Multiple E-Learning technologies on practicing TOEFL structure and written expression
Article Sidebar
Published:
Apr 16, 2021
Keywords:
e-learning, Quizizz, Socrative, Kahoot!, Google Form, TOEFL Structure
Main Article Content
(1) * Damar Isti Pratiwi
Politeknik Perkeretaapian Indonesia
Indonesia
(2) Dadang Sanjaya Atmaja
Politeknik Perkeretaapian Indonesia Madiun
Indonesia
(3) Henry Widya Prasetya
Politeknik Perkeretaapian Indonesia Madiun
Indonesia
(*) Corresponding Author
Abstract
The present study investigates how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2, Structure and Written Expression, and its effectiveness. It is a case study at Indonesian Railway Polytechnic. The participants were 48 students of the Railway Mechanical Technology program observed during eight online TOEFL practising classes. The data were collected using observation note to describe the implementation of e-learning technologies, comparing each score to determine the effectiveness of the technologies and a questionnaire to identify students’ feedback. The findings identified how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2 in which effective to increase students’ TOEFL score; those technologies were regarded as interesting media on practicing TOEFL structure and written expression and received more positive feedbacks than the drawback from the students of Railway Mechanical Technology program. These imply that implementing multiple e-learning technologies on practicing TOEFL structure and written expression enhances students’ learning outcomes.
HIGHLIGHTS:
- Multiple e-learning technologies enhance students’ learning outcomes in TOEFL PBT Section 2, structure and written expression.
- Quizizz, Kahoot!, Socrative, and Google Forms are interesting media on practicing TOEFL Structure and Written Expression.
- The fourth e-learning technologies receive more positive feedbacks than the drawback from the students in on practicing TOEFL PBT section 2.
Downloads
Download data is not yet available.
Article Details
How to Cite
Pratiwi, D. I., Atmaja, D. S., & Prasetya, H. W. (2021). Multiple E-Learning technologies on practicing TOEFL structure and written expression. JEES (Journal of English Educators Society), 6(1), 105-115. https://doi.org/10.21070/jees.v6i1.1194
Issue
Section
Articles
Copyright (c) 2021 Damar Isti Pratiwi, Dadang Sanjaya Atmaja, Henry Widya Prasetya
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Azmi, N. (2017). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges. Journal of Educational and Social Research, 7(1), 111–118. https://doi.org/10.5901/jesr.2017.v7n1p111
Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives. ELLIC, April. https://doi.org/10.4108/eai.27-4-2019.2285331
Benson, J. D., Szucs, K. A., & Taylor, M. (2016). Student Response Systems and Learning: Perceptions of the Student. Occupational Therapy in Health Care, 30(4), 406–414. https://doi.org/10.1080/07380577.2016.1222644
Chiang, H.-H. (2020). Kahoot! In an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33. https://doi.org/10.17507/jltr.1101.05
Coletta, V. P., & Steinert, J. J. (2020). Why Normalized Gain Should Continue to be Used in Analyzing Preinstruction and Postinstruction Scores on Concept Inventories. Physical Review Physics Education Research,16(1), 10108. https://doi.org/10.1103/PhysRevPhysEducRes.16.010108
Dakka, S. M. (2015). Using Socrative to Enhance In-Class Student Engagement and Collaboration. International Journal on Integrating Technology in Education, 4(3), 13–19. https://doi.org/10.5121/ijite.2015.4302
El Shaban, A. (2017). The use of Socrative in ESL Classrooms: Towards active learning. Teaching English with Technology, 17(4), 64–77.
