RESEARCH PROPOSAL

THE STUDENTS’ PERCEPTION ON SCHOOLOGY PLATFORM FOR

TEACHING ENGLISH GRAMMAR ACTIVITY: WHAT STUDENT

THINK ABOUT IT?

Submitted as Partial Fulfilment of the Requirements for the Attainment of Sarjana

Pendidikan Degree in English Education Department
FKIP-UNSIKA

Arranged by:
Dendi
1610631060038

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF SINGAPERBANGSA KARAWANG
2020
 ACKNOWLEDGMENT
Assalamualaikum warahmutullahi wabarokatuh
Alhamdulillaahi rabbil ‘aalamiin... Praise to Allah to giving the mercy and favour, the guidance
and bless to the writer. Hence, the writer can complete the research proposal as well. The theme
of this research is “The Students’ Perception on Schoology Platform for Teaching English
Grammar Activity: What Student Think about It”.

This work of research proposal submitted as partial fulfilment of the requirements for
the attainment of Sarjana Pendidikan degree in English Education Department, University of
Singaperbangsa Karawang. In fact, the writer hopes that this study will bring benefit for the
students and educators yet for the writer himself.
The writer realizes that this study far from a word of perfect. Hence, with a kind heart
of the writer hopes that they are who read this study gives an advice or comment which has
constructive to overcome the problem soon. Bless to Allah who give us a grateful and giving
us to the right path into this research proposal bring advantages for writer, reader, and others’
contribute to help this study.

Karawang, January 2020

Dendi

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 TABLE OF CONTENTS
ACKNOWLEDMENT ......................................................................... 2
TABLE OF CONTENTS ................................................................... 3
CHAPTER I INTRODUCTION
A. Background of the Research ...................................................... 4
B. Formulation of the Research ..................................................... 5
C. Research Questions .................................................................... 5
D. The Purpose of the Study ........................................................... 5
E. Advantages of the Study ............................................................ 5
F. Definition of Terms ..................................................................... 6
CHAPTER II LITERATURE REVIEW
1. Schoology ..................................................................................... 7
2. Grammar ..................................................................................... 8
3. Framework of Thinking ............................................................. 9
4. TPACK ........................................................................................ 9
CHAPTER III METHODOLOGY
a) Research Design .......................................................................... 11
b) Sites and Participants ................................................................. 11
c) Data Collection Techniques ....................................................... 11
d) Instrument ................................................................................... 11
e) Procedure of Data Collection..................................................... 11
f) Data Analysis .............................................................................. 12
REFERENCES ..................................................................................... 13

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 CHAPTER I
INTRODUCTION
This chapter contains the background of the research, formulation of the problem,
research questions, the purpose of the study, advantages of the study, and the definition of
terms.
A. Background of the research
Grammar is one of the essential part that need to be educated while studying English
language. Especially in Indonesia in each level should be learn of the grammar structure
itself (Widyani Solihat, Ngadiso, Slamet Supriyadi, 2018). Hence, the learners have to
perform their grammar well so that they are available to use the grammar structure as well.
(Widyani Solihat, Ngadiso, Slamet Supriyadi, 2018) In citing by (Saraswati, 2015)
mentioned that learning grammar have to be mastered while the students learn a language
especially acquiring English language. Grammar is the significant subject that a must to
learn for the student because it is the important part of English, which have four aspects
include listening, speaking, reading and writing. Thus, it shows the differences of
difficulties in learning grammar for the learners in Indonesia, in fact has a different structure
between Indonesia and English grammar structures itself. Basically, learning grammar
structure is the same as like any others subjects. The logical reason may be lack of motivated
for the students, delivering of learning process, learning needs or the media that the teacher
supplied for teaching English grammar (Widyani Solihat, Ngadiso, Slamet Supriyadi, 2018).
In recently decades, technology has increasing whether for human assistant whether
for educational world even academic purpose. In advanced technology, which in internet
technology has provide various chances. One of sophisticated an internet technology is
create an emergence of online learning. Through this station, the learning activities can
performed outside of classroom time (Anggri Muhtia, Suparno, Sumardi, 2018). (Luis
Fermin Sancez Garcia, Nuria Molina, Sergio Sebastia Amat, 2018) Citing by (Albero, 2002)
states that in the coming years the popularization of ICT in the educational field emergence
the revolution in educational system that would be offer innovation and new contents to
develop the teaching-learning process. Over seven millions users, schools around the world
apply educational platforms in their classes (Luis Fermin Sancez Garcia, Nuria Molina,
Sergio Sebastia Amat, 2018).
At the present time, schools integrating technology to their classes such as computer,
internet, tablet, mobile phone. It tracing by globalization process that always growth in daily
days. The impact to the educational world, it brings various benefits for the teacher and the
learner. Many schools and university utilizing LCD projector for their classes that to aim to
support for their learning process, it needs more budget to preparing the advance technology
for the educational process. But by facilitating the advance technology make the learning
process getting easier and getting faster (Widyani Solihat, Ngadiso, Slamet Supriyadi,
2018). Hence, which to develops communicative competence of English language the
student needs to practice (many ways) outside of classroom (Chapelle, Carol A., 2003).
Schoology has further features as a tool for managing learning that served checking
attendance, quiz, test, until collecting the student’s task (Amiroh, 2012). Thus, (Ria

