Current Research in ELT

Chapter 1 1
CURRENT RESEARCH IN ELT

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Writers :
Muliati , S,Pd.,M.Hum.,M.Ed
Ulfah Syam, S.S, M. Pd
Dr.Ramli, S.S., M.Pd
Dr. Muthmainnah, S.Pd.I.,M.Pd
Prof. Aly Qoura
Dr. Andi Asrifan, S,Pd.,M.Pd
Mohammed Galal Mohammed
Prof. Dr. Sherif Mohammed A. Ismail, B.Sc.,M.SC., MBA, PhD, PMP
Dr. Salasiah, A, S.Pd, M.Ed
Khairil., S.Pd.M.Pd
Dr. Muhammad Taufik,M.Pd
Dr. Ghada Tosson Abd Al-Lateef, Ph.D
Dr.Ahmad Al. Yakin, S.Ag., M.Pd
A.P. Harianah Zaidah, S.Pd., M.Pd
Dr. Muhammad Hasby, S.Pd.,M.Pd
Mitha Rahmawati Pellu, S.Pd.,M.Pd
Ilustrasi Sampul : Tim Prima Putra Pratama

Penata Letak & Penyunting : Tim Prima Putra Pratama
Penerbit : CV. Prima Putra Pratama
ISBN : 978-623-6561-08-9
Hak Cipta dilindungi oleh Undang-Undng

Dilarang memperbanyak sebagian atau seluruhnya isi buku ini
Tanpa izin tertulis dari penulis.
2 Current Research in ELT

PREFACE
This book discusses some current research in English Language
Teaching. It offers for teachers, lecturers, and researchers who concern
in language education studies and the readers who want to develop
their language knowledge. The writers of this book come from different
institutions in three countries (Indonesia, Qatar, and Egypt). They
share some strategies, approaches, and promising study in teaching and
learning English. It proves that education needs worldwide collaboration
to conduct innovative research and how the implication is applied in the
classroom.
The appreciation addresses to the lecturers of Universitas Bosowa to

participate writing as well as editing this book. This book also successfully
involves other Indonesian and international researchers to sound their
research interest. More importantly, this book will be launched as
another output of Penelitian Dosen Pemula (PDP) beside submitting
journal in national accredited journal. Overall, As the result, this program
will motivate the lecturers to lift up their ability in Tri Darma Perguruan
Tinggi.
This book is expected to encourage all teachers and lecturers to

participate in any academic activities and actively draft their ideas into
published book or article. At last, nowadays we are facing new era with
different challenge and this might be an opportunity for all to continuously
develop the professionalism.
Rector of Universitas Bosowa
Prof. Dr. H. Muhammad Saleh Pallu, M.Eng
iii 1
Chapter iii
TABLE OF CONTENT
Preface ............................................................................ iii
Table of Content .............................................................. iv
Chapter 1 : Discovery Learning Method for EFL students .......... 1

Chapter 2 : Researching the needs of learning in writing course
using ASSURE model: initial step in developing
TPACK model - based instruction ............................. 15
Chapter 3 : How will AI shape the future of education? .............. 43
Chapter 4 : Designing Cyber Literature-based instruction in
teaching English literature at University Islam
Negeri Alauddin Makassar ........................................ 63
Chapter 5 : 21st Century Skills ..................................................... 92
Chapter 6 : Printed books versus e-book in learning ................... 104
Chapter 7 : New trends in English language teaching and
learning ...................................................................... 116
Chapter 8 : The implementation of Digital literacy in EFL
classroom activities .................................................... 131
Chapter 9 : Online Collaborative Writing to Improve Students’
Argumentative Writing .............................................. 153
About the Authors ........................................................... 168
iv Current Research in ELT

CHAPTER I
DISCOVERY LEARNING METHOD FOR

EFL STUDENTS
Muliati
English Language Department, Universitas Bosowa
muliati@universitasbosowa.ac.id
Ulfah Syam
English Language Department, Universitas Bosowa
Syam_ulfah@yahoo.com
Key Concepts
Discovery learning is one of teaching and learning methods which

is based on the contextual phenomenon. Bruner (1961) stated that
learning happens by discovering, which prioritizes reflection, thinking,
experimenting, and exploring. Those activities are effective to help
students to learn about somewhat. Through discovery learning, students
are required to think in higher order thinking skill, be brave to do the
experiment and explore the study (Juhaeni et al., 2020).
According to Bruner (1966), Discovery is a way from the unknown

to the known by the learners themselves. It changes students’ perspective
about the difficulty of the material because the students learn by
themselves. Furthermore, Bruner explained that discovery learning
“generally, discovery teaching involves not so much the process of leading
students to discover what is ‘out there’, but rather, discovering what is
in their own heads” (Bruner, 1971, p. 72; Takaya, 2008). In discovery
learning, the students are allowed to analyse, find the characteristic or
Chapter 1 1
pattern and explore more the material which makes students get deeper
understanding (Juhaeni et al., 2020) because they have experienced it by
themselves and therefore, students’ active participation in learning process
(Bruner, 1968; Kara & Özgün-Koca, 2004; Kipnis, 2005). For instance,
when the students are being active in the learning process, they will
contribute step by step and it be called as discovery learning. In the words
the students discover the materials by themselves. In addition, discovery
learning means students construct knowledge based on new information
and data collected by them in an explorative learning environment (De
Jong & Van Joolingen, 1998; Njoo, 1994). Thus, it is firmly believed that
discovery learning assists students to learn English through context and
learn English constructively.
Introduction
Discovery Learning is a method of inquiry-based instruction and

is considered a constructivist-based approach to education. A review
of the literature suggests that discovery learning occurs whenever the
learner is not provided with the conceptual understanding and must
find it independently and with only the provided materials. According
to Singaravelu (2012) discovery learning methods is an opportunity to
provide the learners with intensive or, conversely, minimal guidance,
and both types can take many forms, for example manuals, simulations,
feedback, and example problems. In this case, students have more
responsibility in learning the concept in Discovery Learning and students
are able to learn English in their own pace. Therefore, the information
must be discovered by the students within the confines of the task and its
material (Singaravelu, 2012).

Discovery learning with corpora attempts to bridge these positions
by making the most of corpora as learning aids rather than as sources of
descriptive evidence only (Bernardini, 2016). Discovery learning is one of
the learning approaches to support and to construct students’ creativity
and critical thinking (Kusumawardhani et al., 2019). As stated previously,
discovery learning is an inquiry-based, constructivist learning theory that
takes place in problem solving situations where the learner draws on
his or her own past experience and existing knowledge to discover facts
and relationships and new truths to be learned (Bruner, 1961). Thus, it
can be implied that discovery learning as the process of discovering new
knowledge by the students themselves.
Theories of Discovery Learning method is a learning theory that is

defined as the learning process that occurs when students are not presented
with the lesson in its final form, but are expected to organize themselves. As
Bruner’s opinion, that Discovery Learning can be defined as the learning
that takes place when the student is not presented with subject matter
in the final form, but rather is required to organize it himself. Discovery
Learning method is to understand concepts, meanings, and relationships,
through an intuitive process to finally arrive at a conclusion (Budiningsih,
2005, p. 43). Discovery occurs when individuals are involved, especially
in the use of mental processes to discover some concepts and principles.
Discovery is able to do through observation, classification, measurement,
prediction, and determination (Kemendikbud, 2012).
As a learning strategy, Discovery Learning has the same principles

as inquiry and problem solving. There is no principal difference in these
three terms, Discovery Learning emphasizes the discovery of previously
unknown concepts or principles. The difference with discovery is that
the discovery of problems faced by students (Kemendikbud, 2012). For
Chapter 1 3
instance, a kind of problem engineered by the teacher, whereas in inquiry
the problem is not the result of engineering, so students must exert all
their thoughts and skills to get the findings in the problem through the
research process, in this context, problem solving emphasis on the ability
to solve problems. However, the principle of learning that appears in
Discovery Learning is that the material is not delivered in a final form, but
students as learners are encouraged to identify what they want to know
followed by looking for information themselves (Kemendikbud, 2012).
Implications of Discovery Learning Method
Review of related study as early as the 1950s, research had begun to

investigate the effects of discovery learning methods in comparison with
other forms of instruction. Bruner (1961) and others advocated learning
situations that elicited explanations or self-guided comprehension from
students and that provided opportunities for students to gain insights into
their domains of study. Bruner emphasized that such discovery learning
could enhance the entire learning experience while also cautioning that
such discovery could not be made a priori or without at least some base
of knowledge in the domain in question. Some previous researchers
Janssen et al., 2014; Singaravelu, 2012; Cahyani & Yulindaria, 2018; Joy
2014 examined the implication of discovery learning. In this context,
Jerome Bruner’s discovery learning theory was applied to the lesson Light
Bounces and presented to third graders at a nearby suburban elementary
school. A teaching approach using discovery learning presents questions
and activities that challenge students to utilize their prior knowledge
in order to build upon and improve their current understandings, as is
demonstrated in Light Bounces (Schunk, 2008). Bruner believed from a
constructivist perspective, that education is a process of personal discovery

(Clabaugh, 2009). This theoretical model was used to enhance students’
learning experiences. It seems research has shown that discovery learning
increases the likelihood of students retaining knowledge for future lessons
(Champine et al., 2009).
Relation with the implementation of discovery learning, Bernardini

(2016) conducted research on MTs by guided discovery model and
formulated the aim of research was to develop of learning devices based
guided discovery model in improving of understanding concept and critical
thinking mathematically ability of students at Islamic Junior High School;
to describe improvement understanding concept and critical thinking
mathematically ability of students at MTs by using learning devices based
guided discovery model; to describe students’ responses toward learning
devices based guided discovery model in improving of understanding
concept and critical thinking mathematically ability of students at MTs;
and to describe the settlement process of the student’s answers in solving
problems of understanding concepts and critical thinking mathematically
ability of students. Bernardini (2016) showed the results of trials I and
trials II into learning devices that meet the criteria of effectiveness, in
terms of students’ mastery learning in the classically; achievement of
learning purpose; and learning time. Also, learning devices based guided
discovery model is able to improve the understanding concept and
critical thinking mathematically ability of students. Students’ responses
to components of learning devices and learning activities were positive.
Lastly, the settlement process of the students’ answers to problems solving
about the understanding concept and critical thinking mathematically
ability of students with guided discovery model more varied and better
(Bernardini, 2016).
Chapter 1 5
Another research on discovery learning, Janssen et al., (2014)
concerned a study on the development and effects of a participatory design
based teacher training trajectory aimed at making guided discovery learning
practical for student biology teachers. Then, they identified practical
heuristics for designing guided discovery learning lessons by analysing
design protocols made by biology teachers who are experts in guided
discovery learning. Their research, the participants were interviewed
about their motivational beliefs before and after the program. The finding
showed that student teachers are able to design guided discovery learning
lessons and used the heuristics to design guided discovery learning
lessons. Their motivation for implementing guided discovery learning in
their classroom had increased substantially. Moreover, concerning the
influence of discovery learning model application, Riandari et al., (2018)
implemented discovery learning model application to the higher order
thinking skills at the tenth grade students of Srijaya Negara senior high
school Palembang. The research method used was pre-experimental with
one-group pre-test-post-test design. The t-test result indicated there was
significant increase of higher order thinking skills students. Riandari et
al., (2018) concluded that the application of discovery learning model had
a significant effect and increased to higher order thinking skills students
of Srijaya Negara senior high school Palembang on the animal kingdom
subject matter.
Based on the theories that have been presented and coupled with
the analysis of research data, Discovery Learning are able to influence
students’ capability in some different areas or skills. The Discovery
Learning model enables students to grow as they provide opportunities
for students to conduct their own experiments, allowing students to
actively and effectively learn, providing a range of learning conditions

and situations in the form of direct and actual experience engagement
(Cahyani & Yulindaria, 2018). In addition, the Discovery Learning model
allows students to follow the lesson with enthusiasm and joy. Students’
involvement in learning will provide experience, as a result student are
able to construct their knowledge. Teachers play a crucial role on the
success of students in learning, where teachers have to manipulate the
environment so that students can learn easily. Teachers need to make an
election to the various strategies and models of learning that exist.
Cahyani & Yulindaria (2018) formulated some recommendation,

namely 1) the principal is expected to participate in training, seminar, or
implement lesson study about cooperative learning model so that it can
be implemented in the teaching and learning process in the classroom;
2) The Discovery Learning model should be implemented in a class with
heterogeneous student composition; and, 3) giving more opportunities
for students to write stories because students’ writing will get much better
by practicing. It is believed that the benefits of the discovery learning
process consist of increasing the intellectual potential, shifting values
from extrinsic to intrinsic, and improving long memories.
The main targets of the discovery learning model are maximum

student engagement in teaching and learning activities and develop self-
belief about what is found during the learning process. Discovery learning
takes place most notable in problem solving situations where the students
draws in their experience and prior knowledge. This is supported by Mayer
(2003) argued that discovery learning method is a teaching technique that
encourages students to take more active role in their learning process by
answering a series of questions or solving problems designed to introduce
a general concept.
Chapter 1 7
Discovery Learning Method in Reading Comprehension
This section provides a discussion of promoting Discovery Learning

method for EFL students in reading comprehension. The writers
conducted research at SMPN 01 Barru, South Sulawesi.
The result of data analysis showed from the reading comprehension

test. The research process was conducted by using Discovery Learning
Method to develop students’ reading comprehension skill. The finding of
the research to know the impact of using Discovery Learning Method
and to find out the significance of Discovery Learning Method in learning
English on particularly reading comprehension.
After analysing data, the result of reading comprehension in pre-

test showed that 3 students were classified was very good, 13 students
were classified as good, and 14 students were classified as fair. The finding
of pre-test revealed that the classification of the students in pre-test
experiment the total score was 200 and the mean score was 5. It shows
that the students’ mean score in reading comprehesion was low before
applying Discovery Learning Method and classified as good classification.
Meanwhile, the result of post-test showed that there are 4 students

were classified as excellen, 18 students were classified as very good, 8
students were classified as good, and none of students classified as fair
and poor. The finding showed that the classification of the students based
on the post-test of experimental class was 298 and the mean score was
7.45 and classified as very good classification. It seems that the students’
reading comprehension improve after applying Discovery Learning
Method at SMPN 01 Barru.

The result of finding examined the rate of percentage of the
students’ in pre-test. The finding showed that there were 3 (7.5%) students
of 40 students got very good classification, 13 (32.5%) students of 40
students got good classification and 14 (60%) students of 40 students got
fair classification. While none of students got excellent classification and
poor classification. Consequently, it can be concluded that the students’
reading comprehension in pre-test before implementing Discovery
Learning Method was good classification.
This research also showed the percentage of the students’ in

post-test. It showed that 4 (10%) students of 40 students got excellent
classification, 8 (20%) students of 40 students got very good classification
and 28 (70%) students of 40 students got good classification. Meanwhile,
none of the students got fair classification. However, after using Discovery
Learning Method the score of students’ in reading comprehension was
increased significantly in the post-test. Therefore, it can be said that the
students’ reading comprehension at SMPN 01 Barru increase rapidly.
To know the students’ mean score in pre-test and post test will be
presented to table below:
Table 1.The students’ mean score in pre-test and post-test

Pre-test (X1) Post-test (X2) Improvement
5 7.45 49 %
To find out the mean score of reading comprehension test , the

researcher was calculated all score within pre-test X= 5, and post test
X= 7.45. Meanwhile, the students’ improvement score analysis for
reading test was 49%. This means that there was an improvement of
reading comprehension within Discovery Learning Method. In other
Chapter 1 9
words, Discovery Learning Method was success. It seems the advantages
of Discovery learning Method for students have impact in the effective
of teaching and learning process in English. Students have capability
to enhance their vocabulary. It was proved from the student’ reading
comprehension test which have the improvement into the correct answer.
To know the significant between t-test and t-table for analysis in

reading comprehension test showed t = 24.75 and it illustrates into the
table below
Table 2. The t-test value of reading comprehension
t-test t-table c omprehension different
24.75 2.024 t-test significant
The result of t-table value in reading comprehension test indicated

that t-test value of reading comprehension were higher than t-table value
(24.74 ≥ 2.024), this finding used to determine the hypothesis that
occured in this research as it stated that null hyphothesis (H0) is rejected
when the value t- test was higher than the value of t-test, and alternative
hyphotesis (H1) was accepted. It means that the alternative hyphotesis
(H1) was accepted and the null hypothesis (H0) was rejected. The result
of data analysis showed that the students have highly motivation to learn
English by reading text and the students have self confidence to answer
the question of reading. This result showed from the students’ response in
reading comprehension test.
It is believed that Discovery Learning Method is effective method

in teaching and learning English at SMPN 01 Barru. The students are
able to know the meaning of the words or vabularies that they read in
reading text. This is supported by the frequency and the post-test of
the students’ score after implementing Discovery Learning Method was
better than before appying to the students’ treatment. Relating to the data
collected in the pre-test and post-test, it showed that the students’ reading
comprehension of the first year of SMPN 01 Barru was good . Eventhough,
students got problem in reading English text and answering the questions
of reading passage but students have significantly increased their reading
skill after learning reading within Discovery Learning Method as well as
the students are able to read critically.
Conclusion
Discovery Learning method is one of methods in teaching and

learning language. Discovery learning lead to students to became active
students in learning. However, There are a lot of English teachers who are
not aware and experienced in dealing with the discovery learning method.
Therefore, Discovery Learning method assists the teacher to construct
and elaborate their teaching learning activities which are based on the
discovery learning. Discovery learning can be used for learning different
subjects and it can be extended to secondary level and higher secondary
level. Also, discovery learning can be encouraged to implement to use in
adult education. Discovery learning method becomes as an alternative
student learning. In Indonesian context, this method is in line with the
regulation from the Ministry of Education and Culture No 65, 2013 that
explain about learning model which should be applied in new curriculum
is the discovery/inquiry learning model. It is believed that discovery
learning model is able to present problems related to daily life as an
alternative student learning.
Chapter 1 11
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CHAPTER II
RESEARCHING THE NEEDS OF LEARNING

IN WRITING COURSE USING
ASSURE MODEL : INITIAL STEP IN
DEVELOPING TPACK MODEL BASED
INSTRUCTION
Salasiah A
Universitas Muhammadiyah Parepare
evisalasiah@gmail.com
Khairil
SMAN 3 Parepare
khairilusman@gmail.com
Muthmainnah
Faculty of Teachers Training and Education
Director, Center for womens’s studies
Universitas Al Asyariah Mandar
muthmainnahunasman@gmail.com
Key Concepts
The paper presents the data on the needs of learning in writing course
by using ASSURE model. Researching the needs of learning is considered
important as the early stage in development research on the use of TPACK
based instruction in teaching writing. The data was gathered through
questionnaire given to the students of English education department,
Universitas Muhammadiyah Parepare, Indonesia who enrol in writing
course. The questionnaire was set in view of ASSURE model which the
Chapter 2 15
initial step is analysing learner and specify more on students’ general
characteristics, specific competencies, and learning style. The data from
questionnaire was analyzed using Ms Excel and SPSS version 21.0, and
presented on chart. The data result showed students’ learning need in
the course of writing is supposed to associate with the use of technology
touching in all aspect of their learning.
Introduction
The potential use of ICT assimilation within teaching and learning

has been recognized by the education stakeholder in the world including in
Indonesia. It creates new challenges in teaching professional development.
Technology alone is not sufficient to fulfill the desired changes of
competency of the students and the behavior (Khan, 2014). It will be on
the teacher’s competence to integrate ICT into their instructional tasks to
reach the maximum level of students’ desired changes.
The ICT prospective in teaching and learning has been apprehended

by teachers in Indonesia, but the practice still needs to be pushed as
many teachers get familiar with various technologies but not use it
appropriately for teaching purposes. In spite of the wider importance of
ICT use in education, most teachers in Indonesia who have basic skill of
computer maximize the use of it on performing their instructional task
administratively, such as preparing lesson plan, keeping administrative
record, making notes, and searching basic information. This is also
happened in teaching particular skill like teaching writing skill in English.
Based on the preliminary research conducted via interview at

Universitas Muhammadiyah Parepare, the site I teach at this moment,
the lecturers of English at English Department at Education and Teacher
Training Faculty have adequate technology literacy. They use technology

a lot regarding the necessities, such as they use technology to access
information for their career, and apply internet to search the data as
additional knowledge for quality improvement.
Particularly, in the class of writing at English Department of

Education and teacher training faculty, the lecturer I interviewed with
admitted that she uses the internet to find the writing module or e-book
for teaching writing, but the book is thus printed to be given to students as
the main source for them in learning and the teacher is being the central
point in explaining the book. The lecturer acknowledged that printed
book is more applicable to use than e-book in term of practice. There is
a common tendency emerge in the context that printed book is easier
to share as well as to do learning activity practices during the learning
process than e-book or other materials from the internet. It is clear that
technology integration in teaching is still being exclusive value in practice.
Regarding above issue, researching the learning need of the students

in writing course as a part of initial data in developing Technology,
Pedagogy, and Content Knowledge based instruction in teaching writing
is considered important. Therefore, this paper will describe the data on
students’ learning need in writing course by using Analysing Learners,
Stating Objectives, Selecting Media and materials, utilizing media and
materials, requiring learners’ participation, and Evaluating and revising
(ASSURE) model. The ASSURE model is an instructional system or
guideline that instructors can use to expand lesson plans which combine
the use of technology and media (Smaldino et al., 2012). The ASSURE
model placed the emphasis on learner and the general final result of
engaging in learning objectives.
Chapter 2 17
Researching the needs of learning in writing course using
ASSURE model
Finding learning needs is one main step before deciding to apply

one model of teaching in order to choose appropriate method applied in
class. In this research, learning need of the students in writing subject
was investigated through questionnaire distributed to students of writing
course class to strengthen the data. The questionnaire was made by
considering ASSURE model step that is analyzing learner as the first
step which specify more on students’ general characteristics, specific
competencies, and learning style. The detail of research findings on
learning need will be described below.
1) Background Information
Knowing students’ background information before designing

teaching model can give many benefits to the agent of education
particularly for teacher himself. It helps teacher to decide what method
might appropriate to be applied, how to manage unique characteristics
each learner has, how to develop learning materials as well as how to
practice better pedagogy for them. Heinich et al. (2012) supported the
importance of analyzing students before choosing what best stuff for
teaching them. They stated that if the instructional media and technology
are arranged to be practice well, there should be a match between the
characteristics of the learners and the content of the method, media, and
materials.
In the study, the subject was taken from second semester students
of English Education Department at Universitas Muhammadiyah
Parepare who programmed writing course. There were 31 students who
participated in this class; 27 females and 4 males. However, 10 students

were not original 2nd semester students but they reprogrammed the
course to get better scoring result. Regarding their origin, 16 out of 31
students come from rural area whilst 14 come from city.
About students’ experience in learning English, there are 9 out of 31

students had experienced in taking English course and the rest of them
were never experienced it before enrolling to university. They have ever
taken English course with level range vary from beginner, intermediate,
and advanced. Dealing to the use of technology in learning, they also have
got familiar with technology for learning even though their answers were
various range. There were 11 students used smartphone, 7 students used
laptop, 6 used google, 4 used YouTube, 3 used EDMODO, 2 used Quippier,
2 students applied Facebook and only 1 used WhatsApp. Based on this
background information section, it can be concluded that the students
have enough technology familiarity in supporting their learning.
2) General Characteristics
In this part, general characteristics of the respondents covered their,

description of their writing class, and description on kinds of media/
technology used in their writing class. Students’ responses on the given
questionnaire can be seen below.
The general characteristics in knowing learning need of the students was

description of their previous writing class.
Chapter 2 19
WRITING CLASS DESCRIPTION
SA A N D SD
SA A N D SD
SA A N D SD
48%
Students-centered; students 6% 48%
Students-centered; students
actively than the 6%
participate morestudents 16% 48%
Students-centered; actively than the 6%
participate more teacher 16% 29%
participate more teacher
actively than the 0%16% 29%
teacher 0% 29%
0% 26%
Teacher-center; teacher takes major 6%6%26%26%
Teacher-center; 65%
Teacher-center; roleteacher
in the
teacher
takes major 6%
class
takes major 0% 65%
role in the class 0% 3% 65%
role in the class 0% 3%
3% 23%
Integrating technology in the class, 3% 23%
Integrating technology
e.g. websites, in theEdmodo,
you-tube, class, 3% 6%23%
Integrating technology
e.g. websites, in theEdmodo,
you-tube, class, 3% 6%
WA, blog, facebook, etc 10%
e.g. websites, you-tube,
WA, blog, Edmodo,
facebook, etc 6% 10% 58%
WA, blog, facebook, etc 10% 58%
23% 58%
Using interesting media,eg. 23% 26%
Using interesting media,eg. 23% 26%
16%
Using Pictures,
interestinggames, stories, etc
media,eg. 26% 26%
16%
Pictures, games, stories, etc 16%
Pictures, games, stories, etc 10% 26%
10%26%
10% 71%
Using traditional methods, and text 3%3% 71%
Using traditional methods, and text 3% 19% 71%
book methods,
Using traditional as the main
andsource
text 6% 19%
book as the main source 6%19%
book as the main source 0%
6%
0%
0%
Chart 2.1. Description of Writing Class

