The Implementation Of EDMODO In Teaching Advertisement .
View metadata, citation and similar papers at core.ac.ukbrought to you byCOREprovided by Jurnal Mahasiswa Universitas Negeri SurabayaThe Implementation of Edomodo in Teaching Writing of Advertisement TextThe Implementation of EDMODO in Teaching Advertisement TextClaudia SaraswatieEnglish Department, Language and Art Faculty, Universitas Negeri nulis adalah salah satu kemampuan primer dalam berbahasa Inggris. dan Bahasa Inggrissangat penting dalam memfasilitasi pelajar EFL untuk berinteraksi secara global. Pelajar mulaibelajar untuk berkomunikasi dengan satu sama lain dalam bentuk tulisan. Para guru haruskreatif dalam mengajarkan materi dalam aktivitas-aktivitas pembelajaran dan lebihmemperhatikan dalam pemilihan media sebelum mereka memaparkannya kepada siswa.Terlebih lagi, keefektifan teknologi online dapat berkontribusi pada pembelajaran, komunikasi,dan sosialisasi siswa. Penelitian ini dilakukan untuk menemukan implementasi platformEdmodo dalam pembelajaran teks iklan. Ditemukan bahwa setelah implementasian Edmodo,pembelajaran dan penugasan menulis jadi lebih mudah dan praktis. Para siswa menjadi lebihdisiplin dalam mengumpulkan tugas dan lebih antusias pada aktivitas pembelajaran. Hasil daritulisan siswa juga menunjukkan bahwa mereka mengalami kemajuan dalam menulis teks iklanKata Kunci: Menulis, Pengajaran Menulis, Edmodo, Teks IklanAbstractWriting is one of the primary skills in English. English is crucial to facilitating EFL learners tointeract globally. The learners begin learning to communicate with others through written form.The teacher must be creative to teach the material in the learning activity and more concernedto choose some media before the teacher delivers it to the students. Moreover, the effectivenessof online network technologies can contribute to the way the learner's study, communicate andsocialize. This study was conducted in order to find out the implementation of Edmodoplatform in teaching advertisement text. The study found that After implementation ofEdmodo, the writing learning activity and the task became easy and practical. The studentswere able to discipline to submit the assignment and enthusiastic during the learning activity.The students’ writing result also showed that their progress is an increase in writeadvertisement text.Keywords: Writing, Teaching Writing, Edmodo, Advertisement Text.Regarding understanding the difficulty ofwriting, the English teachers should understand thematerial and media that are acceptable in teachingwriting. The teacher must be creative to teach thematerial in the learning activity and moreconcerned to choose some media before the teacherdelivers it to the students. Moreover, theeffectiveness of online network technologies cancontribute to the way the learner's , Brumfit, Pincas, and Wilde (1978), it isstated that the students in the world will be morepowerful in academic performance when socializinginformally with a great network. Therefore, it is achallenging idea for non-digital-native teachers tomaster the learning issues online in terms of1. INTRODUCTIONLearning reading is one of the most basic thingsin Writing is one of the primary skills in English.English is crucial to facilitating EFL learners tointeract globally. The learners begin learning tocommunicate with others through written form.According to Nystrand (1986), writing that shouldbe truly accepted by the readers includes the ideathat can be implemented in the passage of writing.Meanwhile, writing means a process that enableswriters to share a thought in a paper form Sénéchaland Young (2008). Furthermore, Liu and Sadler(2003), states that writing is a skill in the form ofwords or text that has meaningful truth-value sothat the readers can get the profits from writing.7
RETAIN. Volume 7 Nomor 4 Tahun 2019 (7-16)socializing and communicating with the studentsusing an online platform such as EdmodoConsidering that the Edmodo platform can bean invention media in a learning activity, theteacher should know the benefits of theimplementation of the Edmodo platform towardsteaching writing. According to Kongchan (2012),using the Edmodo platform in the learning activityis probably more interesting because it affords ahigh intensity of teaching-learning activity forteachers and learners. The study by Lie (2013), statesthat learners strongly agree that the Edmodoplatform is helpful. Using technology as media tosupport learning activity such as Edmodo inteaching writing provides many possibilities forstudents to maintain their written work withoutneed any direct interaction and become an easycommunication or collaborative work to the teacheror other students at any time to achieving theirmotivation and self-efficiency in process of writing.This study will try to seek better understandingin investigate the implementation of