.IPPI).i S ANl

MakassarJuni2013

ISS N

085,1- 3712Halaman

1-11

Jurnal Penelitian Pendidikan

INSANIrssN 0854-3712

Volume 14, Nomor 1, Juni 2013, halaman 1-71

Terbit dua kali setahun pada Juni dan Desenber berisi tulisan il:niah penelitian pendidikan.

Ketua Tim PenyuntingJufri

Wakil Ketua Tim PenyunfingMuhammad Julii

Penyunting Pelaksana

Muhammad Daud

Mohammad WijayaAsniar Khumas

La Sunra

Sultan

Baharman

Syamsuardi

Pelaksana Tata UsahaSyamsi

Abdul Rachman

Fadhillah

damat Penyunting dan Pelaksana Tata Usaha: Lembaga Penelitian Universitas Negeri\{akassar. Kampus LINM Gunung Sari Baru, JL A. P. Pcnarani, Makassar 90222,Telepotr'Fax: 620411-884533, e-maillemlit@unm.ac.id. JURIiAL PENELITIANPE\DIDILAN INSANI diterbitkan peftama kali dengan nama INSANI Jumal Penelitian danPengembangan Sumber Daya Manusia sejak tahlrll 1993 hingga 2008. Volurne 14 No. 1, Juni101i. diterbirkan oleh Lembaga Penclitian Universitas Negeri Makassar. Ketua: H. Jufri,Selretarisi \,luhammad Jufri, Kabag Tata Usaha: Hj. Andi Mumi, Kasubag Umum:Slamsi. Kasubag Program: H. Suriati, Kasubag Data dan Informasi: Kadir

Jurnal Penelitian PendidikanINSANI

rssN 085,1-37I2Volume 14, Nornor 1, Juni 2013, halaman l-71

DAFTAR ISI

Physiutl Fihcs\ Tldini :t da. Pretasi lict Kamie t,6ibrLnta t Rd:uk, FLtktlnls lltnt Keolahrugoun, Liti\1.tsit.6 Nt!!!ti okdsso.

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Energizing Students' Learning Through e-Learnlng potul 26-32Nu rt Noni, Fokuhas BahasdLld Sasna, Uniwrsitas Negeti ivfdka\sdr

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Etektivilas Modcl Korrunikasi SCI\.1R Berlo dalam t'engaiarar ll1,1-rrdL- 60-6qS)tiktlr SaIl, ,\li\nardt), Ltsndn, Nn)ntit1.! Sdlelt, Ftktttus lJthusu ttu sdsr'oLit

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Kekerasan Sirnbolik dala]n Uacaia Pembelalaran 65_71Ulfu. lrukt.tbos Keg nta dd llin Pendidikan, I:nii,ttsitas t&htuk. patI

I,NERGIZING STUDENTS' LEAIININGTHROUGH B-LOARNING PORTAL

Nurdin No[il'akult s Bahasa dan Saslra Univcrsit s Negeri I'lakasscr

Jalan Mallcngkeri. Kanlpus Parangtanlhuns tlNl\4. l\'lakassorEnrail: nurtlirrrrorri'rr-r'ahrrr-ronr

Abstrak: M€ningkatkan Pembelajaran Mahasisrra Melalui Portal Pembelajaran Elatitronik,Studi kasus ini berlbkus pada peneraWn poflal e-leot'ning untuk meDingkatkan kcgiatan bclaiar diProgram Studi Pendidikan Magister Bahasa Inggris Pascasaiana Universitas Negeri Makassar.Ada tiga tujuan )"ng ingin dicapai, yaitu untuk menjelaskan: ( l) .ienis-jenis llasilitas noodle e-learning lipe ponal yang mempromosikan lebih banyak intcraksi di Program Studi PendidikanMagister Bahasa lnggris l'rogranr Pascasarjana UNM. (2)jenis--ienis lasiliras dari Wrlal e-learninEyang paling memotivasi mahasiswa, dan (3) ranhngan )ang dihadapi maha:;isrra dalam kaitannladengan penggunaan Wrlal e-learning- Penelitian ini menggunakan liga macam instrumen. yaitubuku harian, angket, dan lembar observasi- Hasil ;renelitian menuniukkan bahsa ada tiga jeniskegiatan yang dilakukan, yaitu tngas,Iorr.M, dan chatting dan tiga jenis sumb€r da)'a, )aitufle,folder, dan URL. Pemlcf,,rdayaa,] Wfi,:l eJearning herttasis moodle dapal meningkatkan interaksibelajar dan motivasi mahasiswa. Namun denrikian- ditemukan pula kelemahan ;'ang dihadapi olehmahasiswa, yaitu koneksi internet yang lambat.

