Technology Goes to Classroom: Learning Media Application Possibilities for Writing
DOI:
https://doi.org/10.21460/saga.2023.41.141Keywords:
media learning application, writing classroom, shift-learningAbstract
It is undeniable that teaching writing needs a lot of media as it can motivate the students in producing good writing. Moreover, nowadays, most of higher education uses technology for having the easier and more efficient in teaching and learning process. Hence, it is undeniable that the teachers should utilize some learning media applications during their teaching. However, the teacher still faces some difficulties in choosing the appropriate learning media for teaching writing which makes the learning process not run well. This article aimed to review some learning media application possibilities that finally can be used as the pedagogical implications for the teachers in choosing the appropriate media used for writing in hybrid classrooms. Furthermore, as a result, the researcher found that Schoology, Padlet, Facebook, Edmodo, and Google Classroom are the appropriate learning media applications that the teachers in the writing classroom can use. It is because those media are easy to be operated and motivate students in writing. Therefore, those can be selected by the teachers for their teaching writing.
References
Algraini, F. N. A. (2016). The effect of using Padlet on enhancing EFL writing performance. Arab World English Journal Theses (Dissertation). www.awej.org
Alim, N., Linda, W., Gunawan, F., & Saad, M. S. M. (2019). The effectiveness of Google Classroom as an instructional media: A case of state islamic institute of Kendari, Indonesia. Humanities and Social Sciences Reviews, 7(2), 240–246. https://doi.org/10.18510/hssr.2019.7227
Anita, R. (2016). Students’ ability in writing an introductory paragraph of argumentative essay. Ta’dib, 15(2), 129–136. https://doi.org/10.31958/jt.v15i2.225
Apriliani, A., Asib, A., & Ngadiso. (2019). Schoology as a learning media platform for writing skill. 3rd English Language and Literature International Conference (ELLiC) Proceedings, 3, 89–94.
Arambewela, R., Koralagama, D., & Kaluarachchi, S. (2013). Use of ICT and student learning in higher education. International Journal of People-Oriented Programming, 2(2), 37–49. https://doi.org/10.4018/ijpop.2012070103
Arifin, M., Zaim, M., & Ningsih, K. (2019). The effect of direct corrective feedback on students’ writing of recount text. 301(Icla 2018), 292–297. https://doi.org/10.2991/icla-18.2019.49
Asnadi, I. W. S. W., Ratminingsih, N. M., & Myartawan, I. P. N. W. (2018). Primary teachers’ and students’ perception on the use of ICT-based interactive game in English language teaching. Jurnal Pendidikan Indonesia, 7(1), 11–20. https://doi.org/10.23887/jpi-undiksha.v7i1.10963
Debbyanti, L. E., & Subekti, A. S. (2022). Google Classroom in Indonesian EFL classes: Voices from High School teachers and students. International Journal of Humanity Studies (IJHS), 6(1), 95–108.
Duwila, S., & Khusaini, T. (2019). Pedagogical strategy of writing paragraph using Edmodo to enhance writing skill for EFL students. Journal of English Language …, 2(2), 155–167. http://eprints.uwp.ac.id/id/eprint/542/
Fitriani, Y., Mulyadi, & Gusweni, J. F. (2019). An analysis of English department students’ ability in writing argumentative essay. Journal of Applied Linguistics and Literacy, 3(2), 96–107.
Friatin, L. Y. (2018). Students’ perception in teaching writing through facebook group in EFL class. Vision: Journal for Language and Foreign Language Learning, 7(1), 46–55. https://doi.org/10.21580/vjv7i12739
Fuchs, B. (2014). The writing is on the wall: Using Padlet for whole-class engagement. Library Faculty and Staff Publications, 240(4), 7. https://uknowledge.uky.edu/libraries_facpubhttps://uknowledge.uky.edu/libraries_facpub/240
Gay, E., & Sofyan, N. (2017). The Effectiveness of using Edmodo in Enhancing students' outcomes in advance writing course of the fifth semester at FIP - UMMU. Journal of English Education, 2(1), 1–11.
Hastomo, T. (2015). The Effectiveness of Edmodo to teach writing viewed from students’ motivation. Prosiding ICTTE FKIP UNS, 1, 580–585.
Lestari, P. Y., & Kurniawan, E. H. (2018). Padlet as Media to improve writing mastery of english department students of UNISKA 2015-2016. ENGLISH FRANCA: Academic Journal of English Language and Education, 2(1), 1-12. https://doi.org/10.29240/ef.v2i1.373
Manning, C.K., Brooks, W.C., Crotteau, V., Diedrich, A.N., Moser, J., & Zwiefelhofer, A. (2011). Tech tools for teachers, by teachers: Bridging teachers and students. Wisconsin English Journal, 53(1), 24–28.
