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Technology Use In ‘No Private Devices’ Boarding Junior High School

Diah Fakhmawati
MTs Muallimaat Muhammadiyah Yogyakarta, Indonesia
diahfakhma@gmail.com

Abstract
In technology integration for language classroom in 21st century meaningful learning
environment, teacher needs effective teaching tool. The learning environment demands on
creativity, collaboration problem solving, critical thinking, synthesizing information, and
written communication. Teacher needs to combine those skills to be trained to the students
in effective learning activity. Teacher have to prepare effective language learning activities
programs and provide some digital tools knowledge to cope instructional goals. Technology
is used as learning media, authoring tools, and project base learning. The learning media uses
Padlet, video, Edpuzzle, Quizlet, and blog. For authoring tools use Canva/Fotojet, Sway,
publisher, and movie maker. The project-based learning uses WebQuest. Those tools
facilitate students in yielding language products. The teacher copes the instructional goals.
The activities give students experiences and improve their digital skills. They get
opportunities for creating language production, authentic materials reading, analyzing,
collaborative working, and discussing to build the target text composition. They also practice
working together and assess their ability by themselves. The instructions also provide space
to students in developing activities that use information technology and computer.
.

Key words: authoring tools, internet, Padlet, WebQuest, Sway

Introduction activities comprise computer-based tests, ICT class,


and English language learning teaching. The students
Integrating technology in classroom
can access the internet through the computer devices
especially language classroom is kind of a must for
that installed in computer laboratory, multimedia
21st century education demands. Teacher needs to train
room, library and language library. All devices,
some skills including creativity, critical thinking,
desktop and laptop numbers approximately 140s. Of
problem-solving, decision-making and learning,
course, those are not sufficient to fulfill all instructions
collaboration and communication, information and
and students need. Therefore, teacher needs to think
communications technology (ICT) and information
creatively and visionally to bring the language
literacy. The students with those skill will be more
instruction and technological skills into reality.
acceptable in the worldwide.
This article only discusses on how teacher
Madrasah Muallimaat where this study
uses technology in limited access to gadget English
concern of is a 6 years Islamic boarding school (junior
classroom to improve students’ skill and to give them
and senior) with 1000s pupils. It is located in center of
experiences in creating language products involving
Yogyakarta city. The school belongs to modern
technology. The language instructions are writing
pondok pesantren rather than the traditional one. The
classroom. The article elucidates the literary
students come from whole Indonesia archipelagos.
background of the use technology and how the tools to
They have varied experiences with technology. The
be applied in language classroom.
most crucial thing of this school is that the school bans
the use of gadget including smartphone, tablet or Reasons to use technology
laptop and their accessories. However, the school The 21st century skills demands on teachers
facilitate the teaching and learning with sufficient to foster important skills. Those are creativity, critical
technology tools that can be used for instructions. The thinking, problem-solving, decision-making and
school provides two internet providers with 10 Mbps learning, collaboration and communication,
for computer labs activities and 50 Mbps for others information and communications technology (ICT)
including online classroom activities. Most internet and information literacy, citizenship, life and career,

