THE CORRELATION BETWEEN STUDENTS’ PARTICIPATION AND THEIR EXAMINATION SCORE IN PEERWISE ONLINE LEARNING AT ENGLISH EDUCATION DEPARTMENT, UIN SUNAN AMPEL SURABAYA.

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THE CORRELATION BETWEEN STUDENTS’

PARTICIPATION AND THEIR EXAMINATION SCORE

IN PEERWISE ONLINE LEARNING AT ENGLISH

EDUCATION DEPARTMENT, UIN SUNAN AMPEL

SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree of Sarjana

Pendidikan (S.Pd) in Teaching English

By

Fadhila Alfany

NIM D05212009

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2016

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SURAT PERI\TYATAAN KEASLIAN TULISAN

Yang bertanda tangan di bawah ini :

Nama

NIM

Jurusan

Fakultas

Fadhila Alfany

D0s212009

Pendidikan Bahasa Inggris

Fakultas Tarbiyah dan llmu

f"gr**

Judul Skripsi

:

The

Correlation Between Students' Participation

and

Their

Emmination Score in PeerWise Online Learning at English Education department, UIN Sunan Ampel Surabaya

Menyatakan bahwa karya ilmiah

ini

asli hasil pekedaan saya sendiri dan

sepanjang pengetahuan penulis tidak berisi materi yang ditulis orang lain sebagai

persyaratan penyelesaian studi di perguruan tinggi ini. Namun, kecuali pada bagian

yang penulis gunakan sebagai acuan dengan mengikuti tata cara dnn etika karya

penulisan yang lazim.

4 Agustus 2016

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ADVISOR APPROVAL SHEET

'Ihis _thesis_{by Fadhila}_Alfany_{entitled "The Correlation Between Students'}_{Participation}_and Their Examination Score in PeerWise Online Learning, English Education Department, UIN

Sunan Ampel Surabaya" has been approved by the thesis advisors for further approval by the

Boards of Examiners.

Surabaya, August 1-9th 20rc Advisor

)

(

\;.)

Dr.Phil. Khoirun Niam NIP. 1 9700725 1 99603 1 004

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ADVISOR APPROVAL SI{EET

This thesis by Fadhila Alfany entitled "The Conelation between Students' Participatian and Tlrcir Examination Score in PeerWse Online Learning, Engtish Education Department, (JIN Sunan Ampel Surabcya" has been examined on August tftrth2lrcand approved by the board

of

examiners.

Surabaya, August 19th 2016

'ra..t.

_\

Dr.Phil. Khoirun Niam NrP. l 970072s 1996031A04

NrP. I 97803 t7 2009 n2A02

Examiner

III

M.Syaitudin. M.Ed. Ph.D NIP. i 973 1 013199703 1002 NIP. 1963 I I 16198903 1003

Examiner I

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KEMENTERIAN

AGAMA

UNTVERSITAS

ISLAM

IYEGERI SUNAN

AMPEL SURABAYA

PERPUSTAKAAI\

Jl. Jend. A Yani 117 Surabaya 60237 Telp. 031-8431972 Far031-8413300 E-Mail: perpus@uinsby. ac. id

LET,ItsAR PtrRN YAT :LA\ PE,RSET LJ UAN PUBLI

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ISRYA II,X,{IAH UNT UK KEP E NTI N GAN A Ii{D I.-,I {I S

Sebagai sivitas akademika UIN Sunan Ampe lSurabaya, yang bertaada. tzngarT di bawzh int, saya'. Nama

NIM

Fakultas/Jurusan

E-mail address

:

Fadhila.alfany(4)gmai1. com

:

F4dllllAlfany : D05212009

: Tarbiyah clan Keguruan/Penclidikan B'ahasa L-rggris

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English

Education Department/ UIN Sunan

l)emi pengernbangan ilmu pengetahuan, rnetwetujui untuk memberikan kepada Per:pustakun UIN Sunan Arnpel Surabay4 Hak Bebas Roralti Non-Eksklusif atas karya ilmiah :

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Demikian perflyztaart ini yang sayabuat dengan sebenarnya.

Surabava, 23,\gustus 2016

Penulis

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ABSTRACT

Alfany, Fadhila. 2016. The Correlation between Students’ Participation and Their Examination Score in PeerWise Online Learning, Universitas Islam Negeri Sunan Ampel Surabaya. English Education Department, Faculty of Tarbiyah and Teachers Training, Sunan Ampel State Islamic University

Key Words : Online students’ participation, examination score, PeerWise

Since online learning has positive impacts for learners, some course of

English education departement at UIN Sunan Ampel Surabaya implemented web-based applications for their course, such as PeerWise in Language Testing. PeerWise is one of a web-based application which designed to apply the principal of pedagogy in order to learners are able to contribute their learning. Initially, College of Auckland made PeerWise as a learning instrument to encourage students to learn computer programming and web-based application. Students’ participation in PeerWise included two participation such as making and answering questions. This study was conducted to find whether or not there is any significant correlation between students’ participation and their examination score in PeerWise online learning.

The setting of the study was in Language testing class, English education department, UIN Sunan Ampel Surabaya. The subject of this study was 105 students. The data were collected by documentation.

the correlation between students participation and their examination score as Pearson Correlation 0,092 and Sig.(2-tailed) = 0,35. It means that the variables are positively associated (it can be seen from the coefficient correlation) but there is a week correlation between two variables. The r-observation was 0,092 that we could interpret in the simple way of interpretation that it was classified as very low correlation meaning although the correlation had positive correlation but the correlation was in the very low level which had a very limited correlation.

For the next researchers who are interested in the same topic, it is suggested to conduct a research about examining the comparison between students participation on online learning and blended learning, which is the most effective to engage students. The result of such studies can help teacher to design the best learning mode (online/blended) for future learner.

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TABLE OF CONTENT

TITLE PAGE ... i

APPROVAL SHEET ... ii

MOTTO ... iii

DEDICATION ... iii

ABSTRACT ... v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENT ... viii

LIST OF APPENDICES ... xi

LIST OF TABLE ... xii

CHAPTER I : INTRODUCTION... 1

A. Background of Study ... 1

B. Statement of Problem ... 5

C. Objective of Study ... 6

D. Significance of Study ... 6

E. Research Hypothesis ... 7

E. Scope and Limit of Study ... 7

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CHAPTER II : REVIEW OF RELATED LITERATURE ... 10

A. Online Students Participation ... 10

1. Participation is a complex process of taking part and Relation with others ... 14

2. Participation is supported by physical and psychological tools ... 16

3. Participation is not synonymous with talking or wtiting .. 17

4. Participation is supported by all kinds of engaging Activities………..…..19

B. E- Learning ... 20

1. Definition of E-Learning ... 20

2. Online Learning ... 21

3. Synchronous Learning ... 22

4. Asynchronous Learning ... 23

5. Blended Learning ... 24

C. Learning Management System ... 25

D. Element of Online Courses ... 26

1. Consisten instructor presence : the value of feedback ... 27

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3. Content that is up to par ... 27

4. Tested delivery methods ... 27

5. Online Test and Quizzes ... 27

E. Students Examination Score ... 28

F. PeerWise ... 28

H. The Previous Study ... 31

CHAPTER III RESEARCH METHODOLOGY ... 35

A. Research Design ... 35

B. Research Population and Sample ... 36

C. Research Subject and Setting ... 37

D. Research Variable ... 37

E. Hypothesis ... 39

C. Data and Source of Data ... 40

E. Data Collection Technique ... 40

F. Research Instrument ... 41

G. Data Analysis Technique ... 43

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 48

A. Research Findings ... 48

1. The Level of Students’ Participation in PeerWise... 48

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3. Normality Test ... 52

4. The Correlation between Students’ Participation and Their Examination Score in PeerWise Online Learning ... 53

5. The Computation of Correlation between Students’ Participation and Examination Score in PeerWise Online Learning ... 58

B. Discussion ... 58

1. Interpretation of Normality Test ... 82

2. The Level of Students’ Participation ... 59

3. The Level of Students’ Examination Score ... 60

4. The Correlation between Students’ Participation and Their Examination Score ... 61

CHAPTER V CONCLUSION AND SUGGESTION ... 64

A. Conclusion ... 64

B. Suggestion ... 65

BIBLIOGRAPHY

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CHAPTER I

INTRODUCTION

A. Background of The Study

This chapter presents the background of the study, the problem, the objective, the hypothesis, and the significance of the study. The scope and limitation of the research and the definition key terms used in this study are also presented. Each section is presented as follows.