the Edmodoplatform to enhance the students' writing process inL2 learning. Therefore, two research questions thatwere formulated from the gaps in research studieswere:1. How does the teacher implement Edmodoplatform in the teaching and learning of writingadvertisement text?2. What changes in students’ writing are there afterthe implementation of Edmodo teaching andlearning of writing advertisement text?To collect the data, the research instruments arefield notes and writing rubric, which are used tocollect the detail data in students’ experience,implementation of this platform in teaching andlearning activity, and students’ writing after theyhave taught by the platform. The field notes wereused to observe the process of students’ writingskills and to analyze the students’ ability, and therubric was used to measure their writingadvancements.Predetermined rubric was used in analysing theportfolio. The rubric is as follows:2. METHODOriginTable 2.1 Metacognitive strategy codesExcellentality2.1. ParticipantsofIdeasThe researcher had decided a Bahasa class ofthe tenth graders of senior high school in Sidoarjo asthe subject of the observation, and 5 students as thesubject for the portfolio. All the students werepresented to this research to know theirimprovement in teaching and learning writingadvertisement text using the Edmodo platform.2.2. ainissignificevidencessalmostantofcollectia copyevidencinventivenons andore ofess.rehasheimitatiooriginals ofn ofity.otherotherMost ofpeople’people’thes ideas.s ideascontentLimitedandandevidencproducmanye ofts. Noof thenewevidencideasthoughe ofarets gh, andts putfresh.into thework.8
The Implementation of Edomodo in Teaching Writing of Advertisement TextWritingTheTheTheThetheexample ofthetechniqwritingwriting iswritingwritingchosenthe use ofadvertiue isislegible andisisadvertithesingnotlegible,clear ar,fewlegibleetechniqtechnique.ued or noandgrammaticandand/oruesatisfacadvertigrammal ith. Thely andbut eTheentices nticeserrors.ing ortheThefull orconsumwritinggrammer.isaticalsomewerrors.2.3. Data CollectionThe researcher decided to use field notes toobtain the natural experience during theimplementationofEdmodointeachingadvertisement text. Field note contains what theresearcher has been seen and heard during learningactivity in the classroom. The field note contains twocomponents; those are a descriptive part thatin or.maken thatannounchave athingsHowevepeoplewouldementverb atthat sher, sheread reovepromotintyposementpeople inof anr, mostg are.and thewithbuyingadvertisof thedictionease.theement.sentenceshe wasThe infotickets.s sheusingof theHowever,wrotewas notproductit doeswere notquiteis put innotsyntacticsuitabletheactuallyallyfor anmiddlehave thecorrect,advertisof thecharacteriandement.advertisstics of makesment.DianThe ideaDianaSinceNot onlyathatmadethis isthat shehard toDianaquitenotfailed tofind andusednoticeabactuallyunderstaread.wereleannd thepeopleMareThe ideaSheSinceSince thisquitemistakesadvertisdifferenctais quitemadethis isis anoriginalin tweenwith thegrammaactuallymentd to theaspect,there’sadvertiseotherticalantext, sheotherwhichnotment textstudentserrors inadvertisfailed tostudentstakesmuch toand.the text.ementactually.place insayannounceHoweveFortext,put effortHowevetheaboutmentr, itinstancethere’sintor, sheheadlinethetext, sheseemed“thisnotshowingwrote anof herformat.alsothat sheeventmuch towhatannouncwriting.failed tomistookpurposesayshe’sementSinceactuallytheto makeaboutadvertisitextthere’shighlight11
RETAIN. Volume 7 Nomor 4 Tahun 2019 (7-16)insteadnotthe goodDheaThe ideaSheShe putTheof the textmanaged totheadvertisingis notmakesentencestechniquesof anmuchaspects ofadvertisthat shethereally analmost noin a wayused wereementwrote onproductoriginalmistakes inthat theremarkable.textherthat sheidea of agrammaticareadersShewriting,wasproduct orl aspects ofwouldmanaged tothepromotina brand.the text andread theusewas able tocatchphrascatchphrasemistakesg.use properes and thes, simpleweretense in thephrasessentences,smalladvertisemethatand alsont.should beput mottobutEvinntshighlighteinto thephrasesd.advertisemnoticeabused are notShe alsoent to makele.morphologimanagedthe readerscallyto putinterested.EvinSheShe wasShecorrect, buteach andmanagemanageable toshowedsince it wasevery perkanof theadvertisemeproductnt text, theinto singled tod toformatwhat’schoose awritehergoodproducther textadvertisabout herphrases shelines thatthat waswith noementproductsused wereeasesyntacticallreaders toy correct.know thenot usedgrammaquitein a goodby herticalwell,manner,friends.error;which iswhich isHoweveshe onlynoteasy toproductr, itmade asurprisiread andadvertisedseemedminorng sincestraightfothat shespellingsherward.copied itmistakesfrom TVthat canquality ofthe.EkaThe ideaThe text hasTheNocopiedof theonly littleformatcatchphrasethe ideasadvertisegrammaticaand layouts, no brandment isl error, butare badlyname, andnot reallya criticalwritten.puttingadvertisbefrom aement.considerTVuniqueand crucialAs aningredientsed asadvertissince mostone.advertiselist in antypo.ement.of theInstead ofment, sheadvertisemotherwritingput tooent are notstudents“thesemuchreally goodanddrink’suselessthings to doexamplesingredientsinformatioin makingAdvertisinon”, she wroten that aangEdmodo“this drinkregularadvertisemtechniquealso useingredientsconsumerent; andTable 3.2.StudeSome of thehighlyIdeasPost-Edmodo Writing RubricWritingPresentation format12
