AN ANALYSIS OF STUDENTS’ PERCEPTIONS IN USING

LEARNING MANAGEMENT SYSTEM (LMS) FOR

LEARNING ENGLISH

THESIS

Submitted by

DESI AYUDIA
NIM. 160203215

Student of Fakultas Tarbiyah dan Keguruan

Department of English Language Education

FAKULTAS TARBIYAH DAN KEGURUAN

UNIVERSITAS ISLAM NEGERI AR-RANIRY
BANDA ACEH
2021 M / 1443 H
 ACKNOWLEDGEMENT

Praise and gratitude researcher prays to Allah SWT, the lord of the

universe. Peace and salutation belong to our beloved prophet Muhammad SAW,

who has always been a source of inspiration and the best example for humans.

The researcher could complete this thesis entitled An Analysis of Students'

Perceptions in Using Learning Management System (LMS) for Learning English

with his blessing.

The researcher would like to express the deepest gratitude to supervisors,

Mrs. Nidawati, M. Ag, and Mr. Mulia, M. Ed, for their thoughtful and guidance,

suggestions, and motivations in completing this thesis. The researcher would like

to thank all lecturers and staff of the English Language Education Department

who have educated and provided knowledge during lectures and all staff who has

always been patient in serving all administration during the research process. May

Allah make everything easier for you and reward your special place in heaven.

The researcher also would like to thank the most incredible family, my

father Hasanuddin D, M. Si, and my mother Darisah, for the supports and

motivators. Thank you for always loving me, praying for me, caring for me since I

was in the womb until now, and sacrificing everything for me. To my beloved

brother, one and only dr. Halfiansyah and my sister in law dr. Rita Zahara inspired

and motivated me. Thank you for your love, and care during this time. To my

cutest niece and nephew, the QQH squad. Thank you for your smiles and joys.

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May Allah grant my family Jannah for their great kindness, patience, endless love,

and everlasting supports.

The researcher is also thankful to my wonderful closest friend who never

leaves me behind, makes life much easier to live in, and always supports me in my

highs and lows. Thank you, my dearest Muslimah Puji, for being the most

influential person in the 9 years of my journey for everything that we share all

along. Also, special big thanks to all of my friends that researcher could not

mention one by one who always supported me in completing this thesis. May

Allah bless you and reward you, His heaven.

Finally, the researcher realizes that nothing is perfect. The researcher still

made mistakes in the thesis. Therefore, the researcher apologizes for the mistakes.

The criticism and suggestions for the improvement of this thesis are highly

appreciated. The researcher hopes that this thesis can be helpful for readers and

can be used as a reference for development in a better direction.

Banda Aceh, December, 22nd 2021

The writer,

Desi Ayudia

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 ABSTRACT

Name : Desi Ayudia

NIM : 160203215
Faculty : Fakultas Tarbiyah dan Keguruan
Major : Department of English Language Education
Thesis working title : An Analysis of Students’ Perceptions in Using Learning
Management System (LMS) for Learning English
Main Supervisor : Nidawati, M. Ag
Co-Supervisor : Mulia, M. Ed
Keywords : Students’ Perceptions; Learning Management System
(LMS); Learning English

Due to the Covid-19 outbreak, traditional learning is replaced with online

learning. One of the online media used by teacher and student is Learning
Management System (LMS). This research was conducted to discover students’
perceptions in using Learning Management System (LMS) for learning English
and to find out the advantages of LMS. There were 10 participants of English
Language Education Department and 10 interview questions. The research was
conducted by descriptive qualitative research with a case study approach. The data
collection was carried out using interviews transcribed and analyzed using
thematic analysis. The result showed that the use of LMS had positive impacts on
learning process during the Covid-19 pandemic, such as flexible, could access
anywhere and anytime. Then, the LMS features were easy to use, also helped
them easily give and collect assignments without meeting in person. By using
LMS, students could also learn independently, which could help to improve their
English skills. Nevertheless, the researcher also found that the students faced
some obstacles when using LMS, such as sometimes bad internet connection and
also sometimes students could not understand the material given due to lack of
explanation from the lecturer.

iv
 TABLE OF CONTENT

DECLARATION OF ORIGINALITY ........................................................ i

ACKNOWLEDGEMENT ............................................................................. ii
ABSTRACT ................................................................................................... iv
TABLE OF CONTENTS .............................................................................. v
LIST OF APPENDICES ............................................................................... vii

CHAPTER 1 INTRODUCTION
A. Background of Study .............................................................. 1
B. Research Questions ................................................................ 5
C. Research Aims ....................................................................... 5
D. Significance of the Study ........................................................ 6
E. Terminologies ......................................................................... 6

CHAPTER 2 LITERATURE REVIEW

A. Students’ Perceptions .............................................................. 8
1. Defining Perception ............................................................ 8
2. Theory of Perception .......................................................... 9
3. Factors that Influence Perception ....................................... 10
B. Learning Management System (LMS) .................................... 11
1. Definition of Learning Management System (LMS) ......... 11
2. Major Characteristic of Learning Management
System (LMS) .................................................................... 12
3. Types of Learning Management System (LMS) ................ 14
4. Advantages and Disadvantages of
Learning Management System (LMS) ............................... 18
C. Learning English .................................................................... 20
1. Definition of Learning English ........................................ 20
2. Types of Learning English ................................................ 21
3. The impacts of Learning Management System (LMS) in
Learning English .............................................................. 23
D. Previous Study ........................................................................ 27

CHAPTER 3 RESEARCH METHODOLOGY

A. Research Design ..................................................................... 31
B. Research Location ................................................................... 32
C. Research Participant ............................................................... 33
D. Data Collection ....................................................................... 33
E. Data Analysis ......................................................................... 35

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CHAPTER 4 FINDINGS AND DISCUSSION
A. Research Findings .................................................................... 37
1. Students’ Perceptions in Using Learning Management
System (LMS) for Learning English .................................. 38
2. The Advantages in Using Learning Management System
(LMS) for Learning English............................................... 44
B. Discussion ............................................................................... 46

CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ............................................................................. 49
B. Recommendations ................................................................... 50

REFERENCES .............................................................................................. 51
APPENDICES

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 LIST OF APPENDICES

Appendix A Appointment Letter of Supervisor

Appendix B Recommendation Letter from The Fakultas Tarbiyah dan Keguruan to

conduct field research

Appendix C Confirmation Letter from Department of English Language Education

Appendix D Interview Protocol

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 CHAPTER 1

INTRODUCTION

This chapter focuses on introduction, which are consists of five parts. It

includes background of the study, research questions, research aims, significance

of the study, and terminologies.

A. Background of the Study

Since the end of 2019, world has been shocked by a pandemic that has

claimed many victims around the World. This pandemic is known as Coronavirus

or Covid-19. Fuady, Sutarjo, and Ernawati (2021) explained that Coronavirus is

one of the primary pathogens in the human person’s respiratory system. Previous

coronavirus (CoV) outbreaks included severe acute respiratory syndrome (SARS).

The explosion of Covid-19 disease, which originated in Wuhan China, has spread

rapidly throughout the World.

This pandemic has caused people to stay at home to minimize the spread

of the Covid-19 disease. Similar things have also been done by various countries

affected by the Covid-19 disease. The lockdown or quarantine policy was carried

out to reduce the interaction of many people who can access the coronavirus’s

spread. The implementation of lockdowns in various regions has an impact on

individual activities.

