The The Utilization of Schoology as Learning Management System in Learning Writing Instruction

2021-02-16T12:35:04+07:00

Learning Management System (LMS) usually utilized by various teachers is Schoology, this media is available to give sources and discussion for online learning. The purpose of this research was to investigate the implementation of Schoology for learning descriptive writing and the problems that are faced by students while using it. This research used qualitative data research with basic interpretative studies design. The participants were from 6 female students at eleven grades in SMK Bhinneka Karawang. The data were collected from online observation, online interviews, and documentation. The data were analyzed as thematic analysis throughout data condensation steps, data display steps, and drawing/verifying steps. The result showed that the main features used for implementing LMS in Schoology for learning descriptive writing such as The updates menu to give sources about descriptive text and discuss them, the Materials menu to create multiple choice and create descriptive writing, and the Attendance menu for checking the students’ attendance that teacher used. In addition, the researcher found that almost all students faced a bad network connection and some students had difficulties operating it while using Schoology in learning descriptive writing. Thus, the media is useful for teachers and students for the learning activities further. The schools could be utilized as an innovative media. Other researchers expect that this research can help as a resource to study further.

Keywords: Learning Management System, Schoology, Writing, Students’ Experienced

Students’ Perception of Vocabulary Self-Collection Strategy (VSS) in English Vocabulary Mastery Programs

2024-03-12T10:45:02+07:00

The aim of conducting this research was to describe students’ responses toward Vocabulary Self-Collection Strategy (VSS) in learning vocabulary mastery of Vocational High School students. This strategy can be used to enrich the size of the vocabulary. In VSS, students analyzed the unfamiliar words to understand its meaning, synonyms, and its definition. The method used in this research is qualitative specifically interpretative description as the research design. The data were obtained through an interview guideline and questionnaire list. The participants of the research were 6 students of Vocational High School and the researcher itself. The findings of this research show that the vocabulary self-collection strategy (VSS) has positive responses in learning vocabulary mastery. It shows that VSS can be used by students to enhance the size of vocabulary, the students were interested in learning vocabulary, and the students were active to take a part in learning vocabulary mastery. Moreover, VSS can be one of the strategies to help students to understand the context of the text after they identify the unfamiliar words. Furthermore, VSS can be one of the strategies to be considered by the teacher to be used in vocabulary mastery teaching and learning process.

Keywords: Student’s Perception, Vocabulary Self-collection Strategy, Vocabulary mastery learning

English Ideas: Journal of English Language Education

The The Utilization of Schoology as Learning Management System in Learning Writing Instruction

Students’ Perception of Vocabulary Self-Collection Strategy (VSS) in English Vocabulary Mastery Programs