Chart students’
Investigating 2.1. Description of Writing
previous class of Class
writing is also categorized
Investigating students’ previous class of writing is also categorized important to
Investigating
important students’ previous
to measure learningclassneed.ofThe
writing
chartison
also categorized
writing important to
class description
Investigating
measure students’
learning need. Theprevious
chartclass of writing
on writing class isdescription
also categorized importantthe
above illustrated to class
measure
above learning need. The
illustrated thechart
classon writingusing
mainly class traditional
description above
method, illustrated
and text thebook
class
measure learning need. The chart on writing class description above illustrated
mainly using traditional method, and text book as the main source in learning (71%). the class
mainlyasusing
the main sourcemethod,
traditional in learning and (71%).
text bookThe astraditional method
the main source here included
in learning (71%).
mainlyThe
using traditional method, and text book as the main source in
traditional method here included face to face interaction, blackboard/whiteboard learning (71%).
face to face
The traditional interaction,
method blackboard/whiteboard
here included face to face interaction, usage, and text book as
blackboard/whiteboard
The traditional method
usage, and text learning here included
book as dominated face to face interaction,
learning source. blackboard/whiteboard
However, students’ still have
usage,dominated
and text book as dominated source.learning
However, students’
source. However,stillstudents’
have bigstill
portion
have biginbig
usage,portion
and textinbook as dominated
learning which learning
is good source.them
to activate However, students’
in learning. There still
werehave48% bigout of
learning
portion which
in learning is good
which is goodto activate
to activatethem
themininlearning. There
learning. There were
were 48%
48% out
out of
portion in
100% learning
voice which
stated is
that good to
students activate them
participated in
morelearning.
activelyThere
in were
class or 48%
popularout of
with
100%ofvoice100% voice
stated thatstated
studentsthat students participated
participated more actively morein classactively
or popular in class or the
with the
100%term
voicestudent-centered,
stated that students participated
while teacher’smore actively
position in class
as main or popular
role in class with the
or known as
term student-centered, while teacher’s position as main role in class or known as
term student-centered,
teacher-centered was while only teacher’s
26%. position as main role in class or known as
teacher-centered was only 26%.
20 was only 26%.
teacher-centered Current Research in ELT
5
5
5
popular with the term student-centred, while teacher’s position as main
role in class or known as teacher-centred was only 26%.
Even though students have been more actively participated in class,

the use of interesting media, e.g. pictures, games, stories, etc to support
the learning still on average scale, 23 % strongly agree and 26 % agree.
If it is connected to integration of technology in class, as the prior class
still apply much traditional setting, low application of technology must be
dominated (26%). More than half participant (58%) said that technology
integration such as the use of websites, YouTube, EDMODO, WhatsApp,
blog, Facebook is still rarely implemented in class. From the description
above, it can be concluded that their class are still dominated traditional
class setting that applied traditional method and text book as main source.
In the next section of learning need questionnaire, students were

asked to describe the kinds of media/technology used in their previous
writing class. The media/ technology used in their prior class covered
traditional and modern tools. The data result of it can be seen at below
chart.
Chapter 2 21
MEDIA/TECHNOLOGY
MEDIA/TECHNOLOGY USED IN WRITINGUSED IN WRITING CLASS
CLASS
MEDIA/TECHNOLOGY USED
MEDIA/TECHNOLOGY INWRITING
USED IN WRITING CLASS
CLASS
SA A N SA D A SD N D SD
SA A N D SD
77%
SA A N D
3% whiteboard) SD
3% 77%
77%
Media (paper,
Media (paper, whiteboard) 10%
3%10% 10%
Media (paper, whiteboard) 10%
10% 0%
0% 10%
0%
10% 10% 77%
3% 10% Blog32% 3% 32%
Media (paper, whiteboard) Blog
Blog
3% 10%
3%10%
32% 10%
10%
10% 45% 45%
0% 13% 45%13%
42% 42%
Audio visual 13%
Audio visual aids; video 6% aids; video 6%
Audio visual aids; video 0% 6% 10% 0%42%
0% 32%
39% 39%
Blog 3% 39% 52%
3% 52%
Google/internet
3% 10%
Google/internet
26%
52% 26%
3%
3% 3% 45%
Google/internet 26% 16%
3% 16%
10%13%
16% 10%
10%
WhatApps
10%
10%
WhatApps 35% 42% 35%
Audio visual aids;WhatApps video 3%6% 10%
35%
3%
42%
0%3% 42%
42%
0% 0% 39% 35%
e.g. bbc,0% 35%
Websites for learning,Websites
e.g. bbc, for learning,
british council, british council,
19% 35%
19%
Websites for learning, e.g. bbc, british council, 0% 19%
0% 52% 45%
3%
0% 45%
45%
Google/internet 26%
32% 0% 32%
Edmodo
0%3% Edmodo32% 10%
0% 10%
Edmodo 0% 10%16%
0%
58% 58%
0%
58%
0% 10% 0%
6%
0%6% 10% You-tube 52%
You-tube 6% 52%
WhatAppsYou-tube 3%
39%
3%
35% 52% 39%
3%3%
39%
0%
0%
0% 0% 42%
0% Facebook 45%
Facebook 0% 45%10%
Facebook 0% 10% 45% 45%
10% 45%
35%45% 39%
Websites for learning, e.g. bbc, british council, 19%32%39% 39% 10%
32%
Text book
7 0% 10%Text book
7 32%
3%
Text book
7 3% 10%
3% 16%
45%
16%
16%
32%
0%
Edmodo 10%
Chart 2.2. Kinds of Media/technology
0% Used in Prior Class
58%
The chart above highlighted
0% how media particularly paper and
6%
whiteboard still dominated students’ class of writing. It is52%
You-tube clearly apparent
3%
in the chart, there are 77% students stated this statement,
39% and only 10%
0%
refused it. Next popular media/ technology used in the class were google
0%
Facebook 45%
22 10%
Current Research in ELT 45%
39%
32%
Text book
7 10%
3%
16%
and internet as search engine for class material exploration (52%). There
only 3% disagreed on it and 16% totally disagree. Text book was still well
used in class of writing. Students described their class by voting it into
39%, and 32% of agreement.
Interestingly, Edmodo as one of social network for teachers and

students was not new anymore for them. 32 % out of 100% said that their
prior class applied EDMODO as interaction networking in writing course.
Using audio visual aids, such as video was also applied in their prior class.
There are 13% totally agree on it and 42% just stated agree. In addition,
blog and WhatsApp was ever used in their writing course. Their position
of usage was in balance as 10% students claimed blog and WhatsApp as
learning media for them.
It can be resumed here that regarding media or technology used

in students’ prior class, paper and white board were still dominated to be
practice in the class setting than technology assisted media practice.
B. Specific Competencies
The part of specific competencies in learning need questionnaire

consist of two questions; students’ writing competence description and
way to improve writing skill. The result of questionnaire can be seen
below.
Chapter 2 23
STUDENTS'
STUDENTS'WRITING COMPETENCE
WRITING COMPETENCE
SA A N D SD
SA A N D SD
3%
0%
Writing creative writing 61%
3% 35%
0%
0%
Writing creative writing 0% 61%
35%
Writing academic writing 29% 35%
0% 35%
0%
0%
0%
Writing a complete essay with 32%35%
32%
Writing
appropriate academicofwriting
components writing 29%
35%
0% 35%
0%
0%
32%
Writing an essay 39%
0% 29%
Writing a complete essay with 0% 32%
appropriate components of writing 0% 32%
3% 35%
Writing a paragraph 0% 29%
65%
3%
0%
0%
32% 71%
Writing
Making ansentence
simple essay 23% 39%
6%
0% 29%
0%
Chart 2.3.
ChartDescription
0%
ofWriting
2.3. Description of Writing Competence
Competence
3%
The above Writing 65%
a paragraphstudents’ writing competence in English.
chart demonstrates Their
The above chart demonstrates students’
29%writing competence in
skill in writing English in this questionnaire reveals on making simple sentence, writing
3%
English. Their skill in writing English in this questionnaire reveals on
0%
making simple sentence, writing a paragraph,
9 writing an essay,71%
writing a
Making simple sentence 23%
complete essay with appropriate components
6% of writing, writing academic
0%
writing, and making creative writing. It shows in the chart that their
competence in writing English is vary, but mostly dominated by ability
making simple sentence
Chart 2.3.(71%). Making
Description a paragraph
of Writing Competenceis still categorized
not easy
Thefor students.
above There arestudents’
chart demonstrates 65% out of 100%
writing statedinneutral
competence English. on this
Their
writing
skill in competence
writing English while only 3% admitted
in this questionnaire reveals onable to simple
making write sentence,
a paragraph.
writing
9
Interestingly, in making an essay, students’ competence is better,
32% confessed able to make an essay, 39% were in neutral position, and
29% were not able to make an essay. In making a complete essay with
appropriate components of writing, the frequency are similar with making
an essay. There are 32% students can make an essay with appropriate
components of writing, 32% is in neutral voice, whereas 35% is disagree
on this item.
Students’ ability in making academic writing is still need to be

improved, 32% said they can make academic writing, 32% was neutral,
and 35% cannot produce academic writing yet. The last item of writing
competence is making creative writing; any writing that expresses ideas
or feeling in imaginative way, such as writing fiction, poetry, or nonfiction.
In this item 61% of the respondents were neutral, and 35% revealed not
able to make any creative writing at all. Therefore, it can be concluded
from the chart that students’ competence in writing English still majority
on writing simple sentence.
The next chart on specific competencies part is about strategies

students use in improving English writing skill. There are several options
available in the questionnaire and the description of the chart can be seen
below.
Chapter 2 25
STRATEGIES TO IMPROVE ENGLISH WRITING SKILL
STRATEGIES TO IMPROVE ENGLISH WRITING SKILL
SA SA AA NN D
DSD SD
3%
61%
Using technology; Facebook, websites,
you tube, blog, etc. 3% 16%
0%
19% 61%
Using technology; Facebook, websites,
16%
you tube, blog, etc. 3%
Practicing with others, e.g. in club, 0% 39%

42%
course, community
13% 19%
3%
0%
3% 52%
Practicing at home 29% 39%
Practicing with others, e.g. in club, 19%
0% 42%
course, community
13%
23%
19%
Practicing in class
3% 52%
6%
0%
0%
Chart 2.4. Strategies to Improve English Writing Skill
52%
There are four statements on strategies in improving English writing in this
Chart 2.4. Strategies
Practicing at home to Improve English Writing
questionnaire; practice in class, practice at home, practice with29%
Skill
others, and use
19%
technology such as facebook, websites, YouTube, or blog. Based on the finding, it
There are four
revealed statements
that most students improveon
theirstrategies inusing
writing in English improving English
technology; such as writing
0%
in this questionnaire; practice in class, practice at home, practice with
11
others, and use technology such as Facebook, websites,
23% YouTube, or blog.
19% improve their writing
Based on the finding, it revealed that most students
Practicing in class
in English using technology; 52% blog
such as Facebook, websites, YouTube,
6%
(61%), followed by practicing at home (52%), and practicing with others;
0%
e.g. in club meeting, course, community (39%). Surprisingly, they said
that they have low involvement in class regarding their writing practice
Chart 2.4. Strategies to Improve English Writing Skill
in English (42%) and 52% said they did not practice writing English in
There are four statements on strategies in improving English writing in this
class. the result seems not associate with students’ writing competence on
questionnaire; practice in class, practice at home, practice with others, and use
the prior question that mostly dominated with the ability to make simple
technology such as facebook, websites, YouTube, or blog. Based on the finding, it
sentence.
revealed that most students improve their writing in English using technology; such as
11
From the chart above, it can be summarized that students have
high bonding with technology, and they can use it to support their learning
although it is not maximized yet for its usage. In addition, it can be said
that they have already been in technology literate zone. For that reason,
integrating technology with pedagogy in learning content (writing course)
can be good offer to make the most of meaningful learning.
Investigating learning style as part of knowing learning need can
ease researcher deciding the characteristics of teaching instruction which
should be accomplished in writing course. as well as choosing appropriate
model of teaching. In this part, Nunan ‘s model (1999) in describing
learning style was adopted. There are 3 statements in this part regarding
learning style; (1) describing major learning styles, (2) way, strategy,
and media of learning, and (3) learning preference in class of writing. In
describing students’ major learning styles, Nunan’s questionnaire item
was adopted that consist of visual, physical, aural, verbal, logical, social,
and solitary. The result of the questionnaire distributed to students can
be seen below
Chapter 2 27
MAJOR LEARNING STYLE
MAJOR LEARNING
MAJOR STYLE
LEARNING STYLE
SA SA AA N N D DSD SD
SA A N26% 26% D SD
6%
6%
Solitary 10%
26%32%
26%
Solitary 6% 10%
Solitary 10% 26%32%
26% 32%
26%
Social 16%
10%
16% 32%
32%
6%
10% 26% 32%
Social 16% 23%26%
Logical 10%
Social 10% 16% 52%

10% 16% 13%
Verbal 16%13%
6% 26%
32%
6% 10% 16%
Logical 10%
10% 10%13%
Logical Aural 10% 23%23%
23%23%
32% 52%
52%
13% 16% 39%
Physical 13%
0% 13%
23%
Verbal 13% 23% 32%
Verbal 26%29% 32%
Visual
16% 26%
26% 39%
6%
16%
10%
0%
10% 13%
Chart 2.5. Students’ Major Learning Style
Aural 13% 23%
Aural 32% from this item is
23%finding to emerge
As seen in the above chart, the most obvious
23% 32%
Chart 2.5. Students’ Major Learning
students’ prefer learning style using physical; learning by doing, Style
using body to assist
23%
learning, e.g. drawing diagrams, using physical objects, or role playing 39%
(39%). Next
As seen in the above chart, 16% the most obvious 39% finding to emerge
Physical 16% 23%
0%
fromPhysical
this item is students prefer learning 23% style using physical; learning by
13 23%
0%
doing, using body to assist learning, 23% e.g. drawing
29% diagrams, using physical
26%29%
Visual
objects, or role playing (39%). Next prefer 26%option of39% learning style is using
Visual 6% 39%
0%
social; means people enjoy learning in groups or with other people (32%).
6%
0%
Chart
The finding 2.5.revealed
also Students’that
Major Learning
some Stylelike learning by visual;
students
Chart 2.5. Students’ Major Learning Style
using pictures,
As seen images,
in the above chart,diagrams, colours,
the most obvious andtomind
finding maps
emerge from(29%),
this itemwhilst
is
As seen
other in the above
students like chart,
using the most obvious
solitary; means finding
prefer toto
emerge
learn from this item is
students’ prefer learning style using physical; learning by doing, usingalone
body or
to through
assist
students’ prefer
self-study learning
(26%). style using
Even though physical; learning
the amount by doing, using body to assist of
learning, e.g. drawing diagrams, using physical objects, is
or few, there are
role playing number
(39%). Next
learning, e.g. drawing diagrams, using physical objects, or role playing
students who chose verbal learning style (13%). Verbal learning style (39%). Nextis a
learning that prefers using words, both in speech and in writing to assist
28 Current
13Research in ELT
13
their learning. Furthermore, few of the students chose aural learning style
that is prefer using sound, rhythms, music, recordings, etc (10%). The
least number of students in learning style opted logical that prefer using
logic, reasoning, and system to explain or understand concepts (6%).
To sum up above chart, it can be concluded that most students enjoy
social type of learning style. They love learning in group or surrounded by
people. Therefore, grouping is suggested to do in class setting when they
do learning activity.
In question no 2 of learning style, the items asked were way, strategy,
and media of learning. The graph on way of learning below shows students
like learning mostly in small groups, followed by individually, large
groups, and pairs respectfully. The detail explanation on the data result
can be illustrated at below chart.
WAYS OF LEARNING IN CLASS
SA A N D SD
16%
23%
in one large group 3%
29%
29%
71%
10%
in small groups 6%
10%
3%
16%
10%
in pairs 26%
26%
23%
35%
29%
individually 3%
26%
6%
ChartChart
2.6..2.6..
Way ofof
Way Learning inClass
Learning in Class
As seen in the graph, students like learning mostly in small groups when they are
Chapter 2 29
in class. There are 71 % out of 100% strongly agree on this statement and only 3 %
stated strongly disagree. Then 35% of the research subject was strongly agree and 29%
of them agree to learn individually. Learning in pairs and in large group while students
are in class have similar percentage of agreement (16%), though they have bit
As seen in the graph, students like learning mostly in small groups
when they are in class. There are 71 % out of 100% strongly agree on this
statement and only 3 % stated strongly disagree. Then 35% of the research
subject was strongly agree and 29% of them agree to learn individually.
Learning in pairs and in large group while students are in class have
similar percentage of agreement (16%), though they have bit difference
on agree option (29% and 23%). In conclusion on the chart, learning in
small group is a preference for students than learning in other form.
In learning strategy statement, students were asked the strategy they

like in learning including learning by memory, by problem solving, by
getting information for yourself, by listening, by reading, by copying from
the board, by listening and taking notes, by reading and taking notes, by
repeating what you hear, and by watching audio visual aids. The results
can be seen in below chart.

LEARNING STRATEGY
LEARNING STRATEGY
LEARNING STRATEGY
SA A N D SD
SA A N D SD
SA A 3%
N D SD 94%
by watching audio visual aids, e.g., you
3% 94%
tube 0%
by watching audio visual aids, e.g., you 3%
0%
3% 94%
tube aids, e.g., you
by watching audio visual 3%
3%
0% 16%
3%
0%
tube by repeating what you hear 0% 6%
65%
3%10%
0%
16% 58%
by repeating what you hear 6%
3%10%
by reading and taking notes 3% 65%
3% 16%
by repeating what you hear 10% 26%
6%
0%
3% 10% 58% 65%
by listening and taking notes 10% 65%
by reading and taking notes 3% 16%
3% 16% 58%
0%
10% 26%
by reading and taking notes 3%
0%
by copying from the board 0%3%
6%
81%
3% 13% 26%
by listening and taking notes 65%
0%
0%
0%
16%
by reading 3%
0% 16%
by listening and taking notes 26% 65%
0% 16% 74%
0% 16%
19%
by copying from the board 0% 6%
by listening 0%
0% 13% 32%
81%
0% 48%
by copying from the board 0% 6%
0%
by getting information for yourself 0%6% 19% 81%
by reading 0% 10%13%
26% 65%
0%
0% 74%
0% 13%
byby reading
problem solving 0% 10% 19%
0% 52%
26%26%
by listening 0% 74%
32% 61%
19% 48%
by memory 6% 19%
0%
0%
3%
10%
by listening 0%
17 19%
by getting information for yourself 6% 32%
10% 48%
Chart 2.7. Strategy of Learning 65%
0%
0% 19%
by getting information
It is apparent for yourself
from this graph 6%13%
that none of the students like learning
by problem solving 10%
10%
52%
by listening and taking notes, reading, or copying from the65% board. On 26%
0%61%
the contrary, few of them prefer learning by pure listening,
13% or by getting
by problem solving
by(19%),
memoryor by 6% 10%19%
information for themself problem
10% solving (13%).
52% Also, a small
3% 26%
17 61%
Chapter 2 19% 31
by memory 6%
10%
3%
17
number of them chose learning by repeating what they hear. Interesting
facts from this finding revealed that students’ preference in learning goes
much to learning by reading and taking notes (58%). Besides learning by
reading and taking notes, big number of them (61%) likes better learning
by memory. The most popular option of learning strategy students chose
was learning by watching audio visual aids, e.g. YouTube (94%). From
this chart, it is clearly seen that students’ favour of learning was using
technology particularly audio-visual aids such YouTube.
Next diagram illustrates kind of media students like to learn. The

option in this statement were learning from television/video/movies,
radio, written material, white bord, websites, web 2.0 technologies;
YouTube, wiki, podcast, blog, etc. In this below diagram, it is clearly
seen that the percentage of learning media students used relatively in
close amount between another. Learning from radio, for instance, was
categorized as the least option students like to learn from (23%). Next,
students chose learning from written materials (48%). Learning from
whiteboard was being subsequently selection they like learning from
(84%). What is interesting in this data is that students have shown their
identity as millennial generation as exposed in findings. They like learning
from modern media; websites and web 2.0 technologies; YouTube, wiki,
podcast, blog, and many others (90%). The highest percentage in this chart
was students like learning from television, video, or movies; audio-visual
aids (100%). In brief, all students choose television, videos, or movies as
their most favourable media in learning followed by web 2.0 technology
media like YouTube, blog, podcast, etc.

