Collaborative Discussion Using Padlet to Enhance the Teaching and Learning of Essay Writing in Mandarin Language

2020 ◽  
pp. 169-190
Author(s):  
Yap Teng Teng ◽  
Azlin Zaiti Zainal ◽  
Vinothini Vasodavan ◽  
Emily Lau Kui-Ling
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Writing Skills ◽  
Pedagogical Practices ◽  
Learning Tools ◽  
Essay Writing ◽  
Writing Courses ◽  
Mandarin Language ◽  
Collaborative Discussion ◽  
Collaborative Learning Tools

Writing skills demand the best pedagogical practices to engage students who struggle with essay writing. In line with the fast-paced, ever-evolving digital advancement, instructors are encouraged to transform their teaching method by integrating technology to help to improve students' writing skills. To do so, one of the ways is to adopt technological tools such as collaborative learning tools in their writing courses to make learning more interactive, interesting, and stimulating. This research, therefore, attempts to examine how Padlet can be utilized to transform didactic teaching and learning into innovative pedagogy to create new learning experiences for tertiary undergraduates. The undergraduates were instructed to use Padlet in their writing task, and this provides many opportunities for constructive learning through a resource-based approach where undergraduates learn from one another and the instructor shows well-written examples or incorrect sentences posted by the undergraduates.

KEEFEKTIFAN METODE CONTEXTUAL TEACHING AND LEARNING DALAM MENULIS NARASI DI SEKOLAH DASAR

2020 ◽  
Vol 13 (2) ◽  
pp. 347-356
Author(s):  
Tri Riya Anggraini ◽  
Dian Permanasari
Keyword(s):  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Average Score ◽  
School Students ◽  
Essay Writing ◽  
Quasi Experimental ◽  
Normalized Gain ◽  
And Control

The purpose of this study was to find out whether the CTL model was effective in improving the narrative essay writing skills of grade 6 elementary school students. The research design used was a Quasi experimental study. Based on the results of research conducted, it is known that the pretest data of the experimental and control classes are normally distributed and homogeneous. The pretest t-value is smaller than the t-table price (-0.081 <1.647) and the significance (0.935> 0.05), meaning that HO is accepted. This shows that there is no difference in the average score of narrative essay writing skills between the control class and the experimental class at the time of the pretest. Posttest t-count value is greater than t-table price (2.153> 2,000) and significance (0.036 <0.05). Ha was accepted and HO was rejected. Ha accepted means that there is a difference in the average score of narrative essay writing skills between the control class and the experimental class, ie the average experimental class is higher with a mean difference of 0.1552. Large increase in the experimental class can be seen in the average normalized gain of 0.357 or included in the medium category, while the control class 0.209 included in the low category. The effectiveness of the CTL model is expected to be a consideration for grade 6 teachers to apply the CTL model to Indonesian language learning with other aspects or material. The application of the CTL model is expected to be one of the innovative models for effective Indonesian language learning

scholarly journals ATTITUDE TOWARDS THE EDMODO USAGE IN LEARNING ACTIVITIES FOR ENGLISH LITERATURE STUDENTS

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Herland Franley Manalu ◽  
Diana Anggraeni ◽  
Asrul Munazar
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Teaching Method ◽  
English Literature ◽  
Learning Activities ◽  
Learning Tools ◽  
The University

The increment of concern in the use of online learning tools into English Language Teaching to adopt the Industrial Revolution 4.0 has inspired this study to examine students’ thoughts on Edmodo, as one of the online learning tools, at the English Literature department within the University of Bangka Belitung. Edmodo is used by the researchers to discuss the students’ attitude in improving their English skills. Data were collected by means of questionnaires and interview. A Likert scale questionnaire was administered and open-ended interviews were conducted to get more information from the students. Data were qualitatively and quantitatively analysed by using SPSS v.22 Software. The results reveal that the Edmodo usage is aiding students’ cooperation in small group discussions, reflecting that teaching and learning activities established on the ground of communicative teaching method were able to improve cooperation and communication, raising students’ motivation to take part and involve in various learning and also empowering them to be self-determining and be more responsible for their own learning. This study is an endeavor to attract more researchers to do further investigations on this area within the Indonesian English learners at the university level.

scholarly journals Collaborative Learning Tools for Constructive Learning in Maldives Collaborative

2020 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Ibrahim Adam ◽  
Vimala Perumal
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
Student Centered ◽  
Student Work ◽  
Constructive Learning ◽  
Face To Face ◽  
Geographically Distributed ◽  
Collaborative Learning Tools