1
and personal and social responsibility (Levine- Collaboration
Goldberg, 2012). Teachers need to develop a language In all instructional tasks the students learn in
learning activity which can accommodate those skills collaborative working. Collaboration gives
training. They need to create a kind of lesson plan or advantages to the students. The web resources
strategies which develops students´-thinking skills and provided in task encourages the students to collaborate
fosters collaborative learning, engaging with real through interaction in comprehending the web content
world activity; task and resources, initiate problem and digital authoring and in pre-producing activity.
solving, authentic context, fostering autonomous The student’s interaction with resources to exploit the
learning and ICT. input for producing the output in collaborative writing
Internet and authentic materials composition require collaborative work to construct
According to Oxford (2006), connecting the sentences or composition
students to internet in an appropriate task is the best For constructing composition, a collaborative
way to expose them to authentic L2 resources. Internet writing task requires the students to work
also promotes motivation (Warschauer, 1998; Gruba, collaboratively in constructing ideas and language to
2004b). For language learning, internet provides many produce the writing (Storch, 2001. It means that the
benefits such as providing intrinsic motivation to member of the group who is more able assist the
students, giving authentic material resources, and novice to internalize the learning and thus reach higher
improving reading and writing skills (Warschauer, level of development (Storch, 2001). for constructing
1998). Internet is the best way of getting authentic composition, a collaborative writing task requires the
materials exposure. students to work collaboratively in constructing ideas
Authentic material is one of influential reason and language to produce the writing (Storch, 2001).
for the teacher to involve technology in learning The collaboration is required to accomplish linguistic
environment. The texts written by native speakers in problem or to construct language. It means that the
accordance with the social function of text proficiency member of the group who is more able assist the
level, and are not made for language learning novice to internalize the learning and thus reach higher
activities. (Landsford, 2014; Erben, et.al, 2009: 141; level of development (Storch, 2001).
Egbert, 2005: 6) give much exposure for the students Digital authoring tools
to be the modelling sentences or texts and language
Digital authoring tool as multimedia
product. Technology make easiness for teacher to
computer programs are software and online
provide authentic material. According Landsford
application that are used to produce a variety of
(2014) this material provides a real model used in real
products in a creative language (Egbert, 2005: 7), i.e.
communication, as well as examples of language
producing text as multimodal text. Multimodal texts
appropriate to the context (Erben, 2009: 141) and
are written mode combined with sound, image, or
could also motivate the students to create the text they
motion (Hyland, 2002: 44; Erben, 2009: 80, Egbert,
will be make like the original one. This material can
2005: 14). An announcement is one form of
be taken from anywhere, can be from the internet,
multimodal texts in which text and images combined
newspapers, magazines or anywhere texts commonly
with certain pictures or forms (Kress and Bezewr,
found (Hyland, 2005: 146).
2008).
In this case the internet is very helpful in
According to Hyland (2002: 74) the
obtaining authentic materials. Factual information
advancement of technology provides a major
texts, Announcement texts, greeting card, etc can be
influence on the making of text. The texts which are
obtained easily on searching web pages. Due to these
produced turn into a multimodal text and visually
pages written by people who are native English
readable. The text can be readable not only through the
speakers, then the authenticity of the language can be
written words but also through images which are
obtained.
attached around the text in appropriate context
Authentic materials in teaching writing (Hyland, 2002: 146).
according to Hyland (2005: 86) acts as a language
Computer and internet can create this kind of
scaffolding, model, reference, and stimuli. The
multimodal text through software and online
materials are used as examples of a text for students,
application. Programs that can process and combine
especially in the applied text function, the structure of
text (words) with graphics (images / certain forms),
writing and language features. These materials help
among others Canva, fotojet, Sway, and installed
the learners analyze, imitate, learn the language and
programs like Movie Maker, Microsoft Office Word,
stimulate them to produce the appropriate text they
Microsoft Publisher, Windows Paint, CorelDraw etc.
have been assigned to.

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Those programs also provide assistance to The blog used in the school is to deliver
students in solving the problems of language and content of materials presentation and learning media
layout and design through the aid of correction word / for displaying Padlet and Sway as the media platform
phrase (Dudeney, 2007) and also the layout patterns of the WebQuest. The presentation embedded by
and pictures which are available. It means that these videos, slides, and content explanation, beside it also
programs also give students the opportunity to gives opportunity for students to do quiz using online
collaborate with a computer (Hyland, 2002: 130; forms. as the learning media for WebQuest the blog
Hyland, 2005: 146). just links the platform to the blog. The blogs can be
accessed in https://diahfakhma.blogspot.com
Role of technology
3. Video
Learning media
Video has some advantages to promote
Some applications are used to deliver the
students autonomous learning attitudes in that video
instructions particularly in online learning mode. The
gives authentic learning opportunity, facilitate
instructional programs need to attach the learning path
thinking and problem solving, assisting with mastery
into web page for the students to access.
learning, and engage students to learn.
1. Padlet
The video involved in language classroom in
Padlet is a free online application to create a way of building context in grammar instruction. The
board for bulletin, wall of discussion, portfolio, or any video is compiled in teaching presentation in form of
presentation. It has multi platforms comprising image, movie clip delivering sentences in form of target
audio, video, map, free-hand drawing and embed learning grammar. This facilitate students learning to
links. For those features Padlet gives some grasp grammar instruction. Beside building context in
opportunities for autonomous learning, for example in grammar instruction, video also gives students
collaborative-wall mode students have opportunity on experience in improving motivation.
self-building knowledge. In this way, teacher’s or
Video also has some advantages to promote
others’ comment and contribution for the postal
students autonomous learning attitudes in that video
text/document can be peer-teaching process, peer-
gives authentic learning opportunity, facilitate
reviewing on others. In addition, this also can evaluate
thinking and problem solving, assisting with mastery
how they have made progress as self-assessment. The
learning, and engage students to learn. In some
supported platforms where the users are able to add
instructions, using videos students enable to get those
image, audio, video and even links raise the learners’
opportunities. Video gives authentic learning when the
self-creativity and self-enthusiasm during their
video plays a kind of movie employing language
autonomous learning.
materials the students must learn on the session. The
In the ELT Padlet is used for deliver the WebQuest for video usually is taken from British Council (Learn
writing instructions recount and report text and English Film UK). It is used for building student’s
readiing instructions for recount text. The students knowledge of field and model of text (based on
learn material and do the task through Padlet. They curriculum cycle method) where they can observe the
also publish their work into Padlet. The WebQuest form sentences and the use of sentence in meaningful
Padlet can be found in context and learn how to form and use the sentences.
https://padlet.com/diahfakhma/occ5wplcfz1y and This will give students opportunity to get self-
https://padlet.com/diahfakhma/occ5wplcfz1y, the instruction and raise their self-making decision on
reading recount in what they are observing due to the learning. With
https://padlet.com/diahfakhma/x5ci5h1t7li5. expectation they will get used to do same thing when
they meet a such conversation, they observed in real
2. Blog life they can learn quickly to understand and learn to
Blog is a short web log, like a journal. It has respond situation they are facing. Here are ways of
some space for blog content, comments discussion, video used in English teaching and learning:
embedded audio and video file. In that function 1. Video facilitates thinking and problem solving if it
teacher uses blog to publish material instruction. is used to stimulate students thinking and try to solve
Students may access it ti support their lesson mastery. problem about the content of the video. Teacher uses
Students can study it after or before the materials are this kind of activity using video as a bait to force their
delivered. They also can access the learning media critical thinking to solve a problem occurred in their
linked in the blog. This activity encourages the use of surroundings. For example, the students are given a
internet and web. Blog also forces students to be documentary video telling about vandalism at school.
autonomous learners. They can access it and learn the They have to watch and think what they can do dealing
content beyond the classroom. with situation (problem they have watched) that they

