Improving the Students’ Ability In Writing Recount Text Through Collaborative Task Writing on Facebook

Authors

  • Fuji Astuti Universitas Galuh Ciamis, Indonesia
  • R. Bunga Febriani Universitas Galuh Ciamis
  • Andi Rustandi Universitas Galuh Ciamis

DOI:

https://doi.org/10.52690/jadila.v1i1.17

Keywords:

writing, recount text, collaborative task writing, facebook

Abstract

This study focused on improving the students’ ability in writing recount text through collaborative task writing on Facebook. It was aimed at finding out how the teacher improves the students’ ability in writing recount text through collaborative writing on Facebook and figuring out the teacher and the students’ perceptions on the use of collaborative writing on Facebook in teaching and learning writing of recount text. This case study was conducted to the English teacher and 20 students at the tenth grade of a Senior High School in Kawali. Three instruments covering the observation, the interview, and the questionnaire were chosen to gain the data. The conversational analysis and the statistical techniques were used to analyze the data which were adapted from Dawson (2007, p. 123). The findings showed that the teacher improved the students’ ability in writing recount text through collaborative task writing on Facebook. The process of using collaborative writing on Facebook in teaching writing of recount text was implemented in ten steps. Those steps were quite similar with the steps proposed by Ahmed (2017, p. 149). The findings also showed that the use of collaborative writing technique on Facebook was beneficial for the teacher in teaching writing of recount text. The findings also showed that the students perceive positively on the use of collaborative task writing on Facebook in teaching and learning writing of recount text. It was concluded that the use of collaborative task writing on Facebook brings some benefits for the teacher and the students in teaching and learning writing of recount text. Therefore, the English teachers were suggested to encourage the students to implement collaborative writing on Facebook in teaching writing of recount text. Meanwhile, the students were also suggested to solve problems in learning writing of recount text by implementing collaboration writing technique on Facebook. In addition, the other researchers can use the result of this research in carrying out further studies.  

 

Downloads

Download data is not yet available.

References

Ahmed, M. (2016). Using Facebook to develop grammar discussion and writing skills in English as a foreign language for university students. Qassim: Sino-US English Teaching, 13(12), 932-952.

Ali, A. (2016). Medical students’ use of Facebook for educational purposes. London, Perspect Med Educ, 5(1), 163–169

Al-Rahmi, W. M. (2017). A model of using social media for collaborative learning to enhance learners’ performance on learning. Kuala Lumpur: Journal of King Saud University –Computer and Information Sciences, 29(1), 526–535.

Al Tai, Y. (2015). The effect of collaboration on Omani students’ writing: A comparison between individual, pair and group work. Oman European Scientific Journal, 1(1) 154-171.

Al-Tamimi, M. F. (2018). The effect of using Facebook on improving English language writing skills and vocabulary enrichment among University of Jordan sophomore Students. Jordan: Journal of Social Sciences (COES&RJ-JSS), 7(3), 187-214.

Amasha, M., & Alkhalaf, S. (2014). The effect of using Facebook markup language (FBML) for designing an e-learning model in higher education. Alrass: International Journal of Research in Computer Science, 4(5), 1-9.

Ananthan, A. S., & Said, N. E. M. (2019). The effects of collaborative writing through Facebook on pupils’ ESL writing apprehension. Selangor: International Journal of New Technology and Research (IJNTR), 5(5), 7-13.

Ataie, F., Shah, A. S., & Nazir, M. N. M. (2015). Collaborative learning, using Facebook’s page and groups. Kuala Lumpur: International Journal of Computer System, 2(2), 47-52.

Bailey, D. R., & Judd, C. (2018). The effects of online collaborative writing and TOEIC writing test-preparation on L2 writing performance. Korea: The Journal of Asia TEFL, 15(12), 383-397.

Behroozizad, S. (2015). An integrated approach to improve the writing performance of the Iranian EFL learners: Scaffolding means and process writing. Maragheh: International Journal of Language Learning and Applied Linguistics World (IJLLALW), 8(1), 112‐125.

Beseler, L. M. & Qi, L. (2014). A Study in Collaborative Writing. Minnesota International Journal of Bilingual & Multilingual Teachers of English, 2(1), 15-29.

Bryman, A. (2005). Research methods and organization studies. London: Taylor & Francis Group.

Dawson, C. (2007). A practical guide to research methods: A user-friendly manual for mastering research techniques and projects (Third edition). Oxford: How To Books Ltd.