LEARNING MEDIA
SD D N A SA
90%
web 2.0 technologies; youtube, wiki, 3%
3%
podcast, blog,etc 3%
0%
90%
3%
websites 0%
6%
0%
84%
0%
white board 0%
13%
3%
48%
6%
written materials 3%
35%
6%
23%
0%
radio 0%
71%
6%
100%
0%
television/video/movies 0%
0%
0%
Chart 2.8. Learning Media

Chart 2.8. Learning Media
Statement number 3 in learning style part of learning need
Statement number 3 in learning style part of learning need questionnaire is about
questionnaire is about learning preference in class of writing. The finding
learning preference in class of writing. The finding can be seen in below chart.
can be seen in below chart.
Chapter 2 33
19
LEARNING PREFERENCE
SD D N A SA
3%
Using blended learning/ flipped 32%
26%
classroom; online and offline learning. 6%
32%
0%
Use traditional classroom; teacher 68%
centered, module, whiteboard, paper, and 26%
pen. 6%
0%
10%
16%
Use only text book/module. 52%
23%
0%
0%
Using technology in class,e.g. websites 97%
for learning, you tube, WA, blog, 3%
facebook, edmodo. 0%
0%
10%
84%
Using various teaching media. 6%
0%
0%
6%
84%
Using various teaching techniques. 10%
0%
0%
Chart
Chart 2.9.Learning
2.9. Learning Preference
Preference ininClass
Classof of
Writing
Writing
As illustrated in the chart, none of students prefers totally like

As illustrated in the chart, none of students prefers totally like learning using
learning using traditional classroom; teacher centred module, whiteboard,
traditional classroom; teacher centered module, whiteboard, paper, and pen (0%), but
paper, and pen (0%), but they still agree to choose it as learning preference
they still agree to choose it as learning preference (68%). They prefer learning using
(68%). They prefer learning using blended learning; online and offline
blended learning; online and offline learning, even if this option was being the least

20
learning, even if this option was being the least preference students like
for the writing course. It is only 3 % students strongly agree chose it and
32% of them agree. This finding appeared might be because the students
are not familiar yet with this kind of learning. Then, there are smaller
number of students goes for learning preference using only text books or
module (10%).
Using various teaching media and various teaching techniques as

their learning selection was chosen by many students (84%) in their class
of writing. The top alternative for learning preference in their writing
subject was using technology in class, such as websites for learning,
YouTube, WhatsApp, blog, Facebook, or Edmodo (97%). From this chart,
it is briefly saying that using technologies is the most opted learning
preference by the students in learning.
Discussion on Learning Needs in Writing Class and the

Expectation
The study has shown that in investigating what sort of students’

need for their learning, further exploration on it should be done. The
importance on doing need analysis for learning was supported by Heinich
et al. (2012) who stated that perfect match between characteristics of the
learners, content of method, media, and materials can assist the form of
well instructional media and technology. Therefore, by doing analysis on
learning need, a lecturer can design sort of teaching instruction module
which meet learning needs. Learning need of writing course on
students’ side was categorized into three parts by considering ASSURE
form in analyzing learning need that covered general characteristics of
students, their specific competencies, and their learning styles.
Chapter 2 35
1) General characteristics
In general characteristics of the respondents, the first item of

questionnaire was list of goals’ levels in learning English, which was mainly
on having bright future career, and understand English. This learning goal
mirrors their ambition in learning English including their aim to have
better English writing. Students’ learning goal in this research has linked
with the statement by Altun & Akyıldızzdx (2017) that education system
should prepare the society facing competitive technology and industrial
world if they want to have bright future career, and acquiring English
language is one way to reach it.
On the second item of questionnaire, description of their writing

class illustrated the domination of traditional method, and the use of text
book as the main source. Here, traditional method means face to face
interaction for class meeting, teacher centre power in handling the class,
and text book as the main source in teaching learning process. It is clearly
seen here that the writing class is still in the form of traditional way while
the education world has been in the fast growth of technology dominance.
The need to have a changing in this teaching learning method is being a
necessity in order to compete toward fast changing of education world.
A study by (Machmud, 2011) supported it that decentralized curriculum
setting should empower technology integration in teaching instruction,
and empower the education agent competence of technology integration
in teaching as well including lecturer.
The third item of general characteristics of the questionnaire was

description on kinds of media/technology used in their writing class.
Here, top list of technology and media used in writing class was media of

paper/text book, and whiteboard. Internet was also practiced in the class,
but in small portion. At this point, the big portion of paper use and white
board in the writing class showed the less touch of technology integration
in teaching learning despite the fact that education world has in charge
of technology control on it. Consequently, the effort to be part of fast-
growing education system by placing technology as part of teaching seems
being a necessity. In addition, the significance of technology literacy for
lecturer and students can support the improvement of education quality
(R. H. Jones, 2014).
2) Specific competencies
Exploring specific competences as part of identifying learning

need was done by asking students’ writing competence description and
way to improve their writing skill. As seen in the findings, the writing
competence of the students mostly on making simple sentences, and
paragraph. Making essay, academic writing, and even creative writing
were still being hard to do for them. This study indicates that the need
to learn writing in English still need to be pressed in order to make them
able to produce better writing in English.
In supporting it, the way in teaching writing should be upgraded

by modifying the teaching method, supporting better teaching facilities,
transforming the system of education, and many more. This is link to the
statement of Pujianto et al (2014) who said that giving more attention
to the role of teacher will support better writing activity. Here, they
indicated that teachers are hoped to teach with appropriate approach
which considered students’ need, time, and practice as well as consider
technology integration to power their teaching.
Chapter 2 37
Other item in questionnaire was about students’ strategies to
improve their English writing skill. The result revealed that most students
develop their writing in English using technology; such as Facebook,
websites, YouTube, or blog. This is good starting point in acknowledging
their technology literacy toward their learning. On the other hand, it
seems this result not associate with their writing competence as shown in
the previous finding. Their writing skill is still in the basic level; making
simple sentence and paragraph. The gap between strategy in writing and
writing competence of the students can be softened by forcing suited
technology, pedagogy, content use toward teaching learning process in
class (Mouza, 2003; Koehler & Mishra,2006).
3) Students’ learning preferences

In this session, the most preference learning style the students
chose was using physical; learning by doing, using body to assist learning,
e.g. drawing diagrams, using physical objects, or role playing, followed
by using social, and visual. It is clearly revealed here that students like
to learn English especially writing by exploring it by their selves. This
is link with the principles of TPACK which explore much the concept
of constructivism. Also Pritchard (2009) supported it by stated that the
main point of learning is children learn.
On learning strategy and media item, students’ most favourite

option went to learning by watching audio visual aids like YouTube,
television, movies or other videos. They also like learning using web 2.0
technologies, such as YouTube, wiki, podcast, blog. The findings here
pointed out using interesting media and technology like audio visual aids
or web 2.0 technologies in learning can propose students to have high
motive to learn. This finding is consistent with findings of past studies by

Berk (2009), T. Jones & Cuthrell (2011), Alhamami (2013), Godwin Jones
(2007) which evidently prove the use of attention-grabbing strategy and
media can offer prospective learning contribution in classroom.
Conclusion
Regarding above discussion on researching students’ need in learning

writing English, it can be drawn a conclusion from previous findings that
learning preference the students opted was using technology in class such
as websites for learning, YouTube (audio visuals aids) or other technology
tools, using various media and various techniques. There was minor
option choosing traditional classroom, but mostly selecting modern
classroom involving technology in it. Therefore, it can be concluded that
students learning need in writing course is in need of technology touching
to all aspect of their learning. They admitted they still enjoy tradition
form of teaching but will be more enthusiastic in learning with technology
assistance in it.
Chapter 2 39
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advances.1998.275.6.s4

CHAPTER III
HOW WILL AI SHAPE THE FUTURE OF

EDUCATION?
Sherif Mohamed A. Ismail

Dean of Egyptian Germany Academy, Egypt
Egyptian Germany Academy, Egypt
smismail@uqu.edu.sa
Muthmainnah
Universitas Al Asyariah Mandar, Indonesia
Andi Asrifan
Universitas Muhammadiyah Sidenreng Rappang, Indonesia
andiasrifan@gmail.com
Key Concepts
Artificial Intelligence (AI) has undeniably become a part of our

routine lives with a significant contribution to every space. Education is
one such aspect where AI has made an impact. Although it is still in the
nascent stage, it will soon evolve into much more, due to its vast untapped
potential. This chapter aims to examine the present insights and future
AI perspectives concerning various contexts. Some of these are Natural
Language Processing (NLP), Machine Learning (ML), and Deep Learning
(DL). Social Network Analysis (SNA) is used as a reference guide for
interpreting the main topics in the research of AI from an educational
point of view.
Chapter 3 43
Introduction
Considering a futuristic perspective, AI has emerged as an essential

feature. It appears as a fictional science future where users can learn and
interact with hard and soft technologies with ease. The usage of AI-based
applications has become a part of our daily routine, highlighting the
growing importance of technology.
Housman, Co-Founder and Chief Data Scientist of Rapport Boost,

believes that AI can perform two specific things. This includes the
automation of repetitive tasks based on predicting outcomes of data
labelled by human beings and also enhancing the decision-making process
by feeding problems to the algorithms developed by humans.
In simple terms, we can say that AI refers to the theory and

development of computer systems with the capability of performing
repetitive tasks that require human intelligence. In the AI in education
market perform various functions, such as knowledge delivery, grading
and grouping of students on a performance basis, and intelligent tutorial
systems to improve the learning experience of students and teachers.
AI technologies such as deep learning, machine learning, and

Nature learning processing are applied to education and training domain
to improve performance and learning experience. AI technologies are
implemented as per educational models such as the learner model,
pedagogical model, and domain model to improve educational systems
for better knowledge delivery and assessment.

An Overview of Artificial Intelligence
Definition of AI
AI stands for artificial intelligence: a branch of computer science

dealing with the simulation of intelligent behaviour in computers. the
capability of a machine to imitate intelligent human behavior.AI is
referred to as the ability of a computer-controlled device to perform tasks
just like a human. These human-like qualities are intelligent processes
like deciphering meaning, generalization, reasoning, and learning from
past experiences.
AI is defined as a systematic, algorithmic construction which copies

human intelligence, according to Nilsson (2014). He further states that AI
is a technology that adopts the construction of the information processing
theory of intelligence. In simple terms, raw data that is received from a
user is filtered by a device, made meaningful, and processed before it is
presented as cooked data. This processed data is then capable of meeting
the demands of users.
The developments in the evolution of AI have been nothing less

than mind-blowing. It has played a massive role in easing human lives.
There are very recent examples that show that AI is capable of learning
and thinking just like a human. Some of these examples even demonstrate
that AI-based applications can function as good as humans.
For instance, Lee Se-Dol, a South Korean Champion, one of the most
accomplished “Go” players globally, was defeated by Google DeepMind’s
AlphaGo in Sang-Hun, 2016. The match showed that an accurate AI
system can learn on its own, and that itself is a remarkable proof of its
human-like thinking skills.
Chapter 3 45
Technologies that Support AI
Machine Learning (ML)
ML forms a branch under the umbrella term called Artificial

Intelligence. According to Rob (2017), as he states in his blog, AI is a
technology that points to what the world is headed towards and not where
it has already reached. There is a need to specify it more precisely with
concepts like ML. Machine Learning strives to develop computers and
improve their performance at particular tasks based on the observed data
as per Ghahramani, (2015).
Gürsakal (2017) adds that with ML’s help, various things like objects,
faces, words, or even the stock value or who can buy what can be identified.
ML can be referred to as a system that uses the existing data for

future predictions. The algorithms used in ML can achieve a more accurate
result if they are trained correctly.
Brynjolfsson and Mitchell (2017) believe that it has become possible

to train computer systems to become more accurate and capable than
those manually programmed with the help of ML algorithms.
According to Gori (2017), ML attempts to help construct intelligent

agents for a specific learning task based on the artificial models rooted
mainly in computational models.
Copeland (2016) mentions that ML is a systematic approach that

involves learning steps to reach a final prediction. The machine is trained
to perform a task given by the user. This is done by parsing data.
Jordan and Mitchell (2015) believe that ML has emerged as a

preferred method for developing practical software concerning computer

vision, natural language processing, robot control, speech recognition, and
other applications. A variety of data is gathered, and access to information
is provided on globally offered products so that everybody can act on it.
Alpaydın (2016) points out that data isn’t restricted to just numbers
anymore. It consists of texts, images, ranks, frequencies, videos, gene
sequences, sensor arrays, clicks logs, and lists of recommendations, to
name a few. What he means to say is that data is much more complicated
than usually perceived by people. But the fact remains that if more data is
collected and analysed, the accuracy of decisions can be improved.
Jordan and Mitchell also observed that mobile devices and embedded
computing enable collecting massive amounts of data concerning
individuals. This can allow the machine-learning algorithms to learn from
the data and customize their service according to the respective individual’s
needs and circumstances. This means that although it may take time for
a machine to understand a human’s structure, over time, it might come
to a level where it can successfully imitate humans. Algorithmic-based
instructions, created using mathematical and statistical methods as well
as codes trained to accomplish a specific task, are used in ML.
Deep Learning (DL)
There are still many uncertainties over how machines can make sense
of the world, think or reason just like humans do. But considering that
machines are more intelligent than humans and serve humanity in various
fields, they are more accepted to be a part of human reality.
Deep Learning, which is a relatively new technology, attempts to
attain the level of human perception and cognition. Alan Turing had
introduced this concept of DL as a sub-branch of ML in 1950. The studies
Chapter 3 47
that Turning conducted during those years were mainly based on neural
networks. But they provided significant insight into the machines’ ability
to think.
Machines having similar characteristics as humans in intelligence

are enough to feel just like a science fiction movie. Today, the world has
advanced so much that sometimes we cannot decipher whether the person
who is communicating with us is a real person or a virtual device. This is
evidence that DL has taken place in science.
Shaikh (2017) describes deep learning as a type of machine learning

that attains immense power and flexibility by learning the world’s
representation as a nested hierarchy of several concepts. Each concept is
defined using more straightforward concepts.
DL can enable many practical applications of ML when the variety

of tasks is limited as per Copeland (2016). Numerous DL layers can take
a variety of shapes and images and input them into the neural network
layers in a specific order. The final output is produced by passing all the
previous tasks into separate layers until the outcome arrives.
Will Ramey, VIDIA Senior Manager, GPU Computing, mentioned

in one of his podcast series that DL works on particular tasks, unlike ML.
Tasks like classifying different kinds of images, similar to Facebook’s facial
recognition, digital marketing, where the device can make predictions
about what a user prefers to purchase. Also, medical imaging to locate
possible tumors and also determine their stage. With the quick adoption
of DL, a human level accuracy has been reached through neural networks
that use a big data collection.

Natural Language Processing (NLP)
Hirschberg & Manning (2015) describe Natural Language Processing

(NLP) as computational linguistics and state that it can be referred to as a
subfield of computer science that uses computational techniques to learn,
understand also produce content in human language.
According to Nabiyev (2010), NLP is an engineering area used to

design and implement computer systems. Natural language analysis is
the primary function. Assistants are used to perform the tasks controlled
by software with an optimized and expanded database algorithm.
When several words or a combination of words are involved in the

search process, the algorithms require a collection of knowledge and
control mechanisms to resolve the problem systematically, according to
Tanwar, Prasad & Datta, 2014.
With a combination of machine reasoning and human learning,

this process strives to comprehend the user-given verbal and written
commands that need an automatic response, translation of text, and
speech generation. Language as an interaction medium is a composite
tool that enables the transmission of existing messages with words’ help.
NLP is nothing but a theory-motivated range of computational

techniques that are used for the automatic analysis and representation of
the human language via virtual entities, according to Cambria and White
(2014), questions and answers are considered a complicated natural
language processing task that needs an understanding of the meaning of
the particular text and reasoning over the relevant facts, as per Kumar
(2016). Virtual beings can find question answering a complex process.
Chapter 3 49
Nilson (2014) highlights that it is challenging for a computer system
to generate and understand the natural human language’s fragments.
This is primarily due to the encoding and decoding obstacles.
However, many researchers have created computer programs that are

capable of understanding English expressions. ELIZA by Weizenbaum,
SYNTHEX by Simmons, SIR by Raphael are a few examples of these
programs.
LeCun, Bengio, and Hinton (2015) suggest that natural language
understanding should be observed with reference to DL as simple
reasoning and DL have been utilized for speech recognition and
handwriting recognition in the past.
According to Hirschberg & Manning (2015), the entire idea of DL

is that if a model with various representational levels can be trained to
optimize a final objective like translation quality, then the model can self-
learn intermediate representations that can be used for the task at hand.
Intelligent Personal Assistants (IPAs) commonly have voice

recognition, language processing, and voice analysis abilities. AI’s
capabilities in understanding and communicating with human beings can
be understood better by visiting this concept.
Intelligent Personal Assistants (IPAs)
Life has become more comfortable and entertaining for users due to
the advancement of technology. The daily routine tasks can be carried out
more efficiently by using IPAs. Personal assistants have been available
in smartphones with Siri’s advent in October 2011, followed by Google
Now’s launch in 2012 and Cortana’s introduction in 2013. These IPAs
developed well within the scope of AI and are used widely in daily life,
health, business, and education sectors.

The internet revolution has brought about a new paradigm that
enables people and machines to communicate amongst themselves.
Such speech-based interaction with machines leads users to feel like
they are communicating with a real person. The recent advancements in
AI and speech recognition, the IPA’s or Voice Assistants are becoming
increasingly popular as the mechanism of interaction between humans
and a computer.
Bozkurt & Göksel (2018) believe that with the progress AI has made,
it is evident that AI has existed in education for a long time. Johnson,
Rickel & Lester (2000) state that pedagogical agents like STEVE (Soar
Training Expert for Virtual Environments) and ADELE (Agent for
Distance Learning: Light Edition) are performing several tasks in lifelike
ways. Such small prototypes have become practical very quickly.
Even educational approaches have focused on the use of technology

in classroom learning. Smartphones offer IPA applications on different
platforms like Siri on IoS, Cortana on Windows, Smart Voice Assistant on
Android, Google Now, and Google Allo, which can be used to improve the
English language to foster speaking skills
According to Lopatovska (2018), the IPAs currently differ in the

interface designs and their hardware requirements, in addition to
the tasks they are designed to conduct. This is why every device must
be examined individually to see how they can foster English learning.
Lopatovska (2018) also mentions that voice-activated devices like Alexa
can fill users’ information, entertainment, educational, and social needs.
Still, the unique value it offers and its positioning compared to other IPAs
like Apple’s Siri or Google Assistant require more careful examination.
Chapter 3 51
Similar studies have been conducted to analyse how the IPAs
that can employ voice commands, physical touch gestures, and other
interaction signals can effectively facilitate communication using a more
practical way by using search dialogue. Kiseleva et al. (2016) highlight
that this interaction method is more natural and more comfortable and
faster to communicate than typing, especially while performing activities
like driving. Nielsen (2003) mentions that IPAs can be an extremely
convenient tool to help people who are often in a hands-busy or eyes-busy
situation that can prevent them from accessing a keyboard and a monitor.
IPAs that have a voice recognition feature would help users with a more
realistic and person to person interaction in such cases.
The Role of Artificial Intelligence in Learning
The transformative power of Artificial Intelligence (AI) cuts across

all economic and social sectors, including education. “Education will be
profoundly transformed by AI,” says UNESCO Director-General.
AI will be evolving the teaching tool, ways of learning, access to

knowledge, and teacher training. AI has the potential to accelerate the
process of achieving the global education goals through reducing barriers
to access learning, automating management processes, and optimizing
methods in order to improve learning outcomes.
In the improvement of the education system an important role is

played by Artificial intelligence by providing various purposes such as
to personalized help, meet a variety of student needs, support teachers,
identify weaknesses in the classroom automate grading, support students
and allow teachers to act as learning motivators. At present, multiple choice
materials can be automatically graded by using AI technology. Whereas,

in future as the technology evolves it is expected that as AI technology will
be able to perform different jobs more than the standardized ones.
Examples of Artificial Intelligence in Learning
1. Smart Learning Content and content analytics
The concept of smart content is a trendy theme now as AI can create

digital content with the same degree of grammatical prowess as human.
Smart learning content creation, from digitized guides of textbooks to
customizable learning digital interfaces, are being introduced at all levels,
from elementary to post-secondary to corporate environments.
One of the ways to use this in an educational system is when AI can

condense the content in burdening troubleshooting guides into more
digestible study guides with troubleshooting steps summary, flashcards,
and intelligent simulations. Smart learning content can also be used
to design a digital curriculum and content across a variety of devices,
including video, audio, and an online assistant.
2. Intelligent Tutoring Systems
AI can do more than condense a lecture into flashcards and smart

study guides as it can also tutor a learner based on the difficulties they’re
having. This involves something known as “Mastery Learning”. Mastery
learning is a set of principles largely tied to the work of Educational
Psychologist Benjamin Bloom in the 1970s. This supports the effectiveness
of individualized tutoring and instruction in the classroom.
There are now smart tutoring systems that use data from specific
learners to give them the feedback and work with them directly. For
instance, an Intelligent Tutoring system called “SHERLOCK” is being
used to teach Airforce technicians to diagnose electrical system problems
Chapter 3 53
in aircraft. Another advanced version of Intelligent Tutoring Systems is
avatar-based training modules which were developed by the University of
Southern California to train military personnel being sent on international
posts.
AI application is still in its early stages, it will soon be able to work as

a full-integrated digital platform that helps learners with their educational
needs in just about any area of need. Also, these platforms will soon be
able to adapt to a wide variety of learning styles to help every educator
and learner.
3. Virtual Facilitators and Learning Environments
With AI, an actual lecturer may soon be replaced by a robot. Well,

not entirely! But there are already virtual human mentors and facilitators
that can think and act like humans. But, how does a virtual facilitator
think or act like a human?
A new trending technology is known as the “touchless technology”

or “gesture recognition technology” gives virtual facilitators the ability to
respond or act like humans in a natural way, responding both verbal and
nonverbal cues.
Smart learning environments and platforms use AI, 3-D gaming, and
computer animation to create realistic virtual characters and social
interactions. This initiative includes more than virtual facilitators as
Augmented Reality may soon be a part of the training.
4. The Automation of Administrative Tasks
AI has great potential in automating and expediting administrative

tasks for both organizations and professors. Grading homework, evaluating
essays and offering value to student responses is where educators spend
the most time. AI can already automate the grading process in multiple

choice tests in order to allow educators to spend more time with students
one-on-one, but the technology may soon be able to do more than this.
Software developers are creating new ways to grade written responses
and essays as well. The admission process is also set to benefit as AI can
automate the processing and classification of paperwork.
5. The Automation of Administrative Tasks
Exam-style questions are a fundamental educational tool serving a

variety of purposes. In addition to their role as an assessment instrument,
questions have the potential to influence student learning, some of the
benefits of using questions are: 1) offering the opportunity to practice
retrieving information from memory; 2) providing learners with feedback
about their misconceptions; 3) focusing learners’ attention on the
important learning material; 4) reinforcing learning by repeating core
concepts; and 5) motivating learners to engage in learning activities. To
minimize the cost associated with manual generation of questions and
to satisfy the need for a continuous supply of new questions, automatic
question generation (AQG) techniques were introduced. in the recent
years and suggest areas for improvement and future opportunities for
AQG. Automatic question generation (AQG) techniques emerged as a
solution to the challenges facing test developers in constructing a large
number of good quality questions.
AQG is concerned with the construction of algorithms for producing

questions from knowledge sources, which can be either structured (e.g.
knowledge bases (KBs) or unstructured (e.g. text)). As Alsubait (2015)
discussed, research on AQG goes back to the 70’s. Nowadays, AQG is
gaining further importance with the rise of MOOCs and other e-learning
technologies (Qayyum and Zawacki-Richter 2018; Gaebel et al. 2014;
Goldbach and Hamza-Lup 2017).
Chapter 3 55
Conclusion
By now, it is evident that AI and other technologies featuring AI

are here to ease human life and contribute to the advancement of human
beings’ progress. But we mustn’t settle with the idea that technology
adaptation is good. There should be a critical perspective as well before
the full integration of AI into the educational process. As a part of the
critical perspective, it is crucial to develop an ethical policy and establish
the ethical boundaries of AI that would be using human-generated
data. Testing and retesting AI featured educational processes to avert
mechanical learning, and automated processes are also essential.