In the globalization era, the progression of internet technology especially the World Wide Web and virtual learning situations has developed quickly. It has affected asynchronous communication technologies, featuring tools that facilitate important discourse between learners and teachers significantly. Moreover, Duffy and Cunningham characterized that important discourse as a process of developing information, exchanging ideas and different perspective. Likewise, constructivist learning supports important discourse by enabling students to build information through reflection, prior knowledge and experiences.1

Furthermore, the online environment has provided more chances for learners to participate in collaborative technologies. For example, e-mail, discussion, chatrooms, whiteboards, and announcements. Gilberts and Dabbagh stated that these 11

Jonassen, D. H., & Land, S. M.Preface. In D. H. Jonassen & S. M. Land (Eds.), “Theoretical foundations of learning environments”, New Jersey: Lawrence Erlbaum 2000, pp. 3–9

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asynchronous communication tools have enhanced learning in the online environment over the globe, as well as augmented classroom online discussions by supporting reflection social negotiation and knowledge development.2

Nowadays, online education can be defined as an approach to teaching and learning that utilizes internet technologies to convey and collaborate in an educational context. This includes technology that used in traditional classroom training with web-based components and learning environments where the educational process is experienced online.3

In spite of the fact that internet technology as developed the method of online learning, the origins of distance education emerged in the early 1900’s. Prewitt stated that Universities of Pennsylvania and Chicago were the first which utilize the United Postal Service to introduce universal free delivery of educational resources.

Recently, many universities, colleges, secondary, and elementary schools and also business and vacation schools have taken advantage of this new method of online education. Besides, according to Beldarrain distance education has developed from correspondence schools to delivery mechanisms such as independent study, computer-based instruction, computer assisted instruction, video courses, video conferencing, web-based instruction and online learning. Moreover, Pritchard stated

Wishart and Guy, “Analyzing Responses, Moves, and Roles in Online Discussions,” pp.1–2.

“Educational Benefits of Online Learning,”pp. 1.

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that since the conception of the World Wide Web, web-based education is becoming a new method for best practices in teaching quickly.

Since online learning has positive impacts for learners, some course of English education department at UIN Sunan Ampel Surabaya implemented web-based applications for their course, such as PeerWise in Classroom management course, Schoology in speaking course, Edmodo in reading and Morphology course, and youtube & blog in CALL course. A web-based application that described above deliver mechanisms such as independent study, computer-based instruction, computer assisted instruction, video courses, web-based instruction and online learning. Here, the writer chooses one of web-based application PeerWise that was implemented by Classroom management and Language testing course as the research subject.

PeerWise is one of web-based application which designed to apply principal of pedagogy in order to learners are able to contribute their learning. Initially, College of Auckland made PeerWise as learning instrument to encourage students learn computer programming and web-based application.

At present, PeerWise emerges at UIN Sunan Ampel Surabaya and used in Classroom management and Language testing course. Students who attended Classroom management and Language testing have to create, answer and rate question on PeerWise. Moreover, the researcher used PeerWise as subject research because the result of the research will offer many advantages to the theory of

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learning through technologies by using online learning method and the research result will give clear concept as the reference for the next researcher who wants to conduct a research on the same or similar strategy as in this research.

By this day, there are researches on PeerWise but only limited on students’ perception. The first is research by Lenandlar Singh, the title is “Technology enhanced peer learning with PeerWise: Experiences and perceptions from a developing country”. Singh discussed about the students’ perception of PeerWise and reports on experiences of using PeerWise. Evidence from this review suggests that most students were able to contribute to PeerWise and that approximately 25% of students contributed much more than was expected .

Second, “PeerWise-The marmite of Veterinary Student Learning” by Amanda Sykes, Paul Denny and Lesley Nicolson, Student Learning Service, The University of Glasgow. They focuses on student engagement of the class with the tool and their perception toward PeerWise. Thus, we can conclude that both research focus on student perception of PeerWise. Moreover, the writer believes that the research of PeerWise will gives new contribution in education especially for online learning and preferences for the next research that used PeerWise as issue.

The research of PeerWise is important because this research has commented on student-generated multiple choice questions (MCQs) on PeerWise. The students earn badges based on accumulated scores which they get from participation’s metrics through social interactive tool. PeerWise give a lot of activities to students such as

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create questions, answer, review, comment and earn badges. Therefore, we can assume that two category of students toward the participation of PeerWise include active students and passive students. The active students have to be diligent because they contribute a lot of create questions, answer, review, comment and they got many badges from PeerWise as appreciation. On other hand, the passive students just create few questions, answer, rare to give review, not at all for comment. Since two category of the final examination score include high and low score, the writer concludes that active students will get high score and passive students will get low score. The statement above only ideas or opinion which not rely on valid theory and precise research. Hence, the statement have to proven. Is there any significant correlation or not between two variables.

Until this research carried out, we do not know yet is there significant correlation or not between students’ participation and their examination score in PeerWise online learning. Thus, the writer will examine is there any significant correlation between two variables or not by doing the research. Moreover, the writer wants to know how the participation and their eaxmination score of students in PeerWise online learning not proven yer. This is the first research to have PeerWise as the main topic with the correlational design.

B. Statements of The Research Problem

Based on the reason above, the research questions in this study are : 1. How is students’ participation level on PeerWise online learning?

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2. How is students’ level of examination score on PeerWise online learning?

3. Is there any significant correlation between students’ participation and their examination score in an PeerWise online learning?

C. Objectives of The Study

The research is conducted to find out whether each students’ participation correlates with their course examination score in PeerWise online learning

D. Significances of The Study

1. Theoretical Benefits

a. The result of the research will offer many advantages to the theory of learning through technologies by using online learning method.

b. The research result will give clear concept as the reference for the next researcher who wants to conduct a research on the same or similar strategy as in this research

2. Practical Benefits

a. Through the result, the students know and comprehend of the demonstrate positive attitudes and inclinations toward technology integration in their learning experience using PeerWise in online learning.

b. By the result, the teacher has a new view on technology integration of students learning experience for CSP (Contributive Student Pedagogy) approach.

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E. Research Hypothesis

The statement of the hypothesis of this study is as follow.

The statement of the hypothesis of this study is as follow. The hypothesis of this research is there is positive and significant correlation between students’ participation and their examination score PeerWise online learning.

