THE USE OF SCHOOLOGY TO MOTIVATE THE SEVENTH
GRADE STUDENTS OF SMP KANISIUS WONOGIRI
TO LEARN ENGLISH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Chia Clarissa Crisentia
Student Number: 131214053
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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THE USE OF SCHOOLOGY TO MOTIVATE THE SEVENTH
GRADE STUDENTS OF SMP KANISIUS WONOGIRI
TO LEARN ENGLISH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Chia Clarissa Crisentia
Student Number: 131214053
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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DO SOMETHING BEST TODAY
AS TOMORROW YOU WILL DIE
This thesis is dedicated to:
My parents, Beni Suryanto and Chatarina Sri Erna Kustanti
Father FX. Eko Wijayanto, Pr
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ABSTRACT
Crisentia, Chia Clarissa. (2017). The Use of Schoology to Motivate the Seventh
Grade Students of SMP Kanisius Wonogiri to Learn English. Yogyakarta: English
Language Education Study Program. Department of Language and Arts Education,
Faculty of Teachers Training and Education, Sanata Dharma University.
Motivation plays an important role in English language learning.
Motivation determines students’ success in learning English. One way to improve
students' motivation in learning English is to use Learning Management System
(LMS). One of LMS is Schoology. Schoology is able to influence students'
motivation in learning English. Students with high motivation in learning English
will tend to be more successful than the students with low motivation. This study
investigates the implementation of Schoology to motivate students in English
language learning. It also examines the types of motivation that the students have
during the implementation of Schoology. In this study, there are two formulated
research questions. The first research question is “to what extent does Schoology
motivate the seventh grade students of SMP Kanisius Wonogiri to learn English?”
The second research question is “what types of motivation do the students have in
learning English through Schoology?”
The researcher used mixed method to answer the research questions. The
participants of this study were 12 seventh grade students of SMP Kanisius
Wonogiri. The instruments used were observation checklist, questionnaire, and
interview.
The first findings revealed that Schoology could motivate the seventh
grade students of SMP Kanisius Wonogiri. Schoology gave high motivation to the
students as it provided features that were interesting for the students to learn
English. The students actively accomplished English tasks on Schoology. They
kept on persisting in doing the tasks with various levels of difficulties.
Consequentially, the students gave more efforts in doing the tasks. By using the
application, they also felt motivated and engaged with English outside class.
Schoology application enabled the students to access the materials at any time and
any place. The second findings revealed that the students had two types of
motivation, namely intrinsic motivation and extrinsic motivation. The intrinsic
motivation was greater than the extrinsic motivation.
In conclusion, Schoology provides interesting features which motivate
students to learn English. The interesting features enhance students’ intrinsic
motivation because the students enjoy using the application.
Keywords: motivation, intrinsic motivation, Learning Management System
(LMS), Schoology, the seventh grade student of SMP Kanisius Wonogiri
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ABSTRAK
Crisentia, Chia Clarissa. (2017). The Use of Schoology to Motivate the Seventh
Grade Students of SMP Kanisius Wonogiri to Learn English. Yogyakarta: Program
Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Motivasi berperan penting dalam pembelajaran Bahasa Inggris. Motivasi
menentukan keberhasilan siswa dalam belajar Bahasa Inggris. Salah satu cara
untuk meningkatkan motivasi siswa dalam belajar Bahasa Inggris adalah dengan
menggunakan Learning Management System (LMS). Salah satu aplikasi LMS
adalah Schoology. Schoology dapat mempengaruhi motivasi siswa dalam belajar
Bahasa Inggris. Siswa yang memiliki motivasi tinggi dalam belajar Bahasa Inggris
akan cenderung lebih sukses daripada siswa yang memiliki motivasi rendah.
Penelitian ini bertujuan untuk mengetahui bagaimana Schoology memotivasi siswa
dalam pembelajaran Bahasa Inggris. Lebih lanjut lagi, penelitian ini juga meneliti
jenis motivasi yang dimiliki siswa selama penerapaan Schoology. Dalam
penelitian ini, penulis merumuskan dua rumusan masalah. Rumusan masalah yang
pertama adalah “sejauh mana Schoology memotivasi siswa kelas tujuh SMP
Kanisius Wonogiri untuk belajar Bahasa Inggris?” Rumusan masalah yang kedua
adalah “jenis motivasi apa yang dimiliki siswa dalam belajar Bahasa Inggris
melalui Schoology?”
Penulis menggunakan metode campuran untuk menjawab dua rumusan
masalah tersebut. Peserta penelitian ini adalah 12 siswa kelas tujuh SMP Kanisius
Wonogiri. Instrumen yang digunakan adalah observasi, kuesioner, dan wawancara.
Hasil penelitian menunjukkan bahwa penggunaan Schoology dapat
memotivasi siswa kelas tujuh SMP Kanisius Wonogiri. Schoology memberi
motivasi yang tinggi pada para siswa dengan menyediakan beberapa fitur yang
menarik bagi siswa untuk belajar Bahasa Inggris. Para murid dengan aktif
mengerjakan tugas-tugas Bahasa Inggris pada Schoology. Mereka menunjukkan
kemauan yang keras untuk tetap menyelesaikan tugas-tugas dengan tingkat
kesulitan yang bervariasi tersebut. Secara bersamaan, para murid menunjukkan
ketekunan yang lebih dalam mengerjakan tugas-tugas Bahasa Inggris. Tidak hanya
demikian, para murid juga menunjukkan motivasi untuk belajar Bahasa Inggris
diluar kelas dengan tekun dan giat. Penulis juga menemukan bahwa siswa
memiliki dua jenis motivasi, yaitu motivasi intrinsik dan motivasi ekstrinsik.
Motivasi intrinsik lebih besar daripada motivasi ekstrinsik.
Kesimpulannya, Schoology menawarkan fitur-fitur yang menarik sehingga
memotivasi siswa untuk belajar Bahasa Inggris. Fitur-fitur yang menarik tersebut
dapat meningkatkan motivasi intrinsik siswa karena mereka senang menggunakan
applikasi tersebut.
Kata kunci: motivation, intrinsic motivation, Learning Management System
(LMS), Schoology, the seventh grade students of SMP Kanisius Wonogiri
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ACKNOWLEDGEMENTS
My deepest gratitude goes to the one and only Jesus Christ, my Almighty
Lord, and Mother Mary, who have given an amazing life for me. Many thanks
will not be enough.
I am also really grateful for having my parents, Mama Chatarina Sri Erna
Kustanti and Papa, Beni Suryanto, who are never tired of being with me when I
need them. I thank them for being my super parents who always pray for me and
support me when I face difficulties. My thankfulness goes to Edwardus Gesang
Arum, A.Md., for always being very patient during my hardest time.
My gratitude also goes to my thesis advisor, Bapak Priyatno Ardi, S.Pd.,
M.Hum. His time, his advice, his patience and guidance helped me to a very great
extent to accomplish this thesis. I also want to apologize for all mistakes I have
made during the writing process of this thesis. I dedicated my appreciation to my
academic advisor Bapak Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D., who
always gives me advice. I would like to thank all of the lecturers and staff of the
English Language Education Study Program of Sanata Dharma University for their
help.
My thankfulness goes for Ibu Dra. C. Anny Sri Setyawati, M.Pd., the
principal of SMP Kanisius Wonogiri, for allowing me to conduct this research in
her school. I thank Bapak Y. Aji Siswiyanto, S.Pd., the English teacher of SMP
Kanisius Wonogiri for his kindness during the data collection processes. It is an
honor for me to be allowed to conduct this research in his class. I thank the
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students of 7A Class in the school for their participation that was really helpful for
my research. I will never forget the chance to learn together with all of them.
I will never forget to express my gratitude to my friends, Chrysthania Yan
Prasetya, S.Pd., Febriani Suryaningrum, S.Pd., Gabriela Maria Pangesti
Wening, S.Pd., Gracia Vica Ade Nugraheni, S.Pd., Victoria Amadea
Prayuarsi, S.Pd., Widya Ayu Anindita, S.Pd., and Yohana Gabriela Nanda
Kristiani, S.Pd., who helped me finish this thesis. My gratitude also goes to Class
B students of PBI batch 2013.
Finally, I would like to express my gratitude to everyone, who always cares
about me, whose names cannot be mentioned one by one.
