Collaborative Edmodo in writing: A conceivable course of fusion

Khoirul Anwar

doi:10.18844/cjes.v16i3.5823

Abstract

A problem that still persists in Collaborative Writing is the lack of use of relevant technology to counter lessened interaction and learning participations in developing writing skills effectively. To offset these difficulties, this study examines the use of Edmodo on students' collaborative writing. This study used a quasi-experimental study of 56 students, grade 10, Gresik, Indonesia, with two assigned classes of experimental and the control group, each containing of 28 students. The results of this study reveal that there is a significant influence of Edmodo on Collaborative writing, evidenced by the results of sig. (2-tailed) is 0,000 (lower than 0.05). Edmodo has proven to be a dependable means when merged with a Collaborative Writing strategy, and has also been attested to reassure student participation and interaction. Suggestions and further research basis are also presented, especially to innovative scholars as treasured opportunities for accompanying enquiry to pay more courtesy to the progress of Collaborative Writing which is increasingly unlocked to always re-join hearty users’ wants.   Key Words : Collaborative, Writing, Edmodo,Technology, Course of Fusion

Highlights

The current trend of teaching writing has led to student-centered learning models where collaborative writing is a realistic option (Arifani & Suryanti, 2019; Anwar & Wardhono, 2019)
The application of Collaborative Writing in teaching writing is considered to be very valuable because collaborative writing itself is considered useful for solving common problems that are often realized by students who find writing demanding, all at once, affording opportunities for the learning process to prioritize and focus on meaning (Mourssi, 2013; Jelodar & Farvardin, 2019)
This research has shown that Collaborative Edmodo permits helpful results for student writing

Summary

Introduction

The current trend of teaching writing has led to student-centered learning models where collaborative writing is a realistic option (Arifani & Suryanti, 2019; Anwar & Wardhono, 2019). Collaborative writing is allegedly still presenting many shortcomings, especially with respect to student participation and interaction during learning to write where students still have a passive tendency to discuss and rely on the role of their group members only (Deveci, 2018; Kalpari, 2017). As the process must be self-motivated and active, the use of media is indispensable in this case of encouraging a higher quality of Collaborative Writing. Media is a teaching aid that facilitates and stimulates ideas and activeness to administer learning effectively and pleasantly (Blasszauer, 2001)

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Results

Discussion

Conclusion