Journal Review 8

 Title                             : Writing Instruction through Podcasts or Traditional

 Classrooms: That is the Question!

Writer and Institution : Fatemeh Behjat, English Department, Islamic Azad University, Abadeh  Branch, Abadeh, Iran     

The history of language teaching has been shown in the delivery of instructional material, those was from traditional face-to-face instruction to Web Based Instruction (WBI). Podcasts is  a variety of  WBI  which can be in the form of natural English audios made by English native speakers. Podcast is now commonly used to refer to a series of audio recordings that can be distributed and accessed through the Internet (Guertin, Bodek, Zappe, & Kim, 2007). The audios are created to facilitate creative teaching material to students  for enhancing their enthusiasm and creativity in writing under the teacher’s instruction . Hence, they can get some helpful bridging for creating a qualified writing work.

This was an experimental research that was conducted to examine the effectiveness of writing instruction through podcasts. This research took 57 students from three universities as the samples. They were then split into two classes, experimental and control classes. The treatment in the experimental class was teaching students writing through podcasts, whereas the control group was taught by traditional instruction as commonly used by the teacher in teaching writing. Both pretest and posttest were provided to the two groups as to collect the data. The result of this research was analyzed through statistical calculation as the rule of an experimental research analysis. The analysis proved that writing instruction through podcasts was significantly more effective in improving students’ writing ability.

Then, the question is, How if I apply this “podcast” in Indonesia? I suggest that it will be best applied in University level or Senior high level. Because of the improvement of technology in Indonesia, the students have already gadget or laptop and most of them have advanced skill in using technology. But the obstacle is may be the internet connection. We can overcome it by using free wifi in school or in other areas that serve free connection, or even using our data connection.

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By: Ummy Khoirunisya' Masyhudianti On 9:22 AM

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Journal Review 7

Title                             : Potential of Mobile Learning in Teaching of ESL Academic Writing

Writer and Institution : Arlina Ahmad Zaki  & Melor Md Yunus, Universiti Kebangsaan Malaysia

Publisher                     : Canadian Center of Science and Education

  English Language Teaching; Vol. 8, No. 6; 2015

  ISSN 1916-4742 E-ISSN 1916-4750

In this era, mobile learning has become modern learning utilized by educators to prettify the outcome of learning process. The use  of mobile phone in educational world will continuously improve since the development of technology. Most of students have their own mobile device that had been completed with application that can be used as a tool to help students creating a qualified writing work. By wielding mobile  phone, they can check the grammar by using application in mobile device as well as  give comment and feedback to their friends via whatsapp.

This study discussed the potential mobile learning in teaching writing. The discussion showed that the potential mobile learning is high. For instances: the use of electronic journal to improve student writing skill at Al Imam Mohammad Ibn Saud Islamic university in Saudi Arabia, the use of mobile learning to improve student argumentative writing skill at institute in Malaysia, and the used of mobile-based-learning to improve Korean student writing skill. Based on the study above, using mobile leaning can help student to improve their writing skill.

If I apply mobile learning to my pupils in Indonesia, I really agree that it will enhance students’ writing skill . For instance: using whatsapp as the tool of learning  to improve students’ writing performance. As we know that whatsapp has been widely used by many pupils. I can ask them to do peer activity or feedback in writing assignment. Thereupon, they can give comment and suggestion each other to correct their writing text. The uplifting thing is that the teacher can also give feedback to the student writing product directly and privately. Conclusively, it is uplifting because of those reasons, I do believe that  this tool of learning can  precisely give contribution  in improving students’ writing skill. 