Collaborative student work has taken a stronghold in higher educational contexts due to the paradigm shift from instructor-centered to student-centered teaching and learning. Instructor roles have shifted towards facilitation and students have become more active in their learning, creating and sharing knowledge within their social groups. The availability of online tools enabling peer collaboration has been the main driving force behind this progress. These online collaborative learning environments have been particularly useful for geographically distributed learners with limited opportunities for face-to-face collaboration. With the evidence from literature, this has proven to be applicable to Maldives, with its unique geography of 1190 islands distributed over 20 atolls, with students across the country in executing constructive learning approaches in Maldives.

scholarly journals An Evaluative Study for the Use Reality of E-Learning Systems and Tools in Teaching and Learning by Faculty Members and Students

2018 ◽  
Vol 8 (1) ◽  
pp. 37 ◽  
Author(s):  
Abdulaziz Aboud Mohammed Asiri ◽  
Hassan Shawky Aly
Keyword(s):  
Teaching And Learning ◽  
Faculty Members ◽  
Learning Systems ◽  
Pedagogical Practices ◽  
Learning Tools ◽  
College Courses ◽  
Teaching College ◽  
Significant Difference ◽  
E Learning ◽  
Very High

The present study aimed to identify the reality of E-Learning systems and tools use (Blackboard) by faculty membersand students in teaching and learning courses at the college of education at Najran University. To achieve this aim,two questionnaires for both faculty members and students were developed. A sample of (60) faculty members and(120) students were selected to take part in the present study. Findings showed that the level of Blackboard use bymale and female faculty members was either high or very high in teaching college courses to students. There was nostatistically significant difference (α=0.05) between faculty members regarding the level of E-Learning tools use andits pedagogical practices due to gender and experience. Findings also revealed that male and female students' level ofBlackboard use was very high in studying the college courses. Furthermore, there was no statistically significantdifference (α=0.05) between students regarding the use of E-Learning tools and its pedagogical practices due togender and cumulative average.

scholarly journals EFL Students’ Responses on Learning Academic Essays in Indonesian Higher Education

AL-TA LIM ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 37-46
Author(s):  
Syayid Sandi Sukandi ◽  
Riny Dwitya Sani
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Essay Writing ◽  
English Writing ◽  
Writing Course ◽  
Efl Students ◽  
Thesis Statement ◽  
Writing Instructors

This article provides investigation on EFL students’ responses related to learning writing academic essays in the context of higher education in one of private universities in Indonesia. The gap that is studied in this research is related to rarity of English writing instructors in identifying what their students’ responses towards their learning process after completing an essay writing course and how the responses present significant ideas on improving writing instructors’ pedagogical practices in writing classrooms. Scope of this research is teaching and learning English writing within the context of English as a foreign language. Field of this research is English composition studies. This research applies a quantitative non-experiment design, with descriptive as its method and questionnaire as its instruments. Findings show that students view English writing in neutral attitude; meanwhile, writing thesis statement in an academic essay is the most difficult part to write (40.59% of all respondents), and grammar and punctuation in writing essay is the most difficult aspect of essay writing (51.96% of all respondents). In brief, this research shows that recognising which aspect of the academic essay that is difficult for the students and which element is hard for them is crucial for adjusting pedagogical practices for English writing instructors and improving quality of their teaching gradually in Indonesia

scholarly journals Students’ experiences and perceptions of online collaborative learning in two Kenyan universities

2020 ◽  
Vol 4 (2) ◽  
pp. 138
Author(s):  
Caroline Kiarie ◽  
Benjamin Muindi
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Private University ◽  
University Teaching ◽  
Physical Interaction ◽  
Learning Tools ◽  
Learning Collaborative ◽  
Online Collaborative Learning ◽  
Creative Commons ◽  
Collaborative Learning Tools

Modern advancements in technology have diffused into the higher education sector with electronic communication platforms being used for learning in these institutions. While course instructors are utilizing these platforms in Kenyan universities, there is a dearth of evidence on students’ experiences and perceptions of online collaborative learning tools. As such, this study sought to establish the experiences and the perceptions students have of one of the tools, namely blogs, as a learning and collaborative tool. A questionnaire with both closed and open-ended questions was administered to 71 students from a public and a private university in the country. The findings indicate that blogging enhanced interaction among fellow students and instructors and encouraged students to research further outside the classroom. However, students also experienced challenges in blogging, such as a lack of adequate infrastructure and slow internet speed. The study recommends that instructors should adopt the use of collaborative learning tools as teaching and learning moves from physical interaction to online platforms. In addition, institutions should mitigate the challenges faced by the students. This is especially so considering that students have a positive perception towards online collaborative learning. Keywords: Online learning, Collaborative learning, Blogging, Students experiences, University teaching and learningHow to cite this article:Kiarie, C. & Muindi, B. 2020. Students’ experiences and perceptions of online collaborative learning in two Kenyan universities. Scholarship of Teaching and Learning in the South. 4(2): 138-159. https://doi.org/10.36615/sotls.v4i2.130.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Estratégia para Especificação de Game Design a Partir da Produção Textual em Sala de Aula

