1.

0 BACKGROUND OF STUDIES

Social media has been use in education, according to Ng’ambi (2013) drew upon data
collected as a part of a larger study in order to evaluate transformative learning and teaching
practices by looking at responses from 262 educators across 22 public higher education
institutions in South Africa where 68% used social network sites for sharing resources. The
results showed: students learned from one another; students engaged with experts from the
professional community; student thinking and learning was extended beyond class time;
communication between students and professionals was facilitated; and a learning community
was built. In addition, Casey and Evans (2011) noted that social network sites enable students
to interact with one another, build a sense of community, develop content, as well as require
students to be active in their own learning through participating, thinking, and contributing.
They studied 900 public high school students between the age of 13 and 16 with the use of an
online social network site Ning as a learning environment for one semester. Padlet is one of
media social that use in learning process. Padlet is a free web application featuring a virtual
wall where multiple users can post comments and media. For teaching and learning purposes,
this can be useful to encourage collaboration and knowledge sharing around particular topics
for face-to-face, online activities or both. Padlet can also be used for activities that usually
require butcher’s paper or sticky notes, except the virtual wall can immediately gather and
store valuable ideas for future reference.

2.0 STATEMENT OF PROBLEM

Padlet it’s a new media social for communication for learning English. Not every
lecturer uses this medium in learning process so student is not familiar to use Padlet. But
there is some lecturer use Padlet as their medium in learning process. So, the researcher want
to study Padlet: An Online Environment for English Learning in UTHM?.

3.0 RESEARCH OBJECTIVE

Investigate students consider Padlet as an online environment that facilitates their

English language learning.

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4.0 RESEARCH QUESTION

Do the students consider Padlet as an online environment that facilitates their English
language learning? If yes, in what aspects?

5.0 SIGNIFICANCE OF THE STUDY

This research gave benefits to the lecturers especially for the lecturers in UTHM who
teach English subject. From Padlet, they got to know students better, enhanced the lecturers’
learning experience and increased efficiency in some rote tasks. Indirectly, students also got
benefits from this research. Padlet can improved English language skills, enhanced their
confident in English, provided environment for enhancing students' motivation in English and
also it gave more positive attitude towards learning English as a second language to them.

6.0 LIMITATIONS OF STUDY

Researcher is only focusing on undergraduate students. So, its impact can only be
used by undergraduate students only. Students at other levels such as post graduate do not get
benefit from this research.

7.0 METHODOLOGY

7.1 SETTING

This research was conducted at Universiti Tun Hussein Onn Malaysia (UTHM), Batu
Pahat, Johor.

7.2 POPULATION AND SAMPLE

The researcher chose students in UTHM as the population. From that, 30 respondents
is select as the sample. The sample of 30 undergraduate students in UTHM was chose to
participate in the survey by using purposive sampling where the respondents was selected
based on the purpose of researcher. Researcher approached students that learn English by
using Padlet as their medium of education.

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7.3 INSTRUMENT

The quantitative survey study was used to explore the fundamental issues about the
using of Padlet for English language learning to the students. For this purpose, questionnaire
was distributed to them. The questionnaire is based on Kabilan, Ahmad and Zainol Abidin
(2010) that consist of three sections. Section A is about respondent profile. While section B is
about Padlet experience and section C is about effect using Padlet.

7.4 DATA GATHERING PLAN

Researcher gave the questionnaire to the 30 respondents, which is immediately return

upon completion.

7.5 DATA ANALYZE

Researcher was used Statistical Package for the Social Sciences (SPSS) to analyse the
data. From the data that was collected, frequency and mean score is use to describe the
students’ views on Padlet as a learning environment for learning English.

8.0 DATA ANALYSIS AND DISCUSSION

This study was carried out in Universiti Tun Hussien Onn (UTHM). A quantitative
survey study exploring the students' general practices or uses of Padlet, and their views on
Padlet as an online educational environment would be beneficial in identifying the
fundamental issues that are of concern to the students using Padlet for English language
learning. For this purpose, a total of 30 questionnaires were distributed to the undergraduate
students in UTHM.

From the data collected, the findings of the respondent profile were analyzed using
percentages, and the other questions about Padlet experience and effect using Padlet were
analyzed in the form of percentage and mean score. Mean score were chosen because,
according to (Konting, 2000), this method can reflect the studied population. In addition, this
method is the most stable and accurate for measuring the population studied. The data are
processed and prepared according to the objectives and research questions as in Chapter 3
and 4.

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8.1 PILOT TEST

Before the actual research was conducted, the pilot study is needed in order to seek
for the validity and the reliability of each item in the questionnaire given. This became a
primary effort because it is a procedure and a technique to actual research. Professional
researcher commonly said that range for Cronbach’s Alpha are 0.7 (some say 0.6) indicates
acceptable reliability and 0.8 or higher indicates good reliability. Very high reliability (0.95
or higher) is not necessarily desirable, as this indicates that the items may be entirely
redundant according to (Zaiontz, 2013-2016).

