The use of LMS Moodle to Improve Reading Comprehension Skill for the 10th Grade Students

Authors

  • Tyas Oetomo STKIP PGRI Sidoarjo, Indonesia, Indonesia
  • Lailatul Musyarofah STKIP PGRI Sidoarjo, Indonesia, Indonesia
  • J. Priyanto Widodo STKIP PGRI Sidoarjo, Indonesia, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v6i3.2652

Keywords:

reading, reading comprehension, LMS, Moodle

Abstract

The purpose of this research was to increase students' achievement in reading comprehension by implementing the LMS Moodle to the 10th grade students at SMA Petra 4 Sidoarjo in the academic year 2020/2021. Classroom Action Research (CAR) was applied in conducting this study from January to June 2021. Each cycle of CAR consisted of four steps: planning, action, observation, and reflection. The data were gathered through the use of two instruments: observation and test. The results indicated that students made great progress in their ability to comprehend the reading texts. Pre-test mean score was only 72.71, but improved to 79.29 in cycle 1 and 86.57 in cycle 2. The lowest pre-test score was only 65 and improved to 70 to 75 in subsequent cycles. Meanwhile, the highest pre-test score was 82.5, and the highest post-tests scores were 92.5 and 95. In case of the students who passed the tests, while only 9 students (25.71%) passed the pre-test, there were significant improvements in post-tests, with 21 students (60%) passing in post-test cycle 1 and 33 students (94.29%) passing in post-test cycle 2. This research was stopped in cycle 2 due to the fact that the criteria for success were met in a percentage of 94.29%, with 33 students passing the post-test in cycle 2, based on the Minimum Mastery Criteria (KKM) standard of > 76

References

Anderson, N. J. (1991). Individual Differences in Strategy Use in Second Language Reading and Testing. Modern Language Journal, 75(4), 460–472. doi:https://doi.org/10.2307/329495

Bataineh, R. F., & Mayyas, M. B. (2017). The Utility of Blended Learning in EFL Reading and Grammar: A Case for Moodle. Teaching English with Technology, 17(3), 35-49. Retrieved from http://www.tewtjournal.org

Berardo, S. A. (2006, September 6). The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix, 6(2), 60-69.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). White Plains, New York : Pearson Education.

Crismore, A. (1990). Metadiscourse and discourse processes: Interactions and issues. Discourse Processes, 13(2), 191-205. doi:10.1080/01638539009544753

Daniel, B., & Schwier, R. A. (2010). Analysis of Students’ Engagement and Activities in a Virtual Learning Community: A Social Network Methodology. International Journal of Virtual Communities and Social Networking (IJVCSN), 2(4), 31–50. doi:https://doi.org/10.4018/jvcsn.2010100103

Ergün, E., & Adıbatmaz, F. B. (2020). Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement. Open Praxis, 12(2), 175–189.

Fatimah, S., Elzamzami, A. B., & Slamet, J. (2020). Item Analysis of Final Test for the 9th Grade Students of SMPN 44 Surabaya in the Academic Year of 2019/2020. JournEEL (Journal of English Education and Literature) , 2(1), 34-46. doi:https://doi.org/10.51836/journeel.v2i1.81

Felix, U. (2003). Language Learning Online: Towards Best Practice 3 . Lisse, The Netherlands: Swets & Zeitlinger.

Mukundan, S. (2018). Moodle Your Way to E-learning. Retrieved from https://www.academia.edu/4318076/Moodle_Your_Way_to_E_learning

Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. Bath: Heinemann.

Rassaei, E. (2015, October 14). Effects of Three Forms of Reading-Based Output Activity on L2 Vocabulary Learning. Language Teaching Research, 76-95. doi:https://doi.org/10.1177%2F1362168815606160

Rohwer, A., Motaze, N. V., Rehfuess, E., & Young, T. (2017). Eâ€learning of evidenceâ€based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review. Campbell Systematic Reviews, 13(1), 1–147. doi:https://doi.org/10.4073/csr.2017.4

Sabat, Y., & Slamet, J. (2019). Students' Perception towards Written Feedback of Thesis Writing Advisory at STKIP Sidoarjo. JET ADI BUANA, 4(1), 63-79. doi:https://doi.org/10.36456/jet.v4.n1.2019.1885

Slamet, J., & Sulistyaningsih, S. (2021). Students’ Difficulties in Answering “Structure and Written Expression†TOEFL-like at STKIP PGRI Sidoarjo. E-Structural (English Studies on Translation, Culture, Literature, and Linguistics), 4(01), 17-27. doi:https://doi.org/10.33633/es.v4i01.4410

Tavakoli, M., Dabaghi, A., & Khorvash, Z. (2010). The Effect of Metadiscourse Awareness on L2 Reading Comprehension : A Case of Iranian EFL Learners. 3(1), 92–102. English Language Teaching, 3(1), 92-102.

Ulfiati, L., Kurniawan, D., & Failasofah. (2014). Moodle and Reading Comprehension Materials for the EFL Students. The 61 TEFLIN International Conference, UNS Solo 2014 (pp. 962-967). Solo: UNS Solo.

Widodo, J. P., & Slamet, J. (2020). STUDENTS’PERCEPTION TOWARDS GOOGLE CLASSROOM AS E-LEARNING TOOL (A Case Study of Master of English Education of the Second Semester at STKIP PGRI Sidoarjo). Magister Scientiae, 2(48), 99-109.

Widodo, J. P., & Slamet, J. (2020). STUDENTS’PERCEPTION TOWARDS GOOGLE CLASSROOM AS E-LEARNING TOOL (A Case Study of Master of English Education of the Second Semester at STKIP PGRI Sidoarjo). Magister Scientiae,, 2(48), 99-109.

Widodo, J. P., & Slamet, J. (2021). Lecturers’ Perspectives Through E-learning by Using Moodle for Post-Graduate Students at STKIP PGRI Sidoarjo. International Seminar on Language, Education, and Culture (ISoLEC 2021) (pp. 167-171). Atlantis Press.

Widodo, J. P., & Slamet, J. (2022). Developing A Moodle-Based Learning Management System (LMS) for Slow Learners. Jurnal Inspirasi Pendidikan, 12(1), 1-10. doi:https://doi.org/10.21067/jip.v12i1.6346

Wongsate, D., & Rutaikarn, S. (2019). Effectiveness of Moodle E-learning for Student Enrolment of GENL 1101 Learning Resources and Skills at Asia-Pacific International University. Abstract Proceedings International Scholars Conference. 7, pp. 1661-1676. ISC International Scholars Conference. Doi: https://doi.org/10.35974/isc.v7i1.1776

Wu, W. (2008). The application of Moodle on an EFL collegiate writing environment. Journal of Education and Foreign Languages and Literature, 7(1), 45-56.

Downloads

Published

2022-04-05

How to Cite

Oetomo, T., Musyarofah, L., & Widodo, J. P. (2022). The use of LMS Moodle to Improve Reading Comprehension Skill for the 10th Grade Students. Jurnal Basicedu, 6(3), 3908–3917. https://doi.org/10.31004/basicedu.v6i3.2652

Issue

Vol. 6 No. 3 (2022)

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).