CRITICAL JOURNAL REVIEW

SUPPORTING LECTURER:

YENI ERLITA, S.Pd., M.Hum

ARRANGED BY :
YANTI SINAGA / 7183210026

PRODI MANAJEMEN
FAKULTAS EKONOMI
UNIVERSITAS NEGERI MEDAN

2019
 FOREWORD

Praise and gratitude we pray to the presence of an almighty God, because of his
blessing and grace and his gifts so that this critical journal riview can be resolved properly
and on time.
The Critical Journal Review has been made from several sources and some assistance
from various parties to help solve challenges and obstacles while working on this critical
journal riview. Because I say thank you to the lecturer who supports this subject, namely
YENI ERLITA, S.Pd., M.Hum

I realize that there are still many fundamental flaws in this critical journal riview.
Therefore reviewer invities readers to give constructive criticism and suggestions. Expected
to perfect the next task.
Finally, I hope that this critical journal riview assignment will benefit us all and can
give more value to the learning process of this course.

Medan, 5th October 2019

Yanti Sinaga
 JOURNAL IDENTITY 1

Title The application of a course management system to

enhance autonomy in learning English as a foreign
language

Type of journal Journal management system

Volume and page Vol. 38, 109–123

Year 2010

Author Navaporn Sanprasert

Room 409, HUM Bld. 1, Department of Foreign
Languages, Faculty of Humanities, Kasetsart
University, 50 Phahon Yothin Rd, Chatuchak, Bangkok
10900, Thailand
Reviewer Yanti Sinaga

The date 5th October 2019

ISSN 0346-251

JOURNAL REVIEW 1

Abstrak This study investigated the extent to which learner autonomy could be
fostered in a blended learning situation involving the integration of a
course management system into a traditional face-to-face English class.
The purpose was to identify whether there was evidence that such an
intervention brought about changes in the students’ perception and
practice in relation to their autonomous learning. The research engaged
two groups of Thai university students who enrolled on an English
Foundation course. In the Thai educational context, cultural influences
 and normal educational practices are obstacles to the promotion of
autonomous learning. The prevailing characteristics attributed to Thai
learners are that they are obedient, uncritical and unwilling to challenge
the authority of teachers. To promote autonomous learning in Thailand
is, therefore, a challenge. The research makes use of both qualitative and
quantitative methods. The data from questionnaires and student learning
journals suggest that the course management system plays a prominent
role in the creation and development of four aspects of learner
autonomy. These are autonomous perception, autonomous behaviour,
autonomous strategy and interdependence.
Research subject Student in Thailand
Methods The aim of the research was to find out whether the course management
system integrated into an English course effected changes in the
students’ perception of themselves as autonomous learners, and in their
autonomous learning practices. The research questions, which form the
focus of the study, are as follows: Main research question: To what
extent can autonomy be fostered in a blended learning situation
involving the integration of a course management system into a
traditional face-to-face English language class?
This research adopted a mixed methods approach combining a survey
study and a qualitative research approach. A survey study with
quantitative data was necessary for the general baseline information on
each group’s level of autonomy. However, solely relying on
quantitative data to measure the learner autonomy could be distorting.
Including qualitative instruments was vital to provide a clearer, more
complete picture of the research findings.
Research step Fifty-seven students in both study groups were administered the
adapted version of Cotterall’s questionnaire during the first week of
their first English class in the university. At the end of the course,
which was approximately four months after the intervention, the
questionnaire was completed again in order to determine whether
changes had occurred in students’ perception towards themselves as
autonomous learners. However, two students in the control group
dropped from the course so there were only 55 responds for the post-
test. The data from the pre-test and the post-test are used to suggest
whether the intervention brings about any change in learners’
autonomous perception.
Results Attest found a significant difference within the experimental group
between the pre-and the post-intervention in terms of students’
perceptions towards the role of feedback, their independence, their
confidence, and their experience of language learning. On the other
hand, the p value of the T-test for the comparison between the pre-and
the post-test within the control group was more than 0.05 for all factors.
This means that the difference between the pre-and post-test ofthe
 controlgroup is not statistically significant.
The student learning journals were used as a research instrument to
investigate the development of students’ autonomous behaviour during
one term when M@xLearn was integrated into an English class. The
participants from both groups had to keep journals, but the researcher
intended to evaluate only the journals of the experimental group for this
particular study since the focus research question was to see if the
students in the experimental group changed in terms of autonomous
behaviour after M@xLearn’s integration. A guideline what to write in
their journals was given weekly. The students were told to write down
the processes of learning they employed as well as questions,
reflections, suggestions or even complaints to the teacher or to the class.
Each participant wrote a total of 15 entries. It is worth emphasising here
once again that the participants were not aware of what was expected of
them so they were least likely to write to please their teacherresearcher.
The data collected was analysed in a qualitative way in order to find
‘commonalities, regularities, or patterns across the various data texts’

JOURNAL IDENTITY 2

Title The use of social networking and learning management

systems in English language teaching in higher
education

Type of journal Jurnal jaringan social dan LMS

Volume and page Vol. 31 No. 4, 254-263

Year 2014

Author Evriklea Dogoriti and Jenny Pange School of

Education, University of Ioannina, Ioannina, Greece,
and Gregory S. Anderson Justice Institute of British
Columbia, New Westminster, Canada
Reviewer Yanti Sinaga
The date 5th October 2019

ISSN 1065-0741

JOURNAL REVIEW 2

Abstrak Purpose – The use of web-enhanced teaching of the English as a foreign

language in higher education in Greece is addressed in this case study
which examines the student’s perceptions of online instruction using
Moodle as a learning management system (LMS), with and without the
use of Facebook (FB) as an adjunctive learning platform. The merging
of this collaborative and interactive social platform with a LMS is
explored, examining the attitudes of higher education foreign language
learners toward Moodle as a LMS, and FB as an adjunctive informal
learning environment. The paper aims to discuss these issues.
Design/methodology/approach – Results are drawn from a pre-FB
questionnaire after a term using Moodle only, and a post-FB
questionnaire following a term using Moodle and FB. Findings –
Results suggest that the use of web-based tools and social media
changed the way students viewed the role of internet technology in the
development of their English language learning. Most students (76
percent) agreed that the addition of FB to the course helped build a sense
of community within a learning environment, while 69 percent
suggested it enhanced the learning process. Originality/value – Results
suggest FB may reinforce communication skills and engagement in the
learning process and may support participation and collaborative
learning in the formal learning environment provided by Moodle.