F. Scope and Limitation

The research will focus on the correlation between students’ participation and their examination score in PeerWise online learning at English education departement, UIN Sunan Ampel Surabaya. It is limited to describe : (1) Students’ participation level in PeerWise online learning, (2) Their examination scores level in PeerWise online learning and (3) Students’ participation and their examination score in PeerWise online learning, at English education department, UIN Sunan Ampel Surabaya. This study does not discuss the influence of each variable. It is focused to find if there is any correlation between variable or not.

G. Definition of Key Terms

1. Correlation : a shared relationship. It can also be defined as close relationship between two things or two variable. In this study, the correlation is about students’ participation (X variable) and examination score (Y variable). Correlation aims to find out is there any correlation or not, if there is relation between variable how tight it is.

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2. Online Learning : Online course are those in which at least 80 percent of the

course content is delivered online.4 Online learning is a way of studying for an

internationally recognised qualification without needing to attend classes on campus.

3. Students’ Participation : Participation is a complex process of taking part and

maintaining relations with others. The work of Jaldemark indicates that participation is belonging to a community. Central aspect of community called when learner participating in and feeling that they connected or attached to a group. People who have a strong attachment to a group are tend to participate and help others. Conversely, Wellman & Gulia have opinion that when people participating and helping others, it means that they run group attachment. Likewise, Pallof and Pratt have argued that collaboration and community are dual processess. Thus, the importance of group attachment should not be forgotten when researching online learner partcipation.5 In this case, students’ participation on PeerWise online learning include some activities such as making question, answering question, giving comment and giving review. Notwithstanding many activities that students have to participate in PeerWise but the researcher only takes two main activities which have high influence toward students’ examination score.

Allen and Seaman, "Changing Course", pp.11.

Stefan Hrastinski, “A theory of online learning as online participation” Uppsala University, Computer and Systems Science, Department of Information Science, Sweden., pp. 78 – 82

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4. PeerWise : PeerWise is a powerful, free tool that allows student to create their

own multiple chioce questions, provide a rationale and explanation for their ‘correct’ choice, peers can complete the questions and provide feedback on the options. Questions can be rated in similar manner to the Amazon.com starring system, students learn how multiple choice question work, and learn the content through the creation of challenging questions and explanations, and by completeting others’ questions. Instructors can see the questions created and correct misconceptions if they choose to, or let the students correct each other and only intervene if the students get away of track.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses some issues related to the correlation between students’ participation and their examination score which become the focus of this research. It contains the review of related study or calls the previous study. Some previous studies related to this research are also discussed. Another, it consist of some theories strengthening the problem discussed here.

1. Online Students Participation

Recently, online learning has learning participation element as main part which has been discussed widely. In some research, learning participation has been conceptualized separately. For example, there are six different method of conceptualization that mentioned by Hrastinski : accesing e-learning environments, writing, quality of writing, writing and reading, actual and perceived writing and taking part and joining the dialog. After analyzing several related studies in the literature, Hrastinski proposed following definition of online learner participation :

Since Hrastinski has analyzed some related study in the literature, therefore he proposed online learner participation definition in the following paragraph.

Learning process by draw in part and preserve connections with others is definition of online leraner participation. It is complex process constituting doing,

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communicating, thinking, feeling and belonging, which happens both online and offline.1

Moreover, Reverence to Hrastinski reveals that learning outcome can be enhanced through students participation which have interaction connected with peers and teachers in online environments. Researchers express that participation afflicts perceived constructive learning, assesment quality of assignment, examination score, satisfication and retention rates in the literature.2

For example, Woods correctly argues that on the succes of online courses and students fulfilment, interaction of quality and quantity with the teacher and peers much more essential than to success and fulfilment in traditional course.

In a study of Davies and Graff found that the relationship between the level of online participation and students grades (i.e high, medium, low, fail). According to them, the students accomplishing high or medium passing grades are engaged more actively than students accomplishing low passing grades, while students accomplishing low passing grades were more active that students who failed in the some units of courses.3

Stefan Hrastinski (forthcoming), “What is online learner participation”, A literature review. Computers & Education

Stefan Hrastinski, “A theory of online learning as online participation”, Uppsala University, Computer and Systems Science, Department of Information Science, Sweden., pp. 78 – 82

Davies, J., & Graff, M, “Performance in e-learning: Online participation and student grades”, British Journal of Educational Technology, 36(4), 2005, pp. 657–663

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As Picciano points out that students perceived greated quality and quantity of learning as a result of participating in the discussions.

Accordingly, his opinion found on another study that conducted to anlyze discussion in course delivered for online method.

In the literature, there are several studies that take an interest in factors affecting the participation in online asynchronous discussion. First, attributes of the asynchronous online discussion. Second, role of the facilitator. The last is design of discussion activities.

In addition, turning to Vonderwell and Zachariah, they finds that some factors which influence online students’ particpation. There are technology and interface characteristics, content area experience, student roles and instructional tasks, and the last is information overload.4

Since another study that examined the nature of interaction in an online course from both perspective of teacher and student which conducted by Vrasidas and McIssac. Consequently, they conclude that some factors are able to affected the interaction. The factors are the structure of course, class size, feedback, and prior knowledge of computer mediated communication (CMC).

In a further, there are other important aspects that influence students’ participation and one of them is related to the differences in students’ demographic and abilities in online courses.

Vonderwell, S., & Zachariah, S. “Factors that influence participation in online learning. Journal of Research on Technology in Education”, 38(2), 2005, pp.213–230

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For example, the work of Godwin, Thorpe and Richardson reveals that there are differences between students who take online course with high level of interaction and the students who take online course with low level interaction. The differences are regarding to age, gender, and previous qualifications. Eventhough the results were not statistically substantial, students who have high interaction were usually younger, male and having had higher educational qualifications.5

Carry on study for more detail, reference to McLean and Morrison reveals that the relationship between students participation and six socio demographic variables ((i.e sex, age, education, level, occupation, residence in urban or rural areas, and region of residence). Two variables that belong to the result of their study are two variables which is holding a university degree and living in an urban area. That on the variables become the strongest predictors of participation.

In addition, another related study by Prinsen, Volman, and Trewel who examined the influence of students characterisitic on degree and type on participation in a CSCL environment stated that females send more messages to the discussion than males do. They are more dependent on their computer skills.6

Participation is often a key predictor for early warning signals of student performance and achievement. Literature indicates that regular participation is an

Morris, K. V., Finnegan, C., & Sz-Shyan, W, “Tracking student behavior, persistence, and achievement in online courses”, Internet and Higher Education, 8(3), 2005, pp.221–231

Yukselturk, “An Investigation of Factors Affecting Student Participation Level in an Online Discussion Forum.,” pp. 2.

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important factor in a students’ success at school. As Roby has indicated, participation is an important variable in measuring academic performance

2. Key Characteristics of Learner participation

a. Participation is a complex process of taking part and maintaining relations

with others

In the literature, Wenger stated that participation is partially intersects toward as feel of community.

At the fact, most of researcher believed that participation is belonging to a community. Here, Wenger also has opinion that basic aspect of feel community is that participating into in and sensing connected to a group.

In a further, when people have high attachment to a cluster so they tend to likely participate and help each other. Conversely, a cluster attachment exactly

driven by students’ participation and students’ help each other.7 This case is

supported by Palloff and Pratt, they perceptively state that collaboration and community are dual processes. Therefore, online students’ participation has assumption that group attachment is important and should not be forgotten.8

The work of Rovai, reveals that he has his own definitions of community. Rovai perceptively states that the most essesntial elements of community include

Wenger, E., “Communities of practice: Learning, meaning, and identity”, Cambridge: Cambridge University Press, 1998

Palloff, R. M., & Pratt, K., “Collaborating online: Learning together in community”, San Francisco: Jossey-Bass , 2005

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“mutual interdependence among members, sense of belonging, connectedness, spirit, trust, interactivity, common expectatations, shared values and goals, and overlapping

histories among members”.9 Description of sense of community that Rovai used has

rejected by Wenger. Wenger’s states erronesously that Rovai definitions’ only use positive term. Therefore, Wenger disagree with Rovai’s argument that participation in community involves all kinds of relations, i.e “conflictual as well as harmonious, intimate as well as political , competitive as well as cooperative”.