Abstract: Energizirg Studcnts' l^arning Through e-Leaming Portal. 1'his case study f'ocuses

on the implementation of e-learniog portal to enhance the leaming activilies at rhe EnglishEducation Study Program of Master Degree of Graduate Studies, Unilersitas Ne8eri Makassar.There are three objectives to be achieved, namely to describe: ( I ) rhe sorls ol' facilities of MoodleEJeaming portal type that promote morc interactions ar $e English Departmenl of GraduateStudies Program ol' UNM, (2) lhe sorts of facililies of the e-leaming portal lhat moti\ate studentsmos, and (3) the challenges that studenls encountq in relslioF to the use of the e-learning portal.This stud)' us€d thrc€ kinds of instruments, namely diar)- qu€stionnairg and observation chec*list.Th€ result show that there are three kinds of activities performed, namell' assignment, forum, andcha! and ihree kinds of resources, namely file, folder, and URL. The empow€rment of moodle-trased eJearning ponal could generally enhance the students' learning interaclions and motiration-Horvever" it was also found that tlrcrc was a drawback encountered by the studenls. narnely theslow internet connection.

Keywords: e-leaming portal, english languagc teaching, e-leaming

provide richer resources for both teachers andstudents, promole more interactions for studentsto practice lhe language they learn, provideplenty activities outside the classroom to accom-plish the tasks given. lt also allows teachefs andstudents to interact and conrmunicate each ottleronlin€.

Of couBe there are sorne fadors that wemusl consider in order to rnake VLE happen at

schools or higher education institutions. The firstis the infrastructure and ICT lacilities which may

include computen or laptops. server- computer

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The advances in information and com-munication technology (lCT) have significantlyaltered the teaching paradigm. The classroomenvironmenl has shifted from conventional tovirtual leaming modes, which is commonlycalled yirtual learniug environment (VLE). VLEhas become a fashion in English language leac-hing. It is a set of teaching and learning toolsrvhich are intended to boost up students' leamingexperiences by incorporating the use of ICT toolsand intemet facilities in the teachirts and leamingprocesses. Therefore, it is expected that vLE

liurdin Ioni. l:lteryi:btg St l. tt\' l.e<trnit! 21

network. hotspots. LCD projectors. intern€t con-ne€tion. e-leaming applicalions. elc. The second

is the contents rvhich are relevant 1o and supporlthe attainment of course objectives and goals.

However. slill many schools. including highereducation level, are not yel equipped rvith ade-quate ICT tools and facilities. As a rcsult, it is

hard to manage VLE for the sake of supporlingard enriching {he studenls' learning actirities.Anolher lactor is the teachers' competence and

skill in using the available facilities. l'he teachers

are also dernanded to have commitment and be

more crealive and innovative in incorporatingvirtual leaming environment inlo the curriculum.

ln English language leaching, VLE is verypotential to support and enhance the leamingactivities. Since internet provides rich infor-mation and authentic materials presented in Eng-lish, it is very prospectiye for teachers to manipu-late and suit them with the objectiv€s of ihecourses they teach. Besides, we can also find ma-ny ready use malerials which can include Englishlanguage skills, namely listening, spealiing read-ing, and writing, and language elements, namelyvocabulary and grammar. This means thatleachers of English are plenteously facilitaled, sothat they have more opportunities to maximizetheir teaching delivery- There are also authoringprogr:rms that the teachers can use to producematerials and exercises. Thos€ materials andexerdises, either taken from websites or createdfrom the authoring programs, cin be managed byusing certain learning management system. lnthis study, the researcher will mainly utilizemoodle which is already provided in E-leamingportal of UNM- lt is expected thal the empo-werment of this VLE type will result in favorableleaming outcome for students.