4
Purwaningsih, Undang Rosidin, Ismu Wahyudi) stated that Schoology enabling to
collaborate in individually, group, and group class discussion so that Schoology available
as a supporting learning media for managing teaching-learning English language especially
grammar. It traced by the researchers who researched comparing between use the Schoology
and who did not use it, it shows the results in the post-test who used Schoology are
significantly higher than who did not use (Luis Fermin Sancez Garcia, Nuria Molina, Sergio
Sebastia Amat, 2018).
The researcher of this research investigate the students’ perception through learning
and testing by Schoology platform for grammar subject which to aim the student’s respond
of it. Thus, the researcher believe that the media that the researcher use will be respond by
the students well and improve their grammar. The researcher fill the gap based on previous
research, it can be traced by the previous study that the previous researchers was
investigated about computer-based software for grammar test that to aim to show the
students’ perception. The research was employed mixed-method with descriptive analysis
design. For the interview used as qualitative data and for the questionnaire it was used as
quantitative data.
B. Formulation of the problem
According to the background of the research, the researcher was formulated the
problems of the research as follows: “What students think about that they are learning and
testing English grammar on Schoology?”
Regarding the consideration of classroom in their research showed that from the
students’ perspective having a good responded by the way taught with Schoology as
Learning Management System (LMS), the researcher mentioned various reason as follows:
interesting, fun, effective with the aim of improving the doings and learning effects of
students with help by social media (Rosy, Briliian, 2018).
C. Research Questions
The researcher of this study aims to answer general questions are following below:
1. What students think about that they are learning and testing English grammar
on Schoology?
2. How Schoology could be useful for students?
D. The purpose of the study
The purpose of the study investigate the students’ perception on Schoology platform
for learning grammar. Thus, the researcher seeking the student’s respond in the way of
learning grammar through Schoology platform. Besides, the researcher also employed the
TPACK framework that is consider for the content, pedagogy, and technology for teaching.
E. Advantages of the study

The significance of the study separate by fourfold. It comes by the theory sides, the
policy side, practicality, and issues/social (Marshall & Rossman 2006).

5
 Theoretically
1. The research of this study can be used as a reference for those who
investigate the study at the same field.
2. Schoology platform can be used as a method for learning-teaching
grammar subject.
Policy
1. The research may as a reference for the educators and tutors which to
help and use the media to teach grammar.
Practicality
1. For another point of views may has a different solutions which in how to
teach grammar.
Issue/Social
1. The research of this study can be used for whom who wants to learn
grammar by using the media of Schoology platform as a new model of
learning management system.

