STUDENTS’ PERCEPTION TOWARD THE USE OF PADLET TO IMPROVE THEIR WRITING SKILLS
##plugins.themes.EpsilonTheme.article.main##
Alfian Abiyyu Aslam*
Shelley Salsabila Nanda Puspita
Salsabila Zahrah Hariyana
The use of digital technologies such as applications and websites can be seen at almost every level of education today. However, the main problem in pursuing the goal of teaching English is the imbalance between the material being taught and the time to teach the material. In the English language, there are certain skills that need to be mastered, particularly in the area of writing. One important aspect of writing skills is the ability to compose report texts, which is deemed essential for students. The primary objective of this article is to explore how students perceive the use of Padlet as a tool to enhance their report writing skills. The research methodology employed for this study is descriptive qualitative in nature. The qualitative information gathered from a survey conducted among students regarding their opinions on using Padlet for improving writing skills was analyzed. Questionnaires and interview guidelines served as the research tools. The questionnaire results were analysed in terms of percentages and then combined with insights from the interviews to create narrative summaries. The participants exhibited positive attitudes towards utilizing Padlet for writing report texts. Additionally, they highlighted the opportunities that Padlet offers for students to enhance their English skills, particularly in collaborative writing activities.
Al-Qahtani, A. A. (2015). The Effect of Explicit Instruction of Textual Discourse Markers on Saudi EFL Learners’ Reading Comprehension. English Language Teaching, 8(4), 57–66.
Ashcroft, R. J., & Imrie, A. C. (2014). Learning vocabulary with digital flashcards. JALT2013 Conference Proceedings, 639, 645.
Christie, F., & Derewianka, B. (2008). School discourse: Learning to write across the years of schooling. Bloomsbury Publishing.
Creswell, J. W. (2013). Educational research: Planning, conducting, and evaluating. W. Ross MacDonald School Resource Services Library.
Diah, N. M., Ismail, M., Hamid, P. M. A., & Ahmad, S. (2012). A development of a computer-assisted software (AJaW) that encourages Jawi writing for children. Education, 2(5), 130–135.
Dube, S., & Scott, E. (2017). A Survey of the University Students’ Perspectives about Using Digital Technologies in Education: Zimbabwean Case. IAFOR Journal of Education, 5(1), 123–139.
Faraj, A. K. A. (2015). Scaffolding EFL Students’ Writing through the Writing Process Approach. Journal of Education and Practice, 6(13), 131–141.
Greenstein, L. M. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. Corwin Press.
Husin, M. S., & Nurbayani, E. (2017). The Ability of Indonesian EFL Learners in Writing Academic Papers. Dinamika Ilmu, 17(2), 237–250.
Husna, A. (2019). The Correlation among Self-efficacy, Writing Strategies, and Writing Achievement of Tenth Grade Students of Man 1 Kota Kediri. IAIN Kediri.
Lin, O. P., & Maarof, N. (2013). Collaborative writing in summary writing: Student perceptions and problems. Procedia-Social and Behavioral Sciences, 90, 599–606.
Marzuki, A. G., & Santiana, S. (2022). FOSTERING STUDENTS’AUTONOMOUS LEARNING WITH PADLET IN WRITING CLASS.
Miller, R. K. (2006). Motives for writing (5th Editio). New York : McGraw-Hill.
Nasser, A. N. A. (2016). Teaching the writing skill to Yemeni EFL learners: The importance and challenge. South-Asian Journal of Multidisciplinary Studies (SAJMS), 3(6), 191–203.
Nishanthi, R. (2018). The importance of learning English in today world. International Journal of Trend in Scientific Research and Development, 3(1), 871–874.
Oroujlou, N. (2012). The importance of media in foreign language learning. Procedia-Social and Behavioral Sciences, 51, 24–28.
Rahmatunisa, W. (2014). Problems faced by Indonesian EFL learners in writing argumentative essay. English Review: Journal of English Education, 3(1), 41–49.
Rashid, M. H., Ye, T., Hui, W., Li, W., & Shunting, W. (2022). Analyse and challenges of teaching writing among the English teachers. Linguistics and Culture Review, 6(S2), 199–209.
Tan, D., Pandian, A., & Jaganathan, P. (2016). Lexical testing and the reliability of the modified vocabulary knowledge scale. Advances in Language and Literary Studies, 7(5), 91–96.
Thanh, N. C. (2015). The Differences between Spoken and Written Grammar in English, in Comparison with Vietnamese (Las Diferencias entre la Gramática Oral y Escrita del Idioma Inglés en Comparación con el Idioma Vietnamita). Gist Education and Learning Research Journal, 11, 138–153.