The State University of Makassar has al-ready provided eJeaming portal 10 support thedeliveries of courses offered every semesler. ln-lernet connection with hotspot facility has alsobeen provided which enables students to accesswebsites, especially Ih€ leaminB, portal. Horvever,not many lecturers make use of it. According lolhe initial observation. only 9.39% of the coursesoffered are delivered at UNM e-learning system.Based on the background and the problem stale-ment above. the iollowing research questions arcput forward: (l) What sorts of facilities of VLEof Moodle E-learning portal type promote nroreinteractions al lhe English Depanment of Cra-duate Studies Program of UNM? (2) Whal sorts

of facilities of the e-learni',g porlal motivatestudents rnost? and 1i) What sorts of challengesdo students encounter in relation lo the use of thet1'pe of V LE?

This stud) is ainred at describing the fol-lowing: (l) the sorls of facilities of VLE ofMoodle EJearning portal type that prornote moreinteractions at the English Deparlnl€nt of Gra-duate Studies Prograrn of UNM- (2) the sons offacilities of the e-learning portal that moliyatesludents mosl, and (3) the sors olchallenges lhatstndents enmunter in relation to the use of theri pe of VLE.

This study is expected to be useful fbr thelecturcrs who want 10 appl), the VLE ol theMoodle eJearning portal type. The good pmc-tices yielded by this study could become a modeland reference for other courses at the EnglishDepartment of Graduate Studies Program ofUNM- For studen$, it can inspire them to applywhen they become teachers for those who are notyet teaclrcrs and the student teachers when theycome back to lheir school. For lhe institution, itcan be useful for decision making, which leads tomov€ment in relalion lo the implementation ofVLE of Moodle rype.

There have been many researches whichare relaled to the use of ICT tools and VLE inEnglish language leaming. 1-he types of VLEinvesigated vary according to the tools and faci-lities utilized, modes of interactions, leamingoutcomes, and affective domains, such as moti-vatiorl interes! attitude, etc. In relation to theteaching delivery, Noni (2009) found out thatmost students preferred the language learningmaterials llsed on lhe CALL programs as anaddition to-face-to-fac€ teaching with thematerial us€d in the classroom (CALL-Class-room) compared to the one with the material usedin the students' ou'n time (CALL-Owntime).This finding should be read in the context that theCALL activities are more favorably implementedto aid the EFL reaching in the classroom. Basedon the above conclusions, it is important to notethat when computer facilities are available in a

unit of educalion. it is very unfortunate if CALLenvironment is not set up. This research andothers have proved thal CALL offers nervopponunities for berter language practice. espe-cially in the latter phase of computer use in EFLteaching-

Based on the finding above, it is clear thalthe use of computer to aid English language

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28 Ju . Penelitian Peu.litlilio l.fs.-lNl. Iohue 11,\'onorl.J ni)t)li.hhn 26 32

teaching is prospective, and therelbre the teachers

of EFL should make utmost effort to optirnallyutilize the computer facilities in their teachingdeliveries. They should creativel]' rnanipulatepossible applications and read-\'-use materials tosupport the achievement of lhe curriculurn goals.

There rvill be no time constraints due to timerestriction at school, since thev can be access€d

anytime.Blending face-to-face teaching rvith an

online prograrn as supplem"ntary can be used toimprove the achievement of sludents studyingEnglish as a foreign language (Al-iarf.2004; Al-Jarf. 2005; Bafrados, 2006; Pazio, 2010).Teachers can assign complementary resources lostudents to improve their leaming and engagethem wilh English outside the class. lncor-porating online tools such as an online LMS andauthentic materials like articles and podcasts inclass can fosler student learning. This impliesthat LMS can enrich the students' leaming acti-vities.

ln respect 10 lhe affective aspect, Bergen,

French, and Hawkins (2012) reported thal stu-

dens using VLEs show differences in molivationto use online technologies and feedback, and insatisfaction wilh access to technology, as com-pared to non-users. This signifies that VLEScould encourage students 10 utilize and fami

,liarize themselves with ICT tools which may

become soft skill for them.vLE (virtual leaming environment) hm

become a popular term to indicale the use ofcompuler facirilies 10 support learning processes.

