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Prasetya, Rizky Eka

Universitas Budi Luhur

Author-ID : 1869403

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Effectiveness of Teaching English for Specific Purposes in LMS Moodle: Lecturers' Perspective Prasetya, Rizky Eka
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(1), April 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i1.498

Learning management systems (LMS) Moodle presents a beneficial arrangement of features that support language learning in the electronic environment. The English lecturers' challenge is to obtain interaction and adaptability with their online classroom. The study is to find the effectiveness of teaching English in Moodle-based.Â The semi-structured interviews and open-ended questioner were employed to recognize the complete information to the English lecturer's teaching experiences based on Moodle. This study determines that the effective teaching of English Moodle-based depends on both lecturer competences in pedagogy English and lecturer experience in the Moodle system. It covers a complete curriculum with high expectations, composes applicable model content, and constructs it more obtainable, provides specific and culturally applicable instruction, maintains practical approaches to explicit learning strategies, allows learnings to use the first language, prepares vocabulary in various contexts, and develops reading comprehension, and integrates communicative competence abilities. The language learning activities of the Moodle classroom are capable of fulfilling learning practice for complete progression participants with peculiar configuration, management, adjustments, and teaching approach. The English teaching course designer should organize and manage an expected course model of course-related activity, and it applied to the utilization of the syllabus or course information page. The essential aspect of interchangeable communication significantly reshapes language teaching pedagogy in the electronic ecosystem. The effective teaching of English Moodle-based can be achieved with teaching pedagogy's full capabilities and technicality in the Moodle system.

INTEGRATING MOODLE-BASED OF COMMUNICATIVE LANGUAGE TEACHING IN HIGHER EDUCATION Prasetya, Rizky Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 1 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i1.31265

Inability to adapt and adjust in Moodle-based English teaching, especially communicative language teaching. This study aims to analyze the Communicative Language teaching approach used in Moodle-based English teaching in universities. The research design used is a qualitative approach with a sequential experimental research design and using semi-structured interviews. The research subjects were 12 English lecturers. The study results indicate that the process-based approach to communicative language learning adapts and adapts Moodle-based English teaching. Practices related to the knowledge and experience of lecturers in teaching English at Moodle. The study concludes that the pedagogical Moodle-based communicative language teaching approach should be improved, and the system provides tremendous possibilities. Moodle makes adjustments in its English pedagogical approach and sequentially develops teaching and learning productivity. The implication of the research is to make adjustments in the pedagogical approach of English and develop learning productivity by integrating it into computers and the Internet.

Engagement Strategies in Electronic Tools English Online Learning: Higher Education Context Rizky Eka Prasetya
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.2 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v8i2.22358

ABSTRACTThe study aimed to explore and investigate the versatility, capacity, and adaptability for accommodating online English learning. The qualitative approach was employed in the study with a descriptive research design. 86 participants responded to the survey, and 25 semi-structured interviews were adjusted from the National Survey of Student Engagement (NSSE). The study’s findings have implications for employing online instructors, instructional designers, and administrators to increase online course engagement. The study exposed four recommendations based on the finding, including instructional elements of collaborated and interactive activities, integrated electronic tests applied on mobile phones, and Enhanced Social familiarity. English lecturers preferred to use Moodle and Google classroom as their daily Learning Management System (LMS) in the study context. The interactive tools intended to apply with QuizGame and Wirewax while conference communication instrument approved to the Google Meeting and Skype. Conclusively, the study offered implications for practice by confirming and presenting the online tools approach that might be utilized to engage and implement online English learning education in Higher Education circumstances.ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi dan menyelidiki keserbagunaan, kapasitas, dan kemampuan beradaptasi untuk mengakomodasi pembelajaran daring bahasa Inggris. Pendekatan kualitatif digunakan dalam penelitian ini dengan desain penelitian deskriptif. 86 peserta menanggapi survei, dan 25 wawancara semi-terstruktur disesuaikan dari National Survey of Student Engagement (NSSE). Temuan penelitian ini memiliki implikasi untuk mengenlola instruktur daring, perancang instruksional pembelajaran, dan administrator untuk meningkatkan keterlibatan kelas daring. Studi ini memaparkan empat rekomendasi, termasuk elemen instruksional dari aktivitas kolaborasi dan interaktif, tes elektronik terintegrasi yang diterapkan pada ponsel, dan Peningkatan kedekatan Sosial. Instruktur atau dosen bahasa Inggris lebih menggunakan Moodle dan Google classroom sebagai Learning Management System (LMS) harian mereka dalam konteks belajar daring. Keterlibatan alat interaktif dimaksudkan untuk penerapan dengan QuizGame dan Wirewax sementara instrumen komunikasi konferensi digunakan dalam Google Meeting dan Skype. Secara meyakinkan, penelitian ini menawarkan implikasi untuk praktik dengan mengonfirmasi dan menyajikan pendekatan alat daring sehingga dapat digunakan untuk melibatkan dan mengimplementasikan pendidikan pembelajaran bahasa Inggris daring di lingkungan Pendidikan Tinggi.

