Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation

An array of teaching tools has been developed enormously today sparking interest for educators in their instruction. Edmodo, which is also one of the CALL applications that can be accessed online both from computer and mobile telephone is one option for teachers and students and can be operated to post various things related to EFL teaching-learning process. However, many educators are reluctant to embed with them pedagogical function which coming along in the use of Edmodo. This research employed a quantitative study with survey and interview for confirming data. This research involved twenty-five English Language Education students who are taking Extensive Reading course. This research contributes to picture out perception in implementing Edmodo as Web-Quest as well Learning Management System (LMS) in online classroom instructional activities. The result of this study highlights advantages and disadvantages presented though perceptions in the using of Edmodo as Learning Management System. The finding reveals that the involvement of Edmodo to material delivery still does not encounter the predicted expectation. The limited storing material in the application and lack of feedback of the task through the media are the reasons of the barrier. Despite the flaws that have been found, Edmodo is still perceived highly in catering the students’ learning experience, developing understanding and evaluating skills, fostering teamwork and discussion skills, and feeling an easiness of task access. It is recommended that the use of Edmodo needs to be developed along with the various needs of students centered activities.


Introduction
The drive of having technology into classroom rooted to online practice has been developed lately today. The involvement of online application and web tools to present material is also one of the moves that can be seen regularly adopting the spirit of the newest style. Even International Society for Technology in Education (2017), suggests that all teachers better use online community of practice for learning and professional growth prospects.
The study conducted by several scholars emphasizes that teachers are motivated to participate in online spaces because they provide instant access to people, resources, and knowledge that will help them improve their practice (Carpenter & Krutka, 2014;Kelly & Antonio, 2016;Seo, 2015;Trust, 2016). As online learning comes into higher education, it needs managements to be well adapted used as Learning Management System (LMS). LMS are systems that can make the activity of storing, managing, and modifying educational content. In other words, LMS is sets of network and technological tools that enable and facilitate online learning.
They allow communication, sharing of information, submission of assignments, and related activities between learners and instructors (Gabrina & Rahmawati, 2019). In this case, Edmodo and other type of web-quests, such as Moodle and Schology, are run based on such a type of that system. Kumar (2012) explained that Edmodo is an online social learning platform designed by Jeff O' Hara and Nick Borg in 2008 which is used for students, teachers, schools, parents and even districts. Edmodo is an educational network that aims to facilitate teachers to link and interact with students and parents. In addition, Ekici (2017) claimed that most of the primary pre-service teachers stated that the use of the Edmodo application in teacher education had a positive effect on their pedagogical knowledge.
Edmodo as social networking tool which supports a spot for teachers and students to maximize interaction with them is usually used as learning Management System. However, one of the hidden gems in Edmodo is the "subject communities" feature that allows teachers to find and share subject-specific, practice-based knowledge with thousands of members. In the past 5 years, membership in many of these communities has grown to more than 500,000 members. In addition, according to Gabrina & Rahmawati (2019), Edmodo as a tool promotes student collaborations Nasrullah, et.al. Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation 319 and knowledge construction. Edmodo gives benefits to a practice of teaching and learning process.
The Edmodo subject communities are ripe for exploration with a massive membership base and opportunities for member-driven, bottom-up learning. By understanding how participation in these online space's shapes teaching and learning, researchers and educators can determine when and how to use these spaces for learning, and also can provide better support for teachers as they engage in these online spaces. Additionally, by taking a closer look at the Edmodo subject communities, administrators can determine whether these online spaces might complement current teacher professional development opportunities within their schools or districts. However, it is interesting to highlight what has been said technology skills alone cannot guarantee the effective use of technology in the classroom (Hursen, 2018). Therefore, to see the possibility of this phenomenon whether the use of Edmodo has the same treat to the other technological tools, or are there other interventions affect the attitude of users creates the prompt to this study.
In this regard, a few researches have been discussed on the elaboration of the use of EDMODO as well as what makes this study different. Firstly, the research results conducted by Al-Said (2015) showed that most students have positive perceptions towards Edmodo as an application for Mobile learning environment because it has many benefits in supporting the learning process such as facilitating and increasing effectiveness in the communication of learning, and they appreciated Edmodo since its allows them to learn at the right time, but every new learning environment has some barriers, and Edmodo and M-learning environment is not different. Then, Messaoudi (2021) found that the Edmodo learning management system has the potential to push content delivery, receipt, mastery, and assessment in ESP courses to the next level.
Both of these two researches have attempted to find out the best Learning management system can be used for distance teaching based on the students' perspectives. However, both of the studies still do not seek for the positioning of Edmodo in the lens of students to shape the value and experience while learning via this learning management system. In this respect, to fill the void, this study aims at highlighting some important points in the use of Edmodo for teaching learning process rather than to discover whether this Learning Management System is better than the others or as a contrary, such as finding out whether Edmodo contributes positively in learning experience or if Edmodo sharpen the students' value, understanding and Nasrullah, et.al. Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation 320 evaluating ability, logical and Critical thinking, discussion skills or other learning expected learning qualities.

