TEACHERS’ PERCEPTIONS OF THE USE OF LEARNING
MANAGEMENT SYSTEM (LMS) IN EFL CLASSES
A PAPER
Submitted to English Language Education Study Program, Faculty of Teacher
Training and Educational Sciences, Pakuan University as Partial Fulfillment of the
Requirements for Sarjana Pendidikan Examination
By
Andanti Nur Fahira
031118059
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCE
PAKUAN UNIVERSITY
2023
CHAPTER II
THEORETICAL FOUNDATION
A. Perceptions
1. Definition of Perception
Perception is psychological processes through the experience gained
by the five senses, individuals can process responses into positive or
negative perceptions. Obtaining responses is gained through the stages of
selection, interpretation, and reaction (Erin, & Maharani, 2018). Other, in
Ghadirian, Ayub & Salehi (2017) described perception as a process of
actions for acquiring information. That acquisition can stem from the
environments to which students are exposed. Another definition is taken
from Nugroho, in Saifuddin (2020) which states that, perception is a
process that starts form the use of the five senses in receiving a stimulus,
then it organized and interpreted so that it has an understanding of what
is sensed.
According to Ruslan, (2020) the word perception comes from the
Latin word percipio, meaning receiving, collecting, action of taking
possession, apprehension with the mind or senses. It can be stated that,
the perception can be summed up it refers to the cognitive, affective, and
psychomotor process by which human interpret and understand the
meaning of sensory stimuli, such as objects, events, or relationships
between them. This involves the reception and sensory processing of the
stimuli by the brain, which initiates a series of cognitive processes
culminating in the interpretation and understanding of the perceived
stimuli.
2. Types of Perception
Perceptions are classified as either good or negative, according to
Irwanto in Shandi's thesis (2020):
a) A positive perception is one that combines all information and
actions that are kept in the effort to apply it. Following that, the
perceived object will be activated, accepted, and supported.
b) All information and actions that are out of sync with the perceived
object are categorized as negative perception. It will either move
forward in passivity or reject and rebel against the perceived thing.
3. Process of Perception
The formation of an individual's perception is a gradual process that
involves various cognitive and physiological mechanisms, which are
influenced by both internal factors, such as the individual's existing
abilities and predispositions, and external factors, such as environmental
cues and social influences. Toha (2003), in Rima Yuniarti (2017: p.16)
suggest there are a four-step process of perception of an object at the
individual, such as:
a) The stimulus or stimuli, the stimulation is the first step that must be
passed for the creation of perception. Stimuli were present from about
individuals will be responded by the human senses. It is the way when
person feels and sees something, the situation of stimulation created by
the environment around that individual where he/she lives.
b) Registration, the registration process is catching stimulation by human
senses, which will be forwarded and registered to the information
center or the human brain. It is the situation when stimulation comes to
learn responses mentally and physically. Registration is the physical
and mental responses that happen directly when someone receives
stimulation as much as possible.
c) Interpretation, after all information has been accepted, the next process
will take important roles. Each learner has different process 8 of
cognitive in interpreting the stimulation, it happens because this
process is influenced by motivation, experience and personally of each
learner. So that, each of them has his/her own interpretation.
Therefore, naturally each individual has their own perception toward a
thing or things.
d) Feedback, the last process of perception is give feedback, which the
information is interpreted. As the result of interpretation, learners
make a reaction towards the stimulation. In this case, both negative
and positive reaction could happen. It depends in many factors that
influence the process of interpretation. If the reaction is negative,
learner will have bad attitude towards that stimuli such as rejection,
disagreement, prejudice or even a rebellion. On the other hand, if that
learner has positive interpretation, she or he will have good manner or
attitude toward the stimuli. She or he will accept and please or even
respect to the stimulation that she perceives or interprets.
4. Aspects of Perception
According to Hardini (2015) perception has three main components
namely, cognitive, affective, and conative or psychomotor.
a) Cognitive
This aspect refers to the elements of knowledge, perspectives,
anticipations, cognitive processes, acquisition of knowledge, and
prior experiences. Everything is derived from the individual
perception-takers' thinking.
b) Affective
This aspect concerns to the person's emotions and feelings toward
specific objects, as well as everything related to judging what is good
or bad based on emotional aspects.
c) Psychomotor
This aspect concerns to an individual's motivation, attitudes,
behavior, or actions based on the way they perceive a specific object
or event.
