INTERNATIONAL JOURNA L OF EDUCATION, INFORMATION

TECHNOLOGY AND OTHERS (IJEIT)

https://jurnal.unibrah.ac.id/index.php/IJEIT
Vol. 3, No.1, April 2020

Intensive Writing Instruction by using Padlet Application in Indraprasta

University PGRI
Andri Purwanto

English Education Programme, Faculty of Language and Art, Indraprasta PGRI University
Jalan Nangka No. 58C Tanjung Barat, Jagakarsa, South Jakarta 12530

Email: [email protected]

Article Info Abstract:

Article History: In the digital age the majority of students are already using
Received:February 27, 2020 gadgets in their daily lives. The development of increasingly
Revised: March 11, 2020 sophisticated digital technology in this era presents its own
Published: April 14, 2020 challenges for Intensive Writing lecturer to continue to innovate
e-ISSN: 2623-2324 and be creative in developing effective and interesting Intensive
p-ISSN: 2654-2528
Writing teaching materials. However, after we pay attention in
DOI: 10.5281/zenodo.3750932
several universities most of the lecturers still do not use
interesting and up-to-date teaching materials. Hence students
are not excited and do not pay attention to the lesson
enthusiastically. The result will affect their low interest and
ability to learn English, especially writing. Therefore, it takes
Intensive Writing Instruction by using the Padlet application.
Padlet application is a digital media which is intended for
instructional learning. This study aims to explain the use of
Padlet application in the Intensive Writing instruction process
in tertiary institutions. Data collection method is carried out by
observation, interview and documentation. The results show
that the use of the Padlet application can support lecturers in fun
English learning activities. Because lecturers and students can
write anything related to learning and exchange ideas by
sending pictures, videos and links through Padlet application.
They interact through digital technology with Padlet application
so they no longer need a blackboard to write.

Keywords: intensive writing, writing instruction, Padlet

INTRODUCTION
In recent years many authorities have called for the necessity to introduce reading and
writing in an integrated way, beginning from home instructions, going through elementary and
secondary schools, up to high level of education, such as university. This integration of reading
28
and writing will enhance their vocabulary, reading and writing skills, critical thinking and
acquisition of content area. This study is to synthesize the basic assumptions underlying the
connection of reading and writing as well as to point out the use of Padlet as a library and a
digital whiteboard to share books, videos, journals and collaborate with other students and
lecturers in producing a high-quality writing output, such as books, journals, modules, and
thesis or dissertation.
Writing is our daily activities whether in social media, newsletter or journal.
Communication todays is mostly represented by written communication rather than oral
communication. In many parts of life, people interact, communicate and consult about their
job, school work, family matters and business through social media. It has been commonly
believed that writing, among the four English skills, is the most difficult skill. This is because
it involves several components which have to be considered while a learner is writing, such as
contents, rethorics, vocabularies, grammatical structures, and writing mechanics, i.e.
punctuation and capitalization (Hartfiel, Hughey, Wormuth, Zinkgraf, & Jacobs, 1985)
This study
An Overview of Padlet
a. Definition of Padlet Application
Padlet is online notice board where both student and lecturer can post a note which can
contain links, videos, images and document files. It can work in any device, does not require
an account to use it, and require no special technical how. Padlet (www.Padlet.com)
provides a free, multimedia friendly wall which can be used to encourage real-time, whole
class participation and assessment (Fuchs, 2014). In the previous version of Padlet, a user
can make unlimited wall, but in the latest version users can only make three walls freely. To
make unlimited wall the users need to upgrade their Padlet by making a payment.
To use Padlet effectively and efficiently, a user has to know what features which are offered
by Padlet and what can be done on Padlet. As mentioned before that both lecturer and
students can post a note which contain links, videos, images, and document files. When
a student gives a respond to a teacher’s post, an email will be sent to a teacher’s email as a
notification. This application enables students and teacher to ask a question, submit the
answer, give comment, and evaluate each other. Furthermore, using Padlet in teaching and
learning activity can make a teacher gather students’ ideas easily. It because every student in
Padlet discussion can participate by giving an opinion anonymously. So, the students will be
more confidence in proposing an argument or opinion. Moreover, this application can work
well in classroom setting activities such as brainstorming, discussion and project work.

b. How to use Padlet

According to Sangeetha (2016), these are the step to use Padlet:
Go to http://Padlet.com/ and click on ― Sign up! if you want to make an account or ―Login!
if you already have an account.

