Suchergebnisse

The demand of e-learning at higher education has increased significantly in the past several years. In Indonesia, the implementation of e-learning has been encouraged by the government since 2011. However, universities are still looking for the most appropriate e-learning system, and unsure of the effectiveness of e-learning program. This paper discusses the implementation of e-learning system at Airlangga University, one of the top five state-owned universities in Indonesia. The e-learning system implemented in this university follows the Seven Principles of Good Practice in Undergraduate Education, i.e. encourage contacts between student and faculty; develop reciprocity and cooperation among students; use active learning techniques; give prompt feedback; emphasize time on task; communicate high expectations; and respect diverse talents and ways of learning. The e-learning platform at this university is called AULA (Airlangga University e-Learning Application). The respondents of this study were the students who took the General Linguistics course, particularly for the lectures on Phonetics and Phonology. Based on the t-test calculation of the exam scores, we conclude that there is no significant difference between the results of the e-learning and those of the classroom learning. The results of questionnaires show that 85% of the students are satisfied with the implementation of e-learning as they think that the e-learning makes it easier for them to understand the materials, it is fun, and is convenient to access. For further implementation, the students suggested the additions of podcasts and games, more time for the quizzes, and improvement of the e-learning platform. ; A demanda por ensino a distância no ensino superior tem aumentado significativamente nos últimos anos. Na Indonésia, sua implantação vem sendo estimulada pelo governo desde 2011. No entanto, as universidades ainda buscam o sistema mais apropriado e permanecem inseguras sobre a eficácia do programa. Este artigo discute a implantação do sistema de ensino a distância na Universidade Airlangga, uma das cinco principais universidades estatais na Indonésia. O sistema implantado nessa universidade segue os Sete Princípios de Boas Práticas em Educação de Graduação, isto é, incentivar os contatos entre estudantes e professores, desenvolver a reciprocidade e a cooperação entre estudantes, utilizar técnicas ativas de aprendizagem, oferecer devolutivas imediatas, enfatizar o tempo nas tarefas, comunicar aos estudantes o que deles se espera, respeitar os diversos talentos e as várias formas de aprender. A plataforma de ensino a distância nessa universidade é chamada de AULA (Airlangga University e-Learning Application). Os entrevistados do estudo foram os alunos que cursaram Linguística Geral, particularmente as aulas de Fonética e Fonologia. Com base no cálculo de teste-t dos resultados em provas, concluímos não ter havido diferença significativa entre os resultados da educação a distância e os de ensino presencial. Os resultados dos questionários mostram que 85% dos alunos estão satisfeitos com a implantação do ensino a distância, por acreditarem que o sistema facilita a compreensão dos materiais, é divertido e de acesso conveniente. Para novas implantações, os alunos sugeriram podcasts e jogos, além de um tempo maior para responder aos questionários e melhorias na plataforma.

Abstract The demand of e-learning at higher education has increased significantly in the past several years. In Indonesia, the implementation of e-learning has been encouraged by the government since 2011. However, universities are still looking for the most appropriate e-learning system, and unsure of the effectiveness of e-learning program. This paper discusses the implementation of e-learning system at Airlangga University, one of the top five state-owned universities in Indonesia. The e-learning system implemented in this university follows the Seven Principles of Good Practice in Undergraduate Education, i.e. encourage contacts between student and faculty; develop reciprocity and cooperation among students; use active learning techniques; give prompt feedback; emphasize time on task; communicate high expectations; and respect diverse talents and ways of learning. The e-learning platform at this university is called AULA (Airlangga University e-Learning Application). The respondents of this study were the students who took the General Linguistics course, particularly for the lectures on Phonetics and Phonology. Based on the t-test calculation of the exam scores, we conclude that there is no significant difference between the results of the e-learning and those of the classroom learning. The results of questionnaires show that 85% of the students are satisfied with the implementation of e-learning as they think that the e-learning makes it easier for them to understand the materials, it is fun, and is convenient to access. For further implementation, the students suggested the additions of podcasts and games, more time for the quizzes, and improvement of the e-learning platform.

This article reports the findings of action research on the implementation of extensive reading to literary text (henceforth ER) with learning logs (henceforth LL). The research question was: In what ways do the students engage in comprehending literary texts through ER with learning logs? And what are students' reactions to these activities? The research was conducted in the English Language Education Study Program English Education Department of a state university in Indonesia in which twenty six students voluntarily participated in this study. The data of the research were collected from students' reflective journals and semi-structured interviews. The empirical findings show that the students engaged actively and autonomously in the literary text identifying, word defining, class presentation, vocabulary enforcement and reflection through literary text extensive reading (ER) program with learning logs (LL). The findings also reveal that through the use of scaffolding by teachers and peer support, the students were engaged in the discovery of English literature vocabulary by documenting unfamiliar or interesting words from their English literature reading texts. The students also enjoyed exploring the different meanings of vocabulary using electronic dictionaries and corpus software. Furthermore, the findings show that they had enhanced awareness of word classes, word orders, and word meanings. The research suggests that the use of learning logs has managed to engage the students in reading literary texts as meaning making and learning autonomy that expand their reading ability and lexico-grammatical repertoires.