The Implementation of Edomodo in Teaching Writing of Advertisement Textdaily-” whichwould notthose couldwere astrength ofmakes thisconsumedmakeneed tobe found incopy-pastedthe book,advertisemfood andpeopleknow.the text thatlines fromshe putent better,beveragesquestionsMoreover,she made.the booklines of thesinceas the ideathe productshe didshe wasbook topeopleof theitself.not evenreviewing.thewould beadvertiseput anyadvertisemorement.name ofmentattracted toNothingthe brand,which isa product ifout of thenornot reallyit has someblue oremphasizea goodkind ofunique inhow goodoption fordiscountsthe text.the drinkanoris.advertisepromotionson it.MaretThe idea isShe madeShe wasThe picturement toaquitenumbers ofthe onlyof thehave.unique cashowedher ideasl mistakes.to theShe evenothers’.DianaTheShe stillFor anShesure putproductmade theadvertisemanaged toher workthat shesame kindment, shedo it quitethe pictureahead ofchose wasof mistakes,formulatewell,of theher peers.quitewhich is thed the textstarting thefailed toproductAlthough itcommon,grammar;quite well,advertisemShe pick aform a basic(drawn),was poorlybut theshe failed toputtingent with anquitesentence asand shedrawn, ahighlightecomprehentheengagingcomplicateit is. Herplaced thepicture ofdd theinterestingquestiond productpoor choicepicture inthe productcomponendifferencefacts andthat attractstoof wordsa way thatshowedts of thebetween thedetails aspeople toadvertise,was alsoit attractsthat shetext wereuse of pastwell as theread more.whichhard to notpeopleactuallyquiteand presentcatchphrasforced herbe noticed.withoutwantedoriginal.tense.es in theto explainIt clearlybeing apeople torighttheshoweddisruptionbuy thesection ofproduct asthat thefor peopleproduct shethebroad asstudentsto readwasadvertisepossible,had had nowhat theadvertising.ment.with asbigadvertiseMoreover,limitedvocabularyment isshe also putwords asthat timeaboutapossible assince theHowever,promotionawell.sentencesfor a bookthat sheactuallyEvinThe ideaShe madeShe putThe useshenothe textofchosegrammatitogethercatchphrl bonuswascal errorin aases andadvertisewhich isoriginal,and weregoodengagingment,“The firstwrote wereinstead of10 buyersanable tomannerquestionallputtingwill get aimaginachoosewhich isin hergrammaticareview offree DVDrypropereasy totext,llythe bookand get realproductdictionread,whichincorrect,that showssignatureand the resttheby author”of herfor herandmakes13
RETAIN. Volume 7 Nomor 4 Tahun 2019 (7-16)own.text.containithe textnginterestinenoughg,informatshowedion forthat shetheunderstareadernd howto betointeresteactuallyd in herattractproduct.readers .4. DISCUSSION4.1. The Implementation of Edmodo Platform inthe Teaching of Advertisement TextThe teacher was able to utilize Edmodo inenhancing the students’ aspects of writing;exploring ideas, which is done by letting thestudents use Edmodo as their platform to exploreand examine ideas; subject, by showing what wasneeded to be written as the example; purpose, byshowing that the text showed as the example inEdmodo has a particular goals of why it was writtenfor; Audience, showing who might need to read thetext; planning, by showing a theme that they needto write for in Edmodo; drafting, utilizing Edmodoin submitting what they have drafted; revising,from teacher’s input by commenting on their postson Edmodo; editing, using Edmodo to edit the textmade; and publishing, they publish their final draftin Edmodo for other students all around the worldto read and learn from.The implementations above are in line withNunan (1989), characteristics of successful writing;it requires the platform to enable writer in coveringall the aspects of writing. Moreover, Seow (2002)also has the same view regarding how an activity isable to aid learners in forming ideas andencouraging students’ writing process. Prior to thisresearch, Shams-Abadi, Ahmadi, and Mehrdad(2015) also stated that using technology in learningactivities might be effective, depending on how it isused and how the students perceive the technologyused, which will be discussed later.Moreover, the use of Edmodo encourages alearner-centered learning, which supports the goalof K13 curriculum which is used in Indonesia.Edmodo enables learner in making progresses evenwith no teacher present. This shows that theimplementationofEdmodomatchesthecharacteristics