ETS. (2017). Test Taker Handbook. In Educational Testing Service. https://www.ets.org/toefl_itp/about/
Hajri, T., Jufrizal, & Wahyuni, D. (2015). An Analysis of Difficulties in Answering Structure and Written Expression of TOEFL Made By English Students of Universitas Negeri Padang. Journal of English Language Teaching, 7(1), 93–105. https://doi.org/https://doi.org/10.24036/jelt.v7i1.8957
Heaslip, G., Donovan, P., & Cullen, J. G. (2014). Student Response Systems and Learner Engagement in Large Classes. Active Learning in Higher Education, 15(1), 11–24. https://doi.org/10.1177/1469787413514648
Kaya, A., & Balta, N. (2016). Taking Advantages of Technologies: Using the Socrative in English Language Teaching Classes. International Journal of Social Sciences & Educational Studies, 2(3), 4–12. https://www.researchgate.net/publication/301495673_Taking_Advantages_of_Technologies_Using_the_Socrative_in_English_Language_Teaching_Classes
Maesaroh, M., Faridi, A., & Bharati, D. A. L. (2020). The Effectiveness of Socrative and Kahoot to Teach Grammar to Students with Different Interest. English Education Journal, 10(1), 366–373. https://journal.unnes.ac.id/sju/index.php/eej/article/download/36696/15228/
Mallick, P., Maniruzzaman, M., & Das, S. (2020). Addressing Impact of Technology in English Language Teaching at Secondary Level Education in Bangladesh. International Journal of English Literature and Social Sciences, 5(3), 665–671. https://doi.org/10.22161/ijels.53.16
Manoj, S., & Hijazi, S. (2018). Test preparation Strategies for the TOEFL can be Diverse and Effective. International Journal of ELT, Linguistics and Comparative Literature, 6(1), 6–10. https://www.researchgate.net/publication/326009749_Test_preparation_strategies_for_the_TOEFL_can_be_diverse_and_effective
Mohamad, M., Arif, F. K. M., Alias, B. S., & Yunus, M. M. (2020). Online Game-Based Formative Assessment: Distant Learners Post Graduate Students’ Challenges towards Quizizz. International Journal of Scientific and Technology Research, 9(4), 994–1000. http://www.ijstr.org/final-print/apr2020/Online-Game-based-Formative-Assessment-Distant-Learners-Post-Graduate-Students-Positive-Perceptions-Towards-Quizizz.pdf
Mohammed, A.-K., & Chouthaiwale, D. S. S. (2018). The Use of ICT Tools in English Language Teaching and Learning: A Literature Review. Journal of English Language and Literature, 5(January 2018), 0–5. https://www.researchgate.net/publication/330986788
Poudel, P. P. (2015). Information and Communication Technologies and Teacher Educators of English in Nepal. Journal of NELTA, 20(1–2), 27–33. https://doi.org/10.3126/nelta.v20i1-2.19774
Pratiwi, D. I., Faridi, A., & Hartono, R. (2016). The Implementation of Mind Mapping Strategy to Teach Writing in IELTS Preparation Class. Lembaran Ilmu Kependidikan, 45(1), 33–41. https://journal.unnes.ac.id/nju/index.php/LIK/article/view/7640/5330
Rahayu, I. S. D., & Purnawarman, P. (2019). The Use of Quizizz in Improving Students’ Grammar Understanding through Self-Assessment. Advances in Social Science, Education and Humanities Research, 254(11), 102–106. https://doi.org/10.2991/conaplin-18.2019.235
Rahmawati, L. E., Suwandi, S., Saddhono, K., & Setiawan, B. (2019). Construction of Test Instrument to Assess Foreign Student’s Competence of Indonesian Language through Objective Test. International Journal of Instruction, 12(4), 35–48. https://doi.org/10.29333/iji.2019.1243a
Rokhyati, U. (2013). Teaching English at Higher Education in Indonesia: Searching For Usefulness. SELT 2013 Proceeding, 1–11. http://ejournal.unp.ac.id/index.php/selt/article/download/6793/5332
Sariani, S., Yaningsih, Y., & El Khairat, M. (2020). Assessing the Effectiveness of Mobile-Application Technology: A Project-Based Learning. JEES (Journal of English Educators Society), 5(1), 67–73. https://doi.org/10.21070/jees.v5i1.376
Sepyanda, M. (2018). Students’ Attitude Toward the Use of Google Classroom on Translation Subject in English Department of FKIP UMMY Solok. English Language Teaching and Research, 2(1), 180–188. http://ejournal.unp.ac.id/index.php/eltar/article/view/102661