Dhillon, B., Herman, H., & Syafryadin, S. (2020). The Effect of Skimming Method to Improve Students’ Ability in Reading Comprehension on Narrative Text.. Linguists : Journal Of Linguistics and Language Teaching, 6(1), 77-88. doi:http://dx.doi.org/10.29300/ling.v6i1.2991

Martina, F., Syafryadin, S., Juwita, S., & Rakhmanina, L. (2020). The effect of time constraint on student reading comprehension test performance in narrative text. Journal of Languages and Language Teaching, 8(3), 323-329.

Fraenkel, J. R., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (Eighth edition). New York: The McGraw-Hill Companies, Inc.

Ghufron, M. A., & Hawa, M. (2015). The effect of collaborative writing technique in teaching argumentative essay writing viewed from the students’ creativity. Bojonegoro: LANGUAGE CIRCLE: Journal lof Language and Literature, 10(1), 49-60.

Harmer, J. (2004). How to teach writing. Essex: Person Education Limited.

Hilman, A. (2019). The effectiveness of using Instagram in developing students’ descriptive text writing. Ciamis: Journal of Applied Linguistics and Literacy (JALL), 3(1), 31-44.

Ibrahim, S., Saad, S., Tahir, M. N., & Primsuwan, P. 2(018). Promoting learners’ autonomy by using Facebook to enhance students’ writing skills. Kedah: Journal of Creative Practices in Language Learning and Teaching (CPLT), 6(1), 56-68.

Jalili, M. H., & Shahrokhi, M. (2017). The effect of collaborative writing on Iranian EFL learners’ L2 writing anxiety and attitudes. Isfahan Journal of Applied Linguistics and Language Research, 4(2), 203-215.

Knapp, P., & Watkins. M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: University of New South Wales Press, Ltd.

Kustina, Y., Febriani, R. B., & Rohayati, D. (2020). Indirect teacher feedback to reduce students’ grammatical errors in writing recount text. Ciamis: Journal of Applied Linguistics and Literacy (JALL), 2(2), 125-134.

Lawrence, D., & Wah, L. K. (2016). Collaborative writing among second language learners using Google docs in a secondary school context. Sabah: International Journal on E-Learning Practices (IJELP), 3(1), 63-81.

Li, V. (2016). Social media in English language teaching and learning. Hong Kong: International Journal of Learning and Teaching, 3(2), 148-153.

Mahmud, M. M., & Wong, S. F. (2018). Facebook and Collaborative Learning: An Empirical Study on Online Assessment. Bandar Sunway: International Journal of Learning and Teaching, 4(2), 107-113.

Manchón, R. M. (2011). Learning-to-write and writing-to-learn in an additional language. Amsterdam: John Benjamins Publishing Company.

Marleni, M. (2020). Enhancing the Students’ Writing Skill through Technological Writing Feature of Wridea. Journal of English Education and Teaching, 4(1), 140-153.

Rahmawati, I. N., Syafryadin, S., & Widiastuti, R. (2019). Teaching Narrative Writing Using Freaky Fables Game: An Experimentation. English Education: Jurnal Tadris Bahasa Inggris, 12(2), 147-155.

Sembiring, L. T. A. B. (2018). Researching students’ interaction in collaborative learning class. Ciamis: Journal of Applied Linguistics and Literacy (JALL), 2(2), 125-134.

Sipayung, K. T. (2016). The implementation of collaborative writing method to improve students' writing of descriptive genre at SMP Negeri 3 Percut Sei Tuan on grade VIII at the academic year 2015/2016. Medan JURNAL Suluh Pendidikan FKIP-UHN, 3(1), 88-99.

Sofyan, D., & Jayanti, F. G. (2019). The Correlation between Reading Self-Efficacy and Reading Comprehension. Journal of English Education and Teaching, 3(1), 1-13.

Sulisworo, D., Rahayu, T., & Akhsan, R. N. (2016). The students’ academic writing skill after implementing blended learning using Facebook. Yogyakarta: Information Technologies and Learning Tools, 56(6), 176-191.

Talib, T., & Cheung, Y. L. (2017). Collaborative writing in classroom instruction: A synthesis of recent research. Nanyang: The English Teacher, 46(2), 43-57.

Wei, L., & Moyer, M. G. (2008). The Blackwell guide to research methods in bilingualism and multilingualism. Victoria: Blackwell Publishing Ltd.

Downloads

Published

2020-08-20

How to Cite

Astuti, F. ., Febriani, R. B., & Rustandi, A. (2020). Improving the Students’ Ability In Writing Recount Text Through Collaborative Task Writing on Facebook . Jadila: Journal of Development and Innovation in Language and Literature Education, 1(1), 33-43. https://doi.org/10.52690/jadila.v1i1.17

Most read articles by the same author(s)