scholarly journals Student Perceptions of an Online Ungraded Course

2021 ◽  
Vol 9 (1) ◽  
pp. 86-98
Author(s):  
Daniel Guberman
Keyword(s):  
Student Perceptions ◽  
Learning Environments ◽  
Learning Process ◽  
Qualitative Data ◽  
Meaningful Learning ◽  
Class I ◽  
Grading System ◽  
Information Usage ◽  
History Class

What do grades mean? What purpose do they serve? What role do they play in the learning process? Teachers and scholars have recently begun to re-examine these questions central to our current grading system. As a result, many have started to re-assess how grades are assigned in their classes. In this case study, I examine the effectiveness of ungrading, an approach centered around students assigning their own grades through reflecting on the learning process. After contextualizing and describing the approach developed for this fully online, asynchronous history class, I share quantitative and qualitative data regarding student perceptions, motivation, and information usage to argue that systems such as ungrading have potential for contributing to the construction of highly effective and meaningful learning environments.

scholarly journals Student Perceptions of an Online Ungraded Course

2021 ◽  
Vol 9 (1) ◽  
pp. 86-98
Author(s):  
Daniel Guberman
Keyword(s):  
Student Perceptions ◽  
Learning Environments ◽  
Learning Process ◽  
Qualitative Data ◽  
Meaningful Learning ◽  
Class I ◽  
Grading System ◽  
Information Usage ◽  
History Class

What do grades mean? What purpose do they serve? What role do they play in the learning process? Teachers and scholars have recently begun to re-examine these questions central to our current grading system. As a result, many have started to re-assess how grades are assigned in their classes. In this case study, I examine the effectiveness of ungrading, an approach centered around students assigning their own grades through reflecting on the learning process. After contextualizing and describing the approach developed for this fully online, asynchronous history class, I share quantitative and qualitative data regarding student perceptions, motivation, and information usage to argue that systems such as ungrading have potential for contributing to the construction of highly effective and meaningful learning environments.

scholarly journals INTEGRATED LEARNING IN DRAMA COURSE USING YOUTUBE

2021 ◽  
Vol 5 (1) ◽  
pp. 92
Author(s):  
Christiana Evy Tri Widyahening ◽  
Ulupi Sitoresmi
Keyword(s):  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Meaningful Learning ◽  
Integrated Learning ◽  
Study Program ◽  
Education Study ◽  
Qualitative Descriptive

The purpose of this study was to explain and describe the application of integrated learning in digital-based Drama learning to 6th semester students at Slamet Riyadi University, Surakarta. This research is a qualitative descriptive study with a single case study type which only examines one research subject. The research subjects were students in semester VI in the English Education Study Program, Unisri Surakarta. This study uses the steps proposed by Miles and Huberman. The research location is in semester VI of the English Language Education Study Program, FKIP, Slamet Riyadi University Surakarta and in the central library of the Slamet Riyadi University Surakarta. The results showed that the application of integrated learning in digital-based drama learning was very good and interesting. This is also supported by four student language skills that are increasing, namely writing, reading speaking and listening. In addition, students are also increasingly able to cultivate creative power, cooperation between friends, foster sympathy and empathy, and self-confidence through drama scripts that they write themselves. They then played their work in front of the camera screen and uploaded it through YouTube social media so that the wider community could watch their role play. This is a challenge in itself for students and it makes them even more trying to give their best from the first stage, namely the process of writing drama scripts, practicing playing dramas, playing roles, and in the final stage they upload the results of playing these roles to YouTube social media. The effectiveness of integrated learning is reflected in the meaning of learning. Meaningful learning produces students who are active in a fun teaching and learning process, resulting in two-way communication between lecturers and students. Fun learning will run well if the lecturer has high creativity and has variations in the teaching and learning process so that the end result is that students can get good and meaningful learning achievements. Keywords: Integrated Learning, Drama Learning, Qualitative Descriptive, Case Study, YouTube

scholarly journals Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students

2021 ◽  
Vol 5 (4) ◽  
pp. 529-543
Author(s):  
Santiana Santiana ◽  
Dea Silvani ◽  
Ruslan Ruslan
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Learning Experience ◽  
Structured Interview ◽  
Digital Revolution ◽  
Learning Modules ◽  
Online Setting

Recently, technology has been an integral part of education. Teachers must use technology into their teaching practices in order to adapt to society's digital revolution. One of the strategies that can be implemented by the teachers is utilizing Canvas as one of Learning Management Systems (henceforth LMS) in their course. This study aims to investigate the students’ perception towards the use of Canvas to promote interactive online learning. Implementing case study as the research design, this study involved 77 students as the participants, and used both questionnaire and semi-structured interview to collect the data. In this study, the quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed using thematic analysis. The findings of this study revealed that students accessed Canvas ranging for less than 1 hour to more than 2 hours in a week.  They accessed it mostly to join some learning activities designed by the teacher, including reading the learning modules, joining online discussion, and doing the assignments given by the teachers. They also believe that during the online learning, Canvas is an easy-to-use LMS, and it provides a lot of features that help them learning. Besides, they also agree that Canvas is effective to provide them the opportunity have an interactive learning experience. In addition, they also perceived that using Canvas motivated them, and make the learning process more interesting. Therefore, teachers can optimize various features provided by Canvas to make the teaching and learning process in online setting become more interactive, interesting, and effective. 

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

IMPROVING THE STUDENTS ACHIEVEMENT IN SPEAKING THROUGH TEAMS-GAMES-TOURNAMENT TECHNIQUE

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Ramadhayani Fitri Nasution And Busmin Gurning
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
Thinking Process ◽  
Classroom Action Research

The objective of this study was to investigate whether the application of Teams-Games-Tournament Technique improve the students achievement in Speaking. This study was an classroom action research. The subject of this study was class XI IPA 3 SMA Muhammadiyah 8 Kisaran which consists of 35 students. The study was conducted in two cycles, cycle I consisted of three meetings and cycle II was consisted of three meetings. The instruments for collecting data were quantitative (oral speaking test) and qualitative data (observation sheet and diary note). Based on speaking scores, students’ score kept improving in every evaluation and based on observation sheet and diary note, it was found that teaching and learning process ran well. Students could enlarge their thinking process. The result of this study showed that Teams-Games-Tournament improved students’ achievement in speaking.

IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Sabatini Sitorus And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Vocabulary Test ◽  
Flash Cards ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41).  Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using  flash cards can improve the students’ vocabulary achievement.

IMPROVING STUDENTS ACHIEVEMENT IN VOCABULARY THROUGH LUSTERING TECHNIQUE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Lisda Yuniati Tumanggor And Zainuddin
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Clustering Technique ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Vocabulary Score

This study attempts to improve students’ vocabulary achievement through Clustering Technique. This study was conducted by using classroom action research. The subject of the research was class VIII-B SMP Katolik Trisakti 2 Medan that consisted of 32 students. The research was conducted in two cycles and each cycle consisted of three meetings. The instruments for collecting data were vocabulary tests for quantitative data and diary notes, observation sheet and questionnaire sheet for qualitative data. Students’ score kept improving in every test. In the first cycle test, the mean of vocabulary score was 64.68. And in the second cycle test, the mean of vocabulary score was 79.85. Based on diary notes, observation sheet and questionnaire sheet, teaching and learning process had done effectively showed the improvement. Every student was studied actively. And from the research can be concluded that Clustering Technique can improve students’ achievement in vocabulary.

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