Blog or slide? Using Appropriate Media to Enhance the Students’ Ability in Writing an English Research Proposal based on Their Reasoning Level

Keywords: Writing Ability, Teaching Media, Reasoning Level, Blog, Slide

Abstract

This experimental research is aiming at finding out which media is more appropriate to enhance the students’ ability in writing an English-language qualitative research proposal, Blog or Slide? This is also to find out whether students’ reasoning level influences their writing ability and whether there is any interaction between teaching media and reasoning level. This experimental research was conducted on the students of English Language Education of IAIN Surakarta based on the pre-test post-test control group design. The experimental group consisted of 25 students and control group consisted of 29 students. Two-stage sampling technique, purposive sampling and then cluster sampling, was used to choose the subjects. To analyze the data, the researcher used Two-Way ANOVA technique. The research results show that using Blog media is more effective to enhance the students’ ability in writing an English research proposal compared to using Slide. The students’ reasoning level also influences their writing ability. Furthermore, there is an interaction between teaching media and reasoning level towards students’ ability in writing an English-language research proposal. The students’ with high reasoning level taught by using Blog have higher writing ability compared to those with high reasoning level taught by using Slide. Moreover, the students with low reasoning level taught by using Blog also have higher writing ability compared to those with low reasoning level taught by using Slide.

References

Alsubaie, A., & Madini, A. A. (2018). The Effect of Using Blogs to Enhance the Writing Skill of English Language Learners at a Saudi University. Global Journal of Educational Studies, 4(1), 13. https://doi.org/10.5296/gjes.v4i1.12224

Alvarez, G. (2012). New Technologies in the University Context: The Use of Blogs for Developing Students’ Reading and Writing Skills. RUSC. Revista de Universidad y Sociedad Del Conocimiento, 9(2), 185–199. https://doi.org/10.7238/rusc.v9i2.1160

Arshad, M. N., Atan, N. A., Abdullah, A. H., Abu, M. S., & Mokhtar, M. (2017). Improving the reasoning skills of students to overcome learning difficulties in additional Mathematics: a Review. Journal of Science and Mathematics Letters, 5, 28-35. Google Scholar

Arwansyah, Y. B., Widyaningsih, N., & Daniswari, H. P. (2019). The Use of Edmodo-Based E-Learning Media in Improved Reading Interest with Whole Language Approach. Journal of Physics: Conference Series, 1254, 012065. https://doi.org/10.1088/1742-6596/1254/1/012065

Chawinga, W. D. (2017). Taking social media to a university classroom: teaching and learning using Twitter and blogs. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0041-6

Coxhead, A. (2018). Vocabulary and Second Language Writing. In The TESOL Encyclopedia of English Language Teaching (pp. 1–6). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0533

Fauzan, A. (2017). INCREASING STUDENTS’ WRITING SKILLS BY UTILIZING BLOGS. LET: Linguistics, Literature and English Teaching Journal, 4(1), 38–49. https://doi.org/10.18592/let.v4i1.1399

Harpiansi, H., & Suryani, N. Y. (2019). Blended Learning in English Academic Reading to Respond Revolution 4.0. VELES Voices of English Language Education Society, 3(2), 145–153. Google Scholar

Hernández Herrero, A. (2011). Journals: A tool to improve students’ writing skills. Actualidades Investigativas En Educación, 7(1). https://doi.org/10.15517/aie.v7i1.9241

Karlsson, A. (2014). How can blogging in foreign language education improve pupils ´ writing skills ? A research synthesis. Google Scholar

Kohsamut, T., & Sucaromana, U. (2017). Using Blog To Enhance English Writing Skill. 3(2), 1337–1348. Google Scholar

Lei, X. (2016). Understanding writing strategy use from a sociocultural perspective: The case of skilled and less skilled writers. System, 60, 105–116. https://doi.org/10.1016/j.system.2016.06.006

Lim, J., & Polio, C. (2020). Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers. Journal of Second Language Writing, 47, 100713. https://doi.org/10.1016/j.jslw.2020.100713

Marvell, A. (2018). Student experiences of facilitating knowledge exchange: Developing an understanding of responsible events through blog writing. Journal of Hospitality, Leisure, Sport & Tourism Education, 23, 1–9. https://doi.org/10.1016/j.jhlste.2018.04.002

McGrath, L., Berggren, J., & Mežek, Š. (2016). Reading EAP: Investigating high proficiency L2 university students’ strategy use through reading blogs. Journal of English for Academic Purposes, 22, 152–164. https://doi.org/10.1016/j.jeap.2016.03.003

Murphy, P. K., Firetto, C. M., & Greene, J. A. (2017). Enriching Students’ Scientific Thinking Through Relational Reasoning: Seeking Evidence in Texts, Tasks, and Talk. Educational Psychology Review, 29(1), 105–117. https://doi.org/10.1007/s10648-016-9387-x

Mustika, M., Maknun, J., & Feranie, S. (2019). Case study : analysis of senior high school students scientific creative, critical thinking and its correlation with their scientific reasoning skills on the sound concept. Journal of Physics: Conference Series, 1157, 032057. https://doi.org/10.1088/1742-6596/1157/3/032057

Naufal, M. A., Atan, N. A., Abdullah, A. H., & Abu, M. S. (2017). Problem solving, based on metacognitive learning activities, to improve Mathematical reasoning skills of students. Man in India, 97(12), 213–220.

Philippakos, Z. A. (2018). Using a Task Analysis Process for Reading and Writing Assignments. The Reading Teacher, 72(1), 107–114. https://doi.org/10.1002/trtr.1690

Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), 583–602. https://doi.org/10.1007/s11251-017-9421-5

Rainey, E. C. (2017). Disciplinary Literacy in English Language Arts: Exploring the Social and Problem-Based Nature of Literary Reading and Reasoning. Reading Research Quarterly, 52(1), 53–71. https://doi.org/10.1002/rrq.154

Said, N. E. M., Yunus, M., Doring, L. K., Asmi, A., Aqilah, F., & Li, L. K. S. (2013). Blogging to enhance writing skills: A survey of students’ perception and attitude. Asian Social Science, 9(16 SPL), 95–101. https://doi.org/10.5539/ass.v9n16p95

Vadia, M. N. (2018). Using Classroom Blog to Teach Writing to Senior High School Students. Journal of English Language Teaching, 7(1), 187-193–193.

Vasilyeva, N. N. (2016). The Use of Informational-communicational Technologies in Reading Difficulties Correction in Children. Procedia - Social and Behavioral Sciences, 233, 292–296. https://doi.org/10.1016/j.sbspro.2016.10.132

Yusof, F. H. M., & Ismail, O. (2016). Writing Reflections Using Intranet WordPress Blog. In M. A. Abdullah, W. K. Yahya, N. Ramli, S. R. Mohamed, & B. E. Ahmad (Eds.), Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014) (pp. 945–955). Springer. https://doi.org/10.1007/978-981-10-1458-1_85

Published
2020-05-16
How to Cite
Arini, Y. (2020). Blog or slide? Using Appropriate Media to Enhance the Students’ Ability in Writing an English Research Proposal based on Their Reasoning Level. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(1), 12-25. https://doi.org/10.25217/ji.v5i1.858