The Design of E-Learning System to Support Academic

W

ri

t

i

ng

Skills

for Engineering Students of Vocational Higher E

du

c

at

i

on

Dita Lupita Sari

1

, Choirun Niswatin

2

1

Teknik Informatika, Politeknik Kota Malang, Jl.Tlogowaru, Malang,

Indon

e

s

ia

2

Teknik Telekomunikasi, Politeknik Kota Malang, Jl.Tlogowaru, Malang,

Indon

e

s

ia

Keywords: E-Learning, System Design, Academic Writing, English.

Abstract: Engineering students seem to have a great potential to globally disseminate their research. However, their

low proficiency in English skills, particularly academic writing becomes their major obstacle. In response to

that problem, this paper proposes the design of e-learning system encouraging their ability improvement in

doing so. The design of e learning is called Waterfall and it is applied as a method of software

development. It has 5 phases namely: communication, planning, modeling, construction and

deployment. This paper discusses its process including: communication, planning and modeling.

Modeling phase is visualized through DFD (Data Flow Diagram). This system is operated by three

different actors namely administrators, teachers, and students. Their roles are different. Administrator

refers to the users who manage all the management system. While the teachers manage the content

of e-learning, the students can access the learning materials, quizzes, as well as the template of abstract.

1 INTRODUCTION

The ability of writing skills particularly among

academician tends to show low quality. In line with

this, several studies show that students’ ability

in writing skill including their critical thinking

through writing is poor (Setiyaningsih, 2008)).

Buchori (2001) highlighted that poor writing skills

remained a common problem to numerous students.

In the same line, Alwasilah (2003) pointed out that

the ability of writing skill of universities alumni is

categorized in low level. This is signposted by the

process of writing a final assignment, such as thesis

or dissertation. Their final assignments frequently

have still got the errors even they had been

revised by their supervisors. These errors occur

mostly in linguistic matters covering orthography,

linguistics, and logical writing (Soewandi, 1992).

The problem of poor writing skill ability

occurs in Indonesian language, and it gets worse

when it comes to English as a foreign language.

This is worrisome because English proficiency pins

down very demanding in globalization era

nowadays for it is an international language.

Therefore, a study investigating writing skill could

be beneficial for university student for future life in

wider scope.

The curriculum of education in Indonesia sets

the English as a mandatory course which is

taught in elementary school or early junior high

school. However, the students’ proficiency is still

far. To be proficient in English means that they

have to learn four skills covering listening,

speaking, reading, and writing. The latter is

considered as the lowest level of proficiency. As a

matter of fact, the students’ ability tends to low

although they are formally taught writing skills

earlier in lower education level of schools before

enrolling the university (Waloyo, 2017). On the

contrary, language learners who study English have

been given writing skills as one of the cores of

curriculum. Because it is one of the four skills that

should be accomplished (Yamin, 2009). Hence, the

difficulties are possible to be overcome to achieve

the competency.

On the other hand, non-English learners face

bigger problem. The writing skills do not

become the main core of non-English field of

Sari, D. and Niswatin, C.

The Design of E-Learning System to Support Academic Writing Skills for Engineering Students of Vocational Higher Education.

DOI: 10.5220/0008221400002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 547-555

ISBN: 978-989-758-416-9

Copyright

c

547

studies, engineering for example. As a result, when

the engineering students write the academic writing

using English, they obviously find some obstacles.

The research which encompassed the engineering

students as the object of the research found that

their writing skills are the lowest than other three

English skills; listening, speaking and reading (Xu,

2012). It can be concluded that the ability of

Indonesian scholars in English academic writing

is still poor, particularly those whose the

background of study is not English.

The low level of English proficiency

particularly academic writing has been pointed out

as the cause of the low number of international

publication. In fact, the percentage of Indonesian

contribution is only 0.0012% in the whole world

international publication. Paradoxically, this number

is the lowest number compared to other Asian

countries, i.e. Philippines (0.035%), Malaysia

(0.064%), Thailand (0.086%) and Singapore

(0.179%). The number becomes considerably lower

than European developed countries, i.e. France

(5.6%), Germany (7.2%), Greta Britain (7.9%),

Japan (8.2%), and United State of America (30.8%).