Definitions on VLE var-v among the experts-

Shortt (2010) stales thal a YLE is a comput€rs).stem, predominantly a web" based system, used

to facilitate leaming- There are a variet-v of termsused in rclation to the definition, functions and

role of a VLE. VLES can be rcferred to as aLearning Managemenl System (LMS), CouneManagement System (CMS). L€arning ContentManagement System (LCMS). Managed Leam-ing Environment (MLE). Learning SupportSystem (LSS), Online Learning Cenler (OLC). orLeaming Platform (LP). ln this stud),. LMS is theterm used to refer to VLE.

ln many circumstances, the term LearningManagement Sysem (LMS) is synonyrnous withthe olher terms like Course Management System(CMS) andVinual Learning Environment (VLE).LMS is basicalll, designed to support aca-demiccourses. lt is a a rveb application consis-ting ofa

sel of tools that enables the inslrr,ctor to createonline course content and post rt on lhe Webrvithoul having to handle HTML or othcr prog-ramming languages. The lecturer and studentscan access the system from anywhere $'ith a

LAN and lnternel connection. In line with this.Daniels (2008) defines LMS as a softrvareapplication that typically run on a rveb server ornelrvork server and allow educators lo easil!'manage course and student data through a $ebbrowser interface. The primary functions availab-le in LMS are to organize and distribute courseconterrt. adninister learning erercises or quizzcs.and track student progress. Ninoriya et al (201 I )funher explain that an LMS is a collection ofprocedures used to describe processes in atenviroDment thal requir€s collaboration belrveendi{ferent actors. These procedures are designed tomanage data access based on user roles, collect-ing and sharing information, data slorageassistanc€, conlent redundancy check" and report-ing.

According to Goertler (2009) LMSs,wirhin which a teacher can creat€ a site for his orher students with many Computer-MedialedCommunication (CMC) tools, are a virtual placefor communicative aarivities with lhe compuler.Common featur€s of LMSs are announcements,calendars, class roster, discussion forums, chals,class email, grade bookl content folders, andassessment tools and some LMSs also includeblog space and wiki space. LMSS can help maktithe learning environment more accessible andpromote independent leaming and classroomresponsibiliry.

In this study, the LMS type used is Moodlewhich is currently installed in the E-leamingporial of UNM and can be acc€ssed through theweb address: lms.unm-ac-id. Moodle stands forModular Object0riented Dynamic [,eamingEnvironment. Moodle has several fealures con-sidered typical of an e-learning platform, inaddition to some original innovations like itsfiltering system. Moodle can be used in manytypes of environrnents such as in education.training and development. and business setlings.Horvever, our focus here is the environmenl ineducation. Some typical features of Moodle are;( I ) assignment submission, (2) discussion forum.(3) files download, (4) grading, (5) rnoodleinstant messages. (6) online calendar. (7) onlinener,rs and announcemen[ (College and coursc

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de

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dn

level). (8) online quiz, (9) u'iki. and (10) gami-ficalion

Developers can extend Moodle's modularconstruction by creating plugins for specilic newfunctionality. Moodle's infrastructure supportsmany types of plug-ins: ( I ) activities (includingword and malh games), (2) resource t1,pes, (3)question types (rnultiple choice. true and false,

fill in the blank, etc.), (4) data field types (for thedatabase activity). (5) graphical thenres, (6)auther)ticalion nrethods (can require rrsernanre

and pass*ord accessibility). (7) enrollmentmethods. (8) conlent filters.

METHOD

To carry oul the research, a case slud-v rvasundertaken at the English Study Program ofMasler Degree in Graduate Study Program ofState University of Makassar where an LMS ofMoodle type of VLE has been utilized in somecours€s to supplement the face-lo-face teaching.This study tried to seek informalion about theulilized VLE facilities promoling interaclions, thefacilities motivating studenls to learn, and thechallenges encoumered due to the use ofthe VLEtlpe.

