1 CHAPTER I INTRODUCTION
This chapter provides an introduction, which includes an overview in the order of headings. The chapter consists of eight sections, including the background of the research, identification of problems/phenomena, limitations and focus of research, research questions, research objectives, and research significance. In addition, this chapter informs the theoretical foundation related to the research topic, previous research, and framework. Finally, this chapter describes the research methods used including research design and research steps, sources and data, data collection techniques and instruments, data analysis techniques and research timeline.
1.1 Background of the Study
Nowadays, the development of technology in Indonesia is growing very rapidly. Technological developments are increasingly developing in all fields, especially in the field of education. Unfortunately, the use of technology in education has not been maximally achieved. Children are still not able to use technology properly. The use of technology among children is familiar, especially the use of smartphones or gadgets, even 90% of parents say that their children in the age range of 4-6 years already know how to use smartphones (Zaini & Soenarto, 2019, p. 258). Children in using smartphones prefer online games or YouTube videos. and its use is not uncommon without parental supervision. Therefore, the use of technology in the world of education must be maximized and implemented properly.
The development of information technology in the era of increasingly rapid globalization is unavoidable in the world of education. Technology in education also plays a very important role (Raja & Nagasubramani, 2018, p. 33). The global demands in the world of education are that with the development of technology today is an increase in business and an increase in the quality of education.
Therefore, schools, teachers and students must get used to and be able to adapt to
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increasingly sophisticated technological developments in the world of education.
Especially for teachers, because there are still many teachers who are not used to using technology as a medium of learning.
The rapid development of technology must of course be balanced with the availability of appropriate facilities and infrastructure, so that it can support the maximum use of technology. Technology enables us together to create, collect, store and use knowledge and information, enabling us to connect with people and resources around the world, to collaborate on the creation of knowledge and to distribute and benefit from knowledge products ( Scherer, et al , 2018, p. 3). So that the empowerment of Human Resources (HR) must be harmonized with existing technology, so that teachers and students can be comfortable using the applied technology. The use of technology as a support for learning in the school, also has an important role in language learning, especially learning English. In this case, the school especially the teacher, must prepare and implement a learning model that is directly connected to current technology, to support the curriculum so that students can maximize the real use of technology in learning their language skills (Ahmadi, 2018, p. 117). Learning English itself is still something that is not liked by most students. Because almost all students think that English is a difficult and boring subject. In the midst of the rapid development of technology, it is hoped that it can change the negative stigma in the eyes of students, so that in the learning process they will no longer feel bored because it is supported by technology that makes it easier for them in the learning process.
There are many things that students can do in utilizing technology as a support for language learning that are less impressive, including teachers can invite students to watch English films or watch English learning videos and then analyze them together, or students can access English learning support applications that have been developed. provided by several digital platforms such as dictionary app, google translate app, hello english app, etc. Meanwhile, if students want to learn more intensely about English, they can access several applications such as Ruangguru, Kelas.com, Pintar, etc. Because at this time, mobile technology and
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mobile applications have become an inseparable part of learning, including foreign language learning (Kacetl & Klimova, 2019, p. 1). This learning method, which is supported by advanced technology like this, is expected to be able to change the stigma negative students about learning English, as well as arouse students' interest in learning English.
The role of teachers as educators is more emphasized on how to use technology by designing various sources and facilities available for students to use in learning. Based on Commission on Instructional Technology cited in Schneberger & Jost (1994, p.779). Instructional technology as a systematic way to design, implement, and integrate teaching technology processes as learning media to produce effective technology instruction. There are several differences between teaching and instruction. Teaching is based on the flow of psychology, centered on educators. students are considered as learning objects, learning occurs at certain times and places, the importance of external factors in learning, learning activities are experiences, educators are present to teach. While Instruction is based on the flow of cognitive psychology centered on students, students are considered as learning subjects, learning can occur anywhere, anytime and anywhere, the importance of internal factors in learning, teaching is part of learning, the presence of educators to facilitate learning in order to learn so effective, efficient, goal- oriented.
However, the use of technology in language learning has its own positive and negative sides. Therefore, educators must make good use of technology and weaknesses in the use of technology in the future (Raja & Nagasubramani, 2018, p.
33). The impact of using technology in classroom learning has a positive impact on students. Through technology, gaining additional knowledge and new insights is very easy, fast and unlimited. On the other hand, technology in language learning also has a negative impact on students' interest in learning because with technology everything can be instant and easy which causes students to be lazy to think.
Students' lack of interest in learning English can affect their language skills.
One of the skills that students must have in learning English is writing skills.