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Ninth

CHAPTER IV
DESIGNING CYBER LITERATURE-BASED

INSTRUCTION IN TEACHING ENGLISH
LITERATURE AT UNIVERSITAS ISLAM
NEGERI ALAUDDIN MAKASSAR
Muhammad Taufik
Department of English Literature, Faculty of Literature and Humanities,
Universitas Islam Makassar
taufiqsamawa@gmail.com
muhammadtaufik.dty@uim-makassar.ac.id
Andi Asrifan
Universitas Muhammadiyah Sidenreng Rappang
Qatar Ministry of Education and Higher Education
moh.galal588@gmail.com
Key Concepts
Digital technology has been part of our society for some time now,
and its influence can be perceived in almost every aspect of our lives.
It is possible to identify this influence in work places, homes, teaching
institutions, and also pieces of art such as literature. The study aims to
identify students’ needs for implementing cyber-literature in English
literary learning of BSI Program of UIN Alauddin Makassar. The subject
of this research is students English Literature in the academic year of
Chapter 4 63
2018/2019. The sample retrieved is 45 students and 4 lecturers. The
data was collected by using questionnaire, interview and documentation.
Data analysis techniques are quantitative and qualitative approaches. The
result of the research indicated that most of students expect that their
lecturers teach them by integrating the language skills. Cyber literature-
based instruction can support and motivate students to learn without the
restrictions anytime and anywhere. In addition, the accessibility of both
students and lecturers are easier because this tool is user-friendly.
Introduction
The world is witnessing a great development of sciences and

knowledge because of the spreading of internet and the usage of its
applications in all political, economic and educational fields, therefore a
lot of communities have changed their educational plans to fit the new
technology which has made it easy for students to get the information
very fast with no effort at all.
Digital technology has been part of our society for some time now,
and its influence can be perceived in almost every aspect of our lives.
It is possible to identify this influence in work places, homes, teaching
institutions, and also pieces of art such as literature. Also, it is possible
To assert that the invasion of technological trends can arouse some

positive and negative responses. On one hand, there are people who were
born under such influence and accept it as something usual.
The development of technology has resulted to the presence of

E-learning
which enhances the educational process in the light of the educational

demands and the continuing increase of students who need to be
educated. In addition to the need of providing educational opportunities

and motivate students to acquire knowledge as well as applying it by
themselves, in an effort to make learners the center of the educational
process, as well as reforming and expanding the knowledge and learning
sources, to have a new form of learning such as e-learning teachers and
learners, electronic book, and electronic exams (Helmy 2002, p751).
E-learning platforms have evolved considerably. However, a

number of comparative studies have shown that their life cycle continues
to change at a fast pace. Therefore, we have conducted a comparative and
analytic study on free e-learning platforms based on our own approach
of evaluating the e-learning platforms quality. Our main objective was to
provide a useful tool that can help educational institutions to make the
right and best choice among the available e-learning platforms. Different
approaches of evaluating the e-learning platforms quality have been
already proposed, but no one of them has been adopted here because
they focus only on technical aspects and neglect other important aspects
such as security, maintainability, portability, compatibility, performance
efficiency and usability (S.Crozat, 2002).
The adoption of cyber-literature in education has learning benefits

and advantages, such that cyber-literature is considered among the best
methods of learning. Several different typologies of cyber-literature from
Bates, 1995; Gonc, 2007; Ponzurick et al., 2000 are: (1) Web supported
learning— a cyber-literature format that complements the traditional
(face-to-face) learning process, where all participants are collocated (class
sessions are held in the same place and at the same time); a website (i.e.
a portal for distance education) for the class contains course materials,
assignments, goals, exercises, and short tests; (2) Blended or mixed-
mode cyber-literature—this course is structured so that part of the class
sessions are held in a traditional (face-to-face) setting and part are held
Chapter 4 65
using modern ICT over the internet. The mixture of face-to-face mode
(traditional learning) and distance mode (e-learning) has become very
popular in current educational processes. In face-to-face learning, the
participant (i.e., student) establishes a rapport with the educator and
receives clear instructions on how to study in the distance mode (e.g.,
submitting assignments). Many universities rely on the mixed-mode of
education (few class sessions, assignments are done and submitted via
e-learning); and (3) Fully online e-learning format—every class session is
held in the distance mode, making the face-to-face mode complementary
to distance mode.
Based on this background, the focus of this research is to design the

cyber-literature instructional module for literature courses that include
the subjects of English Literature, Poetry, Drama, and Prose majors at
BSI, UIN Alauddin Makassar, including its management system and its
utilization. The instruction module of the cyber-literature system will
be designed and evaluated with regard to the usefulness of each menu
prepared. Also, the impact of the cyber-literature module will be presented
to participants and lecturers via the Learning Management System.
The research aims to identify students’ needs for implementing

cyber-literature in English literary learning. of English Language and
Literature Study Program of UIN Alauddin Makassar.
Literature Review
A. Online Learning
Online learning, E-learning, Web-based learning, and Distributed

learning are terms is now often heard, mixed with just like that. All of these
terms are often shortened by the community as e-learning (Davidson-
Shivers and Rasmussen, 2006: 9). The term e-learning is also often

considered to learn through the internet. Someone learning and accessing
information related to teaching material has been called e-learning.
Davidson-Shivers and Rasmussen further explained that the term
e-learning is often found in reading related to education in the business
and industrial world, namely as an alternative to training. This shows that
education and training are affected by the digital technology industry and
the internet. This impact can be considered positive because it encourages
various parties, educators, managers of educational organizations, and
students themselves to adapt to innovation and the global era. Of course,
vigilance against negative impacts must still be maintained and prevented.
The following discussion is related to the term learning through internet
technology from various sources.
According to Dabbagh dan Bannan-Ritland (2005: 21), Online

Learning is an open and distributed learning environment that uses
pedagogical approach, enabled by internet and Web-based technologies,
to facilitate learning and knowledge building through meaningful action
and interaction.
B. Learning Management System (LMS)
Referring to various opinions, Prawiradilaga, Wirasti, and Ariani

(draft Pengembangan Bahan Ajar Workshop Content Design, FIP UNJ,
2011) reveal platforms as templates used to create something online
following specific software patterns. Learning Platforms is a term that
encompasses a range of products that provide element learning facilities.
A platform consists of tools or tools to present content, communicate, and
manage learning activities.
An LMS (Learning Management System) or e-learning platform

is a software including a range of services that assist teachers with the
Chapter 4 67
management of their courses. Moreover, as defined by the OVAREP, “the
LMS e-learning platform is a computing device that groups several tools
and ensures the educational lines. Across dedicated platforms to the ODL
(open and distance learning), all conduits are preserved and expanded for
the learner, tutor, coordinator and administrator within the e-learning
platform”. It offers many services allowing the management of content,
particularly by creating, importing and exporting learning objects. The
set of the available tools in the LMS represent all these services that help
in managing the teaching process and the interaction between users such
as the access control services, synchronous and asynchronous tools of
communication and user administration services.
Figure 2.3 The general architecture of an LMS
More precisely these services are linked to the following variety of

functionalities:
• The management of pedagogical content (creating, importing and
exporting learning objects),
• The creation of individual’s personal paths in the training modules,
• The availability of sharing tools,

• The distribution of communication tools,
• The student registration and the management of their files (training
tracking and results),
• The distribution of online courses and many other pedagogical
resources.
As Figure above illustrates the general principle of the operation of an

e-learning platform LMS by presenting the key features associated with the
main actors: learners, teachers, tutors, coordinators, and administrators.
The learner can consult and/or download the resources made at his/her
disposal by the teacher, he/she can create his/her learning activities while
following his/her progress in training. The teacher, who is responsible
of one or more modules, can create and manage the educational content
he/she wishes to broadcast via the platform. He/she can also build tools
for monitoring learners’ activities. The tutor accompanies and monitors
each learner by providing the tools of communication and collaboration.
Concerning the coordinator, he/she ensures the management of the overall
system. Finally, the administrator is responsible for the customization
of the platform having the rights of the administration deriving from it
(system installation, maintenance, access management).
C. Cyber-literature
1. The nature of cyber-literature
Dabbagh and Bannan-Ritland, (2005:21) defined online

learning is an open and distributed learning environment that
uses pedagogical approach, enabled by the internet and Web-based
technologies, to facilitate learning and knowledge building through
meaningful action and interaction.
Chapter 4 69
The term cyber literature can be traced from its original word
“cyber” in English does not stand alone, but bunched with another
word like cyber-literature, cyberspace, cybernetics, and cybernetics.
Cyberspace means space (consist of the computer) which link each
other to make culture in their circle. Cybernetics means refer to
automatic reins system, whether in a computer system (electronic)
or net’s nerve. It can be concluded that literary activity which exploits
computer or internet (Aang; 2017:103).
Cyber-literature is defined as electronic literature or digital

literature. It is a genre of literature encompassing works created
exclusively on and for digital devices, such as computers, tablets, and
mobile phones. Some platforms of this new digitized world include
blog fiction, twitter as well as Facebook stories. Electronic literature
or digital literature is a term for work with important literary aspect
that requires the use of digital computation.
This means that these writings cannot be easily printed or

cannot be printed at all because elements crucial to the text are unable
to be carried over onto a printed version. The digital literature world
continues to innovate print’s conventions all the while challenging
the boundaries between digitized literature and electronic literature.
Some novels are exclusive to tablets and smartphones for the simple
fact that they require a touchscreen. Digital literature tends to need
a user to traverse through the writing through the digital setting,
making the use of the medium part of the literary exchange.
Aarseth (1997) wrote in his book Cybertext: Perspectives

on Ergodic Literature that “it is possible to explore, get lost, and
discover secret paths in these texts, not metaphorically, but through
the topological structures of the textual machinery.”
2. Component and feature of cyber-literature instruction
Sherry and Wilson (1997) stated that a cyber-literature

instruction environment should include many resources, support
collaboration, implement cyber-literature activities as part of the
learning framework, and support both novices and expert. Khan
(1997) discussed the cyber-literature instruction program in terms
of various components and features that can be conducive to the
learning environment. Banathy (1992) insisted that the ‘components’
are integral parts of a cyber-literature instruction system, but
‘features’ are characteristics of a Cyber-literature instruction
program contributed by those components. Khan (1997) explained
that components could contribute to one or more features such as
e-mail (component) in a cyber-literature instruction program can
provide asynchronous communication (features) to students and
teachers. In addition, e-mail and conference tools (components) can
jointly contribute to the creation of a virtual community (features)
on the web.
The features of cyber-literature instruction according to Khan

(1997) divided into two categories: essential features and additional
features. Key features are an integral part of the cyber-literature
design, such as interactive and multimedia systems. On the other
hand, additional features are secondary tools assisting web designs,
such as ease of coursework development.
3. Advantages of cyber-literature instruction
As the use of the cyber-literature instruction has become a

powerful tool for learning and teaching, the number of institutions
is increasing which are offering it as a teaching and learning tool.
Chapter 4 71
Cyber-literature Instruction is apparently seen as a tool to provide a
rich and stimulating educational environment. It is a powerful way
to support a learning environment. Many researchers recommend
the values of cyber-literature instruction.
Aber (2008) composes into two advantages of cyber-literature

instruction; educational advantages which encompass; a) flexible
delivery of instruction; asynchronous, universal access, b) image-
rich curriculum; photographs, maps, diagrams and charts, c)
extensive text, tabular and digital data, d) bringing the world to
students, e) link store related websites; government agencies,
other universities, and the private sector, f) Student web-pages;
creation of online student portfolios, career advancement, g)
highly motivated students-teachers, professionals, not- traditional
and mature individuals, h) lack of personal bias; age, race,
ethnicity, i) worldwide student potential; United States, Canada,
Europe, Asia, etc. While institutional advantages comprise of; a)
Increased student enrollment; individual courses, degree, seeking,
b) delivery of unique programs; specialty programs not widely
available, c) ability to attract non-traditional students; rural and
distant localities, d) greater university visibility; good recruiting
tool, e) no geographic limits for offering courses and programs, f)
capability for instructor to teach from any location to any location,
g) leadership position for innovative teaching; recognition and
funding.
4. Cyber-literature in Language Teaching
Learning is a process of change in the human personality,

and the changes were revealed in the form of improved quality and
quantity of behavior such as increased skills, knowledge, attitudes,
habits, understanding, skill, intelligence, and other capabilities.
Learning phrases of poetry, prose, and drama can be defined as a
process or strategy that can be used so that people can learn and
study poetry, prose, and drama. In other words, people can learn
poetry, prose, and drama by choosing a strategy. When running the
attainment strategy, learning poetry, prose and drama was on the
stage of the learning process.
At this time, learning poetry, prose, and drama is very easy

to find. Learning poetry, prose, and drama through group mailing
list, blog, social media such as facebook to whatapps was no lag.
The process in question can be done in the form of face-to-face with
learning and may be submitted be autonomous. Learning of poetry,
prose, and drama can be defined as a process and a study of poetry,
prose, and drama, either through interactive media or just the face
alone.
Some online learning theory commonly used referral is

constructivism, cognitivism, and behaviorism. Does not mean that other
theories are not used as a basis, but these three is always interesting to see
the similarities and differences. The third theory is also attractively drawn
into the realm of learning poetry, prose, and drama. This theory can be
seen the third application in the learning process that the strategy has
been prepared. Briefly to first third application of this theory in learning
cyber-literature (e-learn Learning).
1. Model of Development
This research is undertaken to designing cyber-literature-

based instruction in teaching English literature. To gain the purpose,
it is needed a research approach that highlights an effort to produce
Chapter 4 73
the interactive online media. Therefore, in designing the model, the
researcher uses research and development approach by adapting
Borg and Gall Model (1990).
2. Subject of research
The subject of this research is students English Literature in

the academic year of 2018/2019. The population in this study is
the academic community in the Department of English Language
and Literature Alauddin State Islamic University in Makassar.
The determination of these populations based on ordinary objects
studied. The sample in this research is partly the academic
community at the Department of English Language and Literature,
State Islamic University of Alauddin Makassar consist of 45 students
and 4 lecturers. Those participants chose because of students are
the consumer of the product and the lecturers who implement the
product.
3. Instrument of research
The instrument of the research was used to refer to the research

approach. For qualitative data, research instruments are the online
questioner of need analysis which were posted on the web page of
the LMS of UIN Alauddin. While for the qualitative research, the
researcher becomes the key instrument of the research to observe
and interview the students, lecturers, and employee, of the English
Language and Literature related to the cyber literature learning.

1. Students’ Need Analysis
The frequency of students practicing English language

Classes
Item
Control Experiment
Listening 3.24 3.16
Speaking 3.31 3.09
Reading 3.78 3.56
Writing 3.49 3.18
Grammar 3.00 2.69
Vocabulary 3.24 3.07
Pronunciation 3.51 3.20
Average 3.37 3.14
In listening, the control group got an average value of 3.24, while in

the experimental group got a value of 3.16. In speaking, the control group
got an average value of 3.31, while in the experimental group it scored
3.09. In reading, the control group got an average value of 3.78, while in
the experimental group it scored 3.56. In writing, the control group got
an average value of 3.49, while in the experimental group it got a value of
3.18. In grammar, the control group got an average value of 3.00, while in
the experimental group it got a value of 2.69. In the vocabulary, the control
group got an average value of 3.24, while in the experimental group it got
a value of 3.07. Finally, in the pronunciation, the control group got an
average value of 3.51, while in the experimental group it got a value of
3.20.
Chapter 4 75
The Level of Learning Style on English Language
This section looks at how student learning styles are often used in
learning English literature.
Classes
Learning Style
Control Experiment
Audio 2.29 2.38
Visual 2.80 2.58
Kinesthetic 1.71 1.71
Audio-Visual 2.67 2.56
Average 2.37 2.31
Measurement scale: 1 (never), 2 (sometimes), 3 (always)
Furthermore, the audio-visual learning style becomes the second

learning style that is often used in learning English. The third learning
style that is most often used in learning English in the classroom is the
audio system learning style and finally the kinaesthetic style (students feel
more). In contrast to the learning style in the experimental group where
learning styles with visual, audio and audio-visual systems are considered
not much different, so their use is considered good in learning styles with
the system. The visual learning style is still considered a fun learning style
for students, because they can easily understand if learning by looking
directly physically compared to other learning styles.
The main purposes of learning English
The main purpose of learning English from the two groups that are
compared, can be seen with the rating scale as follows: 1 (not important),
2 (important) and 3 (very important). The results can be seen in the
following table:

Table. 4.1 Main purpose of learning English
Score
Statement
Control Experiment
To improve science related to Literature 2.67 2.53
To enhance the competitiveness of student
finding a job after graduation 2.80 2.64
To improve students’ ability to communicate
in English 2.56 2.38
To improve students’ capability to
comprehend English literature/ resources 2.93 2.87
Total 10.96 10.42
The intended purpose of this question is to discover the students’

perception of the most appropriate goal for studying English as part of
general course. Based on the table above shows that in the two groups
that were compared (control and experiment), it was seen that the largest
number of the main purposes in learning English was in the control
group namely 10.96, while the experimental group was 10.42. Increasing
the ability of students to understand English literature is an item with
the greatest value in the control group which is 2.93 approaching very
important, then increasing the competitiveness of students in getting a job
after graduating with a value of 2.80, then increasing knowledge related to
literature by 2.67 and finally increasing student ability in communicating
at 2.56.
In the experimental group showed that the increase in the ability of

students to understand English literature is the item with the largest value
in the control group i.e 2.87 approaching very important, then increasing
the competitiveness of students in getting a job after graduating with a
value of 2.64, then to increase knowledge related to literature by 2.53 and
the last is to increase the ability of students to communicate by 2.38.
Chapter 4 77
2. The analysis of the existing materials of General English
Course for the BSI Program of UIN Alauddin, Makassar
The existing materials used by the lecturers in teaching General

English Course are as traditional and as cyber-literature. There is no
available text book used for general English course. Therefore, every
lecturer provided the materials by their own and they have different
resources and do not use certain books or resources and non-materials
supported multi-media such as audio or video. The teaching method
applied by most of the lecturers are delivering speech and explaining
about grammar and leave assignment for student. Most of the teaching
activities dominated by lecturers and the students are not assigned to
activities which train their skills with meta-cognitive. In other words,
students became passive learners.
Regarding the topics, contents, language skills, learning activities,

model of process, learning approach, place and time allotment, it was
found that the existing materials of general English course are less
attractive, interesting and less motivating. This is due to the fact that the
existing materials are not in line with the learners supposes exist and
present. The existing materials present less interactive and less activity
which assign the students to be involved in all language skills activities.
In line with that, therefore, the instructional materials should be

developed as enquired and needed by students which more interactive,
motivating and interesting. Cyber-literature based instructional materials
are not only an updated way of learning in this digital era where most
students are familiar with gadgets, but also present an interactive and
attractive approach.

3. Cyber Literature-based English Instructional material in
promoting independent learning
There are four main components in the learning process, namely

students, teachers, learning environment and subject. These four
components influence students in achieving their learning goals. Certainly,
each student has a variety of different levels of ability in terms of the
faculties, prior knowledge, motivation to learn, learning skills, goals for
learning, etc. Therefore, to create ideal learning, some basic things need
to be considered.
Internet as one of the causes of the emergence of various advances

in the human life system, which provides convenience in all its activities
including in the education system with internet-based teaching methods
(cyber-literature). This is in line with the opinion of Fathu Rahman
(2017) that the birth of the internet as one of the media of information
and science development, which in turn is also being used as a media of
promoting literary works. Numbers of works that are read through the
internet media are categorized as cyber literature.
This section point tries to explore students’ needs in advance to

developing cyber literature-based instructional materials. Students’ need
analysis is crucial as the feasibility of a product should also be measured
by the demands and needs of the users. In measuring the needs of the
students, the researcher tries to find out the present condition of students’
capabilities in learning English and also their expectation. This includes,
their objectives in learning English, how they think English material
should be delivered in terms of language orientation, the endorsement of
the four language skills within the course, the learning topics, and their
learning preferences. As Maslow (in Kiel, 1999) proposed in his hierarchy
Chapter 4 79
of human needs, basic wants must be met before students can turn their
attention to learn. People will seek as their next most important needs
affection, belonging, and esteem. In the process of coming to know the
students, a caring and interested teacher can establish the rapport and
trust not just between teachers and students but among all the teaching
and learning subject such students and students, students and teachers,
and students, teachers, and stakeholders. The trust and acceptance create a
psychologically safe atmosphere in the teaching and learning environment
which provides the security students need to experience the intellectual
discomfort of new ideas and adjust their pre-existing mental models to
accommodate new deep learning. A sense of belonging and being valued
maximized the chances that students, teachers, and stakeholders will take
such risks.
It is in line to what stated by Soriano (1995: 21) indicates that needs

analysis collects and analyses data to determine what learners “want”
and “need” to learn, while an evaluation measures the effectiveness of a
program to meet the needs of the learners. Furthermore, Brown (1995:
7) stated that needs analysis results will serve as the basis for developing
a curriculum which meets the learning needs of a particular group of
students. In language programs, the needs are language related. Once
identified, needs could be stated in terms of goals and objectives which,
in turn, can serve as the basis for developing tests, materials, teaching
activities, and evaluation strategies.
The importance on doing need analysis for learning was supported

by Heinich, et.al (2001) who stated that perfect match between
characteristics of the learners, content of method, media, and materials
can assist die form of well instructional media and technology. Therefore,
by doing analysis on learning need, a lecturer can design sort of teaching

instruction module which meet learning needs. Pujianto, et.al (2014:99)
said that giving more attention to the role of teacher will support better
writing activity.
This phase refers to the need analysis of students. The measurement

parameters in this need’s analysis include basic parameters about their
strengths and weaknesses in English literature. It refers to the analysis
of students’ present situation, students’ proficiencies and difficulties
to English language skills, students’ needs, the existing materials, the
objectives of learning English as General English course, as well as the
identification of the results of analysis. It is in line to what stated by
Soriano (1995: 21) indicates that needs analysis collects and analyses data
to determine what learners “want” and “need” to learn, while an evaluation
measures the effectiveness of a program to meet the needs of the learners.
Furthermore, Brown (1995: 7) stated that needs analysis results will serve
as the basis for developing a curriculum which meets the learning needs
of a particular group of students. In language programs, the needs are
language related. Once identified, needs could be stated in terms of goals
and objectives which, in turn, can serve as the basis for developing tests,
materials, teaching activities, and evaluation strategies.
The researcher gave some solutions to accommodate the gaps and

needs of students and lecturers, among others; a) Adopting and adapting
appropriate teaching method and strategy; b) Optimizing the multilingual
teachers’ performance to reach the vision and goals of pesantren; c)
Establishing rapport with the credible institution to improve students’
English mastery; d) Conducting the evaluation to the students language
mastery per semester internally and externally; e) Creating the appropriate
program to accommodate the student’s multilingual skill; f) Arranging
the multilingual learning syllabus to accommodate a variety curricula in
Chapter 4 81
pesantren; g) Motivate and prepare students to join the competition and
scholarship, and h) Be updated and creative to discover teaching methods
and strategies.
Cyber literature is mediated by technology of computer. The

technology has triggered the interest of many authors to allow their
motivation and creativity to make use the space (internet wall). In some
cases, both printed publication and cyber publication have differences and
similarities. But the presence of media technology has changed the way of
view and barriers of the world so far. The era of technology (internet)
has at least shifted the perspective and attitude of the people about the
importance of documenting a literary work. Through the internet space,
the literary documentation becomes easy. It is just like a book or any
pieces of literature that can be recorded as source of document where the
writer and reader can look them back at what they have written (Fathu
Rahman, 2017).
Students are aware of the importance of the language skills. However,

the reality presents that the teaching method and materials has not yet
increase students’ capabilities in their skills. This is proven by many
students still find the four language skills namely listening, speaking,
writing and reading skills to be difficult.
From the findings found that students need the concept of

independent learning in improving their learning. Independent learning
means learning by initiative, with or without the help of others in learning.
The most important thing in independent learning is the ability to identify
sources of information. Identification of this information source is needed
to facilitate the learning process when learners need help or support.
In the learning process, at least students need 4 (four) pillars, namely

knowledge, skills, independence, and the ability to adapt and cooperate.
This is in line with the affirmation of UNESCO in its annual conference in
Melbourne (Diptoadi, 1999: 165) which emphasizes the need for learning
based on four abilities, namely: (1) learning to know, (2) learning to be
able to do, (3) learning to be independent, and (4) learn to be able to work
together.
As shown in the analysis of existing syllabus and content of the

materials, they are not designed based on students’ needs and expectation.
Most of the meetings are dominated by lecturers’ talk, explaining about
structure, or enquiring students to write, lack of exploring students to be
more active in classroom. While students’ need and expectation have need
of interactive learning and teaching process. As shown on the students’
need analysis, students are expecting the materials designed by involving
technology that can enhance learning.
In measuring the needs of the students, the researcher tries to find

out the different present condition of students’ capabilities in learning
English and also their expectation. This includes, their objectives in
learning English, how they think English material should be delivered in
terms of language orientation.
Students disclosed their main objectives and perceptions on the goal

of learning English and the finding showed that the learning objectives
are mainly for enhancing their ability in communication, as one of the
important qualifications for seeking jobs and most importantly so that
they can be able to prepare themselves for studying abroad. However,
their expectations on learning English are not parallel with the present
condition particularly on the methods of material delivery, the boring
materials and most importantly on its irrelevance of the materials with
their needs.
Chapter 4 83
Regarding the topics, contents, language skills, learning activities,
model of process, learning approach, place and time allotment, it was
found that the existing materials of general English course are less
attractive, interesting and less motivating. This is due to the fact that the
existing materials are not in line with the learners supposes exist and
present. The existing materials present less interactive and less activity
which assign the students to be involved in all language skills activities.
Information is nowadays accessed through internet including

knowledge. Online classes are becoming more frequent, class sources such
as journals, thesis, articles and electronic books are signs that the internet
may present as modern library for students. With the growing importance
of the internet, the frequent uses of the internet for information, and most
importantly the needs for students to learn independently and access
knowledge not dependent to the teachers, the researcher is highly enticed
to develop cyber literature-based instructional materials at Department
of English Language and Literature, UIN Alauddin Makassar.
The exclusive feature of cyber literature-based instructional

materials is on how it offers learners to unparalleled access to instructional
resources that surpasses the reach of the traditional classroom (Olson &
Wisher, 2002). The flexibility of the learning atmosphere allows students
to access the materials anytime and anywhere. This lets them to not solely
depend on the teachers and classroom to study. Its accessibility creates
continuous practice of students accessing materials by their own and
eventually promotes independent learning in the future if maintained in a
sustainable routine. In addition, an alternative solution to the educational
problem in develops a smart learning. As evidenced by the studies reviewed
here, one can conclude that teaching and learning via cyber literature-

based instruction is a crucial way to enhance the students’ learning ability
and their willingness to participate in the classroom. Moreover, cyber
literature-based learning also encourages the students to be independent
learners (Katherine, N. 2010).
At the preliminary stage it was found that many students could not
understand quickly in following some learning concepts. Various teaching
methods are used, but the instructors feel that many basic concepts are
not mastered by most students even though they have previously taken
introductory courses. In fact, the introductory course is designed to provide
basic provisions for students so that they are no stranger to important
concepts that can make it easier for them to take relevant English lessons.
The survey results provide information relating to the provision

of this learning concept, for example regarding the presence or absence
of syllabus, what topics they get, reading and reference books, methods
commonly applied by lecturers, their preparation and activeness in class,
and others. Based on the conversations between lecturers and the survey
results, it was concluded that the possibility of lack of understanding of the
basic concepts of learning that emerged in the following classes was the
lack of preparation of students before the class and the low participation
of students in the class. Likewise, the assignment of tasks that make
students become independent also needs to be improved.
After discussing to determine some problems that are considered

to hinder students’ understanding, researchers and lecturers concluded
that 3 (three) main actions need to be done with the aim of changing the
general conditions in learning, namely:
1) Creates an independent learning through a) making independent

learning materials assisted by information technology, in this case
Chapter 4 85
the internet to attract student interest; b) assignments in groups in
accordance with the material that must be prepared every week; and
c) the names of websites that provide linguistic material;
2) Increasing the readiness of students with a) giving students guidance