Chia Clarissa Crisentia
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TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................... i
APPROVAL PAGES .............................................................................................. ii
DEDICATION PAGE ............................................................................................ iv
STATEMENT OF WORK’S ORIGINALITY ....................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi
ABSTRACT .......................................................................................................... vii
ABSTRAK ............................................................................................................. viii
ACKNOWLEDGMENTS ..................................................................................... ix
TABLE OF CONTENTS ....................................................................................... xi
LIST OF FIGURES ............................................................................................. xiii
LIST OF TABLE ................................................................................................. xiv
LIST OF APPENDICES ....................................................................................... xv
CHAPTER I. INTRODUCTION
A. Research Background ................................................................. 1
B. Research Questions ..................................................................... 4
C. Research Significance ................................................................. 4
D. Definition of Terms..................................................................... 5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Descriptions ............................................................. 8
1. Technology and Language Learning ...................................... 8
2. Learning Management System (LMS) ................................. 10
3. Schoology ............................................................................. 11
4. Motivation ............................................................................. 16
B. Theoretical Framework ............................................................. 20
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ...................................................................... 22
B. Research Setting ........................................................................ 23
C. Research Participants ................................................................ 23
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D. Instrument and Data Gathering Technique ............................... 24
1. Observation Checklist ........................................................... 24
2. Questionnaire ........................................................................ 25
3. Interview ............................................................................... 26
E. Data Analysis Techniques ......................................................... 27
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS
A. Research Results ....................................................................... 31
1. Students’ Motivation in Learning English
using Schoology ................................................................... 31
2. Students’ Types of Motivation ............................................. 38
B. Discussion ................................................................................. 43
1. Schoology could Motivate the Seventh Grade Students of
SMP Kanisius Wonogiri to Learn English ........................... 43
2. Types of Students’ Motivation in English Language
Learning using Schoology ................................................... 45
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ............................................................................... 48
B. Recommendations ..................................................................... 50
REFERENCES ...................................................................................................... 51
APPENDICES ...................................................................................................... 54
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LIST OF FIGURES
Figure Page
2. 1. Screenshot of Schoology Sign Up.................................................................. 12
2. 2. Screenshot of Schoology Sign In .................................................................. 13
2. 3. Screenshot of Courses Feature ...................................................................... 13
2. 4. Screenshot of Groups Feature ....................................................................... 14
2. 5. Screenshot of Resources Feature .................................................................. 14
2. 6. Screenshot of Schoology Course Code ......................................................... 15
2. 7. Screenshot of Schoology Features ................................................................ 16
2. 8. Taxonomy of Human Motivation.................................................................. 20
3. 1. Triangulation Technique ............................................................................... 30
4. 1. Index of Motivation: Choice of Task ............................................................ 32
4. 2. Index of Motivation: Persistence .................................................................. 33
4. 3. Index of Motivation: Effort ........................................................................... 34
4. 4. Index of Motivation: Continuing Motivation ................................................ 35
4. 5. Index of Motivation: Achievement ............................................................... 37
4. 6. Type of Motivation: Intrinsic Motivation ..................................................... 39
4. 7. Type of Motivation: Extrinsic Motivation .................................................... 42
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LIST OF TABLE
Table Page
3. 1. Participants’ Code ......................................................................................... 24
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LIST OF APPENDICES
Page
Appendix 1: Permission Letter ............................................................................. 55
Appendix 2: Information Letter ............................................................................ 56
Appendix 3: Teacher’s Observation Checklist ..................................................... 57
Appendix 4: The Observation Result .................................................................... 58
Appendix 5: The Questionnaire Blueprint ............................................................ 61
Appendix 6: The Questionnaire Sheet .................................................................. 64
Appendix 7: The Questionnaire Results ............................................................... 66
Appendix 8: The Interview Blueprint and Results ................................................ 69
Appendix 9: The Students’ Participation .............................................................. 76
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CHAPTER I
INTRODUCTION
This chapter consists of four parts, namely research background, research
questions, research significance, and definition of terms. The first part discusses
the reasons for conducting this study. The second part presents research questions
to be answered in Chapter IV. The third part explains the contribution of the study
to the parties that may make use of the research results. The fourth part defines
keywords or phrases used in the study in order to clarify and avoid
misinterpretation of the concepts.
A. Research Background
The rapid development of information technology has offered English
teachers with new teaching models. As a result, technology plays a very important
role in English language teaching. According to Stošić (2015), by using
educational technologies, students can independently master materials, choose the
pace of learning, repeat the materials that are not sufficiently clear and track their
learning progress. One of technologies used in English language teaching and
learning is Learning Management System (LMS). LMS is a software application
or web-based technology used to plan, implement, and assess a specific learning
process (Ayub, Tarmizi, Jaafar, Ali, & Luan 2010). It is designed to manage
learning process as well as to deliver learning content and resources to students.
Falvo and Johnson (2007) state that LMS can also refer to an application that is
used for tracking, managing learning, and administrating system, and is especially
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used in a learning environment. Web-based LMS allows instructors and students to
share instructional materials, to make class announcements, to submit and return
course assignments, and to communicate with each other online using "an
integrated set of web-based tools for learning and course management"
(Malikowski, Thompson, & Theis, 2007, p. 150).
The use of social networking-based LMS as an educational tool is
increasing every day. Many educators are now trying to integrate the online
teaching platforms, such as Google classroom, Edmodo, and Schoology, into the
learning environment. As a result, LMSs bring about great potentials that make
learning environment readily available at any time and at any place (Pilli, 2014, p.
93).
Studies on the use of social networking-based LMS have been conducted
so far in Indonesia. First, Mulyono (2016) examined the use of Quipper as an
online platform for teaching and learning English as a foreign language (EFL) in
SMA Negeri 92 Jakarta. The researcher focused on the extent to which features
available in Quipper may correspond to the fundamental components of
Computer-Assisted Language Learning (CALL) pedagogy. The results indicated
that Quipper was affordable for being used as an online teaching and learning EFL
platform. Quipper corresponded to the three conditions of CALL pedagogy. Thus,
it is a potential aid for activities used in teaching and learning EFL, namely L2-
input exposure, interaction, and linguistic production. Second, Ardi (2017)
examines Schoology m-learning platform used in an English for Academic
Purposes (EAP) Class. The researcher reported how Schoology m-learning
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platform facilitated the exercise of learner autonomy in an EAP class. The
researcher found that Schoology m-learning platform installed in mobile devices
provided the students with greater control over their EAP learning beyond the
classroom, both in terms of the process and content of their learning. Third,
Purnawarman, Susilawati, and Sundayana (2016) used Edmodo to teach English
for the eleventh grade students. The researchers investigated how Edmodo was
implemented in teaching writing. The researchers found that Edmodo facilitated
students’ engagement cognitively through Note menu. The students showed
various responses both positive and negative towards the use of Edmodo.
In the previous studies, the researchers examined the effectiveness of the
use of LMS and their studies are intended for senior high school students and
university students. Inspired by the previous studies, the researcher intends to
further examine the effects of Schoology to motivate junior high school students to
learn English. Stockwell (2013) argues that technology make English teachers and
learners easier to access a wide range of English resources around the world.
Technologies have benefit of interacting with others both in and out of the
classroom. It was linked to motivational increases through interacting with a real
audience. Furthermore, Atkinson and Raynor (1974) argue that interacting with
real people makes the students experience the use of the language. It can make
them feel a sense of achievement which can lead to higher motivation (as cited in
Stockwell, 2013, p. 164). Stockwell (2013) sates that language learning system
that tracks students’ progress and provides feedback enables the students to see
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what they have learned and what they still need to study. It can boost students’
motivation and sustain their efforts in studying the language.
This present study focuses on the use of Schoology. Steinberg and Riehl
(2013) argue that “Schoology is a social network based Learning Management
System (LMS) that makes creating and sharing academic contents easy” (p. 98).
Schoology provides some interesting features that can motivate students. The
features help students in learning process easily so that students enjoy their
learning.
B. Research Questions
Based on the background explained, the researcher has formulated two
research questions:
1. To what extent does Schoology motivate the seventh grade students of
SMP Kanisius Wonogiri to learn English?
2. What types of motivation do the students have in learning English through
Schoology?
C. Research Significance
The goal of this research is to find out how Schoology can motivate the
students in learning English. The researcher believes that when the research has
been completed, the finding of the research will be beneficial for English teachers
and other researchers. Further benefits of this study are explained as follows.
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1. English Teachers
This study is aimed to give English teachers a creative teaching media. The
teachers need to find a good teaching media for the teaching learning process to
make it effective, attractive, and interesting. The media is also able to develop the
creativity of both teachers and students. Schoology is expected to ease the teachers
in delivering English materials effectively and efficiently. Schoology facilitates the
teachers to share learning resources to the students easily so that the teachers do
not need to provide handouts.
2. Other Researchers
This study is aimed to motivate other researchers who are interested in
improving the English materials. The researcher hopes that other researchers can
conduct further research on Schoology because this LMS gives benefits. They may
conduct experimental research about the benefits of using Schoology. With an
experimental research, the other researchers can learn something new about the
benefit of using Schoology. It can maintain teachers and students’ perspective.
D. Definition of Terms
The terms explained below are the key terms frequently used in this
research. This part will explain the definition of the key terms to avoid
misinterpretation and to clarify the concepts used in this study. The definitions of
terms contain the definition and also the contextual concepts from some experts.
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1. Learning Management System (LMS)
Szabo and Flesher (2002) define “LMS as the infrastructure that delivers
and manages instructional content, identifies, and assesses individual and
organizational learning goals, tracks the progress towards meeting those goals, and
collects and presents data for monitoring the learning process of the establishment
as a whole” (as cited in Pilli, 2014, p. 90). Furthermore, Alias and Zainuddin
(2005) define that “LMS is a software application or web-based technology used
to design, implement, and assess a specific learning process” (as cited in Pilli,
2014, p. 92).
2. Schoology
Farmington (2014) explains that Schoology is a web-based social network
for K-12. It assists the users to create, manage, interact, and share academic
contents. The platform also provides the access to teachers and students for the
presence, collection tasks, exercises and media learning resources that can be
accessed anytime, anywhere, and also provides access to parents to monitor
students' progress in the school. It is accessible at www.schoology.com.
3. Motivation
Ryan and Deci (2000) define that motivation is the willingness to move to
do something. A person who feels no inspiration to act is unmotivated, whereas
someone who is energized to act is considered motivated. In addition, Parsons,
Hinson, and Brown (2001) say that motivation is an important component or factor
in the learning process. Learning and motivation have the same importance in
order to achieve something. Learning makes the students gain new knowledge and
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skills and motivation pushes the students or encourages them to go through the
learning process.
4. The Seventh Grade Students of SMP Kanisius Wonogiri
SMP Kanisius Wonogiri is a school located in Jl. Durian No. 9, Giripurwo,
Wonogiri. The total classes are 6 classes. In this research, the researcher focuses
on the seventh grade students of Class A.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theories used as the foundation for this research.
The first part is the theoretical description and the second part is the theoretical
framework. Theoretical description discusses the theories related to the limited
scope of the research. Theoretical framework presents the theories as the
framework to answer the research questions.
A. Theoretical Description
This theoretical description is concerned with theories that are related to
the topic of this research. This part deals with technology and language learning,
Learning Management System (LMS), Schoology, and motivation in language
learning.
