The Effect of Using e-Learning on Students Learning Achievement in

English Grammar at Nutrition Department

Desy

, Amalina Rizma

and Depi Yunaspi

Program Studi Sarjana Gizi, Institute Kesehatan Mitra Bunda, Batam, Kepulauan Riau, Indonesia

Keywords: e-Learning, Education, Student, English, Grammar.

Abstract: This study purpose is to resolve the effect of E-learning use on student achievement and determine students'

reactions or attitudes towards using E-learning to English grammar at Institut Kesehatan Mitra Bunda.

Research subjects are all students of the Department of Nutrition, and the total is 55 people. The method used

in this study was a semi-trial, pre-trial and post-trial control group design. This means that there are two

groups in this study, one doing the experiment and the other following the instructions; both groups received

pre-test and post-test. After all, the analysis was one and only given in the experimental group. In addition,

the research used two types of instruments. It's a quiz and a question. The results show the divergence among

the post-test of students in the experimental and control groups in English grammar. It can see from the t test.

The result of the t-test is obtained in sig. 0.01 < 0.05. This means that there is a significant difference among

the two groups. Meanwhile, analysis of student feedback data shows that online learning is positive when the

student response rate is 80%. The survey results show that most students are interested, interested and agree

to use e-learning in learning grammar. Based on research results and discussion, the author recommends that

there is an impact on learning outcomes and improving students' ability in English Grammar course after

using online learning.

1 INTRODUCTION

Learning English is authentic necessary. Various

people around the world have get along with learning

English. After all, learning English cannot avoid

teaching words, glossary, diction and grammar. In

particular, learning grammar is authentic necessary.

No grammar, not easy to make text also meaning.

Grammar is an element of language necessary for

language acquisition. It helps students express their

views and feelings.

Grammar has been an important part of language

teaching. It has both an organizing principle and a

major component in many methods and a minor or

insignificant component in other respects. Important

issues in teaching grammar have to do with whether

grammar should be taught explicitly or implicitly or

whether it should be taught deductively or

inductively.

Grammar is the guideline of speech for

developing the pattern of a word and joining them

into a sentence. Moreover, grammar is partly the

https://orcid.org/0000-0002-0909-8070

https://orcid.org/0000-0003-3845-4457

study of possible formats (or structures) in a

language. Therefore, grammar is the definition of the

established ways that govern the formation of a

linguistic sentence. Grammar tries to explain why

sentences are acceptable. So, grammar is essential, as

are rules and form (or structure) (Scoot Thornbury,

1999).

A lot of learner are not interested in learning

grammar. They grant a negative response. They dial

complex problems when learning grammar. learner

who do not understand grammar will have adversity

in speaking and writing. In other words, the lack of

grammar prevents students from constructing and

combining sentences correctly. Most of the students

of the nutrition department said that learning

grammar faces a lot of difficulties, especially for

students who have just started learning basic English

grammar, so their learning results are not good.

difficulty speaking and writing.

Lack of learning resources and pedagogical

limitations are believed to be the causes of students'

lack of interest, lack of initiative and passivity, and

Desy, , Rizma, A. and Yunaspi, D.

The Effect of Using E-Learning on Students Lear ning Achievement in English Grammar at Nutrition Department.

DOI: 10.5220/0012928900004564

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 5th International Conference on Social Determinants of Health (ICSDH 2023), pages 247-250

ISBN: 978-989-758-727-6; ISSN: 2975-8297

247

affect students' learning outcomes. As a major

component of student training, necessary to achieve

good academic results. Therefore, educators need to

treasure alternative solutions to engage learners more.

Online learning is an other side.

E-learning is becoming a medium that is

developed by many people, especially in the field of

education. The developers who made e-learning often

come from organizations, groups, and individuals.

Online learning is a brand-new of teaching and

learning (Deni Darmawan, 2014).

Since this information age, online learning has

gained popularity. Then, it is essential to know about

E-learning. E-learning uses the Internet and digital

technologies to create experienced people (William

K. Harton, 2001).

The system who manage e-learning known as

learning management system (LMS). Learning

management system has to exist in using e-learning.