Sivakumar, Ramaraj. (2019). Google Forms in Education. Journal of Contemporary Educational Research and Innovations, 09(01), 35–39. https://www.researchgate.net/publication/332781549_GOOGLE_FORMS_IN_EDUCATION
Stickler, U., Hampel, R., & Emke, M. (2020). A Developmental Framework for Online Language Teaching Skills. Australian Journal of Applied Linguistics, 3(1), 133–151. https://doi.org/10.29140/ajal.v3n1.271
Thu, A. S. (2019). Autonomous Learning Materials of Structure and Written Expression for TOEFL Preparation. LingTera, 6(1), 62–72. https://doi.org/10.21831/lt.v6i1.15919
Tilana, P. E., Yunita, W., & Zahrida. (2019). Students’ English Structure and Written Competence. Journal of English Education and Teaching, 322(2), 180–194. https://ejournal.unib.ac.id/index.php/JEET/article/view/8652/4157
Ubaedillah, Pratiwi, D. I., Mukson, Masrikhiyah, R., & Nurpratiwiningsih, L. (2020). Pelatihan Wawancara Kerja dalam Bahasa Inggris bagi Siswa SMK Menggunakan Metode Demonstrasi. JAMU : Jurnal Abdi Masyarakat UMUS, 1(1). http://jurnal.umus.ac.id/index.php/jamu/article/view/317
Waluyo, B. (2020). Learning Outcomes of a General English Course Implementing Multiple E-Learning Technologies and Active Learning Concepts. Journal of Asia TEFL, 17(1), 160–181. https://doi.org/10.18823/asiatefl.2020.17.1.10.160
Yoon, S. Y. (2017). Using Learner Response Systems in EFL Classrooms : Students’ Perspective and Experience. Multimedia-Assisted Language Learning, 20(2), 36–58. https://www.researchgate.net/publication/318107506_Using_Learner_Response_Systems_in_EFL_Classrooms_Students’_Perspectives_and_Experience
Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives. ELLIC, April. https://doi.org/10.4108/eai.27-4-2019.2285331
Benson, J. D., Szucs, K. A., & Taylor, M. (2016). Student Response Systems and Learning: Perceptions of the Student. Occupational Therapy in Health Care, 30(4), 406–414. https://doi.org/10.1080/07380577.2016.1222644
Chiang, H.-H. (2020). Kahoot! In an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33. https://doi.org/10.17507/jltr.1101.05
Coletta, V. P., & Steinert, J. J. (2020). Why Normalized Gain Should Continue to be Used in Analyzing Preinstruction and Postinstruction Scores on Concept Inventories. Physical Review Physics Education Research,16(1), 10108. https://doi.org/10.1103/PhysRevPhysEducRes.16.010108
Dakka, S. M. (2015). Using Socrative to Enhance In-Class Student Engagement and Collaboration. International Journal on Integrating Technology in Education, 4(3), 13–19. https://doi.org/10.5121/ijite.2015.4302
El Shaban, A. (2017). The use of Socrative in ESL Classrooms: Towards active learning. Teaching English with Technology, 17(4), 64–77.
ETS. (2017). Test Taker Handbook. In Educational Testing Service. https://www.ets.org/toefl_itp/about/
Hajri, T., Jufrizal, & Wahyuni, D. (2015). An Analysis of Difficulties in Answering Structure and Written Expression of TOEFL Made By English Students of Universitas Negeri Padang. Journal of English Language Teaching, 7(1), 93–105. https://doi.org/https://doi.org/10.24036/jelt.v7i1.8957
Heaslip, G., Donovan, P., & Cullen, J. G. (2014). Student Response Systems and Learner Engagement in Large Classes. Active Learning in Higher Education, 15(1), 11–24. https://doi.org/10.1177/1469787413514648
Kaya, A., & Balta, N. (2016). Taking Advantages of Technologies: Using the Socrative in English Language Teaching Classes. International Journal of Social Sciences & Educational Studies, 2(3), 4–12. https://www.researchgate.net/publication/301495673_Taking_Advantages_of_Technologies_Using_the_Socrative_in_English_Language_Teaching_Classes
Maesaroh, M., Faridi, A., & Bharati, D. A. L. (2020). The Effectiveness of Socrative and Kahoot to Teach Grammar to Students with Different Interest. English Education Journal, 10(1), 366–373. https://journal.unnes.ac.id/sju/index.php/eej/article/download/36696/15228/
Mallick, P., Maniruzzaman, M., & Das, S. (2020). Addressing Impact of Technology in English Language Teaching at Secondary Level Education in Bangladesh. International Journal of English Literature and Social Sciences, 5(3), 665–671. https://doi.org/10.22161/ijels.53.16