The pandemic has affected people’s lives in the social, economic, and

educational sectors. One of the sectors concerned is in the education sector.

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Schools and universities with Covid-19 infections were closed in several

countries. This policy has been implemented to prevent Covid-19 from spreading

(Hassan et al., 2020). Therefore, online learning is an alternative solution to

accommodate the learning process to prevent the spread of Covid-19. Gunawan,

and Fathoroni (2020) stated that diverse applications/platforms can be used

effectively in applications, websites, social networks, or Learning Management

Systems (LMS) in online learning activities. The multiple available platforms

facilitate the learning of materials, assessments, or merely the collection of tasks.

Some experts say that LMS effectively learns because it has complete and easily

accessible characteristics.

Learning Management System, or popularly known as LMS in higher

institution community, is an online portal that connects instructors and students. It

enables the easy sharing of classroom materials and activities (Adzharuddin,

2013). LMS assists the lecturers in providing instructional materials and

interactivity features such as discussion threads, shared files and forums. LMS

also facilitate management tasks such as delivering and monitoring, assessment,

organizing, virtual live classes, and a variety of statistical analyses. This saves

lecturers a great deal of time and effort without changing the teaching process

substantially (Ayub et al., 2010).

Learning management systems are increasingly being used in a variety of

online education fields. With learning management systems, the learning process

can be enhanced by providing a more suitable learning environment and improved

learner management. Because the learning management system puts the student as
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the focus of learning, the learner can be more active in their learning rather than as

a teacher. In centralized teaching procedures, individuals are expected to reach

information, apply the knowledge by analyzing it, and put forward new

information in the context of existing information. Individuals should be aware of

the process by which they develop to be equipped with these characteristics (Pepe,

& Kozan, 2013).

The same problem in Aceh, Covid-19 also impacted the social, economic,

and educational sectors. In education, Covid-19 is considered a severe problem

because it affects the teaching and learning process in various institutions, such as

elementary schools, junior high schools, senior high schools, courses, training,

universities, etc. It could also be seen the problems that occur in education at Ar-

Raniry Islamic university. Due to the Covid-19 outbreak, the traditional teaching

and learning process, also known as face-to-face, is difficult to implement. To

keep running the teaching and learning process, lecturers used online media so

that all students could reach them. In addition, online learning could help to

reduce the spread of Covid-19. One of the online media used by lecturers and

students was LMS. Similarly, in English Language Education Department,

lecturers and students also used LMS to support the English teaching and learning

process.

Before conducting this study, the researcher learned from previous

research written by Taufiqurrochman, Muslimin, Rofiki, and Abah (2020). They

conducted research entitled Students’ Perceptions on Learning Management

Systems of Arabic Learning through Blended Learning Model. The results of

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students’ perceptions regarding these features indicated that they understand all

the functions of the LMS features. They assessed that all LMS applications had

the potential to be used for learning Arabic. The most significant potential was the

ability of the LMS application to help learn speaking, writing, and grammar

(Sharaf and Nahwu) skills. This study showed a positive impact when LMS was

applied to blended learning

Meanwhile, another research by Yohana (2020) entitled Students’

Learning Performance In Using Google Classroom as Learning Management

System at English Education Department UIN SUSKA RIAU. This research

showed Google Classroom was beneficial and valuable to students’ learning

performance, and they expressed satisfaction with Google Classroom. Then, the

students’ aspects in learning performance are as follows: communication,

collaboration, coordination, and socialization. Based on findings, it was possible

to conclude that factors affect students’ learning performance when using Google

Classroom as a learning management system.

Another research by Wulandari, and Budiyanto (2017) entitled Improving

Foreign Language Learning by the Mean of Learning Management System:

Review of the Literature. This study showed LMSs would be highly beneficial in

increasing foreign language learning in distant education, both in learning

management and connected to learning outcomes. Many features of LMSs could

be modified to promote more effective and efficient learning. Educators who

understand the needs and characteristics of students were needed to optimize the
 5

LMS so that learning may occur comfortably and measurably, especially in

distance education.

Therefore, based on the previous study above, the researcher would

conduct similar research in terms of its concern about students’ perceptions in

using LMS for learning English, used qualitative and interviews as the method to

collecting the data. This study focused on students’ perceptions and the

advantages of LMS in learning English in English Language Education

Department at batch 2020 on Basic Language Skills class. In this case, the

researcher interests in conducting research, under the title: “An Analysis of

Students’ Perceptions in Using Learning Management System (LMS) for learning

English”.

B. Research Questions

1. How are students’ perceptions in using Learning Management System

(LMS) for learning English?

2. What are the advantages in using Learning Management System (LMS)

for Learning English?

C. Research Aims

1. To find out students’ perceptions in using Learning Management System

(LMS) for learning English

2. To find out the advantages in using Leaning Management System (LMS)

for Learning English

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D. Significance of the Study

1. Student

The writer hopes that this research can provide additional information and

knowledge to students about Learning Management System (LMS). Students

know the advantages and disadvantages of LMS, and the writer hopes students

know the importance of the media in improving the quality of teaching and

learning. Also, the writer hopes using LMS can improve their English learning.

2. Lecturer

Based on this research, the writer hopes to provide benefits to teachers to

be more creative and innovative in carrying out their duties to improve the quality

of teaching and learning, especially in presenting and delivering material in class.

The writer also hopes this research can help teachers manage the teaching and

learning process at Learning Management System (LMS) and teachers know how

to influence using LMS in the learning process.

E. Terminologies

1. Students’ Perceptions

According to Akande (2009, as cited in Nugrahaeni, 2018), students’

perceptions can be understood as the students’ capacity to defend their claim

conclusions and distinguish it from the investigation being displayed in the lesson.

It might be concluded that students’ perceptions as mental prepares to reply,

understand, or need to get it almost particular objects after accepting the exterior’s

stimulants.
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The researcher used simple random sampling to determine students’

perceptions in English Language Education Department at batch 2020 on Basic

Language Skills class consisting of 10 students.

2. Learning Management System (LMS)

Learning Management System (LMS) is defined as software for designing,

developing, implementing, and evaluating online learning. LMS streamlines

administrative tasks such as delivering study teaching materials, checking their

progress, and grading their assignments through shared transparency that is

convincing even to learners. In addition, it enables face-to-face web discussions

and the exchange of reviews and opinions via discussion boards/forums and group

conferences (Oduntan, 2018).

3. Learning English

Learning is the process of gaining or acquiring knowledge about a subject

or skill through study, experience, or instruction (Brown, 2007). At the same time,

English learning is a deliberate and active process of acquiring English knowledge

and skills (Muna, 2019).

 CHAPTER 2

LITERATURE REVIEW

This chapter explains some significant theories. The explanation covers

the definition, theory, factors, characteristics, types, advantages, disadvantages,

and previous studies about LMS in Learning English.

A. Students’ Perceptions

1. Defining Perception

According to Wang (2007), perception is a collection of internal

sensational cognitive processes that occur at the subconscious cognitive function

layer of the brain and responsible for detecting, relating, interpreting, and

searching for internal cognitive information in the mind. In other words,

perception is the opinion of people about something they believe is true. It means

that perception refers to a sense or view of a particular object. Perception is the

opinion of people about something that they think is true and understands.

Struyven, Dochy, and Janssens (2005) stated that Students’ perceptions are

all ideas used to identify ideas, views, pictures, and preferences of students

concerning their educational environment and educational activities. Depending

on this explanation, the conclusion can be drawn that student perception is a

perspective that contains information about educational activities that teachers

should undertake based on their viewpoint. Students’ perceptions cannot be

justified but must be seen as information to increase the quality of education by

teachers or policymakers.