F. Definition of Terms

1. Schoology
Based on (Anggri Muhtia, Suparno, Sumardi, 2018) mentioned that Schoology is
kind of platform for educational purpose. Hence, it helps the students and the teachers to
create Learning Management System (LMS). It can be seen within the features, which
available to give test, quiz, attendance, and discussion that may help the students to access
and communicate easier and faster. It traced by the result of the study that Schoology that
the students got a good scored in testing writing performance.
In the other cases, in the research study of (Luis Fermin Sancez Garcia, Nuria
Molina, Sergio Sebastia Amat, 2018) was analyzed the effects derived from the practical
application of Schoology platform in two degrees and their comparison against the use of
traditional methodologies. The result showed that although both of them have the same
strategies, it proved effective the class who use it with a higher result than who did not use
it.
Furthermore, the use of Schoology itself accommodates a lot of need such as
grammar correction by highlighting the grammar mistakes (Astuti, 2019). As we know that
we must mastered in grammar when we learning English language.
2. Grammar
(Willis, 2003) Defines that grammar structure refers to the way items-words and
phrases are sequenced to make up larger units. In addition, (Pardo, 2014) in his study
found that using online materials makes the students more motivated than paper based
materials that can be traced at the questionnaire result.
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 CHAPTER II
LITERATURE REVIEW
At this chapter, the researcher gives details according by the theme based on the
explanation of the theories and the previous research. Which the researcher separates into
various main parts deals with Schoology, grammar, and framework of thinking (TPACK).
1. Schoology
Schoology constructed by Jeremy Friedman, Ryan Hwang, Tim Trinidad, and Bill
Kindler worked as a teamed up and naming by “Schoology” in the 2007-2008 academic
school year. Their mission was to reinvent the practicing technology is implemented in the
classroom with a goal to enhance student outcomes (Abdellah, 2016) quoted by (Schoology
website, 2015).
Schoology has further features as a tool for e-learning that served checking
attendance, quiz, test, until collecting the student’s task (Amiroh, 2012). Aminoto and
Pathoni in (Luis Fermin Sancez Garcia, Nuria Molina, Sergio Sebastia Amat, 2018)
mentioned that Schoology is a kind of website that combines e-learning with social
networking. Thus, Schoology platform has similar case with Moodle and Edmodo, the
differences is Schoology is bigger than both, that can be traced at the features.
Schoology has many features which to support the learning process as follows
courses, create a class of lessons, facilitates to create group discussion, resources, add
material (assignment, quiz, file, discussion, and be able to drop media album). Meanwhile,
Schoology has potentials itself when teachers use it as follows: easiness to use, the security
for student has been protect, and the efficient tools and resources for teachers (Anggri
Muhtia, Suparno, Sumardi, 2018).
In addition, (Mahanani, 2013) suggests that by using Schoology platform it can
make the student create the way to think critically and creatively.
In the other hands, Schoology is shaping up as a free educational platform yet as
known as LMS (Learning management system) by various authors’ opinion (Luis Fermin
Sancez Garcia, Nuria Molina, Sergio Sebastia Amat, 2018). According the creator of this
platform, the most advantages of this platform provides the individual needs of the student
itself, in some way the progress of teaching-learning is suitable to the students’ needs.
It can be traced, in the research on Schoology platform that the researcher got the
results by traced at improve the student learning outcomes at SMK Negeri Surabaya was
majoring in Multimedia (Pasca, 2016).
Thus, Schoology allows a teacher to be able deepen the learning process but outside
of classroom time and be able to direct the students to use the technology yet
communication in the progress of learning. In addition, the researcher found that Schoology
has more benefits than LMS types (Edmodo, Learn boost) (Luis Fermin Sancez Garcia,
Nuria Molina, Sergio Sebastia Amat, 2018).
In fact, the creator of Schoology provides for mobile applications version by
supporting the social network so it easier for the students to contact information and things

