULISAN ... viii

ABSTRACT ... ix

LIST OF APPENDIX ... x

TABLE OF CONTENT ... xi

CHAPTER I : INTRODUCTION 1.1. Research Background ... 1

1.2. Research Question ... 6

1.3. Objective of Study ... 6

1.4. Significance of Study ... 6

1.5. Scope and Limits of The Study ... 7

1.6. Definition of Key Terms ... 7

CHAPTER II : REVIEW OF RELATED LITERATURE 2.1. Participation ... 11

2.2. Learning in class and learning out-class ... 13

2.3. Online Discussion... 16

2.4. The Concept of IT on Education ... 23

2.5. The Previous Participant In Online Class ... 25

2.6. Previous Study ... 27

CHAPTER III : RESEARCH METHOD 3.1. Approach and Research Design ... 29

3.2. Population and Sample ... 29

3.3. Data and Sources of data ... 30

3.4. Research Instrument ... 31

3.5. Data Analysis Technique ... 32

CHAPTER IV : RESEARCH FINDING AND DISCUSSION 4.1. Data Description ... 34

4.1.2. Instrument Validity ... 39 4.2. Research Finding

4.1. Students’ participation in online discussion during the CALL course at English education department

of UIN Sunan Ampel Surabaya ... 40 4.2. Students’ problems in participating to online

discussion ... 46 4.3. Discussion

4.3.1. Participation ... 53 4.3.2. Learning in class and learning out-of class ... 57 4.3.3. Online discussion ... 58 CHAPTER V : CONCLUSION AND DISCUSSION

5.1. Conclusion ... 60 5.2. Suggestion ... 60 Bibliography

CHAPTER I INTRODUCTION

This chapter gives an overview of the research background, the research questions, and objectives of the study, significance of the study, scope and limits of study, and the definition of key terms used in this proposal.

A. Research Background

In the 2000s, Internet is no longer a difficult thing to search and access. Each user accesses the Internet easily wherever and whenever they want. Internet packages are purchased cheaply and quickly, moreover Gadget is accessible to buy. Almost 80% of the population in Indonesia has used the Internet as a tool in communicating with others. With the result, communicate with others is not reasonable to say difficult. It is concentrated by Jakarta Appointment on March 10, 2015 "The extent of Internet users in Indonesia reached 73 slews this domain or not at all bad to assorted 29 percent of the population, with accessing social media being the highest activity".1

The development of technology especially internet forces the learning process to be in contact with. Most people believe that internet extends a very great impact to the advancement of student learning. This is kind of improving the quality of country. Moreover, globalization has influenced the educational shift from conventional to

1

Attention Required! | CloudFlare, http://www.thejakartapost.com/news/2015/03/10/internet-users-indonesia-reach-73-million.html, accessed 21 Mar 2016.

2

modern one. Predictability, the next education will be flexible, open, and accessible. Technology improves the quality and broad range of education that is utilized wisely. In addition, Internet is very useful for students and teachers. It helps people to browse anything easier to get information. We are not waste our time to move on another place to get something needed. Moreover, social media such as Facebook, twitter, email facilitate people to chat and collect information easily. Good gadgets which are possessed by most people encourage the using of Internet. With the development of information technology in education, it is now possible to study with distance learning using internet media to link between students and lecturers.

Nowadays the free use of internet makes people spend their leisure time for Facebook, twitter, BBM and other social media than study. It makes the executors of education are concerned with the attitude of the students today. In that way they initiate to make the best use of technology as an aid in learning, particularly in language learning through online discussion learning. It is learner-centered and emphasizes communication in real-life situations. Online discussion is teaching and learning activities require time to meet in learning whereas users only need a laptop or reading material and other communication device that is able to connect the Internet. Fouts indicates in the book of Evaluating the Effectiveness of Technology in Our Schools that there are some researches that state the importance of technology in

improving education.2 He explains his research as the following statements; 1) When combined with traditional instruction, the use of computers is able to increase student learning in the traditional curriculum and basic skills areas., 2) The integration of computers with traditional instruction produces higher academic achievement in a variety of subject areas than does traditional instruction alone., 3) Students learn more quickly and with greater retention when learning with the aid of computers., 4) Students like learning with computers, their attitudes toward learning and school are positively affected by computer use., 5) The use of computers appears most promising for low achieving and at-risk students., 6) Effective and adequate teacher training is an integral element of successful learning programs based on or assisted by technology.

Online discussion is one of design learning process in out-of-class contexts that is designed by educators to educate students more autonomous and knowledgeable by using technology. In this process, the active learner is not teacher but rather students whereas they face their future obstacle for their learning. By online discussion, students are educated how to browse knowledge that they need with legal access. In addition, students are able to discuss with other friends using references that are available on it. Moreover, the studies of the effectiveness of technology in schools show that the use of technology is able to help students gain a variety of language

2

Richard J. Noeth and Boris B. Volkov, “Evaluating the Effectiveness of Technology in Our Schools. ACT Policy Report.”, American College Testing ACT Inc (2004), http://eric.ed.gov/?id=ED483855, accessed 21 Mar 2016.

4

skills; understanding the relationships among the parts of the English language, classification, and reading comprehension; sound discrimination, sound-symbol correspondence, listening comprehension, decoding in context, and creating oral narratives; phonological awareness; reading achievement; and spelling.3

Online discussion in learning process are applied by UIN Sunan Ampel Surabaya especially English teacher education department. Some of lecturers have designed their lesson using online discussion to improve student’s knowledge from internet. Lecturers are also active in class although they have learning process out of class. Most of students are perfunctory with lectures’ design program in online class that makes them passive in the class.

Computer Assisted Language Learning ( CALL ) is one of an elective lesson thought for students in sixth to seventh semester of English Education Department UIN Sunan Ampel Surabaya which applied online class. This class has two sessions each semester such as CALL 1 and CALL 2. CALL class is a lesson that employs using technology such as operating computer in learning to develop the learning more accessible and easy. CALL 2 is session that apply online discussion using SCHOOLOGY whereas students have to participate discussion without face their friends and lecturer directly. Students can do their discussion and their work everywhere and every time that they want. The following example is the topics of

3

SLMQ_EffectivenessofTechnologyinSchools_InfoPower.pdf,

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_Effecti venessofTechnologyinSchools_InfoPower.pdf, accessed 30 Mar 2016.

discussion in SCHOOLOGY; Personal Introduction, Netiquette, Technology in Education, Web quest Activity, making timeline in language learning, Technology Corner.