1. Technology and Language Learning
Technology becomes the normal and expected means of communication
and education. It can be seen at schools. Every school has a set of computers, and
students spend some time to work using computers for their tasks. Of these tasks,
word processing is the most widely used computer software. Bruce and Hogan
(1998) point out that important change occur in expectations about the abilities
students have to acquire to be successful language users. Moreover, the bond
between technology and English use in the modern world should prompt all
language professionals to reflect on the ways in which technology is changing the
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profession of English language teaching in particular, and applied linguistics as a
whole (as cited in Chapelle, 2003, p. 1).
Chapelle (2003) states that there are three important constructs in English
language teaching, namely motivation, register of language use, and
communicative language ability. The students will be more motivated to learn
English using technology. It makes the students become interested and not bored.
Rather than requiring learners to meet in a single physical location, the Internet
provides new spaces in which learners communicate through chat room, e-mail,
and online discussion groups (p. 11). Moreover, according to Means and Olson
(1993), technology can motivate students to attempt harder tasks and to take more
care in crafting their work (as cited in Knapp and Roehrig, 1996, p 14).
One of technologies that is commonly used in language learning is
computer lab. Chapelle (2003) argues that “computer labs where learners are
physically present to participate in lab-speak represent only a small-proportion of
the speech communities that English Second Language (ESL) learners have access
to through the use of technology” (p. 15). Crystal (2001) argues that language
users have to acquire the right and proper rules about how to communicate well
via e-mail, chat groups, or web-page (as cited in Chapelle, 2003, p. 17).
Therefore, teachers need to learn to use computer technology for
constructing and implementing materials for teaching and assessing English, and
they need to engage in innovative teaching and assessments through the use of
technology. Stein (2000) suggests that the future ESL teachers have to learn how
to use technology effectively for teaching their students in the future. Limiting
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technology experiences to one course or to one area of teacher preparation is
insufficient for developing teachers who can use technology creatively and
flexibly (as cited in Chapelle, 2003, p. 31).
In addition, Knapp and Roehrig (1996) say that the effect of integrating
technology into classroom instruction effectively suggests the following direct
impact on the teacher. By teaching with technology teachers can feel more
professional because they spend less time dispensing information and more time
helping students learn (p. 17). Therefore, technology is very helpful in teaching
and learning process, especially in language learning.
2. Learning Management System (LMS)
Szabo and Flesher (2002) define “LMS as the infrastructure that delivers
and manages instructional content, identifies, and assesses individual and
organizational learning goals, tracks the progress towards meeting those goals, and
collects and presents data for monitoring the learning process of the establishment
as a whole” (as cited in Pilli, 2014, p. 90). According to Wahlstedt and Honkaranta
(2007), the LMS consists of pedagogical devices, human interactions, learning
contents and assessment supporting and advancing traditional learning in school or
in higher education. LMS is a useful content distribution system, in which
instructors can distribute course materials and interact with students at a distance
(as cited in Almarashdeh, Sahari, Zin, & Alsmadi, 2010, p. 80).
According to Adzharuddin and Ling (2013), a typical LMS enables an
instructor or moderator to prepare and deliver content, monitor students’
participation, as well as assess students’ performance online. The LMS provides
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interactive features for the students, such as threaded discussions, video
conferencing, and forums for discussion are the main features of an LMS. The goal
of an LMS is to keep track of students’ progress and performance. The LMS is not
just viewed as an instructional trend but as a tool that benefits the adopters as well.
As a web-based learning tool, the LMS facilitates “any time, any place, any pace”
access to learning content and management (p. 250).
Typically, a learning management system provides an instructor with a way
to create and deliver content, monitor students’ progress and participation, and
assess students’ performance. Students are also benefiting from interactive features
such as debates, video conferencing, and discussion forums. Commonly used
LMSs, such as Moodle, WebCT, Schoology, Edmodo, and Ning are emphasizing
on provision for teachers and administrators in generating, managing, and handling
of online courses. LMSs offer a great variety of features which can be included in
the courses such as learning material, quizzes, forums, chats, assignments, wikis,
and so on. Bailey (1993) states that the following general characteristics for an
LMS in education: (1) Instructional objectives are tied to individual lessons, (2)
Lessons are incorporated into the standardized curriculum, (3) Courseware extends
several grade levels in a consistent manner, (4) A management system collects the
results of student performance, and (5) Lessons are provided based on the
individual student’s learning progress (as cited in Pilli, 2014, p. 92).
3. Schoology
There are so many kinds of LMS. One of them is Schoology. Schoology is
one of the innovative platforms built on the inspiration of social media, that is
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Facebook, with the aim for the benefit of education. Schoology assists teachers to
enable broad communication opportunities for students to make it easier for
students to take part in discussions and teamwork. In addition, Schoology is also
supported by various forms of media, such as video, audio and images that can
attract students' interest. Schoology directs students to apply the use of technology
in learning. Ardi (2017) states that Schoology is an online social learning network
and interactive learning management system initiated by four college students
named Jeremy Friedman, Ryan Hwang, Tim Trinidad, and Bill Kindler in 2007.
Figure 2. 1. Screenshot of Schoology Sign Up
Schoology is a cloud-based LMS for schools, teachers, and students. It is a
social network used to create, manage, and share academic materials. This
program is similar to an online classroom which allows students to do their works
without having to enter a room.
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Figure 2. 2. Screenshot of Schoology Sign In
Schoology has a very supportive feature of learning activities. The features
owned by Schoology are as follows:
a. Courses
The “courses” feature is to create a class of subjects, for example English
lesson. This facility is also in Moodle. In the Course feature, teachers can also
create quizzes or questions (these are not owned by Facebook) with various types
of multiple choices, true or false, matching, essay, etc. In addition, teachers also do
not have to make question sheets for all classes that they have. With the import
feature teachers can import the files.
Figure 2. 3. Screenshot of Courses Feature
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b. Groups
The “groups” feature is to create groups in grouping a task done by groups
in different themes or class groupings. This facility also exists in Facebook.
Figure 2. 4. Screenshot of Groups Feature
c. Resources
The “resources” feature is to provide learning resources to individual and
groups. The teachers can provide the resources easily without printing the handout.
The students can access it everywhere and anytime.
Figure 2. 5. Screenshot of Resources Feature
One of the advantages of using Schoology is that the teachers do not have
to bring their students’ works or tasks at home. The students’ tasks can be done at
home, teachers stay controlled from the teachers’ home. Therefore, to include the
members (students), the teacher can give the access code to the students being
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taught. For example, the students who will enter the online class of “English:
Section 1” can join by entering N57WT-BTB5K access code.
Figure 2. 6. Screenshot of Schoology Course Code
Schoology also has other features, such as attendance list, analytic,
discussion boards, assignment drop box, gradebook, online quizzes, teacher
learning communities, and calendaring. Besides being easy to be used via PC,
Schoology can also be used via mobile phones. The students are easy to open the
lesson anywhere and anytime. The researcher provides students’ participation in
doing English tasks by using Schoology in Appendix 9.
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Figure 2. 7. Screenshot of Schoology Features
4. Motivation
a. Definition of Motivation
Motivation is one of the factors influencing success in second or foreign
language (L2) learning. Schunk, Meece and Pintrich (2014) explain that the
meaning of motivation is “the process whereby goal-directed activities are
instigated and sustained” (p. 5). Lightbown and Spada (1999) note that
“motivation in second language learning is a complex phenomenon which can be
defined in terms of two factors, namely learner’s communicative needs and their
attitudes towards the second language community” (p. 56). In other hand, Parsons,
Hinson and Brown (2001) state that motivation as an important factor in the
learning process. Learning and motivation have the same importance in order to
achieve something. Learning can make us gain new knowledge and skills, while
motivation encourages us to go through the learning process.
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Gardner (1985) notes that motivation is perceived composed of three
elements, namely effort, desire, and affect. Effort refers to the time spent studying
the language and the drive of the learner. Desire indicates how much the learner
wants to become proficient in the language and affect means the learner’s
emotional reactions related to language study.
Motivation is the process aroused by the stimulus to achieve desired
purposes, behaviors, or conditions. It can be said that motivation is a continuous
process based on a person’s desire. According to Keller (2010), motivation refers
broadly to what people desire, what they choose to do, and what they commit to
do.
b. Types of Motivation
Harmer (1991) uses the word ‘goal’ to categorize the motivation in second
language learning into two types. The first one is short-term goal. It means when
students wish to succeed in doing something in the near future, such as, passing
their examination or getting good grades or high scores. The second one is long-
term goal. It refers to a wish of students or learners who want to get a better job in
the future or to be able to communicate with people who use the language that they
study or the target language.
Furthermore, according to self-determination theory, individuals’
motivation for engaging in activities can be distinguished between intrinsic and
extrinsic motivation. According to Schunk, et al. (2014), intrinsic motivation refers
to motivation to engage in an activity for its own sake. People who are intrinsically
motivated work on tasks because they find the tasks enjoyable. Task participation
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is its own reward and does not depend on explicit rewards or other external
constrains. In contrast, extrinsic motivation is motivation to engage in an activity
as a means to an end. Individuals who are extrinsically motivated work on tasks
because they believe that participation will result in desirable outcomes such as
reward, teacher’s praise, or avoiding punishment (p. 276).
Meanwhile, according to Deci (1985), intrinsically motivated behaviors are
performed because of the sense of personal satisfaction that they bring. The
students are in college because they enjoy learning new things and expanding their
knowledge, they are intrinsically motivated to be there. On the other hand,
extrinsically motivated behaviors are performed in order to receive something
from others or avoid certain negative outcomes (as cited in Ryan & Deci, 2000, p.