3
can afford as students. They have to yield language Edpuzzle has ever applied in English
production in form of poster, short movie or video, classroom is aimed to the objective that students are
infographic, notice, or many functional texts they able to retell a short story orally or in written text form.
want. This activity of course will force students to The lesson tagets on Ssudents 8 grade of Junior high
learn something by their own pace. They can choose school (13-14 years old). The material is Recount
what to create by themselves, to design and learn Text. The lesson let the students get access to the
something from the problem documented on video and Edpuzzle
initiate to create solution by themselves. The URL for https://edpuzzle.com/media/5ae68d3efb93dc40da4f3
this learning path is: 88f . The students play the video, observe and answer
https://padlet.com/diahfakhma/obyfufm08lw7 the available questions and learn from the answers
2. Video engage students to learn when the video provided in the video to grasp the story more easily.
integrated in a self-directed learning activity like in The students may re-watch to get the correct
WebQuest. WebQuest to empower students learning understanding of the story. The students do the last
ability. The videos are used in the WebQuest as the exercise on open-end questions to make sure they got
Resources of learning attached in the WebQuest. something they have learned from the story. The
Because of the critical selecting videos to use as the students do the assignment to retell the story delivered
resources for writing resource materials for example, by the video.
the videos will keep the students to engage to the 5. Quizlet
learning due to the final project assigned in the Quizlet is a quite perfect choice for
WebQuest. They will lack of writing materials if they application to be attached on an integrated online
do not pay attention much to the videos. Here, videos lesson page. The features that can lead students to get
used in the learning gives students more opportunities on track for learning and provide several modes for
on self-making decision to choose the content or even doing exercise. Once making list of vocabulary for
videos they want to use as writing material resources. example, the students can learn them in flashcards,
They also get self-building knowledge and self-access write, spelling or test mode. When they get played all
to their learning activity. This WebQuest is delivered modes, they will master the vocabularies in that the
in Padlet learning platform repetitive learning they do during the Quizlet
https://padlet.com/diahfakhma/obyvufm08lw7. activities. The students will also learn how to
3. Video is also used as the learning media platform pronounce and spell them beside the meaning of the
called Edpuzzle. In this platform video plays as the vocabulary.
main learning source. The video delivers some A reason to use Quizlet is the easiness of the
scaffoldings to grasp the story told through the video. page to link in other application like Padlet or other
Eddpuzzle make it easier to understand in way of online presentation application. This make Quizlet to
giving clue, stimulation and questioning hints for the be integrated for autonomous learning activity.
students to understand the story. In the end of learning
The learning material delivered in English
the students retell the story written or orally. The
classroom is reading a recount text. The objective of
lesson can be found in
the learning is making sense of a recount text. The
https://edpuzzle.com/media/5ae68d3efb93dc40da4f3
students are expected can comprehend the story in
88f
form of recount text and master the vocabularies used
4. EdPuzzle in text. The Quizlet is employed to deliver the exercise
Edpuzzle is an online video-based learning of vocabulary and the quiz about reading
platform for self-paced and interactive learning. comprehension. The Quizlet page is linked in a space
Through this platform teacher provides a video and set in a Padlet where the other learning activities are
make it interactive by embeded some questions or situated as an integrative learning page. Following is
hints during the video. There are available immediate the learning path on the use of Quizlet in learning
feedback and evaluative assessment data. Through reading recount text. First, open the Padlet url at
Edpuzzle students can improve their skills on https://padlet.com/diahfakhma/x5ci5h1t7li5. Second,
listening, reading (subtitle add on if using video from In the Padlet the students read the recount text and turn
you tube), and the comprehension. They also are to next stage that is a discussion room to grasp the
provided to a lot language exposure. Because of self- content of each paragraph through wall discussion
paced learning edpuzzle can promote students Padlet linked in it. Third, In this page
autonomous learning in students-centered classroom. (https://quizlet.com/282358452/flashcards) the
The students become engaged and accountable when students discuss the content they have read to grasp the
watching videos. Edpuzzle is suitable for flipped story. This is such fruitful discussion which lead the
classroom. class learn in autonomous way. They can help each