of EFL students in Indonesia.However, it would seem that Edmodo is usefulmostly on pre and post teaching, since the platformis mainly used to either show students’ work asexamples, or as the place for students to collect theirworks at. In spite of the fact that it only excels in preand post teaching, Edmodo learning is also useful ingetting a quick, real-time feedbacks from teachers tostudents, and students to students.Then we can see on the table above, the mostnoticeable change that can be seen from students’writing is on the ideas aspect. The student startedwith only simple ideas which they usually see onbrands that have made their own advertisement,indicating that their ideas exploration prior to theuse of Edmodo was not that broad yet; as we cansee on Mareta’s writing, her idea was the same withthe other students and she even mistook the text forthe other. However, after they are taught usingEdmodo, the students seemed to be able to developtheir own ideas of advertisement even though theyuse recent brands to advertise; as we can see onMareta’s idea, her post-Edmodo idea is quite uniqueif you compare her ideas to the others’. She pick aquite complicated product to advertise, whichforced her to explain the product as broad aspossible, with as limited words as possible as wellThe second most noticeable change is on thepresentation format. The students started writingthe advertisement not fully knowing the format ofan advertisement, and ended up making the texts asif they were a descriptive text; It showed clearly onEvin’s writing in which she write the text in such amanner that it resembles descriptive text with noadvertising on it. After the Edmodo learning, thestudents wrote the texts in the proper format; Evin’spost-Edmodo writing showed that She put the texttogether in a good manner which is easy to read,and containing enough information for the reader tobe interested in her product. This may be caused byall the examples that the students encounteredwhile doing the Edmodo learning, which increasestheir knowledge of the advertisement text.14
The Implementation of Edomodo in Teaching Writing of Advertisement Text4.2. Students’ Writing Before and After EdmodoLearningsuch as a good facility to share the ideas andconnect both the teacher and the students insideand outside the classroom to learn together. In thisstudy, the researcher acted as an observer whoobserved the teacher and 25 students in class XBahasa during teaching and learning process, thencollecting the works of 3 students to be analyzed.The teacher introduced the kinds ofadvertisement, generic structure, and languagefeature of the advertisement text while showingexamples on Edmodo which they can see on theirown smartphones. On the other side in the postactivity, the teacher reflects their understanding bystarted to make their first task of the advertisementtext. The teacher guided them to make theadvertisement text. In the second meeting, theteacher reviewed the materials of the previousmeeting by asking some questions and showingexamples on Edmodo. Then, the teacher continuedto discuss their assignment using Edmodo. Then,she began continued the material by a game tomake the students enjoy learning in the classroom.In the third meeting, the teacher started correctionand discuss the assignment. The general tion/exploring,associating,andcommunication phrase in three meetings. Based onthe observation filed note, the researcher foundsome activities in teaching and learning process. Inthe field note stage, the teacher was appropriate tothe stage of Scientific Approach and trained thestudents to make the learning process as a studentcenter. The use of Edmodo could help the studentsin SMAN Krembung in writing advertisement text.It was shown the good result of students’ responsesand students’ writing advertisement text. Afterimplementation of Edmodo, the writing learningactivity and the task became easy and practical. Thestudents were able to discipline to submit theassignment and enthusiastic during the learningactivity. The students’ writing result also showedthat their progress is an increase in writeadvertisement text.Moreover, the use of Edmodo seemed to havealtered students’ ability in writing advertisementtext. It gives them more ideas to explore and workwith, it introduces them to new and necessaryvocabulary and diction in writing advertisement,and it also gives them a thorough idea on how anadvertisement should be.In teaching and learning process of writing,learners need to be able to explore what they arewriting Zemach and Rumisek (2003). This wasshown in how students were able to gain ideaseasier and more convenient using Edmodo sincethey could try to look at other students’ work allaround the world. Moreover, the writings showedthat they were able to try new things in enhancingtheir writing abilities, which is also