So, a total of 10 respondents which come from undergraduate students with different
years in UTHM are selected randomly by giving them a questionnaire. After the process was
completed, the data that come from 10 earlier respondents was generated by using statistical
software “Statistical Package for Social Sciences” (SPSS) version 22.0. Table below shows
the results for each section validity and reliability.

Reliability Statistics
Cronbach's
Alpha N of Items
.625 11
Table 8.1: Padlet experience (Section B)

Reliability Statistics
Cronbach's
Alpha N of Items
.630 7
Table 8.2: Effect using Padlet (Section C)

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8.2 ACTUAL STUDY

The actual study is conducted by distribute 30 sets of questionnaire to 30 targeted

respondents of undergraduate students. With the assist of statistical software “Statistical
Packages for Social Sciences” (SPSS) Version 22.0, all the questionnaires are collected for
the analysis by using percentage and mean score.

8.2.1 Analysis on Section A: Respondent Profile

8.2.1.1 Gender

Based on the data collected, about 40 percent and 60 percent was female and male
respectively. 40 percent represent 12 respondent and 60 percent represent 18 respondents.

8.2.1.2 Races

The four main races such as Malay, Chinese and Indian are the most dominant races
in UTHM. The highest percentage represent race is Malay with 50% and other races such as
Indian 23.3% and Chinese 20%. Another 6.67% represent other races beside three main
races.

8.2.1.3 Age

Range student age study in UTHM is about 19-25 years old. Most of respondent that
took part in our research are mostly 23-24 years old (36.67%) and 21-22 years old (30%).

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8.2.1.4 Faculty

Figure 8.1: Faculty

UTHM provide many different course and faculty such as faculty of civil and
environmental engineering FKAAS, faculty in mechanical engineering and others. From the
pie chart above, we can see the highest percentage is from students FPTP (26.67%) followed
by FKAAS with (23.33%).

8.2.1.5 Year of study

The most students that took part in our research are from 3rd year student (40%). The
respondent that less took part is from 1st years and 4rd years students.

8.2.1.6 User of Padlet

All of the 30 respondents of undergraduate students are using Padlet.

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8.2.1.7 Opinion using Padlet for academic purpose

Figure 8.2: Opinion using Padlet for academic purpose

The pie chart above show that most respondent is not mind if lecturer using Padlet for
academic purpose (36.67%). That will encourage the students using Padlet in class.

8.2.2 Introduction to analysis on Section B and C

The findings was elaborated and presented in the form of percentage and mean score.
The mean scale score ranging from 1.0 - 5.0 where 1.0 is the lowest while the 5.0 is the
highest mean score. Calculating the average mean is as the following formula:

Average Mean = Total Score Each Respondent

Item Amount per Share

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 The results of the analysis of the results obtained were formulated based on the phase
measurement is adapted from Lendell in Mohd Najib (1999) as shown in the table below:

Mean Score Group Mean Score Label

1 3.5 until 5.0 High

2 2.5 until 3.4 Moderate

3 1.0 until 2.4 Low

Sumber: Lendell

Table 8.3: Mean Score Scale

8.2.2.1 Analysis on Section B: Padlet Experience

In Section B, analysis on Padlet experience, a total of 11 questions presented .The
data are based on the respond from Section B.

STATEMENTS OF PERCENTAGE (%) MEAN

NO.
QUESTIONS SD D SLA A SA SCORE LEVEL

Padlet help me in learning

1 0 10 40 30 20 3.60 High
English

I received any source such as

2 video or documents file through 0 6.7 40 33.3 20 3.67 High
Padlet

Padlet make teaching and

3 0 3.3 40 40 16.7 3.70 High
learning process fun and joyful

I using Padlet in English

4 0 3.3 30 40 26.7 3.90 High
language class mostly

Padlet connecting me with others

5 0 3.3 46.7 36.7 13.3 3.60 High
after the class

I get a better information through

6 0 13.3 30 40 16.7 3.60 High
Padlet

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 Padlet make my work easier
7 0 10 20 50 20 3.80 High
inside classroom

Padlet make my work easier

8 6.7 13.3 10 36.7 33.3 3.77 High
outside classroom

Mostly I share video or

9 document file through Padlet in 0 20 36.7 26.7 16.7 3.40 Moderate
class/outside class

10 I easy to access Padlet 0 13.3 26.7 23.3 36.7 3.83 High

Padlet teach me how to be more

11 6.7 23.3 40 23.3 6.7 3.00 Moderate
creative and innovative

Average Mean Score 3.62 High

Table 8.4: Analysis on Padlet experience

Likert Scale

SD = Strongly Disagree, D = Disagree, SLA = Slightly Agree, A = Agree, SA = Strongly

Agree.

Table 8.4 shows the mean score for the Padlet experience. For overall, the mean score
was at a moderate and high level, between 3.00 – 3.90. The item that received the highest
score is item number 4, I using Padlet in English language class mostly. The average mean
score is 3.62. This shows that Padlet experience gives high impact on learning English in
positive side because they using Padlet in English language class mostly.

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 8.2.2.2 Analysis on Section C: Effect Using Padlet

In Section C, analysis on effect using Padlet, a total of 7 questions presented. The data
are based on the respond from Section C.