B. English as a Foreign Language (EFL)
The concept of English as a Foreign Language (EFL) encompasses
diverse approaches to imparting and acquiring English, as described by
various scholars. Harmer (2007) delineates EFL as the educational practice
aimed at instructing students who either participate in brief courses situated
within English-speaking nations such as the United States, Britain, Australia,
Canada, Ireland, or New Zealand or engage in learning English within the
confines of their home countries. In a complementary vein, Gebhard (2006)
offers an encompassing perspective, defining EFL as the process of learning
English undertaken by individuals residing in areas where English isn't the
dominant language in everyday discourse. Consequently, EFL manifests itself
within environments where English functions as a secondary or non-native
tongue, highlighting the distinct challenges learners face when grappling with
a language that isn't inherent to their cultural or linguistic context.
Within these EFL settings, scholars like Brown (2001) and Cotteral
and Cohen (2003) underscore the potential difficulties encountered by
learners, emphasizing that certain nuances and intricacies of the target
language might not be intuitively understood or readily absorbed. This
acknowledges the complexity of navigating the subtleties and idiosyncrasies
of a language that diverges from one's native tongue, which can pose hurdles
in fluency and comprehension for learners in these contexts.
Moreover, the global landscape of language education reveals a
notable trend wherein Arabic and EFL serve as foreign language pursuits in
numerous countries worldwide. Brown (2001) highlights the prevalence of
Arabic and English as Foreign Languages in countries such as Saudi Arabia,
Vietnam, Italy, Japan, Morocco, and Thailand. This widespread adoption
underscores the global significance and international relevance of EFL
education across diverse cultural and linguistic settings, indicating its pivotal
role in facilitating cross-cultural communication and global linguistic
competence.
C. Learning Management System (LMS)
1. Definition of Learning Management System (LMS)
The concept of "learning management system" (LMS) is used to refer
to a broad category of systems that offer online learning opportunities, to
increase students' learning engagement, the entire instrument can be used
to transfer educational resources (Yana, 2018). Students become more
motivated to engage in active learning as a result. LMSs offer numerous
advantages for the teaching process, including the ability to eliminate the
need for a physical location (Aldiab et al., 2019).
As stated by Oliveira et al. (2016), “In an LMS, the interaction happens
through devices that enable communication either synchronously or
asynchronously”, students can learn at any time and from any location. It
enables the development of various strategies to increase students' active
engagement. In recent years, LMS research has been evolving constantly.
According to (Ulla et al., 2020), a number of studies have shown the
advantages of using technology and other learning tools in the classroom
(Andrade, 2014; Costley, 2014; Parvin & Salam, 2015; Gilakjani, 2017;
Sitthirak, 2013).
Studies based on teachers' or students' perspectives regarding the
integration of internet-based applications and digital learning platforms,
particularly in the setting of a pandemic, have also emerged in the context
of EFL (Amin & Sundari, 2020; Tieu Le, 2021; Nartiningrum & Nugroho,
2020; Ulla et al., 2020). Students' choices, as well as their perceptions and
opinions regarding the use of three distinct online platforms in remote
learning scenarios, were surveyed by Amin & Sundari (2020). The results
demonstrated that those platforms achieved extremely high levels of
agreement across all parameters, including authenticity, learner fit,
positive impact, meaning focus, learner fit, and practicality. Tieu Le
(2021) suggested an action study in which four EFL classes in Vietnam
would use multiple apps (Kahoot, Wordwall, Google Form, and Padlet).
In line with the research findings, most students agreed with the idea of
using these applications in EFL classes. In addition, Nartiningrum &
Nugroho (2020) revealed through descriptive qualitative research from 45
EFL students' ideas, challenges, and supplies needed during online classes
that the less direct interactions and unstable networks were the biggest
obstacles to their attendance at online courses.
Furthermore, a classroom observation study conducted by Ulla et al.
(2020) discovered a variety of Internet-based applications in an EFL
classroom. The teachers responded well to these applications, stating that
they make their classroom more dynamic, convenient, and entertaining.
As a result, the goal of education in today's digital world is to give
students access to information quickly and accurately and to assist them in
properly analyzing and evaluating it through the use of relevant internet
resources. This makes LMS an effective instrument for easing the burden
on teachers and students alike and for facilitating the teaching-learning
process. In assigning and completing homework, monitoring grades and
learning outcomes, engaging in a variety of learning activities, and
exchanging information synchronously or asynchronously on the study
project.
