Tesis

Developing web-based supplementary writing materials for high school learners – a prototype. / Anisatul Faizah

Abstrak
In an era characterized by the symbiotic relationship between the rapid proliferation of technology and the growing monopolization of English as a global lingua franca learners are increasingly exposed to both spoken and written English embedded within electronic mediums. Digital writing has become an essential skill in contemporary life yet it has not been equally accessible to all. Many leaners graduate from secondary education without adequate writing skill both in English and in their First Language (L1). This may indicate a gap between writing instruction theory and the classroom practice that is occurring in secondary school specifically in the context of this study on EFL. One of the critical challenges contributing to this issue is the constraint of time especially in an EFL context. Learners have limited exposure to authentic language use outside the classroom and their exposure to the target language in the classroom is often confined to artificial contexts. It is a common practice for learners to learn to write through manipulation or memorization. Furthermore the proliferation of writing tools contributes to enhance students rsquo confidence in writing and simplify the task. However when learners learn to write this way they are conditioned not to exercise their functional communicative competence. The paradigm that more writing leads to better writing and a more enjoyable writing experience serves as the basis for providing learners with authentic writing materials and sufficient time for writing. Moreover learners need supplementary materials and guidance to ensure that writing tools enhance their proficiency rather than merely simplify the task. This approach supports learners in acquiring both writing strategies and linguistic knowledge within a social constructivist framework thereby fully developing their functional writing skills. The aim of this study is to address the need for web-based supplementary writing materials that incorporate various instructional strategies and learning approaches to enhance writing skills and develop effective writing strategies in a more authentic learning environment that promotes social constructivism learning paradigm. Currently these aspects have not been adequately considered in practice. To achieve this objective the researcher adopted a research and development (R amp D) research design to create the first prototype of the web-based supplementary writing materials. This development process followed the instructional design framework proposed by Dick and Carrey integrated with Lee and Owen s instructional multimedia design framework. This study underwent a product design development and evaluation process which included various stages. The research and design phase involved determining the research topic conducting a needs analysis and developing the product design. The development phase comprised a series of steps to create the intended EWS (E-Writing Site). The evaluation of the EWS included internal reviews conducted by project teams and experts as well as validation by three subject matter experts with experience in teaching senior high school learners materials development and multimedia-based instruction design. The product evaluation also involved prospective users including learners and teachers. The study resulted in the development of an E-Writing Site (EWS) with the domain name e-writing.site. Constructed using Moodle 4.0 the site comprises three primary sections 1) supplementary courses (Writing Resources and Grammar Courses) and 2) obligatory courses (Writing Course). The supplementary courses are designed to provide concise composition guidance for learners with lower proficiency levels while simultaneously establishing a strong foundation for engaging in exercises in the obligatory courses. The Grammar Courses focus on essential grammatical concepts including sentence structure sentence fragments and various sentence types while the writing resources concentrate on fundamental writing concepts such as paragraph basics. Furthermore the Writing Courses offer materials on preferred text types specifically descriptive and review texts featuring topics that learners are familiar with such as describing an idol and reviewing a TV show. Additionally EWS offers users a space for forums writing workshops and writing conferences known as the Writing Lounge. The website has been enhanced with media integration tools including I Spring Suite 10 and Google Apps such as Google Drive Google Docs and Google Sites. The Google Site serves as a supplementary platform housing the Writing Library where learners writings are published. Through EWS learners are encouraged to enjoy writing of their own choice at their own pace and needs as they engage in free voluntary writing within a social constructivist atmosphere. As a result experts and prospective users perceive EWS as a useful and educative platform providing learners with a more authentic and meaningful writing practice. The website offers users comprehensive yet flexible writing materials developed by reviewing and adapting instructional strategies and learning approaches to meet the needs of the users. However there are certain aspects of the product and its principles that require enhancement before further implementation development and investigation.

Informasi Detail

DDC

Rt 421 FAI d

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2022.

Deskripsi Fisik

xxi, 305 lembar : ilus. ; 30 cm

Bahasa

No Reg

00667/RT/23

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2022

Subjek

1. BAHASA INGGRIS - MENULIS -MEDIA PEMBELAJARAN
2. ENGLISH - WRITING - LEARNING MEDIA

Pembimbing

1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.;2. Francisca Maria Ivone, S.pd, M.a., Ph.d

Lampiran Berkas