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K.S., Piscayanti
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Languange, Linguistic, Communication & Media

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STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION G.P.R, Dewi; L.D.S., Adnyani; K.S., Piscayanti
International Journal of Language and Literature Vol 3, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (562.436 KB) | DOI: 10.23887/ijll.v3i1.20597

Abstract

This study was aimed at investigating students? perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.
THE ANALYSIS OF EFL LEARNING STRATEGY OF THE VISUALLY IMPAIRED JUNIOR HIGH SCHOOL STUDENTS N.M.Y., Setyawati; L.D.S., Adnyani; K.S., Piscayanti
Lingua Scientia Vol 25, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (654.485 KB) | DOI: 10.23887/ls.v25i2.18828

Abstract

This study aimed to describe about the learning strategies that the visually impaired students (VIS) used in learning EFL as what explained by Oxford (2005) that during a learning process, strategies used by the learners depend on their motivation, background, age, learning style, achievement, and gender. It was found that there are 6 strategies used, they are (1) cognitive such as practicing, repeating, getting idea, analyzing and reasoning, summarizing and translating; (2) metacognitive, they are paying attention to the lesson and showing evidence of understanding; (3) social strategy, they are empathizing with others, asking questions, asking for a review, asking for additional input, and asking for confirmation; (4) affective, by decreasing their anxiety; (5) memory, by making associations, contextualizing words, recalling, resorting to visual residue, wrapping up, and retaking previous ideas; (6) compensation, by overcoming limitations in speaking and writing, attempting to give an answer, and using language mixing. Thus, visually impaired students must be treated special to cover their needs with appropriate teaching strategies and facilities.
STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION G.P.R, Dewi; L.D.S., Adnyani; K.S., Piscayanti
International Journal of Language and Literature Vol. 3 No. 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v3i1.20597

Abstract

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.
Co-Authors G.P.R, Dewi L.D.S., Adnyani N.M.Y., Setyawati