Some factors affecting the low number of

Indonesian contribution in global publication are

likely the low level of English academic writing in

terms of standardized English as well as the

ungrammatical tenses (Adnan & Zifirdaus, 2005).

Poor academic writing is credited to the most

students’ opinion that learning to writing

academically is very difficult (Susanti, 2003). It is

more difficult and challenging than other skills like

listening, speaking and reading. According to

(Oshima & Hogue (2006), academic writing is

difficult, indeed.

The result of preliminary survey which involved

engineering students at Polytechnic in Malang

found the difficulties on academic writing in

particular writing abstract for their final assignment.

It showed that they were confused how to construct

the words into sentence (70%). Other obstacles were

grammar (15.7%) and followed by vocabulary

(14.3%). The findings of the preliminary survey

was that it is required a great effort to write

standardized abstract. The students might

intensively consult to the lecturers, English lectures

(38%), and two lectures as their final assignment

supervisors (31.5). They needed to see them

more than 3 times (56.1%) at least until they felt

confident that their abstract was good.

Consequently, these are time consuming for their

lectures and required their efforts as well.

Furthermore, they still need translation application

though (87%).

A preliminary study showed that the

respondents need the learning aids to enhance their

ability to support their academic writing. Learning

aids ease lecturers’ efforts to supervise them

particularly in their busy time for other agendas

such as, preparing and evaluating teaching

materials, undertaking and disseminating research

projects, and etc. Therefore, this research aims to

design e-learning system as it is perceived that

such medium could improve the ability of

academic writing. A study conducted on Faculty

of Letters UPI in particular Germany department

indicates that e-learning is more effective to

improve students’ ability in Germany writing

academic. Findings show that those who use e-

learning achieve better result than those who use

conventional learning (Permana, 2013). In the same

line, an empirical data from nursery students at

Akademi Keperawatan Aisyiyah Bandung-

Indonesia showed that the use of e-learning

effectively increased their ability in academic

writing particularly medical record documentation

(Yualita, 2011) Thus, this research design e-

learning system aiming to improve the academic

writing ability for students who study

engineering at diploma 3 program. It is expected

that they are able to increase their ability in

academic writing and lessen the lectures’ work

when guiding them to produce good academic

writing.

2 LITERATURE

REVIEW

2.1 E-Learning

One of the important roles of technology in

education is e-learning. The words of e-learning

derived from two words i.e. 'e' which stands for

electronic and learning. E-learning is the activity

of learning process using electronics as the main

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media (Wena, 2010). It is online learning using

internet and intranet requiring a specific media

to display learning materials-course materials and

frequently asked questions. In addition, it still

needs the media to communicate for exchanging the

information among teachers and learners as the

users (Riyanto and Prasojo, 2011). Meanwhile,

Markwell (2003) define e-learning as the

instruction conveyed through computer using CD-

ROM, internet or Intranet employing the following

features:

a. Consisting of contents which are relevant to the

goal of learning.

b. Using instructional method such as

examples and exercises to support the learning

process.

c. Using media communication, such as words and

pictures to deliver the contents and methods.

d. Building knowledge and skills leading to the

goal of learning for individual or teamwork.

In conclusion, e-learning is the media of learning

delivered by electronic media providing learning

facilities in terms of learning materials, questions,

as well as information exchange requiring by

teachers and learners.

(Siahaan, 2002, p. 9) points out that the function

of e-Learning is supplement, complement, and

substitution. It is explained as follows:

a. Supplement

E-Learning is called a supplement when learners

freely have the options to use it. There is no

obligation for them to access it. However, for those

who do so seem to have more additional knowledge.

b. Complement

E-learning becomes a complement when the

learning materials in e-learning aimed to complete

the learning materials in the class room. It means

that e-learning serves as the reinforcement or

remedial media for the students when commonly

attending the class. E-learning also becomes

enrichment particularly for those students who are

considered as fast learners in a class room are

given the opportunity to access e- learning

materials which are specifically designed for them.

This e-learning aims to review all the materials

given by the teachers in classroom.