IMPLEMENTING GOOGLE CLASSROOM-BASED COGNITIVE STRATEGY OF ENGLISH FOR SPECIFIC PURPOSES Rizky Eka Prasetya
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 1 (2021): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i1.8075

Pedagogical language has shifted dramatically and significantly in these recent pandemic eras. Lecturers could be implemented and adjusted the face-to-face teaching style in the electronic environment. The study's purposes are to explore and investigate the availability of cognitive strategy teaching English in google classroom circumstances. The mixed-method design concentrate on the exploratory sequential approach. As a quantitative approach and respondent as a qualitative approach, thirty-seven participants were involved in this study. The study found the adaptability and acceptance of google classroom-feature of collaborative strategic reading, peer-assisted learning strategies, transactional strategies instruction, and concept-oriented reading instruction. The electronic environment of Google Classroom is in one suitable system to establish language pedagogically. English Lecturers would have the opportunity to apply and adjust the cognitive strategy for teaching procedurePedagogical language has shifted dramatically and significantly in these recent pandemic eras. Lecturers could be implemented and adjusted the face-to-face teaching style in the electronic environment. The study's purposes are to explore and investigate the availability of cognitive strategy teaching English in google classroom circumstances. The mixed-method design concentrate on the exploratory sequential approach. As a quantitative approach and respondent as a qualitative approach, thirty-seven participants were involved in this study. The study found the adaptability and acceptance of google classroom-feature of collaborative strategic reading, peer-assisted learning strategies, transactional strategies instruction, and concept-oriented reading instruction. The electronic environment of Google Classroom is in one suitable system to establish language pedagogically. English Lecturers would have the opportunity to apply and adjust the cognitive strategy for teaching procedure

Investigating English Learnersâ€™ Anxiety in Online English Learning at Higher Education: A Case Study of Moodle Rizky Eka Prasetya
Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v6i2.10746

The online environment created strenuous and barriers for language learners in higher education. It essentially has an impact on the learning progress and achievements individually. The studyâ€™s purposes are to explore and establish the online language learnersâ€™ anxiety in Learning Management System (LMS) Moodle. The Explanatory mixed methods of linear temporal order were employed to the 221 participants or respondents from four higher education and university in the South Jakarta area.Â The questioner was adopted from the Foreign Language Virtual Classroom Anxiety Scale as FLVCAS, and the semi-structured interview was adjusted to identify a better perspective with open-ended questions. Data analysis of this study revealed that learning classification of the contradictions of language learning online progress, including interaction anxiety, agitation of dismissive communicative assessment, the examination of anxiety, and the Anxiety of English for Foreign Language purposes-lesson material. Meanwhile, feature LMS Moodleâ€™s specifical anxiety determined learning content, general interface, progress tracking feature, quiz, and assignment feature. Although, there are much integrating technology and language pedagogy and internet-correlated anxieties studies. Educational performanceâ€™s online characteristics became dominant to English learning, specifically LMS Moodle in higher education.

INVESTIGATING SITUATED LEARNING PRACTICE FOR ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION (ONLINE-BASED ENVIRONMENT) Rizky Eka Prasetya
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v8i2.15414

In online-based contextual English language learning, learning must occur in its context, allowing English learners to seek and discover logical explanations for their knowledge via interaction with their non-physical and social distance environments. The purpose of the study is to explain and establish online-based situated learning in the English pedagogical context. The ethnography case study design employed the analysis with a collective case study type approach. The result exposed that situated learning affirmed to be implemented in online English learning contextual. Communities of practice implied a set of individuals with diverse interests and attitudes with similar purposes, and Skype, Zoom, Google Hangouts, Microsoft Teams were implied to be adaptable on this model. Authentic learning stresses actual activities that apply to real-world circumstances, and the model incorporated the Grammarly, Draftin, Scholastic Story Starters, Book Creator, and ReadWorks. The online language learning systematic model is designated to assess the quantity of material presented successfully in the course using online realistically, and it has Moodle, Google Classroom, Ispring Learn, and Microsoft Team. The last model finding is Task-Based Language Learning. Duolingo, Fabulingua, FluentU, and English Tools were the integrated online tools in the English pedagogical situated learning. Integrated and genuine situated learning of English language learning, online environments must allow English language learners to be competent performers with acquired information and collaborate on the essential communicative and technology literacy ability.

Determining Moodle Self-Efficacy Based On Language Online Learning Environment In Higher Education Rizky Eka Prasetya
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3490

The Learning Management System (LMS) self-efficacy determined that the learner established their capabilities and confidence through a positive mindset of virtual learning activities. The integration of experiences and abilities was developed to impact Moodle as an electronic facility efficiently. The purpose of the study was to aim the investigations and determination to the LMS Moodle Self-efficacy in language learning pedagogy. The study’s design was conducted mixed research method collaborated to the quantitative and qualitative approach, and sequential basic structuralized applied to the sequential phase (quantitative and qualitative). The objective of the study took on the 257 language learners in Higher Education. The application scale of LMS Moodle self-efficacy integrated into language learning in Higher. It involved the 22 questionnaires in selecting dichotomy to agree and disagree point of the Likert scale. The study’s result had exposed the three-scales enhance to the platform of Moodle self-efficacy of accessing, Moodle self-efficacy of communication, and Moodle self-efficacy of electronic testing and feedback. The exploratory LMS Moodle self-efficacy had a maximum point range of around 0.73 and 0.92, and the condition had established to the participants’ respondents and variation in each statement. Consequently, these three scales demonstrated unbiased responses toward the questionnaire items. The online language learners conduced to comprehend Moodle become the adaptive LMS to implement the English language learning strategy completely. Nevertheless, the communication and versatility access needed to develop well in conducting language learning content so learners would feel encouraged and motivated following virtual language learning.