The research subjects consisl ofthe studentsof Master Degree of English Education StudyProgram who take the course "lCT in EnglishLangpage Teaching". The number is l7 sludents-They all have at least basic skill of computer, sothat there should not be a prior compuler lrainingfor th€ sludents to familiarize the e-leamingportal of UNM.

The instruments used in this study werequestionnaire and diary note. The diary note wastaken to galher data on the circumstances andleaming experiences of rhe students- Thequestionnaire was intended for the data about themotivation of the students- And the obsen'ationchecklist was used to check the students'aaivities which is complimentary rvith diarynotes.

The procedure of collecting data u'as donebased on the instruments of the study. The diarynotes were done b1' recording in rvriting allIeaming performance and facts carried out bystudenb in every session. The data collectedthrough queslionnaire rvas done by distributingthe questionnaire after the all sessions conductedthrough the e-learning prograrn- And theprocedure for the observation checklist included

Nunlin.\oni. I:nert:Ling Studehts Lc.tt-tti1{ i )

filling out the fornr according to the activ (ies

performed b) students in eveD'session-The analy'sis for the data diary rvas

qualitativel)' done by describing all phenonrena

and learning t'acts occurred during the session.

The data from lhe questionnaire was analyzed byusing descriptive statislical analysis. For the data

taken from observation checklist- the analvsiswas also done qualitatiYely.

}.INDING AND DISCUSSION

The findings ard discussion include thegeneral information about lhe respondents, thesorts of modules rvhich promote moreinteractions. the sorts of modules rvhich molivalesludents lo leam, and the challenges studentsencounter in relalion lo the use of the N'loodle-based e-learning portal at the English EducationStudy Program of Graduate Study Program ofUNM.

The General lnfornation about the Respon-dents

This general information is intended loknow the ICT backgmund of the respondents.According to the dat4 the comput€r skill ofmostrespondents is in good caregory- This means thatmost of the respondents have al least rhe basicskill of computer. As sludent role, this skill isabsolulely enough lo understand the instruclionsand use the modules of Moodle-based e-leamingportal. The students do not need to have highcornpetence and skill in compu(er programmingto use and op€rale this portal-

ln lerms of the sludents' feeling of ease

and comfort io using the Moodle-based e-leaming portal, il is in very high category- Thisindicates that the eJeaming portal was a veryfriendly use one. The students experienced thatthey could use it very easily and mmfortably.Horvever. the iudents very highly needed

lraining on the use of Moodle-based e-learningportal. This is contradiclory Nith their feeling ofease and comfort in using it. It can also bepredicted that the need of training might lead 10

the use ofthe portal not only as a student but also

as a teacher, or even as an admin for the e-leaming systern-

Another finding is the desire of therespondents to use this po(al if they wouldbecome a teacher- The dala show that they very

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highll expect to use this ponal to suppon lheirteaching proc€ss. ln addition- Ihe) also ver-1'

highll' recommend lheir other liiends to use thise-learning portal in their EFL class. They alsoclaimed that this portal !"pe was very' relevant lothe demand of curriculum. This implies that therespondents regarded lhat the portal couldbecome arl ahernative device to enhance thestudents' learning.

The portal wa:i also claimed lo be verypotenlial to create learner centered environment.This is quite relevant since the nrodules orfacilities ofler various activities thal the studentshave to perform onlin€. With this schemgsludenls spent more lime 10 inleract with lecturerand their classmates. Horvever, the aclivitiesoffered depend much on the lecturer who drivesthe course program in the portal. lt is the lecturerwho initiates assignment, chatting, discussionforum, quiz, or other activities using the portal.The.reforg the lectur€r has to be creative inemploying it, so that the students dominate thetime to leam, nol only in the classroom but alsoin the eJeaming portal.

ln line with the sludents' general view onthe matters of motivation and interaction. it canbe reckoned thal the students rvere very highlymotivated to learn the course program by usinglhe Moodle-based e-learning portal and werehighl)' triggered to perform more interactionr€ither with lecturer or classmates. This can beinferrcd rhat this portal is poGntially employed as

a scheme of eJearning system at the GraduateProgram of the State University of Makassar,especially at the English Education StudyProgram. The managemenl should take it intoaccounl for the sake ofquality enhancemenL

