The use of Edmodo in teaching writing in a blended learning setting

Purnawarman, Pupung; Susilawati, Susilawati; Sundayana, Wachyu

doi:10.17509/ijal.v5i2.1348

Cited by 122 publications

(133 citation statements)

References 34 publications

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“…Similar findings are also reported by Nomass (2013), Golonka et al (2014), Parvin and Salam (2015), Hidayati (2016), and Gilakjani (2017). In the meantime, studies investigating the use of specific devices and platforms have also been reported including the use of WhatsApp (Alsaleem, 2014), Twitter (Clayton and Murphy, 2016), YouTube (Wang, Lai, and Wong, 2018), Edmodo (Purnawarman, Susilawati, and Sundayana, 2016), mobile phone (Stockwell, 2009), multimedia and language laboratory (Bachate, 2016), and Wiki technology (Lin and Yang, 2011).…”

Section: Introductionsupporting

confidence: 68%

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

Suherdi

2019

Indonesian J. Appl. Linguist.

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Industrial revolutions always bring with them radical changes and, with various degrees, disruptive effects on the existing or ongoing technologies. In this conjunction, radical changes in doing education are now forthcoming, and some traditional ones are being disrupted. Many proposals are now being introduced to respond to the demands of the era. In relation to the teaching of English, the writer proposed a model, called SMELT I 4.0 DE, standing for a Synergetic Multilayered English Language Teaching for Industry 4.0 and Disruption Era. While the effects of each layer of the model (ICTC, SRLI, and TVCD) on students' ELT learning have been extensively reported, those of the layers in a synergetic whole are not yet wellinvestigated. Hence, a study on the use of SMELT I 4.0 DE is theoretically motivating and practically enlightening. For the very reason, a one-semester pilot project implementing the model in an English as a foreign language (EFL) class in Universitas Pendidikan Indonesia Senior High Lab School has been conducted in the first semester of 2018/2019. This paper is intended to present findings from the aforementioned SMELT I 4.0 DE pilot project. The data were collected through questionnaires, interviews, document analysis, and observations from a class of 29 students. It is shown that ICTC has been successful in (1) increasing students motivation and engagement, (2) giving them positive experience in utilizing students digital devices for educational purposes, and (3) encouraging students creativity; SRLI has triggered students self-regulation in planning, doing, and assessing their learning, self-selection of learning focus and materials, and strategies; and TVCD has enhanced students learning through self-discipline, honesty, confidence, collaboration, communication, and hardworking. In conclusion, the implementation of SMELT I 4.0 DE has resulted in significant progress in all aspects of students' learning under study.

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Section: Introductionsupporting

confidence: 68%

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

Suherdi

2019

Indonesian J. Appl. Linguist.

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“…While in Indonesian context, Muhfidin (2013) states the use of Edmodo as the supplementary learning tool is effective and applicable for students. Furthermore, Edmodo also could be used in teaching writing in a blended learning setting since it facilitates students' engagement cognitively (Purnawarman et al, 2016).…”

Section: Information and Communication Technology (Ict) Has Been Intementioning

confidence: 99%

Undergraduate Students� Perspectives in Using Edmodo as an Educational Social Network

Insani

Suherdi

Gustine

2018

ERJEE

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Abstract:The integration of technology in education and the need to meet the requirements of the 21 st century learning lead educators to use online learning platforms. Edmodo is offered as one of learning platforms that could be used in EFL classroom. This research aims to investigate perception of undergraduate students on the use of Edmodo as an educational social network which has been implemented in the classroom. This study employed mix method design by involving 50 undergraduate students from a university in Bandung, Indonesia. The data were collected through closed-ended and open-ended questionnaires. As results, it was found that undergraduate students showed positive response and attitudes towards the use of Edmodo in their learning process. Besides, some obstacles of using Edmodo were also revealed, such as lack of experiences in using technology and how to manage the time allocation. Finally, it is suggested that Edmodo should be implemented in undergraduate EFL classroom.

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“…Some previous studies related to the role of Edmodo in learning were conducted by researchers, such as: Purnawarman, et al (2016), Yusuf, et al (2018), Al-Naibi et al (2018) are related. observed the effects of teaching writing English narrative text using Edmodo in blended learning and the result of their research revealed that there is an increasing result of the test before and after the treatment.…”

Section: A Introductionmentioning

confidence: 99%

Students‘ Perspective on Innovative Teaching Model Using Edmodo in Teaching English Phonology: A Virtual Class Development

Nurhayati

2019

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This paper displayed the students’ perspective on innovative teaching model using edmodo in teaching English Phonology as a virtual class development. The data were collected for 6 months starting from compiling proposal in March 2018 to August 2018 in the IAIN Tulungagung campus in the sense of data collection, report preparation, group meetings and most other activities carried out in the Tulungagung and Kediri areas. It involves people who have relevant information about the research theme, they are 46 students from the fourth semester in English majors who answered the pre-observation questionnaire, and post questionnaires but 46 interviewees, consisting of thirty-one women and sixteen men, were interviewed. The data was analysed using a descriptive qualitative approach. The finding revealed that the experienced students of using edmodo affected their readiness to take a part in English Phonology teaching using edmodo as a learning medium. The result of this study proved that the experienced students of using edmodo influences the fluency in learning phonology courses so they found it easier to apply Edmodo, serving as on the advantages (time-effective & efficient, not oblivious about computers, simplifying learning material, interactive, communicative, expressive, reducing cheating task, recognizing class management, creating reading habit) and disadvantages of using edmodo, similarly limited lexical items in content courses; differences in the level of competency, motivation, learning environment and background of previous learning; inadequate internet network; prefer to use gadgets for entertainment communication.

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The use of Edmodo in teaching writing in a blended learning setting

Cited by 122 publications

References 34 publications

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

Undergraduate Students� Perspectives in Using Edmodo as an Educational Social Network

Students‘ Perspective on Innovative Teaching Model Using Edmodo in Teaching English Phonology: A Virtual Class Development

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