On the other hand, for students who are felt as

slow learners, e-learning turns into remedial

program. They get the difficult to understand the

learning materials in class room. Therefore, they

could access e- learning materials which are

particularly designed for them. Such e-learning

purposes to make slow learners easier to

understand the materials given by the teachers in

class room

c. Substitution

Universities in developed countries offer the

alternative learning models to their learners. The

objective of this model provides students’ flexibility

to manage their time to learn in their daily

activities. There are three models, i.e. 1) fully face

to face meeting in a class room just like

ordinary learning process (conventional class); 2)

partial models which mean that learning process

through conventional class and internet; and 3) full

internet.

In this research, the development of e-learning

aims to provide complement functions to support

the process of learning academic writing. There are

some components which should be taken into

account when developing the e-learning. Therefore,

e-learning could run well. These following three

components may develop e-learning (Wahono,

2007):

a. Infrastructure of e-learning

The infrastructure is the main devices used to run

the e-learning program such as personal computers

(PCs), computer networks, internet, and multimedia

application. Teleconference is also part of it when it

provides synchronous learning through

teleconference.

b. System and application of e-learning :

The system of software application is virtualized the

conventional learning process. This includes how to

manage class activity, create learning materials or

content, conduct forum discussion, assess learning

process, carry out the online examination, and other

features relate to classroom management. Those

software systems often called Learning

Management System (LMS). There are many

LMSs in open source that is simply operated.

What is more there are free of charge.

Content or materials of e-learning

The content or learning materials will be put in

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Learning Management System LMS). It is in

Multimedia-based Content (interactive multimedia

content) or Text- based Content (as a common

printed books or references. These should be

put in storage system in LMS. The content is

easily operated by the user in anytime and in

anywhere.

An important component of infrastructure is

software of e-learning. One of the e-learning

software which plays the important role is Learning

Management System (LMS). LMS is a set of

solution designed to deliver, track, report and

manage the learning materials, monitor the progress

and interaction of the learners as well. LMS is a

software application for teaching and learning

process, such as running administration, filing

documents, creating report of learning process via

online connected to internet. The content or learning

materials are provided online web-based and

accessed through internet. In other words, LMS is

an application to make the learning process deliver

automatic and virtual electronically (Wahono,

2007). It provides features to meet the needs of

users in learning process. Currently, there are many

types of LMS embedded with the specific

features as required application.

LMS consists of materials in multimedia (texts,

animation, video, and sound) version serving as a

supplement and enrichment for learners’ aptitude.

LMS offers innovative learning system covering

information technology particularly virtual-based

through online learning web, multimedia, and video

conference. LMS web-based learning enables to

be developed dynamically or commonly known

as a dynamic e-learning (Munir, 2010). In general,

LMS is able to (Setiyo, 2013):

a. Upload and share the materials: LMS

provides the features to make the learning

materials easier to share. Course tutors will

upload learning materials as designed syllabus.

The materials could be in the form of main

topic of the materials, notes, articles, quizzes,

assessment, etc.;

b. Carry out forum and chat: Forum and

online chatting are a dialogue or conversation

between tutors and their students synchronously

or asynchronously (forum and emails). The

forum and chat allow the learners to write their

comments and discuss them with their classmates.

c. Create Quizzes and surveys: Online quizzes and

surveys let the learners present a quick score. This

instant grading is very good to get the learners’

direct responses to their achievement and

understanding of the learning materials;

d. Gather and review assignment: The result of

evaluation on learning achievement provides the

score to the learners automatically and online.

e. Record grades: LMS enables to monitor and record

the learners’ achievement automatically.

In the design of e-learning system conducted in this

research refers to the concept of LMS as above.

2.2 Academic Writing

Academic writing is a part of writing skill that

follows particular rules and format referring to

academic circumstances. The certain rules

and format differ the academic writing to

personal writing, such as writing on Blogs, writing

on walls of Facebook walls or articles in

newspapers and magazines. Swales & Christian

(2017) outline that academic writing is one of

writing products that should pay attention much to

readers, goal, organization, style, plot, and layout.