2. Types of Learning Management System (LMS)
a) Quintal
Quintal is an easy-to-use system that parents, students, teachers, and
schools can all use. The Quintal is a digital application system that was
founded in 2016 by Danny Saksono and is highly capable of fulfilling the
demands of the contemporary educational environment (Pratiwi & Amri,
2022). With the Quintal app, which facilitates online learning, educators
and learners can interact by exchanging modules, quizzes, discussions,
and web resources. Instructors and students at SMA DEK Padang will
find it convenient to use the desktop and mobile versions of the software
on their phones or laptops/PCs. Quintal application has been widely used
in more than 15 schools in Indonesia, it has happened because those
schools are supported by some providers that need extra money to spend
(Malasari et al., 2018). Quintal's value input functionality and student
attendance data are the system's primary features when used in an EFL
classroom. In order for parents of children to be informed immediately
about the exam schedule and student activities, such as whether or not
they miss school during the learning process (Hignasari, 2021).
b) Schoology
In higher education, Schoology is a component of the Learning
Management System (LMS) utilized by both instructors and students.
According to Luaran (2012), Schoology is a social networking, classroom
management, and online learning platform that makes learning more
engaging. The Schoology program can enhance the effectiveness of
teaching and learning and establish a dynamic learning environment.
Since Schoology is a free software tool that students can download from
the internet, several teachers at the University of Muhammadiyah Malang
have made use of it to help them give their lectures anywhere.
Schoology is an online resource that enables teachers to better
organize their classrooms, involve students in multimedia-rich classes,
and facilitate quick communication.
In addition, this application tool aids students in making the most of
their free time. Students stay organized, and pedagogical learning is
improved. It facilitates the creation and dissemination of scholarly
content. Schoology provides the ability to combine online and traditional
classroom instruction.
c) Google Classroom
A tool that makes it easy to create online classes is Google
Classroom. Furthermore, Google Classroom is being used for assigning
assignments, turning in assignments, and even assessing completed
activities (Herman dalam Japar, 2020: 169).
Google Classroom is an online e-learning platform that allows
teachers create and share assignments with students without the need for
paper, according to Hakim (2016: 2). You need to have a Google
account in order to utilize this service.
In addition, Google Classroom is only accessible in institutions that
have Google Apps for Education set up. Google Classroom is a
multiplatform tool that users can use, according to Wicaksono (2017:
514). Google designed this blended learning platform specifically for
schools with the intention of making the process of creating, assigning,
and distributing assignments easier when using paperless methods.
Mobile phones and computers are just two of the devices that can be
used to access Google Classroom.
According to the explanation given above, Google Classroom is an
application that can assist educators and learners in carrying out more
in-depth learning activities. It can be used for assignment delivery,
including the delivery of assignments via YouTube videos, as well as to
monitor attendance during the Covid-19 epidemic.
d) Edmodo
In a web-based learning environment, one can perform a variety of
educational activities, including online chats, assignments, and other
duties. Available at [Link], this website serves as a safe and
secure educational resource for educators, parents, students, teachers, and
school districts. It was created in 2008 by Jeff O'Hara and Nick Borg
(Kongchan, 2013).
Everyone look to exchange ideas, find educational resources, or need a
helping hand during a learning activity can visit Edmodo for free. Cauley
(2012) states that Edmodo is an instructional website that adapts social
network concepts to fit in with a classroom setting. Students and teachers
can engage with one another using Edmodo by exchanging ideas, issues,
and practical advice. A kind of web-based learning that offers specific
components of an environment for learning is Edmodo. An easy platform
for presenting instructional materials, Edmodo offers helpful resources
for online communication between instructors and students (Hourdequin,
2014). He also notes that both Edmodo's design and functionality closely
resemble Facebook.
Using Edmodo, teachers may carry out their teaching and learning
activities outside of the classroom. They can assign assignments or give
announcements as needed. "Students use Edmodo to communicate with
their teachers to ask questions about lessons and homework, and
collaborate with other classmates on activities and project ideas,"
according to Bahrami Shams-Abadi et al. (2015). Edmodo can facilitate
communication between educators and students.