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 9

Furthermore, the researcher concluded that students’ perceptions were

students’ thoughts or opinions in understanding something and what they believe

were true. According to Chen and Hoshower (2003), student’s perception was also

crucial for evaluating the success of teaching. After understanding students’

perceptions, educators or instructors could change what students do not like and

improve what students want, whether it was about how to educate or give students

material. Student’s perception was therefore highly essential, particularly for

educators or instructors.

2. Theory of Perception

There are two basic theories of perception; the first is the bottom-up theory

which starts at the lowest sensory levels, and the last is the top-down theory which

starts by “feeling” sensory data on receptors.

a. The Bottom-up Theory

The bottom-up theory may be applied to daily human actions and be

processed. Whenever a person observes a tree, the sensory system gathers

essential information about the tree, such as the horizontal and vertical points

of the tree and the specific features of the items being observed. According to

Demuth (2013), the data will be integrated to provide detailed information

about the tree as an identifiable item. Data-driven processing perception is the

term used to describe this process. The characteristics of the bottom-up theory

were content and quality of the sensory information, both of which had a

decisive influence on the ultimate perception of the subject.

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b. The Top-down Theory

The top-down theory affects perception by influencing the knowledge,

expectations, and present ideas. This perception might be coming through a

mental picture, a calculation, or the realm of reality itself. Some theories

supported the top-down theory of perception. According to Kotler (2000),

perception is the act of choosing, structuring, and interpreting information

inputs to develop a meaningful idea in general terms. From this, it may be

stated that perception results from cognition.

3. Factors that Influence Perception

According to Walgito (2003), some factors also influence a person’s

perception, among others:

a. External factors: Specifically, the stimuli and characteristics that stand out

in the environment behind the items define or form a subtle unity,

including social and environmental.

b. Internal factors: This factor is related to the self-capacity that comes from

a connection with aspects, mental, insights, and substantial.

Setiyana (2012, as cited in Nurohman, 2018) noticed the perception

affected by functional and structural factors.

a. Functional factors or individual factors are components relating to the

individual’s understanding of the affect of the impetus produced, or can be

alluded to the benefits of impetus created.

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b. Structural factors or situational factors are outside components that

influence an individual’s understanding of the existing boosts.

B. Learning Management System (LMS)

1. Definition of Learning Management System (LMS)

Learning Management System known as LMS is a digital teaching and

learning platform used to manage, document, track, report on, and deliver courses

(Watson & Watson, 2007). Like blogs or social media, LMS facilitates the

interchange of office documents, the distribution of audio/video podcasts, the

conduct of an online discussion/consultation, and an online evaluation (Sibuea,

2018).

Learning Management System is one of the online learning platforms.

LMS is information systems focusing on interaction, cooperation, and

instructional activities (Dias, Diniz, & Hadjileontiadis, 2014). The LMS can also

be used as a learning tool outside the classroom, and it helps instructor deliver

information, do assignments, and others. In addition, LMS may also perform the

learning process if an instructor cannot attend class. With LMS, instructors can

make the teaching and learning process available to students outside the classroom

by utilizing LMS features. The LMS creates a place to study and teach activities

within a seamless field and allows educational institutions to deal with many

courses on the web or mixed (part of the internet also one piece face-to-face),

using a standard interface (Kats, 2010).

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Based on these views, it can conclude that LMS is software that contains

the necessary functions for learning. The LMS can allow instructors or lecturers to

conduct teaching and learning activities online, and teachers can also

communicate online with students (Amalia, 2018).

Furthermore, researcher added that LMS was an online system that could

help teachers and students carried out the teaching and learning process anywhere

and anytime. In addition, several types of LMS also connected with parents so

that students could also see the teaching and learning process. By using LMS,

teachers and students could take advantage of existing features so that they could

simplify and made the learning process more interesting.

2. Major Characteristics of Learning Management System (LMS)

According to Shkoukani (2019), there are six major characteristics of LMS

as follow:

a. Application and Integration

This characteristic can be described in several points. Those are running

on several platforms with acceptable prerequisites, having a user-friendly

interface, supporting multilingual interactions in e-learning platforms,

interacting with existing programs, having an adequate response time, and

providing user training or assistance information.

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b. Communication

Several things must exist for the formation of good communication

characteristics in LMS. First, announcements and texts are displayed

throughout the semester. Second, discussion groups and meetings for students

are available. Third, direct chatting between students and teachers and

between students themselves is available. Fourth, email services are available.

Fifth, warnings for academic misconduct and absence are presented. Sixth,

live broadcasts and video conferencing can be arranged.

c. Assessment

There are some descriptions for assessment such as quizzes, homework

assignments, and tests that can be conducted. Grades are displayed for

students throughout the semester. Auto-correction for assessments and

examinations is supported. Assessment questions are created based on student

behavior and attitude throughout the exam period and semester. The e-learning

system provides reviews and questionnaires. Some tools for evaluating

personal and group work are supported. The last is participation and absence

can be tracked using the system.

d. Content

These are some descriptions for LMS content, specifically providing

syllabus and lesson outlines for each course. Lecture notes and presentations.

Then, interactive materials, such as files of videos link to scholarly

information. Next is animated case studies and experiments, dynamic,

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dependable, and up-to-date content. The last are resources that can be accessed

anytime and from any location.

e. Cost

This characteristic can be described in several points. If the program is not

open source, the pricing should be affordable. Then, the cost should not

outweigh the long-term advantages of the product.

f. Security

There are some descriptions for LMS security, such as the system should

be protected. Then, only authorized users should have access. The important

thing is two authentication factors should be used to post student grades.

3. Types of Learning Management System (LMS)

There are several types of Learning Management System (LMS):

a. Canvas

Canvas is a more intuitive and user-friendly learning management system

for managing classrooms, educating, and studying (Marta, 2015, as cited in

Reid, 2019). This brand has been available since 2011 and frequently

preferred by community colleges and universities, mainly in the United States.

Canvas is owned by an instructor, a Salt Lake City, Utah-based educational

technology business. The instructor created MOOC, a Canvas network that

currently dominates the market for free online courses (Emmons et al., 2017,
 15

as cited in Reid, 2019). Many community colleges and universities are

switching from Blackboard to Canvas because of Canvas’ expanded features,

which meet the needs of their students and faculty (Romeo et al., 2017, as

cited in Reid, 2019).

b. Edmodo

According to Hourdequin (2014) Edmodo is defined as a free online

learning system that allows learners and teachers to share and discuss articles,

pictures, audio clips, and recordings in safe virtual spaces. Therefore, Edmodo

can be used via the online browser or smartphone application (iOS and

Android). Candrasari (2015) stated that Edmodo allows a teacher to assign

and evaluate work, and students can receive support from the entire class

through the use of the platform. It is a secure atmosphere to be in an

environment. Because the teacher has access to all of the information

uploaded on Edmodo, there is no bullying or illegal stuff to be found. Parents

can also participate in the class, which helps to attain a level of transparency

that would otherwise be difficult to achieve without technology.

c. Google Classroom

Google Classroom is an instrument which encourages understudies, and

instructor collaboration; also instructor can create and convey assignments for

learners in a web classroom for free (Beal, 2017, as cited in Muslimah, 2018).