4
other in comprehending the text which may raise their around the text which are attached to the available
own self esteem. Fourth, the next stage context (Hyland, 2002:146).
(https://quizlet.com/282574799/test) the students Beyond that, Sway with its platforms gives
learn to master the vocabularies used in the text. students visual attraction to present a text. This
Through all modes of exercise in Quizlet the students fascinates them to write text creatively. Sway gives
will master by spelling and reading repetition the easiness to present through its facilities i.e. text design
vocabularies and their meaning. Fifth, last stage is menu, varied size and color font, size imaging, and text
where the students can test their comprehension about lay out. The sway produced by the students can be
the reading in a test through Quizlet. The questions are found in
formed in several types as set by Quizlet. Finally, the
3. Movie Maker
students will get understanding about vocabulary used
in a recount text and comprehension of a recount text. movie maker is used for completing the final
writing assignment in a Genre-based Approach. In
Language production
this lesson the students learn about to write a recount
For writing instruction purpose the teacher text in form of movie clip. The students start the lesson
assign the students to use some offline or online by learning about some recount text to build
application to produce functional tests such as background knowledge. Then, the students with
announcement, greeting card or monolog test like teacher deconstructed the texts to identify the structure
report text. and learned how to compose recount text into a video.
1. Canva/Fotojet next, the students compose the recount text and created
Canva or Fotojet is a web based designing the video by passing steps: Making storyboard, Taking
and authoring tool. It has drag and drop functionality picture/shooting for scenes/drawing, Processing
to create presentations, card, posters, documents also images from previous stage by scanning the drawing
social media posts. It provides students opportunity to picture/uploading images/motion pictures into
work collaboratively on designing language product. filmmaker application, Making subtitle and dubbing,
The application is free and simple for making it. Editing the video (title/credit/soundtrack), Exporting
Students do not need to learn before taking action into format into mp4, Having finished the lesson the
it. students could reflect their understanding about telling
past experiences (recount) through a video. These
2. Sway
activities give the students some knowledge and
Developed by Microsoft, Sway, as an internet experiences how to create a short movie. They can use
application can be used a teaching learning program as their experiences in future when they have to make it
presentations, e-textbooks, picture books, experiment by their own. The students work example is uploaded
and research reports, artwork or multimedia portfolio, in https://youtu.be/HK_CJbQiM-A
dictionary, book and film reviews, professional
Project based learning
learning resource, flipped learning content delivery, et
cetera. It can be accessed in www.sway.com. A sway Olano (2014) says that in project based
constitutes some platforms such as image, audio video, learning with technology the learners need new
and embedded links. It means a Sway is also a knowledge, practicing designing skill, planning and
multimodal text. resulting multimedia product. Therefore, this kind of
PBL can be used alternatively as an interesting writing
According to Egbert (2005:7) a multimedia
instructions and help to practice on writing skill. This
computer application is a software which is used to
paper describes about how a writing learning in a
produce a kind of language product creatively i.e.
project based learning which involving computer
making a text into a multimodal text. Multimodal text
technology (office word, internet and Sway) and
constitutes written media with audio, image or motion
research activity to overcome learners’ problem of
media (Hyland, 2002:44; Erben, 2009:80, Egbert,
finding and developing ideas and to increase their
2005:14). Sway is an internet base presentation tool
motivation to write.
with several platforms which can be used as media for
presenting or publishing multimodal text as stated by Project Based Learning (PjBL) is a model of
Kress and Bezewr (2008). learning with student-centered approach that takes
place in a long term or short-term period. With a
According to Hyland (2002:74) technology
student-centered approach, PjBL provides
has given huge influence in creative text production.
opportunities for students to work collaboratively in
Texts which are produced turn to multimodal and
groups, to solve problems and to yield language
readable texts visually. Texts are only readable
production (Moss & Van Duzer, 1998). Moreover,
through the written words abut also through images
PjBL is an appropriate learning model in that provides