By: Ummy Khoirunisya' Masyhudianti On 9:21 AM

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Journal Review 6

 Title                           : THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN                                            LANGUAGE TEACHING

Writer and Institution : Assist. Prof. Dr. Ahmet BASAL, Department of Foreign Languages Education, School of Education, Yildiz Technical University, Istanbul, TURKEY

Publisher                     : Turkish Online Journal of Distance Education-TOJDE October 2015 ISSN 1302-6488 Volume: 16 Number: 4 Article 3

In this 21^st century era, technology has became one of  integral parts in  educational settings. One of the most popular technology used in this era is flipped classroom. According to Bergmann and Sams (2012), a flipped classroom can be described as a setting where that “which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class” (p. 13). Flipped classroom can be successfully implemented by uploading didactic content before the lesson and optimizing classroom time for engaging in  activities in the classroom, discussing concepts, clarifying hard-to-understand information, and investigating questions related to content.  Using this method, active learning can occur in the classroom because the videos give opportunity to do problem solving and hands-on activities

The design used by the researcher in this study is qualitative research, which the purposes are to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and to introduce the implementation of a flipped classroom into an English language class. 47 English teachers are participated in the study.

Findings of the study showed that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be

concluded that flipped classroom was beneficial in terms of 4 categories based on the

content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the

classroom.

While in flipped classroom, there are two classes; inside and outside classroom. To reach successfully outside classroom the teacher need to  use learning management system (LMS), tools needed to control in single place such as: www.engrade.com, www.schoology.com, or

www.edmodo.com that free and easy to use easy-to-use sites on the Internet.  The learning environment can be opened anytime and  anywhere by using internet. In addition, The video are recorded before a lesson and sent to students by using  Internet. The  videos must include animations, quizzes, or other elements that engage students. So it is not just  simply captured lectures such as Monotonous videos that will make them passive learners.  It should be supported by Web 2.0 tools such as Padlet, Voxopop,

            Then, the question is, How if I apply this flipped classroom in Indonesia? I think, it will be best applied in University level and Senior high level  because of the improvement of technology in Indonesia, the students have already gadget or laptop and most of them have good skill in using technology. But the hindrance is may be the internet connection. We can overcome it by using free Wi-Fi in school or in other areas that serve free connection, or even using our data connection. Furthermore, the teacher must understand the theories of flipped classroom itself and have great capability in using technology. It is not just simply adding lecture videos outside the classroom, choosing appropriate, engaging activities for classroom time and having a constant connection with students through the use of an LMS and other Web 2.0 tools are also important. The role of the teacher in this model is to guide the students. Therefore, the teacher is the most prominent element for attaining desired outcomes. I convince that nothing impossible if we always have effort.

By: Ummy Khoirunisya' Masyhudianti On 9:20 AM

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Journal Review 5

 Title                             : Academic Achievements and Satisfaction of the Clicker-Aided    Flipped                                             Business English Writing Class

Writer and Institution : 1. Yu Zhonggen,  School of Foreign Languages, Hohai University, Nanjing, China

 2. Wang Guifang, English school of Zhejiang Yuexiu University of Foreign    Languages, Shaoxing, China

Publisher                     : Educational Technology & Society, 19(2), 298–312.  2015

Flipped classroom is one of Models that has big impact in ELT. The flipped classroom enhanced learner empowerment, development, and engagement (McLaughlin et al., 2013). In flipped classroom the  teacher need tool of learning, or it is called online class. In-class activities which needed the peer collaboration guided by the teacher in the flipped class were conducted before and after the traditional class (Ojalvo  & Doyne, 2011) . Students must  watch the  videos and read  other related lecturing materials provided by the teacher before they physically entered the class to share difficulties, questions, and other unsolved problems with peers and the teacher. So the students will have prior knowledge. This study, aiming to study the effectiveness of using flipped classrooms aided with clicker system in business English majors with the same business English writing skills.

In addition, the research design is quantitative e with the qualitative research methods and the participant is business English majors with the same business English writing skills. The result of this study is using clicker system in  flipped business English writing classroom will bring about better academic achievements and They will be more satisfactory.

At last, Clicker system in flipped classroom  is very appropriate especially if it is implemented to University student in Indonesia since most of University students have computer or laptop, they can easily get connection to internet any time and any where  for example in Campus. Subsequently, it gives chance for the lecturer to improve their qualities especially in applying new technology, and for the university student in using another devices in learning.