Besides, academic writing must present strong

argumentation as the state of the art unifying the

whole passage. Academic writing is classified into

several types (Phil, 2010):

a. a. Summary

Occasionally, reading summary lets readers’ choice

catch the main idea of the whole passage. The

summary is a typical brief text taken from written-

scientific works such as books, articles, journals,

research, etc. The goal of writing summary is to

convey the most prominent idea from a text to

readers and to present the concise explanation

providing by the robust argumentation to support

the main idea (Friedman, 1989). A summary

consists of the main idea of the background,

point of view, argumentation supported with the

details of justifications, methods (if it is a research),

and conclusion linked back to the conceptual

background without providing analysis,

interpretation, and evaluation (Friedman and

Steinberg, 1989). In general, a summary is 750-

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1000 words length (Phil, 2010). The summary of

books or research will significantly help students

when they prepare to write their assignment on

scientific works such as paper, thesis or dissertation.

Students tend to refer the summary of any types of

written-scientific works to support their own

writing, particularly writing critical review.

b. Critical Review

A critical review is thought writing which is more

complicated than a summary. A critical

review requires the ability to analysis texts as

the authors’ point of view, thesis, organization

techniques, and summary. The purpose of writing

critical review is to provide the evaluation on

quality of writing. There are two essential

questions to evaluate a critical review. The former is

‘is the information is objectively presented?’ The

latter is ‘is the authors’ opinion fair and reasonable

(Phil, 2010).

The organization of critical review covers

introduction, summary, critics, and conclusion. The

content of introduction of critical review is similar

to a common introduction of other written-scientific

works. Whereas, its summary provides the point

of view, main ideas, and authors’ conclusion.

Critics presents the evaluation of the importance

of writing elements such as topics, actuality,

length, authors’ objective, data interpretation, detail

explanation and authors’ practical ideas. The

conclusion of critical review gives the evaluation to

references. The average of critical review length is

around 1000-1500 words (Phil, 2010).

c. Essay

Essay is one of the academic writings that students

are most familiar with. Every semester, not a few

lecturers require their students to write an essay.

Hence, the ability to write essay is demanding for

students. Regardless numerous definitions on

what essay is, the acceptable organization

comprises introduction, body of the content, and

closing or conclusion. The average length of essay

is about 2500-3000 words with the proportions

around 10-20%, 60-70%, 15-25% for each part

respectively

(Phil, 2010)

d. Final Project

Any program of higher educational levels requires

students to write paper as their final assignment,

thesis or dissertation. The main differentiation of

final assignment in each level of program lies on

the depth of discussion and the number of words

count. Each institution has particular rules and

format for each type of final assignment. However,

the average number of words from academic books

from universities around the world is about (Phil,

2010).

 Bachelor dissertation: 15.000-25.000 words

 Master dissertation: 30.000-40.000 words

 Doctoral dissertation: 80.000-100.000 words

Any types of written-scientific works

aforementioned above, whether it is summary,

critical review, essay, or final assignment require

abstract as a part of its paper. Abstract is short

cut for readers to get the main ideas of the whole

paper. Abstract is about 250-300 words for the

average length (Phil, 2010). There are 9 types of

abstract, i.e.: informative, indicative, informative-

indicative, critics, mini, sideways, basics, statistics,

or numeric, and authors’ abstract (Basuki, 1989).

The aim of abstract is: 1) to complete the part of

writing which will be published in journals, or

magazines letting the readers inform about the

articles that are going to be published; 2) to share

the information to library visitors that there are

documents that they need; 3) to help the readers to

gain the information that they need faster for

carrying out the research, supporting teaching

matters, or updating the up-to-date facts about

science and knowledge which are suitable to their

background field of study; 4) to hinder the language

problems (Sophia, 2002).

2.3 Waterfall Design Model

Waterfall model is a classic model to build software

in a systematic method. The real name of this model

is linear sequential model (LSM). It is well-known

for classic life cycle either or waterfall method.