It makes instructors essentially construct groups to share assignments and

publications. Google Classroom is accommodating to all learners categories

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and consist grown-up learners. It has benefits such as paperless, can be

accessed to anyplace, and all over as long as there is internet connection and

from any gadgets to communicate between instructors and understudies to

grant evaluation to understudies, and personalized learning. (Muslimah, 2018).

d. Moodle

Media MOODLE (Modular Object-Oriented Dynamic Learning

Environment) could be a cloud-based media can be gotten to through a

computer or smartphone must be associated with the internet. This media

could minimize mishandle smartphone by the students while the progressing

learning process within the classroom, as well as familiarize understudies

learning ICT-based to meet the advanced period where the current national

examination has been executed online. (Sari & Setiawan, 2018).

e. Sakai

According to Humairah (2018), Sakai is an internet learning and

collaboration environment. It could be an item free and open source. The

Sakai community was built up and kept up. Many Sakai clients utilize it to

upgrade educating and learning, community cooperation, portfolio support and

research collaboration. Sakai community is actively promoting new Sakai

tools: IMS Common Cartridge, SCORM, a blog tool, collaborative

whiteboards, shared display, multipoint audio, podcasting, IMS

interoperability and more The Sakai community is actively supporting new

Sakai tools.
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f. Schoology

Apriliani, Asib, and Ngadiso (2019) state the Schoology is miniaturized

scale educational website that can be connected by educator and understudies

for collaborating sources evaluations, and substances on protect and secure

learning administration stage. Schoology was established by Jeremy

Friedman, Ryan Hwang, and Tim Trinidad at Washington College in 2008. By

utilizing Schoology, understudies and instructor can reach the out to one

another and substance by sharing thoughts, issue, and supportive tips.

g. Quipper School

Quipper School is a web-based application built on open source

technology. This program can be used as an educational medium and entirely

free to use in education. In January 2014, Quipper School was launched as an

innovation in education. (Husaefah, & Mardhiah, 2017).

It was initially developed by Quipper Ltd., a London-based company.

Quipper is utilized by educators and students worldwide, including in the

Philippines, Indonesia, Thailand, Mexico, the UK, India, Russia, and Turkey.

Quipper is a ready-to-use web-based learning program for teachers and

students. Additionally, it assists teachers with virtual storage, enabling them to

upload and save PowerPoint presentations, PDF files, images, and videos

online. Mayasuki Watanabe founded Quipper School in December 2010 in

London (Huda, 2018).

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4. Advantages and Disadvantages of Learning Management System (LMS)

According to Handhali, Rasbi, and Sherimon (2020), there are advantages

and disadvantages in using LMS for learning, as follow:

a. Advantages

1. It is incredibly user-friendly and efficient.

2. The session list contains a description of each module on the server

and information on its accessibility.

3. Instructors and students with internet access to their accounts could

save time for the management because LMS enables them to operate

from anywhere in the world.

4. It facilitates the management of users, roles, classes, instructors,

equipment, and reports generation.

5. Systems notify end users of upcoming events such as delivery

schedules, test deadlines, answering questions, etc.

6. Students can select from various course activities such as discussions,

competitions, options, charts, and websites, as well as alternatives for

polls and tasks. (Kadir, & Aziz, 2016).

7. Several communication methods are available through a learning

management system (LMS). Additionally, it can run its email service

and a chat program. As a result of using a learning management

system, all students have access to these resources without installing

additional software programs.

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b. Disadvantages

1. Generally, Learning Management Systems (LMSs) have been more

course-centric than student-centric. It is possible to employ the

available resources to re-skill teachers whenever the need arises. Now,

LMS does not support a comprehensive spectrum of teaching styles,

nor do they give tools for specialized educational practices, such as

audio discussion boards.

2. Controlling and operating an institution-wide LMS needs a fair amount

of technical competence, which most classroom teachers’ lack. As a

result, individuals who decide which technology to acquire and how to

install it are frequently detached from the classroom and have only a

partial understanding of the pedagogical consequences of the final

decisions made in this regard.

3. Some teaching staff members have low computer and information

literacy abilities and a lack of information management skills, making

it difficult for them to use learning management systems to support

their teaching correctly. In addition to learning how to work within

these environments, these teachers must build an informed critical

viewpoint on their usage of the learning management system (LMS) in

a range of instructional settings.

4. Many teachers face difficulties developing and organizing various

learning activities that are appropriate for student requirements, teacher

abilities and style, and institutional technological capacity.

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C. Learning English

1. Definition of Learning English

The term “learn” refers to gain information or skills in a new subject or

activity, whereas “learning” refers to the act of getting knowledge. Based on the

definition above, “learning” refers to an action or process that involves knowledge

acquisition and the development of skills through study, instruction, or experience

(Sarkol, 2016, as cited in Utami, 2020).

Wahyundari (2010) stated that learning is the process through which a

person’s behavior is established or modified due to experience or, more

particularly, education and practice. In general, language is a communication tool.

Language is a system of communication among citizens (Sirbu, 2015).

From the following explanation, it can be stated that learning English

means an intentional and active process of obtaining English information and

skills. According to Rustipa (2015), language learning refers to language

understanding, knowledge of the rules, knowledge, and the ability to talk with the

language. Thus language learning can be defined as the study of language. Four

skills must be mastered in language learning, namely speaking, writing, listening,

and reading. Therefore, language skills are divided into two types. Speaking and

writing are productive skills. Reading and listening skills are receptive skills.

Understanding these four skills helps to improve language learning.

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The researcher could be concluded that Learning English was a process of

activities in finding information, understanding information, obtaining knowledge

that could be specified, namely English, and then applying it in everyday life.

2. Types of Learning English

a. Speaking

Speaking is the act in real-time. When people talk, they produce words at

the time, and the interlocutor responds directly. During the talk, speakers

cannot revisit or change what they have said. It indicates the direct language

of conversation. As a result, many people associate the ability to talk with

their proficiency in English (Harmer, 2007).

In speaking, the students learn how to arrange sentences, organize ideas,

and express language in the spoken form with good pronunciation and

comprehensible language. They must know about how to deliver the meaning

of the language according to the context they are speaking (Gani, Fajrina, &

Hanifa, 2015).

b. Writing

Writing is the process of encoding words in a sheet of paper or other

media to represent the writer’s concept and statement, including vocabulary

and grammatical structure. Additionally, writing is made using a specific

collection of symbols and letters to represent the words of a given language

(Anjayani & Suprapto, 2016).

 22

Writing produces words in the same manner that you spontaneously do

when you talk. You say something, pause to consider what you want to say

next, perhaps correct anything you have said, and then continue to the

following remark in the chain. While writing is similar to speaking, the

difference is that you take more time to think about your subject, the person or

persons with whom you will be discussing it, and the purpose you expect to

achieve as a result of that discussion. It also takes longer to modify your work

if you are writing in a foreign language for the first time (Batubara, 2017).

c. Reading

Harmer (2007) stated that “reading as an exercise dominated by the eyes

and the brain, the eyes receive message and the brain then has to work out of

the significance of these message”. In other words, according to Martika, and

Hermayawati (2016) stated that the sentence above means the most critical

component that learners must recognize and comprehend, as the primary

objective of reading is to become familiar with the concept included in printed

information. As a result, reading with comprehension is only a strategy

through which learners can obtain information from reading content.

d. Listening

Comprehending speech in a first or second language is called listening.