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Writing as a process is related to how learners develop their skills as they are to make language learning progress more tangible along with the development of writing production (Nino & Paez, 2018 p. 103). The use of technology in learning, the selection of learning support applications, the design of learning models and appropriate learning guides are expected to improve students' writing skills in learning English.
Improving writing skills students can use applications in smartphones as a means for learning activities. In learning to write not only paper that can be used as a medium, because learning to write manually does not attract students' interest so it will be very difficult to improve students' writing skills. Therefore, it is necessary to develop learning media that utilize technology, by integrating the right technology as a medium for learning to write, which is expected to support learning to write and students' interest in learning to improve the quality of writing for students. Based on these problems, it is necessary to make an effort to select an application for learning to write that is appropriate and educational, one of which is the coggle application. The application is used to create mind mapping which is closely related to writing, namely to develop students' writing ideas. Writing is a way to express ideas using words, letters, art or media into written form (Trividianah, 2019, p. 1). Coggle can be installed easily by students on smartphones and the use of these media is expected to be interesting, motivating and stimulating interest in learning to write students
Learning English by utilizing technology is an application of knowledge that aims to meet the needs of students and accelerate the achievement of the goals of each learning activity carried out. In this case the researcher points out interesting areas to be explored. The first is technology in education (Ratheeswar, 2018;
Henriksen, et al, 2018; Haji, et al, 2017; Selwyn, 2020), technology-enhanced language learning (Zhou & Wei, 2018; Shadiev & Yang, 2020; Varadi, 2021;
Ahmed, 2019; Haidar, 2019), the use of smartphone applications in language learning (Gumawang Jati, 2017; Sukor and Ali, 2019; Nami, 2020, Metruk, 2020), the use of technology in teaching writing skills (Al -Jarrah, et al, 2019; Al-Naibi,
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Al-Jabri & Al-Kalbani, 2018; Warschauer, 2010) and the use of coggles as learning media (Debbag, Cukurbasi, & Fidan, 2021; Kamrozzaman, Badusah, & Ruzanna, 2019; Dewantara, 2019)
In this era of globalization, technological developments are growing rapidly, especially in the field of education. There are many studies that use technology in language learning. Research has shown that there are several different findings. In addition, the fact that technology-enhanced language learning is implemented in the classroom, makes use of various smartphone applications that support learning. Among them are English game applications to improve vocabulary or listening and watching learning videos through the YouTube application to improve listening skills. However, from several studies they only focused on the impact or influence on students' English skills, especially writing skills.
There are several criticisms that the author will convey regarding research on the use of technology in the author's learning. The education system seems to place more emphasis on how students can write English texts properly and correctly. Including the research conducted, most of them use strategies or methods that are considered to be able to improve students' writing skills. Meanwhile, the problem for students, especially for those who use English as L2 or L3 is that students do not have creativity in writing and have difficulty developing writing ideas. This is in line with the results of research conducted by Muslimah, et al, (2018, p. 12) which said that the obstacles faced by teachers in teaching writing skill techniques such as discussion techniques were passive students. In grouping techniques or writing activities, teachers face problems such as difficulties in vocabulary and grammar. Then students have difficulty in developing and organizing ideas into paragraphs. Teachers have limited time in teaching writing.
In conclusion, the difficulty faced by students in writing English lies in their limited ability, so it is necessary to have a strategy that is easier to implement, one of which is using the mind mapping method.
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Learning English is very closely related to the use of mind mapping methods, with mind mapping students can come up with ideas for compiling texts.
Especially when using technology to create mind maps, learning activities become more enjoyable for students. However, the application of an electronic mind map tool cannot be separated from several shortcomings. One of them can be seen from the research conducted by Mohaidat, (2018, p. 32) the findings show that the effect of using electronic mind map tools in teaching reading is moderate. Based on the research findings, it is necessary to provide training for teachers, especially English teachers, on how to integrate electronic mind maps into teaching practice, especially for teaching English writing and the selection of learning applications according to the learning needs of students. Coggle is for creating electronic mind maps that are easily accessible to students. Coggle has superior advantages over other electronic mind maps. coggle is a collaborative tool that can take notes of ideas and can be discussed with others in real time. Therefore, through coggle all students can be creative even in group discussion activities because usually in the mind mapping method only active students can be creative.
The next criticism is still related to the previous paragraph, which is related to the use of coggles. Unfortunately, so far there has been no research on how to develop lesson plans using coggle applications for students' learning to write, so that they can understand the texts they write with the help of easy technology. Most studies only discuss strategies and methods that can improve students' writing creativity, but ignore the fact that they cannot write a foreign language.
