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126
https://doi.org/10.21009/JISAE
JISAE (Journal of Indonesian Student Assessment and Evaluation)
ISSN
:
P-ISSN: 2442-4919│E-ISSN: 2597-8934
Vol 9 No 2 (2023)
Website
:
http://journal.unj.ac.id/unj/index.php/jisae
THE IMPLEMENTATION OF CLASSPOINT IN LEARNING ENGLISH:
A CASE STUDY AT SMK MUHAMMADIYAH 3 KARANGANYAR
ON ELEVENTH GRADE IN ACADEMIC YEAR 2021/2022
Ikhwan Mahfud Hidayat1,
asya.silmy@gmail.com1
Universitas Pembangunan Masyarakat
Indonesia
Epi Supriyani Siregar2,
episupsiregar1216@gmail.com2
Universitas Pembangunan Masyarakat
Indonesia
Siti Aminah Hasibuan3,
sitiaminahhasibuan04@gmail.com3
Universitas Pembangunan Masyarakat
Indonesia
Ika Purnama Sari4,
ikapurnama@amiktunasbangsa.ac.id4
STIKOM Tunas Bangsa Pematangsiantar
Yanti Anggraini5
yeongi09@yahoo.com
STIH Painan
ABSTRACT
The application of Information and Communication
Technology (ICT) in teaching and learning activities has a
major influence in improving the quality of education,
especially in the era of the industrial revolution 4.0 as it is
today. Classpoint is a learning platform that supports IT-
based learning activities. This study aims to determine the
application of Classpoints in learning English at SMK
Muhammadiyah 3 Karanganyar on elevent grade in the
academic year 2021/2022. The research approach is
qualitative research, case study research. The method that
used to collect data is observation, interviews, and
documentation. The methods used to analyze the data are
data reduction, data presentation, and drawing conclusions.
To test the validity of the data used data triangulation,
method triangulation, and source triangulation. The results
of research on the three subjects can be seen that the
application of classpoint is very effective for learning English
Keywords: Classpoint, Student, English
Address for Correspondence:
ikapurnama@amiktunasbangsa.ac.id
INTRODUCTION
Technology has become an inseparable part of human daily life. The
existence of technology is very helpful in facilitating human activities. Technology
provides many benefits in human life, such as increasing production efficiency to
facilitate access to information. Technology has helped human in many aspects of
everyday life, such as in the fields of health, communication, and even education.
Technology in the scope of education has a significant impact in supporting
learning process. The integration of technology in teaching English has become an
increasingly relevant topic in the context of learning English in this digital era. There
are many reasons why technology integration can be the right choice in teaching
English, including increasing student learning motivation.
Technology presents an easier way to acquire language (Tan, Rajendran,
Muslim, Alias, & Yusof, 2022).Technology can increase student learning motivation
through the use of interesting and fun interactive applications and games. Classpoint
is one of the most interactive learning technology applications. Classpoint is an
online learning platform that can be used by teachers to create and deliver
interactive presentations in class. By using Classpoint, teachers can make
presentation slides like on other presentation platforms, but with more complete
127 |JISAE (Journal of Indonesian Student Assessment and Evaluation) | Volume 9 Number 2
interactive features, such as adding questions, polls, quizzes, and collaborative
activities. In addition, teachers can also assign assignments and monitor student
progress online through the platform. Classpoint can also be integrated with other
online learning platforms such as Google Classroom, making it easier to use in
distance learning contexts. With Classpoint, it is hoped that students can be more
active and involved in the learning process, as well as increase the effectiveness of
teaching and learning in class.
One of the research journals on the benefits of classpoint has been
implemented by one of John and Smith's researchers entitled “Classpoint: A Digital
Platform for Enhancing English Language Learning in the Classroom” states that the
result of the study shows that the use of Classpoint can increase student
participation and help improve their understanding of English material. In addition,
this platform can also facilitate collaboration between students and improve teaching
efficiency. This research concludes that Classpoint can be an effective alternative in
teaching English in the classroom and can help improve the quality of learning
English in educational institutions.