The study of second language listening comprehension processes focuses on

the role of particular linguistic units (e.g., words, grammatical structures) and

the part of the listener’s expectations, the situation and context, prior
 23

knowledge, and the topic. Typically, listening comprehension activities target

a variety of listening functions, such as general topic recognition and

emotional tone. The process begins with comprehending central concepts,

followed by the comprehension and memory of details. (Richards & Schmidt,

2010).

According to Rost (2002), listening is a multifaceted process of

interpretation in which listeners make connections between what they listen to

and what they already understand. Listening enables us to comprehend the

world around us and is one of the critical factors for successful

communication (Rost, 2009).

3. The impacts of Learning Management System (LMS) in Learning English

a. Positive impacts of LMS in Learning English

1. LMS helped the teachers to manage the course

According to Rianafitri (2018), the features of the LMS are beneficial

in the administration of the course. Many of the features in the LMS are

helpful to the teachers’ work. It also helps students learn because the LMS

has tools that support them. Al-Kathiri (2015) stated that LMS’s features

can be used to share materials with students, including sharing resources

through a link or a file, sending assignments or quizzes to students along

with due dates, submitting assignments or quizzes, receiving results and

feedback, and generating and distributing polls to students.

 24

2. The communication among the teachers and the students are effective

The features of the LMS facilitate interaction between teachers and

students. Al-Kathiri (2015) stated that students can express their ideas

through the LMS chat and comment capabilities, which is very beneficial

for shy or apprehensive students, which increases their confidence and

motivation. With this feature, students can express their opinions, ideas,

and criticisms without meeting with other students or teachers in person.

LMS can stimulate students to consider and communicate positively

throughout language learning. A good environment can facilitate

communication through group discussions and discussions with teachers

or students (Pun, 2013).

3. The students’ English language competence is developed

Students can improve their English language competence by using

LMS that includes various attractive features. According to Al-Kathiri

(2015), there is information about students’ English language competence.

LMS assist students in sharing their ideas, and students can write to

teachers and other students (95%), students enjoyed their reading

experience in the online environment (85.7%), improved their listening

skills (76%), improved spelling and grammatically correctness (85%), and

increased their acquisition of new English vocabulary (100%). When using

Schoology, students can practice writing by selecting “create” from the

drop-down menu and then “Edmodo notes” (Sicat, 2015).

 25

LMS contribute to teaching and writing rather than utilizing traditional

ways. (Sicat, 2015). While using an LMS to learn English, students’

writing abilities improve when they react to other students’ posts because

the teachers will recheck their grammar and spelling. Additionally, the

usage of a learning management system (LMS) in the context of English

language learning improved the inventiveness of the students through a

variety of features (Murtiningsih & Rahmawati, 2018).

4. The quality of education is improved

According to Batsila, Tsihouridis, and Vavougios (2014) stated that

because of the fantastic potential of LMS in the world of education,

particularly in English language learning, LMS is highly effective in

improving the quality of learners. Students can study well and quickly

access the materials offered by the teacher, whether in the form of

documents, audio, or video. Students can learn well and readily access the

resources according to their competency level. They can prepare

themselves to be more creative and attain their educational objectives due

to this preparation.

5. The students are motivated

According to Rianafitri (2018), LMS helps students study English and

gain knowledge. Due to LMS’s support for the social environment

between teachers and students, students can practice their language

abilities with the assistance of teachers or other students. Pun (2013) stated
 26

that there are a lot of students these days that prefer modern teaching over

traditional teaching. With so many features on the LMS, students can get a

lot of information from their teacher or other students, and they can learn

from videos with native speakers, which make them want to learn English.

Because of that, students want to practice English and improve their skills.

Because LMS enables students to learn outside of the classroom, students

are more motivated to learn English.

According to Pun (2013), through the LMS, teachers are given a

chance to teach English outside of the classroom setting, and students can

learn English from anywhere and at any time by using a computer or a

smartphone to access the Internet. Bicen (2015) said that, among the

benefits are improved critical thinking skills in language learning,

language skills, higher motivation for students to learn English, and

students getting the opportunity to evaluate their abilities in an online

environment.

b. Negative impacts of LMS in Learning English

1. The students’ group work is unequal

Individual and group work is also possible with LMS tools. If students

work in a group, their teachers only get the final grade without knowing if

all group members contributed equally (Rianafitri, 2018). According to

Purnawarman, Susilawati, and Wachyu (2016), some students are less

responsible for their assignments while working in groups because they

rely on the efforts of other students.

 27

2. Creates poor communication among the students and the teachers in

real life situation.

To solve a problem or explain the contents to the students, the teacher

and students must communicate in the classroom. During this section, the

teacher should instruct students on how to pronounce a word or sentence

appropriately and help them prepare for the lessons they have learned

previously (Pun, 2013). The teacher requires proof to guarantee that their

students learn the language correctly. There are many situations where

students must communicate with each other and teachers in English.

Pun (2013) stated that if students learn English through the use of

LMS, the teachers cannot see the students’ capacity to practice English,

which means there is no eye contact between students and teachers. In

addition, the use of LMS is thought to reduce oral communication between

teachers and students in the classroom. This is because students are

participating in the classroom without communicating with one another or

with the teacher. There is a deficiency in oral communication between

teachers and students (Rahmawati, 2016).

D. Previous Study

As something close to everyday life, some authors have researched LMS.

They have discussed and investigated LMS in the educational field. For example,

the previous research written by Taufiqurrochman, Muslimin, Rofiki, and Abah

(2020). They conducted research entitled Students’ Perceptions on Learning

 28

Management Systems of Arabic Learning through Blended Learning Model. The

purpose of this study was to describe students’ perceptions as users of the LMS

application. The data research was carried out with interview, observation and

questionnaire techniques. The results of students’ perceptions regarding these

features indicated that they understand all the functions of the LMS features. They

assessed that all LMS applications had the potential to be used for learning

Arabic. The most significant potential was the ability of the LMS application to

help learn speaking, writing, and grammar (Sharaf and Nahwu) skills. This study

showed a positive impact when LMS was applied to blended learning

Meanwhile, another research by Yohana (2020) entitled Students’

Learning Performance in Using Google Classroom as Learning Management

System at English Education Department UIN SUSKA RIAU. This study was

qualitative research, and used questionnaires and interviews to find out the factors

that influence students learning performance. This research showed Google

Classroom was beneficial and valuable to students learning performance, and they

expressed satisfaction with Google Classroom. Then, the students’ aspects in

learning performance are as follows: communication, collaboration, coordination,

and socialization. Based on findings, it was possible to conclude that factors affect

students’ learning performance when using Google Classroom as a learning

management system.

Furthermore, another research by Wulandari, and Budiyanto (2017)

entitled Improving Foreign Language Learning by the Mean of Learning

Management System: Review of the Literature. The research was conducted base
 29

on the journals in distance education. This study showed LMSs would be highly

beneficial in increasing foreign language learning in distant education, both in

learning management and connected to learning outcomes. Many features of

LMSs could be modified to promote more effective and efficient learning.

Educators who understand the needs and characteristics of students were needed

to optimize the LMS so that learning may occur comfortably and measurably,

especially in distance education.