(subtopic points) clear material so that it is in accordance with
those listed in the syllabus; and b) distribution of paper to audience
students a week or several days before the presentation.
3) Increase student involvement in class activities. This will be done

by the lecturer, for example by a) giving time for questions and
answers after the student’s presentation; and b) affirmation that in
the presentation all members must actively explain; and c) giving
questions when the presenters do not or forget to give the audience
the opportunity to respond.
The way how to encourage and facilitate student learning is by

providing flexibility in accepting students’ approaches to solving problems
can increase students’ participation, reduce anxiety, and increase positive
attitudes toward learning. Indeed, a web-based practice can create different
learning and assessment contexts, and produce flexible approaches to
instruction and evaluation (Nguyen & Kulm, 2005; Middleton & Spanias,
1999; Beevers, McGuire, Sterling, & Wild, 1995).
Based on some evidence research studies and supporting data from

preliminary study that student’s needs for attractive ways of learning by
utilizing cyber-literature is very important. This is to support and develop
better learning skills at Department of English Language and Literature
UIN-Alauddin Makassar.
In addition, an important thing that needs to be done in achieving

the learning objectives with the LMS concept according to the needs

of students is the availability of adequate support facilities. This is in
accordance with the opinion of Yusring Sanusi (2016) that what is of
concern in this application is the availability of supporting facilities both
that support programming and the means used by users to access them,
and the managers and their use.
Cyber literature refers to the written literary texts, distributed

(uploaded) and read on screen of computer. Because the formation of
computer networks, together with the volatility of inscription of digitized
information, allows fictional worlds to grow, to be modified from the
inside and outside, and to give birth to other worlds (Ryan, 2013). The
reason for preferring this term (cyber literature) to others is that it
alludes to the two umbrellas of this broad category of text: the literary
tradition and the literary on computer. In some cases, the study of
cyber literature is closely related to the study of cyphertext. Cyphertext
focuses on ergodic literature, where the user has to do non-trivial work
to traverse the text (instead of merely interpreting it) after a through
critique of existing paradigms (Eskelinen, 2012).
Based on the discussion, the researcher concluded that the students

need to develop their potential and competence in cyber-literature
competence by adapting and adopting the syllabus, lesson plan, and
course book to the existing curricula which focusing on daily speaking
and communication.
Conclusion
Most of students expect that their lecturers teach them by integrating

the language skills. In terms of learning objectives of general English
course, the students expect to be able to communicate in English well that
would boost their added value in continuing their study abroad as well as
Chapter 4 87
to be able to compete in finding jobs. The existing instructional materials
that used by lecturers for General English Course are inappropriate,
as a result lead wide gap between students’ expectation and the real
condition. The teaching method applied by most of the lecturers are
delivering speech and explaining about grammar and leaving assignment
for student. Most of the teaching activities dominated by lecturers and
the students are not assigned to activities which train their skills with
meta-cognitive. In other words, students became passive learners.
Students need more modern teaching methods to improve their abilities
in English and they feel that they need it because it is considered the best
and quickest way to master English.

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Chapter 4 91
CHAPTER V
21st CENTURY SKILLS
Ghada Tosson Abd Al-Lateef

Beni-Suef University, Egypt
ghada_tosson@yahoo.com
Ahmad Al Yakin
Ahmadalyakin76@gmail.com
Key Concepts
Our world changes rapidly in all fields of life; education is no

exception as well. In order to meet the requirements of the 21st century,
we have to obtain certain skills. As Friedman said “The 21st century is
challenging and reshuffling every foundations of our society is new,
powerful and often alarming ways” (2). The 21st century skills advances
the outsets of a extensive set of knowledge, skills, work habits, and
character traits that must be adapted by students, school administrators,
college professors, policy makers, etc. to be prepared to achieve success in
today’s world. The 21st century skills can be applied in all subject areas,
and in all educational and career situations throughout a student’s life. In
this chapter we can develop our understanding of the 21st century skills
that are needed for education and learning. It is essential to improve our
using of the modern resources and techniques. We have to define why 21st
century skills are important and what are they. We want to demonstrate
how 21st century skills integrate with basic skills. We need to know how
to provide tools and techniques to improve 21st century skills. We can

identify the 21st century skills to focus on, and then develop a professional
plan to achieve the goals. We have to make sure that the learners have
knowledge and access to the 21st century education then develop their
progresses. Kurt Lewin (1948) states that: ‘If learning involves all of
one’s Life, in the sense of both time span and diversity, and all of society,
including its social and economic as well as its educational resources,
then we must go even further than the necessary overhaul of ‘educational
systems’ until we reach the stage of a learning society (xxxiii)… The
physical, intellectual, emotional and ethical integration of the individual
into a complete person is a broad definition of the fundamental aim for
education’ (153). COVID-19 pandemic show how it is important to teach
your students the 21st century skills. This crisis changes the whole world,
so we can’t continue teaching the same way we used to. “When we change
our education system, and when hordes of people are acting individually
and collectively in ethically entrepreneurial ways the world changes, and
keeps on changing with built in adaptation and resilience” (Fullan and
Scott 2014). We have to make sure that our students are ready to adapt
the 21st century skills. We have to prepare them well for the future. We
have to get our students ready to face the unknown.
Let’s first investigate how our world changes swiftly in many

aspects. Communication, entertainment and advertising change quickly.
Careers and jobs diverse greatly. Education as well is influences by
changes that happen in all fields of life. Unfortunately, in some country’s
education uses the same techniques and attitudes as the traditional ways
that from our years as students. Learners still receive the information
through the same tools used many years ago. But an important point
must be noticed that today’s learners are not the same as past years’
learners. Today’s learners can use modern technology tools and the new
Chapter 5 93
communication passes perfectly. Learners today can think deeply and
deal with information using diverse ways differ from past ones. As Alvin
Toffler said “The illiterate of the 21st century will not be those who cannot
read and write, but those who cannot learn, unlearn and relearn.”
In order to be dominant in today’s education, we have to obtain

the needed skills to do so. Though many of the skills needed in the past
centuries, such as critical thinking and problem solving, are even more
relevant today, how these skills are learned and practiced in everyday
life in the 21st century is rapidly shifting. Also, there are new skills to be
mastered such as digital media literacy that weren’t even imagined fifty
years ago (Trilling and Fadel xxiv). Circumstances are different now, so
we have to adapt this rapid change. As John Dewey (1916) states at the
start of the 20th century aligns with what we advocate: ‘Since education
is not a means to living, but is identical with the operation of living a life
which is fruitful and inherently significant, the only ultimate value which
can be set up is 8 just the process of living itself. And this is not an end to
which studies and activities are subordinate means; it is the whole of which
they are ingredients. The needed skills to be fit to the 21st century world
can be widen to include; emphasizing the core subject and test students’
understanding of the meaning lies beyond as skills need to be integrated
in core subjects, awareness of all the needed demands of the 21st century
in all aspects even the health and wellness as content need to be relevant
to students’ lives, creating applicable context and give students the chance
to interact and collaborate inside learning situations, the ability to use
technology for both teachers and learners as both of them are required to
be technologically literate, obtaining critical thinking skills and problem
solving besides the ability of creation and innovation as well as life skills
needed to be collaborative and self-directed, and using assessments to

measure the learners’ performance. “For us, learning is, therefore, not only
the development of the fundamental competencies (skills and knowledge)
necessary for the successful negotiation of an uncertain world. It is also
about developing the personal, interpersonal and cognitive capabilities
that allow one to diagnose what is going on in the complex, constantly
shifting human and technical context of real-world practice and then
match an appropriate response” (Fullan and Scott 2014).
Many researchers adapt the 6Cs of education for the 21st century
skills that are essential in the age of the internet which include:
1. Critical thinking: Students can obtain high critical thinking skills

plus problem solving ability. Project based learning can also give
them a great opportunity to cooperate and learn based on life skills
basis. Critical thinking is accompanied with analysis, filtering and
querying processes. It allows students to make connection between
what they study and how to apply in their real lives. When you
practice critical thinking, you urge your students to come up with new
ways and techniques to learn. You can first define what the critical
thinking means to you students, and then try to enter the argument
by questioning in each part. So it helps students to think deeply and
try to find unusual solutions. You don’t need to change the whole
curriculum, just add questioning technique will flourish the critical
thinking skill. To know the right questions to be asked, you need
to look at Bloom’s Taxonomy. Bloom’s begins with a knowledge-
based question, so you begin with easy ones that all students are
able to answer. Then Bloom involves the analysis and evaluation
type of questions and that is the way you push your students to dig
deeper in their minds and try to find answers. It allows students to
analyse the data to know the answer and evaluate the result. I advise
Chapter 5 95
teachers to think carefully when choosing their questions. I prefer
to design questions to be open needed ones as there is no right or
wrong; this kind of questions help the students to be creative and
give them the security they need so they can answer freely without
fearing from the refusing reaction. Also, I suggest that questions
must be appropriate to students’ age not below and not surpass. If
the teacher asks his students to create their own questions then he
promotes extremely high level of critical thinking. When you start
the critical thinking technique in early ages you help your students
to formula better personality and develop powerful skills.
2. Communication: The ability to phrase a message in a clear

understandable form. Communication has four main purposes,
which are to “inform, instruct, motivate, and persuade” audience.
(Miller, 2015). Students are able to communicate clearly. They have
to learn how to successfully convey concepts and deliver messages to
others and receive information effectively from others as well. Being
able to give feedback as an evaluation of understanding is a must.
Self and peer review are ways of fruitful communication. Fluency is
the seeds of good ways of communication. Communication should
by clear, effective and reflective and be presented in a meaningful
way.
3. Creativity: In 21st century you have to be creative in order to reserve

a proper place in community. Creativity means to create something
new or to create a new way of an old thing. Creative students are not
necessarily to be the ones who got high grades. Creativity means to
find solution to real life problems in a different way. So no need for

your students to be artists or good players, they need to just think
out of the box. When you give students the freedom to create inside
the classroom, they will come up with unique ideas. By permitting
your students to cultivate their creative thinking in the classroom
you are preparing them for the world outside of it. Let them think
creatively and encourage the process then by the time passing they
become more confident in their way of thinking. Empowering their
innovation will help them to be creative persons and form their own
paths to succeed.
4. Collaboration: It is the skill of employing several traits, aptitudes,

and information in a method to generate a supreme product.
“Collaboration points to the way students use various personalities,
talents, and knowledge to work together and produce something
new.” (Anugerahwati 2). Collaboration results fun in the classroom.
So instead of using the boing way of lectures, you can have fun through
collaborative games. Instead of repeating words many times to be
memorized, words will be memorized easier by doing. Collaborative
group work will enhance the class environment, strength students’
engagement and flourish their creativity. Games and group working
will give your students the opportunity imagine, create, cooperate,
memorize and solve problems.
5. Connectivity: It refers to the qualities of the person and how to

be connected to the world around them. To think and behave as a
global citizen. “As part of a global world where technology is part of
everyday life, students should be able to connect with their friends
and other people around them in building a better world, and in the
process, teachers should foster in them the eagerness to become
“responsible, caring, and contributing” citizens” (Anugerahwati 3).
Chapter 5 97
6. Culture: Try to solve complex problems. Students need to value
their origins, their traditions and all that around them in order to
be encouraged to go forward in their futures. As Fullan mentions it
“involves the ability of students to be in touch with everything that
surrounds them, to know and appreciate where they come from and
the values and beliefs that people in their society hold, and their
history as a society”.
These 6 skills are very valuable for the 21st century education as they
can well prepare students to their future and proper jobs. Jobs in today
age are varied in a furious way. Also, the 6Cs are important to prepare
students to meet the needs of the global society. Students need to have
creative problem-solving skills and ability of change adaptation in order to
be appropriate for today jobs. When teacher mixes these 6Cs into students’
education, the classroom becomes a safe and collaborative environment.
These skills and abilities can’t be acquired by using traditional way of
education and passing normal tests. Teachers need to integrate these
skills in teaching and activities to guarantee a fruitful future for their
students. So teach your students to “Think Critically, Communicate
Cleary, Work Collaboratively, Embrace Culture, Develop Creativity and
Utilize Connectivity”. Fullan said of schools using this approach. “They
care more about life. They care more about making a difference.”
As a teacher, the 21st century skills you have to teach are 12 abilities
that today’s students need to thrive in their forthcoming vocations. The
sets of abilities or skills are divided into three types:

A. Learning skills
1. Critical thinking: When you teach critical thinking skill, you

have to integrate decision making activities as well.
2. Creativity: Teach your students how to be creative thinkers and

involve problem solving issues.
3. Collaboration: Urge your students to work together to achieve

a common target. Group work will surely result very good
outcomes.
4. Communication: Help your students to convey messages using

different ways and different paths of channels.
B. Literacy skills
1. Information literacy: It gives your students the tools to

differentiate fact from fiction. You can help your students to
distinguish the trustful information from the untruthful ones.
2. Media literacy: Teach your students to recognize and use

digital tools. Social media is very helpful and well known by
most of the students. You can use social media to influence
your students and change their way of thinking, behaviors and
beliefs.
3. Technology literacy: Help your students to understand different

applications and how to use them.
C. Life skills
1. Flexibility: Train your students to accept changes and adapt

the differences around them. Urge your students to value the
other point of view and accept others. Train them how not to
Chapter 5 99
control everything around them and to agree on decision that
has nothing to do concern whether you approve it or not.
2. Leadership: Ability to lead others to achieve a certain goal.

Help your students to be influential to others will help in
building their personality and create natural leaders. You have
to highlight the qualities that create a good leader.
3. Initiative: urge your students to have motivation and design

plans then have an implementation process. The student can
create a strategy by his own and become the initiative beginner
and owner. It helps students’ productivity.
4. Productivity: Students have to determine goals first, plan

well, recognize obstacles and try to surpass, and then manage
to succeed. Time management is an essential topic when
discussing productivity.
5. Social skills: interacting effectively with others is very important.

So we need to teach social skills to our students. Dealing with a
person who is totally different from you needs a specific talent
and skill in order to cooperate with him to achieve a goal. Good
communication with others is so essential especially using
empathy as understanding others who are may be socially and
culturally different from us and are from different backgrounds
will help us to deal successfully with them.
By understanding and teaching these skills, your students will be

well prepared to start and produce in whatever occupation they choose.
To measure the learners’ achievements in the 21st century education,

we have to focus on 4 areas that are; curriculum which we teach, instruction
quality and how we teach, schools’ effectiveness in where we teach, and

learners’ characteristics who we teach. We have to consider resources that
are used in educating learners of the 21st century as well. Let’s discuss how
to implement the 6C’s in everyday curriculum. First try to introduce one
C at the time then move to the next C after your students fully understand
the current one. Second define each C and illustrate the connection with
other Cs and how we can use inside the classroom. Third practice and
model the C you represent in action. Fourth try to use one of them and ask
your students which one you are using. Finally use the 6Cs in projects and
activities and challenge your students to use and have fun. Let us be more
specific, how can we get our students to acquire these skills? It’s now the
time to change the traditional methods and begin to try some innovative
techniques to integrate the 6Cs in our learning process by using:
• Project based learning: According to Buck Institute for Education,

project-based learning is “a teaching method in which students gain
knowledge and skills by working for an extended period of time
to investigate and respond to an authentic, engaging and complex
question, problem, or challenge“. In project based activities students
are involved with a real life problem within the project. Students
have to use most of the 6Cs to solve the problem. The main target
is not solving the problem but developing the skills during project
process.
• Genius hour: it gives the students an opportunity to express their

passion in a certain time inside the classroom. Giving the students
the freedom to do what they want to do will improve their abilities.
The creation at the end will be unexpected; it may be a new idea,
technique or a project. It is important to determine the time of the
genius hour.
Chapter 5 101
Conclusion
Our duty is to understand the influence and potential of the 21st

century skills for every student nowadays. In order to get the students,
acquire the 21st century skills, it is not enough to give them the information
and illustrate the skills but they have to practice them in real life setting.
Teachers and schools need to adapt and develop new ways of teaching
that suit the new world; they need to recognize what students need to
learn for now to be successful in the future. The main role of teachers
and schools is to help students succeed in their lives after graduation.
Teachers and schools need to prioritize the 21st century skills as major
objectives in teaching. Students don’t need to get information anymore
as information is spread everywhere; they need to learn how to use and
employ the information in their real lives. The debate of content over skills
is not new and will not end soon. So we need to integrate new techniques
little by little to obtain the 21st century skills.

Bibliography
Anugerahwati, Mirjam. Integrating the 6Cs of the 21st Century Education
into the English Lesson and the School Literacy Movement in
Secondary Schools. ISoLEC International Seminar on Language,
Education, and Culture Volume 2019 Universitas Negeri Malang
Dewey, John. “Democracy and education: an introduction to the
philosophy of education”. Macmillan, Harvard; also Free Press,
N.Y. 1916 (pg 239).
Fullan, M. and Duckworth, S. (2015). 21st Century Skills: 6 Cs of Education.
(www. blogawwapp.com) retrieved on July 15, 2018.
Fullan, Michael and Geoff Scott, Education PLUS The world will be led
by people you can count on, including you! Collaborative Impact
SPC, Seattle, Washington, July 2014
Lewin, Kurt (1948): Resolving social conflicts, Harper, New York.
Miller, B.S. The 6Cs Squared Version of Education in the 21st Century
(www. bamradionetwork.com) retrieved on July 26, 2018.
Toffler, Alvin, The 6 C’s of Education for the 21st Century. https://
infogram.com/the-6-cs-of-education-for-the-21st-century-
1gvew2vdygen2nj
Trilling, Bernie and Charles Fadel. 21st Century Skills Learning for Life
in Our Times. Jossey-Bass, John Wiley & Sons, INC. USA, 2009.
www.21stcenturyskills.org
Chapter 5 103
CHAPTER VI
PRINTED BOOKS VERSUS E-BOOKS

IN LEARNING
Muhammad Hasby
Universitas Cokroaminoto Palopo
Mhasby91@gmail.com
Qatar Ministry of Education and Higher Education.
Moh.galal588@gmail.com
Dr. Ghada Tossing And Al-Lateef
Beny-Suef University, Egypt
Key Concepts
Teaching and learning activities in the industrial era are not only filled
with learning based on interactions or learning and teaching relationships
between students and teachers, between students and lecturers only, as
well as teaching materials that were previously dominated by teaching
materials that were used for thousands of years. in the form of physical
books, textbooks, dictionaries and others in physical form and hard
covers commonly found in bookstores or public libraries in various places,
university schools and others, then the physical reading materials have
begun to shift massively to electronic books in non-physical, virtual forms,
and other reading materials that can be downloaded in search engines
from a large number of free or paid websites. There is a gap between the
use of e-books and books by millennial students, teachers and lecturers.

The gap between the debate between ebooks and books is about which
one is better and more comfortable to use in learning than trying to
harmonize the two well by using blended learning. The conclusion shows
that more people use e-books in their learning process than books, but
they also do not completely abandon the habit of reading books or printed
learning materials, both e-books and books are still used in the teaching
and learning process, mutually support and synergize with each other.
Introduction
Teaching and learning activities in the industrial era is not only

about learning based on interactions or learning and teaching relationships
between students and teachers, between students and lecturers, and
teaching materials which was dominated by teaching materials dates
back for thousands of years. in the form of hardcopy books, textbooks,
dictionaries and others in bookstores or public libraries in many places
such as university schools and others, then the physical reading materials
have started to turned into electronic books in non-physical, virtual forms,
and other reading materials that can be downloaded in search engines
from a large number of free or paid websites. There is a gap between the
use of e-books and books by millennial students, teachers and lecturers.
The debate between ebooks and books is about which one is better
and more comfortable to use in learning than trying to harmonize the two
well by using blended learning. This paper is drawn from observations
related to the use of e-books and books, as well as the results of discussions
with a number of colleagues who both teach in the University. The
results of the observation show that in quantity, students and lecturers
use e-books more in their learning process than books, but they also do
not completely abandon the habit of reading books or printed learning
Chapter 6 105
materials. The conclusion is that both e-books and books are still used in
the teaching and learning process, mutually support and synergize with
each other.
1. Printed Books and E-books
eBooks are known as a higher education technique (Enwright: 2014)

(electronic copies of academic books, textbooks, reference books, scholarly
monographs, annuals and other ‘one-off’ publications). Recently, due to
their advantages over conventional books, electronic books (e-books)
have become popular among the general public, as well as students.
Tablets and e-books are appropriate resources for students to read and
learn, and can also be used for academic work. For educators, without
fear that reading success and understanding will be impeded, e-books
may be implemented (Sackstein et. al.: 2015). Numerous new resources
are now available for people’s use, parallel to technological advances.
Societies, through learning how to use them, adapt these devices to their
professional lives. They try to set up more secure working conditions in
this way. Universities providing vocational education should teach their
students these emerging innovations in order to help them excel in their
future careers. In addition to these emerging developments, books that
serve as the basic knowledge sources for educational faculty students are
gradually being turned into e-books. Identifying the e-book approaches
and desires of students in line with these innovations will help assess
the needs for this form of digital technology. The present study aimed to
evaluate the views and expectations of pre-service teachers about e-books
as well as their levels of general knowledge of this technology in line with
this intent (Yalman: 2015).