Finally, most of research is proven to be obvious that eventhough the participation and sense of community has the similarities and difference between the concept but actually it’s related. It will need to be further explored in in future research.

In a further literature, learning communities is popularly used. It has definition that “learning communities is a limited number of people who share common goals and a common culture”. In addition, Johnson makes clear that the relationship between community and collaboration as cyclical: “collaboration supports the creation of community and community supports the ability to collaborate”.10 It’s characteristic are work together ; learn from each other and from the surrounding culture and environment.

Rovai, A. “Building sense of community at a distance. International Review of Research in Open and Distance Learning”, 2002, 3(1), pp. 1–16

Johnson, D. W., Johnson, R. T., & Stanne, M. B. “Cooperative learning methods: A meta-analysis”, (2000). from http://www.co-operation.org/pages/clmethods.html.

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In a study Hrastinski found that online learning communities underscores that their learning often mediated online.

Another influential concept is that of knowledge-building communities, which emphasize that the purpose of learning communities should be to increase the collective knowledge by contributing beyond what is already known.

In summary, there are relationship between learning participation and sense of community, learning communities concepts, and knowledge-building communities. It is related each other. However, Hrastinski does not support the argument. He has indicated that this relationship is complex and depends on how each of the concepts is defined. Moreover, he perceptively states participation has drawbacks or negative view include conflictual thing and competitive relations while such relations were not mentioned in the definitions reviewed above.

b. Participation is supported by physical and psychological tools

Nowadays, technologies that have created by human has been developed. It has changed how we communicate and use intellectual resource. As we know that internet made our communicate easier, quicker and cheaper over far or near distance. Furthermore, Saijo correctly argues that people learn by use artifacts eventhough they opposes with traditional approaches to understanding learning, which “treat knowledge and skill as if people were not operating with tools when solving

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problems and when managing social activities”.11 Then, a study by Vygotsky shows

that there are distinguished two types of tools, there are physical and psychological tools. Usually, physical tools such computer has function to assist person to achieve their aims. He also believed that Psychological tools such language are commonly used together with physical tools. In addition, Hrastinski gives example, It has high possibility to communicate with each other people by using language (physicological tool) while using appropriate tool like computer (physical tool) that connected to the internet.

In conclusion, Hrastinski rightly points out that online learner participation happens at the nexus of physical and psychological tools. Physical tools such software is not enough to make online learning participation. Not only physical tools but also psychological tools such as exercise are extremely needed that engaged the learners.

c. Participation is not synonymous with talking or wtiting

Actually, participation happens on both personal and social levels. Thus, there are clarification, indeed, when we have a socially conversation with someone in the inappropriate situation like we are not engaged at that times :

“From Wenger’s perspective the engagement with the social, world

even when it does not clearly involve interactions with others. Being in hotel

Säljö, R. “Learning as the use of tools: A sociocultural perspective on the human-technology”, link. In K. Littleton & P. Light (Eds.), Learning with computers: Analysing productive interactionLondon: Routledge, 1999, pp. 144–161.

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room by yourself preparing a set of slides for a presentation the next morning

may not seem like a particularly social event, yet its meaning is

fundamentally social. Not only is the audience there with you as you attempt

to make your points understandable to them, but your colleagues are there

too, looking over your shoulder, as it were, representing for you your sense of

accountability to the professional standards of your community. A child doing

homework, a doctor making a decision, a traveler reading book – all these

activities implicity involve other people who may not be present”.12

Indeed, according to social theories on learning, Hrastinski makes clear that Wenger’s quote above gives illustration that online participation is extremely complex to analyzed. It describes that participation is not same with talking o writing.

In research, simple measure is needed. Online participation usually measured by quantitative design such as how many messages learners have posted on a discussion board.

Further in research, Romiszowski and Mason make clear that there is an assumption which seldom, but it is challenged. Infrequent contributors are “passive recipients rather than actively engaged in learning”. They thought that since it may involve engagement, thought and reflection, so much reading is not passive.

Wenger, E. “Communities of practice: Learning, meaning, and identity”, Cambridge: Cambridge University Press.1998

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Therefore, from the discussion above, participating by talking or writing should be considered as one aspect of online learner participation.13

Moreover, Hrastinski correctly argues this is reflected by two of Kolb, four basic learning modes : abstract conceptualization, which emphasizes thinking, and reflective observation, which emphasize understanding. In conclusion, it is not enough to just calculate the number of messages which learners write depend on quantitative measures when observing online learner participation.14

d. Participation is supported by all kinds of engaging activities

In a study, Hrastinski points out that the basis of collaborative involves the construction of meaning with others and individual.

Moreover, Littleton and Hakkinen have drawn attention to the fact that collaboration involve the construction of meaning with others. It’s characteristic include joint commitment to a shared aims.15 Besides, turning to Dillenbourg, found that it is a condition which two or more people can learn and attempt to learn something together. On other hand, since participation may involve all kinds of relations, conflictual as well as harmonious, intimate as well as political, competitive

Romiszowski, A., & Mason, R. “Computer-mediated communication” In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology, New Jersey : Lawrence Erlbaum, 2004 (pp. 397–431)

Kolb, D. A. “Experiential learning. “Experience as the source of learning and development”, Englewood Cliffs”, NJ: Prentice-Hall, 1984

Littleton, K., & Häkkinen, P. “Learning together: Understanding the processes of computer-based collaborative learning” In P. Dillenbourg (Ed.), Collaborative learning: 1999 “Cognitive and computational approaches” Oxford: Elsevier, 1999, pp. 20–30

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as well as cooperative, so participation should not be regarded as same to cooperation or collaboration.16

As mentioned above, reference to Wenger reveals that participation as a process of taking part and also to the relations with others that reflect this process. It is complex process that includes, for example doing, talking, thinking, feeling, and belonging. In short, participation involves everything we do and feel when being part of engaging experiences.

2. E-Learning

A. Definition of E-Learning

Essentially, e-learning is educational system or tool which is computer based that enable an individual to learn anywhere and anytime. Nevertheless, e-learning was delivered using a blend of computer-based methods like CD-ROM, but nowadays, e-learning is much more delivered through the internet.17

The origins of the term e-learning is not certain, although it is suggested that the term most likely originated during the 1980’s, within the similar time frame of another delivery mode online learning.

Especially, Ellis rightly points out that e-learning not only include content and instructional methods delivered via CD-ROM, the internet or intranet but also

Dillenbourg, P. Introduction: “What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches” Oxford: Elsevier Science, 1999 pp. 1–19

“ E-learning concepts,trends,aplications”, Epignosis LLC., San Francisco, California - United States of America, pp.5

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involves audio and videotape, satellite broadcast and interactive TV. Therefore, Ellis states that she totally disagree with Nichols who have other definition about e-learning. According to Nichols, e-learning is something that just has limitation in web-based, web-distributed, or web-capable using technological tools.18

Some researchers like Tavangarian, Leypold, Nolting, Roser ,and Voigt as well as Triacca, Bolchini, Botturi, and Inversini believe that the technology being used was not enough as a descriptor even the technological feature are involve the definition of the term. 19

In a further, Tavangarian involve the constructivist theoretical model as a framework for their definition. Through knowledge building process, the work of Tavangarian reveals that e-learning indicates some metamorphosis from an individuals’ experience into the individuals’ knowledge through the knowledge.20

Though Triacca points out that e-learning was type of online learning, she indicated that some level of interactivity needs to be included to make the true definition in describing the learning experience as Ellis thought.

