Review journal article 14

A REVIEW JOURNAL ENTITLED THE USE OF EDMODO 

IN TEACHING WRITING IN A BLENDED LEARNING SETTING 

By Pupung Purnawarman

Susilawati

Wachyu Sundayana

Universitas Pendidikan Indonesia

Technology becomes very important in language learning especially writing skill. ). Technology is also trusted to provide language learners with a great number of possibilities to enhance language learning (Dudeney & Hockly, 2007). They specifically argue that technology, with its perpetual development, can give learners exposures, allow them to practice the knowledge, and bridge teachers to assess the learners’ language ability. Implementing technology in writing class is not paper-based only but it also uses larger more expand medie such as multimedia platform.

Regarding technology, blended learning also becomes very popular nowadays. Blended learning or also called hybridization (Jacob, 2011) combines face-to-face learning with online learning (Bonk & Graham, 2005; Friesen, 2012). Blended learning occurs when technology is utilized in the process of learning (Clark & Mayer, 2011; Bates, 2005) and intended to enhance knowledge and performance (Rosenberg, 2001).

One of the recent technologies implemented in language learning is Edmoddo, a blended learning platform designed by O’Hara and Borg in 2008. It designed almost similar to facebook but it is used specifically for educational purposes. Edmodo is used by many educational institutions all over the world for its attracting features (Delacruz, 2014). Therefore, edmoddo can be an alternative media for teachers to teach writing.

From the finding, we can conclude that the implementation of Edmodo in teaching writing shows that Edmodo facilitates the students’ engagement cognitively through Note menu. The Note menu which is used during the writing process apparently facilitates the students interactivity and meaningful writing tasks. To be more detail, Edmodo through Note menu facilitates the students’ cognitive engagement by: 1) allowing the students to work independently within groups; 2) allowing the students to be concerning on quality of their work; 3) enabling the students to take parts in learning situations; and 4) directing the students to see Edmodo as a part of learning.