Collaborative Writing Using Google Docs in an EFL Classroom: Voices from High School Students

Halimatus Sa'diyah, Salim Nabhan

Abstract


The employment of technology in the teaching and learning process is unavoidable in the digital age. One of the online media utilized in English classes is Google Docs. However, there has been minimal discussion on the use of Google Docs for collaborative writing, particularly in high school EFL classes. As a result, the purpose of this study is to find out what EFL students think about utilizing Google Docs for collaborative writing in an English class at a senior high school. The researchers performed a qualitative case study to solve the problem. The information was gathered through an interview with kids from one of Sidoarjo's private schools in East Java, Indonesia. To support the main, classroom observations and the analysis of students' documents in the form of a portfolio were used to triangulate the data. After that, the data were subjected to thematic analysis. The study uncovered two key topics that addressed the advantages and drawbacks of utilizing Google Docs for collaborative writing. Students' enthusiasm, digital literacy, social skills, and writing skills improved when they used Google Docs for collaborative writing. Students, on the other hand, experienced some difficulties in terms of internet connection, the availability of accompanying gadgets, and their own abilities. The findings of the study could have practical implications in English classes.


Keywords


Google Docs; collaborative writing; English classroom; suburban high school

Full Text:

PDF

References


Abrams, Z. I. (2019). Collaborative writing and text quality in Google Docs. 23(2), 22–42. Retrieved from http://scholarspace.manoa.hawaii.edu/bistream/10125/44681/23_02_20125-44681.pdf

Ainuningsih, P. A. (2018). An analysis of 4C skills incorporation in students’ teaching practice of English teacher education department UIN Sunan Ampel Surabaya. Universitas Islam Negri Sunan Ampel Surabaya.

Alhojailan, M. I., & Ibrahim, M. (2012). Thematic analysis : a critical review of its process and evaluation. WEI International European AcademicConference Proceedings, 1(1), 39–46. Retrieved from https://fac.ksu.edu.sa/sites/default/files/ta_thematic_analysis_dr_mohammed_alhojailan.pdf

Alsubaie, J., & Ashuraidah, A. (2017). Exploring writing individually and collaboratively using Google Docs in EFL contexts. English Language Teaching, 10(10), 10. https://doi.org/10.5539/elt.v10n10p10

Anisimova, E. S. (2020). Digital literacy of future preschool teachers. Journal of Social Studies Education Research, 11(1), 230–253.

Ariyanti. (2016). The teaching of EFL writing in Indonesia. Dinamika Ilmu, 16(2), 263. https://doi.org/10.21093/di.v16i2.274

Azmina, B., Solihah, M., & Guritno, A. (2017). The University Students ’ Perception of Online Examination Using Google Form. Britania, 1(1), 120–135. Retrieved from https://journal.iainkudus.ac.id/index.php/Britania/article/view/4318/2800

Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis BT - handbook of research methods in health social sciences. Retrieved from https://doi.org/10.1007/978-981-10-5251-4_103

Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital Literacy Learning In Higher Education Through Digital Storytelling Approach. Journal of International Education Research (JIER), 13(1), 1–16. https://doi.org/10.19030/jier.v13i1.9907

Ivić, I. (2019). Printed and digital media: Printed and digital textbooks. Center for Educational Policy Studies Journal, 9(3), 25–49. https://doi.org/10.26529/cepsj.694

Khan, A. W. (2019). Digital-Native Trends in Teaching ESP to Engineering Students in Saudi Arabia. English Language Teaching, 12(9), 13. https://doi.org/10.5539/elt.v12n9p13

Metilia, T., & Fitrawati. (2018). Using Google Docs for collaborative writing in teaching writing descriptive text to English department students. Journal of English Language Teaching, 7(1), 194–200. https://doi.org/https://doi.org/10.24036/jelt.v7i1.8465

Ngubane, N. I., Ntombela, B., & Govender, S. (2020). Writing approaches and strategies used by teachers in selected South African English first additional language classrooms. Reading & Writing - Journal of the Reading Association of South Africa, 11(1), 1–8. https://doi.org/https:// doi.org/10.4102/rw.v11i1.261

Okari, F. M. (2016). The Writing Skill in The Contemporary Society: The Kenyan Perspective. Journal of Education and Practice, 7(35), 65–69. Retrieved from www.iiste.org

Onye, U. U., & Du, Y. (2016). Digital natives and digital divide: Analysing perspective for emerging pedagogy. Proceedings of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2016, 324–328.

Terras, M. M., & Ramsay, J. (2016). Family digital literacy practices and children’s mobile phone use. Frontiers in Psychology, 7(DEC), 1–11. https://doi.org/10.3389/fpsyg.2016.01957

Vens, T. (2010). The suitbaleness of Google Documents as a student collaborative writing tool. IOWA State University.

Widyastanti, M. (2019). Using Google Docs on collaborative writing (UIN SUNAN AMPEL SURABAYA). Retrieved from https://www.google.com/search?q=using+google+docs+collaborative+writing+pdf&oq=usi&aqs=chrome.1.69i57j69i59j0l2j69i60.3780j0j7&client=ms-android-oppo&sourceid=chrome-mobile&ie=UTF-8

Yu, T. X., Muna, W., & Wan, R. (2019). Integration of 21st century learning skills ( 4C Elements ) in interventions to improve English writing skill among 3K class students. 2(2), 100–121. https://doi.org/10.11114/ijce.v2i2.4498

Zhou, D. (2015). An empirical study on the application of process approach in non-English majors’ writing. English Language Teaching, 8(3), 89–96. https://doi.org/10.5539/elt.v8n3p89




DOI: https://doi.org/10.29408/veles.v5i2.3863

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Halimatus Sa'diyah, Salim Nabhan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

VELES' Visitors

 

Creative Commons License
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Contact Us: VELES (Voices of English Language Education Society);

Address: Faculty of Language, Arts, and Humanities, Universitas Hamzanwadi

Jln. TGKH. M. Zainuddin Abdul Majid No. 132 Pancor, Selong-Lombok Timur, NTB, Indonesia. e-mail: velesjournal@gmail.com