Ellis, R. “Down with boring e-learning”, Interview with e-learning guru Dr. Michael W. Allen., (2004). Learning circuits. Retrieved from.

http://www.astd.org/LC/0704_allen.htm,

Tavangarian, D., Leypold, M. E., Nölting, K., Röser, M., & Voigt, D. “Is e-Learning the solution for individual learning?” Electronic Journal of e-Learning, 2(2), 2004, pp.273−280.

Triacca, L., Bolchini, D., Botturi, L., & Inversini, A.. “Mile: Systematic usability evaluation for e-Learning web applications”, AACE Journal, 12(4), 2004

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B. Online Learning

Recent, online learning has few definition on it’s term. Online learning can be described by using different phrases such as distance learning, e-learning, mobile learning, computer-based training (CBT), web-based training (WBT), instructor-led training (ILT), online training, online learning, blended learning, classroom training, or webinars.

The work ofHowatson and Jones found that online learning provides a means

of delivering flexible education as well as increasing the scope of academic programs.

In other opinion, Benson stated that most of authors featured online learning as acces to learning experiences through the use of some technology.

Further, both Benson and Conrad perceptively indicate that learners are able to have educationally chances via online learning as the newest version of distance learning. Others authors like Oblinger, Hiltz, and Turrof found that not only the accessibility of online learning but also its connectivity, flexibility and ability to promote different interactions.21

Likewise, clear statement from Benson that online learning is a newer version and improved version of distance learning. As well as Benson, Hiltz, and Turrof also

Hiltz, S. R., Coppola, N., Rotter, N., Turoff, M., & Benbunan-Fich, R. “Measuring the importance of collaborative learning for the effectiveness of ALN”: A multi-measure, multi-method approach. Journal of Asynchronous Learning Networks, 4(2), 2000, pp.103–125.

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believes that although there is differentiation in their own descriptive narrative but actually, there is a relationship between distance learning and online learning.22 C. Synchronous Learning

Synchronous communication enables real time communication between individuals. Such tools include text chat rooms, audio or video conferencing and shared whiteboards. Synchronous communication occurs when collaboration take place at the same time such as within chat rooms, web conferencing or virtual classrooms. These tools require simultaneous communication between students and teachers. Reference to Brown and Green reveals that distance courses that employ synchronous communication, such as video conferencing or teleconferencing, could be compared to traditional classroom instruction relatively easily in terms of the time spent by students in course participation.

Examples of synchronous learning are online chat and video conferencing. Every learning tool that is in real time, such as instant messaging that allows students and teachers to asks and answer question immediately. Students who participate in synchronous learning courses are able to interact with other students and their teachers during the lesson rather than learning on their own.

The main advantage of synchronous learning is that it enables students to avoid feelings of isolation because they are in communication with others throughout the learning process. However, synchronous learning is not as flexible to students 22

Joi L. Moore,Camille Dickson-Deane,Krista Galyen, “E-Learning, Online Learning, and Distance Learning Environments: Are They the Same?”pp. 1

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who have limit time as to attend a live teaching session or online courses in real-time. So, it may not be ideal for those who already have busy schedules. 23

D. Asynchronous Learning

Asynchronous learning on other hand can be carried out even when the student or teacher is offline. Coursework and communications delivered via web, email and messages posted on community forums are perfect examples of asynchronous e-learning. In these instances, students will typically complete the lessons on their own and merely use the internet as a support tool rather than venturing online solely for interactive classes.

A student is able to follow the curriculum at their own pace without having to worry about scheduling conflicts. This may be a perfect option for users who enjoy taking their time with each lesson plan in the curriculum and would prefer to research topics on their own. However, those who lacks the motivation to do the coursework on their own may find that they do not receive significant benefit from asynchronous learning. Asynchronous learning can also lead to feelings of isolation, as there is no real interactive educational environment.

Ideally, effective e-learning courses should include both asynchronous and synchronous learning activities. This allows students and teachers to benefit from the different delivery formats regardless of their schedules or preferred learning

“E-Learning, concept, trends and application”, Epignosis LLC, 315 Montgomery Street, 8th and 8th Floors San fransisco - California USA, pp. 44/www.efrontlearning.net

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methods. This approach provides students with access to immediate help if needed, while still giving them the ability to learn at their own pace. 24

E. Blended Learning

Blended learning is a combination of offline (face-to-face, traditional learning) and online learning in a way that the one compliment the other. It provides individuals with the opportunity to enjoy the best of both worlds. For example, a student might attend classes in a real world classroom setting, and then supplement the lesson plan by completing online multimedia coursework. As such, the student would only have to physically attend class once a week and would be free to go at their own pace and without worrying about scheduling issues.

Blended learning is often also referred to as “hybrid” learning, and can take on a variety of forms in online education environments. While some organizations may only use blended learning techniques on rare occasions, other might utilize it as a primary teaching method within their curriculum. There are two key principles commonly associated with blended learning. Students who can share information and work with other students directly in a collaborative setting have a more enriched learning experience, and collaboration between students can be improved upon if group activities rely on information gathered from online resources or lessons. It’s

“E-Learning, concept, trends and application, Epignosis”, LLC 315 Montgomery Street, 8th and 8th Floors San fransisco - California USA, pp. 45/www.efrontlearning.net

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also been suggested that students who complete online coursework followed by interactive, face-to-face class activities have richer educational experiences. 25

Tools and platforms that complement blended learning include LMSs and mobile devices such as tablets and smartphones.

F. Learning Management System

LMS stands for Learning Management System and it’s a global term for a computer system specifically developed for managing online courses, distributing course material and allowing collaboration between students and teachers. A LMS will allow you to manage every aspect of a course, from the registration of students to the storing of test results, as well as allowing to accept assignments digitally and keep in touch with the students. In essence, the LMS is the backbone of most e-learning activities.

LMSs are built on various platforms, commonly PHP, Net or Java and they will hook up to a database such as PostegreSQL, MySQL or SQL server. There are many LMSs out there, both commercial and open source.

In a corporate environment such a system can be used to monitor staff, and keep records of appraisals and training. Whether the course is run for a few learners over a long period of time, or for many over a shorter period, a Learning Management System makes the course easier. A good LMS will also have a

Ibid…pp. 69-70

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reporting system so the teacher can access information that would be tricky to gather ourself.

4. Element of Online Courses

When creating an online course, there are a number of criteria must be prepared to ensure that students receive the benefits when they signed up for. Below is a list of important ones :

A. Consisten instructor presence : the value of feedback

It is very important to decide the role of the instructor in the e-learning process. As we know that there are much things which the instructor have to do as like to encourage, inspire and gives proper feedback to the learners in the learning process. Moreover, the instructor also have to facilitate such a relationship between learner and instructor. Learning Management System (LMS) offer options like instant messaging between peers, email and other tools that ensure the relationship between learner and instructor running properly.