The Sorts of Modules Promoting lnteractions

ln the data analysis, lhe score of each sortof module or facility in relation to the sludenls'inleraction is presented rvhich include .{ssi-qn-ment, Chat, Forun, Glossory, Lesson, Quiz, andChoice. The analysis shows thal all modules orfacilities are either in good or verl, goodcategory. lt means that all modules ernployed inthe course progranr could be (very) relevant toemploy for promoling leaming interrctions. Thisfinding is consistenl rvith the gen:ral informationon the leaming interaction above which is alsohigh. However, if rve look at lhem separately, itis found that lssrgzn?c,11, l.esson, and Qar; are in

v€ry high category'- These three nrodules are verydominant to boost up the students' interaclion inthe leaming process. This implies that themodules should become prioriry if rve decide touse this Moodle-based e-learning ponal. lf theyare ordered according to the score-. Assi4nmenlshould beconre the llrst priorily before Lesror?

and Qui: successively. ln the .-lssi.glrzelrmodule, the interaclions may be intensifiedlhrough sonre activities. The lecturer can initialeinteraction by. for example. providing a taskthrough the e-learning portal, rvhich rnay becompleted offline using certain application, suchas word-based processing, spreadsheet, orpresenlalion slide. Ofcourse, the students have tosubmil il al the same portal before the due time.The inleraction can be further follorved-up by thelecturer by assigning score to the submifled lasksand giving comments and feedback, so thal thestudenls know if they were doing rheir taskcorrectly. These comments and feedback can lhenbe discussed in the face-to-fac€ interadiorL and

so forth-The rest, Chot, Forum, Glossary, td

Choice, arc in high category, which signifies thatthese modules could also potentially pmmoteleaming interactions. Y€t, the analysis loexamine lhe differences among tlre modules isnot carded out- To come to a general conclusion,the researcher performed mean analysis lo s€e th€overall picture. Based on the result of afial)5is, itis found that the average score is in very highcategory. lt can be concluded that the use ofMoodle-based e-learning portal can v€rypotenlially promote inleraclions for studenls loleam and accomplish the tasks given by thelecnrrer- Since the interactions are mos y doneonline and/or ofiline with the desired arplicarion,it is c€rrain that the time spent by stud€nts ismultipliedly intersified. Henc.€, there arc morcopportunities for students to grasp moreinfonnation and knowledge for the sake ofgaining bater understanding and manedng thecourse malerials.

The Sorts of Modules Motivating Students loLerrn

As in Subsc.ction 2 above, the analysisinclude the data aboul lhe rnodules or facililies,i.e. Assignment, Chat, Fot-turr, Glossory, Lesson,

Quiz, ad Choice. The result of data analysisshorvs thal two of seven rnodules are classified

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gh category. These three rro& category, namely -,lristr,,e,r/ andnll lo boost up the students'ndicates that the two modules couldaming process- This inrplmotivate the students to learn- ln:s should becorne priority ilthe srudents had very high learnings Moodle-based e-learning p r€lation to the use of -Assignmenllered accnrding lo the scoreodule of Moodle-based e-learningbecome the first priority tlms that lhere is a similarity witht/i: suL'cessivelv. ln the above in which ,4ssigr,rcrl appear. the interactions nra1, br high category. lt can be postulatedsonre activities. The lecluregrr is mandatory to be applied in the

ion by. for erample. provd e-learning porlal for boththe e-learning portal, whtudenls' learning motivation and

ed ofline using certain applrd-based processing, spre in the Sutrsection2 above, the p!i:

ion slide. C)fcoursq the stu,ars to be in very high caregory init at the same portal before 1on, which means that students had'raction can be further followming motivalion- lt can be inferredby assigning score to the su ule is very applicable to encourageng comments and feedbackant lo learn and perform their tasks.know if they were doinrodule,lhe lecturer may set upaquiz

,. These comments ard feedtonsist of ao objeclive exercise, suchssed in the faceto-face int( choice, or literal or inferential

re students have 10 anslver it or themE test Chol, Forum, Gl have to notice the length of time]re in high category, ryhich answer lhe questions; olherwise fieyodules could also potentiat. This is sometimes challenging due

inleractions. Yet, the cted lime- For inferential questions,the differences arnong thetr think quickly and conslruct their, oul. To come 10 a generapropriate language-

rcher performed meap analyrrble above indicates that tlrere are

iclure. Based on the r€sult 6 seven modules which are classifiedtral the average rore is irigh category, namely assignmenlIt can b€ concluded 1164arz (93.33). The others, chat, forum,

used eJeaming portal son, and choicc are in high category.v promote interactions ;o/re average score is in very highI accomplish the tasks gFnely 86.39. This is consistent withSince the interactions ,r..

