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-
Goldberg, 2012). Teachers need to develop a language
learning activity which can accommodate those skills
training. They need to create a kind of lesson plan or
strategies which develops students´-thinking skills and
fosters collaborative learning, engaging with real
world activity; task and resources, initiate problem
solving, authentic context, fostering autonomous
learning and ICT.
Internet and authentic materials
According to Oxford (2006), connecting the
students to internet in an appropriate task is the best
way to expose them to authentic L2 resources. Internet
also promotes motivation (Warschauer, 1998; Gruba,
2004b). For language learning, internet provides many
benefits such as providing intrinsic motivation to
students, giving authentic material resources, and
improving reading and writing skills (Warschauer,
1998). Internet is the best way of getting authentic
materials exposure.
Authentic material is one of influential reason
for the teacher to involve technology in learning
environment. The texts written by native speakers in
accordance with the social function of text proficiency
level, and are not made for language learning
activities. (Landsford, 2014; Erben, et.al, 2009: 141;
Egbert, 2005: 6) give much exposure for the students
to be the modelling sentences or texts and language
product. Technology make easiness for teacher to
provide authentic material. According Landsford
(2014) this material provides a real model used in real
communication, as well as examples of language
appropriate to the context (Erben, 2009: 141) and
could also motivate the students to create the text they
will be make like the original one. This material can
be taken from anywhere, can be from the internet,
newspapers, magazines or anywhere texts commonly
found (Hyland, 2005: 146).
In this case the internet is very helpful in
obtaining authentic materials. Factual information
texts, Announcement texts, greeting card, etc can be
obtained easily on searching web pages. Due to these
pages written by people who are native English
speakers, then the authenticity of the language can be
obtained.
Authentic materials in teaching writing
according to Hyland (2005: 86) acts as a language
scaffolding, model, reference, and stimuli. The
materials are used as examples of a text for students,
especially in the applied text function, the structure of
writing and language features. These materials help
the learners analyze, imitate, learn the language and
stimulate them to produce the appropriate text they
have been assigned to.
Collaboration
In all instructional tasks the students learn in
collaborative working. Collaboration gives
advantages to the students. The web resources
provided in task encourages the students to collaborate
through interaction in comprehending the web content
and digital authoring and in pre-producing activity.
The student’s interaction with resources to exploit the
input for producing the output in collaborative writing
composition require collaborative work to construct
sentences or composition
For constructing composition, a collaborative
writing task requires the students to work
collaboratively in constructing ideas and language to
produce the writing (Storch, 2001. It means that the
member of the group who is more able assist the
novice to internalize the learning and thus reach higher
level of development (Storch, 2001). for constructing
composition, a collaborative writing task requires the
students to work collaboratively in constructing ideas
and language to produce the writing (Storch, 2001).
The collaboration is required to accomplish linguistic
problem or to construct language. It means that the
member of the group who is more able assist the
novice to internalize the learning and thus reach higher
level of development (Storch, 2001).
Digital authoring tools
Digital authoring tool as multimedia
computer programs are software and online
application that are used to produce a variety of
products in a creative language (Egbert, 2005: 7), i.e.
producing text as multimodal text. Multimodal texts
are written mode combined with sound, image, or
motion (Hyland, 2002: 44; Erben, 2009: 80, Egbert,
2005: 14). An announcement is one form of
multimodal texts in which text and images combined
with certain pictures or forms (Kress and Bezewr,
2008).
According to Hyland (2002: 74) the
advancement of technology provides a major
influence on the making of text. The texts which are
produced turn into a multimodal text and visually
readable. The text can be readable not only through the
written words but also through images which are
attached around the text in appropriate context
(Hyland, 2002: 146).
Computer and internet can create this kind of
multimodal text through software and online
application. Programs that can process and combine
text (words) with graphics (images / certain forms),
among others Canva, fotojet, Sway, and installed
programs like Movie Maker, Microsoft Office Word,
Microsoft Publisher, Windows Paint, CorelDraw etc.