Research subject The English as a foreign language in higher education in Greece

Methods The course featured language activities related to ESP. The students
were introduced to the platform (Moodle) and created an account
through which they viewed the educational material and performed
tasks on the LMS during the semester. After completing the first
semester of the online course, students filled in the pre-FB
questionnaire concerning their LMS online course experience. The
questions concerned their opinion of the online course, their preferences
concerning the tools embedded in the LMS, the difficulties they
encountered and their expectations concerning the use of educational
technologies. In the following semester, the same students created a FB
account and joined a community of practice that included the teacher
 and students within the course.
Both LMS and FB questionnaires were developed and distributed
online through the LMS. Students were notified of the survey and
instructions to complete the survey through their e-mail (in the LMS
and later in both the LMS and FB). Participation in the surveys was
voluntary and all responses were anonymous. The surveys were
comprised of a combination of Likert scaled, dichotomous multiple
choice, and ranking scaled questions. The data were collected and
recorded within the LMS and later analyzed based on descriptive
statistics and frequency distribution.
Research step Two surveys were administered to the students, one following exposure
to Moodle as a LMS (LMS Survey), and one following the use of FB as
a supplementary tool (FB Survey). Comparisons were drawn between
students’ course preferences for, and attitudes toward an English as a
foreign language online course delivered online through a LMS, and the
same course delivered with the addition of FB as an online tool to
support communication and interaction among the members of the
learning community.
Results The LMS survey was completed by 48 students, with a mean age of
22.871.98 years and a gender mix that consisted of 35 percent male and
65 percent female. The FB survey was completed by 51 students with a
mean age of 22.572.18 years old (37 percent male; 63 percent female).
Most students (76 percent) agreed that the use of SNS helped build or
strengthen a sense of community within a learning environment, while
69 percent suggested SNS enhanced the learning process. Most students
(81 percent) responded that FB made classes more interesting, while 84
percent found themselves engrossed in the online tool. In fact, 90
percent of the students expressed a preference for using FB as a forum
for class discussions rather than the discussion forum in Moodle.
Interestingly, though, students reported FB to not be an appropriate
learning environment (90 percent). It is noteworthy that just 31 percent
of the students expressed their preference for following discussions
rather than participating. Similarly, 71 percent enjoyed posting to the
discussion forum, while 56 percent considered the communication with
classmates in FB beneficial. Finally, the majority (71 percent) found the
FB project to be beneficial.

CRITICAL REVIEW JOURNAL

excess journal 1. Journal Saatu in the abstract to explain clearly where on the
 abstract we can find out the core methods and what is covered
by reading the abstract, but it is also an abstract in the journal of
the draw that will attract readers. While in the journal two
abstracts presented are directly listed as keywords and methods
one by one so that no discrimination paragraph in the abstract.
But in this section readers will very easily discover what the key
words and how the methods used.
2. In one journal to include many expert opinion making it easy to
reference, so that the reader will more easily understand the
contents of the discussion in the journal.
3. In the journal of the scope of the questionnaire two FB at the
end of the course is to re-assess the attitudes of students towards
online platforms after the introduction of the FB as
teacherstudent and communication tools students. Included
Table II summarizes the most important findings of the
questionnaire FB in which respondents were asked to report
their opinion on the use of SNS in English as a foreign language
(EFL). So reviwer and readers can also find out the result of the
analysis of the data used.
weakness journal 1. Journal includes two still less an expert opinion to strengthen
the journal.
2. In the journal of the many uses words that are rarely heard or
much use scientific words such as: hypothesized, encompasses,
distinguished, Cotterall, autonomous, and other commonalities.
Conclusion 1. Journal 1
This study reported on changes in the perceptions and
behaviour of learners after experiencing the integration of a
course management system into an English language course.
The system provided circumstances and structures that
encouraged students to take control of their own learning.
These structures were an external framework that led to internal
development. The students developed a kind of reactive
autonomy and also learned to work collaboratively, engaging in
fruitful independent study and organising their resources
 autonomously under the direction of the teacher. The results
show that the experience of using the system changed the way
the students perceived and behaved in the course of learning
English as a foreign language. The traditional classroom did not
allow much room for such learner autonomy. One important
notion which emerged during this research was that the
development of learner autonomy depends first and foremost on
the initiatives taken by the teacher.
2. Journal 2
The results of this exploratory study provided insight into how
SNS fit with the use of other Web 2.0 tools such as LMS for
language learning. Results demonstrate the usefulness of FB as
an adjunctive instructional tool which can facilitate the
development of students’ language skills, reinforced their
cognitive skills and supported an active learning environment.
The addition of FB as an educational tool strengthened the EFL
learner’s motivation and engagement. Learners recounted their
satisfaction with learning through interaction and sharing with
peers on FB. The findings demonstrate that students were
comfortable with the online learning environment and felt
motivated by the well-structured online tasks presented through
FB.
Link 1. Journal 1
https://doi.org/10.1016/j.system.2009.12.010
2. Journal 2
https://doi.org/10.1108/CWIS-11-2013-0062