By: Ummy Khoirunisya' Masyhudianti On 9:19 AM

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Journal Review 4

 Title                      : Incorporation of Automated Writing Evaluation Software in Language                                                  Education: A Case of Evening University Students‟ Self-Regulated Learning in                                    Taiwan

Writer and Institution  : Bin-Bin Yu

Publisher                      : International Journal of Information and Education Technology, Vol. 5, No.     11, November 2015

The capability to write becomes imperative skill that must be mastered by the pupils today because of  the irresistible trend of globalization and internationalization worldwide. Therefore, educators’ responsibilities to enhance pupils’ writing skill must be increased also along with the improvement of technology. One of the technology can be wielded is Criterion that is a web-based Automated Writing Evaluation (AWE) program with the essay scoring engine E-rater developed by Educational Testing Service (ETS) in the mid-1990s. By using that software . It is actually expected that by using AWE program, pupils can fruitfully attain their lifelong learner  for self- regulated learning.

The design of this research is case study research in which the purpose are to compare participants’ common errors with those of native speakers, and to find out possible factors that give rise to non-native speakers’ common errors. The design of this research is case study research. Anymore, the finding diagnosed that after using AWE, there was a significant increase in the score and the length of student essays as well as the repetition of words to be the weakest aspect of writing for both native and non-native students.

AWE program is very agreeable, if it is implemented in education in Indonesia since it is helping out the educators’  workload and rising the students’ abilities in writing. But, the most important is the teacher must get of  best of  applying this AWE  program. Ultimately, by utilizing the AWE program,  It is hoped that the objectives of lifelong learning can be possibly reached through their successful experience for self-regulated learning.

By: Ummy Khoirunisya' Masyhudianti On 9:17 AM

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Journal Review 3

 Title                             :  EFL Learners’ Writing Accuracy: Effects of

   Direct and Metalinguistic Electronic Feedback

Writer and Institution   : Zahra Kheradmand Saadi and Mahboobeh Saadat, Department of   

                                       Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

Publisher                      : Theory and Practice in Language Studies, Vol. 5, No. 10, pp. 2053-   2063,    October 2015 DOI: http://dx.doi.org/10.17507/tpls.0510.11

                The development of using technology in English Language Teaching  has been increasing including the use of  technology in giving feedback in writing. This research  investigated  the effects of direct and metalinguistic electronic feedback (E-feedback) on Iranian EFL learners’ writing accuracy and attitudes toward computer assisted language learning (CALL). The subject of this research is 29 Iranian male and female EFL learners ; sophomore students majoring in English Language and Literature who had already enrolled in two classes.  The researcher used

mixed-method design. Students in one group received direct electronic corrective feedback (DECF) using Ginger software. In the other group  received metalinguistic electronic corrective feedback (MECF) in the form of error codes provided using  Markin4 software. Markin4 (Creative Technology, 2013) is a Windows program that provides a comprehensive set of tools enabling the teacher to mark and annotate the text, and give comments and feedback to the students; hence, the software was employed to provide metalinguistic electronic corrective feedback in the MECF group.

The result of this study was both groups improved in writing accuracy. The result also revealed that  students in MECF got higher score in structure, vocabulary, and punctuation than student in DECF. But the differences were not statistically different except in vocabulary. In addition, the student had positive attitude in CALL for example they  believed that electronic materials engage them in language learning and create a stress-free environment for learning and they stated that the use of electronic sources reduces students’ dependence on teachers and that the students become more responsible for their own learning.

The same with this research, it is appropriate if the educator applies Ginger and Markin4 software to  University student or senior high school student  in my region especially. Though, may be the connection is one of the barriers but the students or teachers can still use the internet if they get connection. The teacher must master the softwares  and explain to the students how to use those softwares so the application will be running well. This study  will motivate the educators and students to use new technology and apply it in the learning process.  Ultimately, those softwares will give many advantages to both teachers and students.

                

By: Ummy Khoirunisya' Masyhudianti On 9:15 AM

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Journal Review 2

 Title                             :  The Effect of Using Cooperative and Individual Weblog to Enhance  

Writing Performances

Writer and Institution    : H. Gulhan Orhan Karsak1, Seval Fer, and Feza Orhan from                                                                   University of Turkey

Publisher                     : Journal of Educational Technology & Society, 17 (4), 229–241.