SCHOOLOGY is a new innovation of digital learning and teaching that resembles facebook. SCHOOLOGY has several facilities such as resources, attendance, analytics, course, assignment, discussion. In this SCHOOLOGY lecturer is able to filter posts by students prior to publish. SCHOOLOGY uses a computer, cell phone, or other mobile. SCHOOLOGY created by Jeremy Friedman in May 2009 precisely New York America. It provides students and parents that administrators are able to control the nuances of that learning experience.

Following the lesson, for a semester teacher and students apply online discussion adding meeting class for twice in a month to check the students’ development in the class. In addition, students are able to ask anything that they have been confused while apply online discussion. It is proved by the students responds in class. Based on the result of preliminary research has proved that the written data of participation show 40 students from 60 students are less participation in comment discussion for a semester. Moreover, many students are silent when lecturer asks the difficulties in online class. Probably, they enjoy the online learning as well or cover up their problem while apply online learning.

Because of the case above, the writer wants to know the Participation in Online Discussion during the “CALL” Course at English Teacher Education Department UIN Sunan Ampel Surabaya

6

B. Research Question

1. How is the students’ participation in online discussion during the CALL course at English education department of UIN Sunan Ampel Surabaya? 2. What problems are faced by students to participate online discussion?

C. Objectives of the Study

Based on the problems above, this study is expected that:

1. This study gives overview about the students’ participation in online discussion during CALL course at English Teacher Education Department of UIN Sunan Ampel Surabaya.

2. This study discovers the problems are faced by students in participating online discussion and how they solve the problem by themselves.

D. Significance of the Study

The result of this study is important. It will be useful for the lecturer in order to develop their teaching to students nowadays. Moreover, lecturer will get the information about students’ problem and their respondents in online learning. This result is also useful for the students of English Education Department as reference to exploit the internet in language learning. They are able to develop their ideas by browsing anything to get more information that has relation with their topic based on the proper activity that students need.

Researcher explores the problem of the students’ participation from the research.

E. Scope and Limitation of the Study

This study focuses on the written data of students participation doing online class for repairing the class later, the problem that they faced hopefully lecturer is able to measure the solve problem for the next students. In addition, it appears the data conclusion of online participant that is able to accommodate lesson activity using online which are acceptable and useful for students exactly in developing English language.

The data were from students in CALL class and the records of online class activity that is gotten from lecturer. Moreover, Students have to study in UIN Sunan Ampel Surabaya and passed the CALL class not more than a year (i.e. students of 2012 graduation).

F. The Definition of Key Terms

The key terms in the thesis are participation, online class, and discussion group. 1. Participation

Based on Cambridge Dictionary, Participation is an action to take part or become involved in activity. In this writing means that participation is students who have joined or registered discussion online during the CALL course at English Teacher Education Department UIN Sunan Ampel Surabaya.

8

2. Online Class

Online Class is class activity using computer or cell phone application whereas students can access the class easily with the current time based on the due date of the class which is programmed by the lecturer or admin. Computers had been installed in various types of educational, and students have to create an account before join the class. The class activity can do in out of class, however students do not have to come in class every meeting. Sometimes the admin gives upper limit of time for about one week to do the online class. In such a way that Students can join the class whenever and wherever they want before the overdue.

3. Discussion Group

Discussion Group is discussion activity in online class to help students sharing their information and knowledge using SCHOOLOGY program. Hopefully it is able to help students break their problem faced in the class. Moreover, it is the way to improve students’ ability in English because this time students use English to discuss their problem. And it is controlled by the admin in order lecturer knows the students’ activity in the class.

CALL class is a lesson that employs using technology in learning to develop the learning more accessible and easy that apply online discussion using SCHOOLOGY whereas students have to participate discussion without face their friends and lecturer directly. This course is one of an elective lesson thought for students in sixth to seventh semester of English Education Department UIN Sunan Ampel Surabaya which applied online class. The following example is the topics of discussion in SCHOOLOGY; Personal Introduction, Netiquette, Technology in Education, Web quest Activity, making timeline in language learning, Technology Corner.

5. SCHOOLOGY

SCHOOLOGY is a new innovation of digital learning and teaching that resembles facebook. Kelly Ady state that it helps teacher embrace a digital teaching and learning environment in new ways.4 SCHOOLOGY has several facilities such as resources, attendance, analytics, course, assignment, discussion. In this SCHOOLOGY lecturer is able to filter posts by students prior to publish. SCHOOLOGY uses a computer, cell phone, or other mobile. SCHOOLOGY created by Jeremy Friedman in May 2009 precisely New York America. It provides students and parents that administrators are able to control the nuances of that learning experience.

4

Higher Ed and K-12 LMS Success Stories | Schoology, https://www.schoology.com/stories, accessed 17 Aug 2016.

10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter cover about learning in class and learning out of class, online discussion, the concept of IT on education, the previous participant in online class, and previous study.

A. Participation

Participation is action distribution of the mind in donation ideas, opinions or thoughts constructively, either to develop programs or to facilitate the implementation of the program. Davis defines that participation is a person's mental and emotional engagement to achievement of goals and take the responsibility.1

From the definition, Davis separates the elements containing in participation are:2

1. The involvement of learners in all activities carried out in the learning process.

2. The willingness of students to respond and be creative in the activities carried out in the learning process.

1

Strategic performance empowerment model: Empowerment in Organizations: Vol 6, No 2, pp. 57–65, http://www.emeraldinsight.com/doi/abs/10.1108/14634449810210742, accessed 30 Mar 2016.

In many online courses, online discussion interplays the basis of interaction and participation. Therefore, online user has to know how to position the participant well. The following guidelines are for participation program success:3

1. Let workers progress from involvement on simple issues to more complex ones.

2. Communicate in advance their areas of decisional freedom and the

associated boundaries.

3. Don’t force workers to participate if they do not wish to do so.

4. Provide counseling for supervisors so that they know how to handle power sharing.

5. Set realistic goals for the early stages of any participative process.

6. Keep the guiding philosophy behind participation firmly in mind at all times. 7. Never attempt to manipulate a decision under the guise of participation.

8. Maintain a delicate balance between over participation and under

participation.