in line withZamel (1985), statement saying how important it isfor writer to gain new knowledge, clarify what theyhad observed while writing, and explicate his/herwriting experience after finishing up their writing.The works showed that they were able tounderstand how an advertisement is made, andwhat things are supposed to be put in anadvertisement. Echoed by previous researches,(Nunan (1989); Zamel (1985); and Seow (2002)) thestudents used the platform as a tool that they canuse alongside classroom learning, which bringsmore opportunity for them in exploring more ideas,creating more diverse subject of writing, and givingthem space in expressing themselves.The writings also showed that they improve interms of diction and vocabulary. Eka showedimprovements in her diction, showed by how shewas able to make catchphrases that are sometimesEFL learners would not really understand nor knowon the first place. This shows that by providingexamples of other learners’ works in Edmodo,students were able to familiarize themselves withthe text that is being learnt.5. CONCLUSION & SUGGESTIONSStudents Based on the research analysisdata of the chapter fourth in this study, teachers canteach advertisement writing, which requires a lot ofexamples to make, using Edmodo as the media thatwill aid both the students and the teacher inunderstanding advertisement texts better; toprovide students with examples of good texts on thepre-teaching; moderating discussion on selectedEdmodo examples on the while-teaching; andtelling them to submit their works on Edmodo toease the feedback-giving on the post-teaching.Edmodo also brings a lot of benefits to the students15
RETAIN. Volume 7 Nomor 4 Tahun 2019 (7-16)Based on the data interpretation and previousconclusions, the researcher formulated suggestionfor the teacher and the further researcher areexplained as follows:Edmodo can be available to apply in manymaterials not only English lesson. Therefore, theteacher must be creative in using various ways todeliver the material in the classroom. The teacheralso must understand the students’ characteristicsand students’ level when selecting the material forthe students.The researcher would like to suggest the futureresearch to finish or conduct the similar study inorder to improve this study, such as usingmodification teaching when conducting the samestudy(Eds.) Methodology in language teaching: Ananthology of current practice (pp. 315-320).New York: Cambridge University Press.Shams-Abadi, B. B., Ahmadi, S. D., & Mehrdad, A.G. (2015). The effect of Edmodo on EFLlearners’ writing performance. InternationalJournal of Educational Investigations, 2(2), 8897.Zamel, V. (1985). Responding to student writing.Tesol Quarterly, 19(1), 79-101.Zemach, D. E., & Rumisek, L. A. (2003). ParagraphWriting. Oxford: Macmillan Publisher.ReferencesBroughton, G., Brumfit, C., Pincas, A., & Wilde, R.D. (1978). Teaching English as a foreignlanguage. London: Routledge & Kegan Paul.Kongchan, C. (2012). How a non-digital nativeteacher makes use of Edmodo. Internationalconference "ICT for Language Learning"(5thEd).Lie, A. (2013). Social media in a content course forthe digital natives. Teflin Journal, 24(1), 4862.Liu, J., & Sadler, R. W. (2003). The effect and affectof peer review in electronic versustraditional modes on L2 writing. Journal ofEnglish for academic Purposes, 2(3), 193-227.Nunan,D. (1989). Designing tasks for thecommunicativeclassroom.Cambridge:Cambridge University Press.Nystrand, M. (1986). The structure of writtencommunication: Studies in reciprocity betweenwriters and readers. Orlando, FL: AcademicPress.Sénéchal, M., & Young, L. (2008). The effect offamily literacy interventions on children’sacquisition of reading from kindergarten tograde 3: A Meta-analytic Review. Review ofEducational Research, 78(4), 880-907.Seow, A. (2002). The writing process and processwriting. In J. C Richards & W. A. Renandya16
need any direct interaction and become an easy . Edmodo is a tool to guide the students in understanding the material advertisement text easily than using the traditional way. . message
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
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Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Teacher Sign Up Need an account? Follow these steps: Step 1: On the Edmodo.com start page, click the button “I’m a Teacher” to sign up for a free account. Step 2: Complete the registration form by choosing a username and password. Then locate your school on Edmodo and create an initial group for your classroom.
General Introduction This slideshow is an unofficial student-focussed companion to the official Edmodo Guide. While teacher-focussed, the Edmodo Guide is much more comprehensive and details all of the great features of Edmodo in more depth. This slideshow is more of a basic “quick start guide”. For more