Okmawati, M. (2020). The use of Google Classroom during pandemic. Journal of English Language Teaching, 9(2), 438–443.
Parra, G. L., & Calero, S. X. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal of Instruction, 12(2), 209–226.
Purnawarman, P., Susilawati, & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242–252. https://doi.org/10.17509/ijal.v5i2.1348
Purwanto, A. (2020). Intensive Writing instruction by using Padlet application in Indraprasta. International Journal of Education, Information Technology and Others, 3(1), 28–36. https://doi.org/10.5281/zenodo.3750932
Putri, N. M. A. A. (2018). the use of Facebook and development of students’ writing skills. IJET (Indonesian Journal of English Teaching), 7(2), 140–145. https://doi.org/10.15642/ijet2.2018.7.2.140-145
Rahman, K. A., Ghazali, S. A. M., & Ismail, M. N. (2011). The effectiveness of learning management system (LMS) case study at Open University Malaysia (OUM), Kota Bharu Campus. Journal of Emerging Trends in Computing and Information Sciences, 2(2), 73–79. https://doi.org/10.1016/S0140-6736(89)90788-5
Rama, A. N., & Wahyudi, I. (2018). The use of Schoology to enhance students’ reading comprehension at Lakidende University. Journal of Language Education and Educational Technology, 3(1). http://jayapanguspress.penerbit.org/index.php/cetta/article/view/285
Ramadhani, P. (2018). Using Facebook comments in teaching writing skill. Proceedings of The ICECRS, 1(3), 253–264. https://doi.org/10.21070/picecrs.v1i3.1398
Ratnaningsih, P. W. (2019). The use of Google Classroom Application for writing and speaking in english education class. Journal of ELT, Linguistics, and Literature, 5(1), 93–110.
Sicat, A. S. (2015). Enhancing college students’ proficiency in business writing via Schoology. International Journal of Education and Research, 3(1), 159–178.
Subekti, A. S. (2020). Covid-19-triggered online learning implementation: Pre-service English teachers’ beliefs. Metathesis: Journal of English Language Literature and Teaching, 4(3), 232–248.
Subekti, A. S. (2022). Teaching Indonesian L2 learners academic writing: A proposed instructional model. SAGA: Journal of English Language Teaching and Applied Linguistics, 3(2), 91–102. https://doi.org/10.21460/saga.2022.32.134
Susanti, N. I., & Ayuni, M. (2018). The students' perception towards the use of Padlet in L2 writing. International Summit on Science Technology and Humanity (ISETH 2018), Iseth, 30–37.
Syafi’i, A. (2017). The implementation of process genre based approach (PGBA) using cartoon movie (CARMOV) to improve students’ skill in writing narrative text. International Seminar on Language, Education, and Culture, October, 8–15.
Syafrizal, S., Gailea, N., & Hardianti, S. (2020). Enhancing EFL students’ writing skills on English through Facebook and classroom collaborative activities. Journal for the Education of Gifted Young Scientists, 8(3), 1163–1172. https://doi.org/10.17478/JEGYS.658401
Taufikurohman, I. S. (2018). The effectiveness of using Padlet in teaching writing descriptive text. Journal of Applied Linguistics and Literacy, 2(2), 6–7.
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Widhiatama, D. A. (2016). Designing Supplementary Reading Materials for Mid Beginner Students Using Schoology [Sanata Dharma University]. https://repository.usd.ac.id/8646/2/116332038_full.pdf
Yulastri, D., Aulia, D., & Saptopramono, H. (2018). The use of Edmodo to improve the writing ability of English Department Students of State Polytechnic of Padang. Journal Polingua: Scientific Journal of Linguistic Literatura and Education, 5(2), 67–72. https://doi.org/10.30630/polingua.v5i2.40
Yunus, A. A., & Ahmad, S. (2020). Google Classroom as learning platform in teaching writing. British (Jurnal Bahasa Dan Sastra Inggris), 9(1), 48. https://doi.org/10.31314/british.9.1.48-64.2020
Yusuf, Q., Yusuf, Y. Q., Erdiana, N., & Pratama, A. R. (2018). Engaging with Edmodo to teach english writing of narrative texts to EFL students. Problems of Education in the 21st Century, 76(3), 333–349. https://doi.org/10.33225/pec/18.76.333