9. Monitor employee perceptions of the level of empowerment experienced.

B. Learning in class and learning out-of class 1. Learning

3

Empowerment and participation, http://nptel.ac.in/courses/110105034/SM_Web/Ch17modified.pdf, accessed 10 Jan 2016.

12

Based on OXFORD dictionary “learning” originates from verb “learn” which has meaning “gain knowledge or skill in a subject or activity”.4 In other hand, Business Dictionary says that learning is measurable and relatively permanent change in behavior through experience, instruction, or study. It means learning is a process to repair in behavior to avoid the bad experiences that happen in last.5 “By learning, we do not mean just book learning, or classroom learning, or even e-learning. We see learning as an integral part of life. Sometimes it demands an effort; sometimes it is not even our goal. But it always involves who we are, what we do, who we seek to connect with, and we aspire to become.6

There are some factors that usually come along in the learners’ mind;7

1. Anxiety.

Most of potential learners are anxious

4

“learning”, OXFORD, p. 74.

5

What is learning? definition and meaning,

http://www.businessdictionary.com/definition/learning.html, accessed 21 Mar 2016.

6

Digital Habitats: Stewarding Technology for Communities: Etienne Wenger, Nancy White, John D. Smith: 9780982503607: Amazon.com: Books, p. 4, https://www.amazon.com/Digital-Habitats-Stewarding-Technology-Communities/dp/0982503601#reader_0982503601, accessed 11 Aug 2016.

7

Jenny Rogers, Adults learning (Maidenhead; New York: Open University Press, 2007), pp. 7–10, http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335235018, accessed 18 Aug 2016.

2. Memories of school

There are several possible experiences either positive or negative that influences learner in distribution themselves.

3. Challenge to believe

Another possible explanation is that potential conflict is involved when an adult comes forward for learning.

The different of passive teaching methods and participatory teaching methods influence the way of students’ learning.

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Based on Thesaurus Dictionary, class is a number of persons or things regarded as forming a group by reason of common attributes, characteristics, qualities, or traits; kind; sort.8 In other definition, class is a group of students meeting regularly to study a subject under the guidance of teacher. The definition of learning class that alone is the process of study that have eye contact between teacher and student who is doing communication.

3. Definition of learning out-of class

Learning out-of class is the process of learning directly to something that has relation with someone life. Learning directly in out-of class is a way to introduce a student or learner to know how to apply what they get in school. It is a good way as implementation and explanation of science. It develops awareness of the positive effects of experience outside the classroom that can be used as teaching materials.

The different of learning in class and learning out-of class (E-learning)9

Concept Classroom E-learning

Learning

Process Instructor-led Self-study

Motivation Instructor generated Individually generated

8

Class | Define Class at Dictionary.com, http://www.dictionary.com/browse/class?s=t, accessed 21 Mar 2016.

9

Making Elearning Work For You, http://www.instructionaldesignexpert.com/eLearning.html, accessed 18 Aug 2016.

Feedback Immidiate response Programmed response

Role-play Face to face simulated

System

Training Instructor led Simulated

Participants Limited to

availability Unlimited

Repetitive One time Unlimited

Interactivity Limited Time Limited Development

Time

C. Online discussion

2.2.1. Meaning of online discussion

Based on COBUILD Dictionary, discussion is a piece of writing or a lecture in which someone talks about it in detail. With another explanation that discussion is a process of study where the subject is more than one in which someone exploring more about a lecture or information detail.10 The other hand, online is computer setting which is connected to the internet. In the result, online discussion is subject who uses computer setting to explore more about a lecture or information detail in Internet. Garrison and Johnson interpret online is forums (messages and postings can be viewed when convenient for participants) that offer students the time to reflect on the topic of discussion and thereby encourages a more in depth and constructive dialogue.

2.2.2. Kind of discussion 10

16

1. Web Discussion.11

It is a special kind of graphic aid for teaching students to look at both sides of an issue before drawing a conclusion. Discussion Webs are a great way to engage students in meaningful conversation and spark critical thinking at the same time. It does that by incorporating an adaptation of a discussion approach called think-pair-share. Using this approach, students are asked to respond to a yes-no thinking question. Then:

a. Students think individually about the question that's up for discussion. They look in the text for information they might use to support their opinions.

b. They discuss their ideas with a partner (as a pair). The partners share supporting ideas from the text and from their own experiences.

c. Then the partners pair up with another set of partners. They work as a group of four to eliminate contradictions and inconsistencies in their thinking as they come to a consensus and decide upon one idea that a spokesperson for the group share with the class. (There'll be plenty of time during the classroom discussion for dissenting opinions to be heard.)

11

Hamzah B. Uno, Teknologi Komunikasi & Informasi Pembelajaran, 1st edition (Bumi Aksara, 2010).

2. Classroom Discussion

Classroom discussion is a discussion that can enhance student understanding, add context to academic content, broaden student perspectives, highlight opposing viewpoints, reinforce knowledge, build confidence, and support community in learning.12 Separate the classroom discussion consistent:

a. Enhance knowledge, understanding, and relevance

Student understanding and ability to connect detailed technical content with other knowledge and experience can be facilitated by open discussion related to applications, connecting principles, prior experiences, current events, emerging technologies, future challenges, etc.

b. Point out current “state of knowledge” as context for the material

Student’s awareness and understanding of where the course material fits into the evolving state of knowledge in the field can be developed through class discussion. Historical context, current events, and outstanding questions are useful topics to address in guiding these discussions.

c. Build skills in critical thinking and analysis

12

18

By interacting with classmates and responding to the varying viewpoints and arguments that may arise during an open discussion, student will learn the value of continually challenging their own preconceptions, notions, understanding, and conclusions.

d. Build community and confidence

By hearing the thoughts of their peers, student can identify with each other in terms of past experience, perspectives, and opinions. By mutually supporting their developing abilities, they can grow more confident in their own skills within their peer group. Students will build their own support communities in this way.

2.2.3. The advantages of discussion

Meaningful discussion requires an environment where students are enabled to safely engage, freely offering opinions, thoughts, and experiences without fear of ridicule. As the leader of the class, it is critical that the instructor earns the trust of the student to foster this safe environment. Regardless of format, a valuable discussion will be based upon two basic pillars.13

1. Respect

13

All participants, including the instructor, must be respectful of all other participants, the course, the institution, society, and all identifiable groups. Rude behaviors, such as interruption, ridicule, anger, personal remarks, are disrespectful and must not be tolerated.