Research Methodology
This study employed quantitative study by involving students who take Extensive Reading Course. In this study, they were recruited to be involved and share their experiences of learning while using Edmodo as learning management system (LMS).
Twenty-five students of the fifth semester students were involved because this course they are taking in this term. Cluster random sampling technique used in this study.
While why the Extensive Reading Course was taken because this course had variety of learning activities such sharing stories and its feedback addressed by both lecturers and students, reflection written Journal and other activities to construct knowledge together in group assignment.
The questionnaire was used here along with interview to get the data. Adapted from Brady et al., (2010)'s questionnaire then validated by expert to make sure that the questionnaire can be used for this study. This instrument used 20 questions to get the data in which close-ended questions are applied. The participants answered this questionnaire using strongly disagree, disagree, neutral, agree, and strongly agree.
The indicators of the questionnaire based on participant's response through this questionnaire. If most participants answered agree and strongly agree meant that the question got high interpretation level. In addition, the other data were collected using interview.
Descriptive statistic was used for data analysis procedures in this study. It was because the presentation of data in the form of tables, graphic or lists to facilitate the observation and evaluation. Results of research are compiled in the form of tables and provide explanations using sentences on the presented data that has been obtained. The commonly used table types are frequency tables and graphic (Morissan, 2014).

Findings
The Table 1 showed that mostly students' perception toward Edmodo is medium while more than half respondents chose neither agree nor disagree.
Moreover, seven out of twenty statements gained positive perceptions meaning that the other statements gained medium level or the students were still confused whether Nasrullah, et.al. Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation 321 chose agree or disagree. This is occurred because the activity of lecturer and students use Edmodo just for sending and receiving assignment and there is less activity to make students interacts one another as it is reported by students' answers toward the use of Edmodo in and outside the classroom. In this respect, this study reveals that Edmodo contributes to their learning in understanding and evaluating viewpoints. Since Edmodo is a platform that can be accessed everywhere, the material is easily obtained by students wherever they are as long as they are connected with internet. Moreover, the understanding of students is shaped well as the material evaluation has been spotted in that platform.
Furthermore, students perceived that by having discussing with other friends and teacher with the easily accessed material, learning community can be created to maximize the comprehensible input resulted in that way of learning. all in all, this reflection showed positive perceptions from students' learning experiences.

