The practicality of e-modules of basic english grammar as supplementary material for english course in Pekanbaru

Nofria Esti Fauzi; Mahdum Mahdum; Novitri Syam

doi:10.22437/proca.v1i3.50609

Authors

Nofria Esti Fauzi Universitas Riau, Riau, Indonesia
Mahdum Mahdum Universitas Riau, Riau, Indonesia
Novitri Syam Universitas Riau, Riau, Indonesia

DOI:

https://doi.org/10.22437/proca.v1i3.50609

Keywords:

E-module, English Grammar, Moodle, Practicality

Abstract

This study aims to determine the practicality of e-modules on Basic English Grammar as supplementary materials for English course students in Pekanbaru. The e-modules were developed using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. Moodle was selected as the learning platform for its accessibility and flexibility in digital learning environments. The participants consisted of seven English teacher and twenty-one senior high school (SMA) students at the beginner level enrolled in a private English course. Data were collected through practicality questionnaires for both teachers and students, covering indicators such as ease of use, engagement & motivation, effectiveness in learning, practical fit and overall practicality. The findings revealed that both the teacher and students rated the e-module highly, with most responses scoring 4 (agree) and 5 (strongly agree). The overall practicality score reached 93%, indicating the module was categorized as very practical. The results suggest that the developed e-module effectively supports independent learning, enhances grammar comprehension, and provides a flexible supplementary resource for English learners in Pekanbaru.

Downloads

Download data is not yet available.

References

Abdullah, R., Rahman, H., & Yusuf, M. (2024). Digital module development for EFL learning: A framework for innovation. Journal of Language Education Research, 12(2), 44–56.

Alshahrani, A. (2022). Technology integration in EFL learning: Challenges and opportunities. International Journal of Instructional Technology, 15(3), 88–102.

Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Athabasca University Press.

Arsyad, A. (2020). Media pembelajaran (Ed. revisi). Rajawali Pers.

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18–33.

Kundu, A., & Bej, T. (2021). Online learning and student engagement: Lessons for post-pandemic education. Journal of Interactive Learning Research, 32(4), 351–370.

Mede, E., & Gir Korkmaz, F. (2017). The effectiveness of module-based instruction in English language learning. Procedia – Social and Behavioral Sciences, 232, 236–242.

Nieveen, N. (2010). Formative evaluation in educational design research. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 89–101). SLO.

Nurhikmah, S., Rachma, E., & Siregar, R. (2023). Applying the ADDIE model in e-learning material design. Journal of Educational Technology and Innovation, 14(1), 15–28.

Prastowo, A. (2021). Panduan kreatif membuat bahan ajar inovatif. DIVA Press.

Riduwan, & Sunarto. (2012). Pengantar statistika untuk penelitian pendidikan, sosial, ekonomi, komunikasi, dan bisnis: lengkap dengan aplikasi SPSS 14. Alfabeta.