B. A streamlined and well-designed LMS

Learning Management System (LMS) have to be an efficient e-learning site that will be easy to operate, well-organized and contains high quality of material. Surely, the instructor and the learners want that e-learning process run efficiently. For example, daily task should include the distribution of the new material and sending, receiving and grading assignments. Furthermore, LMS have to ensure that

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the user can easily to operate the features which is important part of e-learning process.

C. Content that is up to par

The design of content have to offer both teachers and learners a set of guidlines. It’s quality must be on par with the impression of LMS. Therefore, a system must be well designed and efficient.

D. Tested delivery methods

Things that need to always be sure is the posted material for learners have to compatible with all the possible web browsers or platforms being used. When all of these essential components are in place online learning establishment have the ability to not only provide students with the skill sets and knowledge but also a virtual education platform that helps to contribute to their future success.

E. Online test and quizzes

At the fact e-learning lacks the component of physical presence, thus tests and quizzes become an essential part of the educational process. Through online test and quizzes, an instructor is able to track the progress of students and assess the effectiveness of the curriculum, while at the same time students have the ability to track their own progress and improve on their skills accordingly. 26

5. Students Examination Score

Ibid..pp .53

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Examination score refers to the learner ability within a classroom lesson, unit, or even curriculum.27 In addition, a reference to Nunan in his book, reveals that examination score is student mastery of specific curricular objectives.28 It means that examination score is student mastery of specific objectives within the lesson or curriculum. In this case, students’ examination score refers to the students’ acquisition in PeerWise web-based application which is contained in lesson, unit, or curriculum. Likewise, Richards has drawn attention the fact that curriculum goals are to represent the outcomes of a language program.29

6. PeerWise

PeerWise is web-based learning tool that leverages the familiarity students have with social software and web 2.0, engaging them directly in the assesment process. Using PeerWise, students work collaboratively with their peers to construct, share, evaluate, answer and discuss a repository of assesment questions relevant to their course. Students are responsible for creating and moderating the resource, typically generating many hundreds of questions and submitting many thousands of answer. Since its first use at the University of Auckland in 2007, more than 200.000 questions and 5 million answers have been contributed by students from over 200 institution around the world.

H. Douglas Brown and Priyanvada Abeywickrama," Language Assessment: Principles and Classroom Practices", pp 9.

David Nunan, "Task-Based Language Teaching", pp. 143

Jack C. Richards, The Language…,pp. 67.

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PeerWise was purposefully developed to exploit students’ familiraty with social software and the web 2.0 phenomenon and places the responsibility of learning into the hands of students in a way is that is consistant with CSP. Wickersham and McGhee argue that deeper learning is evidenced when learners don’t just regurgitate information but reflect on it to produce knowledge. The use of student-generated MCQs for learning is one example of this approach, and has a wide range of documented benefits including the development of a deeper understanding of the subject content learned, with a shift from acquiring knowledge. The use of student generated MCQs for learning is one example of this approach, and has a wide range of documented benefits including the development of a deeper understanding of the subject content learned, with a shift from acquiring knowledge to using knowledge and developing a sense of ownership of the subject content. Through question construction and response ; composition of explanations to contributed questions, and feedback submission to their peers, students engage in the application of higher order cognitive thinking skills. This points to a shift from the old paradigm where questions are created by teachers and lecturers then administered to student.

A number of studies on PeerWise focus on patterns of contribution and correlations between student contribution and final examination scores. In addition, students’ perception and the quality of items contributed by students are also explored. Denny, Luxton and Hamer reported that students developed high quality questions and were able to determine the quality of questions to the question bank.

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Similarly, Sykes, Denny and Nicolson and Feely and Parris reported that students contributed significantly more than was expected of them. Overall, positive correlations were reported between students’ contribution and the grades obtained.

Denny, Luxton-Reilly and Harmer reported that students believed PeerWise helped them to learn and that they were willing to use the tool again. Bottomly and Denny stated that students rated PeerWise very highly and found it to be useful learning tool. PeerWise was similarly rated by students in the studies by Sykes, Denny and Nicolson and Feeley and Parris.

While evidence points to the significant utility of PeerWise to education, a number of related issues are also highlighted. From the students’ perspective, Denny, Luxton-Reilly and Hamer noted that external motivation is needed to support question generation in PeerWise. Further, issues related to students’ dissatisfaction with moderation of the question bank were reported by Sykes, Denny and Nicolson. The quality of MCQs created by students is also an issue underlined for attention in the literature. From the teachers’ perspective, Denny, Hanks and Simon identified three concerns in using PeerWie for their course : the quality of questions in the repository ; the evidence of learning benefits, and the issue of students’ perceptions of activity value when using PeerWise.30

Lenandlar Singh, “Technology enhanced peer learning with PeerWise: Experiences and perceptions from a developing country “, Department of Computer Science, University of Guyana , Caribbean Teaching Scholar , Vol. 4, No. 1, April 2014, pp.2-3

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B. Previous Study

By this day, there are researches on PeerWise but only limited on students’

perception. The first is research by Lenandlar Singh, the title is “Technology

enhanced peer learning with PeerWise: Experiences and perceptions from a

developing country”. Singh discussed about the students’ perception of PeerWise

and reports on experiences of using PeerWise. Evidence from this review suggests that most students were able to contribute to PeerWise and that approximately 25%

of students contributed much more than was expected . Second, “PeerWise-The

marmite of Veterinary Student Learning” by Amanda Sykes, Paul Denny and Lesley

Nicolson, Student Learning Service, The University of Glasgow. They focuses on

student engagement of the class with the tool and their perception toward PeerWise. Thus, we can conclude that both research focus on student perception of PeerWise. The difference is located on student engagement which only conduct by Amanda Sykes in second research. From the both research, the researcher summarize that the variable used by Lenandlar and Amanda are different compare with the variable which the writer will used. Here, the writer will try to looking for about the students’ participation and student’ examination score. Nevertheless there are similarity between participation and engagement but actually it has differences.

Generally, the researcher attempts to analyze some research that used online learning as main topic. This case happened because the research about PeerWise is rarely to found. At least, there are previous studies that have same topic with the

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researcher have in order to avoid the plagiarism.Third, “Toward constructivism for

adults learners in online learning environment”, the research discuss of examining

the impact of constructivism in online learning environment when focusing on adult learners. The author of that research develops the connection between constructivism and adult learning theory. In addition, the paper proposes instructional guidlines using the constructivist approach in online learning for adults. Fourth, “Evaluation of

evidence-based practices in online learning : A meta-analysis and review of online

learning studies”, the research examined that on average, students in online learning

conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes measured as the difference between treatment and control means,divided by the pooled standard deviation was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Fifth,

“Virtual interaction : Design factors affecting student satisfication and perceived

learning in asynchronous online courses”, the research looks at factors affecting

student satisfication with and perceived learning from asynchronous online learning. It reports on an empirical investigations that explored relationships between students perceptions and course design factors in 73 SUNY learning network courses in the

spring semester. Sixth,“The learning styles, expectations, and needs of online

students”. The study sought to establish learning styles, expectations, and needs of

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courses in relation to students’ perceived learning and satisfication”. This study

explored the role of social presence in online learning environments and its relationship to students’ perceptions of learning and satisfication with the instructor. A correlational design was used. This study found that students with high overall perceptions of social presence also scored high in terms of perceived learning and perceived satisfication with the instructor. Eighth, Performance in e-learning : online

participation and student grades. The findings of the study revealed that greater

online interaction did not lead to significantly higher performance for students achieving passing grades, however, students who failed in their courses tended to

interact less frequently. Ninth, The Impact of Frequency on Achievement in Online

Courses : A study from a South Texas University. This study addresses this issue by

exploring a case study of over 1600 online learners at a university in South Texas. Researchers looked at student demographics and activity patterns as they relate to cognitive outcomes. Factors such as gender and ethnicity which have been found to play a significant role in success in face-to-face environments, were not found to be significant in this study. Tenth, Relationship between students’ motivation and their

participation in asynchronous online discussion. This study shows that students’

perceived value, autonomy, competence, and relatedness have different levels of impact on their online discussion behavior. This study also found that students’ intrinsic motivation and their perceived value of online discussion remained at a

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moderate-high level over time, although the perceived value had a significant drop from the mid-point to the end of the semester.

