ENGAGING STUDENTS IN WRITING CLASS BY USING CROSS-CULTURAL WEB PAGE

Firdha Akhdania Kamilah, Annisa Nuryanti

Abstract


Students usually face some difficulties in writing class because the topics are mostly irrelevant to their daily lives. Nowadays, students prefer digital media to the analog ones. Therefore, this study intertwines cross-cultural web page namely Ibunka to engage students in writing class. Moreover, this study intends to investigate the students’ engagement in writing class by using cross-cultural web page. Furthermore, it is also to find students’ responses when using cross-cultural web page in writing class. This study used descriptive qualitative method and involved 20 students in the writing class.  The data were gathered from observation and open-ended questionnaire which consisted of five questions. Afterwards, the data were analyzed qualitatively. The findings showed that the teacher used a variety of strategies to engage students in writing class and the use of cross-cultural web page successfully engaged them. Besides, students gave positive responses when using cross-cultural web page in writing class. However, they inevitably faced the internet connection issue when using web page.

Full Text:

PDF 327-335

References


Ahmed, M., Zaman, F., & Samaduzzaman, M. (2012). Increase students’ engagement in the classroom. IOSR Journal of Business and Management, 6(2), 16–21.

Aloraini, S. (2012). The impact of using multimedia on students’ academic achievement in the College of Education at King Saud University. Journal of King Saud University - Languages and Translation, 24(2), 75–82.

Annamalai, N., & Tan, K. E. (2015). Exploring two teachers’ engagement with their students in an online writing environment. The EuroCALL Review, 23(2), 58.

Azizah, U. A., & Budiman, A. (2017). Challenges in writing academic papers for international publication among indonesian graduates students. JEELS (Journal of English Education and Linguistics Studies), 4(2), 175–197.

Balta, E. E. (2018). The Relationships Among Writing Skills, Writing Anxiety and Metacognitive Awareness. Journal of Education and Learning, 7(3), 233–241.

Blikstad-Balas, M., Roe, A., & Klette, K. (2018). Opportunities to write: An exploration of student writing during language arts lessons in norwegian lower secondary classrooms. Written Communication, 35(2), 119–154.

Dhanya, M., & Alamelu, C. (2019). Factors influencing the acquisition of writing skills. International Journal of Innovative Technology and Exploring Engineering, 8(7C2), 259–263.

Dixon, H., & Hawe, E. (2017). Creating the Climate and Space for Peer Review within the Writing Classroom. Journal of Response to Writing (RW), 6–30.

Dogruer, N., Eyyam, R., & Menevis, I. (2011). The use of the internet for educational purposes. Procedia - Social and Behavioral Sciences, 28, 606–611.

Dokchandra, D. (2018). The Effects of Process Writing Approach on Performance of an Overcrowded EFL Writing Class at a University in Thailand. The 1st Annual International Conference on Language and Literature (AICLL), 3(4), 191–206.

Farizka, N. M., Santihastuti, A., & Suharjito, B. (2020). Students ’ Learning Engagement in Writing Class : A Task-Based Learning. JELTL (Journal of English Language Teaching and Linguistics), 5(2), 203–212.

Firdaus, F. H. (2015). Teacher praises and students engagement level in EFL classroom (A case study of seventh grade students at one of junior high school in Bandung). Journal of English and Education, 2015(2), 28–40. https://media.neliti.com/media/publications/192528-EN-teacher-praises-and-students-engagement.pdf

Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277–303.

Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216–231.

Günüç, S., & Kuzu, A. (2014). Factors influencing student engagement and the role of technology in student engagement in higher education: campus-class-technology theory. Turkish Online Journal of Qualitative Inquiry, 5(4), 86-113.

Hanum, N. S. (2016). The importance of classroom interaction in the teaching of reading in junior high school. Seminar Nasional Pengembangan Profesionalisme Pendidik Untuk Membangun Karakter Anak Bangsa, 02, 1–9.

Harper, S. R. & Quaye, S. J. (ed.) (2009). Student Engagement in Higher Education. New York and London: Routledge.

Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29, 369–388.

Huang, M. (2004). The use of process writing and internet technology in a Taiwanese college English writing class: a focus on peer reviews. Pennsylvania: The Pennsylvania State University.

Jurianto, J., Salimah, S., & Kwary, D. A. (2016). Strategies for teaching writing in EFL class at a senior high school in Indonesia. Celt: A Journal of Culture, English Language Teaching & Literature, 15(1), 43.

Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505.

Krishnapatria, K., Kurniati, N. I., & Saefullah, H. (2019). Engaging students in writing recount text through Google Maps. Studies in English Language and Education, 6(2), 199–211.

Lange, K. J. (2018). Teaching Strategies to Increase Student Engagement at the 4th Grade Level.

Maolida, E. H., & Mustika, G. (2018a). Students’ choices on topics published in project ibunka and their rationales (A case study). Journal of English Pedagogy, Linguistics, Literature, and Teaching (JEOPALLT), 6(2), 1–13.

Maolida, E. H., & Mustika, G. (2018b). Students’ Writing Process for Project Ibunka: A Case Study of EFL Writers. Journal of English Language Teaching and Linguistics, 3(3), 203–215.

Maolida, E. H., & Salsabila, V. A. (2019). Integrating process-genre approach with project ibunka to improve students’ english writing. English Review: Journal of English Education, 8(1), 91–100.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.

Mirkovic, D., Smelcerovic, M., Simic, M., Abula, J., & Vasiljevic – Stokic, T. (2018). Concept of writing as one of language skills. Knowledge, 26(3), 781–784.

Mitchell, K. M., & Clark, A. M. (2018). Five steps to writing more engaging qualitative research. International Journal of Qualitative Methods, 17(1), 1–3.

Mohajan, H. (2018). Qualitative Research Methodology in Social Science and Related Subjects. Journal of Economic Development, Environment and People, 7(01), 23–48. https://mpra.ub.uni-muenchen.de/85654/1/MPRA_paper_85654.pdf

Monalisa. (2017). Interaction in efl writing class: Lecturers’ reflection. IJEE (Indonesian Journal of English Education), 4(2), 144–155.

Moses, R. N., & Mohamad, M. (2019). Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review. Creative Education, 10(13), 3385–3391.

Sani, R. (2016). Instructional technology use in english language teaching. Tell-Us Journal, 2(1), 1–14.

Sanjaya, H. K., Apriani, E., & Edy, S. (2020). Using web blogs in teaching writing for EFL students. Journal of English Education and Teaching (JEET), 4(4), 516–535.

Syukur, A. (2016). Encouraging students to have positive attitudes toward learning english. Ethical Lingua, 3(2), 122–130.

Taylor, L., & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1), 1–33.

van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21–32.

Watanabe, M., Kasami, N., Chung, N., & Tsai, S. (2007). Project Ibunka : An International Collaborative Online Project. 1–4.

Wenden, A. L. (1991). Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentince Hall.

Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher role on student engagement in WeChat-Based online discussion learning. Computers and Education, 157, 103956.

Yuana, O. M. (2016). The implementation of ict in english instruction by exemplary.

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




DOI: https://doi.org/10.35194/cp.v0i0.1368

Refbacks

  • There are currently no refbacks.