2. Responsibility

All participants are responsible to offer thoughtful remarks that are useful and contributory to the goals of the discussion. Reactionary comments, angry replies, and inappropriate attempts at humor are counterproductive and disrespectful.

2.2.4. Online learning

How to make technology useful is not straightforward and lacked for careful consideration by each school and its various departments. Skilled and dedicated educators, who are committed to providing their students the best possible learning opportunities, are a cornerstone of each education department. One solution to develop education is to utilize the technology in learning. There is a wide variety of possible goals for online learning discussions:14

14

how_to_plan_for_and_moderate_online_discussions.pdf, pp. 2–3,

20

• Improved comprehension: to enable students to clarify their

understanding of key concepts in the course through discussion with other students;

• building an argument: analyze the logic or power of someone else’s

argument and build and defend one’s own position, using materials from the course or other relevant materials;

• knowledge construction: to encourage a deeper understanding of

concepts, their applicability in different contexts and their relatedness to other concepts, or to acquire new meanings;

• collaborative learning: to enable students to learn from each other, to

share knowledge and experience, and to learn to support and help each other;

• critical thinking: to encourage students to engage constructively in

critical analysis of ideas, concepts, philosophies and processes/procedures, and to form, defend and reflect on their own position on issues raised in the teaching;

• to create a learning community: to develop a sense of belonging to a

group with similar learning interests, in order to foster student engagement, and improve student retention; feedback for the instructor: to enable the instructor to see how learning is taking place within the group, to identify misunderstandings or areas of weakness

in the learning, and to provide an opportunity for additional teaching and support for the students as a group.

D. The Concept of IT on Education

The innovation of education always search and try to get its self. It is shown by the changed curriculum in some of country especially Indonesia. Most people want to get good education for them or their children are better than before. Moreover, as the developing nations, technology is something that is important to grow Indonesia’ education. It has big influence for the development of education. From the case, a person has to know the concept of technology before applying it into their life to avoid errors in use of technology. The following picture is a comprehensive picture covering various domains implying in terms of technology.

Educatio n of Technolo gy Development : 1. Printing 2. Audiovisual 3. Computer 4. Integrated Management: 1. Project management 2. Resource management 3. Information management 4. Delivery system management Utilization: 1. The use of media 2. Diffusion of innovation 3. Implementation and

institutionalization 4. Policies and rules Evaluation:

1. Problem analysis

2. Benchmark tests 3. Formative evaluation 4. Summative evaluation Design: 1. Instructional systems design 2. Design message 3. Instructional strategies 4. Characteristics of students

22

1.1.The domain of educational technology15

The T&E of Science, Technology, Engineering and Mathematics (STEM) Education defines that Technology Education is practice of educating students about different technology and engineering concept as they relate to the "human made" World.16 That is, technology is a tool in developing the science of human well. Winn divides the three possibilities that may occur in the use of technology, namely (1) the process of delivering learning, the media used to convey something specific message. (2) The creation of a learning environment of media, where media is designed to help students explore and learn new knowledge. (3) The development of cognitive abilities of students, where the media serves as an example of a concept.

Kun, Haizhi, and Xing ge separate the distinctive characteristic of IT on education, mainly reflected in:17

1. Digital 2. Networking 3. Multimedia

15

Hamzah B. Uno, Teknologi Komunikasi & Informasi Pembelajaran, p. 30.

16

Technology Education - Florida Agricultural and Mechanical University 2016, http://www.famu.edu/index.cfm?TechEd&DefinitionofTechnologyEducation, accessed 21 Mar 2016.

17

Kun Guo, Haizhi Wang, and Xing Ge, “Lifelong Learning Capabilities of College Students Boosting by Information Technology on Education”, IERI Procedia, vol. 2 (2012), p. 242, accessed 18 Aug 2016.

4. Intelligence

4.4. The Previous University In Online Class

The following table is the previous university which uses online discussion in their learning. Researcher gets the data from filtering information from internet.

No. University

Name of the media

Function Activity

1. Universitas Gajah Mada E-learning system for academic community (ELISA) Download references, discussion, share homework from lecturer.

Elisa has some menu such as site news, UGM information, survey, user-agent, and e-learning.

2. Institut Teknologi Bandung Blended Learning ITB Studying thoughtfully, discussion.

This e-learning gives facilities such as ITB link, Webmail Students, digital library, Faculty information, calendar, upcoming events, and agendas

24

of ITB. 3. Universitas

Indonesia Computer Learning Resources (CLR) Learner centered mediation in learning.

This e-learning process reserves site news as information resources of University, calendar, Indonesian University link,

and course categories 5. Universitas

Brawijaya

Universitas Brawijaya E-Learning

E-learning There are some bids in this

program one another e-learning community, calendar, UB information Brawijaya Information Technology Services, and site news.

8. Universitas Teknologi Sepuluh November Universitas Sebelas Maret E-Learning

Virtual class This university employs the program as share chat, overview, ITS website, e-learning, digital library, site news, tutorial MOODLE, downloader material, calendar, chat forum, and

4.5. Previous Study

Safitri developes A critical Discourse Analysis of Racism in NBC News Online Mass Media of Michael Brown's case in Ferguson, Missouri. This study was taken from the text of the online digital news(NBC)that analyzed text structure and ideological implications of the text which has a role in reproduction and social context. This analysis refers to the three levels of analysis; macro-structure, super-structure and micro-structure.18

Fayyakun conducts a research and development entitled Students’

Motivation in Choosing Call Subject At English Education Department State Islamic University Sunan Ampel Surabaya. This study tells about the students’ motivation in choosing CALL and to know the students’ opinions about CALL as media for teaching English.19

18

Dessy Safitri, “A Critical Discourse Analysis of Racism in NBC News Online Mass Media of Michael Brown Case in Ferguson,Missori” (UINSA Surabaya), digilib.uinsby.ac.id/2885/, accessed 4 Jan 2015.

19

Muhammad Agus Fayakun, “Students’ Motivation in Choosing CALL Subject at English Education Department State Islamic University Sunan Ampel Surabaya” (UINSA Surabaya, 2014), digilib.uinsby.ac.id/1947/, accessed 4 Jan 2015.

26

Long Van Nguyen (2010)20 has conducted a research and development entitled Computer Mediated Collaborative Learning within a Communicative

Language Teaching Approach: A Sociocultural Perspective. This study tells

about the collaborative second/foreign language learning to the review of the current Communicative Language Teaching (CLT) that is focused on Vietnamese language education.