Researchers have also conducted research on classpoint implementation in
learning. Bong and Chatterjee (2021) On his paper share some of the benefits and
drawbacks of using the ClassPoint tool compared to other CRSs and its operating
system compatibility. Survey results showed that more than 80% of the students’
participants felt that ClassPoint was an effective platform to promote students’
engagement and participation in class. All instructors’ participants agreed (60%
agreed and 40% strongly agreed) that students tend to respond more frequently to
interactive quizzes delivered via ClassPoint than reply verbally in class.
Inkoe created the classpoint application (Mazlan, Kim Hua, Othman, & Wahi,
2023). Classpoint can also quickly turn power point presentation into interactives
quizzes, deliver quizzes in the class, gather live students replies, score quizzes and
store result without requiring the user. Classpoint is a digital learning platform
designed to help teachers and students teach and learn lessons in a more interactive
and engaging way. Classpoint provides various features such as creation of
interactive and animated presentation slides, online assignments, automatic
evaluations, and much more. This platform also supports various file types, such as
images, videos, and documents, so that teachers can easily integrate various
learning resources into their presentations, Classpoint (2020). They can access
website (http://classpoint.app), providing the class code and create username. The
app promotes involvement, allowing students to demonstrate what they have learned
(Bong & Chatterjee, 2021)
Classpoint can be used on a variety of devices, including desktops, laptops,
and tablets. With Classpoint, teachers can create more engaging and effective
learning experiences for their students. Following are some basic steps for using
Classpoint according to (Sundari, Iskandar, & Muhlis, 2021): (1) Create account:
First of all, need to create Classpoint account by visiting Classpoint website
(www.classpoint.io) and click “Sign Up” button to create account. (2) Create a
presentation: After logging into the account, create a new presentation by clicking
the "New Presentation" button. Then choose a template provided by Classpoint or
make your own presentation according to your needs. (3) Adding content: After the
presentation is created, we can start adding content to the slides such as adding
images, text, videos and documents by clicking the "Add content" button below the
slide. (4) Using interactive features: One of Classpoint's strengths is the interactive
features it provides, such as quizzes, polls, and voting. We can add this feature to
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the presentation slides by clicking the "Add Interaction" button. (5) Create
assignments: to be able to create assignments and collect student answers directly
in Classpoint. Select the "Assignments" button in the main menu to create and
manage assignments. (6) Using automatic evaluation: Classpoint also provides an
automatic evaluation feature to save time in assessing assignments and other
evaluations by activating the "Auto-Grade" feature to make student assignment
results. (7). Download the presentation: After the presentation is finished, the file can
be downloaded in PDF or PowerPoint format by clicking the “Download” button in the
upper right corner of the screen.
From the various references above, the researcher is interested in conducting
a case study research on “Implementation of classpoint applications in learning
English: Case studies at SMK Muhammadiyah 3 Karanganyar on eleventh grade in
the academic year 2021/2022. This research will improve the students’ ability to
practice their attitude by classpoint application.
METHOD
This is an action research. This research aims to solve learning problems in
the classrooms. This research in a process in which teachers study and research
their learning models, then solve problems found in the implementation of their
learning (Latief, 2012). The research method used in this research is a case study
(Eisenhardt, 1989). Case study research is a research approach that is used to study
in depth about an event, situation, or a particular case with the aim of understanding
the problems involved and finding the right solution (Flyvbjerg, 2006). Case studies
are usually carried out by collecting complete and detailed data through various
sources of information, such as observation, interviews, documentation, and so on.
The results of the case studies can be used to understand the situation that occurred
in a comprehensive and in-depth manner, as well as provide useful information for
solving problems and making decisions in the future. Case studies are often used in
a variety of disciplines, such as social sciences, psychology, business, and
education. (Yin, 2018) defines the characteristics of case studies in qualitative
research as a research approach that focuses on a particular case or situation with
the aim of understanding the situation in detail and depth.
This research uses two cycles that show the implementation of learning media
by classpoint. The instruments that use to collect the data were test and observation.
The subject of this research is eleventh grade of SMK Muhammadiyah 3 Karang
Anyar in academic year 2021-2022.
The technic of data collection is observation, test and data processing. The
Data analysis in this study uses 3 steps, there are data reduction, data presentation,
and conclusions. To test the validity of the data the researcher uses data
triangulation, method triangulation, and source triangulation, (Miles & Huberman,
1994).
