Scaffolding for Learners’ Writing Literacy through Blended Learning in an Indonesian EFL Context

Wijayatiningsih, Testiana Deni; Bharati, Dwi Anggani Linggar; Faridi, Abdurachman; Fitriati, Sri Wuli

doi:10.18823/asiatefl.2022.19.1.26.336

Cited by 4 publications

(8 citation statements)

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“…From the observations from meetings one to eight, implementing the hybrid learning team-based project model is feasible and supports learning to write and motivates students to improve their critical literacy in language. Therefore, this study is in line with previous studies (Wijayatiningsih et al, 2022;Wright, 2017;Wang & Seepho, 2017;Williams & Lahman, 2011;Lynch, 2014).…”

Section: Motivationsupporting

confidence: 92%

“…6 illustrates the perspectives of students in the group, which found that the highest results were on the student indicator receiving all opinions and input from classmates about their respective writing products, which were categorized in the excellent category. The results of this study follow the results of research by (Alsowat, 2022;Wijayatiningsih et al, 2022), which state that peer feedback gives a positive perception in developing student writing essays.…”

Section: The Integration Of Hybrid Learning and Team-based Project In...supporting

confidence: 86%

“…4 describes that the results of the analysis of student perspectives on the effectiveness of Team-Based Project implementation are in the excellent category. The indicator with the highest achievement results in learning to write is systematically arranged where these results align with previous research (Wijayatiningsih et al, 2022). The results of this study have similar results in the process of writing texts by prioritizing harmonization between synchronous and asynchronous learning processes by using coherent and coherent outlines and plots.…”

Section: The Integration Of Hybrid Learning and Team-based Project In...supporting

confidence: 83%

“…This problem happened in 2020 and 2021 when the writing class happened in online. These facts are supported with some previous studies about teaching writing through online (Mahmud & German, 2021;Simamora, 2020;Wihastyanang et al, 2020) Based on the previous studies in learning face to face and online, it needs to combine both of them in the teaching learning to create the harmonization process in learning writing (Alsowat, 2022;Tusino et al, 2021;Wijayatiningsih et al, 2022).…”

Section: Introductionsupporting

confidence: 59%

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Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

Wijayatiningsih,

Muhammad Muhibbi,

Dodi Mulyadi

et al. 2023

jees

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This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning.

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Section: Motivationsupporting

confidence: 92%

Section: The Integration Of Hybrid Learning and Team-based Project In...supporting

confidence: 86%

Section: The Integration Of Hybrid Learning and Team-based Project In...supporting

confidence: 83%

Section: Introductionsupporting

confidence: 59%

See 2 more Smart Citations

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

Wijayatiningsih,

Muhammad Muhibbi,

Dodi Mulyadi

et al. 2023

jees

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“…However, a report mentioned that the implementation of CALL and MALL in terms of a gami ed learning method showed negative learners' attitudes toward language learning (Wu, 2019). In the Indonesian context, digital technologies distracted students from their studies, made them more likely to plagiarize their papers, and made them more inclined to cheat on exams Wijayatiningsih et al, 2022). Therefore, the ability and inclination to behave independently and cooperatively cannot be a part of the language-learning process (Najeeb, 2013).…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom with Gamified Technology and Paper-based Method for Teaching Vocabulary

Pratiwi

Fitriati

Yuliasri

et al. 2023

Preprint

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A sequential explanatory research design was used to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA. The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students’ learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers’ beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.

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Flipped classroom with gamified technology and paper-based method for teaching vocabulary

Pratiwi,

Fitriati,

Yuliasri

et al. 2024

Asian. J. Second. Foreign. Lang. Educ.

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While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within the flipped classroom framework has become essential. This analysis aims to foster the development of a targeted teaching approach that adeptly addresses the unique needs of students. This study employed a sequential explanatory research design to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA. The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students’ learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers’ beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.

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Scaffolding for Learners’ Writing Literacy through Blended Learning in an Indonesian EFL Context

Cited by 4 publications

References 0 publications

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

Flipped Classroom with Gamified Technology and Paper-based Method for Teaching Vocabulary

Flipped classroom with gamified technology and paper-based method for teaching vocabulary

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