This research titled Participation in Online Discussion during the “CALL” Course at English Teacher Education Department UIN Sunan Ampel Surabaya

focus on the result of students participation doing online class for repairing the class later, the problem that they faced hopefully lecturer is able to measure the solve problem for the next students. In addition, this research is not only oriented to the current reality, but also based on data considered to be valid.

20

Long Van Nguyen, Computer Mediated Collaborative Learning within a communicative Language Teaching Approach: A Sociocultural Perspective, vol. 12, no. 1 (2010).

CHAPTER III RESEARCH METHOD

This chapter contains about the procedural process to conduct the research and development. On the research methodology, the part of research function as the process how the study is done. The parts of the research are Approach and research design, population of sample, Instrument, data collection technique, and data analysis technique.

3.1. Approach and Research Design

The data is gotten by the qualitative data designed by questionnaire for all of participant and the lecturer, interview of collective students and interview, and the percentage of students activity while learning that will gotten by the admin of the online site named collective data. Qualitative data is the way to conclude the data based on the result of questionnaire, interview data, and the percentage based on computer or the collecting data.

3.2. Population and sample

The study conducted at UIN Sunan Ampel Surabaya especially English education department. The study involves a number of students in the CALL course class. Researcher took one class to be sampling that contains for about 28 students. Researchers selected students randomly without considering

28

membership or student achievement. Students may be selected to complement the data are students who have completed classes in CALL class last two years.

3.3. Data and Source of Data

To obtain the valid data, this research is applied by the following technique:

3.4.1. Questionnaire

Researcher gives questionnaire after the end of the class. It is for students and teacher to check the influence of online learning class.

3.4.2. Interview

Researcher takes information from teacher and two or more students that are chosen randomly separated by active learner and passive learner. It is to make sure that the data is valid and reliability.

3.4.3. Recording Data From Lecturer

Researcher asks the records of students’ activity in online discussion from the lecturer of Computer Assisted Language Learning 2 (CALL 2) and the students’ value in the end of the class. Data collection is gotten by the lecturer of the CALL course. The function is for checking the rating of students’ participation during the class. It collaborated with the result of questionnaire.

3.4. Research Instrument

Instrument is the way how we get the data, what we have to do to get a valid and reliable data so the research can be accurate. Document of the recording online discussion of CALL course is the material that the researcher uses. Moreover, it uses questionnaire after checking the recording data. To strength the information it is continued by interview, however it is conditional. The following data collection techniques are:

1. Record of Online Class ( SCHOOLOGY )

Researcher gets the record of SCHOOLOGY from lecturer in the CALL class in 2015, Mr. Syaifuddin. This recording is to check participation of students during the CALL class in SCHOOLOGY. (RQ:1)

2. Giving Questionnaire

Researcher gives questionnaire to students of eighth semester in English Education Department of State of Islamic University. The sample is ten to twenty students from the graduation of CALL course in 2015. This questionnaire is shared to fifteen students of CALL class based on the calculation of the recording during discussion. This questionnaire is to strength the record of online class data and breaks the students’ problem in online discussion. (RQ: 1&2)

30

3.5. Data Analysis Technique

This study is planned to investigate the students’ demographic, students’ self assessment, support service of online class, and the course assessment which have influence to students participation. There are some kinds of the data which must be analyzed. The data analyzed in this research are summarizing the questionnaire and summarizing the record of SCHOOLOGY.

3.5.1. Summarize the record of SCHOOLOGY

Recording is analyzed from internet using icon in SCHOOLOGY. It calculates using table specification of students’ participation for a semester. Then, summarize the calculation of the recording using success criterion rubric.

3.5.2. Summarize Questionnaire

Questionnaire for students in CALL 2 class and teacher is analyzed by using the tables of specification based on success criterion. The steps are the following:

a. Make the table of specification (Appendix 1)

b. Match the items in the test into the success criterion. c. Calculate the percentage of the item.

A. Data Description

This chapter use descriptive qualitative analysis that has 30 students in CALL 2 (Computer Assisted Language Learning 2) Class 2015 at English Teacher Education Department UIN Sunan Ampel Surabaya as sample. This research uses recording document in CALL 2 class of online activity (SCHOLOGY). It is analyzed by writer to check the participant that has contributed to the class.

The document of SCHOOLOGY discovered from the lecturers, further classification instrument making in the form of tables and rubric classification. The first step, make an instrument among the rubric classification and table discussion is handled by researcher in assessing the online activity. Next, researcher classifies the students follow the online class using SCHOOLOGY media in CALL 2 class. This research takes a sample from two classes of CALL 2 consisting 60 students. The selection and the SCHOOLOGY estimation choose randomly, thus there is no comparison achievement or sequence identification numbers in this research.

When the data carried out this research has been collected, further research instrument-making in the form of a questionnaire deliver to the respondent. Respondents trusted to pass judgment on the instrument this

32

research were 30 respondents from research sample in the CALL 2. Afterwards the instrument tested the validity and reliability to determine whether the data is valid or not. The results of respondents' tabulate into a diagram to describe the amount of response data, moreover that can identify trends in data easily. Subsequent results have been analyzed outlined the study in discussion.

The following data is the result of participant in SCHOOLOGY activity based on the recording SCHOOLOGY 2015.