29
Figure 2.1 Padlet’s Login or Sign Up Page

There are some ways to make an account on Padlet. One of them is using Google,
Facebook, or Microsoft account. Another way to make an account is using email. You
also can use your email to sign up.
After someone sign up on Padlet, there will be a page to choose membership (figure 2.3).
Finishing sign up and membership plan, Padlet can be started. There will be choices to start on
Padlet (Figure 2.4). To make a new Padlet wall, a user can use blank page or use template
which are already provided there. On figure 2.5 and figure 2.6, it can be seen some of the
template that can be chosen and used by a user.
Figure 2.2 Padlet Sign Up Page

Figure 2.3 Membership Page of Padlet

30
Figure 2.4 Padlet Starting Page

From now on, a user can modify and sets up her/his own wall. The action that can be
done in modifying a wall include giving a name or title, giving a description, and choosing
background image. Next action is setting-up user’s privacy. There will be some option which
can be chosen by a user in setting-up her/his privacy as shown in figure 2.7.

Figure 2.5 Template of Padlet

After setting-up privacy, a user can start posting on her/his blank wall. A user can embed a
link, video, file document, or image on her/his posting. Some action such as remaking,
sharing, and editing of posting can be done if necessary.

Figure 2.6 More Template on Padlet

31
Figure 2.7 Options on Setting-up Platform

An Overview of Intensive Writing

General concept of writing
Humans express their feeling in many various way such as laughing, gesture, or mimic
of their face. Beside their expression, human also communicate to share their feeling and their
idea. It needs at least two person to communicate in normal circumstance, one as a sender or
emitter and another one as a receiver. For many reasons writing be one of the way to express
and communicate human‘s Then, click
feelings andnext and you can start to post something on your
ideas.
Now days, writing is one of language skills which can‘t be separated in our daily life.
We use this skills continuously to do many things. Although we are familiar with writing, but
sometimes we don‘t know what writing is. To answer the question, many scientist has
proposed many opinions based serious investigation about the meaning of writing. For
example, Olson (2019) defines writing as form of human communication by means of a set
of visible marks that are related, by convention, to some particular structural level of language.
His definition highlight the fact that writing is in principal the representation of language
rather than direct representation of thought and the fact that spoken language has a number
of structure levels. This means that writing as a form of human communication has a system.
Olson (2019) defines writing system as any conventional system of marks or signs that
represents the utterances of a language. From these explanations, it can be said that writing is
representation of speech.
History of writing has been started since many years ago. In the beginning of writing
history, writing is not same with alphabet that we know, but in the form of picture or certain
sign which is written at stone or wood. According to Oslon (2009) at Lascaux and Altamira,
drawings on a wall cave has been found and it is estimated as 40.000-year-old drawing.
Moreover, the first markings incised on bone dating 10.000 also has been found in China.
Now days, writing is one of important skills of English language especially for university
students. Before they graduated from their university, they always be obligated to make a
final graduating paper. Then, in career world they also be obligated to do a job related
with writing. Many jobs need writing skills but there is lack of writing competency
especially university student. This because university students be more pragmatics in doing
everything. This is influenced by modernization and new technology. Furthermore, writing
become one of difficult skills in English language.

b. The importance of writing

As explained before, that writing becomes one of important skills and the most difficult
skills among other skills in English. Writing is an important part of life, whether in the
32
workplace or school, as a hobby or in personal communication. This skill helps the writer
express feelings and thoughts to other people in a relatively permanent form. Personal writing
builds a connection between the writer and reader in a different way from oral communication,
and it helps people to organize their thoughts when seeing them on paper or on a screen.
Professional writing and writing for school have a different role than personal writing. Formal
writing encourages critical thinking in the form of essays, research papers and articles, which
helps the writer learn how to interpret the world around him in a meaningful manner. Writing
about a topic improves the writer's understanding of the topic, and papers with a slant help the
writer understand how to successfully construct professional arguments and debates about a
topic. Learning how to structure arguments and articulate opinions in writing translates well
to the spoken word, helping people to be better at presenting facts and opinions in a calm,
rational way.
Because of its importance, writing should be learned. Moreover, writing is not like
speaking which can be acquired naturally (Harmer, 2004). To master writing someone have
to learn intentionally. Before someone write something, she/he have to know what will be
written and how to write it. To know/have the material that will be written, someone has to
read or have experienced as writing material. After that he/she should write her/his knowledge
or experience. In writing we should consider many things such as diction, grammar,
connotation, and so on. This because what we write can be understood by the reader.