69). Deci (1985) defines extrinsic motivation as "engaging in an activity to obtain
an outcome that is separable from the activity itself" (as cited in Ryan & Deci,
2000, p. 70). Some examples of extrinsic motivators are rewards, such as a job
promotion, money, a sticker, or candy. Furthermore, social and emotional
incentives like praise and attention are also extrinsic motivators since they get
from another person (Ryan & Deci, 2000).
c. The Importance of Motivation in Second Language Learning
According to Schunk and Zimmerman (2008), motivation can influence
what, when, and how we learn (as cited in Schunk et al., 2014). Motivation has an
important role in success and failure in learning a second language. Spolsky (1990)
states that motivated students are likely to learn more quickly than the students
who are less motivated. In a particular learning situation, students who are less
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motivated are likely to lose their attention, misbehave, and cause discipline
problems. On the contrary, students who are more highly motivated will
participate actively and pay more attention to a certain learning task or activity.
d. Behavioral Indicators of Motivation
Maehr (1984) describes five behavioral patterns that can be used as indices
of motivation related to learning. First, motivation is related to individual’s
attention. Second, persistence is a kind of behavior related to motivation. Third,
the level of intensity is connected with the level of motivation. Fourth, someone
that can do a task individually is considered as high motivated (as cited in Stipek,
1993, p. 11).
Furthermore, Schunk, et al. (2014) describe that there are four indexes of
motivation, namely choice of task, effort, persistence, and achievement. The
learners should have high desire to achieve learning goals and need to overcome
their difficulties. Therefore, the researcher argues that it is important to know the
students’ behavioral to find whether the students have motivation in learning,
especially in second language learning.
e. Self-Determination Theory
Self-determination theory assumes that all individuals have a natural
constructive tendency towards developing the self and identifies specifiable factors
that both support and hinder intrinsic motivations. Self-determination theory
proposes that a person’s intrinsic motivation is driven by three psychological
needs, which are autonomy, competence, and relatedness (Fernandez, 2011).
According to Deci (1980), self-determination is “the process of utilizing one’s
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will”. Will is “the capacity of the human organism to choose how to satisfy its
needs” (as cited in Schunk et al., 2014, p.289). Deci (1980) argues that self-
determination is an ability to accept the strengths and weaknesses. People have to
consider how to act in their environment (as cited in Schunk et al., 2014, p.289).
Deci and Ryan (2000) develop a second sub-theory within the larger self-
determination theory; which they labeled Organismic Integration Theory (OIT), to
deal with extrinsically motivated behaviors (as cited in Schunk et al., 2014, pp.
291-292). Figure 2.8 displays the taxonomy of motivation according to this theory
and sub-theory.
Figure 2. 8. Taxonomy of Human Motivation
(Ryan & Deci, 2000, p. 61)
B. Theoretical Framework
In this part, the researcher tries to synthesize the relevant theories discussed
in the previous subchapters which become the grounds to support this research and
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to analyze the research data. There are two research questions in this research: 1)
to what extent does Schoology motivate the seventh grade students of SMP
Kanisius Wonogiri to learn English? and 2) what types of motivation do the
students have in learning English through Schoology? In this part, the researcher
also explains how the theories support the researcher to answer the research
questions.
In order to answer the first question, the researcher provides some indexes
of motivation by theory of Stipek (1993) which is supported by Maehr (1984) and
by theory of Schunk, Meece, and Pintrich (2014) which is also supported by
Schunk (1983). Maehr (1984) describes five behavioral indexes of motivation
related to learning, namely direction of an individual’s attention and activity,
persistence, activity level, continuing motivation, and performance. Moreover,
Schunk, et al. (2014) describe there are four indexes of motivation, namely choice
of tasks, effort, persistence, and achievement. To answer the second research
question, the researcher addresses the theory of Stipek (1993), Boggiano, Main,
and Katz (1988), Deci and Ryan (1985), DeCharms (1976) in order to define the
types of motivation. Stipek (1993), Boggiano, Main, and Katz (1988), Deci and
Ryan (1985), DeCharms (1976), explain the theory of intrinsic motivation and
extrinsic motivation. Those theories help the researcher to find the relation
between the students’ experiences in learning English using Schoology and their
types of motivation to learn English using Schoology.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the research methodology is presented. The discussion
consists of five parts, namely research method, research setting, research
participants, instruments and data gathering technique, and data analysis
technique. This chapter explains how the researcher collected and analyzed the
data to answer the research questions.
A. Research Method
The researcher used mixed methods that consisted of quantitative and
qualitative approaches. According to Creswell (2003), in the mixed methods, the
researchers look for many approaches to collect and analyze data rather than using
only one way (e.g., quantitative or qualitative) (p.12). Creswell (2003) further
explains that “the researchers use both quantitative and qualitative data because
they work to provide the best understanding of a research problem” (p.12).
Therefore, the researcher used mixed methods in order to find the best
understanding of the research results. The purpose of using mixed methods was to
find out how Schoology motives the students in learning English and the types of
the motivation.
In the quantitative method, the researcher used questionnaires to collect the
data. Kumar (1999) argues that a questionnaire is a list of questions that is clear,
unambiguous and easy to understand (as cited in Grix, 2004, pp. 128-129).
Meanwhile, in the qualitative method, the researcher did the observation and
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interview to collect the data. From the observation, the researcher obtained some
information by observing the class and real situation in the class. From the
interview, the researcher obtained some information from the participants directly.
B. Research Setting
This research took place at SMP Kanisius Wonogiri which is located at Jl.
Durian No. 9, Giripurwo, Wonogiri. This school has in total of 6 classes; two
classes of seventh grader, two classes of eighth grader, and two classes of ninth
grader. The learning process started from 7.00 a.m. to 1.30 p.m. every Monday,
Tuesday, Wednesday, and Thursday, then from 7.00 a.m. to 11.45 a.m. every
Friday and Saturday. The research was conducted in Class 7A.
C. Research Participants
The participants were 12 students who belonged to the seventh grade
students of Class A of SMP Kanisius Wonogiri. They were all the members of
SMP Kanisius Wonogiri. The researcher used purposive sampling. In addition, the
researcher chose twelve students from Class A because they volunteered
themselves to join this class. The researcher conducted an interview with the
students to gather students’ perspectives. Therefore, the researcher made some
codes to define the participants. The researcher presented the students 1 to 12 as
S1 to S12, female as F, and male as M.
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Code S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12
Gender F F F F M F F F F M M M
Table 3. 1. Participants’ Code
D. Instruments and Data Gathering Technique
This part elaborates the instruments of the research in order to answer the
research questions. Then, in order to answer the questions, this research employed
three kinds of instruments. The researcher used observation checklist,
questionnaire, and interview.
1. Observation Checklist
Richards (2003) argues that observation is the conscious noticing and
detailed examination of participants’ behaviors in a naturalistic setting (as cited in
Heigham & Sakui, 2009, p. 97). Therefore, the researcher used observation to find
out the students’ behavior during English learning process before using Schoology
and the students’ behavior during English learning process by using Schoology. In
this research, the researcher used non-participant observation technique. Non-
participant observation usually involves a passive role for the researcher, who does
not directly influence events, but observers’ interaction, which is not affected by
the researcher’s presence (Grix, 2004).
In this research, the researcher took note about the classroom activity. The
researcher focused on the students’ responses to the English tasks given through
Schoology. The researcher looked at how the students acted after accomplishing
English tasks on Schoology. In this research, the researcher made an observation
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checklist to help the researcher analyze students’ activities in the class. Then, the
researcher checked the observation checklist after the students used Schoology in
learning English. The observation checklist is available in Appendix 3. The
researcher described the situation in the class and to summarize the data.
According to Geertz (1973), one fundamental aspect of participant observation is
that a researcher should engage in the thick description (as cited in Cowie, 2009, p.
171). Cowie (2009) state that writing about a research setting should be as detailed
and rich as possible.
2. Questionnaire
The researcher used questionnaires to answer the research question. It was
to identify the types of students’ motivation in English teaching learning process
by using Schoology and how it motivates the students to learn English. The
researcher chose closed-ended questionnaire, which provides responses to be
chosen by the respondents. The closed-ended-question makes the questionnaire
easier and quicker to fill in (Wallace, 1998, p.135).
There were 25 closed-ended questions. Moreover, the researcher provided
4 responses that could be chosen by the respondents. The researcher provided 4
degrees of agreement options to be selected for each item in the questionnaires.
The list of the questionnaire’s statements could be seen in Appendix 5. The
degrees of agreement used in the questionnaire were based on likert-scale with
four degrees of agreement (Brown & Rogers, 2002, p.120). The scales were four
(4) for strongly agree, three (3) for agree, two (2) for disagree, and one (1) for
strongly disagree. These scales were used to count the total score of closed-ended
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questions from each respondent. The researcher chose 4 scales so that there was no
undecided option in the questionnaires. The reason was that the researcher wanted
the respondents to directly express their answer whether they agreed or disagreed
with each statement.
The language used in the questionnaire was Bahasa Indonesia. The reason
was to make respondents easier to fill the questionnaire. The researcher distributed
the questionnaire on July 26, 2017.
3. Interview
In this research, the interview was also used by the researcher in order to
obtain more information to answer the research questions. Furthermore, by
interviewing the respondents, the researcher could do immediate follow-up and
clarification to responses given by the respondents (Ary et al., 2002). Then, in
order to obtain more information from the respondents, a semi-structured interview
was used by the researcher. Gall and Borg (2007) mention that semi-structured
interview involves questioning a series of structured questions to the interviewee
and then probing more deeply with open-form questions in order to obtain more
additional information from the interviewee. Furthermore, McDonough (1997)
also states that in a semi-structured interview, the interviewer may change the
order of questions and may ask for follow-up of responses even though the
framework of the interview has been prepared.
This interview is used to find out the students’ perceptions about the use of
Schoology in English learning process and their types of motivation in learning
English by using Schoology. The researcher did the interview on July 26, 2017.
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When interviewing the participants, the researcher decided to use Bahasa
Indonesia. It is because the researcher wanted to ensure that the participants
understand the meaning of each question in the interview so that the purpose of the
interview can be achieved. Besides, the participants were also allowed to answer
all questions of the interview using Bahasa Indonesia. The reason is that the
researcher wanted to ensure that the participants could give clear and deep answers
for all questions. The interview results can be seen in Appendix 8.
