The Development of a Weblog for Learning English Grammar

Authors

  • Dewi Furwana Institut Agama Islam Negeri Palopo, Indonesia
  • Andi Tenrisanna Syam Institut Agama Islam Negeri Palopo, Indonesia
  • Qubra Qubra Institut Agama Islam Negeri Palopo, Indonesia

DOI:

https://doi.org/10.24256/ideas.v11i1.3861

Keywords:

basic English grammar, research and development, weblog

Abstract

This research aimed to develop the appropriate weblog for learning English grammar of the twelfth-grade students at SMAN 4 Palopo. Furthermore, the researcher applied Research and Development (R&D) method under the ADDIE model. It consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. This research was located at SMAN 4 Palopo. The subjects in the research were the twelfth-grade students at SMAN 4 Palopo, and 42 students became respondents for the development tryout. This research used several instruments to collect data, i.e., need analysis questionnaires, experts’ judgment questionnaires, and students’ perception questionnaires. The technique of data analysis was a quantitative descriptive analysis technique. This research shows that the developed basic English grammar material through blog learning for the twelfth-grade students at SMAN 4 Palopo was appropriate. The value from the expert’s validation showed that the material expert was 4.33, the language expert was 4.80, and the media/IT expert was 3.44. Thus, the overall mean score for product validity was 4.52 under the excellent category. The result of the questionnaire on students’ perception obtained 4.23 in the excellent category. The appropriate basic English grammar material through blog learning for the twelfth-grade students at SMAN 4 Palopo covers: (1) learning objectives follow students’ necessities; (2) material consists of modal verbs, singular and plural, noun and verb phrases, tenses, direct and indirect speech, passive voice, and articles; (3) presented visually and audio-visually; (4) exciting learning activities and is student-centred such as quizzes, games, and tasks; (5) material’s arrangement consists of a definition, observing activity, grammatical structure, function, and example; (6) an understandable and accessible and covered with a good, attractive, and consistent layout; (7) clear, effective, communicative language and is suitable; (8) material can increase students’ enthusiasm, focus, spirit, confidence, motivation, and activity.

 

References

Ahluwalia, G., Gupta, D., & Aggarwal, D. (2011). The use of blogs in English language learning: A study of student perceptions. Profile, 13(2).

Alrubail, R. (2016). Blogging for English-language learners. https://www.edutopia.org/blog/blogging-for-english-language-learners-rusul-alrubail#:~:text=Even%20more%2C%20a%20blog%20can,expand%20and%20widen%20learning%20opportunities.

Amstrong, K., & Retterer, O. (2008). Blogging as L2 writing: A case study. Association for the Advancement of Computing in Educational Journal, 16(3), 233-251.

Aymi, S. (2014). The use of blogs in learning English as a foreign language. Mevlana International Journal of Education, 4(1), 244-259.

Azizinezhad, M., & Hashemi, M. (2011). The use of blogs in teaching and learning translation. Procedia - Social and Behavioral Sciences, 28, 867–71. https://doi.org/10.1016/j.sbspro.2011.11.159.

Betts, J. D., & Glogoff, S. J. (2004). Instructional models for using weblogs in e-learning: A case study from a virtual and hybrid course [Paper presentation]. The Syllabus 2004 Conference, San Francisco, CA. http://download.101com.com/syllabus/conf/summer2004/PDFs/w01.pdf

Bikowski, D. (2018). Technology for teaching grammar. In John I. Liontas. Project: The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc.

Bloch, J. (2004). Second language cyber rhetoric: A study of Chinese L2 writers in an online Usenet group. Language Learning & Technology, 8(3), 66-82. http://llt.msu.edu/vol8num3/bloch/default.html

Devitasyari, N. (2018). Developing English Writing Materials through Web Blog for Students of English Education Department. UIN Alauddin Makassar.