Waterfall lets the steps of sequence run orderly. In

other words, the first step should be perfectly

finished then continued to the second step and so on

(Permana, 2015). Conversely, it could not run steps

randomly or in parallel way. This model is

categorized into a generic software model in

software engineering (SE) which is proposed by

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Winston Royce in around 1970. This model is

underestimated as an out-of-date type, but it tends

to be widely used in SE. In short, this model

applies the systematic method as the following

sequences:

1. Communication (Project Initiation &

Requirements

Gathering)

Setting the need requirement by conducting

communication or interview with the users is the

starting point to develop the software. Need

requirement is the first step to collect the

predominant information beforehand to meet the

users’ goal of developing software. The result of

this need requirement is an initial project covering

analysis of the users’ problem, collecting required

data, defining features and determining function of

the software. Searching relevant information from

other references such as journals, articles, and

internet is also required to collect supporting data

2. Planning (Estimating, Scheduling, Tracking)

The next step is planning to outline of technical

works that are going to do such as: predicting the

risks including force- major, providing resources to

create the system, determining the outcomes,

scheduling the standard operating system containing

what are going to do, and tracking time line of the

working process of the system.

3. Modeling (Analysis & Design)

This step is designing and modeling the

architecture system focused on data structure design,

software architecture, interface display, and

algorithm program. It is aimed to fully understand

the framework of description on what to be done.

4. Construction (Code & Test)

This step is translation process from design

into code or particular language that is readable

by machines. After coding finished, the system and

code are tested. This aims to detect the errors and to

fix them afterwards.

5. Deployment (Delivery, Support, Feedback)

This step is implementing the software application

to customers, maintaining software periodically,

fixing software, evaluating software, developing

software linked back to the customers’ feedback to

make sure that the system works properly and

develops as the determined function.

3 METHOD

3.1 Data Collection

Before designing and building a software system,

depth analysis on functional requirement is required

to meet the users’ demands. This study utilized

interview and questionnaire to collect the data from

end-users.

The first step to determine the functional

requirements of e-learning system is to conduct a

preliminary survey. This survey aims to investigate

the problems encountered by students in academic

writing, particularly writing abstract of final

assignment. The survey was conducted by

distributing questionnaires to students of

engineering at Polytechnic in Malang, Indonesia.

There were two types of the participants; 1) students

who were writing abstracts in English for their

final assignment; 2) alumni who have graduated

for 2 years maximum. The result of questionnaire

is used to support data in interview

process.

Interviews involved the lecturers of English

course supported by the result of preliminary

survey. The results of the interview became a

general overview of the solution for solving the

problems encountered by the students which was

collected in the preliminary survey from the English

lectures’ point of view. In addition, these results

turned into the basis for determining the list of

functional requirements of e-learning system.

The list of system functional requirements then

should be tested to meet the needs of the users.

3.2 System Design

This research discussed about the process of

communication, planning and modeling. The

sequences of the waterfall are:

1. Communication (Project Initiation and

Requirements Gathering)

The initial step of the waterfall is building

communication with the end-users known as the

system requirement. Two types of instrument were

applied to attain system requirement. The former

was questionnaires which were distributed to

students of engineering at Polytechnic in Malang.

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The latter was interviews involving lecturers of

English course at Polytechnic in Malang.

2. Planning (Estimating, Scheduling, Tracking)

Planning is the second step of waterfall sequence

covering four main divisions: 1) data collection; 2)

interviews; 3) analysis and design of the system,

and 4) system development and tests. Data

collection was the only division engaging the field

assistants who are familiar with informatics to

make easier to collect data. The researcher

was the person-in-charge to conduct the remaining

divisions but the last one required a programmer to

help the researcher.

3. Modeling (Analysis & Design)

Data Flow Diagram (DFD) was used to design

system. The system is divided into 2 sub-systems.

The first is a subsystem which relates to academic

writing. Whereas, the final sub system relates to

English grammar.

4 FINDING AND DISCUSSION

4.1 Data Collection Result

The preliminary survey found that the most

common problems encountered by students in

academic writing were the difficulties in arranging

standard abstract. The difficulties lie on composing

words into sentences as well as the abstract format

(70%). The next problem was grammar constraints

(15.7%) and vocabulary (14.3%). This

preliminary data was useful to lead the interviews

involving the lecturers of English course.