In order to record the information given orally by the participants, the
researcher used a voice recorder. Gall and Borg (2007) state that the researcher
could obtain a complete verbal record by using the audio recording and it can be
studied much more thoroughly than data in the form of interviewer notes. In
addition, a recorder also speeds up the interview process because the interviewer
did not need to write the information from the interviewee (Gall & Borg, 2007).
E. Data Analysis Technique
In gathering the data, the researcher used observation checklist,
questionnaire and interview. The main data collected from the questionnaire. The
observation and the interview were the supporting data.
1. Analyzing the Observation
The data from the observation checklists were used to improve researcher’s
teaching model. The information collected in the teacher observation checklists
was analyzed by paying attention to the behavior changes of the students. These
behavior changes were then categorized based on the specification. The data
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analyzed from the teacher observation checklists then presented in the qualitative
way in research results and discussion.
2. Analyzing the Questionnaire
After analyzing the teacher observation checklist, the researcher analyzed
the questionnaire. The researcher calculated the mean score. First, the researcher
counted how many times the students answered strongly agrees, agree, disagree,
and strongly disagree with every statement. Second, the researcher counted the
total score for every degree. Third, the researcher multiplied the total of every
degree answers to every degree’s scale that had been determined. According to
Brown & Rogers (2002, p.120), the scale were four (4) for strongly agree, three (3)
for agree, two (2) for disagree and one (1) for strongly disagree. After that, the
researcher counted the score (X score). Then, the total X score was divided to 12
as the amount of students who answered the questionnaire. The researcher used
following formula to calculate the results:
x = n
XXXX n )...( 321
Furthermore, the process of calculating the data was the number of the
students who chose the option from the questionnaire (n), divided by the total of
the number of the students in the class ( N), then multiplied by 100%. The result
of the data questionnaire will be provided in a percentage. The formulation is seen
below:
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After calculating the raw data, the researcher tried to compare the result of
the data and the theories that the researcher have found.
3. Analyzing the Interview
In order to analyze the data from the interview, the researcher took these
steps. First, the researcher transcribed the oral information of the interview
recorded in the voice recorder. Second, the researcher analyzed the obtained
information from the data transcription based on the theories discussed in Chapter
II. Third, the researcher made the summary and drew some conclusions from the
data transcription of the interview about how Schoology can motivate students in
learning English.
The researcher used data triangulation to validate the data found from the
instruments. Denzin (1978) state, “triangulation is the combination of
methodologies in the study of the same phenomenon” (as cited in Jick, 1979, p.
602). Creswell (2003) explains that “from the original concept of triangulation
emerged additional reasons for mixing different types of data” (p. 15). The results
of the interview and the observation were combined with the result of
questionnaire. The researcher was cross-checking the data from the observation,
the interview, and the questionnaire. The researcher reinforced the data using
several theories that could support data validation. The theories used are compared
to see the similarity of the results obtained. After all of the data were collected, the
researcher found out the main results from those methods.
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Figure 3. 1. Triangulation Technique
RESULTS
OBSERVATION
QUESTIONNAIRE INTERVIEW
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
There were two parts in this chapter. Those parts were research results and
discussion. In the first part discusses how Schoology could motivate the students
to learn English and types of students’ motivation in an English language learning
using Schoology. The second part deals with the discussion about Schoology that
could motivate the students to learn English and types of students’ motivation in
English language learning using Schoology.
A. Research Results
This part was divided into two sections. The first section presented the
students’ motivation in learning English using Schoology. The second part
identified the students’ types of motivation.
1. Students’ Motivation in Learning English using Schoology
The observation was done to observe 12 students of 7A Class who used
Schoology in English learning process. The observation showed that the students
were focused and silent enough on doing their own tasks. Moreover, they did not
cheat other students’ work. The resulta of the observation could be seen in
Appendix 4. The finding was supported by the results from the questionnaire.
The questionnaire was distributed to the 12 students of Class 7A of SMP
Kanisius Wonogiri who used Schoology in their English learning process. The
questionnaire was divided into five categories. The first category was the students’
choice of task. The second category was the students’ persistence in doing the
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English tasks by using Schoology. The third category was the students’ effort in
doing the English tasks by using Schoology. The fourth category was the
continuation of the students’ motivation in learning English by using Schoology.
The fifth category was the students’ achievement in learning English by using
Schoology.
a. Students’ Choice of Task
Figure 4. 1. Index of Motivation: Choice of Task
Figure 4. 1. showed the results of the first four statements in order to find
out the students’ focus attention and activity. The first statement showed that 1
student (8%) choses “strongly agree” and 10 students (83%) chose “agree”. It
meant that the students encouraged to do English tasks in the Schoology. Then, in
the second statement there was 1 student (8%) who choses “strongly agree” and 6
students (50%) chose “agree”. It meant that the students had self-confidence when
did the English tasks in the Schoology. In the third statement, there was 1 student
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(8%) who choses “strongly agree” and 9 students (75%) chose “agree”. It meant
that they focused on their own English tasks. In the fourth statement there were 3
students (25%) who chose “strongly agree” and 5 students (42%) chose “agree”. It
meant the students were interested in doing the English tasks by using Schoology.
It proves with the next statements in Figure 4. 2. These statements were about the
students’ persistence in doing English tasks by using Schoology.
b. Students’ Persistence
Figure 4. 2. Index of Motivation: Persistence
In figure 4. 2., the first statement showed that there were 3 students (25%)
who chose “strongly agree” and 6 students (50%) chose “agree”. It meant that the
students persist in doing English tasks although the English tasks were difficult.
Therefore, the second statement there were 4 students (33%) who chose “strongly
agree” and 8 students (67%) chose “agree”. It meant that the students persist in
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doing English tasks although the Schoology was difficult to use. The finding was
supported by the result of the interview. S9 said:
Yes, I do. I like English. I want to be able to speak English well and master
it, but I am afraid to be wrong, so I learn it more. I can download the
resources from my teacher in the Schoology, so that it is easier to learn
English.
It meant that she was encouraged to learn English. She was afraid to be
wrong when learning English. She wanted to learn English even though the student
had not mastered it yet. It was supported by S9 who said:
Yes, I do. I am interested using Schoology so that I master technology.
Therefore, I learn how to use Schoology.
It meant that she was interested to learn Schoology. She had an effort to
learn it so that the student could master technology especially Schoology. The
student’s efforts were shown in the next statements in Figure 4. 3.
c. Students’ Effort
Figure 4. 3. Index of Motivation: Effort
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From the results, the first statement showed that 3 students (25%) chose
“strongly agree” and 9 students (75%) chose “agree”. It meant that the students did
the English tasks because they were like English. Then, the second statement
showed that 7 students (58%) chose “strongly agree” and 3 students (25%) chose
“agree”. It meant that the students did the English tasks carefully. In the third
statement there were 3 students (25%) who chose “strongly agree” and 8 students
(67%) chose “agree”. It meant that the students did the English tasks with all their
hearts, but in the fourth statement there were 3 students (25%) who chose
“strongly agree” and 2 students (17%) chose “agree” who submitted the English
tasks on time. However, from Figure 4. 4. proves that the students had other efforts
to master English and Schoology.
d. Continuation of the Students’ Motivation
Figure 4. 4. Index of Motivation: Continuing Motivation
From Figure 4. 4., in the first statement, there were 2 students (17%) who
chose “strongly agree” and 6 students (50%) chose “agree”. They were interested
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in learning Schoology feature outside the school hours. Then, the second statement
showed that 3 students (25%) chose “strongly agree” and 7 students (58%) chose
“agree”. They liked to discuss online outside the school hours. On the other hand,
the third statement showed that only 1 student (8%) chose “strongly agree” and 4
students only (33%) chose “agree” to re-learn English by using Schoology at
home. However, it was supported by the result of the interview. S3 said:
Yes, I do. I am interested to learn English, but I cannot use Schoology
because there is no credit and wi-fi at my home. Yes, it makes me interested
to learn English because it makes me to not be boring. I still can open the
Schoology at school and my teacher can help me to use it.
It showed that she had an effort to learn English using Schoology. She
would learn how to use Schoology at the school. She would ask the teacher help to
learn it deeper. Moreover, there was another statement from S1 that showed the
student’s effort to learn English using Schoology.
I want to learn using Schoology so that I master technology. Then, I do not
need to bring stationery. It is easy to be opened and learned everywhere, so
I am interested. I can open the Schoology at home and explore the features
so that I can use it well.
It showed that she felt interested in learning English by using Schoology.
There were a lot of features in the Schoology so that the Schoology would easier
the students in learning English. She could master the modern technology
especially LMS through Schoology. These results proved that the students’
motivation was continuing.
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e. Students’ Achievement
Figure 4. 5. Index of Motivation: Achievement
In Figure 4. 5., the first statement showed that there was 1 student (8%)
who choses “strongly agree” and 7 students (58%) chose “agree”. They wanted to
study harder because of Schoology. In the second statement there was 1 student
only (8%) who choses “strongly agree” and 3 students only (33%) who wanted to
learn every day by using Schoology, but in the third statement there was 1 student
(8%) who choses “strongly agree” and 8 students (67%) chose “agree”. It meant
that the students wanted to learn the Schoology deeper. The data shows that the
students had motivation to learn English by using Schoology. It was supported by
the result of the interview. S1 said:
Yes, I do. I want to learn more, Miss, because I like English so that I can
master in all the skills. I can speak English well, I can understand the
meaning if I listening and reading. I also will be good in writing. I will
study harder at home and I will pay attention the teacher’s explanation in
the class.
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She stated that learning English could help her to achieve the student’s
goals. She wanted to study harder and payed attention the teacher’s explanation in
the class. It meant that she had intrinsic motivation in learning English. It will be
presented in Figure 4. 6.
2. Students’ Types of Motivation
The researcher distributed the questionnaire and conducted the interview to
find out the students’ types of motivation. The questionnaire was divided into two
categories. The first category was the students’ intrinsic motivation in learning
English by using Schoology. The second category was the students’ extrinsic
motivation in learning English by using Schoology.
