THE IMPLEMENTATION OF CANVAS TO ENHANCE ENGLISH TEACHING AND LEARNING

Arsyi Fadilah Al Khoeri, Winda Nuraini, Ramdani Ramdani, Sheryan Agum

Abstract


Canvas is one of the Learning Management Systems (LMSs) used to manage classroom activity. An LMS is supposed to be well-managed to create a supportive online teaching and learning environment. Consequently, both students and teachers are in need of adjusting to the work of the chosen LMS. This research aims at exploring the current implementation of Canvas to enhance English teaching and learning practices. The study focused more on the student’s perspectives towards the use of Canvas Application by the teacher. This research was applied qualitative method. The data were obtained from classroom observation, documentation and questionnaire. The analysis results show that Canvas enhanced English teaching and learning process since it offers various features, such as modules for sharing materials, discussion boards, assignments, conferencing tools for online meeting, and wider links to other platforms. These frequently used features have indeed supported English teaching and learning practices. Students felt comfortable, surprised, and engaged even though there are some obstacles they have experienced

Full Text:

PDF 315-320

References


Adzharuddin, N. A., & Ling, L. H. (2013). Learning management system (LMS) among university students: Does it work. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(3), 248-252.

Azizah, E. N. (2020). Using Learning Management System, Edmodo, for Sosiolinguistic Learning: A Case Study at English Education. Academica: Journal of Multidisciplinary Studies, 2(1), 61-70.

Brown Doughlas. 2001. Teaching by Principle. San Francisco state University: Longman.

Cowie, N. (2009). Observation. In Qualitative research in applied linguistics (pp. 165-181). Palgrave Macmillan, London.

Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications

Ghofur, A. (2018). Using google classroom on inquiry based learning to improve students’learning participation. Jurnal Penelitian Pendidikan, 10(2).

Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin.

Hutchby, I. (2001). Technologies, texts and affordances. Sociology, 35(2), 441-456.

Kreitner, R., & Kinicki, A. (1992). Organizational Behavior. Boston: Richard, D. Irwin.

Muakhiroh, W. (2020). The Effectiveness Of Instructional Video as Media in Teaching Speaking Skills. JEET, Journal of English Education and Technology, 1(01), 35-48.

Nuraeni, C., & Nurmalia, L. (2020). Utilizing WhatsApp Application in English Language Learning Classroom. Metathesis: Journal of English Language, Literature, and Teaching, 4(1), 89-94.

Pratiwi, W. D. (2013). Students’ Perception towards Teacher’s Written Feedback among 11th Grade Students at SMA N 1 Wedi Klaten. Unpublished S1 Thesis. State University of Yogyakarta.

Puspitarini, D. D. (2013). The Use of Theme-Based Teaching in Teaching Writing Descriptive Text: A Qualitative Case Study of English Teacher in Public Junior High School in Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia).

Rahayu, D. (2020). Students' E-Learning Experience through a Synchronous Zoom Web Conference System. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 68-79.

Sukmahidayanti, T. (2015). The utilization of instructional media in teaching english to young learners. Journal of English and Education, 3(2), 90-100.

UNESCO. (2013). Policy guidelines for mobile learning.

Xiangming, L., & Song, S. (2018). Mobile technology affordance and its social implications: A case of “Rain Classroomâ€. British Journal of Educational Technology, 49(2), 276-291.




DOI: https://doi.org/10.35194/cp.v0i0.1366

Refbacks

  • There are currently no refbacks.


 
 
 
Proceedings International Conference On Education Of Suryakancana
 
Jl. Pasir Gede Raya - Cianjur 43216
Telp : 0263 283579
Fax : 0263 261383