Another research by Rianafitri (2018) entitled The Students’ Perception on

the Use of Learning Management System in Learning English. This study was

descriptive qualitative design in the qualitative method to collect the data. The

data was carried out with interview and 4 participants as a sample. This research

showed the students’ positive perception of LMS in learning English. The

students felt happy, excited, interested, and comfortable using the LMS. On the

other hand, the students also talked about the negative responses. Lastly, the

researcher found that the participants had a lot of positive impacts to explain using

an LMS to learn English. The communication is good, the time is flexible,

creative and the confidence grows. The LMS is easy to use, and the writing skills

are increased. Moreover, the negative impacts were the LMS wastes time, reduces

teacher-student connection, causes inequality in group work, unseen student

progress, causes the instruction to be misconstrued, the feedback is rarely given,

and the opinion is difficult to combine.

Another research by Ramadania (2021) entitled Students’ Perception of

Learning Management System (LMS) utilized in Online English Learning

 30

Situation during Covid-19 pandemic. The researcher conducts a quantitative study

to obtain significant insight into students’ perceptions towards those LMS by

conducting a quantitative study within survey design and instrument. This study

surveyed 125 participants. Most of them were from the Jabodetabek area. After

collecting the data, the writer examined it using Microsoft Excel 2010. The

outcome indicated that the students viewed the situation positively. They appeared

to enjoy using the LMS, as it supports students in learning English by providing

simple features for submitting assignments, quizzes, feedback, and a

communication forum.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the research and analysis method, the data gathering

and analyzing procedure, and the limitation of the research. This chapter consists

of five sections. They are research design, research location, research participant,

data collection, and data analysis, as follows:

A. Research Design

The design of the research is descriptive qualitative research with a case

study approach. Qualitative research is education research in which the researcher

relies on the experience of the participants and analyzes data through the word (or

paragraph) from the participants rather than quantification of data collection and

analysis (Bryman, 2012).

This research was conducted by using a case study design. Case study

research was characterized as a qualitative approach. The agent investigates real-

life, contemporary bounded frameworks (a case) or multiple bounds frameworks

(issues) over time, through point by point, in-depth information collection,

including different data sources, and reports a case portrayal and case subjects. By

utilizing case study research, the researcher can understand the specific issue and

situation and examine cases in wealthy data (Creswell, 2014).

The researcher conducted the research at English Language Education

Department at batch 2020 on Basic Language Skills class. The researcher selected

31
 32

10 participants using simple random sampling and 10 interview questions would

be ask to the participants through semi-structured interview. Furthermore,

researcher chose thematic analysis in analysis the data.

B. Research Location

This research took place at English Language Education Department of

Ar-Raniry Islamic University (UIN Ar-Raniry). This university was established

on October 5th, 1963. It locates in Banda Aceh at Jl. Ar-Raniry Kopelma

Darussalam (Lingkar Kampus). On October 1st, 2013, the University status

transformed from IAIN Ar-Raniry to UIN Ar-Raniry. The name “Ar-Raniry” was

inspired from Syeikh Nuruddin Ar-Raniry, who reigned around 1637 and 1641.

He made significant contributions to the development of Islamic thought in

Southeast Asia, particularly in Aceh. There are nine faculties and fifty-three

departments in the university.

The researcher conducted this research at English Language Education

Department (PBI), Faculty of Education, and Teacher Training. The faculty of

education was established in 1962 and is currently headed by a dean named Dr.

Muslim Razali, S.H., M.Ag. Meanwhile, English department education was

established in 1964 and is currently headed by Prof. Dr. Teuku Zulfikar, S. Ag.,

M. Ed. Additionally, the department’s mission has been to educate and develop

undergraduate students to be educational experts and certified teachers, with a

special emphasis on future English teachers. The English Language Education

 33

Department provides variety of courses. One of them is the Basic Language Skills

course that was mainly selected to represent the sample of this research.

C. Research Participant

The population of this research was 105 students of the third-semester

students’ entire batch 2020 at English Language Education Department of Ar-

Raniry Islamic University. The researcher chose it because Learning English

through LMS existed on the Basic Language Skills course that had taken by

students’ entire batch 2020. The technique of this research was Simple Random

Sampling. In this sampling, the sample members are chosen entirely at random

without regard to any criteria. As a result, the sample’s quality is unaffected

because every member has an equal chance of being picked for inclusion in the

sampling pool (Bhardwaj, 2019).

The researcher selected 10 students as participants of this research.

Furthermore, 10 interview questions would be asked to the participants. Before

asking the first question, the participants would be told the purposes of the

interview and the number of the interview questions.

D. Data Collection

The research used an interview for the data collection. The type of

interview that was used in this research was a semi-structured interview. Hancock

(2009) explained that interviewing could at one excess, be organized with

questions arranged and displayed to each interviewee in an indistinguishable way

using a strict foreordained arrangement. On the other incredible, interviews could

 34

be unstructured, like a free-flowing discussion. Interviews could be face-to-face in

individual interviews. This was valuable when participants could not be

straightforwardly observed. The participant could give verifiable data and permit

the researcher control over the line of questioning.

Fylan (2005, as cited in Khine, 2011) said that Semi-structured

interviewing was the method that utilized a collection of information due to its

flexibility during an interview. The semi-structured interviews’ adaptability

permitted the researcher to adjust or extend a question in arranges to understand

the subject better. Semi-structured interviews also allowed the instructor to

consider the preparation that may not be gotten through observation or other

information collection strategies.

Due to the fact that this research was being conducted during the Covid-19

pandemic, face-to-face interviews were not possible. Telephone interviews were

carried out in order to flatten the curve and avoid further escalation of Covid-19

distribution. Bryman (2012) stated that telephone interviews were permitted when

the researcher and the participants were unable to meet in person for the

interview.
 35

E. Data Analysis

The researcher chose thematic analysis in analyzing the data of this

research. Braun and Clarke (2006) contended that thematic analysis might be a

valuable strategy for looking at the points of view of diverse investigates

participants, highlighting similitudes and differences, and producing unforeseen

experiences. Thematic analysis was also helpful for summarizing critical features

of the expansive information set. The researcher’s strengths require a well-

structured approach to deal with information, helping produce a clear and

organized final report (Ruler, 2004, as cited in Lorelli, Nowell, Jill, et al., 2017).

The thematic analysis consists of six stages in analyzing the data such as, getting

familiar with the data, generating of initial codes, searching for themes, reviewing

potential themes, defining and naming themes, and producing the report (Lorelli,

Nowell, Jill, et al., 2017).

First, get familiar with the data. After collecting the interview recording,

the researcher listened to the recording and wrote the interview transcripts. Then,

the researcher read the transcripts multiple times until the researcher understood

the meaning. Second, generating of initial codes. In this step, the researcher

marked the participants’ points of the theme in the transcripts, and wrote initial

code in the margin alphabet using colored pens. So, the researcher could see the

code clearly and quickly. Third, searching for themes. In this step, the researcher

read the code and determined the appropriate theme based on the previous code.

Fourth, reviewing potential themes. Then, at this step, the researcher reviewed the

existing themes and determined whether these themes were in accordance with the
 36

interview results. Fifth, defining and naming themes. At this step, the researcher

looked back and determined the name of the appropriate theme. Sixth, producing

the report. The last step was to write up the final result of the data in the paper. In

this research, the researcher wrote the results of the research with descriptive

explanation, which aimed to explain and describe in detail what was contained in

the interview data.

 CHAPTER 4

FINDING AND DISCUSSION

This chapter discussed the research findings and discussion to answer the

research questions mentioned in chapter 1. The findings displayed are based on

data gained from interviews. The discussions displayed are based on the

conclusion of the data interview.