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39
a. Students’ Intrinsic Motivation
Figure 4. 6. Type of Motivation: Intrinsic Motivation
Based on Figure 4. 6., in the first statement there were 2 students (17%)
who chose “strongly agree” and 9 students (75%) chose “agree”. It meant that the
students were challenged to do the English tasks by using Schoology. The second
statement showed that 2 students (17%) chose “strongly agree” and 6 students
(50%) chose “agree”. It meant that the students were curious to explore
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
Schoology. Those two statements were supported by the result of the interview. S8
said:
I like to use Schoology. It’s not boring. I want to know how to use it more.
Maybe, the features were good for teaching learning process, not only
English but also the other subjects.
She believed that the Schoology’s features were good for teaching learning
process. She would know more about how to use Schoology and its features. She
thought that Schoology could make her to not be boring in learning English.
The third statement showed that 3 students (25%) chose “strongly agree”
and 6 students (50%) chose “agree”. It showed that the students would be
disappointed if they did not do the English tasks. In the fourth statement there were
5 students (42%) who chose “strongly agree” and 5 students (42%) chose “agree”.
It meant that the students wanted to do the English in the Schoology to improve
their English skills. It was supported by the interview. S11 said:
Yes, I do. I like learning Schoology although it’s difficult. It is cool and I
can learn many subjects especially English. I think that Schoology can
improve my reading, writing skills and also my listening skill.
Moreover, in the fifth statement there were 3 students (25%) who chose
“strongly agree” and 8 students (67%) chose “agree”. It showed that the students
wanted to learn something new through did the English tasks in the Schoology. It
was supported by the interview. S7 said:
Yes, I do. I am interested because Schoology is an easy and modern
application. It is something new in our School, but I think that it is helpful
in teaching learning process, especially English. I want to learn it more
and explore the features.
The sixth statement showed that 2 students (17%) chose “strongly agree”
and 9 students (75%) chose “agree”. The students thought that did the English
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41
tasks in the Schoology was important. In the seventh statement there were 3
students (25%) who chose “strongly agree” and 8 students (67%) chose “agree”.
The students thought that did the English tasks in the Schoology was fun. It was
supported by the results of the interview. S8 and S11 said:
Yes, I do. I like it very much. English is fun, so it is important to study
harder because I want to master all the English skills.
Yes, I do. I like it, although I am not smart. English is fun, so that I will
study harder.
The data showed that the students had intrinsic motivation in learning
English used Schoology. They liked English and they wanted to learn English
deeper. They argued that English is important for their future. They stated that
English could help them to reach their dreams. The students wanted to be smart in
English and they could master English skills well. From the data, the students have
high intrinsic motivation to achieve their dreams. It was also showed that the
students’ intrinsic motivation was higher than the students’ extrinsic motivation. It
can be seen in Figure 4. 7.
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42
b. Students’ Extrinsic Motivation
Figure 4. 7. Type of Motivation: Extrinsic Motivation
Based on Figure 4. 7., in the first statement, there was 1 student (8%) who
choses “strongly agree” and 7 students (58%) chose “agree”. It shows that the
students liked to do English tasks because used Schoology. The second statement
showed that 3 students only (25%) who did the English tasks in order to others
students and their teacher consider them as smart students. The data showed that
only a few students had extrinsic motivation.
Based on the result, the researcher concluded that the students have
positive perspective about the use of Schoology to motivate students in learning
English. Most of the students enjoy the Schoology and they interested in the
Schoology, so the use of Schoology supports the English teaching and learning
process. The use of Schoology improves their writing and reading skills because
basically this Schoology is used to learn about writing and reading skills. The
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43
students feel motivated when doing the English tasks by using Schoology. Overall,
the students believed that Schoology is encouraging students in order to master the
English subject.
B. Discussion
In this part, the researcher focused to answer the research questions. There
were two research questions in this research: (1) To what extent does Schoology
motivate the seventh grade students of SMP Kanisius Wonogiri to learn English?
and (2) What types of motivation do the students have in learning English through
Schoology?
1. Schoology could Motivate the Seventh Grade Students of SMP Kanisius
Wonogiri to Learn English
To answer the first research question, namely “to what extent does
Schoology motivate the seventh grade students of SMP Kanisius Wonogiri to learn
English?”, the researcher made an observation, conducted an interview, and
distributed a questionnaire. From the observation, the interview, and the results
from the questionnaire, the researcher found five categories they obtain as the
indexes of the students’ motivation to learn English use Schoology, namely choice
of task, persistence, effort, continuing motivation, and achievement.
A choice of task is also important as an early stage of whether the students
were motivated by what they do. According to Schunk, et al. (2014), students
demonstrate their interest by what they do in and out of school when they have
free time and can choose among activities (p. 12). The students were observed
during their learning process. In the first observation, the students were busy
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44
talking rather than doing the English tasks. In the next observation, in the
computer laboratory, the students did the English tasks used Schoology. Those
who spent much time doing the English tasks on Schoology were motivated. It
meant that their motivation increased after they used Schoology in the learning
process. That was shown by the students’ statements in the interview that they
liked English and preferred to use Schoology as the learning medium.
However, choice of tasks is not a useful index of motivation in the school
because students typically have few choices. A second behavioral index is an
effort. Schunk (1983) accessed children’s perceptions of how hard they worked
during mathematics learning and found that providing children with feedback
linking their performance to effort expenditure raised their effort perceptions (as
cited in Schunk et al., 2014, p.13). In this research, the students had high efforts,
which were proved from the students’ statements on the questionnaire and the
interview. They kept trying to do English tasks even though the task was difficult.
The students also did the English tasks on Schoology although they had difficulty
in using Schoology.
Moreover, efforts will be more successful if it is balanced with the
students’ persistence. Schunk, et al. (2014) argued that persistence was commonly
used by the researcher as a measure of motivation. From the results of the
questionnaire, the students’ not only did the tasks carefully but they also did the
English tasks with all their hearts. By using Schoology, the students were
challenged to do English tasks.
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Furthermore, the results showed that by using Schoology, the students were
motivated in learning English. Stipek (1993) says that a student who works
intensely on a task, persists when the task is difficult and engages in a task without
external incentives will undoubtedly learn more and perform better than a student
who avoids the task, works half-heartedly, or gives up easily (p.11). By using
Schoology, the students’ motivation is continuing. The students wanted to study
harder and they would learn the Schoology deeper so that they can achieve their
goals. This research showed that the students had a good performance, so they
could get good achievements.
2. Types of Students’ Motivation in English Language Learning using
Schoology
Students’ motivation is a basic desire that encourages the students to
achieve their own needs. To meet the students’ basic needs, teachers take
advantages of the students’ curiosity by providing materials that were suitable and
meaningful for the students. Based on the explanation, the students’ motivation
cannot be separated from the learning process. The students’ motivation can be
sourced from the students itself (intrinsic) or also from the outside (extrinsic). In
general, intrinsic motivation is stronger and better than extrinsic motivation.
Therefore, intrinsic motivation should be generated and activated within each
student. Stipek (1993) says that research has shown that under certain
circumstances, offering extrinsic rewards for engaging in tasks actually
undermines intrinsic motivation (p. 67).
The results from the questionnaire showed that the students had intrinsic
motivation in learning English by using Schoology. Stipek (1993) states that
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46
human beings were innately disposed to seek opportunities to develop
competencies; were naturally curious about novel event and activities that were
somewhat discrepant from their expectation; and have an innate need to feel that
they were autonomous and engaging in activities by their own volition (p.60). The
researcher finds that the students were challenged to do the English tasks by using
Schoology. The students also wanted to do the English tasks on Schoology to
improve their English skills. Moreover, they wanted to learn something new
through doing English tasks in the Schoology. It proves that the students want to
learn how to use the Schoology over and over until they master it. According to
Boggiano, Main, and Katz (1988), learning contexts that increase a sense of
competence will enhance intrinsic motivation, and situations that engender
feelings of incompetence will dampen intrinsic motivation. This relationship
between perceived competence and intrinsic interest is apparent in studies showing
that children who believe they were competence at a task enjoy it more; students
who believe they were competent academically were more intrinsically interested
in school tasks than those who have a low perception of their academic ability (as
cited in Stipek, 1993, p. 64).
One of the factors that the students were motivated is by the curiosity that
arises from within the students on the activities they do. The students were curious
to explore Schoology, they were curious about the features of Schoology. It made
the students interested to explore the Schoology more deeply. Thus, the students
become motivated to accomplish English tasks in the Schoology. Moreover, the
students would be disappointed if they did not do the English tasks. DeCharms
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47
(1976), Deci, and Ryan (1985) claim that in addition to a need to be competent,
human beings have a natural need to feel self-determining: they want to believe
they were engaging in activities by their own volition rather than to achieve some
external reward or avoid punishment (as cited in Stipek, 1993, p. 66). They have
thought that doing the English tasks is important and learned Schoology was fun.
The students also had extrinsic motivation in learning English. Students
were interested in learning English because of the external factors. The first factor
was the use of media as a medium of learning English. In this study the students
were motivated to do English tasks because the use of Schoology. The second
factor was the students’ reward in learning English. As described in Chapter 2,
Schunk, et al. (2014) argued that students who were extrinsically motivated work
on tasks because of reward, teacher’s praise, or avoiding punishment. However,
there were very few students who studied English in order to be seen as smart
students by their teachers and their friends. The results of the study showed that
the students had low extrinsic motivation.
Students’ intrinsic motivation was higher than students’ extrinsic
motivation because the students enjoy learning English by using Schoology. The
students were interested in doing the English tasks by using Schoology because the
application provides interesting features that can help the students do their tasks.
Moreover, the students enable to access the materials and discuss them with their
friend through Schoology at any time and any place.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
There are two parts in this chapter. The first part discusses the conclusions
of the research. The second part contains the recommendations for the future
researchers about the use of Schoology as a medium to improve students’
motivation in learning English.