Divitini, M., Haugaløkken, O., & Morken, E. M. (2005). Blog to support learning in the field: lessons learned from a Fiasco [Paper presentation]. The 5th IEEE International Conference on Advanced Learning Technologies ICALT, 219–221. https://doi.org/10.1109/ICALT.2005.74.

Du, H. & Wagner, C. (2007). Learning with weblogs: Enhancing cognitive and social knowledge construction. IEEE Transactions on Professional Communication, 50(1), 1-16.

Ducate, L. C., & Lomicka, L. L. (2008). Adventures in the blogosphere: From blog readers to blog writer. Computer Assisted Language Learning, 21(1), 9-28.

Duff, A., Spangenberg, B., Carter, S., & Miller, J. (2010). The Gang's all here: Grammar goes global for Purdue, Unisa and Adelaide University. Journal of Learning Design, 4(1), 1-9.

Hedge, T. (2000). Teaching and Learning in the Language Classroom (1st ed). Oxford University Press.

Ima, N. (2017). Developing Instructional Media of Basic English Grammar Weblog for the First Year Students of Senior High School 11. UIN Alauddin Makassar. http://repositori.uin-alauddin.ac.id/6420/2/Nur Ima.pdf.

Khai, T. T. (n.d). Analysis of Learning and Teaching Grammar for Second Language Learners. https://www.academia.edu/1920285/Learning_and_Teaching_Grammar

Kung, F. W. (2018). Assessing an innovative advanced academic writing course through blog-assisted language learning: issues and resolutions. Innovations in Education and Teaching International, 55(3): 348–56. https://doi.org/10.1080/14703297.2015.1108213.

Miceli, T., Murray, S. V., & Kennedy, C. (2010). Using an L2 blog to enhance learners' participation and sense of community. Computer Assisted Language Learning, 23(4), 321-341.

Murray, L. & Hourigan, T. (2008). Blogs for specific purposes: Expressivist or socio-cognitivist approach? ReCall, 20(1), 82-97

Mynard, J. (2007). A Blog as a tool for reflection of English language learners. Asian EFL Journal, Professional Teaching Articles, 24, 1-10. http://www.asian-efl-journal.com/pta_Nov_07_jm.pdf

Noytim, U. (2010). Weblogs enhancing EFL students’ English language learning. Procedia Social and Behavioral Sciences, 2, 1127–1132. doi: 10.1016/j.sbspro.2010.03.159

Rahman, S., Emelia A., & Melor Md. Yunus. (2012). Students’ experiences on using blog as learning journals. Procedia - Social and Behavioral Sciences, 67, (2012): 135–43. https://doi.org/10.1016/j.sbspro.2012.11.314.

Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.

Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1): 5–25. https://doi.org/10.1177/0033688214522622.

Sanjaya, H. K., Apriani, E., & Edy, S. (2020). Using web blogs in teaching writing for EFL students. Journal of English Education and Teaching, 4(4), 516–35.

Sumalinog, G. G. (2018) Common grammatical errors of the high school students: The teachers’ perspective. International Journal of Research Science & Management, 5(10), 69–74.

Turkmen, Y. & Aydin, S. (2016). The effects of using online concordances on teaching grammar. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Nisan, 20(1), 145-152. https://hdl.handle.net/20.500.12462/3834

Uzun, L., Cengiz, B. C., & Gürkan, S. (2012). Creating and using blogs and websites for EFL vocabulary learning and practice. Contemporary Online Language Education Journal, 2(1), 181-194.

Welty, G. (2007). The ‘Design’ phase of the ADDIE model. Journal of GXP Compliance, 11(4), 40–48.

Witte, S. (2007). That's online writing, not boring school writing: Writing with blogs and the talkback project. Journal of Adolescent & Adult Literacy, 51(2), 92-96

Wu, C. (2006). Blogs in TEFL: A new promising vehicle. US-China Education Review, 3(5), 69-73.

Downloads

Published

2023-08-02

Citation Check