'the gereral information above which

l/or omine with thg 6g5;redry high category. This rneans that therin thal the time spenr by' v€ry high motivation in learning in

lly inlensi,led. Hencq rhs,the use of Moodle-based e-leamingties for students lo lother rvords, the modules of thern and knowledge for tFd eJeaming portal should be taken

etler underslanding and r# ro boost up the students' motivalionteriql s.

\unlin-\oni, fnergi:intStudenls k.ltttllg 3l

based eJearning portal was very useful for thestudents in the couBe prograrn- This implies thatthe English EducatioB Srudy Program ofCraduate Studics Prograrn of UNM shouldencoumge and recommend the lecturers loimplernent the e-learning portal to support theirface-lo-lhce teachi rrg deliveries.

The Challenges Encountered by the Studentsin the Use oflhe E-learning Portal

Even though nely technologies often bringnew nuances and bright ideas, they are notwithout challenges- There are usually some prosard cons. The sarne rhing happens 10 Moodle-Aparl from lhe benefits, they also have draw-backs from both parties, teacher and stud€nt. Thisresearch lries to investigale those from thesludents' perspective.

Based on the result of analysis, it is foundthat the drawback is the internel connoctionwhich is claimed to be slow or even discon-necled. Only one respondent (that is nol signi-ficant) said that he did not have erough skill innavigating the portal. Thereforg it can beconcluded that the Moodle-based eJeamingportal is a friendly-use one. Ofthe seven modulesemployed in the course, no one was claimed to bedifficult to use.

CONCLUSION

ln this rcsearch, the enrichment of stu-denls' learning through the empowerment ol'Moodle-based vinual learning environment al theEnglish Education of Graduale Studi6 Programof UNM was examined. From the r€sult ofanalysis and discussion, it was derived lha theempowermenl of Moodle-based e-leaming portalcould generally enhance the students' leamingintemclions and motivation. However, il uas alsolound that there was a drawback encountered bythe $udents, namely the slow int€met con-nection. Besides, the use of the eJearning portalto complimenl the face-to-face teaching at thestudy program was slill v€ry ferv. lI is regrettablebecause lhe e-learning portal has already been set

up for free use.

In tenns of promoting the students' inler-actions in the learning process. it is found that,4ssignment, Lesson, and Qui. are very dominant,rvhich are in very high category, compared to theothers, C,hal, Forum, Glossary, and Choice,

: of Modules Motivating ness of Each Sorl of Module

I on the data" of lhe seven modules.

irr Subseclion 2 above, p. narnely assignment. chat. forum,I data about the modules pson. and quiz are claimed to be \erynrent. Chal, Forwn. Glossfe is only, one- i.e_ choice ,,vhich is

Choice. The .esuit of dlro useful. This means that most ofthetwo of sevcn modules af modules offered by the Moodle-

rI

32 Ju.nol Peneliliau Pendidi*on l,\S.1Nl, l'olurc 11..\'ottlor l..Juni 2013.hltt.26 32

\\'hich are only in high category. l'his implies thatthe first three rnodules should be prioritized touse in the ponal lo boost up the sludents'interactions. ln addition, .4ssiganent and Quiz arethe two modules which are found to verypolenlially enhance students' learning moti-vation. The other five ones, le.rrorr, Chat, Forun,Glossarl,, and Choice should also tre consideredbecause they are still in high categorv- lt is alsoclaimed lhat most of the modules are very usefulto support face-to-fac€ teaching deliveries.Therefore. it can be concluded that the N4oodle-based e-leaming portal is very prospectiye to be

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