3. Benefits and Shortcomings of Learning Management System (LMS)
Learning management systems can be implemented for a variety of
students at every grade level with unique learning and design features,
according to Zhang, M (2016). The majority of learning management
systems come with a standard set of tools that are used to support online
learning and discussion. A threaded discussion forum is one of the
technologies used to promote communication and group learning. Other
technologies are used to track student achievement and boost teacher
efficiency while making sure the course is following curriculum
objectives. Examples of these tools are online grade books and exams.
Bagata et al (2020) state that using an LMS to access digital content
the district should think about putting in place a learning management
system if it is switching to a digital curriculum. A system for managing
learning (LMS) is a digital platform that facilitates the exchange of
information, materials, and activities, and resources to students both
within and outside of the classroom. It is permits educators to provide
students with access to customized education anytime, anywhere without
geographic constraints.
While an LMS's online environment and traditional teaching and
learning share many characteristics, it also has certain distinctive aspects
of its own, like flexibility (anytime, anywhere) and time for reflection and
students' privacy. Furthermore, learning management systems provide the
ease of use and assistance for a shared system that is utilized by parents,
students, teachers, and support personnel. Availability everyone has access
to web-based learning management systems. Students, wherever they may
be. This makes it possible for colleges and institutions to a varied group of
students. Additionally, the technology facilitates open, flexible learning,
which advances globalization surroundings. According to, Beal, V (2017)
lists four advantages of LMS: first, time with the aid of learning
management systems, educators can add more resources and information
to the curriculum, expanding learning opportunities outside of set class
times or timetables.
Second, adaptability since every student learns differently, learning
management systems give them the flexibility to suit their own learning
requirements. If necessary, students can revisit the material or dedicate
more time to further investigate a topic of interest. Students now have
more control over their education because to this self-directed learning.
Third, cooperation LMS resources promote student cooperation on
group assignments. Wikis and group blogs are supported by built-in
capabilities as collaborative learning environments. Moreover, file sharing
platforms enable groups to publish and exchange data.
Fourth, community a group of learners working together to expand
knowledge is supported by an LMS platform. Real-time texting, file and
link sharing, and discussion boards all promote student communities to
connect and exchange knowledge.
On the other hand, there are some shortcomings in using Learning
Management System (LMS) described by Fyntanoglou and Kartaloglou
(2015) that became clear the platform is only meant to serve as a conduit
for communication between teachers and students, not the other way
around. Its bare minimum features include distributing course materials,
gathering student work, and disseminating information about events
related to the course. The explanation of forums' potential piqued the
interest of students who had never used one before, and many expressed a
desire to incorporate the feature into their coursework.
The lack of instruction; as both teachers and students noted, getting
comfortable with the platform requires independent exploring.
Technological, psychological, educational, pedagogical, and socio
economic aspects can be used to categorize the challenges or issues that
are likely to occur while deploying LMS as online technology
(Lyashenko, 2014).
D. Related Studies
This research is supported by some relevant researches, the first
research is by Malasari et al., (2018) who develop a journal entitled
“Teachers’ Perceptions Towards Web-Based School Information System
(SIS) in Developing Parents-Teacher Relationship”, It is discovered that the
school where this study was conducted uses a mobile application for SIS,
while the administration and teachers use it via the web. The web-based
student information system (SIS) utilized by the participants has features such
as attendance records, assignment or homework information, learning
resources, class test schedules, school activities, parent and student contact,
and polling/survey.
This study's participants have all been utilizing web-based SIS for
roughly 18 months. The results of instructors' perceptions of web-based SIS
indicated a positive response to the growth of the teacher-parent bond. The
results of the questionnaires show that eleven out of eleven participants
thought that web-based SIS may facilitate parent-teacher communication.
The second research with title “Teachers’ Perception of Using
Technology in Teaching EFL by Mollaei & Riasai (2013), that the purpose of
this study was to look into how EFL teachers perceived about using
technology in the classroom and what influences technology use in Iranian
Language Institutes. The survey data was analyzed using sample t-test and
descriptive statistics. The findings from the quantitative and qualitative data
analysis showed how teachers felt about incorporating technology into their
lessons, what kinds of technology they used, what kinds of incentives they
received for doing so, what factors helped or hindered the use of technology
in the classroom, and how male and female teachers felt about it differently.
The findings showed that instructors' attitudes toward using computers and
other forms of technology in the classroom were generally positive.
There are several differences between this journal and the reference
journal that have been mentioned above, for instance, the location of the
research, the method which one of them are using both of qualitative and
quantitative.
