Building Students’ Writing Skill by Using Edmodo

Abstract

Studying a writing subject for fresh year students of English Department in State Polytechnic in Padang is sometimes found very difficult for them. Many students have lack of motivation in this subject. Not only that, lack of grammar and vocabulary is the main barrier for the students in learning writing in English. Using Edmodo, as an online interactive social networking, in writing subject can be an effective way to build students’ writing skill. The positive progress in writing skill begins to appear after integrating Edmodo in writing 1 subject for half of a semester. Most of the students have a better understanding in forming their sentences, indicated in their comments posted in Edmodo. The using of capitalization and punctuation in their sentences has also improved better indicated by their weekly posts in Edmodo. The students also showed a positive attitude toward the writing subject. Their motivation to write and post their comment via Edmodo can be one of the keys for them to improve their writing skill.

The Use of Edmodo to Improve the Writing Ability of English Department Students of State Polytechnic of Padang

“…To overcome the above problems, several studies have been conducted to take advantages from Information and Communication Technology (ICT) devices to be implemented into the classroom activity. Dogoriti in Yulastri (2015) mentions that understanding the use and the value of ICT tools used in learning process can help educators revolutionize their approaches to teaching foreign languages and integrate technology in a meaningful way. One of the ICT devices is e-learning platforms.…”

EFL University Student’s Writing Anxiety in Essay Development

“…Writing anxiety, therefore, can be one of the psychological barriers in writing development (Kurniasih & Saukah, 2021), and it is believed to give negative effects towards learners' writing performance and skills (Hartono & Maharani, 2020;Hu, 2022). Moreover, the issue of writing anxiety in EFL writing instruction has been a subject of extensive research both in the international contexts (Asmari, 2013;Cheng, 2004;Hu, 2022;Kaygisi & Sonuclari, 2019) and Indonesian contexts (Hartono & Maharani, 2020;Haryanti et al, 2022;Inggarwati et al, 2022;Kurniasih & Saukah, 2021;Yanti & Hidayati, 2021).…”

“…The construct of anxiety is multifaced, including trait anxiety, state anxiety, and achievement anxiety (Horwitz, 2010). To be more precise in EFL writing, writing anxiety can be situated as a state of fear in writing process, such as mental condition as a response to writing (Yanti & Hidayati, 2021), caused by the inability to achieve the writing requirement and can be triggered by internal and external factors (Liestyana et al, 2020;Lubis & Rahmawati, 2019), such as difficulty in vocabulary and lack of confidence to meet the task requirement (Horwitz et al, 2010). The characteristics can be a wide variety of a persistent, apprehensive, and pessimistic feelings about writing (Jawas, 2019).…”

English Language Learner Motivation in the Digital Technology Classroom

“…Although in the global context of EFL and computer-assisted language learning (CALL) there have been numerous studies of learner motivation (Hannibal Jensen, 2019;Ushioda, 2013), they have not explored the issue in Indonesian higher education in any substantive way. Nevertheless, several preliminary studies (Aulia, Yulastri & Sari, 2014;Aulia, Yulastri & Handayani, 2016;Yulastri, 2015aYulastri, , 2015bYulastri, Aulia & Saptopramono, 2016) have indicated that combining the use of online platforms such as Edmondo alongside more learner-centred approaches may significantly improve students' motivation in classroom contexts. This claim warrants further investigation in this paper.…”