A. Conclusions
There are two research questions in this research. The first one is “to what
extent does Schoology motivate the seventh grade students of SMP Kanisius
Wonogiri to learn English?” The second one is “what types of motivation do the
students have in learning English through Schoology?” To answer the two research
questions, the researcher did the observation, the interview, and distributed the
questionnaire. Most of the students have positive influence from Schoology. They
admit that Schoology encourage their motivation in learning English. Schoology
gives many benefits toward the students. The students can learn about writing and
reading skills. They do not need to bring stationery. The materials are easy to be
accessed and learn everywhere and anytime. Moreover, Schoology also provides
some features that are interesting for the students to learn English. It means that
Schoology can be used as one of the teaching media in the English class.
The researcher finds that the use of Schoology as the medium of learning
English is good. By using Schoology in the English learning process, the students’
have two types of motivation namely intrinsic motivation and extrinsic motivation.
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49
The intrinsic motivation is higher than the extrinsic motivation. The students’
intrinsic motivation can make them learn English maximally. It proved that the
students had intrinsic motivation in learning English by using Schoology. The
interviewed students liked English because they enjoyed it. They wanted to learn
English because they wanted to master it so that they could improve their
speaking, listening, writing, and reading skills. They also could reach their dreams.
The students also wanted to learn Schoology because they wanted to master
technology. They mentioned a good benefit of Schoology. It is easy to be opened
and learned everywhere. The use of media is assessed by the students more
effectively to help them understand the English materials and the English learning
process become more interesting. Schoology creates the positive atmosphere, so
that the students focus on the learning process only. It can reduce the students’
misbehaviors which are talking to each other and making a joke.
The final conclusion is that the students’ intrinsic motivation is very
important. The students’ intrinsic motivation that arises from within the students is
able to earnestly do all their activities. The students’ intrinsic motivation is able to
raise the students’ spirit in learning. In addition, the students’ intrinsic motivation
can produce something positive that can support the students’ own development.
Moreover, if the students’ intrinsic motivation can be applied, the students will get
other external rewards. The point is prioritizing the students’ intrinsic motivation
first, and then the students’ extrinsic motivation can be balanced.
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B. Recommendations
After the researcher conducted this research, the researcher wanted to give
recommendations that could be useful for the English teachers and the future
researchers.
1. English Teachers
It is obvious from this research that the English teachers must become a
knowledgeable teacher. Learning about LMS is important. LMSs are not new
media in the educational field so that the English teachers have to master it. It can
help the English teachers become more creative. Creative teachers bring more to
class than just knowledge of teaching. The English teachers must make creativity a
daily goal. Being creative can help the teachers solve problems. Schools that have
not used LMS as a learning medium can use Schoology. By using Schoology,
teachers can easily solve problems in teaching. Moreover, Schoology helps the
teachers to make the English lesson more motivating, productive, and interesting
for the learners.
2. Future Researchers
For future researchers, this research can be expanded more. There are some
unexplored variables in this research. The future researchers can inquire further
into the topic such as students’ perception on Schoology features. The future
researcher can also choose different LMS types. It is important to be further
studied because the future of our education system have tendency to depend on
modern technology rather than traditional learning and teaching activities.
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APPENDICES
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APPENDIX 1
Permission Letter
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APPENDIX 2
Information Letter
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APPENDIX 3
Teacher’s Observation Checklist
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APPENDIX 4
The Observation Result
To know about the real situation between the teacher and the students, the
researcher did two times of observation. The observation was done in the Class A
that was subjected to the questionnaire and interview. In doing the observation, the
researcher also used the mentioned responses categories to help the researcher in
identifying the students’ responses in learning English.
The first observation was done on Friday, 31 March 2017 starting at 9.35
am until 11.00 am. When the researcher and the teacher went into the class, some
of the students were busy talking. Some were standing and walking around the
classroom. However, when they noticed that the teacher entered the classroom,
they went back to their seats and greeted the teacher used the Indonesian language.
Before they began the teaching and learning activities, they did the opening prayer
to start the day. Immediately after the prayer, the teacher started the day by asking
the student about their homework, it was about procedure text. The teacher asked
the students to read their procedure texts one by one in front of the class. The
teacher used the Indonesian language too when he commands his students. Most
were passive and apathetic. When the teacher asked the students to come in front,
there was no one wanted to go. Then the teacher called their names one by one.
Then the teacher asked the other students to pay attention while their friend read
the text. When a student was reading, most of the students were talking to each
other. After a student finished reading the text, the teacher gave the other students
some questions related to their friend’s text. Some of the students scrambled to
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answer the questions because they wanted to get some points from their teacher.
Sometimes, some students made mistake in pronunciations, the others started to
laugh. The teacher needed to calm and scold the students several times. Some
students asked the teacher to go home earlier even though the class was not over
yet. Overall, the students were obedient enough when the teacher gave instruction.
The second observation was done on Friday, 28 April 2017 starting at
10.30 am for 30 minutes. The class was crowded in the beginning. After the
researcher as the teacher entered the class, it became conducive. The teacher
taught the same material which was about procedure text. When the teacher asked
about the homework, some said that they did not do it. Therefore, the teacher gave
some times for the students to do their homework using Schoology. In doing the
homework, they were noisy. The teacher scolded them and they became quiet.
After they have done their homework, the teacher decided them into some groups
to do some assignments. The teacher gave two papers of question sheet and answer
sheet, and then gave a command to the students using the English language. A
student asked the teacher used the Indonesian language because he didn’t
understand what the teacher said. After the teacher explained again, the students
did the assignment one, they were quiet enough. After that the teacher asked them
to share their answer, sometimes they went a little bit noisy. Then the teacher
asked them to do assignment two, the teacher divided them into two classes. There
were 12 students did the assignment in the classroom using the answer sheet.
While 12 students did the assignment in the computer laboratory used Schoology.
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In the classroom, the students were noisy and they cheated the other
students’ work. Sometimes they joked but the jokes were still proper. Some
students went outside. However, they directly went in after seeing the teacher. In
the computer laboratory, the situation was different. The students were quiet
enough even though sometimes they went a little bit noisy. They focused on their
each computer and did the assignment seriously used Schoology. Moreover, they
did not cheat the other students’ work. They were also easier to be controlled.
From the observer’s perspective, this class was the easiest class to be managed.
The students were well aware that they were in the class to study. From those
observations, the researcher concluded that the frequent students’ responses when
learning English were talking to each other, making a joke, and the students tend
to speak the Indonesian language.
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APPENDIX 5
The Questionnaire Blueprint
Theories No Statements
Direction of an
individual's attention
and activity
Stipek, D. J. (1993, p.
11)
Choice of tasks
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
1 I am encouraged when doing English task in the
Schoology.
2 I have self-confidence when doing English task in
the Schoology.
3 I tend not to cheat when doing English task in the
Schoology.
4 By using Schoology, I am interested to do English
task.
Persistence
Stipek, D. J. (1993, p.
11)
Persistence
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
5 I persist in doing English task although it is
difficult.
6 I persist in doing English task although the
Schoology is difficult to use.
Activity level
Stipek, D. J. (1993, p.
11)
Effort
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
7 I do English task because I like it.
8 I do English task carefully.
9 I do English task with all my heart.
10 I submit the English task on time.
Continuing motivation
Stipek, D. J. (1993, p.
11)
11 I am interested to learn Schoology features
outside the school hours.
12 By using Schoology, I like to do online discussion
outside the school hours.
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13 I re-learn English at home by using Schoology.
Performance
Stipek, D. J. (1993, pp.
11-12)
Acievement
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
14 I study harder because of Schoology.
15 I learn English everyday by using Schoology.
16 I will learn the Schoology features deeper.
Intrinsic motivation -
develop competencies
Stipek, D. J. (1993, pp.
60-65)
17 I am challenged to do the English task by using
Schoology.
Intrinsic motivation -
curious
Stipek, D. J. (1993, pp.
65-66)
18 By using Schoology, I am curious to explore it.
Intrinsic motivation -
autonomous
Stipek, D. J. (1993, p.
66)
19 I will be disappointed if I do not do the English
task using Schoology given by the teacher.
Intrinsic motivation -
develop competencies
Stipek, D. J. (1993, pp.
60-65)
20 I do the English task in the Schoology to improve
my English skills.
Intrinsic motivation -
develop competencies
Stipek, D. J. (1993, pp.
60-65)
21 I do the English task using Schoology given by
the teacher to learn something new.
Intrinsic motivation -
autonomous
22 I do the English task in the Schoology because I
think that it is an important thing.
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Stipek, D. J. (1993, p.
66)
Intrinsic motivation -
autonomous
Stipek, D. J. (1993, p.
66)
23 I do the English task because I think that it is fun.
Extrinsic motivation
Stipek, D. J. (1993, pp.
67-79)
24 I become more engaged in doing the English tasks
through Schoology.
25 I do the English tasks so that others students and
teacher consider me as a smart student.
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APPENDIX 6
The Questionnaire Sheet
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APPENDIX 7
The Questionnaire Results
No Statements Strongly
Agree
Agree Disagree Strongly
Disagree
1 I am encouraged
when doing English
task in the
Schoology.
1 8% 10 83% 1 8% 0 0%
2 I have self-
confidence when
doing English task
in the Schoology.
1 8% 6 50% 5 42% 0 0%
3 I tend not to cheat
when doing English
task in the
Schoology.
1 8% 1 8% 9 75% 1 8%
4 By using
Schoology, I am
interested to do
English task.
3 25% 5 42% 4 33% 0 0%
5 I persist in doing
English task
although it is
difficult.
3 25% 6 50% 3 25% 0 0%
6 I persist in doing
English task
although the
Schoology is
difficult to use.
4 33% 8 67% 0 0% 0 0%
7 I do English task
because I like it.
3 25% 9 75% 0 0% 0 0%
8 I do English task
carefully.
1 8% 1 8% 3 25% 7 58%
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9 I do English task
with all my heart.
3 25% 8 67% 1 8% 0 0%
10 I submit the English
task on time.