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CHAPTER III

RESEARCH METHOD

1. Research Design

The design of this research is quantitative correlational. According to Ary, Jacobs and Sorensen’statement that correlational research produces indexes which show the direction and the strength of relationship among variables.1 In addition, as pointed out in a book by Emzir, the purposes of the correlational methodology are to disclose the relationship of each variable and to know the prediction score of one variable through score in another variable.2 From the theories, the writer concludes that correlational research is to identify the relation among variables and to know the strength of the relationship.

The design is useful to describe and find out the significance correlation between students’ participation and students’ examination score in PeerWise online learning. In the same line, Meredith D.Gall, Joyce P.Gall, and Walter R.Borg say that correlation research is purposed to discover the relationship between variables through the use of correlational statistyics.3

Donald Ary, Lucy Cheser Jacobs, and Chris Sorensen, "Introduction to Research in Education", pp. 350.

Prof. Dr. Emzir, M.Pd, “Metodologi Penelitian Pendidikan Kuantitatif & Kualitatif ”,Jakarta: PT. Raja GrafindoPersada, 2008, pp.47.

Meredith D. Gall, Joyce P. Gall, and Walter R. Borg, "Educational Research: An Introduction ", pp. 320.

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The aim of this study is to know whether there is any correlation between students’ participation and their examination scores in PeerWise online learning. The variables of this study are students’ participation as an independent variable, and their examination score as the dependent variable. As the purpose of this research is to find the correlation between these two variables, the appropriate design is descriptive using correlation.

Through this quantitative using correlation design, this study depends on statistical principles and analysis in measuring the degree of relationship between the two variables. Although there are two variables above, it does not mean that it has a reciprocal causal connection because the two variables are discussed only in order to know whether there is any correlation between the two variables or not.

The writer used a specific formula to find the extent of the relationship between the two variables. The relationship was computed to get the correlational coefficient. The correlational coefficient shows the level of relationship between the two variables. From this method, the data findings could be well interpreted and concluded based on the research questions.

2. Research Population and Sample

A. Population

According to Ary, Jacobs, and Sorensen explain that “population is defined as all members of any well-defined class of people, events, or objects”.4 The population

Ibid.,148.

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of the research is students of English education department at UIN Sunan Ampel Surabaya. The consideration in choosing the population is because students of English education department used online learning system named PeerWise as web-based application.

B. Sample

Sample is the process of selecting units (such as people and organizations) from a population of interest so that by studying the sample which can fairly

generalize the result to the population from which the uints were chosen.5 The

researcher takes the sample in language testing class that the sample is students’ of English education departement who used PeerWise as their online learning. The sample consist of 105 students.

3. Research Subject and Setting

Research will be conducted in UIN Sunan Ampel Surabaya which is located at Jl.Ahmad Yani, Surabaya, East Java. The setting is chosen based the consideration that UIN Sunan Ampel Surabaya has object being observed that is PeerWise online learning. The subject of this study are students of English education departement who used PeerWise in Language Testing class. The researcher chose students of English education departement because they used PeerWise web-based application in their online learning.

William Trochim, James P Donnelly, “The research methods knowledge base”, pp.44-45

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4. Research Variable

The research variable is divided in two variables that are dependent variable and independent variable. The dependent variable is some aspect of the subjects behaviour assessed to reflect the effects of the independent variables. The dependent variable is the experimental counterpart to a response variable. The dependent variable of this research is students’ examination score. Furthermore, an independent variable is that variable whose values (or levels) the experimenter selects to determine what effect this independent variable has on the dependent variable. The Independent variable is what you (or nature) manipulates – a treatment or program or

cause.6In this research, the dependent and independent variable is the students’

participation in PeerWise online learning. The students’ participation refers to the participation in PeerWise online learning. There are two activities on PeerWise that students have to participate, those are : question authoring component and question answering component. In addition, students’ participation as the independent variable has two sub-variable which ilustrated below.

William Trochim, James P Donnelly, “The research methods knowledge base”, pp.8

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On the research, the researcher will take only two component. Those are questioning authoring component and question answering component. To know the result of students’ participation, it is investigated through the students’ participation on PeerWise online learning.

The students’ participation assessment on PeerWise web-based application class is to assess the level of students activities which is high, medium, or low.

Furthermore, the student’s examination score as the dependent variable is the students’ accomplishment in examination online through Pro prof online system. It is investigated through the examination score of students in English education department.

The categorization of students’ examination score as follows : 90 – 100 = excellent

80 – 89 = very good 70 – 79 = good

STUDENTS’ PARTICIPATION

Question authoring component

Question answering component

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60 – 69 = fair < 60 = poor 5. Hypothesis

The statement of the hypothesis of this study is as follows

a. Hypothesis Alternative (Ha) : there is significant positive correlation or negative correlation between students’ participation (X) and their examination score in PeerWise online learning (Y) at UIN Sunan Ampel Surabaya.

b. Hypothesis Null (Ho) : there is no significant positive correlation or negative correlation between students’ participation (X) and their examination score in PeerWise online learning (Y) at UIN Sunan Ampel Surabaya.

6. Data and Source of Data

C.R. Kothari has opinion that primary data are data collected individually for the first time. Moreover, he defines that secondary data, are data which have already been collected by someone else and have already been passed through the statistical process.7 In this research, data of students’ participation is in a form of document which is taken from PeerWise web-based application. Then, the data of students examination score is students’ record which collected by lecturer from PeerWise. Both of data are belong to primary data.

7. Data Collection Technique

C. R. Kothari, “Research Methodology: Methods & Techniques”, New Age International. New Delhi. 2004, pp.95

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The researcher conducts the research in UIN Sunan Ampel Surabaya. The data are collected by documentation. Before going to the main research, the researcher conducts preliminary research. Preliminary research is attempted to get information about the implementation of PeerWisee web-based application in online learning.

In the preliminary research, the researcher meets the lecturer who applied PeerWise web-based application and asking about the implementation of PeerWise in online learning. The obtained data from preliminary research is used to set up the action of the research. The first data about students’ participation is document which is taken from PeerWise in Language testing class. The researcher collects the students’ participation scores in the online learning through the students’ record. 8. Reseacrh Instrument

Research insrument is a means to collect the data. According to Arikunto, instrument is a tool used in collecting the data for the research.8 The study uses a document as the research instrument.

Document are “a ready source of data in research as many already exist in the institutional system”.9 The researcher takes a document from lecturer which is taken from PeerWise web-based application. Burns states that document has a wide range of research focus which can be used by the researchers, such as students’ portfolios

Suharsimi Arikunto, “Prosedur Penelitian Suatu Pendekatan Praktek”, pp. 112.

Anne Burns, "Collaborative Action Research for English Language Teachers", pp140.