7
wherever they are lived. Hence, Schoology platform is fit for learning grammar for students
because it has more good effects against the learning process itself such as interesting, fun,
and effective by the way of the platform.
Based on (Anggri Muhtia, Suparno, Sumardi, 2018) in their article showed the result
from their researched that the students got the good scored by the way of learning with
Schoology in testing their paragraph writing performance.
2. Grammar
According by (Lock, Graham, 1995) mentioned that grammar is a set of rules that
contains the grammatical structures of a language. They said that there are two aspects to
considered, the internal structure of the word and the arrangement of word.
Furthermore, Michael Swan as cited by (Yuliana, 2017) mentioned that grammar is
the rules that indicate how words are combine, organized, or transformed to appearance
certain kinds categories of meaning.
In the meantime, grammar is the fundamental of English because it is the structure
of language. The indicators of grammar, which must be considered when reading, writing,
speaking and listening are the meaning, the rules, the form, and the pattern. Thus, those
indicators should carried well by the educators because it will engage the students
understood English well (Widyani Solihat, Ngadiso, Slamet Supriyadi, 2018).
(Arikan, 2014) defines that grammar teaching has bring into being new inspiration
with the use of the internet. There are various lively and attractive activities, games design,
puzzles, and worksheets. Those are available on the internet for teachers’ as well as students’
use.
The present research had been mention that the relationship between learning and
teaching of the language skills and components and the practicing of technology has shown
varying results. It can be traced in researched that English teacher was comparing the
superiority of computerized over paper-based materials, tend to rely on that grammar can
be taught adequately either way, unlike listening which can be learned or taught better with
computer and writing which can be taught through paper-based materials (Arda Arikan,
Khezerloui, 2010).
According by (Heaton, J B, 1988) states that a teacher can measure the students’
grammar achievement by the way of test which mostly used by various teachers. The types
of test are multiple choice, error correction, transformation items, completion items, items
involving the changing of words, pairing and matching items, broken sentence items, and
combination and addition items. Various educators used multiple-choice tests they claimed
that it is easier to correct and scoring. In fact, the students glad to do the test by the way of
multiple choice test types.

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 3. Theoretical of Framework
1. TPACK
It comes by (Schulman, 1986) in their worked that they were introduced the
construct of Pedagogical Content Knowledge (PCK). In the other cases, Koehler & Mishra
(2006) projected a previous framework of Pedagogical Content Knowledge (PCK) which
added by technology competency as one of the fundamental modules in 21st century that a
teacher have to add and integrating technology to accompany the teaching and learning
process (Kose, PhDc. Naran Kayacan, 2016). Thus, it became TPCK (Technological
Pedagogical Content Knowledge) which to help researchers and tutor of educators to
comprehend and examine the studied and multi-faceted customs of knowledge that required
for teachers to successfully by integrating technology in their teaching process (Koehler &
Mishra, 2006). As far as can go, around for a few of years Thompson and Mishra (2008)
projected which a change in the term for easier to pronounce or pronouncing which consist
of integrated whole of a total PACKage itself. Which are consist the three fundamental
knowledge fields. Hence, a previous of shorter of TPCK became TPACK. Now, the
researchers may called and as known as TPACK long-term of (Technological Pedagogical
Content Knowledge).

Picture 1.0 the Framework of TPACK by (Mishra & Koehler, 2006) in research by (Tai, 2013)
Based on (Kose, PhDc. Naran Kayacan, 2016) in his research that he pronounced the
types and the understanding of TPACK (Technological Pedagogical Content Knowledge).

9
 Therefore, according (Tai, 2013) in quoting by Koehler (2007) mentioned that
incorporating with technology in classrooms is a complex matter that may have a wider and
deeper understanding of difficulties communications among multiple modules. Thus, to
help teachers in the way of their teaching the teachers needs innovative technology to make
the teaching and learning process more effectively. Hence, Schoology platform is one of
online platform which purposing for educational field to accompany the subject especially
grammar subject as a learning media to teach and testing grammar (Anggri Muhtia, Suparno,
Sumardi, 2018). For this reason, it is employee to guide as a framework of thinking to
utilize Schoology platform as the way/media to teach and giving a test on English grammar
for students.
Technological Knowledge (TK) of this study is Schoology platform as a current
media that various educators implemented for education yet a few researchers investigated
Schoology for various field especially educational purpose.
Content Knowledge (CK) that the researcher select for this study goes to English
grammar by procedural of teaching and learning.
Pedagogical Knowledge (PK) of this study is collaborative learning which to engage
the student to participate on the activities.