c. Assessing of writing
Assessment is a tool to know the quality of something, include language skills.
Knowing the quality of something is not the only one purpose in assessing something,
especially in language skills. According to Weigle (2002) there are two main purpose of
language assessment. The first purpose is to make inferences about language ability and the
second purpose is to make a decision based those inferences. This theory also can be applied
in writing as one of language skills.
Writing assessment is used in this research to know how far the students‘ competences
in making a journal. Here are the rubric of writing assessment in Academic writing course:

An Overview of Teaching Intensive Writing

There are five key instructional approaches in an effective writing program, they are modelled
writing, shared writing, interactive writing, guided writing, and independent writing. These approaches
enable the teacher to scaffold student learning by modelling writing strategies, modelling the thinking
process through think-a-louds, sharing writing experiences with students, coaching and guiding students
in their application of strategies, and providing students with opportunities to write independently.
When teaching modelled, shared, interactive, guided, and independent writing lessons, the
teacher embeds a variety of planned opportunities for students to develop their oral language and
effective writing skills.
33
 Students often require a high level of teacher support when being introduced to new strategies and
skills. As the teacher models the strategies and skills, and as students work to put them into practice,
students move towards independence. This shift of responsibility from teacher to student requires
consistent monitoring and assessment to ensure student success (“A Guide to Effective Instruction in
Writing,” 2005).
A. Modelled Writing
Modelled writing centers on the lecturer demonstration of thoughts and actions that go into
creating a text. It is the best opportunity for students to observe a proficient writer going
through the process of putting ideas into a written form. The genre-based teaching and
learning cycle (Christie, 2005; Hammond, 2001) strongly emphasizes the process of
modelling and deconstructing a text type as pivotal to supporting students as writers.
In modelled writing, teachers should focus on authorial elements of writing (such as
sequencing and linking ideas, choosing appropriate words, etc.) or secretarial elements
(employing spelling strategies, using correct punctuation, etc.).
B. Shared Writing
In shared writing, the students collaborate with the teacher to jointly construct a written
text. Co-construction of a written text is a key step in many approaches to scaffolding or
supporting students’ developing writing skills when conducting the teaching of different
text types or genres (Christie, 2005; Gibbons, 2015; Hammond, 2001).
In shared writing, the lecturer draws on students input to create a meaningful written text.
As such, it becomes a true collaboration that maximizes student involvement.
C. Interactive Writing
Interactive writing involves the lecturer sharing the pen – or other writing implement –
with the students. Because interactive writing involves the students in the physical act of
writing, it is a powerful teaching approach for advancing students’ overt awareness of
spelling strategies and of handwriting skills. Interactive writing is best used as a small
group strategy, which allows for close attention to students’ writing attempts.
D. Guided Writing
Guided writing is a small group approach, involving the lecturer consultation with a group
of students with similar writing needs. It can be thought of as a group conference or small
group mini-lesson, undertaken strategically in response to an identified challenge faced by
the selected students.
Strategic writing instruction involves lecturers responding to students’ needs at the point
of need. This means the lecturer is attentive to when whole class, small group or individual
instruction is needed.