3 25% 2 17% 5 42% 2 17%
11 I am interested to
learn Schoology
features outside the
school hours.
2 17% 6 50% 4 33% 0 0%
12 By using
Schoology, I like to
do online discussion
outside the school
hours.
3 25% 7 58% 1 8% 1 8%
13 I re-learn English at
home by using
Schoology.
1 8% 4 33% 6 50% 1 8%
14 I study harder
because of
Schoology.
1 8% 7 58% 4 33% 0 0%
15 I learn English
everyday by using
Schoology.
1 8% 3 25% 7 58% 1 8%
16 I will learn the
Schoology features
deeper.
1 8% 8 67% 3 25% 0 0%
17 I am challenged to
do the English task
by using Schoology.
2 17% 9 75% 0 0% 1 8%
18 By using
Schoology, I am
curious to explore
it.
2 17% 6 50% 4 33% 0 0%
19 I will be
disappointed if I do
3 25% 6 50% 3 25% 0 0%
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not do the English
task using
Schoology given by
the teacher.
20 I do the English task
in the Schoology to
improve my English
skills.
5 42% 5 42% 2 17% 0 0%
21 I do the English task
using Schoology
given by the teacher
to learn something
new.
3 25% 8 67% 1 8% 0 0%
22 I do the English task
in the Schoology
because I think that
it is an important
thing.
2 17% 9 75% 1 8% 0 0%
23 I do the English task
because I think it is
fun.
3 25% 8 67% 1 8% 0 0%
24 I become more
engaged in doing
the English tasks
through Schoology.
1 8% 3 25% 7 58% 1 8%
25 I do the English
tasks so that others
students and teacher
consider me as a
smart student.
0 0% 3 25% 5 42% 4 33%
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APPENDIX 8
The Interview Blueprint and Results
S1-12 : Student 1-12
Q1-5 : Students’ answers for question 1-5
1. Do you like English subject? Why?
Code Answer Categorize
S1-Q1 Yes, I do. I like English, but sometimes I do
not know the meaning. Therefore, I do not like
it very much.
Choice of tasks
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
S2-Q1 Actually, I like it but I do not master English.
It is difficult. I do not know the meaning and I
cannot speak English too.
S3-Q1 I quite like, because it is difficult. It’s difficult
to translate.
S4-Q1 I quite like, but it’s difficult to arrange the
words.
S5-Q1 No, I do not. I do not like it, Miss. I am afraid
to be wrong and bullied by other friends.
S6-Q1 I quite like. I cannot write and speak using
English.
S7-Q1 Yes, I do. I like it because my Dad is teaching
for me. So, I can learn English with my Dad. I
want to be able to speak English, so that I can
sing some English songs.
S8-Q1 Yes, I do. I like it very much. English is fun,
so it is important to study harder because I
want to master all the English skills.
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S9-Q1 No, I do not. I do not like English, because it is
so difficult to speak and translate the language.
S10-
Q1
I like English but I am afraid to be wrong in
speaking or translating.
S11-
Q1
Yes, I do. I like it, although I am not smart.
English is fun, so that I will study harder.
S12-
Q1
I like it, but I cannot speak and translate
English. I want to learn English again and
again, so that I can speak English well.
2. Based on your opinion, what kind of English lesson in class that you like?
Does media really needed in the lessons? or only by using books/ text
books is enough?
Code Answer Categorize
S1-Q2 I prefer use laptop, Miss, because it is
comfortable to use, flexible, and portable.
Choice of tasks
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
S2-Q2 I prefer to use electronic, Miss. Like mobile
phone, laptop, power point. In order to not be
bored.
S3-Q2 I prefer to use text books so I can read and
write it by myself.
S4-Q2 I like using textbook, but it’s better to use the
media. Moreover, if we use the game. So, it’s
easier to be understood and memorized.
S5-Q2 I prefer to use text books. It’s easier to open
and read.
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S6-Q2 I prefer to use text books, because I like
writing.
S7-Q2 I like using movie so that I can learn good and
correct pronunciation, so I can speak English
fluently. Moreover, movie entertains me.
S8-Q2 I like to use Schoology. It’s not boring. I want
to know how to use it more. Maybe, the
features are good for teaching learning
process, not only English but also the other
subjects.
S9-Q2 I like but, I cannot use text books only or
media only. So, they must be balanced.
S10-
Q2
I prefer to use text books and media also, like
internet or video or movie, Miss.
S11-
Q2
I like using video, more interesting and not be
boring.
S12-
Q2
I like using internet, so I can find many
English videos. Using English videos can
make me guess the meaning because there are
pictures and sound.
3. Do you like learning English using Schoology? By using Schoology, do
you becoming more interested to learn English?
Code Answer Categorize
S1-Q3 Yes, I do. I like Schoology because it is
practical. The difficult is when there is no wi-fi
or credit, but I am interested to learn English
by using it.
Effort
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
S2-Q3 Yes, I do. I am interested to use Schoology,
but I cannot use it well. It makes me faster
doing anything and I can click the answer
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directly. It makes me encouraged learning
English.
S3-Q3 Yes, I do. I am interested to learn Engish, but I
cannot use Schoology because there is no
credit and wi-fi at my home. Yes, it makes me
interested to learn English because it makes
me to not be boring. I still can open the
Schoology at school and my teacher can help
me to use it.
S4-Q3 I am confused using Schoology, but it makes
me like to learn English. I can learn how to use
Schoology from my teacher or my friends
later.
S5-Q3 I like it but it’s difficult. If there’s no wi-fi, my
credit is running out but I become interested to
learn English because it is modern.
S6-Q3 Yes, I do. I am interested to learn English by
using Schoology, because I can write the
answer directly in the answer sheet. Moreover,
there is chat column like in Facebook so I can
write there. It makes me enjoy learning
English.
S7-Q3 Yes, I do. I like it so that I can master
technology and also master in English. I can
open it again at home and try to explore it
more.
S8-Q3 Yes, I do. I like it very much, Miss, because
Schoology is a modern application so it easier
to learn English.
S9-Q3 Yes I do. I am interested to learn both of them.
S10-
Q3
I like using Schoology so that I can use
modern media. Yes, it makes me encouraged
to learn English.
S11- Yes, I do. I like learning Schoology although
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Q3 it’s difficult. It is cool and I can learn many
subjects especially English. I think that
Schoology can improve my reading, writing
skills and also my listening skill.
S12-
Q3
Not really, I like using Schoology although I
cannot use it. Maybe if I can use it, I will be
happier to learn English using it.
4. Based on your own self, do you really want to learn English? Why?
Code Answer Categorize
S1-Q4 Yes, I do. I want to learn more, Miss. Because
I like English so that I will be master in all the
skills. I can speak English well, I can
understand the meaning if I listening and
reading. I also will be good in writing. I will
study harder at home and I will pay attention
the teacher’s explanation in the class.
Persistence and
Achievement
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
S2-Q4 Yes, I do. I want to learn English so that I can
speak with foreigners. Then, it’s also used in
the national exam. Therefore, I can graduate.
S3-Q4 Yes, I do. I want to learn English so that I have
good score and I get a scholarship to go
abroad.
S4-Q4 Yes, I do. I want to learn English, so I can be
smart and know how to translate.
S5-Q4 Yes, I do. I want to learn English, so I won’t
be bullied friends so that my score is good.
S6-Q4 Yes, I do. I want to learn, because I want to be
an English writer.
S7-Q4 Yes, I do. I want to speak English fluently so
that I can go abroad. It is because of my desire
and I can be smarter.
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S8-Q4 Yes, I do. I want to learn English because I
enjoy it. I like listening to the English songs. I
like reading the English novel. When I am
smart, I can know the meaning of the English
lyrics and know the meaning of the sentences
that I read. I want to be able to speak English
well too, so I will study harder.
S9-Q4 Yes, I do. I like English. I want to be able to
speak English well and master it, but I am
afraid to be wrong, so I learn it more. I can
download the resources from my teacher in the
Schoology, it is easier to learn English.
S10-
Q4
Yes, I do. I want to learn English more so that
I can speak English well.
S11-
Q4
Yes, I do. I want to learn English more so that
I can be smart and cool.
S12-
Q4
Yes, I do. I want to learn English so that I can
be smarter.
5. Based on your own self, do you really want to learn about Schoology?
Why?
Code Answer Categorize
S1-Q5 I want to learn using Schoology so that I
master technology. Then, I do not need to
bring stationery. It is easy to be opened and
learned everywhere, so I am interested. I can
open the Schoology at home and explore the
features so that I can use it well.
Effort and Persistence
Schunk, D., Meece, J.
& Pintrich, P. (2014,
pp. 11-13)
S2-Q5 Yes, I do. I am encouraged because it is
simple.
S3-Q5 I am not really interested with Schoology
because it’s hard to use it.
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S4-Q5 I am interested, if I am given a story to be
read. It’s easy to download via mobile phone.
S5-Q5 I am not interested, Miss. I prefer to use the
book because it’s easy.
S6-Q5 Yes, I do. I am interested, so that I can write
there. It is easy to be opened and learned
everywhere.
S7-Q5 Yes, I do. I am interested because Schoology
is an easy and modern application. It is
something new in our School, but I think that
it is helpful in teaching learning process,
especially English. I want to learn it more and
explore the features.
S8-Q5 Yes, I do. I am interested, because Schoology
is a modern and easy to be use.
S9-Q5 Yes, I do. I am interested using Schoology so
that I master technology. Therefore, I learn
how to use Schoology.
S10-
Q5
I am not interested, Miss, because using
Schoology is difficult.
S11-
Q5
Yes, I do. I like it because there’s an English
game there. So that I can use technology and
learn English too.
S12-
Q5
Yes, I do. I want to use Schoology, so that
learning will be easier. There is the video too,
so it will entertain.
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APPENDIX 9
The Students’ Participation
Bahasa Inggris: Section 1
Bahasa Inggris: Section 2
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The Students’ Performance
The Students’ Attendance List
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