In certain ways, E-books mimic the graphic design of a printed
book. The graphic elements of an e-book depend heavily on e-format
features and on e-readers. The key benefits of an e-book are that it is
searchable, adaptable, easily connected, transportable, easily available
and durable to other digital documents. Still, the majority of the
interviewed participants claimed in the second phase of the study that
reading an e-book was something new to them. They prefer the interaction
with a printed book and its visual appearance (Selthofer: 2013). Between
the few selling e-books and those who do not offer this commodity, the
opinions on e-books do not differ. Government policy also supports the
activities of physical bookshops, among other organisations, as essential
actors in the promotion of reading (Regeringens proposal 2014, 52). This
can also contribute to the sense of safety among Swedish booksellers.
2. Well-functioning habits and personal interest in the product are the
reasons why e-books are sold. Lack of demand and technological support,
as well as contractual arrangements with e-book publishers or vendors,
are the reasons for not selling books. The bookshops that halted sales
of e-books did so because they closed down their vendors. It can also
be argued that only booksellers with an interest in e-books are actually
selling them in bookshops or online. The key premises for this operation
are the technological tools for e-book sales, routines, and contracts with
publishers.
The key barriers to the selling of e-books are: the price as one
can see not only in the answers of the bookseller, but also in the drop in
sales obviously related to the price rise in 2014, the lack of interest from
consumers who do not ask about e-books in bookstores. This leads to the
expectation that e-books, either directly from publishers and writers or
by online booksellers, will be sold more online. Thus, for printed books,
Chapter 6 107
the future of e-books seems to be very safe and non-threatening. E-book
revenue growth is perceived to be very sluggish and to have a modest rate
of growth (Maceviciute et. al.: 2015).
There have been many shifts in the digital world in the conventional
life cycle of books, enough to begin to challenge the impact of such changes
on the process of producing, printing, selling, reading and maintaining
books. This paper focuses on problems related to the preservation and
archiving in the digital world of published authors’ works for the purposes
of their long-term accessibility. The aim of this paper is to provide an
overview of the related legal, technological, societal and organizational
issues that present obstacles, barriers and responsibilities for ensuring
the long-term usability of e-books. Issues relating to authorship, editions,
material updates, management of copyright and digital rights, selection
requirements for preservation, and liability for preservation will be
addressed, concentrating primarily on the position of libraries and
publishers in this process (Krtalić and hasena 2015).
While students today are familiar with many innovations, including

mobile devices, they obviously do not completely include technology in
their learning activities.
In fact , many students still tend to use traditional printed books

instead of electronic books. This study also revealed multiple reasons for
their choice, their reason for learning developers to design ebooks that fit
students’ characteristics, preferences, and needs (Hadaya et. al.: 2018),
some parents expressed a greater choice for printed books and were
concerned with health concerns related to the use of eBooks by children.
In this paper, areas for improvements and future studies are also created
(see et. al: 2019).

On the part of the participants, there was a lack of knowledge of
e-books in general: the students were unaware that e-books were accessible
via the catalogue of the library; they did not realize that e-books have
indexes as print books do; and they did not know the distinctions between
library platforms. These facts all point to the value of user education. The
significance of students, faculty, and librarians checking e-book platforms
before committing to purchasing individual platforms. The authors note
that more research is required on ebook engagement with users, how
e-books are used to assimilate data, and how e-books are searched by
groups other than undergraduates. By improving bibliographic records
with summary and table of contents notes and lobbying for their inclusion
in vendor-supplied records (Harken and Sassen: 2014), libraries will
make their collections more available to users.
Today, the use of information technologies in the creation,

distribution and access of information resources is a necessity.
Bibliographical text databases, e-journals, e-books, open accomplishments,
and blogs are included in electronic services as results of emerging
information technology. Many printed materials can be accessed by
readers electronically today. In addition, because of its advantages such
as portability, storage and rich content, e-books have been increasingly
favoured as a mode of reading. Individuals who want to preserve their
growth in this reading mode prefer screen reading. Due to the advancement
of information technology, reading has become a requirement (Eylül:
2015). Given the role of haptic perception in the experience of digital
reading, access to mobile devices can favour behaviours that promote
motivation, sense of control, and engagement in literacy (Roskos et. al.:
2014).
Chapter 6 109
Students have been surveyed on the use of eBooks. Findings indicate
that as prices decline, their propensity to use eBooks rises, technical
developments have contributed to eBooks becoming more than a written
text shown in digital format as more up-to - date content is generated
by websites. Licensing amendments such as Creative Commons also
make it possible for more data to be available to students, allowing more
possibilities for student study (Bialaszewski: 2013) The use of eBook for
an educational purpose was very helpful to almost all students as they
think it is much cheaper, compact and easily accessible from any location
and at any point in time. Some of the participants may have discovered
usage problems such as no choices for copying paste, etc.; however, most
of them expected to use eBooks in the future if the eBooks’ features and
characteristics are the same as this book (Oyaid and Alshaya: 2019).
2. Blended Learning
Blended learning is a groundbreaking notion that incorporates

the benefits of both conventional classroom teaching and ICT-supported
learning, for both offline and online learning. It has space for social
learning, constructive and computer-aided learning (CAI). Blended
learning needs rigorous efforts, right attitude, handsome budget and
highly motivated teachers and students for its successful implementation.
As it incorporates diverse modes so it is complex and organizing it is a
difficult task.
The present paper explores the theory of blended learning, its

key characteristics and its implementation prerequisites (Lalima
and Dangwal: 2017). This encourages student-centered learning and
promotes increased interaction between students. In addition, blended
learning can also help to enhance critical thinking by providing students

with more control over their learning. It gives more freedom to students
to select their learning activities. The instructor may no longer be an
omniscient and omnipresent figure, but his / her ideal presence is also
altered for the better. Through his or her learning now, the teacher has to
be more imaginative. But Blended Learning still requires a very thorough
assimilation of the different approaches, as freedom still comes with
more responsibility (Nuruzzaman: 2016). In EFL environments, blended
learning may be used as an effective way of teaching English grammar.
It is hoped that these findings will help to improve the skills required for
blended learning for the university, faculty , and students (Bader et. al.:
2019).
In most places in Indonesia, hybrid learning is a mixture of

traditional learning and e-learning. The method of spiritual guidance
becomes more versatile, productive and efficient with blended learning
in order to enhance students (Vasantan: 2016). Blended learning has a
positive influence on the majority of experimental community learners
(Madarina: 2018).
Online teaching is more readily embraced as a viable component of

teaching and learning with the ever-increasing advancement of technology,
and blended learning, the combination of online and facet-face learning,
is becoming prevalent in many higher education institutions. Blended
learning is in its early stages, especially in developing countries, and not
without its challenges. In many areas of South-East Asia, asynchronous
online lessons are much more prevalent at present, possibly due to
possible difficulties in accessing good Internet connectivity, which could
Chapter 6 111
prevent educators from synchronous choices. Technological media have
the ability to extend the reach of available teaching tools and to transform
the experience of language learning (Yu and Du: 2019).
Conclusion
Ebooks are portable and lightweight, accessible, easy to be updated,

immersive, shareable, adjustable, more interactive, environment-friendly,
affordable meanwhile, the printed books are more informative, easier to
be used by children, healthier to the eyes, no need for distraction, both
ebook and printed book shared the importance eventhough the ebooks
are more common in use for today but basically they both shared its
importance and lovers.

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Effectiveness Using Paperbooks, Ebooks, and Audiobooks.
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Afnon, Oyaid, Hessah Elsaya. (2019). Saudi University Students View,
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A Survey with Cost. Journal of Systemics Cybernetics and
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Chen, Yuan, Saul Carliner, Salvador Garcia Martinez, Ann-Louise
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Ciampa, Katra. (2012). Reading in the Digital Age: Using Electronic Books
as a Teaching Tool for Beginning Readers. Canadian Journal of
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of Print and E-books. Insight: the UKSG Journal. 29 (1): 31-36
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Chapter 6 113
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Chapter 6 115
CHAPTER VII
NEW TRENDS IN ENGLISH LANGUAGE

TEACHING AND LEARNING
Aly Qoura
Mansoura University, Egypt
prof.qura1@yahoo.com
Introduction
This paper discusses briefly the most recent trends in English

language teaching and learning. It is generally divided into three broad
sections. Language approach, content, syllabus and course design are
presented in the first section. The second section is concerned with
methods, where strategic teaching, corpora, play-way method, digital
teaching, Learning and teaching management platforms, and Embodied
learning are shed light on. Finally, the language teachers and students
are addressed in terms of change of role, lifelong learning, portfolio
development, reflective practice, frustration, and Independent students.
Section1:
1.1. Early start of the teaching of English
Many countries have started teaching English in earlier grades

at school. For example, since 2011, Saudi Arabia and Vietnam have
introduced English from Grade-IV. Also, in 2011, Japan introduced
English in the primary stage and in 2012, Dubai introduced English in the
KG stage instead of Grade-I. (Boraee,2013; Sun,2014)

1.2. Changes in goals of English teaching and learning
The goals of ELT have changed from focusing solely on developing

language skills and mimicking native English speakers to fostering a
sense of social responsibility in students. With this growing awareness
of the importance of producing responsible citizens for society, teachers
now well recognize that the teaching of English is not simply a project to
prepare students to imitate native English speakers as language learners
but that it should produce fully competent language users, critical thinkers,
and constructive social change agents, as Crystal (2004) and Cook (2005)
noted.
1.3. Change in the Approach to Teaching Culture
Long gone are the days when focus in ELT was on “Keeping the
foreign culture island alive”. In the last two decades both the local or
native and international culture dominate in English language classes.
There is less focus on teaching the culture of native speakers of English
unless there is a specific purpose for doing so.
1.4. Content and Language Integrated Learning (CLIL)
The CLIL is an approach where the English teacher uses cross

curricular content and so the students learn both the content and English.
CLIL is an innovative methodological approach that aims to foster the
integrated learning of languages and other curricular contents. Besides,
it has been proved that CLIL benefits and bolsters learners’ foreign
language skills as well as motivation and attention. Nonetheless, the
correct implementation of CLIL implies reinforcement in areas such as
teacher training, team teaching, education and assessment planning, and
additional resources. Luisa and Renau (2016).
Chapter 7 117
According to Coyle (1999-in Lusia and Renau, 2016) a well-planned
CLIL lesson should combine the 4Cs of the curriculum, these are the
following ones:
• Content : enabling progress in the knowledge, skills and

understanding of the specific issues of a particular curriculum.
• Communication : using language to learn while learning to use

language itself.
• Cognition : developing thinking skills which link concept formation,

knowledge and language.
• Culture : allowing exposure to diverse perspectives and shared

knowledge that make us more aware the others and oneself.
1.5. Change in Teaching content and Test design
Boraie (2014) indicated that teachers use a range of local texts or

English translations of literature in the classroom. The use of language
as well as the use of a variety of accents in listening activities or tests is
encouraged in the English language classroom.
In addition, Classroom-based language assessment is in focus. Rise of

classroom-based language assessment in both developed and developing
countries (Davison & Leung, 2009). Different terms used include
– Teacher-based assessment – Alternative assessment – Assessment for
learning – School-based assessment – Formative assessment.
Classroom-based language assessment can be defined as any

reflection by teachers (and/or learners) on the qualities of a learner’s (or
group of learners’) work and the use of that information by teachers (and/
or learners) for teaching, learning (feedback), reporting, management or
socialization purposes.’ ( Hill & McNamara, 2012, p. 396)

1.6. Syllabus design/materials development/global and local
publishing
Much innovation has been notable in syllabus design, materials

development, and Publishing, of ELT courses. To illustrate,
(Underhill,2004) assures significant developments in content (becoming
less ethnocentric, more intercultural; less stereotyped, more critical), in
syllabus (reflecting new descriptive information about language) and in
methodology (reflecting ideas of student learning style and self-direction).
There has also been an increasing tendency towards more locally relevant
non-global publishing of courses and materials.
1.7. Criticism of published materials
However, some of the criticisms of course books and materials

are opening up real areas for future development, for example, criticisms
that focus on banal content in materials, seen as insulting to learner
intelligence and as missing golden opportunities for content learning (for
example teaching school subjects in or through English) or for values-
laden teaching (e.g. developing global citizenship as a core content in
global language learning). Other criticisms focus not so much on the
course book, as on the grip of ‘course book methodology’. But many
teachers point out the great benefits they derive in developing their own
knowledge, skills and confidence through using modern course books.
1.8. Global Englishes
Lindhal (2017) stated that the vast majority of communication

in English happening around the world only includes an L1 speaker of
English about 25% of the time. This use of English as a lingua franca
(ELF) is important for English language teacher education because,
historically, much of English language education has taken the native
Chapter 7 119
speaker as the ideal in terms of proficiency and accent. Now, most English
communication occurs between English learners of English who have
different L1s. Koch argues that teacher educators must ask themselves if
their focus on “inner circle” countries and their English usage adequately
prepares global students to interact with people who are not from those
countries but who are English users.
1.9. Expanding the dimension of communicative competence
A large focus of recent research and publications has been expansion

of the framework of communicative competence. Some scholars have
introduced a new way of looking at second language acquisition (SLA) as
“multi-competence” (Cook, 2012), and others (Byram, 1997, Kohn, 2013)
focus on the importance of intercultural communicative competence.
The implication here is that when teaching intercultural communicative
competence, teachers need to attend to both local and international
cultures. The goal is to produce effective language users competent to use
English as an international language, not just learners who mimic the
“inner- circle” countries’ languages and cultures.
1.10. English as a lingua franca (ELF)
When the concept of English as a lingua franca was first discussed

by teachers, academics, writers and trainers, it was controversial. Many
refused to consider how the concept of English as an international
language might fit into course materials and language teaching. Today,
we see resource materials like PronPack 1-4 (Mark Hancock) taking a
non-prescriptive approach to accent and instead focusing on increased
intelligibility as the objective. Using elements of blended learning and
gamification, this pronunciation course doesn’t help the learner sound

British or American, but instead prepares the learner to use English in
the global arena.
Section 2:
2.1. Strategic Teaching and Learning
Teaching in English language classes focuses on fostering the

students’ thinking as well as language content, outcomes and learning
activities. There are significant and complex student-teacher interactions
inside and outside the classroom. The gamification of learning is emerging
as a way to make language learning more engaging and relevant to the
younger generation.
2.2. Corpora
Fantastic computer corpora, holding vast amounts of real language,

coupled with computer software for sorting it and turning it into usable
data, and lexicographic software that enables brand new dictionaries to
be written in 3 or 4 years, have all played a part in the move away from
somewhat subjective (or sometimes even imaginary) views of how words
and grammatical forms are used, and from prescriptive views about how
we should use them, towards a focus on ‘real’ language and a descriptive
approach to how it is used. The move away from prescription of course
fits with the questions about who owns English and who decides how it is
to be used.
2.3. Play-way-Method.
The interest of the student is the main concern of the modern

way of education. While learning through ‘Play-Way-Method’, he is less
conscious of a sense of work, hence no feeling of tiresome, the better he
learns. Play-Way-Method captures the attention of the pupil yielding
Chapter 7 121
remarkable results and feedback. Plays, dialogues, declamation contests,
debates and competition of vocabulary tests stimulate the interest of the
students in language learning.
2.4. Networking and support groups
Shandruk (2013) and Undrhill (2004) agree that e-communication

has made possible a huge range of networking possibilities, including
special interest groups, support groups, discussion and chat rooms etc.
One effect of this has been to give us access to the experiences of many
others, and to enable us to locate and to create the ‘local’ knowledge that
relates to our own needs. This in turn has enabled us to become a bit less
dependent on knowledge generated by ‘experts’ in other contexts, and on
the authority of ‘the published book’. We are all able to participate in the
generation of knowledge and knowledge itself becomes a process rather
than finished product.
2.5. Digital teachers/teaching
With the proliferation of tablets and smart phones, it is believed

that textbooks will disappear in a few years. Furthermore, the access to
knowledge in terms of flexibility and mobility has changed drastically.
Berk (2016) notes that when it comes to technological tools facilitating
learning of grammar and language skills, the few very renowned and
helpful ones are: Interactive white board, Classroom flipping. Many
academic institutes have revolutionized using this approach.
For language learning, tools like: Prezi, Screencast-o-Matic,

Voice Thread, Captivate, PowerPoint, Camtasia, and YouTube fall under
the category of flipped learning, Social media tools Twitter for instance
caters few very helpful learning platforms such as: Cambridge Words,

English247, BBCle, EnglishTips4U, Learn EnglishBBC. Apart from this
Instagram has boomed with a novel concept of learning through visual
aids and Pinterest also follows the pied piper lead. Many instructors
also consider creating a Facebook page that their pupils can like. They
post updates in different languages encouraging non-native speakers to
translate them. Moreover, blogging on Tumblr may also be used as an
inspirational technique that motivates learners to submit their precise
views and ideas in English.
2.6. Learning and teaching management platforms
Learning management platforms (LMSs) like Edmodo are

increasingly popular. They give learners an online way to find handouts,
continue classroom discussions and submit homework. Now, online
platforms are also used to communicate with parents and other
stakeholders, give teachers and administrators a better overview of the
curriculum, and help manage lesson plans and materials.
The Royal ABC (Prosper Education Pte Ltd) curriculum for four-
to-six year olds comes with a teacher platform that allows teachers to
manage lesson planning, complete administration, schedule homework
and report to parents. This gives teachers more time to work with children
in the classroom.
These tools may appeal because they seem shiny and new. But the
true value of innovations lies in how much they can help learners to become
better communicators in English., and the extent to which they can help
teachers encourage learners in the most efficient, motivating ways.
(Teachers, visit our Teaching English website for lesson plans and
activities, and find out how you can become a Teaching English blogger.)
Chapter 7 123
2.7. Embodied learning
Embodied learning is based on the idea that learning is not just about
remembering. It involves using the mind and the body, collaborating,
discussing and exploring. Learners need to be emotionally, intellectually,
physically and socially engaged.
Courses such as Doodle Town (Macmillan Education) use visual,

audio and hands-on activities to stimulate and inspire learning, getting
young learners to draw, create, and be inquisitive. Orbit (Richmond)
develops the young learners’ socio-emotional and cognitive skills through
a language course that follows the story of a ferret and children who go on
adventure.
2.8. Gamification
Appealing to football-lovers, Learn Match (VE Vision Education

GmbH) uses training sessions, friendly matches, leagues and cup games
to make vocabulary learning fun for young learners. Get Set, Go! Phonics
(Oxford University Press) uses chants, songs and games to help develop
pre-school children’s phonological awareness.
On an even more immersive scale, Learn Languages with Ruby

Rei (Wibbu) plunges the learners into an interactive adventure game.
They have to use their language skills to negotiate, collaborate and build
friendships in order to escape from a forgotten planet at the edge of the
universe. Any learning that takes place is incidental.

Section3:
3.1. Changing roles and increasing responsibilities of teachers
It is increasingly being recognized that the quality or effectiveness

of teachers is determined by their linguistic, teaching and intercultural
competence rather than their being native speakers of English.
In the 21st-century classroom, teachers have multiple roles and

responsibilities as facilitators of student learning and creators of a
productive classroom environment in which students can develop the
skills, they will need for the 21st-century workforce. Another change
noticed is that many teachers no longer teach in isolation. Teachers have
the opportunities to co teach, team-teach, and collaborate with other
teachers from other disciplines.
Richards and Rodgers conceive a teacher’s role as a part of „design’’,

component of a method. Little Wood conceptualizes the role of the teacher
as a facilitator of learning, an overseer, a classroom manager, a consultant
or adviser and at times a co-communicator with the learners. To Harmer,
a teacher plays the role of a controller, organizer, assessor, promoter,
participant, resource, tutor and observer.
3.2. Teachers as lifelong learners
In a knowledge-based society and to remain competitive and

employable, teachers are expected to engage in a continuous professional
development or the professional learning activities from the beginning to
the end of their careers. As with any other profession, teachers are also
expected to assume a greater responsibility for their own professional
learning, continually developing their knowledge and skills.
Chapter 7 125
3.3. Portfolio development for teachers
This is linked to reflective practice. I refer to a portfolio as the

teachers’ own statement of their teaching beliefs and values, and a profile of
themselves in action. It consists of the teachers’ own selection of whatever
represents the best parts of their practice, including activities, materials
designed, feedback from learners and peers, problems and difficulties
faced and worked through, observation notes, test results, videos and
audio tapes, anecdotes and stories, own reflections, plans, diary notes and
so on. And all these selections are linked by a commentary saying why
these selections were made and what they show. Portfolios encourage
teachers to make their own meaning, define their own success, and to
view their work consciously and critically from multiple perspectives.
3.4. Reflective practice and teacher learning
This is about teachers questioning and exploring their own practice

of teaching. It is a sort of systematic curiosity about going beyond the edges
of what we know and do, to find out how we could do things differently
or better. Of particular interest are questions like ‘Is there a discrepancy
between what I say I do and what I actually do?’ Action research might
guide us to try to become more aware of our own beliefs and how they
frame the way we teach and think about teaching. It brings an appreciation
of the existence of this frame, and rigor about surfacing our unconscious
slants, skews and biases if we want to make real changes to our practice.
3.5. Changing views of an effective English educator
With the changing views of communicative competence and the

awareness of intercultural competence, perceptions of what constitutes
an effective English teacher are also changing. Recent studies on World

Englishes and ELF, as well as the roles of non-native-English-speaking
teachers (NNESTs) in the TESOL field, have made more people recognize
that the effectiveness of English teachers should be determined by their
linguistic, instructional, and intercultural competence rather than simply
by their linguistic identity. We want to make sure that our students are
served by well-prepared and well qualified teachers regardless their first
language background.
3.6. Students as Independent learners
Strategopedia: Give a man a fish He eats for a day Teach him to

fish He eats for the whole life. A trend in ELT today has been to make
the students independent learners. The purpose is to equip learners
with appropriate learning strategies to take the responsibility for self-
direction. The students are trained in the use of learning strategies in
order to improve their learning effectiveness. Learners learn how to learn.
3.7. Frustration
For some of teachers who are aware of these and other trends taking
place today, the main trend seems to be frustration that they are not in
a situation where they can go with these trends. So, these invitations to
change may frustrate those who feel restrained from changing.
What will be the next developments to come?
Lindahl (2017) believes that we might be using real text and

real situations, reaching across the globe for our communicative practice,
working with what students produce rather than creating situations to
provoke desired language. Perhaps methodology will be more participatory
than teacher-led, and grammar will be seen as more of a process than as
a thing out there to be learnt. Learning would be emergent and facilitated
Chapter 7 127
rather than prescribed and taught. She might be hitting the right target,
Dogme ELT or Teaching Unplugged and Affordance-based learning have
been gaining momentum.
It seems to me that that these trends mark a move away from simple,
certain, controlled and established ways of doing things towards complex,
uncertain, less controlled and emergent ways of doing things. The trends
as, Lindahl asserts, are towards an increasing valuing of participation in
the creation of knowledge, a greater voice for diversity and difference, a
preference for connectivity and relationship, and a developing tolerance,
even delight, in working with the fuzzy, the unclear, the unfinished.
Pondering on the existing trends and a wave of change, we can

make a sensible guess that we are moving “from simplicity to complexity,
from uniformity to diversity, from prescriptivism to eclecticism, from
oneness to pluralism, from customary to embryonic ways of doing things,
more towards flexibility, practicality and towards refinement of current
practices in order to make a difference.”
Perhaps we might be using real text and real situations, reaching

across the globe for our communicative practice, working with what
students produce rather than creating situations to provoke desired
language. Perhaps methodology will be more participatory than teacher-
led, and grammar will be seen as more of a process than as a thing out
there to be learnt.
Learning would be emergent and facilitated rather than prescribed and

taught.

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CHAPTER VIII
THE IMPLEMENTATION OF DIGITAL

LITERACY IN EFL CLASSROOM
ACTIVITIES
A. P. Harianah Zaidah
English Teacher of MAN 3 Bone, Indonesia
andiriansyarif@gmail.com
Muliati
English Language Department, Universitas Bosowa, Indonesia
Key concepts
The concept of digital literacy (Gilster & Glister, 1997) was applied
in the 1990s to demonstrate the ability to read and understand hypertext
(Bawden, 2001). Gilster described digital literacy as the ability to
understand and use information from various digital sources without
regard to differences in competency lists which are often criticized for
being restrictive. The four core competencies of digital literacy are:
Internet search, Hypertext navigation, assembling knowledge, and
Evaluate content (Bawden, 2008)
Following thought (Bawden, 2001), these competencies into the

following qualities:
- Search for information (information search) combined with

critical thinking. The quality that characterizes most approaches to
information literacy.
Chapter 8 131
- In addition to accessing information, there is publication and
communication. This quality is not always present in the theory and
practice of information literacy. It can be an integral part of it.
- There is an awareness of the value of traditional tools to media

networks and social networks.
- Assembling knowledge is the ability to gather reliable information

from various sources.
Martin emphasized DL’s definition on the broad meaning and role of

media. Digital literacy is the awareness, attitudes, and abilities of individuals
to appropriately use digital tools and facilities to identify, access, manage,
integrate, evaluate, analyse and synthesize digital resources, build new
knowledge, create media expressions, and communicate with others in
the context of certain life situations to enable constructive social action
and to reflect this process (Martin & Madigan, 2006). Digital literacy
accommodates student learning styles in auditory learning and learning
kinesthetic learners. Therefore, teachers are required to have skills in
operating digital technology in the atmosphere of this millennium era.
Introduction
Digital literacy is a hot topic of late, and there has been previously
written about its importance to today’s students and what teachers need
to know about using technology that can help them effectively improve
modern communication. Although the need for digital literacy is clear,
teaching and using technology in an educational environment still faces
many obstacles. Most students are comfortable using various digital tools,
but they do not know how to use the same tools for learning purposes.
This is where the teacher’s role in dealing with and finding solutions to
this problem.