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 Those programs also provide assistance to
students in solving the problems of language and
layout and design through the aid of correction word /
phrase (Dudeney, 2007) and also the layout patterns
and pictures which are available. It means that these
programs also give students the opportunity to
collaborate with a computer (Hyland, 2002: 130;
Hyland, 2005: 146).
Role of technology
Learning media
Some applications are used to deliver the
instructions particularly in online learning mode. The
instructional programs need to attach the learning path
into web page for the students to access.
1. Padlet
Padlet is a free online application to create a
board for bulletin, wall of discussion, portfolio, or any
presentation. It has multi platforms comprising image,
audio, video, map, free-hand drawing and embed
links. For those features Padlet gives some
opportunities for autonomous learning, for example in
collaborative-wall mode students have opportunity on
self-building knowledge. In this way, teacher’s or
others’ comment and contribution for the postal
text/document can be peer-teaching process, peer-
reviewing on others. In addition, this also can evaluate
how they have made progress as self-assessment. The
supported platforms where the users are able to add
image, audio, video and even links raise the learners’
self-creativity and self-enthusiasm during their
autonomous learning.
In the ELT Padlet is used for deliver the WebQuest for
writing instructions recount and report text and
readiing instructions for recount text. The students
learn material and do the task through Padlet. They
also publish their work into Padlet. The WebQuest
Padlet can be found in
https://padlet.com/diahfakhma/occ5wplcfz1y and
https://padlet.com/diahfakhma/occ5wplcfz1y, the
reading recount in
https://padlet.com/diahfakhma/x5ci5h1t7li5.
2. Blog
Blog is a short web log, like a journal. It has
some space for blog content, comments discussion,
embedded audio and video file. In that function
teacher uses blog to publish material instruction.
Students may access it ti support their lesson mastery.
Students can study it after or before the materials are
delivered. They also can access the learning media
linked in the blog. This activity encourages the use of
internet and web. Blog also forces students to be
autonomous learners. They can access it and learn the
content beyond the classroom.
The blog used in the school is to deliver
content of materials presentation and learning media
for displaying Padlet and Sway as the media platform
of the WebQuest. The presentation embedded by
videos, slides, and content explanation, beside it also
gives opportunity for students to do quiz using online
forms. as the learning media for WebQuest the blog
just links the platform to the blog. The blogs can be
accessed in https://diahfakhma.blogspot.com
3. Video
Video has some advantages to promote
students autonomous learning attitudes in that video
gives authentic learning opportunity, facilitate
thinking and problem solving, assisting with mastery
learning, and engage students to learn.
The video involved in language classroom in
way of building context in grammar instruction. The
video is compiled in teaching presentation in form of
movie clip delivering sentences in form of target
learning grammar. This facilitate students learning to
grasp grammar instruction. Beside building context in
grammar instruction, video also gives students
experience in improving motivation.
Video also has some advantages to promote
students autonomous learning attitudes in that video
gives authentic learning opportunity, facilitate
thinking and problem solving, assisting with mastery
learning, and engage students to learn. In some
instructions, using videos students enable to get those
opportunities. Video gives authentic learning when the
video plays a kind of movie employing language
materials the students must learn on the session. The
video usually is taken from British Council (Learn
English Film UK). It is used for building student’s
knowledge of field and model of text (based on
curriculum cycle method) where they can observe the
form sentences and the use of sentence in meaningful
context and learn how to form and use the sentences.
This will give students opportunity to get self-
instruction and raise their self-making decision on
what they are observing due to the learning. With
expectation they will get used to do same thing when
they meet a such conversation, they observed in real
life they can learn quickly to understand and learn to
respond situation they are facing. Here are ways of
video used in English teaching and learning:
1. Video facilitates thinking and problem solving if it
is used to stimulate students thinking and try to solve
problem about the content of the video. Teacher uses
this kind of activity using video as a bait to force their
critical thinking to solve a problem occurred in their
surroundings. For example, the students are given a
documentary video telling about vandalism at school.
