Email this article 
THE IMPACT OF PBWORKS APPLICATION ON VOCATIONAL STUDENTS’ COLLABORATIVE WRITING SKILL
Dian Kardijan, Universitas Siliwangi, Tasikmalaya, Indonesia
Rainy Dwi Apriliani, STKIP Kusuma Negara, Indonesia
Abstract
Writing skill is a productive language skills that should be mastered by vocational students. It has become a critical issue in the study of English for Specific Purposes (ESP) and a challenging one in Indonesian context in the context of English as Foreign Language learning. This paper aims to investigate the impact of PBworks media application on vocational students’ collaborative writing skill. The research used the experimental approach. The respondents included 60 vocational students selected randomly and divided into two groups with 30 students in the control group and 30 students in the experimental group. The PBworks media was applied in the experimental group, while the control group received face-to-face writing class without incorporating learning media. The data were obtained by comparing student scores in the pre-test and two post-tests. The analysis of covariance (ANCOVA) was used to obtain the result. It showed that there is a statistically significant difference between using PBworks and non-Pbworks media in regard to the students’ writing performance (p < .05). Moreover, vocational students believe in the benefit of the PBworks media application in developing collaborative writing skill despite the disadvantages.
Keywords
Full Text:
PDFReferences
Almonuf, H. (2018). Student collaboration in hybrid classrooms using PBWorks: A study of university students in Najran, Saudi Arabia. International Journal of Information and Education Technology, 8(8), 574-581. https://doi.org/10.18178/ijiet.2018.8.8.1102.
Ardiasih, L. S., Emzir, E., & Rasyid, Y. (2019). Online collaborative writing technique using Wiki: How effective is it to enhance learners’ essay writing? The Journal of Asia TEFL, 16(2), 531-546. https://doi.org/10.18823/asiatefl.2019.16.2.6.531.
Case, J., & Gunstone, R. (2001, 16-18 July). “No time to think”-Interactions between students’ perceptions of time and approaches to learning. Paper presented at Higher Education Close Up Conference, Lancester University, United Kingdom. http://www.leeds.ac.uk/educol/documents/00001747.htm.
Chu, S. K. W., Capio, C. M., van Aalst, J. C. W., & Cheng, E. W. L. (2017). Evaluating the use of a social media tool for collaborative group writing of secondary school students in Hong Kong. Computers & Education, 110, 170-180. https://doi.org/10.1016/j.compedu.2017.03.006.
Çolak, E., & Kaya, D. (2014). Learning approaches of vocational high school students: Grade level and school type influences. Procedia - Social and Behavioral Sciences, 116, 1556-1561. https://doi.org/10.1016/j.sbspro.2014.01.434.
Carrió-Pastor, M. L., & Skorczynska, H. (2015). Collaborative learning and communication technologies in teaching business English. Procedia - Social and Behavioral Sciences, 178, 32-37. https://doi.org/10.1016/j.sbspro.2015.03.142.
Ebrahimzadeh, M., & Alavi, S. (2017). Digital video games: E-learning enjoyment as a predictor of vocabulary learning. Electronic Journal of Foreign Language Teaching, 14(2), 145-158. http://e-flt.nus.edu.sg/.
Ekawati, Y. N. (2017). English teachers problems in applying the 2013 curriculum. English Review: Journal of English Education, 6(1), 41-48. https://doi.org/10.25134/erjee.v6i1.769.
Estaji, M., & Salimi, H. (2018). The application of Wiki-mediated collaborative writing as a pedagogical tool to promote ESP learners’ writing performance. The Asian ESP Journal, 14(1), 112-141. https://www.asian-esp-journal.com/volume-14-issue-1-june-2018/.
García, L. J., & Litzler, M. F. (2017). English for business: Student responses to language learning through social networking tools. ESP Today, 5(1), 91-107. https://doi.org/10.18485/esptoday.2017.5.1.5.
García, C. M., & Rey, L. (2013). Teachers’ beliefs and the integration of technology in the EFL class. HOW Journal, 20(1), 51-72. https://www.howjournalcolombia.org/index.php/how/article/view/23.