It is a big challenge for teacher in teaching in this millennium
era. Where students being taught are digital natives who grow up with
technology in everyday life. This makes teachers have to be digitally
literate so that teaching process is better. Teachers in Indonesia believe
that language learning should integrate various technologies to improve
students’ language skills. (Cahyani & Cahyono, 2012). Therefore, teachers
are required to have skills in operating digital technology.
Technological advance that are spreading not only in urban areas

but also in rural areas allow students to easily access digital literacy.
Therefore, this chapter is to explain the implementation of digital literacy
in schools, teachers’ attitude toward digital literacy, barriers and solutions
in implementing digital literacy.
1. The use of digital literacy in EFL classroom activities
Jimoyiannis, A., & Gravani, M. (2011) stated that digital literacy

plays a very important role in the curriculum. It is important, because it
aims to help students to acquire the technical knowledge and skills needed
to use digital media effectively, be competent in using digital media to
solve daily life problems, understand the social dimensions and impact
of digital media in our modern society, and foster positive attitudes about
digital media and facing the demands of modern times.
Some definitions of digital literacy. Paul Gilster defines Digital

literacy as “the ability to understand and use information in multiple
formats” with emphasis on critical thinking rather than information
and communication technology skills (Gilster, 1997). In relation to the
argument, Digital literacy can be regarded as an umbrella framework of
skills, knowledge and ethics (Calvani, Cartelli, Fini, & Ranieri, 2008).
Martin (2006) describes a digital literate person as someone with the ability
Chapter 8 133
to identify, access, manage, integrate, evaluate, analyze and synthesize
digital resources. Some experts emphasize cognitive and socio-emotional
aspects while others focus on the technical skills (Eshet-Alkalai, 2004).
Ozden (2018) defines digital literacy, as a skill to receive information
from digital formats. To archive information, we need a cognitive level
to access, analyze, and produce information from digital tools (McCord,
2015). Based on some definitions above, the writers can conclude that
digital literacy as the skills and ability to understand, identify, use, access,
receive, manage, integrate, evaluate, analyse and synthesize digital tools.
Gilster mentioned that there are 4 aspects of digital literacy

competency that a person must possess to be said to be digital literacy.
The four aspects are internet searching, hypertextual navigation,
content evaluation, and knowledge compilation (knowledge evaluation/
knowledge assembly).
Aspects of internet search. The level of teacher literacy competence

is one’s ability to use the internet (Gilster, 1997). Gilster explained that
there are several activities that can be done in using the Internet, among
others, using and managing email accounts that are owned regularly,
joining newsgroups/mailing lists, conducting online activities, doing
online transactions, using the internet to fulfil tasks, reading online news
until use multimedia online such as listening to music, watching videos,
and others. Hendricks Gerrits (2015) explained that the use of the internet
among teachers was more dominated by the use of finding sources of
information related to teaching materials and used to communicate with
students.
Aspect of hypertextual navigation. Hypertextual guidance is a skill to

read and understand hypertext directions. Hypertext is a type of electronic

language text that is formatted to have the ability to connect to other text
and other types of media (Gilster, 1997).
Aspect of Content evaluation. Content evaluation competence is a

person’s ability to think critically and analyse something obtained online
along with the ability to identify and assess the validity and completeness
of the information referenced by hypertext links (Gilster, 1997). It
takes a fairly important set of competencies that a person must possess
in the ability to titrate in the digital age, one of which is the ability to
make decisions about something found online. Most of the information
available on the internet is often not well filtered based on authorship
and editorial aspects and tends to be open, so sometimes the information
available on the internet is often questioned as to its validity. The art of
critical thinking requires the user to make a balanced assessment between
what is displayed on the screen and what is meant by the information
content found online (Bawden, 2001).
Aspect of knowledge assembly. Gilster (1997) explains the

competency of evaluating the preparation of knowledge (knowledge
assembly) is a person’s ability to compile knowledge, build a collection
of information obtained from various sources with the ability to collect
and evaluate facts and opinions well and without prejudice. Gilster (1997)
reveals that in addition to thinking critically, it also requires the ability to
learn how to assemble knowledge and to build a collection of information
that has been obtained into a new knowledge that is based on reliable
information from several different sources.
Digital literacy-based learning is a learning activity that utilizes

digital as a tool to achieve learning goals. As stated by (Bawden, 2001)
regarding competence in digital literacy-based learning :
Chapter 8 135
a. Searching information combined with critical thinking. In the
learning process, students and teachers can develop the process
of finding information with digital media because using digital
information can penetrate the boundaries of space and time.
Teachers and students can find out information that students and
teachers in America or even in any country. Searching for learning
resources on the internet, searching for video learners on YouTube,
and others are digital utilization in getting information.
b. In addition to accessing information, there is publishing and

communication. This means that besides seeking information,
teachers and students also seek to produce work in the learning
process for publication.
c. There is an awareness of the value of traditional tools about media

networks and social networks. In the learning process, teachers can
instill on how to use the internet media well for positive things so
that students use the internet for positive and even scientific things.
d. Assembling knowledge is the ability to gather reliable information

from various sources. The next ability is the ability to connect all
information that has been obtained from various sources so that it
becomes a whole concept for student understanding.
The implementation of English teaching that utilizes technology must

of course follow the aspects contained in digital literacy that will be used
later. Aspects of digital literacy assessment that are assessed to determine
the extent to which a person has mastered digital literacy include: accessing,
analyzing and evaluating, creating, reflecting, and acting (Hobbs 2011,
in Marty, et al. 2013: 4). The explanation is as follows: (1) access, use
technology to access information; (2) analyzing and evaluating, high-level

abilities such as evaluating, analyzing, and synthesizing; (3) creating,
the ability to compose and create; (4) reflecting, the relationship with
reflective thought processes; and (5) acting, activities to share knowledge
individually and collaboratively. In the implementation of digital literacy-
based instruction, researchers designed several stages of implementation
so that the ultimate goal of teaching English can be achieved optimally. The
following are the stages of implementing digital literacy-based instruction
that are tailored to the aspects contained in digital literacy
Table 1. Stages of Implementation Digital Literacy based learning
Nu. Digital Literacy Aspects Stages of implementation

1. Access The use of technologies to access informa-
tion.
2. Analyse and Evaluate Higher-order skills such as evaluation, anal-
ysis, and synthesis.
3. Create The ability to compose and create artifacts.
4. Reflect The engagement in reflective thinking.
5. Act The activity of sharing knowledge individu-
ally and collaboratively publicly.
Source: Hobbs, 2011 (in Marty, et.al. 2013: 4).
2. Digital literacy sources: Computers and smartphones
Using computers in language teaching is supported by Simpson

and Obdalova’s (2014) idea that CALL (Computer Assisted Language
Learning) can be used to promote digital literacy. From The concepts
of integration of smartphones in language learning, it is believe that the
use of smartphones is an innovative means of teaching EFL (Origu, at.el,
2018). Smartphones are agreed as an innovative way to teach EFL (Origu,
et.al, 2018). The advancement of smartphones proves that it is the most
commonly used mobile device for learning activities because of its mobility
Chapter 8 137
and accessibility (Tayebink & Puteh, 2012). The mobility of a smartphone
creates unlimited space and time for use outside the classroom. Students
with a variety of applications that are in line with educational goals.
Durriyah and Zuhdi (2018) found the following order, such as closed
groups on Facebook, blogs, Skype, and WhatsApp integrated in literacy
activities.
Reviewing technology in English learning activities that are used as

web-based learning tools, Amiri (2012) explains that technologies that
can be used are email, weblogs, instant messengers, mobile devices, and
IPODS. For example, by using email, English teachers can benefit from a
website that includes email accounts such as Yahoo, Hotmail, and Gmail.
So, the teachers can create a discussion topic and send it to students via
email. When receiving an email, the student starts writing a composition
or essay in English and discusses a work and then sends it back to the
teacher. This helps them to improve their writing and vocabulary skills
as well as their ability to practice analyzing literary works. In conclusion,
they all take part in developing students’ English skills.
3. Teachers’ attitudes towards digital literacy
Sequera (2012) state that teaching is a set of events, outside the

learners which are designed to support internal process of learning.
Teaching (Instruction) is outside the learner. Learning is internal to
learners. Learning is both a motive and behaviour but only behaviour
is seen, learning is internal, performance is external. Digital devices
development has shaped the way of English teachers in classroom teaching
activity.

First, teachers should understand about digital literacy and the
importance of digital literacy to be taught. Second, teachers’ understanding
of digital literacy can encourage the teachers’ way present digital literacy
in the classroom. Third, the use of digital technology is an effective way
to teach English language skills. So that the writers are interested in
providing information on digital media practices to access information in
teaching and learning process.
Olsson and Edman-Stålbrant (2008) state that a teacher must have

the ability to: 1) decide what types of digital tools are suitable for their
course content and be able to present their courses online, 2) determine
what types of digital tools and working methods support them, develop
or improve the quality of their courses, 3) realize the costs with different
digital exams so that they can choose the best examination form according
to the objectives and guidelines, and 4) clarify and highlight teaching and
learning problems, for students, according to digital tools and methods
The selected.
The research carried out by Solikhati and Pratolo (2019) shows that
the teachers in the article agree to include technology in 21st century
learning. Teacher 1 believes that technology encourages learning to be
more interesting and helps students achieve learning goals. However,
Teacher 2 reveals that technology is like a double-edged knife, positive
and negative side. The positive side is presenting technology that presents
interesting learning, while the negative side is when students cannot use
technology appropriately. In conclusion, both teachers exhibited positive
beliefs about integrating technology in the classroom. This proves
that integrating technology in the classroom understands the positive
understanding of teachers about the use of technology (Johnson & Sadaf,
2017).
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4. Benefits of Digital Literacy
According to Brian Wright (2015) in an infographics entitled Top 10

Benefits of Digital Literacy: Why You Should Care about Technology, the
important benefits of digital literacy, namely saving time, learning faster,
saving money, making it safer, always getting Up to date information, stay
connected, make better decisions, can make you work, make you happier,
and it can influence the world. Further explanation as follows:
a. It saves time
A student who gets an assignment for a teacher will know

reliable sources of information that can be used as a reference for
the purposes of his assignment. Time will be more valuable because
in the search and find information it become easier. In some cases,
online services will also save time because you do not have to visit
the service directly.
b. Learn faster
In this case, for example, a student must look for definitions

or important words in a glossary. Compared to looking for a printed
reference, it will be faster to use a special application glossary that
contain important terms.
c. Save money
Currently there are many special applications that contain

the comparison of a product’s discount. For someone who can take
advantage of this application, this can save expenses when making
online purchases on the internet.

d. It makes us safer
The sources of value and available information on the internet

are numerous. This can be a reference when looking at exactly what
they need. For example, when someone is going abroad, it is safe to
read various specific information about the country to be visited or
to get fastest route to the nearest hospital, all of which can be found
in the digital world.
e. It keeps us informed
The presence of a trusted application will keep someone up to

date with new information makes the world move. That’s why the
internet must continue to evolve.
f. Stay connected
Being able to use several applications that are devoted to the

communication process will keep people connected. In matters that
are important and urgent, this will provide its own benefits.
g. Make better decisions
Digital literacy enables individuals to make better decisions

because they are able to seek information, analyze and compare it
any time. If the individual is able to make decisions to act, then in
fact he has obtained valued information. Priyanto (2013) said that in
general, information is valuable if it influences the recipient to make
a decision to act.
h. It can keep us employed
Most jobs today require some form of computer skill. With

digital literacy, this can help daily work, especially those related
to computer use, for example the use of Microsoft Word, Power
Chapter 8 141
Point or even scientific document management applications such as
Mendelay and Zetero.
i. It makes us happier
In Brian Wright’s view, the internet contains a lot of content

such as pictures or videos that are entertaining. Therefore, accessing
the internet can affect one’s happiness.
j. It can influence the world.
There are writing on the internet can influence the thinking of

the readers. By disseminating writing through the right media, it will
contribute to the development and change in the dynamics of social
life. In a more macro scope, the contribution of someone’s thoughts
that are spread through the internet is a form of manifestation that
can affect a better life in the world in the future.
As a conclusion from some of the benefits of digital literacy above,

digital literacy in its simplest form is learning to use various resources in
the virtual world to improve and achieve various things in the real world.
Thus, requiring someone to have online access and know how to use
computer basics. This is why everyone should care about digital literacy,
5. Barriers and solutions in implementing digital literacy.
Teachers need to know about how to help the students use technology
effectively to enhance modern communication. Stanger (2018) have
rounded up some examples of what digital literacy in education looks like
in 7 Ways to Teach Digital Literacy
a. Emphasize the importance of critical thinking
According to Stanger (2018), the majority of media consumed

by students today comes from online sources, some of which are

more credible than others. Of course, the fact is that there is a lot of
information available to anyone with an internet connection. That
means that today’s students are more vulnerable to subconscious
messages, misinformation, and fake news. With this in mind, a large
part of teaching digital literacy is helping students become critical
consumers of information. Begin by encouraging students to ask
questions and then find answers directly to the source and check
their objectivity. The writer concludes that it is important to teach
digital literacy to make students critical consumers of information,
teachers should encourage students to always check the objectivity
of information sources so that students avoid false information and
fake news.
b. Use social media for learning and collaborating
Students in this era are already active on social media, and in

many cases, they may be more adept at using it than their teachers.
So, the teacher’s focus should not be in introducing students to
the ins and outs of social media, but on demonstrating how social
media can be used in an educational context. For example, Pinterest
boards, it can be used to provide and receive feedback during group
projects, Twitter can be used to create polls for research purposes or
find expert sources, and Facebook or LinkInd groups can be used to
connect and collaborate with their peers.
c. Provide guidance on how to avoid plagiarism
Stanger (2018) stated that students now may be at risk for

plagiarism even unintentionally. This is evidence by a study published
in the journal Higher Education found that many students do not
understand plagiarism, but they want more information about what
Chapter 8 143
it is and how to avoid it. For example, students often ‘borrow’ ideas
or use phrase they find online without properly citing the original
work, and are then surprised to learn that this constitutes plagiarism.
Therefore, another important aspect of being digitally literate is
learning how to avoid plagiarism by taking good notes, using quotes
and citation, and supporting discussions with the right references.
Same with Stanger (2018) idea, the writer argues that there are
several ways to avoid plagiarism such us; first, cite the source from
which you extracted the information by identifying the source’s full
name, published date for words that are not your own. Second, to
avoid plagiarism is to use quotation marks around the text to indicate
that the words are not yours. Likewise, direct quotations must cite
the source so that the reader knows who the quotation came from.
If you mention sources’ ideas or words to frame your own opinion,
explore what you have to say about them. Ask yourself what unique
perspectives or points you can contribute to your writing that are
entirely your own. Third, Change the words and formatting of your
writing in an original way, and avoid using too many similar words
or phrases from the source. The key is to do this without changing
the meaning of the idea itself. Have to remember that if we are still
using other people’s ideas, we should include quotes to the source.
Four, using an online plagiarism checker tool can help you pinpoint
this issue before submitting your work.
d. Teach students to manage their online identity
Stanger (2018) assumes that we all leave digital footprint and

have online identities regardless of whether we consciously manage
them or not. Students growing up using social media are more likely
to accept that their data is stored online, and as a result, may not
think much about safeguarding their privacy by managing their
privacy settings, reading privacy policies, and being respectful in
online interactions such as when they meet face to face. Yet in the
same way that not managing online identities can have negative
implications, taking steps to build a positive identity can be of great
benefit to students’ career prospects. In conclusion, teachers and
students should learn how to maintain online privacy but also how
to share appropriate information and content is an important aspect
of a comprehensive digital literacy education.
e. Help students manage digital distractions
Digital tools and online resources have made learning more

effective in many ways, but they’ve also brought new distractions
with them. Research shows that many of us struggle with digital
distraction, which can make us feel distant and drained, and even
reduce our enjoyment of experiences. Juggling multiple media
streams can also lead students to multi-task, which isn’t a good thing
considering that research shows that students who multi-task tend
to has lower grades.
So, the ability to manage distractions while utilizing digital

tools for learning and professional purposes is another digital literacy
skill that shouldn’t be overlooked. Some examples of distraction-
management strategies include taking tech breaks throughout the
day, muting notifications while studying, using productivity tools,
and setting goals around technology use.
f. Provide authentic contexts for practice
Another important part of teaching digital literacy is finding

ways for students to practice using technology in ways that mirror
Chapter 8 145
its real world uses, whether this means giving students opportunities
to practice building their own websites and apps, or respectfully
engage in online discussions. For example, when teaching students
about the important of managing their online identity, you could
have them research themselves online to find out what a potential
employer would see. You could follow this up with a discussion
about their findings, and have them list some of the things they were
proud of as well as some of the things they’d like to change.
g. Guide students out of their comfort zone
We all have a comfort zone when it comes to technology, but if

we want students to become innovative and well-rounded users of
technology, it’s important to guide them out of their comfort zone
whenever possible. Of course, thus will mean something different
for each student. For example, some students may already be adept
at communicating in short and distinct paragraphs and hashtags on
Twitter or Instagram, so moving out their comfort zone might mean
sharing their opinion through a more in-depth blog post. In other
cases, students might already have experience with blogging, in
which case they might be interested in trying something a bit more
out-of-the-box such as video journals or podcasts.
Whatever the problem, teachers should give students more

freedom to choose and encourage them to use technology in new
and creative ways as one of the best ways to help them start working
after entering the world of work in the future.
The implementation of digital literacy in schools needs to be

embedded in a structured learning process, or at least integrated with the
learning process. The goal is to monitor the use of digital media. These

skills must be accommodated in the classroom and school environment,
so they must be maximally utilized for cognitive, social, language, visual
and spiritual skills. The following is how to implement digital literacy in
school, quoted from the blog of prometheanworld.com (2020);
a. Collaborate with colleagues
Consider an audit to find out who in your school is already

teaching digital literacy as part of their lessons. Such collaborative
planning has been shown to improve cross-curricular learning and
maximize resources across departmental boundaries, as well as
fostering cooperation and trust amongst teachers. Find out how to
create more collaborative lessons with Class Flow.
b. Focus on the curriculum
It’s understandable that teachers might get frustrated at “yet

another thing” for them to add to an already busy teaching schedule.
But digital literacy doesn’t exist in isolation. Context is key, and the
best way to teach digital literacy is to figure out what that means
to a particular discipline. For example, English teachers can use
blogging to advance digital literacy while Citizenship teachers can
present their class with real world problems and encourage pupils to
use their computational skills to come up with solutions.
c. Create “modern” classrooms
New pedagogical methods -such as collaborative learning,

student-led learning, and flipped classrooms- help teachers to
instil deep learning, such evidence-based pedagogy supports digital
literacy. Find out more about what makes a classroom modern.
Chapter 8 147
d. Make your lessons digital
It is hard to teach pupils about what’s needed in the online world

without using digital tools. So, teachers themselves must embrace
digital literacy. Consider using Active Panels and free educational
software such as Class Flow to help pupils become engaged in the
art of learning online.
e. Create digital ambassadors
In any school, there are digital innovators. Harness their

passion and knowledge by creating a digital literacy focus group to
help drive and inspire change, while increasing awareness of digital
literacies across your school.
f. Engage the teachers
Teachers are time poor, so many schools are avoiding their

responsibilities to educate students about digital literacy due to
anxieties about their own staff technical abilities. Engage with
teachers early on in the process to find out what they need to teach
digital literacy. This could be bite-sized guides, case studies, videos,
training, or regular drop-in sessions. Ensuring buy-in is vital to your
school’s overall success.
g. Engage the pupils
Build robust and productive student-staff partnerships to help

develop your school’s digital environment in a way that adds real
meaning to them. Encourage older students to express their views
on what digital literacy means to them, and what skills they think
they need to live, work and learn in an online world. To get your

students started, get them to test their abilities in this quick quiz:
what type of digital learner are you?
The conclusion is that with the implementation of digital literacy

in schools, it is hoped that it will provide more benefits for teachers
and students in being able to spread ideas and find reliable sources of
information. In addition, the use of digital literacy is believed to be able
to provide creative, innovative, and contemporary learning innovations.
Conclusion
When students being taught are digital natives who grow with
technology in everyday life, this is a big challenge for teachers in teaching
in this millennium era. So that this makes teachers have to be digitally
literate so that the teaching process is better. In terms of incorporating
digital learning into the teaching and learning process, it is not only
the role of the teacher that is important, but also the government,
online providers, and parents. They must work together to support and
protect students in the face of the challenges and threats that come with
technology. While digital tools and online resources have made learning
more effective in many ways, they also bring about new distractions. So,
the ability of teachers to manage distraction while utilizing digital tools
for learning and professional purposes is a digital literacy skill that should
not be ignored.
The implementation of digital literacy has many benefits. Some

of the important benefits of digital literacy are that it saves time, learns
faster, saves money, makes it safer, is always up to date with the latest
information, stays connected, makes better decisions, can make you work,
make you happier, and can influence the world. That’s the importance of
teaching them the skills they need to stay safe and thrive in the future.
Chapter 9 149
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CHAPTER IX
ONLINE COLLABORATIVE WRITING

TO IMPROVE STUDENTS’
ARGUMENTATIVE WRITING
Ramli
English Education Department, Universitas Borneo Tarakan
asnandaramli@yahoo.com
Mitha Rahmawati Pellu
English Department, Universitas Bosowa
mthpellu@gmail.com
Key Concept
Writing needs much time and ideas to produce a good writing.