They have to watch and think what they can do dealing
with situation (problem they have watched) that they
3
can afford as students. They have to yield language
production in form of poster, short movie or video,
infographic, notice, or many functional texts they
want. This activity of course will force students to
learn something by their own pace. They can choose
what to create by themselves, to design and learn
something from the problem documented on video and
initiate to create solution by themselves. The URL for
this learning path is:
https://padlet.com/diahfakhma/obyfufm08lw7
2. Video engage students to learn when the video
integrated in a self-directed learning activity like in
WebQuest. WebQuest to empower students learning
ability. The videos are used in the WebQuest as the
Resources of learning attached in the WebQuest.
Because of the critical selecting videos to use as the
resources for writing resource materials for example,
the videos will keep the students to engage to the
learning due to the final project assigned in the
WebQuest. They will lack of writing materials if they
do not pay attention much to the videos. Here, videos
used in the learning gives students more opportunities
on self-making decision to choose the content or even
videos they want to use as writing material resources.
They also get self-building knowledge and self-access
to their learning activity. This WebQuest is delivered
in Padlet learning platform
https://padlet.com/diahfakhma/obyvufm08lw7.
3. Video is also used as the learning media platform
called Edpuzzle. In this platform video plays as the
main learning source. The video delivers some
scaffoldings to grasp the story told through the video.
Eddpuzzle make it easier to understand in way of
giving clue, stimulation and questioning hints for the
students to understand the story. In the end of learning
the students retell the story written or orally. The
lesson can be found in
https://edpuzzle.com/media/5ae68d3efb93dc40da4f3
88f
4. EdPuzzle
Edpuzzle is an online video-based learning
platform for self-paced and interactive learning.
Through this platform teacher provides a video and
make it interactive by embeded some questions or
hints during the video. There are available immediate
feedback and evaluative assessment data. Through
Edpuzzle students can improve their skills on
listening, reading (subtitle add on if using video from
you tube), and the comprehension. They also are
provided to a lot language exposure. Because of self-
paced learning edpuzzle can promote students
autonomous learning in students-centered classroom.
The students become engaged and accountable when
watching videos. Edpuzzle is suitable for flipped
classroom.
Edpuzzle has ever applied in English
classroom is aimed to the objective that students are
able to retell a short story orally or in written text form.
The lesson tagets on Ssudents 8 grade of Junior high
school (13-14 years old). The material is Recount
Text. The lesson let the students get access to the
Edpuzzle
https://edpuzzle.com/media/5ae68d3efb93dc40da4f3
88f . The students play the video, observe and answer
the available questions and learn from the answers
provided in the video to grasp the story more easily.
The students may re-watch to get the correct
understanding of the story. The students do the last
exercise on open-end questions to make sure they got
something they have learned from the story. The
students do the assignment to retell the story delivered
by the video.
5. Quizlet
Quizlet is a quite perfect choice for
application to be attached on an integrated online
lesson page. The features that can lead students to get
on track for learning and provide several modes for
doing exercise. Once making list of vocabulary for
example, the students can learn them in flashcards,
write, spelling or test mode. When they get played all
modes, they will master the vocabularies in that the
repetitive learning they do during the Quizlet
activities. The students will also learn how to
pronounce and spell them beside the meaning of the
vocabulary.
A reason to use Quizlet is the easiness of the
page to link in other application like Padlet or other
online presentation application. This make Quizlet to
be integrated for autonomous learning activity.
The learning material delivered in English
classroom is reading a recount text. The objective of
the learning is making sense of a recount text. The
students are expected can comprehend the story in
form of recount text and master the vocabularies used
in text. The Quizlet is employed to deliver the exercise
of vocabulary and the quiz about reading
comprehension. The Quizlet page is linked in a space
set in a Padlet where the other learning activities are
situated as an integrative learning page. Following is
the learning path on the use of Quizlet in learning
reading recount text. First, open the Padlet url at
https://padlet.com/diahfakhma/x5ci5h1t7li5. Second,
In the Padlet the students read the recount text and turn
to next stage that is a discussion room to grasp the
content of each paragraph through wall discussion
Padlet linked in it. Third, In this page
(https://quizlet.com/282358452/flashcards) the
students discuss the content they have read to grasp the
story. This is such fruitful discussion which lead the
class learn in autonomous way. They can help each
4
other in comprehending the text which may raise their
own self esteem. Fourth, the next stage
(https://quizlet.com/282574799/test) the students
learn to master the vocabularies used in the text.