Participation of SCHOOLOGY 2015

English Education Department at UIN Sunan Ampel Surabaya

Nama PI N TE WA MT TC

Participant Percentage

Success criterion

R1 7 7 28 26 4 0 72 83,7

R2 11 7 19 4 1 1 43 86,3

R3 9 6 11 5 1 0 32 74,5

R4 9 5 3 8 5 0 30 80

R5 13 4 3 8 1 0 29 76

R6 8 3 6 2 10 0 29 69

R7 5 1 6 15 1 0 28 72,2

R8 13 2 6 5 0 0 26 69,3

R10 1 4 7 11 2 0 25 76,2

R11 5 7 5 6 1 0 24 76,8

R12 4 4 5 8 3 0 24 78,2

R13 4 6 7 5 1 0 23 77,5

R14 6 4 8 3 1 0 22 75,7

R15 2 3 4 10 1 0 20 74,5

R16 3 1 2 1 1 0 8 70,5

R17 3 1 2 1 1 0 8 66,3

R18 1 1 1 1 4 0 8 62,2

R19 1 4 1 1 0 0 7 62,8

R20 1 1 1 3 1 0 7 66,2

R21 1 0 3 2 0 0 6 60,2

R22 1 1 2 1 1 0 6 67,7

R23 2 1 1 1 1 0 6 64,3

R24 2 1 1 1 0 0 5 60,8

R25 3 1 1 0 0 0 5 57,5

R26 1 0 1 2 1 0 5 63,3

R27 1 1 1 1 1 0 5 64,2

R28 3 0 0 1 0 0 4 59,8

34

R30 1 1 1 0 0 0 3 58,8

Picture 4.1

Candidate of Respondent Score

4.1.1. Implementation of Research

Admission of questionnaire is online by Google form, hopefully it will not disturb the respondents’ time. Respondents fill out a questionnaire by selecting the appropriate response to reality. The questionnaire consists of two types enclosed close-ended as 11 items and open-ended as 8 items.

Picture 4.2 Online Form

The total number of students CALL 2 is 60 students, then researcher take the most active and the most passive for online learning as 30 students, researcher can only reach 25 students. It can be said the maximum number obtained by investigators. The problem is the difficult access to contact the respondents.

Picture 4.3 Total of Respondent

36

4.1.2. Instrument Validity

The test instrument is an important part in the research. With a valid and reliable instrument in data collection is expected the results to be valid and reliable. In this writing, researcher validates the two professors considered and competent in this test.

B. Research Finding

1. Students’ participation in online discussion during the “CALL” course at English Education Department of UIN Sunan Ampel Surabaya

The study produced many students' interest in participating in online class, evidenced by all students in CALL 2 participate the class either as a respondent or not. Some factors that appear in this study are; the topics is raised an interesting topic in online learning with a sample of 30 students, students who commented are familiar friends, the internet is fast access, and the score integrity is high.

The following graphic is the students’ respond based on the topic is raised such as Personal Introduction (PI) and the main topic; Netiquette (N), Technology in Education (TE), Web quest Activity (WA), Making Timeline (MT) (ungraded), and Technology Corner (TC) (ungraded).

Picture 4.4

In addition, active students also affect the quality of the students' distribution in online class, the students' distribution quality have been measured using the success criterion adapted from the work of Dr. Kelvin Thompson.

Picture 4.5

0 20 40 60 80 100 120 140 160

PI N TE WA MT TC

Participant in Each Topic

Precentage

0 20 40 60 80 100 120 140 160 180

R2 R4 R6 R8 R10 R12 R14

Gra

d

e

Active Participant

Success criterion Participant Percentage

38

Picture 4.6

In addition, researcher use a rubric (picture 4.7) to graded the students’ comments objectively. The result shows that active student comment more quality and attractive than passive students in online learning. (Picture 4.5 and picture 4.6)

0 10 20 30 40 50 60 70 80 90

R17 R19 R21 R23 R25 R27 R29

Gra

d

e

Passive Participant

Success criterion Participant Percentage

ONLINE DISCUSSIONS PARTICIPATION RUBRIC Adapted by: Dr. Kelvin Thompson

EME 5050: Fundamentals of Technology for Educators

Criteria

Superior Excellent Good Fair Poor

90-100 pts. 80-89 pts. 70-79 pts. 60-69 pts 0-59 pts. Responsiven ess to discussion assignment prompt All component s of discussion prompt addressed in initial

posting All component s of discussion prompt addressed in multiple

postings

Up to 90 % of the prompt

component s addressed in one or more

postings

Up to 75 % of the prompt

component s addressed in one or more

postings

50 % or less

of the prompt

addressed in one or more postings Application of assigned reading(s) Very clear that readings were understood by incorporati on into postings Somewhat clear that readings were understood by incorporati on into postings Somewhat unclear that readings were understood by incorporati on into postings Very unclear that readings were understood by incorporati on into postings Postings reflect no evidence of assigned readings

40

Responsiven ess to group discussion Multiple points from multiple participants clearly built upon/refute d in postings At least one point from multiple participants clearly built upon/refute d in postings At least one point from one other participant clearly built upon/refute d in postings One or more points from one or more participants only vaguely built upon/refute d in postings No evidence that any other postings have been read/Unwitti ng repetition of questions or points made by others Timeliness of discussion contributions Postings well distributed throughout the week Postings somewhat distributed throughout the week Postings neither distributed nor concentrate d throughout the week Postings somewhat concentrate d during the week (i.e., all posted within a somewhat brief period of time) Postings very concentrated during the week (i.e., all posted within a very brief period of time)

Quantity of contributions Exceeded the minimum number of postings (original post and replies) Met the minimum number of postings (original post and replies) Less than the minimum number of postings (original post and at least one reply) Original posting only Replies only (regardless of number) Adherence to discussion protocols* All on-line protocols* followed

Up to 90 % of the online

protocols* followed

Up to 75 % of the online

protocols* followed

Up to 50 % of the online

protocols* followed

25 % or less of the online protocols* followed

SCORE

Kelvin Thompson, Ed.D. Student Blogging: A Connected Stance Applied This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

42

The Result of Success Criterion

Picture 4.8

2. Students’ problems to participate online discussion

From the questionnaire, researcher get the conclusion about the problems faced by students in participating online discussion based on the diagram. First is the students demographic influence students' contribution in online learning. In achieving 65 % most of students are full-time students in the day. In explanation they need more time to spend time for this course. Moreover 32 % students joined more than three online courses, 24 % students joined two to three online courses, and 20 % students joined another online course besides CALL 2 course. In prediction 76 % students are not focus with CALL 2 course and they have less time to participate online discussion. The 34 % students are total to contribute online discussion more time.

Students’ Demographic

Picture 4.9

In conclusion students who are full time student are the most active in online discussion than others. in other hand, this questionnaire shows that 60 % students sometimes feel comfortable apply technology in learning process, 24 % students always feel comfortable using internet, and 8 % do not feel comfortable at all.

Comfortable with Technology

44

Moreover, 100 % students are able to use internet. It shows that there is no problem to students in operating internet.

Students’ can use internet

Picture 4.11

a. Internet Connection

In addition, 52 % students stay in the city, 36 % in a rural area, and 12 % in a city away from the main campus. Almost 50 % students are possibility difficult in getting internet connection.