The data analysis on questionnaire and

interview determined a list of functional

requirements of e-learning systems. The functional

system should provide:

a. Theory framework of academic writing.

b. Quizzes to improve the understanding of

academic writing.

c. Grammar matters such as tenses, synonym,

antonyms, paraphrasing, etc. to support the

grammatical sentences in abstract

composition.

d. Quizzes on grammar matters.

e. Templates for organizing abstract composition

to minimize the errors when writing abstract.

f. Print menu after finishing writing abstract on

a given template

g. Login feature for each user to provide

security service

4.2 System Design

The e-learning system was designed using DFD

(Data Flow Diagram). The main system of the e-

learning is divided into 2 sub-systems as explained

previously; 1) English grammar sub-system; and 2)

academic writing sub-system. The former subsystem

contained grammar matters commonly found on

abstract composition and exercises to support

writing grammatical sentences, such as tenses,

antonyms, synonyms, and paraphrasing. The latter

contains conceptual framework on abstract

composition. The academic sub-system also

provides a template menu to help the users organize

abstract composition. This menu attempts to

diminish the common errors on abstract format.

The e-learning system allows users’ permission

into 3 types of users, i.e.: 1) administrators, 2)

students, and 3) lecturers. The user administrators

are users who have responsibility to set up the

entire of e-learning system and confirm all e-

learning registries. This type of users is the persons

who are appointed by language centre at

Polytechnic in Malang. User students are users who

flexibly access all contents of e-learning, quizzes,

generate, and print abstract as well from given

template. They could be students from all over

Indonesia who are registered in DIKTI FORLAB

and have successfully registered on this e-learning

system. User lecturers are the lectures who run the

main materials as the contents of e-learning. These

users are the lectures who have been registered

and have permission to access e-learning

application from the administrators.

Figure 1: DFD Level 0

The Design of E-Learning System to Support Academic Writing Skills for Engineering Students of Vocational Higher Education

553

There are six processes that responsible by user

lecturer. The description of the user activity of the

lecturer is shown by DFD Level 1 in Figure 2.

a. Login Lecturer

The only users who could login this menu is the

lecturers who have already been registered to e-

learning system by entering their usernames and

passwords.

b. Upload learning materials

on academic writing

Lecturers are able to upload the main content of

academic writing, particularly writing abstract

serving as the learning materials.

c. Upload grammar materials

Lecturers upload grammar matters to support

learning materials particularly tenses, synonyms,

antonyms, paraphrase, etc.

d. Upload Quiz Academic Writing

Lecturers are allowed to upload quizzes on

academic writing particularly abstract composition

for final assignment.

e. Upload Quiz Grammar.

Lecturers upload the quizzes on grammar matters,

such as tenses, synonyms, antonyms, paraphrase, etc.

f. Quiz Arrangement

Lecturers design and modify the quizzes from

questions bank.

There are four processes that can be accessed by

user student. The description of the user activity of

the student is shown by DFD Level 1 in Figure 3.

a. Log in Student

This activity is only accessed by students who

had already been registered to e-learning system by

entering the username and password.

b. Access

Literature

Students are able to access e-learning materials

particularly the theory on academic writing as well

as grammar

c. Take Quiz

Students are allowed to take quizzes on academic

writing and grammar. This system lets them know

the instant score after submitting their quizzes.

d. Generate Template

Students are permitted to input the text of abstract

content into abstract template and easily print and

generate the text of abstract in certain format.

Figure 3: DFD Level 1 User Student

There are four activities which could run by

user administrators. The description of the user

activity of the administrator is shown by DFD

Level 1 in Figure 4.

a. Login Admin

As previous activities of other two users’

activities aforementioned above, this activity is only

run by the user administrators by entering

usernames and passwords.

b. Manage Users

User administrators have responsibility to provide

permissions to other users who were successfully

registered and verified.

c. Manage Literature

User administrators are able to manage and set up e-

learning system

.

d. Manage Quiz

These types of users have access to manage and set

up data of quizzes.

Figure 4: DFD Level 1 User Administrator

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5 CONCLUSION

Based on the results of questionnaires and

interviews, it is found that students need to improve

knowledge about grammar and academic writing.

Therefore the system is divided into 2 subsystems,

subsystem English grammar and subsystem

academic writing. Users are divided into three i.e.

administrator, student and lecturer. This division is

based on entire system and makes user permissions

settings. Students can access materials and practice.

Lecturers can upload material and questions.

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