Academic writing is a skill that must be mastered by today's graduates. The teacher must be creative to find the most appropriate tools in enhancing students’ writing. According to  (Boonk and Graham 2013) et.al he defines that blended learning is generally defined as the integration of internet-based learning and face-to-face. In addition, (Boonk and Graham 2013) et.al Blogs are defined by different writers as web environments that are easy to create and through which links such texts, pictures, and audio and video files can be shared and updated; additionally, individuals from different locations at different times can comment on these links. In this case, Weblogs or blogs are one of the prominent Web 2.0 tools in the interactive web technology environment applied in blended learning .

This research tries to  investigate the effect of using cooperative and individual weblogs to enhance writing performance, based on blended instructional design. The design of the research is quantitative-qualitative (two-stage) mixed research. The researcher uses pretest-posttest control group design as an experimental study and the views of students in the experimental group as a case study. The subject of this research is 5th grade students of elementary state school in Istanbul. The researcher uses cooperative weblog on the experimental group worked in blended learning environment, and  an individual weblog The result of this research is writing instruction in an individual weblog-integrated learning environment based on blended instructional design, in terms of the ideas/content aspect, ideas/content , performance on fluency, organization and writing rules tasks contributed to the improvement of writing performance more than writing instruction in a cooperative weblog-integrated learning environment.

If I apply this individual weblog- integrated learning environment based on blended instructional design to students of elementary school in my region, there will be many drawbacks. They are students’ skill to use the internet and the limited facilities that the school or students have. I suggest that individual weblog-integrated learning environment based on blended instructional design can be applied in senior high school or University students since they have good facility, self management and great skill in using internet. 

By: Ummy Khoirunisya' Masyhudianti On 9:14 AM

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Journal Review 1

Title                             : The Effect of Employing Electronic Portfolio on Iranian EFL Learners’

Writing Skill

Writer and Institution              : Nona Masaeli and Azizeh Chalak , from Islamic Azad University,

 Isfahan (Khorasgan) Branch, Iran

Publisher                     : Journal of Language Teaching and Research, Vol. 7, No. 4, pp. 746-751,

July 2016

DOI: http://dx.doi.org/10.17507/jltr.0704.15

Employing technology can be good help to both teachers and their learners.  In this research, the researcher uses electronic portfolio and web-folio as a treatment that can be helpful in the process of learning. The subject is Iranian EFL students of  language institutes in Isfahan (Pooyesh Language School). In addition, the researcher uses experimental research. There are experimental and the control group. The experimental group received the treatment which was employing the electronic portfolio, while the control group had the conventional context of language classes. According to Ali (2005), “The electronic portfolio is a result of technology being readily and conveniently used in most classrooms today. They are highly motivating for the students who are encouraged by exhibiting their work. "It means that e-portfolio can motivate the students in writing, so that the result of students’ writing will be better.

The result of this study is that the students were more satisfied with the new material which was the e-portfolio and web- portfolio and also they got better results out of the writing post-test. The researcher also described the treatment as motivating for the learners and rewarding for the teacher. Both learners and the teacher believed that using e-portfolio had positive effects on the process of language learning.

The shortcoming of using e- portofolio and  web-folio is that the connection of internet. Not each student or teacher  has constant access to the internet. But the teacher or student in my region especially can still apply this e-portofolio and web-folio if they get connection to the internet everywhere and any time. It will help the learners use another devices. Furthermore, the students will be more creative and motivated in doing their assignments. But, before the teacher applying e-portfolio and web-folio in writing class, I think teachers should know their learners, their expectations and their interests so that they can make use of e-portfolios in the best way. Teachers who want to apply e-portfolios should also be trained before the course because they need to study about the techniques used in classes which are employing e-portfolios and web-folios. Although it seems to be hard in the beginning for the teacher to correct assignments in electronic files, as the time passed, I am sure the teacher will find it easier and reward to correct electronic homework and give feedback to students’ activities in an electronic file rather than in the traditional form of papers.

By: Ummy Khoirunisya' Masyhudianti On 9:12 AM

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