There are many learning management system (LMS)

that is incredible to manage e-learning Moodle as

learning management system is part of them. Moodle

is a free open source learning management system

that enables to create powerful, flexible, and engaging

online learning experiences (William Rice, 2015).

E-learning in the process of teaching and learning

cannot be disassociated from specific contents but

integrated. E-learning as a medium is a growing form

of innovation that has significantly contributed to the

evolution of the learning process. In addition, e-

learning refers to the use or exploitation of the online

network and web-based technologies to made

learning experiences.

Online learning has many benefits, such as

facilitating student-teacher interaction, learning

resources, and transitioning from passive to active

students. Students can access the material at will.

Although the downside of online learning is the lack

of communication between learner and teachers, there

is a lack of unity among learner and learner who lacks

motivation to learn can fail. Using E-learning, the

researcher wants to know even if e-learning has an

impact on student learning outcomes. Student

outcomes are key, so getting the right research results

is essential. To achieve good results, students need to

be active in learning. However, if the student is

passive, the student's academic performance will be

poor. In other words, regarding the students. Online

learning is one of the alternatives.

Entrenched the above context, the researcher's

interest in conducting research for knowledge and

careful review in quantitative research titled, “Effect

of using online learning on student achievement in

English grammar Department of Nutrition Institut

Kesehatan Mitra Bunda.

2 SUBJECTS AND METHODS

The objective of this study was the effect of using e-

learning on English learning outcomes of students of

the Nutrition Department at Institut Kesehatan Mitra

Bunda. This study used a semi-experimental design

(pre-trial-post-trial control group). Data were

obtained from pre-test, processing, post-test also

student responses. The questionnaire for study used

yes/no questions. The population of this study

included students from the Department of Nutrition

of the Kesehatan Mitra Bunda Institute.Samples were

collected using the whole sampling technique. All

members of the group of 55 students who met the

inclusion and exclusion criteria were included in the

study. The inclusion criteria criteria of this sampling

technique was sample had a Laptop or Notebook. And

had to understand about IT. Therefore all students

who fulfilled the criteria was sample of this research

were recorded as students of the Nutrition

Department at Institut Kesehatan Mitra Bunda . The

researcher will usage the methods of descriptive and

analyze collecte data by tests and questionnaires.

Data will be extracted from the test and then

quantitatively analyzed using SPSS, descriptive and

inferential statistical analysis.

2.1 Measures

The pre-test and post-test process data were collected

from the trial and then quantitatively analyzed as

follows:

Descriptive learning scores by descriptive

statistical analysis. It describes the trend of each

variable. This is illustrated by the program SPSS. The

mean and standard deviation use the scale to classify

students' scores. The t-test used Inferential statistical

analysis to test the hypothesis using.

3 RESULTS

Research results are based on the use of e-learning

results and data analysis. Data analytics is used to

compile data. The grammar test consists of a pre-test

and a post-test. The students' grammar skills were

checked before using the e-learning materials, and a

follow-up test was performed to determine the

ICSDH 2023 - The International Conference on Social Determinants of Health

248

increase in the students' grammar skill after the

treatment.

3.1 Classify Learner Scores Before and

after The Test in Control and

Experimental Classes

The following table shows the frequency distribution

and final score percentages of the Institut Kesehatan

Mitra Bunda grammar test of the Faculty of Nutrition

in the pre-test and post-test in the control and

experimental classes.

Figure 1: The pre-test and post-test in the control classes.

The table above shows the control group's scores on

the student's previous test. No student scored 90-100

on the previous test. Grades 80-89 had only one

student (0.35%). Grades from 70 to 79 have seven

students (2.45%). Value 60-69 has ten students

(3.5%). Meanwhile, the score range is 50-59 for 13

students (4.55) and 40-49 for four students (1.4%). In

addition, based on the above table, it also shows the

percentage score of the control group after the post-

test. None of the students scored as high as 90-100.

Students who scored 80-89 had three children

(1.05%), and students who scored 70-79 had nine

children (3.15%). For students scoring 60-69, there

are 13 students (4.55%). Grades 50 to 59 have eight

students (2.8), and grades 40 to 49 have two students

(0.7%).

