BEYOND THE APPLICATION OF EDMODO IN CLASSROOM: STUDENTS’ PERCEPTIONS AND THEIR BARRIERS IN THE PROCESS OF UTILIZING IT IN WRITING CLASS

EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS

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Title BEYOND THE APPLICATION OF EDMODO IN CLASSROOM: STUDENTS’ PERCEPTIONS AND THEIR BARRIERS IN THE PROCESS OF UTILIZING IT IN WRITING CLASS
 
Creator Ulfa, Siti Maria
Susanto, Susanto
Purwati, Oikurema
 
Subject English Education
Students’ perceptions, Students’ barriers, Edmodo, Writing
 
Description This research was done to investigate the students’ perceptions and barriers in using Edmodo in their writing class. Besides, the barriers can be also the main points within the implementation of their writing class process. Edmodo is a free and secure learning platform that can be used in all lesson especially in university. It provides a very simple ways and simply make good pathway for teachers and students to communicate for a particular lesson especially for writing because the constructive comments were already stated within the platform. Since the focuses are perceptions of the students, a qualitative method was used through the use of documentation and interview were utilized to gather data. The findings showed that they strongly agreed that Edmodo very helpful in writing class, they can directly obtain the feedback, save their data safely and they can read it after a while and the rest perceptions will be explained more clearly.
 
Publisher Universitas Muhammadiyah Makassar
 
Contributor
 
Date 2020-05-24
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
qualitative method
 
Format application/pdf
 
Identifier https://journal.unismuh.ac.id/index.php/exposure/article/view/3429
10.26618/exposure.v9i1.3429
 
Source EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS; Vol 9, No 1 (2020): Exposure; 96-106
2502-3543
2252-7818
 
Language eng
 
Relation https://journal.unismuh.ac.id/index.php/exposure/article/view/3429/pdf
 
Rights Copyright (c) 2020 EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS
http://creativecommons.org/licenses/by-sa/4.0
 

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