The Use of Microsoft Sway 365 in Teaching Reading Descriptive Text: A Response to Pandemic Situation
Abstract
The aim of the study is to investigate the use of Microsoft Sway 365 in teaching reading descriptive text as a response in pandemic situation. The method used in the research was classroom action research. Subject of the research was 36 students from tenth grade of SMAN 1 Baros, Banten Province. Data collective techniques used in this recent study were test and questionnaire. The result of research shows that students achieve average scores 67.5 from reading test in pre-cycle. This result, of course, still lower than the ideal score 75. Since Sway Microsoft 365 is implemented, students’ scores are increased. This can be seen from the average score in cycle 1 is 77.5; and it increases into 81.5 in cycle 2. These results also matched to the questionnaire result which 78% of students agree if Microsoft Sway 365 can be used as an alternative online learning media for reading descriptive text, especially proposed for pandemic situation.
Full Text:
PDFReferences
Alyousef, H. S. (2005). Teaching Reading Comprehension to ESL/EFL Learners. The Reading Matrix, 5(2), 143-154.Retrieved from http://www.readingmatrix.com/articles/alyousef/article.pdf
Bahasoan, A. N., Ayuandiani, W., Mukhram, M., & Rahmat, A. (2020). Effectiveness of online learning in pandemic COVID-19. International Journal of Science, Technology & Management, 1(2), 100-106.
Baihaqi, A. (2017). Penerjemahan dan Kesepadanan dalam Penerjemahan. Pandeglang: Staisman Press.
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using functional grammar: An explore’s guide (2nd Ed.). Sydney: National Centre for English Language Teaching and Research Macquarie University.
Derewianka, B. (1990). Exploring How Text Work. Australia: Primary English Teaching Association.
Dirgeyasa, W. I. (2016). College Academic Writing A genre – Based Perspective. Jakarta: Kencana.
Emilia, E., & Christie, F. (2013). Factual Genres in English: Learning to Write, Read, and Talk about Factual Information. Bandung: Rizqi Press.
Gerot, L., & Wignel, P. (1994). Making Sense of Functional Grammar. Queensland: Gerd Stabler, AEE Publishing.
Harefa, N., Silalahi, N. F. D., Sormin, E., Purba, L. S. L., & Sumiyati, S. (2019). The difference of students’ learning outcomes with project-based learning using handout and sway Microsoft 365. Jurnal Pendidikan Kimia, 11(2), 24-30.
Hedge, T. (2003). Teaching and Learning in the Language Classroom. UK: OUP.
Hutchinson, E. (2020). Microsoft Sway. The School Librarian, 68(1), 21-21.
Istiqomah, S. P. (2016). The development of learning material: Explanation text based on multimodal by using Sway app in 11th grade of SMAN 1 Batu. International Journal of Education and Research, 4(9), 313-322.
Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press.
Knapp, P., & Watkins, M. (2005). Genre, Text, Grammar. Sydney: University of New South Wales Press Ltd.
Lestari, S., & Chasanatun, T. W. (2018, July). Applying technology in teaching English: Padlet, animoto, and sway. In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Atlantis Press.
Lindberg, J. O., and Olofsson, A. D. (2010). Online Learning Communities and Teacher Professional Development. USA: IGI Global, 2010.
Masrupi, M., Baihaqi, A., & Hakim, M. (2020). The Feasibility of English Textbook for Vocational School. Journal of English Language Teaching and Cultural Studies, 3(2), 54-64.
Nirmala, A. A., Triaswati, E., & Rahmawan, A. F. (2020). Implementation of the GSE (Google Suite Education) Program at SD Muhammadiyah 09 Plus in the Covid-19 Pandemic Era. Omega, 6(2).
Pardiyono. (2007). Pasti Bisa: Teaching Genre Based Writing. Yogyakarta: CV Andi Offset.
Susilawati, S., & Supriyatno, T. (2020). Online learning through WhatsApp group in improving learning motivation in the era and post pandemic COVID-19. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(6), 852-859.
Waring, R. (1997). Graded and Extensive Reading–Questions and answers. The Language Teaching on line. Available: http://jaH-publications. Ogr/tlt/files/ /79/may/Waring. Html.
Yang, W., Dai, W.,&Gao, L. (2012). Intensive Reading and Necessity to Integrate Learning Strategies. English Language and Literature. 2(1), 55-63. http://dx.doi.org/10.5539/ells.v2n1p112
Zakia, S., Sagala, H. S., & Siburian, P. (2017, October). Improving The Ability of State Vocational High School Teachers in Creating Digital StoryTelling Media (DST) Using Sway Microsoft Tool Through Academic Supervision of Demonstration Technique. In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Atlantis Press.
DOI: http://dx.doi.org/10.48181/jelts.v3i2.9999
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of English Language Teaching and Cultural Studies is published by English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia.
E-mail: [email protected]