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of written work, student record and profiles, lesson plans, classroom material, letters, class memos, newsletter and previous test or examination paper.10 In the same line, Suharsimi Arikunto states documentation is a technique in collecting the data about variables in the forms of notes, scores, books, newspaper, magazines, etc.11

Since PeerWise web-based application as teaching and learning tool is able to record the students’ score, so the researcher chooses to gain the data of students’ participation from the teachers’ transcript that taken from PeerWise. Next, for the data of students’ examination score, the researcher chooses to gain the data from the students’ record in PeerWise which is to know the students’ examination score toward PeerWise web-based application in online learning.

Before researcher states the data analysis, it is important to show a general drawing which is a table or list has relation among examined variable, source of data, method and instrument that will be used.

Numb Research

Variable

Source of data Method Instrument

1 Students’

participation in PeerWise online

learning

Document (teachers’ transcript) from PeerWise

documentation Document

Ibid.

Suharsimi Arikunto, “Prosedur Penelitian Suatu Pendekatan Praktek “, pp. 114.

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2 Students’

examination score

students’ record

documentation Document

3 The correlation

between students’ participation and their examination

score in PeerWise online

learning

Data from (x) and (y)

Statistical patterns

Rubric of correlation

9. Data Analysis Technique

In the research, the researcher uses Pearson Product Moment to analyze the correlation between students’ participation and their examination score in PeerWise online learning. Ary, Jacobs, and Sorensen state that “a very useful statistic”, the Pearson product Moment correlation coefficient (Pearson r), indicates both the direction and the magnitude of the relationship between two variables”.12

The first variable is students’ participation in online learning which is taken by lecturer through web-based application. It is considered as independent variable 12

Donald Ary, Lucy Cheser Jacobs, and Chris Sorensen, “ Introduction to Research in Education “, pp.129

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(variable X). Then the second variable is students’ examination score in online learning which is taken from lecturer document, it is considered as dependent variable (Variable Y).

The data from documentation are the main data of the research. It will be collected and analyzed using Pearson Product Moment. The procedures of data analysis are arranged as following steps :

a. Sorting

The researcher sorts the data needed after collecting the data. The main data is from students’ participation score and their course examination score on PeerWise web-based application.

b. Analyzing

The researcher sums up the score of students’ participation score which the score is collect by the lecturer from PeerWise during one semester. Then, the result is calculated with their course examination score on PeerWise with Pearson Product Moment to find the correlation significant between students’ participation and their examinnation score on PeerWise online learning.

The formula as follows :

∑

−

∑

∑ ∑

∑

−

∑

− = } ) ( }{ ) ( { ) )( ( 2 2 2 2 Y Y n X X n Y X XY n r_xy

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Where:

r = correlation coefficient of variable X and Y

Σ XY = the sum of the product of X and Y scores for each students

Σ X = the sum of X scores Σ Y = the sum of Y scores

Σ X2 = the sum of square of students’ participation score

Σ Y2 = the sum of square of students examination score on PeerWise

(Σ X)2 = the sum of squared X scores (Σ Y)2 = the sum of squared Y scores n = the total of respondents

The above formula is very important due to finding out whether or not the (Ho) Hypothesis or (Ha) Hypothesis is accepted in this research. The result computation indicates whether there is any correlation between the two variables or not. Then, from the result of the r computation (r-observation), it is classified as the perfect positive relationship (+1.00), no relationship (0), or the perfect negative relationship (-1.00). As Donald Ary, Lucy Cheser J. And Chris Sorensen’s explanation that explain.13

“The sign (+ or -) of the coefficient indicates the direction of the relationship. If the coefficient has a positive sign, this means that as one variable increases, the other also increases. . . A negative coefficient indicates that as one variable increases, the

Donald Ary, Lucy Cheser Jacobs, and Chris Sorensen, Introduction to Research in Education, 350.

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other decreases . . .The size of the correlation coefficient indicates the strength of the relationship between the variables. The coefficient can range in value from +1.00 (indicating a perfect positive relationship) through 0 (indicating no relationship) to -1.00 (indicating a perfect negative relationship).”

To know the significance of the correlation computed r with r at the table, there are many classifications of the degrees of the correlation to indicate the significance. To know the significant of correlation in simple way, the r-observation is investigated through the table of interpretation of the correlation coefficient. The degreed of correlation are classified into five groups, they are as follows14 :

0.00 – 0.199 = very low correlation 0.20 – 0.399 = low correlation 0.40 – 0,599 = moderate correlation 0.60 – 0.799 = high correlation 0.80 – 1.000 = very high correlation

The correlation coefficient has some important properties. Mark balnaves and Peter Caputi explained that the magnitude of the correlation coefficient indicated the strength of the relationship between the variables. The values of the correlation coefficient can range from +1 to +1. A coefficient close to +1 or to -1 indicates a strong relationship between two variables. Scores closes to zero indicated the absence of a relationship between the two variables. If the coefficient has a negative

Sugiyono, "Statistika Untuk Penelitian"pp, 231.

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sign, the variables are negatively associated. If the coefficient has a positive sign, the variables are positively related.15

In order to make all the calculation easier, SPSS 16.0 application in windows computer program was used. The value of sig is higher than the level of significance 0,05 is compared. If the value of sig is higher than the level of significance, the null hypothesis is accepted and vice versa. So that, it did not need to compare the research result and statistic table manually because it can be known from the Z score at the end of statistic technique from the computer.

Another way in investigating the significant of correlation is comparing with r-table. This way is considered as the thorough way.16 Therefore, it investigates the coefficient correlation more careful than using the degrees of correlation above. In comparing the r-observation and r-table, the degrees of freedom (df) should be computed first. The formula as follows17 :

df = N – nr

Where:

df = the degrees of freedom N = the number of cases

nr = the number of variables, in this research the number

Mark balnaves and Peter Caputi, “Introduction to Quantitative Research Methods an Investigative Approach”, (London : SAGE publication Ltd, 2001) pp.155

Anas Sudijono, "Pengantar Statistik… ", pp.194.

Ibid., 181.

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of variables are two which students’ participation (X) and students’ examination score (Y), so nr = 2.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research finding and discussion resulted from the research conducted at English education department, UIN Sunan Ampel Surabaya, it can be concluded that :

a. The level of students’ participation at English education department in PeerWise online learning is high. This is because most of them or about64 students (0,61%) whose qualification between the score range 101-135, belong to high participation level.

b. The level examination score of English education department student at English education department in PeerWise online learning is good qualification since most of them or about 65 students or 0,62% of the students had “good” qualification.

c. From the calculation of those data, the calculation of the correlation was

0.092. Based on the analyzing data, it proved that there was a positive correlation between students’ participation and their examination score in PeerWise online learning at UIN Sunan Ampel Surabaya and it was classified as a very low correlation. The correlation of coefficient was significant at 5 % level, which meant that the students’ participation in PeerWise online learning had positive correlation to their examination score.

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B. Suggestion

Based on the conclusion of the study, there are some suggestions as follows :

1. For the student

For the students, the result of this study gives an input for the students of English education department to increase their participation in PeerWise online learning. Therefore they can learn to make more question as well as possible and learn how to answer the question correctly.

2. For the teacher

Since online participation has good impact on the students examination score ( although this study has positive correlation but its strength is limited), teacher should encourage, gives positive enthusiasm to their students in order to the students interested in online learning, especially via PeerWise web-based application.

3. For the next researcher

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THE CORRELATION BETWEEN STUDENTS’ PARTICIPATION AND THEIR EXAMINATION SCORE IN PEERWISE ONLINE LEARNING AT ENGLISH EDUCATION DEPARTMENT, UIN SUNAN AMPEL SURABAYA.