129 |JISAE (Journal of Indonesian Student Assessment and Evaluation) | Volume 9 Number 2
RESULTS AND DISCUSSION
The results of the implementation of observations I and II in the application of
classpoint in learning English can be seen in the following table:
Component activities
Siklus I
Siklus II
Amount
student
%
Amount
student
%
physical activity
• Students ask questions related to
features
• Students ask questions related to the
material
• Students ask questions beyond the
material and features
• Students answer questions asked by
the teacher
• Students respond to the teacher's
explanation
• Students actively work on assignments
• Students spontaneously give responses
related to the material
• Students point their fingers in response
to the teacher
17
16
4
12
16
12
5
7
45.94
43.24
10.81
32.43
43.24
32.43
13.51
18.91
2
4
6
21
26
30
23
17
5.4
10.81
16.21
56.75
70.27
81.08
62.16
45.94
Student attendance
37
100
37
100
Based on the implementation of observation I, it shows the activeness of
students while participating in learning English with the application of the classpoint
application. Students seem to be adapting to new experiences in using IT-based
technology. They try to guess and learn the features of the variety of questions given
by the teacher. Some look confused because of limited knowledge. It can be seen
that students who experience problems asking questions to the teacher about how
the mechanism for working on the problems presented. Sometimes, the class looks
boisterous due to signal problems or the performance of their devices.
Based on the implementation of observation II, it can be compared with
previous observations regarding differences in student activity in learning in the
classroom. In the process of learning English in class, students seem to have
adapted and are proficient in using the classpoint application as a learning support
tool. It is very visible that students are starting to feel comfortable with the new
experience of using classpoint to display interesting and interactive problem
exercises presented by the teacher in class. Students look more enthusiastic about
working on the exercises that are presented with focus and happiness. It can be
seen that there was very little commotion made by students because of obstacles
such as those that occurred from observation I.
Classpoint has many features, like: class code, annotation, whiteboard,
polling, pick a name, word cloud, short answer, slide drawing, image upload and
multiple choice. These features is very interesting it can combine with a learning
media (Perdani, 2020).
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The Result of Interview
The results of the interviews after each implementation of observations I and
II in the application of classpoint in learning English can be seen in the following
table:
Components of student interviews on the
application of classpoint
Siklus I
Siklus II
Amount
student
%
Amount
student
%
Physical activity
• Students feel happy/enthusiastic
• Students experience obstacles
• Applications can increase the activity of
independent learning
• Easy application to use
• Applications really help learning
17
27
6
11
9
45.94
72.97
16.21
29.73
24.32
35
7
26
34
23
94.59
18.92
70.27
91.89
62.16
Student attendance
37
100
35
100
Student who get > 7
9
24.32
21
75.67
From the table above it can be concluded that the use of classpoint has a
positive impact on supporting the learning process of students in class. As many as
35 students, 94.59% were very enthusiastic when they received new experiences
that were the use of technology in presenting problem exercises. As many as 26
students, 70, 27%, students were seen to be more active and independent in the
process of completing the exercises which were presented in an interesting way. In
the first observation, it shows 27, 72.97%, students still have obstacles because they
are new to the classpoint application. However, in observation II, the percentage
decreased to 18.92%, only 7 students were still experiencing problems with the
application being operated.
In the first observation, the students consist of 37 students. In the second
observation there are 35 students. There are 2 absend. In first observation There are
9 students that get score >7. But in the second observation, after the cycle the
students who get score >7 was increased become 21 students. It’s mean classpoint
can give motivation to the students.
CONCLUSION
Using classpoint students show more motivated attitude to learn and can
improve their English skills. It can be seen from the data that around 70% students
contribute significantly. In addition, student activity can also be seen less obstacles
in using classpoint in teaching learning process. Students seem to have more
interesting and motivating during learning experience.
The implementation of the Classpoint application in English language learning
demonstrated positive outcomes over the two observation cycles. Initially, there was
a learning curve and technical challenges. It shows that students became more
familiar with the application, their enthusiasm, engagement, and independent
learning behavior improved significantly. The majority of students reported a positive
impact on their learning experience. Overall, the Classpoint application effectively
supported the learning process by enhancing student engagement and interaction
with English language exercises.
131 |JISAE (Journal of Indonesian Student Assessment and Evaluation) | Volume 9 Number 2
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