Students’ Place

Picture 4.12

There are some ways to interrupt internet connection: 28 % students will wait until things get resolved, 48 % students will use a lab on school or a friend’s computer, 20 % students will ask the instructor for extensions on the assignments, and 4 % students will get very upset when things go wrong.

A Way to Interrupt Internet Connection

46

b. Time

As for the time, students spend time in online discussion in accordance with the following diagram.

Registered In Online Course

Picture 4.14

From the causes engender 52 % students log on to internet at least twice a week, 28 % only once a week, and 20 % students are on the knees of the gods.

Students log on to internet in a week

Based on the respondent responses, 52 % students are available to budgeted time for CALL 2 course (Picture 18). Other students take a part in CALL 2 if they are not busy with unstable time. In addition, students join this course because of current reasons such as; 1) they do not have time to take a traditional class, 2) they are nervous about the course, 3) they do not look forward the course, but they need the course, 4) they look forward to the experience. Moreover, 40 % students have less time since the class does not meet, 36 % students are able to dedicate about four to six hours a week for studying, 20 % students do not know what to expect, and the others join the course as attending and studying for a traditional course

How many times do you have for CALL 2?

48

How long you spend time for CALL 2?

Picture 4.17

c. Online Class Environment

In other hand, most of students can use internet and 80 % students find working with students interesting, 8 % students always seem to mess up their system setting and they do not like computer, but they are understand that computer is important.

Feel comfortable with computers

Students’ opinion for CALL 2 class

Picture 4.19

From this result, 56 % students look forward to the experience, 24 % students do not look forward to it, but they need the course, and 16 % students are nervous to the course, and other are neutral.

C. Discussion

A. Participation

Davis defines that participation is a person's mental and emotional engagement to achievement of goals and take the responsibility.1 From the definition, Davis separates the elements containing in participation are:2

1. The involvement of learners in all activities carried out in the learning process.

1

50

2. The willingness of students to respond and be creative in the activities carried out in the learning process.

In CALL 2 course, lecturer gives students the course authorship to develop their knowledge and creativity in sharing idea. Students are able to develop their task by self with lecture’s instruction with any sources that they have. However lecturer always controls the discussion in SCHOOLOGY to avoid the plagiarism of idea. This online class will be up if the participant are active with good instructor because of the students’ authorship.

From 180 points of participant, the most active student is 142 points and the passive is 1 points. It means that more than 50 % of sample has contributed their self well to develop the activity in SCHOOLOGY. (Picture 4.5)

Percentage of Participation

PI N TE WA MT TC

7 7 28 26 4 0

11 7 19 4 1 1

9 6 11 5 1 0

9 5 3 8 5 0

13 4 3 8 1 0

8 3 6 2 10 0

5 1 6 15 1 0

13 2 6 5 0 0

20 1 3 1 1 0

1 4 7 11 2 0

4 4 5 8 3 0

4 6 7 5 1 0

6 4 8 3 1 0

2 3 4 10 1 0

3 1 2 1 1 0

3 1 2 1 1 0

1 1 1 1 4 0

1 4 1 1 0 0

1 1 1 3 1 0

1 0 3 2 0 0

1 1 2 1 1 0

2 1 1 1 1 0

2 1 1 1 0 0

3 1 1 0 0 0

1 0 1 2 1 0

1 1 1 1 1 0

3 0 0 1 0 0

1 1 0 1 1 0

1 1 1 0 0 0

142 79 139 134 45 1

Picture 4.20

In many online courses, online discussion interplays the basis of interaction and participation. Therefore, online user has to know how to position the participant well. The following guidelines are for participation program success:3

1. Let workers progress from involvement on simple issues to more complex ones.

3

52

2. Communicate in advance their areas of decisional freedom and the

associated boundaries.

3. Don’t force workers to participate if they do not wish to do so.

4. Provide counseling for supervisors so that they will know how to handle power sharing.

5. Set realistic goals for the early stages of any participative process.

6. Keep the guiding philosophy behind participation firmly in mind at all times.

7. Never attempt to manipulate a decision under the guise of participation.

8. Maintain a delicate balance between over participation and under

participation.

9. Monitor employee perceptions of the level of empowerment experienced.

In this progress, the course has designed the online class using different topic in each period with new issues that students unknown. Moreover the topic is related with students' reality, so they are enthusiasm to know the topic about. In addition, students of CALL 2 have freedom and associate boundaries in the course, lecturer does not force students to participate if they do not wish to do. (Picture 4.18) It is important for students feeling enjoyable with the course.

Every students have own problem in online discussion such as, internet connection, nothing media to use, less time to participate, and stuck with idea. In this course, Lecturer always motivates students to check and comment this

course or task via Whatsapp. This way is achievable to stimulate students in sharing their idea or knowledge. Moreover lecturer has facilitated counseling for students via Whatsapp to help their problem.

B. Learning in class and learning out-of class

“By learning, we do not mean just book learning, or classroom learning, or even e-learning. We see learning as an integral part of life. Sometimes it demands an effort; sometimes it is not even our goal. But it always involves who we are, what we do, who we seek to connect with, and we aspire to become.4

After do research of Participation in Online Class During The CALL class at English Teacher Education Department, this statement is right. The reasons are:

1. Students have many experience and knowledge about technology

especially knowledge of application in online learning.

2. Students need effort to do the task more open minded, because the tasks in the discussion need accurate information using reference.

3. From this course, students are happy because they are able to get

experience, and new motivation to develop technology in education.

44

Digital Habitats: Stewarding Technology for Communities: Etienne Wenger, Nancy White, John D. Smith: 9780982503607: Amazon.com: Books, p. 4.

54

C. Online discussion

There are kind of discussion such as; Discussion Webs and Classroom Discussion. The CALL 2 course is discussion Webs applied Web quest. Webquest is an act of search, gather, and also compare a given domain of information, mostly based on website, blog, and internet source.

Different from internet-based conventional research, webquest is educational based information gathering. There are 3 procedural standards for Webquest:

1. Classroom Based. Webquest is asked by teacher to his student to enlarge their information about given domain.

2. Higher Critical Thinking. The information must be filtered by these 3 principles: critics, creativity, and analysis.

3. Teacher's Selection. Teacher as the task-giver should give particular web-based source to students.

In this section there are few discussion topics that need to be addressed by students. There are topics that are compulsory for students to respond and will give them credit for responding. There are also topics which may be of their interest and will provide them with channels for asking help and sharing information. In addition, this section are founded few tutorials on few topics. Students do not hesitate to request or even to propose or contribute there.