The elements to assess writings include content or idea, form or
organization, grammar, style, and mechanics (Sulisworo et al, 2016). One
of the most complex human activities is writing because it involves the
ideas, knowledges and experiences (Jozsef, 2001). Writing in English is
difficult for students. Lack of knowledge and understanding about tenses,
vocabularies and ideas can be the causes of the difficulty of students to
write (Alsubaie, 2018). Moreover, teacher’s teaching method can be one
of the students’ main reasons to have a lack of interest in writing. Lack
of teacher’s background knowledge and teaching method error can be a
difficulty on teaching and learning process (Anh & Thao, 2017). The use of
different teaching methods and varied resources can help students reduce
writing skills issues.
Chapter 9 153
a. The urgency of argumentative writing
Writing is one of the English skills that must be possessed by all

language learners. Writing skill needed by L2 learners on the study in
the school and communication. Writing skill is necessary for the needs
of the scientific community and become a special challenge for L2
learners (Baram-Tsabari & Rakedzon, 2016). Spoken language and
written language used in different style to express people feeling because
language is unique (Connelly & Dockrell, 2015). The skill can be used to
help students understanding about how to develop ideas (Sampson et al,
2013). Writing is a combination of a process and product, so it is assumed
as the most difficult skill.
There are four types of writing that can be used to express students’
opinion and knowledge on the writing process. They are expository,
narrative, descriptive and persuasive or argumentative writing.
Expository writing is to the point and factual. Expository writing is devoid
of descriptive detail and opinion (Ayob & Indrawati, 2018). This category
of writing includes definitions, instructions, directions, and other basic
comparisons and clarifications. Narrative writing tells a story which used
for fictional stories, plays, or even a plot summary of a story your child has
read or intends to write (Beutel & Spencer, 2012). Descriptive writing is
used to explain and idea of picture, place, or person. Descriptive writing
focuses on one subject and uses specific detail to describe it (Ginting,
2018). Persuasive or argumentative writing contains an explanation of
the other point of view and uses facts, statistics, or both to disprove that
view and support the writer’s position (Barone & Barone, 2018).
The learning of writing process will enable students to express their

opinion better especially using the argumentative writing. Argumentative
writing can develop student’s ability to draw ideas supported by the
argument and accepted by the readers (Beach & Doerr-Stevens, 2011:
Hardigree & Kibler, 2016). Furthermore, students have difficulty producing
academic arguments in their required essays, because argumentative
writing requires the writer take a stance. Argumentative writing is the
act of forming reasons, making inductions, drawing conclusions, and
applying them to the case in discussion (Wingate, 2012).
b. Technology and Writing Skill Development
Social network is a forum for communication, where students

can interact with other people and hold real-time conversations for the
purpose of language learning. Writing skill can be practiced at any time
and place in different situations. Using social network on teaching and
learning process help students to be active on the writing learning process
(Alsamadani, 2017). Social network is frequent and habitual in students’
activities. Teaching of writing skills with technology makes the process
easier and more enjoyable for students. Students are more enjoyable to
applied knowledge of tenses, vocabularies and ideas development on
writing using an online discussion (Krish, 2016).
Social network is different from more traditional forms of media,

because instead of a message broadcasted in one to other mode it enables
users to have peer to peer messages and engage and comment on the
material (DeAndrea et al, 2012). This peer to peer contact enables more
interesting experience for students to interact with information and
provides a richer experience than traditional media. Students are able
to invest more time and energy to interacting with the material and
commenting, reshaping, and sharing the messages presented to students
over social network (Kitchakarn, 2016).
Chapter 9 155
The use of Information and Communication Technology (ICT)
in education, including language teaching and learning, is a positive
response to the development of the information and communication.
Although the Internet is a naturally motivating tool and many young
learners are familiar with using information technology (Mersden, 2012).
An effective way of ICT in English language teaching classrooms depends
on many factors. One of the important factors is the teacher’s knowledge
and skills in using ICT in class. ICT is important for teachers to be active
facilitators when the Internet is used for language learning (Peterson-
Karlan, 2011). ICT is now becoming an essential part of everyday life of
most people in the world. It plays an important role in education, having a
special relevance in the instructional component, supported by Learning
Management Systems (Idrus et al, 2016).
Instagram, Facebook and WhatsApp are some social network that

studens use. These applications used to share and write every moment.
Moreover, teachers can use it as the tools on teaching. The role of technology
in teaching and learning process help students to be more enthusiastic
in writing (Anggraeni, 2018). Moreover, Moodle, Ning and Google Docs
are e-learning sites which used on learning process. The students can use
the language learner inside the classroom in their real life using those
sites and applications. Social network can be used to increase students’
engagement in teaching and learning process (Eaton, 2015).
Instagram can be used as a tool to enhance student engagement

on teaching and learning process. Student can adopt online role to be
engaged in collaborative arguments to argue on the photo posted. In 2010,
instagram was developed, then become the most popular photo sharing
application (Choo et al, 2015). Instagram is a superior application with
effective marketing to display products with visual descriptions. Hence,

it becomes a useful social networking platform instantly to individuals
and companies. Using instagram enables students to be more creative
in thinking and developing idea. Instagram provides students with the
opportunities to read and write through photo descriptions, comments
and direct messages (Ayuni, 2017). Instagram has a pretty good role in
improving student’s writing skill using descriptive and argumentative
writing
Facebook is one of popular social networking sites which is mostly

used by students. It allows students to share photographs and personal
information and at the same time enable them to join groups of similar
interests (Ibrahim et al, 2018). Facebook has become the most prominent
social network among students and has potential for teaching and learning
because Facebook facilitates community between teacher and students.
Facebook is an activity in which the students may work individually, in pairs
or in groups of two or more students (Khusnita, 2017). Many researchers
believe that Facebook has good potentiality to be utilized in a writing
class. Furthermore, WhatsApp is a proprietary, cross platform instant
messaging application for smart phones (Linda, 2018). Students are able
to learn English faster, better and more fun by joining a WhatsApp group
with fellow students and teachers. Students are able to read English and
are obliged to answer in English which improves their English language
skills (Fattah, 2015). Other than that, Moodle, Ning and Google Docs are
networks are the online platforms that can be easily adapted and used by
teacher on teaching and learning process.
Moodle (Modular Object-Oriented Dynamic Learning Environment)

is used for blended learning, distance education, flipped classroom and
other e-learning projects in schools, universities, workplaces and other
sectors. Moodle has already become a software package designed to help
Chapter 9 157
educators create quality online courses with opportunities for dynamic
interaction (Wu, 2008). The learning process seems to have been
constructivist in nature since students found relevant information and
put it together for a presentation on their websites (Wulandari, 2015).
Then, Ning provides more tools than a blog. It is a place where smaller
groups of users can create their own profiles, upload videos and photos,
and write their own blogs (Hamzah, 2013). Ning was free of charge, but
there is a small monthly fee for a site with up to 150 members. A free
alternative to Ning is Group which offers social networking tools similar
to those provided by Ning (Boas, 2011). Moreover, Google Docs is one
of the features of google. Google docs is free online and offline access.
Google Docs is a web-based free word processor and the instructors
decide to utilize Google Docs as a tool of creating a web-based platform
for submitting students’ writings and peer-editing (Jeong, 2016).
Technology into normal teaching practices, especially social network,

focus on diverse issues. As Alsubaie (2018) said, the improvement of
students’ writing skill after using blog can extend of their vocabulary size.
Furthermore, Sulisworo et al (2016) suggested that the uses of various
learning strategies make students more creative and they can understand
the new concepts that support the writing in the aspect of idea and various
choices of words. As Sakkir et al (2016) said, students have positive
perception on writing using social network but the lack of the facilities in
the area can reduce the access of the network. As Bakeer (2018) suggested,
ICTs and social media has positive effects in developing students’ writing
skill. Moreover, Cahyono et al (2018) said that students’ ability on writing
is better after the implementation of Instagram. As, Elhawwa (2017)
stated that the successful use of e-learning platforms in the teaching and
learning context critically depends on the teachers having knowledge

about the tools, being aware of how they should be used and is capable
of organizing all the communication process. Therewith, Fitrawati and
Melitia (2018) said that students can interact and write together with
other students in developing their writing by using Google Docs. They can
give comments to other students and edit other students’ drafts in same
time. It will help them to get more ideas in writing as they combine their
ideas with the other.
c. Conclusion
The lack of writing practice makes students perform poorly in writing.

Many of them were also reluctant to write because they are bored and
uninterested with the use of conventional media in the learning process.
Using social network as the tool on teaching and learning process is the
best thing which is used by the teacher to improve student’s interest on
the subject. Relate to the previous studies about writing skill using social
network, those studies did not deeply examine about student writing skill
using ICT as a media to improve students’ collaboration especially in
argumentative writing. Therefore, the study of argumentative writing is
still possibly conducted using any platforms to improve students’ ability
to produce argumentative essay collaboratively.
Chapter 9 159
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Chapter 9 167
ABOUT THE AUTHORS
MULIATI., S.Pd.M.Hum.,M.Ed
Muliati is a Ph.D students at Universitas Negeri Makassar.
She is a permanent lecturer at Universitas Bosowa, Indonesia
of Faculty of Teacher Training and Education. She received a
bachelor’s degree in English Education program study from
Universitas Muhammadiyah Makassar and a Master’s Degree
in English program from Universitas Hasanuddin. Also,
she received an Education Master program from Flinders
University in Adelaide, South Australia. Her current field is
teaching EFL. She is an interested in CBLT, syllabus design,
ESP, and teaching methodology.
ULFAH SYAM, S.S., M.Pd

Syam_ulfah@yahoo.com
Ulfah Syam, S.S.,M.Pd. She is an education expert at
English language education department of teacher training
of education faculty, University of Bosowa, South Sulawesi
Indonesia. His undergraduate and master were in English
Education. Her master degree was in English language
Teaching (ELT) through building up students’ speaking
performance using situational topics using role-playing.
She is still the chairman of English Language Education
department. She is a member of ABSPBI (Asosiasi Program
Studi Pendidikan bahasa Inggris-English Language Education Study Program
Association. Her interest area of teaching and developing English material.

Prof. ALY QOURA
Professor of ELT, Mansoura University, Egypt.
prof.qura1@yahoo.com
Prof. Aly Qoura is a graduate of the George Washington
University , USA. He is a published author of a number of
books and research papers on ELT. He worked in Educational
positions in Universities such as the George Washington
University in Washington DC, Sultan Qaboos in n Oman,
King Saud in Saudi Arabia, Taibah University in Saudi
Arabia, Mansura University in Egypt in addition to his work
as an Academic advisor at the Embassy of Saudi Arabia in
USA. He has been a member of the Permanent committee
for promotion of Professors of Education in the field of curriculum and methods
of teaching and Educational Technology.
Associate Prof. Dr. SHERIF MOHAMED A. ISMAIL

B.Sc., M.Sc., MBA, PhD, PMP.
Dean Egyptian Germany Academy, Egypt
smismail@uqu.edu.sa
Dr. Ismail has a strong background in the theoretical and
practical aspects of management information system. He
received his undergraduate degree in Computer science
from Ain Shams University, Egypt, and M.S. in software
engineering as well as M.B.A. He received his Ph.D.
in Management information systems. His theoretical
background was developed and sharpened by acquiring
two postgraduate degrees in the field and attending a series
of professional training courses offered by internationally
renowned training providers. He was previously appointed as senior lecturer
at University of Hail, Assistant professor at University of Dammam, Assistant
professor at Umm Al-Qura University and senior lecture at American University.
His research lies mainly in the AI, Natural language processing, knowledge
management, and sentiment analysis. His work as a developer, designer, analyst,
project manager and quality expert gave him an extensive experience in the
software industry to complement this theoretical background and augment
his credentials as a software engineering professional. For over 20 years in the
field, Dr. Ismail worked and provided consultations, locally and regionally, in
software development, software design, reuse, software process improvement and
managerial training.
About the Authors 169
MOHAMMED GALAL MOHAMMED
Qatar Ministry of Education and Higher Education
moh.galal588@gmail.com
• EFL Teacher |Qatar Ministry of Education and Higher
Education
• TEFL High Studies Researcher
• MIE Expert & Master Trainer & Minecraft Global
Mentor
• Microsoft Service Adoption Specialist
• Global Teacher Award Winner 2019 by AKS
• Teacher of the Year in Qatar 2019 by AKS
• Ambassador for Wakelet, CospacesEdu and CodeWeek
• National Coordinator at EuRobotics-European Robotics
• Global Speaker in the digital K12 online summits at
Edtech4Future
• Speaker at Microsoft and EdExQatar Conferences
• E2 (Microsoft Education Exchange) 2020 Australia
winner
Dr. AHMAD AL YAKIN. M.Pd

Ahmadalyakin76@gmail.com
Ahmad Al Yakin. He is a lecturer of Universitas Al
Asyariah Mandar. He graduated from bacheror degree,
Islamic State University in 2001 and obtained his study in
2005. He also has completed his Doctor program in State
University of Makassar in 2016. His focus is on Law, Social
science, and Sociology. His reseach experience are Digital
Classroom Untuk Meningkatkan Kemampuan Metakognitif
Mahasiswa Dalam Pembelajaran PKn, Manajemen Kelas di
Era Industri 4.0, Pengaruh Masuknya Teknologi Modern
Terhadap Budaya Lokal Masyarakat Di Desa Suppiran. Those research has been
published in different journals. While teaching and conducting research, he
also participated in some conference like Konfrensi Nasional Ilmu Pendidikan,
Advanced Multidisciplinary Research, and Workshop and Sharing Pakar Bidang
Pendidikan dan Penelitian.

Dr. ANDI ASRIFAN, S.Pd., M.Pd
Universitas Muhammadiyah Sidenreng Rappang, Indonesia
Andi Asrifan. He is a lecturer in Faculty of Teachers Training
and Education, Universitas Muhammadiyah Sidenreng
Rappang (UMS Rappang) in South Sulawesi, Indonesia. He
is also a head of Students and Alumni Affairs of Universitas
Muhammadiyah Sidenreng Rappang (UMS Rappang). He
received his Ph.D. (Language Education, Concentration
in English Language) and the M.Pd. (Master Pendidikan/
Master of Education) from State University of Makassar,
South Sulawesi, Indonesia in 2018 and 2011, respectively.
He received his Bachelor’s degree (S.Pd.) in Faculty of Teachers Training and
Education from Universitas Muhammadiyah Parepare, South Sulawesi, Indonesia
in 2007.
He got sandwich-like scholarship in Northern Illinois University, Dekalb, IL,
USA 2015. He has published more than 20 research articles in leading journals,
conference proceedings including in Scopus and Thomson Reuters.
His research interest is in the area of English Language Teaching (ELT), ESP,
Linguistics, and the application of technology in education. He is a full membership
of Himpunan Penerjemah Indonesia/ Association of Indonesian Translator (HPI-
01-19-3105).
He is Member of Laureate – Cambridge Online Language Learning Research
Network (OLLReN). In 2012 – 2016, he was a head of Educational Technology
Department of STKIP Muhammadiyah Rappang. He was a Director of
Center for Language and Indonesian Culture of STKIP Muhammadiyah Rappang
in 2012 – 2015. He was a head of International Office of STKIP Muhammadiyah
Rappang in 2015 – 2016. In 2016 – 2019, He was elected to be the vice chancellor
in finance and human resources in STKIP Muhammadiyah Rappang. Now, he is
a head of Students and Alumni Affairs of Universitas Muhammadiyah Sidenreng
Rappang. He is an editorial board member and reviewer in some International
and National Journal.

Dr. SALASIAH A.S.Pd., M.Ed
Universitas Muhammadiyah Parepare, Indonesia
evisalasiah@gmail.com
Dr.Salasiah, A. She is lecturer of Universitas Muhammadiyah
Parepare. She graduated from IKIP Ujung Pandanf in 1999
and obtained her Master’s Degree in Monash University
Melbourne, Australia in 2014. She actively joint some
international and national conference as a presenter in
International Conference on Technology, iTELL, TEFLIN,
ASIA TEFL, TESOL Indonesia, and LSCAC. She successfully
published some articles in different journals. The journals are
International Journal of Language Education, International
Journal of English Linguistics, Asian EFL Journal, Journal of Education and
Learning, and English and Literature Journal.
KHAIRIL, S.Pd.,M.Pd
SMA 3 Parepare, Indonesia
khairilusman@gmail.com
Khairil. He is an alumnus of State University of Makassar in
2001 and obtained his Master’s degre from the same university
in 2012. His focus is Indonesia language. Recently, he has
been teaching in SMA Negeri 3 Parepare since 2003. His
articles which have been published in journals are Teacher’s
Voice on Metacognitive Strategy Based Instruction Using
Audio Visual AIDS for Listening in Journal of Education
and Learning, and Strengthening local culture awareness in
teaching writing; a case study at muhammadiyah university
of parepare in English and Literature Journal.

Dr. MUTHMAINNAH, S.Pd.I., M.Pd
Muthmainnah. She is an education expert at education
faculty of Al Asyariah Mandar University, west Sulawesi
Indonesia. Her undergraduate, master and doctoral in English
education. She is expert of Research and development of ELT
materials and literature. Her Doctoral degree is in English
Language Teaching (ELT) through developing literature
are songs, film, novel, short story, poem, fable and drama
into the materials in the classroom. Her books product
are English Cookies, English Language Teaching: Literary
Works-Based and Literary Manual Instruction for English lecturer in higher
education. She is developing literature as English Language Teaching by using
ASSURE model integrated Gagne nine events Instruction (Analyzing learners,
State objectives / learning outcome, Selecting/modify instructional methods,
media, technology and materials, Utilizing media and materials, Requiring
learner participation, Evaluate and revise. She has presented papers in national
and international seminars in Indonesia, presenter of class sharing, published
papers in national and International journals. She is also a resource person for
international expert sharing conferences. She was the chairman of language
department of education faculty and she is a public relation in her university.
She is a member of Association for the teaching of English as A foreign Language
in Indonesia “TEFLIN”, member of Laureta International University Cambridge-
OLLReN, member of Association for Middle Level Education (AMLE), member
of lecturer association of Indonesia and member of English lecturer Indonesia
Association. Her interest area of developing material and Cybergogy.

Dr. GHADA TOSSON ABD AL-LATEEF
Beni- Suef University, Egypt
Education:
• PhD in English Literature (poetry branch), Faculty of
Arts, Cairo University, Excellent with 1st honour degree
• M.A in English Literature ( poetry branch), Faculty of
Arts, Cairo University, Very good degree
• General Diplome in Education, Cairo University, good
degree
Diplomas:
• TOT in Women enterpreneurs going forward as an initiative of “profer work
for women in Egypt and Tunisia Project” and “Employing Egyptian youth
and create Work opportunities and developing the private sector in Egypt
Project-International Labour Organization ILO and National Council For
women NCW
• RELO Training for successful conference presenters department of state USA
• Teaching and learning English in Youth community (RELO E-teacher and
Mentor Programs)
• TESOL core certificate Program
• Teaching English to young learners, University of Oregon, American English
Institute
• Professional diploma in Training of Trainers
• Professional Diploma in human rights, Aim Shams University
Achievements
• Leading the initiative of “creative Technical Generation” for primary and pre.
Stages in cooperation with MOE (Ministry of Education)
• Participate in preparing MOE strategic plan of Beni Sweif Governorate

Dr. MUHAMMAD HASBY, S.PD.,M.Pd
Universitas Cokroaminoto Palopo, Indonesia
Mhammad Hasby Graduated at IAIN Alauddin (Now UIN
Alauddin from September 2000 to February 2005) at English
Literature Department Faculty of Adab, he also studied
Arabic Language and Islamic Teaching at Ma’had al-Birr
Universitas Muhammadiyah Makassar for two years (2003-
2004), he awarded M. Pd (Magister Pendidikan) in English
language Education Study Program at Postgraduate Program
State University of Makassar (Universitas Negeri makasssar
or UNM), and several years later he continued his Doctoral
Degree at the same major and university UNM (in 2015-2020). His research and
interest subjects are EFL, Linguistics, and Literature.
Dr. MUHAMMAD TAUFIK, M.Pd

Universitas Islam Makassar, Indonesia
taufiqsamawa@gmail.com
muhammadtaufik.dty@uim-makassar.ac.id
Muhammad Taufik. He graduated from Bacherlor’s degree
in Hasanuddin University in 1999 and completed his master’s
degree at English Language Studies (ELS) program in the
same universtiy in 2013. He then continued his Doctor
Program in Makassar State University and graduated in
2020. To improve his profesionalism he ever joint sertification
training in 2012 and international banking and trading
Operation Eksport Import training and education in 2010.
Moreover, he got involved in some organization as member
of Indonesian linguistics society and Indonesia Journalism Alliance. Currently he
is teaching English course in Engineering faculty in Universitas Islam Makassar
(UIM). While teaching, he has completed his academic paper and been published
in Literary Jounalism Analysis in Universitas Hasanuddin, English for computer,
Basic English Practice, and Analysis Systemic Grammar. Interestingly, his hobby
is sharing, playing tennis, and travelling.

A.P.HARIANAH ZAIDAH, S.Pd.,M.Pd
SMA 3 Bone, Indonesia
andiriansyarif@gmail.com
A.P. Harianah Zaidah, S.Pd., M.Pd. She is an English
teacher at MAN 3 Bone, Bone Regency South Sulawesi.
She is also the Chairwoman of English Teacher Association
(MGMP) Madrasah Aliyah Level at Bone Regency. She
received a Bachelor’s Degree in STKIP Muhammadiyah
Bone and a Master’s Degree in English Education Program
from Universitas Negeri Makassar. She won 2nd winner of
Outstanding Teacher Competition at Madrasah Aliyah Level
in South Sulawesi Province in 2015. She has successfully
delivered a virtual presentation of the research paper entitled: “Teacher’ Attitudes
in Practicing Digital Literacy for EFL Students” at the The Asian EFL Journal
Group’s 2nd International Virtual TESOL Conference presented by The Asian
EFL Journal and TESOL Asia in partnership with Universitas Negeri Makassar,
Indonesia. She published her paper in regional and national journals. She is
interested in Digital Literacy, TEFL, and Management Talk.
MITHA RAHMAWATI PELLU, S.Pd.,M.Pd

Universitas Bosowa, Indonesia
mthpellu@gmail.com
Mitha Rahmawati Pellu. She is 24 years old and single. She is a Moslem and
come from Maluku. She an alumnus of the Faculty of Letters, Bosowa University,
majoring in English Literature who graduated on 16 October 2018 and currently
continuing my postgraduate studies at Bosowa University majoring in English
Education and this is my last year. She has a good motivation for growing, eager
to learn, and can work in team and individually. Moreover, she has a good written
and oral communication skills that can be very useful and have a good computer
skill. With her educational background, she believes that her qualifications and
skills can make a good contribution to the development of knowledge, especially
in English.

Dr. Ramli, S.S., M.Pd
Universitas Borneo Tarakan, Indonesia
asnandaramli@yahoo.com
Ramli. He is a lecturer at English Education Department
in Faculty of Teachers Training and Education, Universitas
Borneo Tarakan, North Kalimantan Indonesia. As
education background, his Bacherlor’s degree was attained
in University 45 Makassar in 2009, Master’s Degree in State
University of Makassar (UNM) (2012), and Doctor’s Degree
in State University of Malang (UM) funded by the Minister
of Research and Technology of Indonesia (2018). He also
pursued Sandwich Scholarship from Higher Education
research and technology ministry in The Ohio State University (OSU), Columbus
OH, USA in 2017-2018. As a teacher/researcher as well as a reviewer, he sustainably
explores his knowledge and experience by writing books/articles (Linguistics
and Non-Linguistics Knowledge in Listening Comprehension, Kearifan Lokal di
Indonesia_Pasang Tallasa Kamase mansea ri Kajang, English Grammar; Syntactic
Approach) and attends some international conferences and national seminars.

NOTES
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Chapter 1 1

CURRENT RESEARCH IN ELT

Ilustrasi Sampul : Tim Prima Putra Pratama

Hak Cipta dilindungi oleh Undang-Undng

2 Current Research in ELT

The appreciation addresses to the lecturers of Universitas Bosowa to

This book is expected to encourage all teachers and lecturers to

Rector of Universitas Bosowa

Prof. Dr. H. Muhammad Saleh Pallu, M.Eng

Chapter 1 : Discovery Learning Method for EFL students .......... 1

About the Authors ........................................................... 168

iv Current Research in ELT

DISCOVERY LEARNING METHOD FOR

Discovery learning is one of teaching and learning methods which

According to Bruner (1966), Discovery is a way from the unknown

Discovery Learning is a method of inquiry-based instruction and

2 Current Research in ELT

Theories of Discovery Learning method is a learning theory that is

As a learning strategy, Discovery Learning has the same principles

Implications of Discovery Learning Method

Review of related study as early as the 1950s, research had begun to

4 Current Research in ELT

Relation with the implementation of discovery learning, Bernardini

6 Current Research in ELT

Cahyani & Yulindaria (2018) formulated some recommendation,

The main targets of the discovery learning model are maximum

This section provides a discussion of promoting Discovery Learning

The result of data analysis showed from the reading comprehension

After analysing data, the result of reading comprehension in pre-

Meanwhile, the result of post-test showed that there are 4 students

8 Current Research in ELT

This research also showed the percentage of the students’ in

Table 1.The students’ mean score in pre-test and post-test

To find out the mean score of reading comprehension test , the

To know the significant between t-test and t-table for analysis in

The result of t-table value in reading comprehension test indicated

It is believed that Discovery Learning Method is effective method

Discovery Learning method is one of methods in teaching and

Altun, T., & Akyıldız, S. (2017). Investigating Student Teachers ’

12 Current Research in ELT

14 Current Research in ELT

RESEARCHING THE NEEDS OF LEARNING

The potential use of ICT assimilation within teaching and learning

The ICT prospective in teaching and learning has been apprehended

Based on the preliminary research conducted via interview at

16 Current Research in ELT

Particularly, in the class of writing at English Department of

Regarding above issue, researching the learning need of the students

Finding learning needs is one main step before deciding to apply

Knowing students’ background information before designing

18 Current Research in ELT

About students’ experience in learning English, there are 9 out of 31

In this part, general characteristics of the respondents covered their,

The general characteristics in knowing learning need of the students was

Chart 2.1. Description of Writing Class

Even though students have been more actively participated in class,

In the next section of learning need questionnaire, students were

Interestingly, Edmodo as one of social network for teachers and

It can be resumed here that regarding media or technology used