Generating English Language learners’ Interaction in an Online Learning Environment Rizky Eka Prasetya
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 1 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.335

The study aims to investigate and explore the characterization interaction in the English language online learning based on the English lecturers’ perspective. The quantitative descriptive survey approach is conducted for the study. It gathered measurable or quantifiable data to conduct statistical analysis. 74 English lecturers are respondents to the structured questionnaire. It is based on a five-point Likert-type rating scale with 19 items statements created using Google forms and sent to English lecturers digitally through e-mail and electronic messages. Based on the finding, the interaction characterization involved creating teaching, cognitive, and social presence, raising English language learning engagement and pleasure, improving English learners’ learning advancement, and increasing persistence and retention of English language learners. The mean of 15 of the 19 items was more prominent than 3.0, suggesting that respondents usually agreed. The following four questions had a mean larger than 2.5, suggesting that respondents were typically apprehensive about them. Additionally, the survey indicated that just 3.84 means dividing a complicated subject into manageable components. It is considered beneficial interaction in the online environment. This research has implications for the construction of online learning environments, the role of English lecturers in online courses, and educational support to help English language learners accommodate to more active engagement patterns in online learning settings

The Characteristics of Instructional Systematic Design English Online Teaching Environment Rizky Eka Prasetya
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.3994

The English online learning instructional model became contingent upon organised and guided learning practices by competent English lecturers as instructors in the online situation. There are a few concepts applied to the English instructional online pedagogy for Higher Education and Universities. The purposes of the examinations are to classify the relevance of online instructional learning to conform to English learning and present current or unexpected instructional design into the English online environment. The study employed a convergent parallel design method. This method of choice had depth-analysing and performing parallel analyses, which are considered alternative evidence for discussing the components of the online instructional model. The examination consisted of 52 English lecturers from various Higher Education and Universities. The survey questionnaires were addressed to participants, and interview strategies were identified to collect a distinctive angle and dept-involvement on the English online instructional. Findings of the study have revealed that English lecturers considered learner-centered intended course as very important for their teaching concept while emphasising real-world performance as important for the online environment material. Collaborative approach and concentrate on reliably and validly assessed outcomes become the second phase importance in the online instructional model. Interview protocols thematic analysis exposed that English lecturers should support and organise their particular English online instructional online environment. The general characterised adapted to engage in English online instructional online-based. The condition is because of English lecturers empathising with the appropriate material, approach to the learners’ flexibility, and individual accomplishment in every topic.

The English Language Needs for Information Technology: A Comparison Case of Professionals and Students Rizky Eka Prasetya
Journal of English Language Teaching and Learning (JETLE) Vol 3, No 1 (2021): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v3i1.12202

English has established itself as a global lingua franca. The global growth in the usage of English has resulted in many reforms within educational institutions. The study aims to ascertain and examine English needs for information technology purposes among professionals and learners on a wide scale. A quantitative descriptive approach with a survey research design was employed in the study, and it applied to the Cross-Sectional survey design. Mailed questionnaires were collected from 243 students’ and 23 professionals. According to the questionnaires, the result found that professional purposes for learning English are to complete written-project reports or papers, while students must communicate with the global community. The English learning outcome implied different aims. The professionals want to complete language instructions for information technology processing, but students expect information access to the products. Professional speaking abilities are concerned with asking clarifications in the group or personal meetings, yet students concern more in taking and receiving the phone calls. In the same manner as writing, professionals and students have the same expectation that is to produce formal reports in academic or professional situations. Both participants perceive the responses by reading ability concerned to the summarizing detail information. This study affirmed an interrelation between the English standing in professional IT and students’ IT positions in communication experiences in their present circumstances.

Co-Authors Achmad Syarif Achmad Syarif Agus Sriyanto Alam, Sukma Anindya Putri Pradipta Anwar, Syaiful Didik Hariyadi Raharjo Didik Hariyadi Raharjo Didik Hariyadi Raharjo Elizabeth Elizabeth Etty Susilowati Etty Susilowati Fenti Sofiani Fitriani, Nurul Hakam Ali Niazi Hidayat, Ravindra Safitra Lestari, Setyani Dwi Niazi, Hakam Ali Novanda Alim Setya Nugraha Retno Fuji Oktaviani Rinny Meidiyustiani Saskia Lydiani Setyani Dwi Lestari Suratno, Geri Syaiful Anwar Thoha, M. Nuur Farid Yugi Setyarko Yuwono Yuwono

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