CAPTURING STUDENTS’ VOICE ON THE USE OF MOODLE IN ONLINE ENGLISH LANGUAGE TEACHING
Abstract
The aim of this study is to explore students’ voice related to the use of moodle in online learning system especially in times of pandemic. Through qualitative case studies, students’ perceptions as well as experience of using moodle in learning English are provided. The data were gathered using oneon-one semi-structured interviews with 6 students of English department at an Islamic university in Indonesia that were chosen randomly. To make meaning of the data, the collected data were thematically analyzed. The result of this study reveals that some students like to use moodle in the online learning because it is helpful in accessing and discussing the material, submitting the assignment, as well as encouraging students’ participation in the learning process. However, the disruptions of internet connection, the server problems, as well as its complicated feature make students reluctant to use it. Therefore, this study proposes an issue that can be used as an evaluation to make the server and its feature better.
References
Asamoah, M. K. (2020). Reflections and
refractions on Sakai/Moodle
learning management system in
developing countries: A case of
Ghanaian universities’ demand and
supply perspective analyses.
African Journal of Science,
Technology, Innovation and
Development, 12(2), 243–259.
https://doi.org/10.1080/20421338.2
1634318
Barkhuizen, G., Benson, P., Chik, A.
(2014). Narrative Inquiry in
Language Teaching and Learning
Research. New York.
https://doi.org/https://doi.org/10.43
/9780203124994
Caliskan, S., & Bicen, H. (2016).
Determining the Perceptions of
Teacher Candidates on the
Effectiveness of MOODLE Used
in Flipped Education. Procedia
Computer Science, 102(August),
–658.
https://doi.org/10.1016/j.procs.201
09.457
Chinyio, E., Morton, N. (2006). The
Effectiveness of E-learning.
Architectural Engineering and
Design Management, 2(2), 73–86.
Chung, C., & Ackerman, D. (2015).
Student Reactions to Classroom
Management Technology:
Learning Styles and Attitudes
Toward Moodle. Journal of
Education for Business, 90(4),
–223.
https://doi.org/10.1080/08832323.2
1019818
Costa, C., Alvelos, H., & Teixeira, L.
(2012). The Use of Moodle elearning
Platform: A Study in a
Portuguese University. Procedia
Technology, 5, 334–343.
https://doi.org/10.1016/j.protcy.20
09.037
Fernando, W. (2020). Moodle quizzes
and their usability for formative
assessment of academic writing.
Assessing Writing, 46(October),
https://doi.org/10.1016/j.asw.2020.
Golombek, P. R., & Johnson, K. E.
(2004). Narrative inquiry as a
mediational space: Examining
emotional and cognitive
dissonance in second-language
teachers’ development. Teachers
and Teaching: Theory and
Practice, 10(3), 307–327.
https://doi.org/10.1080/135406004
Horvat, A., Dobrota, M., Krsmanovic,
M., & Cudanov, M. (2015).
Student perception of Moodle
learning management system: a
satisfaction and significance
analysis. Interactive Learning
Environments, 23(4), 515–527.
https://doi.org/10.1080/10494820.2
788033
Hu, X. H. et al. (2016). Access Moodle
Using Mobile Phones: Student Usage and Perceptions. Mobile
Learning Design: Theories and
Application, 155–171.
Lebeaux, D., Jablon, E., Flahault, C.,
Lanternier, F., Viard, J. P., Pacé,
B., … Lemogne, C. (2021).
Introducing an Open-Source
Course Management System
(Moodle) for Blended learning on
infectious diseases and
microbiology: A pre-post
observational study. Infectious
Diseases Now, 51(5), 477–483.
https://doi.org/10.1016/j.idnow.202
11.002
Limongelli, C., Lombardi, M., Marani,
A., Sciarrone, F., Limongelli, C.,
Lombardi, M., … Sciarrone, F.
(2015). New Review of
Hypermedia and Multimedia A
recommendation module to help
teachers build courses through the
Moodle Learning Management
System A recommendation module
to help teachers build courses
through the Moodle Learning
Management System,
(December).
https://doi.org/10.1080/13614568.2
1077277
Mpungose, C. B., & Khoza, S. B.
(2020). Postgraduate Students’
Experiences on the Use of Moodle
and Canvas Learning Management
System. Technology, Knowledge
and Learning, (0123456789).
https://doi.org/10.1007/s10758020-09475-1
Paraginǎ, F., Paraginǎ, S., Jipa, A.,
Savu, T., & Dumitrescu, A. (2011).
The benefits of using MOODLE in
teacher training in Romania.
Procedia - Social and Behavioral
Sciences, 15, 1135–1139.
https://doi.org/10.1016/j.sbspro.20
03.252
Pérez-Pérez, M., Serrano-Bedia, A. M.,
& García-Piqueres, G. (2020). An
analysis of factors affecting students´ perceptions of learning
outcomes with Moodle. Journal of
Further and Higher Education,
(8), 1114–1129.
https://doi.org/10.1080/0309877X.
1664730
Petrovic, N., Jeremic, V., Cirovic, M.,
Radojicic, Z., & Milenkovic, N.
(2014). Facebook Versus Moodle
in Practice. American Journal of
Distance Education, 28(2), 117– 125.
https://doi.org/10.1080/08923647.2
896581
Yuan, R., & Lee, I. (2016). theory and
practice ‘ I need to be strong and
competent ’: a narrative inquiry of
a student-teacher ’ s emotions and
identities in teaching practicum,
(May).
https://doi.org/10.1080/13540602.2
1185819