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

Most of students are open with the development of technology. Based on this course students like about online discussion although their problem is significant. This research shows that 52 % students are active to participate online discussion in CALL class especially in topic that has relation with students’ reality. Lecturer of CALL 2 has designed online discussion well using SCHOOLOGY. SCHOOLOGY is a web-based social network specifically for K-12 in schools and higher education institutions which focused on cooperation to enable users to create, to manage, to interact, and to share academic content. In other hand, the students’ anxiety is not only the application but also the topic and their environment in online discussion can influence their participation. The problems of students in participating online discussion are internet connection, time, and the enjoyable with their friends sharing.

B. SUGGESTION

Based on the conclusion about the research, government has to give more facilitate to education organization or institute especially in internet connection. Indonesia is the development country that needs more reparation in education. Education is the main life of this country. However it is very dangerous if there

56

is no one who led students in operating computer and internet. This course of CALL 2 is the one example that is enviable to apply in learning. Besides it is easy to study, it will develop students’ brain and critical.

UIN Sunan Ampel Surabaya should have own application in learning online. It is able to design SIAKAD as the students and lecturer account to be learning application. It is more useful to develop education in university.

reach-73-million.html, accessed 21 Mar 2016. Blount, Napolitano, Basic of Discussion, 2014.

Class | Define Class at Dictionary.com, http://www.dictionary.com/browse/class?s=t, accessed 21 Mar 2016.

Dessy Safitri, “A Critical Discourse Analysis of Racism in NBC News Online Mass Media of Michael Brown Case in Ferguson,Missori”, UINSA Surabaya, digilib.uinsby.ac.id/2885/, accessed 4 Jan 2015.

Digital Habitats: Stewarding Technology for Communities: Etienne Wenger, Nancy

White, John D. Smith: 9780982503607: Amazon.com: Books,

https://www.amazon.com/Digital-Habitats-Stewarding-Technology-Communities/dp/0982503601#reader_0982503601, accessed 11 Aug 2016. “discussion”, Collins COBUILD, 2006th edition.

Empowerment and participation,

http://nptel.ac.in/courses/110105034/SM_Web/Ch17modified.pdf, accessed 10 Jan 2016.

Guo, Kun, Haizhi Wang, and Xing Ge, “Lifelong Learning Capabilities of College Students Boosting by Information Technology on Education”, IERI Procedia, vol. 2, 2012, pp. 241–6 [http://dx.doi.org/10.1016/j.ieri.2012.06.082].

Hamzah B. Uno, Teknologi Komunikasi & Informasi Pembelajaran, 1st edition, Bumi Aksara, 2010.

Higher Ed and K-12 LMS Success Stories | Schoology,

https://www.schoology.com/stories, accessed 17 Aug 2016.

how_to_plan_for_and_moderate_online_discussions.pdf,

trends/downloads/how_to_plan_for_and_moderate_online_discussions.pdf, accessed 30 Mar 2016.

“learning”, OXFORD.

Long Van Nguyen, Computer Mediated Collaborative Learning within a

communicative Language Teaching Approach: A Sociocultural Perspective,

vol. 12, no. 1, 2010.

Making Elearning Work For You,

http://www.instructionaldesignexpert.com/eLearning.html, accessed 18 Aug 2016.

Muhammad Agus Fayakun, “Students’ Motivation in Choosing CALL Subject at English Education Department State Islamic University Sunan Ampel Surabaya”, UINSA Surabaya, 2014, digilib.uinsby.ac.id/1947/, accessed 4 Jan 2015.

Noeth, Richard J. and Boris B. Volkov, “Evaluating the Effectiveness of Technology in Our Schools. ACT Policy Report.”, American College Testing ACT Inc, 2004, http://eric.ed.gov/?id=ED483855, accessed 21 Mar 2016.

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http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/e dchoice/SLMQ_EffectivenessofTechnologyinSchools_InfoPower.pdf, accessed 30 Mar 2016.

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No 2, http://www.emeraldinsight.com/doi/abs/10.1108/14634449810210742,

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What is learning? definition and meaning,

http://www.businessdictionary.com/definition/learning.html, accessed 21 Mar 2016.

54

C. Online discussion

There are kind of discussion such as; Discussion Webs and Classroom Discussion. The CALL 2 course is discussion Webs applied Web quest. Webquest is an act of search, gather, and also compare a given domain of information, mostly based on website, blog, and internet source.

Different from internet-based conventional research, webquest is educational based information gathering. There are 3 procedural standards for Webquest:

1. Classroom Based. Webquest is asked by teacher to his student to enlarge their information about given domain.

2. Higher Critical Thinking. The information must be filtered by these 3 principles: critics, creativity, and analysis.

3. Teacher's Selection. Teacher as the task-giver should give particular web-based source to students.

In this section there are few discussion topics that need to be addressed by students. There are topics that are compulsory for students to respond and will give them credit for responding. There are also topics which may be of their interest and will provide them with channels for asking help and sharing information. In addition, this section are founded few tutorials on few topics. Students do not hesitate to request or even to propose or contribute there.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

55

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

Most of students are open with the development of technology. Based on this course students like about online discussion although their problem is significant. This research shows that 52 % students are active to participate online discussion in CALL class especially in topic that has relation with students’ reality. Lecturer of CALL 2 has designed online discussion well using SCHOOLOGY. SCHOOLOGY is a web-based social network specifically for K-12 in schools and higher education institutions which focused on cooperation to enable users to create, to manage, to interact, and to share academic content. In other hand, the students’ anxiety is not only the application but also the topic and their environment in online discussion can influence their participation. The problems of students in participating online discussion are internet connection, time, and the enjoyable with their friends sharing.

B. SUGGESTION

Based on the conclusion about the research, government has to give more facilitate to education organization or institute especially in internet connection. Indonesia is the development country that needs more reparation in education. Education is the main life of this country. However it is very dangerous if there

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is no one who led students in operating computer and internet. This course of CALL 2 is the one example that is enviable to apply in learning. Besides it is easy to study, it will develop students’ brain and critical.

UIN Sunan Ampel Surabaya should have own application in learning online. It is able to design SIAKAD as the students and lecturer account to be learning application. It is more useful to develop education in university.

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