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 CHAPTER III
RESEARCH METHODOLOGY
This present research, the researcher classify an arrangement of the research
methodology into system sequences. Hence, the research methodology drawn by some
processes for this chapter which are containing research design, sites and participants, data
collection techniques, instrument, procedure of data collection, and data analysis.
a) Research Design
The research of this study employed a case study to collect the data within the
contributions of teaching and learning English grammar by implemented Schoology in the
research process. Thus, the cases studies use multiple methods such as observation,
interview, and document analysis to gather the data. According (Creswell, John W., 2008)
mentioned that a case study is a study that took in a classroom to explore a process.
In the other hand, according to (Astuti, 2019) quoting by Cohen, Manion, and
Morrison (2000) defines that case studies considered cause and effect, one of the strength
is that they observe effects in real contexts, recognizing that context is a powerful
determinant of both causes and effects.
The process of research involves emerging questions and procedures, the data
usually collected in the participants’ setting, data analysis inductive building from
particulars to general themes, and the researcher interpret the meaning of the data (Creswell,
John W., 2008).
b) Sites and Participants
The settings of this research will be held at SMP Negeri 3 Karawang Barat, which
the object refers to the students of grades VIII. Meanwhile, the researcher choose the object
based on the information and observation that the researcher found at the field.
There are thirty students in a class. Based on observed, the students in this class still
lack of motivation to learn English language especially learning grammar. One of the
problems dealt with the difficulties to learn grammar structure and personal background.
Dealt with the problems, the researcher tries to investigate the students’ perception on the
way of learning and testing by using Schoology.
c) Data Collection Techniques
The data approach to qualitative data research by the way of observation conduct in
the classroom by implementing Schoology that would discuss about the platform and the
grammar content to explore and observe their perception/view. Then, the researcher
interviewing some students about their contributions of Schoology for English grammar
content. In addition, in depth interviews are optimal way for collecting data on individuals’
personal background, and experiences that particularly when sensitive topics are being
explored (Natasha Mack, Cynthia Woodsong, Kathleen M.Macqueen, Greg Guest, Emily
Namely, 2005).

11
 To confirm their opinion, the researcher spreads the questionnaires to gather the
accurate data. The researcher present the archive of document analysis to record their score
and others document. Meanwhile, the researcher use field notes to write the process.
d) Instrument
For the development the study this research, the instruments utilize face-to-face
interview, questionnaire, document of descriptive analysis and field notes to gather the data.
e) Procedure of Data Collection
The researcher obtained the data from the interview against student with giving their
perceptions or views by the way of learning and testing English grammar by using
Schoology platform. Thus, the researcher also utilize the field notes to write the progress
along of the research. In the following are the process of data collection:
1. The researcher explains generally about Schoology to the students. While, giving
instruction and guide to sign up and log in to their accounts.
2. The researcher reviews their understanding about grammar structure and
following by create a task based on their grammar level (Lesson plan at the
school).
3. The students join the class or group in Schoology that the researcher created.
Meanwhile, the students fulfil the task that the researcher given in Schoology
platform.
4. The researcher presenting the chart of students’ result in Schoology features.
5. The researcher spreads questionnaire to the students.
6. Meanwhile, the students give their perception that they are using Schoology for
English grammar
7. The researcher transforms the interview into transcripts data. Besides, the
researcher write the field notes to see the process.

f) Data Analysis
The data analyzed by using qualitative research data analysis, which inspired by
Miles and Huberman’s interactive model (2004). They constructed of three major steps of
analysis, which are consists data condensation, data display, and drawing and verifying the
conclusions. Data condensation as the data from interview, field notes, document, and other
materials. Data display compressed of the information that allows conclusion drawing and
action to help the researcher to understand the further analysis or their action. Drawing and
verifying to recognize and present the data in a simple form or in a short conclusion.

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