STATEMENTS OF PERCENTAGE (%) MEAN

NO.
QUESTIONS SD D SLA A SA SCORE LEVEL

Improve your English

1 0 20 40 30 10 3.30 Moderate
communication skill

Improve your English writing

2 0 20 50 30 0 3.10 Moderate
skill

3 Learning new English word 0 50 40 10 0 2.60 Moderate

4 Increasing your knowledge 0 10 43.3 46.7 0 3.37 Moderate

Make English learning more

5 10 10 33.3 46.7 0 3.17 Moderate
interesting

6 Save your time and budget 10 0 20 30 40 3.90 High

Make learning and teaching

7 0 20 0 50 30 3.90 High
more conducive

Average Mean Score 3.33 Moderate

Table 8.5: Analysis on effect using Padlet

Likert Scale

SD = Strongly Disagree, D = Disagree, SLA = Slightly Agree, A = Agree, SA = Strongly

Agree.

Table 8.5 shows the mean score for the analysis on effect using Padlet. For overall,
the mean score was at a moderate and high level, between 2.60 – 3.90. The items that
received the highest score are item number 6, save your time and budget and item number 7,
make learning and teaching more conducive. The average mean score is 3.33. This shows that
effect using Padlet gives moderate impact on learning English in positive side because Padlet
can save their time and make their learning and teaching more conducive.

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9.0 CONCLUSION AND RECOMMENDATIONS

In conclusion, Padlet is a free application to create an online bulletin board that you
can use to display information for any topic. All of the students may easily create an account
and build a new board. It is also can add images, links, videos, and more. The Padlet can
return to add more later. Installing Padlet Mini in your browser allows you to add the page
you are browsing to your Padlet and gives you a shortcut to view your Padlets. Settings allow
you to make your wall completely open for public contributions, completely private, or
moderated by individual itself.

Padlet is also one of the applications that may be a beginning of the learning process.
Meanwhile in Universiti Tun Hussein Onn Malaysia (UTHM), using of Padlet is rarely use
by the students either lecturers. Furthermore, many of the students unconcerned about Padlet,
so that it is a bit hard for all of the student’s in UTHM to well known about the Padlet. By
using Padlet, it may collaborate in collecting ideas, brainstorming, and more. Not only that, it
can help all the lecturers to make their learning process easier especially for the full online
class (F.O.C) week.

Based on the research, it can be concluded in section A, the students in UTHM

consider Padlet as an online environment that facilitates their English language learning while
most of them said that they will not mind about Padlet. Even though most of the students in
UTHM would not mind about the Padlet but least of it said that it is an opportunity to connect
with classmates. Meanwhile in Section B, most of the students said that they were using
Padlet in English class mostly while the lowest that Padlet teach them on how to be more
creative and innovative. Last but not least is section C, there is two highest statement which is
statement number 6 and 7. They are about it may help save time and budget and can make
learning and teaching more conductive and the lowest is, from Padlet they learnt new English
word.

Implementing Padlet as an online environment of learning English of English in

UTHM among students are important in process of studies. Despite this the evidence is clear
that students are looking for opportunities to using their competencies in technology
nowadays and have greater access to new technology and give students to perform better in
their way of study using information technology in the future. In addition, increased use of
technology is related to a number of aspects of student engagement. However, this is show
that the most effectives of long distance learning among students from anywhere through

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online learning even for students that have a career. All of these reasons make a strong
argument for continuing to research technology and it is an interaction with teaching and
learning in higher education.

For recommendations, future researcher should get more respondents in another

setting. Our respondent is only 30, it’s a small amount for any research. So for future research
maybe researcher should use sample size by Krejcie and Morgan as example. From that the
number of respondents can be more accurate and the results of the research are acceptable.
For setting, future research maybe can use at another IPTA or IPTS. Future researcher should
do the research on another type of social media such as EDMODO or SCHOOLOGY or
another else. Use of another medium of independent variable can drive the new results of
perception student to media social. Future researcher can use another type of sampling
method. Our research is use purposive sampling method. For future research, another
sampling method can be apply and its will effect the results for future research.

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REFERENCES

Casey, G., & Evans, T. (2011). Designing for Learning: Online Social Networks as a Classroom
Environment. International Review of Research in Open and Distance Learning , 1-26.

Ghafar, M. N. (1999). Penyelidikan Pendidikan. Skudai, Johor: Universiti Teknologi Malaysia.

Kabilan, M. K., Ahmad, N., & Zainol Abidin, M. J. (2010). Facebook: An online environment for
learning of English in institutions of higher education? Internet and Higher Education , 179–
187.

Konting, M. M. (2000). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Ng'ambi, D. (2013). Effective and ineffective uses of emerging technologies: Towards a

transformative pedagogical model. British Journal of Education Technology , 652-661.

Zaiontz, C. (2013-2016). Real Statistics Using Excel. Retrieved May 20, 2017, from Cronbach’s Alpha:
http://www.real-statistics.com/reliability/cronbachs-alpha/

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APPENDIX

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