A. Research Findings

This chapter shows the findings and discussion about students’ perceptions

and advantages of LMS in learning English. The findings displayed are based on

data gained from interviews. It was constructed to fulfill the aim of the study. The

aims are to find out how are students’ perceptions in using LMS in learning

English, and what are the advantages in using LMS for learning English.

. The interviews had been conducted for ten English Department Students

batch 2020 Ar-Raniry Islamic University, Banda Aceh on December 13th – 15th,

2021. There were ten questions asked to the participants. The selected

interviewees are in initial of AU, A, C, F, FR, G, M, R, U, and Z. After analyzing

the data, the researcher presented these points:

37
 38

1. Students’ Perceptions in Using Learning Management System (LMS) for

Learning English

a. Students’ opinions

All participants had a deeper opinion of LMS based on the interview

results. The students had different explanations. It could be seen from their

responses.

As stated by participant Z:

LMS is software applications that help us doing online activities

and e-learning program. This is so useful tools during pandemic.

The similar statement stated by R:

I think it is one of the effective learning tools during this pandemic

and makes learning easier.

Participant M mentioned that:

Learning Management System (LMS) is a software application or

web-based technology which we can use in teaching and learning
process, which is used to facilitate learning by providing a platform
enabling easy access to learning content and resources by the
learner.

From the interview result, it could be concluded that participants Z and R

said that LMS was an effective learning tool during Covid-19 because LMS

helped him in online activities. Participant M added that LMS facilitated

learning because LMS provided easy access to the platform. .

 39

b. Google Classroom as LMS

There are many types of LMS that can be used to help the teaching and

learning process, but English Department Students Batch 2020 used Google

Classroom as type of LMS in teaching and learning process.

As stated by participant AU:

I use Google Classroom.

The same statement was also delivered by F:

Google Classroom

In addition, the different statement was delivered by C:

Such as Google Classroom, Google Meet, and Zoom

From the interview result, it could be concluded that most participants

used Google Classroom as an LMS but, participants also used Google Meet

and Zoom as a Virtual Learning Environment (VLE) in supporting the

teaching and learning process during Covid-19 pandemic which required

online learning.

c. Students’ difficulties

Many students faced difficulties in using LMS. Specifically, they had

various problems in understanding the delivered materials. Here are the

problems:
 40

As stated by R:

Actually learning with LMS is fun but most of the material

presented is not very understanding and there are also problems
with the network and internet quota.

The same thing also said by Z:

Yes I still understand some materials that is explained clearly, but

sometimes I don’t, because we have to do self-study with new
material that we haven’t learned before, because the lectures don’t
have time for explaining the the materials.

Moreover, participant M stated that:

Yes, because so many features in LMS which we use and

advantage to help us in understand the material according to our
understanding.

From the data above, it could be concluded that difference problems that

occurred when students’ understand the materials. R and Z explained that the

material provided was not easy to understand. R added that the network and

internet quota also the problems if R had bad connection and no internet

quota, so R could not study. Z explained that he needed to do self-study if the

lecturer did not explain clearly. So, to understand the material was depending

on how the lecturer taught. Meanwhile, M gave another explanation. M said

that LMS’s features helped her to understand the material.

 41

d. Factors that affect learning performance

According to the participants’ responses, there were factors that affect

learning performances but there were also not affect students’ learning

performance.

Participant FR mentioned that:

Yes, I do. The factors are it makes me do something not in a hurry,

I mean step by step, because of the due date of the assignment that
given by the lecturer, back then I often procrastinate it, and it really
not good for everything, and from now on, I trying to not
procrastinate anything, and also I got more patience of any problem
that happens to me, because the assignments are too many, nothing
I can do except patience, and do all of it. It affect to my social life
that I have to patience to everything that happens to me. But, in
learning English, there are no factors that affect me. I think it just
the same learning English through LMS and without using LMS.

In addition, Z said:

Yes I do, self-study make me improve my skills in writing,

reading, and knowing more vocabularies.

The different statement was delivered by U:

Learning with LMS is very different with learning “face to face” in

the class. I can’t participate the class clearly, so my English
speaking skills is getting decrease

The data showed that there were factors that affect learning performance.

Participant FR said that LMS trained her to be organized in doing

assignments, because the assignments given by the lecturers include deadlines.

So, she was worried that she would not be able to do all at once, so she

completed the tasks one by one. In addition, by being given many tasks by the
 42

lecturer could train her patience in doing the tasks. But, according to G there

was no specific factor in her English learning performance when using LMS.

Besides that, participant Z said that by using LMS, it trained him to do self-

study, and it had a positive effect because it improved his writing and reading

skills, and also increased vocabulary. The different statement by U. He said

that using LMS decrease his speaking skill, so he preferred face to face

learning for increasing speaking skill.

e. Students’ obstacles

Every individual must have obstacles in his life, as well as students,

students also have obstacles in learning. According to interview result, most of

participants have their own obstacles when using LMS in learning English

during the Covid-19 pandemic.

As stated by FR:

The obstacles that I did face during learning English through LMS
is that, the lecturer give assignment without enough and clear
explanation. And it makes me confuse to do it.

In addition, G said:

Actually there are many obstacles that I face in LMS. One of them
is internet work. When my internet is bad I get annoyed that the
material I hear isn't good enough to absorb.

Based on the data above, it could be concluded that there were several

obstacles faced by participants. FR explained that she was confused when the

lecturer did not give the clear explanation. It could happen when the lecturer
 43

did not explain in detail about the material and assignment. Participant G said

that internet network became the obstacle when had the bad internet

connection. It would hinder the learning process because he could not

understand the material clearly.

f. Students’ experiences

Most participants had their own pleasant experiences when using LMS

during the Covid-19 pandemic. They said that LMS helped them in various

ways.

Participant G mentioned that:

The majority of people will feel afraid of mistakes and negative

corrections from teachers. This concern is considered to occur
when we use English incorrectly in public, which is one of the
main factors that prevent us from understanding English and using
English in front of others. I feel it. Because, I cannot be pressured
when studying. I study because of my own desire, it is better
because the material will be absorbed quickly. LMS brings
advantages for me personally. With the LMS, it can help me learn
English better. Why? Because having the opportunity to use
language in a way that is less stressful and will reduce anxiety. In
addition, with the LMS, my English learning time is better,
although not as perfect as when I study directly with the teacher.
The biggest thing I feel about the advantages of LMS is that I can
better see my learning progress in Language class. From all the
things and points that I have explained from the previous numbers,
it can be seen that I have a little more experience with LMS, which
I will take into consideration and as a thought for me personally so
that I can study better even during the pandemic.

In addition, FR said:

My experience in using LMS for learning English during Covid-19

is fun and also easy to understand, I do love to learning English
 44

using LMS, especially Google Classroom, it easy to use by a

beginner in using technology to learn English.

Participant G said that LMS helped her in learning English, because LMS

helped her in dealing with anxiety if she spoke incorrectly in front of many

people. In addition, G added that LMS improved study time better. Then, the

existence of LMS also helped participants to keep learning even during the

pandemic. Participant FR explained that using LMS in learning English was fun

and easy to understand like Google Classroom. Google Classroom was very easy

to use even for beginners

2. The Advantages in Using Learning Management System (LMS) for

Learning English

a. LMS helps students in learning English

In current conditions, using LMS in learning English was very helpful for

participants, because using LMS could make participants learned anywhere

and could reduce the spread of Covid-19. The people also kept their distance

by studying in their respective places.

