Sri Wuli Fitriati, BHS INGGRIS UNNES (2020) Integrating Edmodo Into English Instruction: Students’ Perceptions And Its Contribution To Autonomous Learning. International Journal of Scientific and Technology Research, 9 (2). pp. 1590-1595. ISSN 2277-8616

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Abstract

This paper aims at exploring the students’ perceptions of the teacher’s use of Edmodo in English instruction and its contribution to the development of autonomous learning. Therefore, the questions addressed in this study are 1) How do the students perceive the teacher’s use of Edmodo in English instruction? and 2) How does the teacher’s use of Edmodo contribute to the students’ autonomous learning? An English teacher and 34 students of a public senior high school in Semarang, Central Java, Indonesia were recruited to involve in this study. The research data gained through questionnaires and interviews were analyzed qualitatively. It employed Thematic Analysis by Braun and Clarke (2006). The study revealed that the students were positive about the use of Edmodo to facilitate English learning. Edmodo was considered useful, helpful and practical both as learning and assessment media which enabled the students to enhance English ability. Besides, they could access it anywhere anytime with the support of mobile devices. Additionally, the students responded positively that Edmodo could contribute to student autonomous learning. Edmodo allowed the students to manage their own learning activities, for examples, monitoring learning, selecting appropriate learning strategies, controlling feelings, and enhancing motivation. In spite of the fact that sometimes they encountered problems accessing the site due to limited quota and unstable Internet connection.

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