Manoj, S., & Hijazi, S. (2018). Test preparation Strategies for the TOEFL can be Diverse and Effective. International Journal of ELT, Linguistics and Comparative Literature, 6(1), 6–10. https://www.researchgate.net/publication/326009749_Test_preparation_strategies_for_the_TOEFL_can_be_diverse_and_effective
Mohamad, M., Arif, F. K. M., Alias, B. S., & Yunus, M. M. (2020). Online Game-Based Formative Assessment: Distant Learners Post Graduate Students’ Challenges towards Quizizz. International Journal of Scientific and Technology Research, 9(4), 994–1000. http://www.ijstr.org/final-print/apr2020/Online-Game-based-Formative-Assessment-Distant-Learners-Post-Graduate-Students-Positive-Perceptions-Towards-Quizizz.pdf
Mohammed, A.-K., & Chouthaiwale, D. S. S. (2018). The Use of ICT Tools in English Language Teaching and Learning: A Literature Review. Journal of English Language and Literature, 5(January 2018), 0–5. https://www.researchgate.net/publication/330986788
Poudel, P. P. (2015). Information and Communication Technologies and Teacher Educators of English in Nepal. Journal of NELTA, 20(1–2), 27–33. https://doi.org/10.3126/nelta.v20i1-2.19774
Pratiwi, D. I., Faridi, A., & Hartono, R. (2016). The Implementation of Mind Mapping Strategy to Teach Writing in IELTS Preparation Class. Lembaran Ilmu Kependidikan, 45(1), 33–41. https://journal.unnes.ac.id/nju/index.php/LIK/article/view/7640/5330
Rahayu, I. S. D., & Purnawarman, P. (2019). The Use of Quizizz in Improving Students’ Grammar Understanding through Self-Assessment. Advances in Social Science, Education and Humanities Research, 254(11), 102–106. https://doi.org/10.2991/conaplin-18.2019.235
Rahmawati, L. E., Suwandi, S., Saddhono, K., & Setiawan, B. (2019). Construction of Test Instrument to Assess Foreign Student’s Competence of Indonesian Language through Objective Test. International Journal of Instruction, 12(4), 35–48. https://doi.org/10.29333/iji.2019.1243a
Rokhyati, U. (2013). Teaching English at Higher Education in Indonesia: Searching For Usefulness. SELT 2013 Proceeding, 1–11. http://ejournal.unp.ac.id/index.php/selt/article/download/6793/5332
Sariani, S., Yaningsih, Y., & El Khairat, M. (2020). Assessing the Effectiveness of Mobile-Application Technology: A Project-Based Learning. JEES (Journal of English Educators Society), 5(1), 67–73. https://doi.org/10.21070/jees.v5i1.376
Sepyanda, M. (2018). Students’ Attitude Toward the Use of Google Classroom on Translation Subject in English Department of FKIP UMMY Solok. English Language Teaching and Research, 2(1), 180–188. http://ejournal.unp.ac.id/index.php/eltar/article/view/102661
Sivakumar, Ramaraj. (2019). Google Forms in Education. Journal of Contemporary Educational Research and Innovations, 09(01), 35–39. https://www.researchgate.net/publication/332781549_GOOGLE_FORMS_IN_EDUCATION
Stickler, U., Hampel, R., & Emke, M. (2020). A Developmental Framework for Online Language Teaching Skills. Australian Journal of Applied Linguistics, 3(1), 133–151. https://doi.org/10.29140/ajal.v3n1.271
Thu, A. S. (2019). Autonomous Learning Materials of Structure and Written Expression for TOEFL Preparation. LingTera, 6(1), 62–72. https://doi.org/10.21831/lt.v6i1.15919
Tilana, P. E., Yunita, W., & Zahrida. (2019). Students’ English Structure and Written Competence. Journal of English Education and Teaching, 322(2), 180–194. https://ejournal.unib.ac.id/index.php/JEET/article/view/8652/4157
Ubaedillah, Pratiwi, D. I., Mukson, Masrikhiyah, R., & Nurpratiwiningsih, L. (2020). Pelatihan Wawancara Kerja dalam Bahasa Inggris bagi Siswa SMK Menggunakan Metode Demonstrasi. JAMU : Jurnal Abdi Masyarakat UMUS, 1(1). http://jurnal.umus.ac.id/index.php/jamu/article/view/317
Waluyo, B. (2020). Learning Outcomes of a General English Course Implementing Multiple E-Learning Technologies and Active Learning Concepts. Journal of Asia TEFL, 17(1), 160–181. https://doi.org/10.18823/asiatefl.2020.17.1.10.160
Yoon, S. Y. (2017). Using Learner Response Systems in EFL Classrooms : Students’ Perspective and Experience. Multimedia-Assisted Language Learning, 20(2), 36–58. https://www.researchgate.net/publication/318107506_Using_Learner_Response_Systems_in_EFL_Classrooms_Students’_Perspectives_and_Experience