Huynh, T., & Tran, V. M. Y. (2018). Using intensive technology in teaching English for environmental engineering: A case study at Danang University of Science and Technology, The University of Danang, Vietnam. The Asian ESP Journal, 14(4), 93-111. https://www.asian-esp-journal.com/volume-14-issue-4-september-2018/.
Kardijan, D. (2017). The gap between learning needs and its implementation in English for hospitality specific purposes program. English Review: Journal of English Education, 6(1), 125-126. https://doi.org/10.25134/erjee.v6i1.779.
Kardijan, D., & Yundayani, A. (2019). The challenges of pedagogy and the application of ICT in applying English for academic purposes course: Teachers’ insights. International Journal of Innovation, Creativity and Change, 9(1), 197-213. https://www.ijicc.net/images/vol9iss1/9118_Kardijan_2019_E_R.pdf.
Lubis, A. H. (2018). ICT integration in 21stcentury Indonesian English language teaching: Myths and realities. Cakrawala Pendidikan, 37(1), 11-21. https://doi.org/10.21831/cp.v37i1.16738.
McLaren, A. E., & Bettinson, M. (2015). Impact of e-technologies on Chinese literacy programs for college second language learners. Electronic Journal of Foreign Language Teaching, 12(1), 101-114. https://e-flt.nus.edu.sg/v12n12015/mclaren.pdf.
Mumpuni, A., & Nurpratiwiningsih, L. (2018). The development of a web-based learning to improve of a creative writing ability of PGSD students. Cakrawala Pendidikan, 37(2), 321-332. https://doi.org/10.21831/cp.v37i2.20009.
Okada, Y., Sawaumi, T., & Ito, T. (2017). Effects of observing model video presentations on Japanese EFL learners ’ oral performance. Electronic Journal of Foreign Language Teaching, 14(2), 129-144. https://e-flt.nus.edu.sg/.
Ortiz, N. M., & Ferreira, C. A. (2014). Proposing a wiki-based technique for collaborative essay writing. PROFILE Issues in Teachers’ Professional Development, 16(2), 185-198. https://doi.org/10.15446/profile.v16n2.38877.
Peraturan Ditjen Dikdasmen RI 2018 No. 06/D.D5/KK/2018. Spektrum keahlian sekolah menengah kejuruan (SMK)/madrasah aliyah kejuruan (MAK). [The spectrum of vocational secondary education expertise].
Ramanair, J., Rethinasamy, S., & Misieng, J. (2017). Collaborative writing using Wiki: Tertiary students’ perspectives. Electronic Journal of Foreign Language Teaching, 14(1), 84-101. https://e-flt.nus.edu.sg/v14n12017/ramanair.pdf.
Saeed, M. A., & Ghazali, K. (2016). Modeling peer revision among EFL learners in an online learning community. Electronic Journal of Foreign Language Teaching, 13(2), 275-292. https://e-flt.nus.edu.sg/v13n22016/saeed.pdf.
Safitry, T. S., Mantoro, T., Ayu, M. A., Mayumi, I., Dewanti, R., & Azmeela, S. (2015). Teachers’ perspectives and practices in applying technology to enhance learning in the classroom. International Journal of Emerging Technologies in Learning (iJET), 10(3), 10-14. https://doi.org/10.3991/ijet.v10i3.4356.
Sumtsova, O. V., Aikina, T. Y., Bolsunovskaya, L. M., Phillips, C., Zubkova, O. M., & Mitchell, P. J. (2018). Collaborative learning at Engineering Universities: Benefits and challenges. International Journal of Emerging Technologies in Learning (iJET), 13(01), 160-177. https://doi.org/10.3991/ijet.v13i01.7811.
Zhang, E., Zhang, W., & Jin, C. (2018). SPOC-based flipped classroom of college English: Construction of an effective learning model. International Journal of Emerging Technologies in Learning (iJET), 13(01), 37-45. https://doi.org/10.3991/ijet.v13i01.7513.
DOI: https://doi.org/10.21831/cp.v39i3.25077
Refbacks
- There are currently no refbacks.
Social Media:
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.