2020 ◽  
Author(s):  
Kleber Tavares Tavares Fernandes Fernandes ◽  
Márcia Jacyntha Nunes Rodrigues ◽  
Eduardo Henrique da Silva Aranha ◽  
Gildene Gildene Lima de Souza Fernandes
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Complex Task ◽  
Learning Tools ◽  
Game Based Learning ◽  
Daily Lives ◽  
Textual Production ◽  
Teachers And Students ◽  
Learning School

Digitalgames are increasingly part of our daily lives and are alsoconsidered teaching and learning tools. However, its productionand documentation is a very complex task that requiresprogramming skills and knowledge of various areas. This hashampered the development of classroom games. On the otherhand, enthusiastic teachers and students have ventured into thisactivity as a way of learning school content and developingcomputational thinking in a more fun and meaningful way. Astrategy for creating games using natural language seems to be analternative to adopting game-based learning, developing computerthinking and writing skills. In this context, this article reports anexperience of specifying game design from textual production bystudents and teachersin the classroom.

scholarly journals Practicing Dogme ELT to Enhance L2 Academic Essay Writing Skills

2019 ◽  
Vol 9 (5) ◽  
pp. 55
Author(s):  
Muhammad Amjad ◽  
Adnan Tahir ◽  
Ayyaz Qadeer
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Writing Skills ◽  
Teaching Approach ◽  
Final Test ◽  
Language Competence ◽  
Essay Writing ◽  
Qualitative And Quantitative Methods

English language has been a pressing need of people all over the world; so, the experts are making efforts for effective and successful teaching and learning of different language skills through innovations in teaching approaches and methods. As a new teaching approach, Dogme ELT was introduced in 2000, which claimed success and better outcomes in different language teaching areas. Focusing on the claim of this new teaching approach, this study was conducted to explore the effectiveness of Dogme ELT to enhance English language competence in academic writing skills. For this purpose, a Classroom Action Research (CAR) was conducted, and the data was collected through a diagnostic assessment test on the very first day and a final test after Dogme ELT treatment. The collected data was analyzed through qualitative and quantitative methods to record the results of the study. The research participants’ performance in the diagnostics test and in the final test after Dogme ELT treatment shows that this new teaching approach is very effective and successful to enhance English language competence in academic writing skills.

A Review on Primary School Students’ Narrative Essay Writing Skills: A Focus on an Intervention Based on Thinking Maps

2021 ◽  
Vol 12 (3) ◽  
pp. 109-119
Author(s):  
Faridah Binti Abdul Karim Et.al
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Primary School Students ◽  
Thinking Maps ◽  
School Students ◽  
Essay Writing ◽  
Language Curriculum ◽  
Systematic Fashion ◽  
Children's Stories

In this study, the researchers reviewed the current literature of Malay essay writing that highlighted most students were lacking the essential skills to write good narrative essays, with most of their works lacking depth, elaborations, strong contents, coherence, and grammatical integrity. Against this backdrop, the researchers proposed a teaching and learning intervention with the use of thinking maps as a learning tool for the teaching and learning process of Malay narrative essay writing based on the year-five Malay Language curriculum by focusing on three principles of the writing of children’s stories, namely curiosity, challenge, and suspense. With such a thinking tool, teachers can help their students to search for and organize ideas for their essays in a structured, systematic fashion, the infusion of which can help them create interesting, moving stories. From a grammatical standpoint, students’ essays will consist of cohesive sentences and coherent paragraphs, which makes reading a smooth, enjoyable experience to the reader. 

scholarly journals IMPROVING DESCRIPTIVE WRITING SKILL THROUGH CONTEXTUAL APPROACH IN 4 GRADERS OF ELEMENTARY SCHOOL OF 1 PADAAN

2020 ◽  
Vol 4 (1) ◽  
pp. 65
Author(s):  
Ika Nurwulandari ◽  
Anna Mariyani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Writing Skills ◽  
Contextual Approach ◽  
The People ◽  
Analysis Technique ◽  
Other Information ◽  
Teacher Students ◽  
Descriptive Writing

The success of teaching and learning process is largely determined by students’ ability to write. However, most teachers still apply inappropriate teaching method, so this is important to find a new innovations in teaching. One of them is through contextual approach. This study aims to find out whether contextual approach can improve the 4th graders’ descriptive writing skills or not. This is a classroom action research in the form of collaboration between researchers and class teachers. the data source used was information data from the people as participants. They are 4th graders teacher, students' daily test scores, observations of the learning process using contextual approach, and other information about the school and its history. To test the validity of the data the writer uses triangulation. The analysis technique used is data reduction, data presentation, and drawing conclusions. The result of the study shows that the contextual approach can improve 4th graders descriptive writing skills of SDN 01 Padaan, Japah, Blora in the academic year of 2019/2020.Keywords: descriptive writing, contextual approach

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