As participant M stated:

That is a very great experience, the LMS it’s easy to use, flexible in
everywhere and every time, simple and very helpful.

Similarly, participant AU also said:

Very helpful for students especially myself, considering the

conditions that force us to study online. I got a lot of new lessons
here.
 45

Meanwhile, participant Z said:

My impression in using LMS for learning English is useful tools

when we can't study face to face, even if it is not too effective,
because sometimes it forces us to do self-study.

Most of the participants felt that the LMS helped them in the teaching and

learning process. Participant M said that LMS was flexible to use anywhere

and every time, easy to understand the features and very helpful. Participant

AU added that LMS had various types of available materials, so that he got a

lot of new lessons. However, some participants had the opposite opinion. Z

said that LMS was useful tools for learning in Covid-19 pandemic, because

we could not study face to face. But, using LMS sometimes forced participant

to do self-study.

b. LMS improves learning English

The participants said that LMS improves their English. They felt that their

English was better when using LMS but each participant had a different

improvement.

As stated by G:

Yes, of course. Because I have always liked to learn English, so no

matter what the obstacles are, I still learn English as usual, even
though it is not directly in class, especially in terms of
pronunciation. I feel a better difference the way I pronounce words
then and now. However, there are some skills that I have not
mastered well, such as writing, because I was only told to write but
was not guided on how to write in accordance with the rules and
regulations.
 46

Moreover, participant U also mentioned a similar answer:

I feel my listening and reading skills was improved. Because, I

always listen and read the materials that given by lectures, and my
writing skills is also getting increase. I just have a trouble with my
English speaking skills, I think it’s hard to improve it through the
LMS.

The data shows that most of participants had improvement in learning

English by using LMS. It could be seen from participant G. G said that her

pronunciation was better. Meanwhile, participant U felt his listening, reading,

and writing skills was improved. But, both of the participants also felt some

skills did not improve, participant G said that her writing did not improve

because of she did not guided how to write appropriately, while the participant

U said that he got trouble in speaking skill. He said that hard to improve

speaking skill using LMS.

B. Discussion

This qualitative research aimed to discover students’ perceptions in using

Learning Management System (LMS) for learning English and to find out the

advantages of LMS. As stated in Chapter 1, this research consisted of two

research questions; how are students’ perceptions in using Learning Management

System (LMS) for learning English, and what are the advantages in using

Learning Management System (LMS) for learning English.

In this research, there were ten participants and ten interview questions.

The data collected through semi-structured interview by telephone to minimize

the spread of Covid-19. Interviews were used to find out the opinions of
 47

participants, and views on the topic that the researcher was researching. In this

part, the researcher elaborated two points on the findings based on the research

questions.

To answer the research question “How are students’ perceptions in using

Learning Management System (LMS) for learning English?”. The interview data

showed that students thought LMS was an effective learning tool during Covid-

19, all students used Google Classroom as an LMS and they also used VLE such

as Google Meet and Zoom to support the teaching and learning process. There

were several factors that affect student learning performance, such as students

were trained to organize the assignment, practiced patience in completing tasks

one by one, and trained students to learn independently. However, students also

had difficulties in using the LMS, such as the sometimes bad internet connection

and also sometimes students could not understand the material given due to lack

of explanation from the lecturer.

The second point was about the last research question, “What are the

advantages in using Learning Management System (LMS) for learning English?”

Based on the research findings showed that so far, the LMS helped lecturers and

students to keep learning and teaching even during the pandemic with fun and

easy to understand, because of the features. With LMS, learning and teaching

could be flexible anywhere and anytime. In addition, lecturers and students could

freely send and read material without the need to print it first. It also had a

positive impact on nature, because it did not use much paper. Moreover, students

also said that study using LMS was easier because they did not have to prepare
 48

anything before going to university, such as took a shower and chose clothes.

Furthermore, the use of LMS trained students to learn independently and it could

increase vocabulary, improve reading, writing, and listening skills. However,

unlike the case with speaking skills, students had problems because they did not

have an interlocutor. In contrast to face to face learning, students will be trained to

speak because they have many interlocutors. There were also a small number of

students who think that they felt more confident when learning speaking using

LMS, because if they spoke incorrectly in front of many students, they became

anxious and nervous to speak.

This result is supported by Handhali et al (2020), one of the advantages of

Learning Management System (LMS) is systems notify end users of upcoming

events, instructors and students with internet access to their accounts could save

the times for management.

 CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

This chapter included the conclusion and recommendations. It contained

the data analysis and summary of the discussion. Additionally, some

recommendations were suggested regarding the proposed research and future

work in this field.

A. Conclusion

Based on the research that the researcher had conducted in English

Department Students, this research aimed to discover students’ perceptions in

using Learning Management System (LMS) for learning English and to find out

the advantages of LMS.

The researcher could conclude that the use of LMS had positive impacts

on the teaching and learning process during the Covid-19 pandemic, such as

flexible teaching and learning processes for students and lecturers, they could do it

anywhere and anytime. Then, the LMS features were easy to use, also helped

them easily give and collect assignments without meeting in person. By using

LMS, students could also learn independently, which could help to improve their

English skills. However, students also had difficulties in using the LMS, such as

the sometimes bad internet connection and also sometimes students could not

understand the material given due to lack of explanation from the lecturer.

49
 50

B. Recommendations

Using Learning Management System (LMS) during the covid-19

pandemic is a suitable solution so that we can continue to carry out the teaching

and learning process. But if conditions return to normal, it is very good to apply

blended learning method, by conducting face-to-face learning and also online

learning, so that it becomes more varied.

The researcher presents some recommendations for the future research,

which is this research could be a reference for future researchers who are

interested in research about student’s ability, student’s development in using

online media, or a method to gain student’s interest using media for learning.

Besides, other researchers can develop this research deeper to gain more accurate

results about the relation between LMS and Learning English.

For the instructors, the researcher expected that this research could provide

useful information for them so that they can find out what can be developed for

better purposes, and make them aware of the difficulties experienced by students

and can overcome them together.

The last recommendation is for students. This research was expected to be

guidance for students to know what the positive impacts are, and also know what

obstacles the participants face, so that students can be overcome it. In addition,

researcher expected that students also do self-learning, because it can improve

knowledge.
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Appendix A
 58

Appendix B
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Appendix C
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Appendix D

INTERVIEW PROTOCOL

Project : An-Analysis of Students’ Perceptions in Using LMS for

Learning English

Date :

Interviewer : Desi Ayudia

Interviewee :

Position of Interview : Student of English Language Education Department

This research is a study about An Analysis of Students’ Perceptions in Using

Learning Management System (LMS) for Learning English. The research purpose
is to find out students’ perceptions based on their experience in using LMS for
Learning English. The data of this research collected through a semi-structured
interview, which recorded through phone call due to the world situation that keeps
us home. The interviewee data used for research purposes only to keep the
interviewee privacy.

Questions:

1. Do you use Learning Management System (LMS) during Covid-19?

2. What do you think about LMS?

3. What kind of LMS do you use in learning English?

4. What is your impression in using LMS for learning English?

5. Do you understand the delivered material using LMS?

6. Is the material delivered through the LMS accordance with the syllabus?

7. Do you think there are the factors that affect your learning performance by
using LMS? What are those?
 61

8. What are the obstacles did you face during learning English through LMS?

9. Did your English skills improve during learning through LMS?

10. How was your experience in using LMS for learning English during
Covid-19?