Discussion
The core of finding to this study highlights that the use of Edmodo for students is still neutral. In other words, if the lecturer uses it or not the impact toward learning is not significantly different. The matter here is whether the application has less function to be applied in the classroom or the users have less known in how to use it effectively and properly. Therefore, the use of Edmodo can bring about benefits and drawbacks.
The first benefit is basically Edmodo provides limited and moderated class Web pages to handle specific discussion and certain selected class. Thus, teacher or lecturer can provide many classes only in one application. The material provided can be retrieved easily online and every time and everywhere students need to access.
Moreover, it is also supported by the result of study conducted in Malaysia and Saudi which reveals that Edmodo was perceived as an online resource or digital library by the student for the students who could access the material outside the classroom (Tavukcu, 2018;Gay & Sofyan, 2017). The second advantage, there is a feature for parents to have an access to Edmodo to be a part of learning community as it concurs with Alamsyah et al., (2021) who commented that Edmodo enables learners to interact with each other closely, and contributes to positive learning community.
The other benefit, like the other learning application, Edmodo has basic function to run the class to have an access toward material, discuss with other users Nasrullah, et.al. Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation 325 or students at the same time, variety of quiz format to assess learning progress or even join with learning community around the world. In addition, teachers can also share learning resources to the other colleagues. Trust (2016)emphasized that Edmodo facilitates learning reflection and promotes collaboration, specifically discussion with teachers and peers. As a result, the students feel that the Edmodo is interesting and attracting. This statement is matched to Greenhow & Chapman (2020) who argues that social media like-features that Edmodo has, such as posting, comment and chat room, fascinate students to participate in the classroom activity.
According to Gay & Sofyan (2017), Educators also have the ability to send alerts, events, and tasks for students and may decide to send something in a timeline that can be viewed by public. With this feature students feel more comfortable working on assignments using Edmodo because there are reminding when they have not done or have done doing assignments. Based on students' point of view, collecting assignments trough Edmodo is easier and feel saved because it will never loose, unless, their connection is not stable and the assignments that they uploaded is not send yet. In addition, students also feel helped to use Edmodo because of this feature, with lot of activities out of school they might forget about the task and  (Polat, 2016;Thang et al., 2016;Mei, 2019;Nasrullah, 2021).
It means even the surface and media of teaching delivery have changed drastically, the tendency of teaching approach or method is still not changing its look.
In other words, many instructors use the recent technological tools with standard minimum of its function but not relevant yet with the variety of students learning style and learning need at current time in its plethora of technological variants. Hence, they get confused to select which ones that can work to help gaining learning outcomes best. On the contrary, the result is not in accordance with Al-Said's study (2015) which claims that students' views about Edmodo and Mobile Learning is in "High" level, and most of students have positive perceptions to Edmodo and Mobile Learning as they think that learning by using Edmodo enables and improves the communication effectiveness of learning.
Regarding to that case, as Learning Management System, even Edmodo is in underway to improve the quality of its application; at least there are many features that can be used integratedly to the other application such as Wikis, Blogs, Screen Cast o Matic, Camtasia, Padlet, or even Canva and any other web 2.0 based to raise students' progress to achieve predicted learning outcome. It can be taken place as long as the instructors are ready with pedagogical knowledge that suitable to its use.
In spite of the benefits of Learning Management System, such as Edmodo, are limitless, but then unluckily there are some challenges and barriers appear in implementation of such learning form (Fitrawati, 2021). Furthermore, some of studies conducted by Hockly (2012); Johnson (2016); Kannan & Munday (2018); and Royle et al., (2014) claimed that challenge and obstructions do exist, and these show the limitations or difficulties in the implementation of Mobile Learning in their countries. Nasrullah, et.al. Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation

Conclusion and Suggestion
This study highlights the preference in using Edmodo for the university students that is still in medium level. In other words, the involvement of Edmodo to material delivery does not meet the predicted expectation due to the way of handling the course. It still drives to the basic need of running the course such as storing material in the application and giving the task without having sufficient feedback through media instead of some feedback even not all have been given in a face-to-face interaction in classroom. Based on this finding, it is pivotal that the use of Edmodo needs to be developed along with the mindset of students centered activity.
Even so, Edmodo promises a good prospective learning management system since it can furnish a distinctive learning experience, can promote a good understanding toward materials given, and can strengthen cooperation and collaboration skill for students. Furthermore, It is suggested that the tasks given in Edmodo should be based on activity which applied expected learning outcomes, from lower order thinking skill to higher order thinking skill. Therefore, the interplay of other applications with the using of Edmodo is expected. To meet the demand, the instructors should be familiar with e-skills and other digital literacy skills to incorporate materials with technological device so that the combination will provide sufficient resources and more meaningful experience for learners.