Through all modes of exercise in Quizlet the students
will master by spelling and reading repetition the
vocabularies and their meaning. Fifth, last stage is
where the students can test their comprehension about
the reading in a test through Quizlet. The questions are
formed in several types as set by Quizlet. Finally, the
students will get understanding about vocabulary used
in a recount text and comprehension of a recount text.
Language production
For writing instruction purpose the teacher
assign the students to use some offline or online
application to produce functional tests such as
announcement, greeting card or monolog test like
report text.
1. Canva/Fotojet
Canva or Fotojet is a web based designing
and authoring tool. It has drag and drop functionality
to create presentations, card, posters, documents also
social media posts. It provides students opportunity to
work collaboratively on designing language product.
The application is free and simple for making it.
Students do not need to learn before taking action into
it.
2. Sway
Developed by Microsoft, Sway, as an internet
application can be used a teaching learning program as
presentations, e-textbooks, picture books, experiment
and research reports, artwork or multimedia portfolio,
dictionary, book and film reviews, professional
learning resource, flipped learning content delivery, et
cetera. It can be accessed in www.sway.com. A sway
constitutes some platforms such as image, audio video,
and embedded links. It means a Sway is also a
multimodal text.
According to Egbert (2005:7) a multimedia
computer application is a software which is used to
produce a kind of language product creatively i.e.
making a text into a multimodal text. Multimodal text
constitutes written media with audio, image or motion
media (Hyland, 2002:44; Erben, 2009:80, Egbert,
2005:14). Sway is an internet base presentation tool
with several platforms which can be used as media for
presenting or publishing multimodal text as stated by
Kress and Bezewr (2008).
According to Hyland (2002:74) technology
has given huge influence in creative text production.
Texts which are produced turn to multimodal and
readable texts visually. Texts are only readable
through the written words abut also through images
around the text which are attached to the available
context (Hyland, 2002:146).
Beyond that, Sway with its platforms gives
students visual attraction to present a text. This
fascinates them to write text creatively. Sway gives
easiness to present through its facilities i.e. text design
menu, varied size and color font, size imaging, and text
lay out. The sway produced by the students can be
found in
3. Movie Maker
movie maker is used for completing the final
writing assignment in a Genre-based Approach. In
this lesson the students learn about to write a recount
text in form of movie clip. The students start the lesson
by learning about some recount text to build
background knowledge. Then, the students with
teacher deconstructed the texts to identify the structure
and learned how to compose recount text into a video.
next, the students compose the recount text and created
the video by passing steps: Making storyboard, Taking
picture/shooting for scenes/drawing, Processing
images from previous stage by scanning the drawing
picture/uploading images/motion pictures into
filmmaker application, Making subtitle and dubbing,
Editing the video (title/credit/soundtrack), Exporting
format into mp4, Having finished the lesson the
students could reflect their understanding about telling
past experiences (recount) through a video. These
activities give the students some knowledge and
experiences how to create a short movie. They can use
their experiences in future when they have to make it
by their own. The students work example is uploaded
in https://youtu.be/HK_CJbQiM-A
Project based learning
Olano (2014) says that in project based
learning with technology the learners need new
knowledge, practicing designing skill, planning and
resulting multimedia product. Therefore, this kind of
PBL can be used alternatively as an interesting writing
instructions and help to practice on writing skill. This
paper describes about how a writing learning in a
project based learning which involving computer
technology (office word, internet and Sway) and
research activity to overcome learners’ problem of
finding and developing ideas and to increase their
motivation to write.
Project Based Learning (PjBL) is a model of
learning with student-centered approach that takes
place in a long term or short-term period. With a
student-centered approach, PjBL provides
opportunities for students to work collaboratively in
groups, to solve problems and to yield language
production (Moss & Van Duzer, 1998). Moreover,
PjBL is an appropriate learning model in that provides
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an excellent opportunity for learners to practice critical
thinking, collaboration, problem solving, oral and
written communication, sharing ideas, building new
knowledge, interpreting and producing (Bilsborough,
2013). One of good learning strategy based on the
project is WebQuest.