5
an excellent opportunity for learners to practice critical Some obstacles usually happen in the
thinking, collaboration, problem solving, oral and classroom are most dealing with the internet
written communication, sharing ideas, building new bandwidth. In some situation especially when
knowledge, interpreting and producing (Bilsborough, producing Sway the connection get down. The other
2013). One of good learning strategy based on the problems are about students’ digital skills. They forget
project is WebQuest. about their email account password while most
Webquest application need to be accessed through email account.
Some of students also have no experiences on
Webquest is the best practice on training
producing graphic design, that result in problem on
students to get 21st century skills (Levine-Goldberg,
saving, exporting or converting the files they work in.
2012). Webquest gives opportunity to get creativity,
however, the most crucial problem is the available
critical thinking, problem solving (Moeller, 2005),
devices that the students can use. The computer
collaboration, and ICT practice (March, 2003). Thus,
laboratory has tight schedule to utilize it. There is
all activities can get the students to get those skills.
another subject which use it regularly. It is almost
However, according to Strickland (2005) in hardly to use it for language instructions, while the
her study of the use of webquest in teaching, some multimedia room and computer laboratory also have
teachers has lack of technology use in classroom when to be prepared for CBT pre-examination program. The
referring the lack of Internet. In addition, Renau and only facilitation can be used is the library with its
pseudo (2016) found that teachers need to have a basic limited devices. So, the teacher can not integrate
knowledge about creating web pages to implement technology in all instructions and class.
Webquest. To help this problem Sway can be used as
The solutions for the problem can be
an alternative to create a simple web page to deliver a
overcome by giving the students more time to finish
Webquest. Sway is a kind of presentation application
their work, and give them chances to finish outside the
which has its own design engine and supported by
lesson. The teacher can manage the use of internet
some platforms like images, text, videos, and links that
among the students in order the connection stable. The
can be added easily into a kind-web page. Webquest
teacher must help to train the students on how to save,
uses a template or web page for webquest so far,
export or convert files, or allowing her account to be
however the technology today introducing sway needs
used by the students.
to look into the sway as the Webquest delivery tool. It
needs to study how a sway facilitates the students to Those situation and problems challenge the
reach the learning goals onto the Webquest and to find teacher how to keep pursuing the purpose of
out the students experiences during their learning integrating technology in language classroom.
activity with Webquest through Sway Teacher needs to rearrange the learning program when
the students need more time to accomplish the task.
According to March (2005), the use of
The students design such as email account password
WebQuest increases student motivation. Students face
reset. Teacher should be pertinence to train especially
an authentic task and work with real resources.
the novice students.
WebQuest also develops students-thinking skills and
fosters collaborative learning. students have to Learning and Teaching implication
participate in the elaboration of their learning Overall, the idea to engage technology in
strategies, the level of autonomy and creative should be reminded about the preparation before
production that they attain is increased. With the taking digital tools when creating the language
proper guidance and scaffolding students can classroom gives students some language exposure,
accomplish the task successfully (Benz, 2001). motivation, and experiences to train technology or
students have to participate in the elaboration of their digital skills. The students had learned about creating
learning strategies, the level of autonomy and creative language product, researching using internet and using
production that they attain is increased. With the some application for producing multimodal text
proper guidance and scaffolding students can successfully. The product they created were
accomplish the task successfully (Benz, 2001). satisfactory. The students are able to work with
The Webquest in online mode is attached in computer maximally to overcome their problem on
blog https://diahfakhma.blogspot.com and a Sway that creating and publishing text by utilizing digital
can be found in camera, word processor application, online application
https://sway.office.com/RNEvf46aS1wEbYtV?ref=Li and all about filing the work. Finally, students can use
nk. their experiences in utilizing digital tools for their
needs in creating language product beyond the
Obstacles, solution and challenge classroom.

6
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