34
E. Independent Writing
Independent writing provides students with the opportunities to employ the various skills
and knowledge they have developed throughout the more supported teaching practices, i.e.
modelled writing and shared writing. And also, they have enough guidance on Interactive
Writing and Guided Writing.
RESEARCH METHOD
This study utilized a qualitative method and content analysis as a research method.
Content analysis enables to examine data as representations of texts, images, observables and
interpretable expressions for exploring their meanings to supply the researcher’s new insights
and enhance their comprehension on a certain phenomenon or notify practical action
(Krippendorff, 2004). In addition, document analysis is used as the process of employing
documents as a tool to scrutinize the individual and institutional records. This involves
intensive writing module and course of syllabus used in class to analyze based on the material
development and Ontario Education’s module “A Guide to Effective Instruction in Writing,”
there are five key instructional approaches for an effective writing program. (1) Modelled
Writing; (2) Shared Writing; (3) Interactive Writing; (4) Guided Writing; (5) Independent
Writing.
FINDINGS AND DISCUSSION
Teaching writing to university students is a difficult task for every lecturer. There are some
approaches in teaching writing through reading. They are:
(1) Modelled Writing
In class, the lecturer discusses the goals of modelled writing to students and give some
journal examples in the digital whiteboard. There some procedures that the students should
follow:
a. Students find the topic of their interests, and download 20 journals in aforementioned
area of interest.
b. Students make a matrix of every journal which is consisted of the title, research
problems, research objectives, methods and result of study.
c. Students identify the abstract, the introduction, method and discussion in order to
analyze the structure of each part of the journal.
(2) Shared Writing
In class, the lecturer discusses the goals of shared writing to students and give a
consultation to students from home using Padlet. There some procedures that the students
should follow:
a. Students write the title of their own journals, research problems, research objectives,
method and result of study.
b. Students consult their journals to the lecturer via Padlet in order to get revision,
comment and feedback from other students.
c. Students read other relevant journals from all of their friends in order to compare and
to find the novelty of their journals.
(3) Interactive Writing
In class, the lecturer makes a new wall for interactive writing, so that the students can share
an outlined thesis and its citation using Mendeley with the explanation of their own word.
a. Students write paragraph in every chapter with its citation and explanation in the
Padlet, the digital board.
b. Students check their writing using Grammarly to make sure that all of their paragraphs
are grammatically correct.

35
 c. Students give color on what they write originally from their own idea so that the
lecturer could check the originality.
(4) Guided Writing
In class, the lecturer read the whole text that students write in order to make the effectivity
of every single paragraph with the appropriate word or vocabulary.
a. Students reread all of the paragraph and revise them according to the lecturer’s
suggestion in order to create an effective text.
b. Students make sure that their journal has minimum 20 or more references of high-
quality journals and 5 or 10 books.
c. Students sends all of the references of their journal in Google Classroom, so that the
lecturer could check it for similarity case.

(5) Independent Writing

In class, the lecturer gives some issues to be discussed in order to enrich students’
understanding on the article they work on.
a. Students writes the theoretical review for their own thesis, making quotation by using
Mendeley, finding relevant resources from reputable journals.
b. Students are able to revise their own theoretical review by using Grammarly.
c. Students are able to produce an article related to their future thesis.
CONCLUSION
This study demonstrated how intensive writing instruction delivered among the
university level. Since university students have to make a journal, the lecturer needs to support
his/her students with writing skills and useful applications. Hence, students are ready to write
their own thesis with the guidance of their lecturer. The output of the intensive writing
instruction is an article published in internal university journal for students.
REFERENCES
A Guide to Effective Instruction in Writing. (2005). In Ontario Education (Vol. 1).
https://doi.org/10.1017/CBO9781107415324.004
Fuchs, B. (2014). The writing is on the wall: Using Padlet for whole-class engagement.
University of Kentucky UKnowledge, 240(4), 1–9. Retrieved from
https://uknowledge.uky.edu/libraries_facpub%0Ahttps://uknowledge.uky.edu/libraries_f
acpub%0Ahttps://uknowledge.uky.edu/libraries_facpub
Harmer, J. (2004). How to teach Writing_by jeremy harmer.pdf (p. 162). p. 162.
Hartfiel, V. F., Hughey, J. B., Wormuth, D. R., Zinkgraf, S. A., & Jacobs, H. L. (1985). Testing
ESL composition : a practical approach (Massachuse). Rowley: Newbury House
Publishers, Inc.
Krippendorff, K. (2004). Content Analysis: An Introduction to its Methodology. In SAGE
Publications: International Educational and Professional Publisher.
https://doi.org/10.1103/PhysRevB.31.3460
Sangeetha, S. (2016). Edmodo and Padlet as a collaborative online tool in Enriching Writing
Skills in Language Learning and Teaching. Global English-Oriented Research Journal,
1(4), 178–184.
Weigle, S. C. (2002). Assessing writing. In Concepts in Composition: Theory and Practice in
the Teaching of Writing. https://doi.org/10.4324/9780203806807
Oslon, David R. 2019. Encyclopædia Britannica: Writing (onlie). Encyclopædia Britannica inc:
https://www.britannica.com/ topic/ writing Access Date: April 09, 2019)

36