Figure 2. the pre-test and post-test in the experimental

In this second table, we see that the percentage of

experimental class that got the pre-test score, the

number of students who scored from 90 to 100 is not

there. Group 80-89 has 2 students (0.7%), group 70-

79 has 5 students (1.75%), group 60-69 has 15

students (5.25%), category 50 -59 has 10 students

(3.5%), the last category has a score of 40-49 has 3

students (1.05%).

The table above also shows the post-test score

percentage. In the 90-100 value category there are 2

students (0.7%). From 80-89, there are 5 students

(1.75%). From 70-79 there are 17 students (5.95%).

From 60-69, there are 8 students (2.8%). In the age

group of 50-59, there were 3 students (1.05%) and the

last group of 40-49 years old, there were no students

with this score. Stand on the data above, it can be

assured that speed percentage in the post-test group is

higher than in the control group.

Table 1: Distribution Data Controlled Class and

Exsperiment Class.

Statistik

Pretest Posttest

Contro

Experime

Contro

Experime

N 35 35 35 35

Mean 60.571 62.057 66.800 73.600

Std.

Deviatio

10.455

10.5995

10.292

9.9031

Minimu

m Score

44.0 40.0 48.0 52.0

Maximu

m Score

84.0 88.0 88.0 96.0

The table above shows that the mean score of the

control class in the previous test was (60.57). The

standard deviation of the control class is (10.4552).

The maximum and minimum values are (84 and 44).

The average score of the experimental class before

the test is (62.05). The standard deviation is (10.59).

The maximum and minimum scores are (88 and 40)

although the mean score of the control class after

testing is (66.80). The standard deviation of the

control class is (10.29) along with the maximum and

minimum scores are (88 and 48). In experimental

class, the mean score of in post-test is (73.60) and The

standard deviation is (9.90) also the maximum and

minimum values are (96 and 52). It is definite from

two tests; The experimental class had a higher score

after the test than the control class.

Score 40 -

Score 50 -

Score 60 -

Score 70 -

Score 80 -

Score 90 -

Pre-Test Post Test

The Effect of Using E-Learning on Students Learning Achievement in English Grammar at Nutrition Department

249

Table: 2 Table Normality.

Class

Kolmogorov-

Smirnova

Shapiro-Wilk

Statisti

Sig. Statistic

Sig

Control

Pretest

.155 35 .033 .943 35 .068

Control

Post Test

.139 35 .086 .955 35 .156

Exsperime

nt Pretest

.113 35 .200* .973 35 .528

Exsperime

nt Posttest

.204 35 .001 .958 35 .206

Normality test was performed to determine whether

the data from the two groups of samples was normal

distribution or not normal distribution. The data were

normally distributed is if the sig. <0.05, were not

normally distributed if the sig. > 0.05 mean the data

were normally distributed.

Based on the tests of normality is found that the

significance of Kolmogorov-Smirnov has .033, .086,

.200 and .001. And Shapiro-Wilk has .068, .156, .528

and .206 significance. From the above analysis, it can

be sure that the data normal distribution.

Table 3: Homogeneity Test and T-test.

Based on the table result test. Levene's test for

equality of variance was found to have 0.621, 0.115,

0.747 and 0.381. From the above analyses, it can be

concluded that the data have the similar variance due

to sig. >0.05.

The hypothesis test is a test to find out how

different students' learning outcomes when using

online learning methods in the experimental group.

Hypothesis testing by comparing the post-test results

is one of the necessity to determine whether there is

an impact on increasing student learning outcomes

when using online learning at the Faculty of Nutrition

or not.

4 CONCLUSIONS

Based on the study results, the researchers concluded

that: Grammar teaching using e-learning in the

Nutrition Department of the Institut Kesehatan Mitra

Bunda is making an impact. This is evident from the

test results. The mean post-test score of the

experimental group was (73,60), while the mean post-

test score of the control group was (66,80) plus the

post-test standard deviation of the control group

(10,29) and experimental group (9,90) .

ACKNOWLEDGEMENTS

Our gratitude is sent to all student in Institut

Kesehatan Mitra Bunda who help in this study. If any,

should be placed before the references section

without numbering.

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