Webquest
Webquest is the best practice on training
students to get 21st century skills (Levine-Goldberg,
2012). Webquest gives opportunity to get creativity,
critical thinking, problem solving (Moeller, 2005),
collaboration, and ICT practice (March, 2003). Thus,
all activities can get the students to get those skills.
However, according to Strickland (2005) in
her study of the use of webquest in teaching, some
teachers has lack of technology use in classroom when
referring the lack of Internet. In addition, Renau and
pseudo (2016) found that teachers need to have a basic
knowledge about creating web pages to implement
Webquest. To help this problem Sway can be used as
an alternative to create a simple web page to deliver a
Webquest. Sway is a kind of presentation application
which has its own design engine and supported by
some platforms like images, text, videos, and links that
can be added easily into a kind-web page. Webquest
uses a template or web page for webquest so far,
however the technology today introducing sway needs
to look into the sway as the Webquest delivery tool. It
needs to study how a sway facilitates the students to
reach the learning goals onto the Webquest and to find
out the students experiences during their learning
activity with Webquest through Sway
According to March (2005), the use of
WebQuest increases student motivation. Students face
an authentic task and work with real resources.
WebQuest also develops students-thinking skills and
fosters collaborative learning. students have to
participate in the elaboration of their learning
strategies, the level of autonomy and creative
production that they attain is increased. With the
proper guidance and scaffolding students can
accomplish the task successfully (Benz, 2001).
students have to participate in the elaboration of their
learning strategies, the level of autonomy and creative
production that they attain is increased. With the
proper guidance and scaffolding students can
accomplish the task successfully (Benz, 2001).
The Webquest in online mode is attached in
blog https://diahfakhma.blogspot.com and a Sway that
can be found in
https://sway.office.com/RNEvf46aS1wEbYtV?ref=Li
nk.
Obstacles, solution and challenge
Some obstacles usually happen in the
classroom are most dealing with the internet
bandwidth. In some situation especially when
producing Sway the connection get down. The other
problems are about students’ digital skills. They forget
about their email account password while most
application need to be accessed through email account.
Some of students also have no experiences on
producing graphic design, that result in problem on
saving, exporting or converting the files they work in.
however, the most crucial problem is the available
devices that the students can use. The computer
laboratory has tight schedule to utilize it. There is
another subject which use it regularly. It is almost
hardly to use it for language instructions, while the
multimedia room and computer laboratory also have
to be prepared for CBT pre-examination program. The
only facilitation can be used is the library with its
limited devices. So, the teacher can not integrate
technology in all instructions and class.
The solutions for the problem can be
overcome by giving the students more time to finish
their work, and give them chances to finish outside the
lesson. The teacher can manage the use of internet
among the students in order the connection stable. The
teacher must help to train the students on how to save,
export or convert files, or allowing her account to be
used by the students.
Those situation and problems challenge the
teacher how to keep pursuing the purpose of
integrating technology in language classroom.
Teacher needs to rearrange the learning program when
the students need more time to accomplish the task.
The students design such as email account password
reset. Teacher should be pertinence to train especially
the novice students.
Learning and Teaching implication
Overall, the idea to engage technology in
should be reminded about the preparation before
taking digital tools when creating the language
classroom gives students some language exposure,
motivation, and experiences to train technology or
digital skills. The students had learned about creating
language product, researching using internet and using
some application for producing multimodal text
successfully. The product they created were
satisfactory. The students are able to work with
computer maximally to overcome their problem on
creating and publishing text by utilizing digital
camera, word processor application, online application
and all about filing the work. Finally, students can use
their experiences in utilizing digital tools for their
needs in creating language product beyond the
classroom.
6
 The teacher should prepare and manage the
instruction well. She has to make appropriate
scaffolding for each instruction, anticipate several
problems may come in the class, and also should learn
much about base knowledge how to sue some
application to be able help the students when facing
the problems. However, the most important thing is
that the teacher must have known the curriculum
instructional goal achievement. The integration
technology in language classroom should be dealing
with the language skills improvement not only to use
technology in language learning environment solely.
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