1.2 Identification of the Issue/ Phenomena
Based on the background above, of course, it is necessary to conduct a search to provide an explanation of the problem to be studied. Technology- enhanced language learning gives students the opportunity to get closer to technology. By using technology, children have the desire to develop the knowledge that is poured, especially in writing skills. This is a challenge for teachers to better utilize information technology in learning English. By integrating technology into language learning, it will be able to motivate students from having
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learning abilities to being talented, from low learners to being talented (Francis, 2017 p.2). The problems found in learning English come from three things, namely teachers, students and learning media. The identification of the problems found in this study are:
1. Selection of learning media that is not suitable to be applied to students in language learning, especially writing skills.
2. There are still many teachers who are not technology literate 3. Lack of teacher creativity in making lesson plans
4. The learning model used by the teacher is not in accordance with the needs of students
5. Lack of student interest in learning English so that students' writing skills are still low
Based on the identification of the problems above, the author will discuss the problem of "There are still many teachers who are less literate towards technological developments and have not been able to use technology as a learning medium, as well as children who have not been able to use technology well, especially in learning English" because technology-based language learning must be achieved through the teacher, the teacher must prepare a strategy and choose technology-based learning media according to the needs of students in preparing lesson plans. The presence of coggle as a tool for making collaborative mind maps is one of the media that can facilitate students in developing ideas for compiling texts. English learning becomes more creative and communicative which is expected to improve students' writing skills. Through this research, the researcher developed a lesson plan using coggle as a different learning medium. Coggle is a technological aid that can be used for learning to write English for students.
1.3 Delimitation and Focus of the Study
This research will focus on developing a technology-based language learning plan. Then to limit the scope of this research, it will only focus on preparing technology-based learning plans, especially learning to write English using the Coggle application as a learning medium. Researchers limit the research because of
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the limitations that researchers have. Therefore, delimitation is needed so that the research runs according to what has been previously planned. In addition, with reasons to avoid actions that should not be taken during the research process (Rahayu, 2015, p.5). This study limits the problem to writing skills, not reading, listening and speaking skills. The author also limits this research by only examining the practice of using coggle applications in making mind maps to develop writing ideas in compiling texts for teaching writing, not other applications such as MindMup, Mindly, MindMeister, Xmind, etc. In learning to write, this research also limits the material used in the lesson plan, which is material about describing people which is part of descriptive text, not material about describing places, animals or things. This study develops a technology-based learning plan for teaching writing aimed at the V11 grade junior high school level, not elementary or high school.
1.4 Research Questions
1. What are the principles of lesson plan for technology-based writing English instruction by utilizing coggle?
2. How is the preliminary form of lesson plan for technology-based writing English instruction by utilizing coggle?
1.5 Aims of the research
1. To investigate the principles of lesson plan for technology-based writing English instruction by utilizing coggle.
2. To investigate how is the preliminary form of lesson plan for technology- based writing English instruction by utilizing coggle.
1.6 Significance of Research
The significance of this research is expected to provide information for:
1. Theoretical significance
a) The findings of this study can improve technology-based learning theory, especially where this research is conducted.
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b) The results of this study can be used as a reference for those who want to develop a lesson plan using google translate as a technology-based learning to write English.
c) The results of the research can be significant for English teachers in the teaching and learning process, especially developing technology-based learning plans.
2. Practical Significance
a) For teachers, this research is expected to be a provision for them to increase their knowledge and be able to integrate technology into the teaching and learning process.
b) For prospective teachers, the results of this study are expected to provide information and knowledge about the use of technology in an effort to improve the quality of education in the future.
c) For readers, the results of this study are expected to provide information and knowledge about the use of technology in education in this era of globalization.
1.7 Theoretical Foundation
This section describes the theoretical foundation of the research. The theoretical foundation presents the reader with the underlying theories related to the problem. The related theories that will be understood in this research consist of lesson plans, technology, writing, instruction, coggle.
1.7.1 Lesson Plan
Lesson plan is a face-to-face learning activity plan for one meeting or more (Ojukwu, 2021, p. 170). The lesson plan is a plan that describes the procedures and organization of learning to achieve a basic competency set out in the content standards and described in the syllabus (Schreglmann & Kazanci, 2018, p. 160).
Lesson Plan is a plan carried out by a teacher before carrying out the teaching and learning process in the classroom (Sudipa, et., al, 2020, p. 297). Planning comes from the word plan, namely making decisions about what needs to be done to achieve goals. Thus, the process of planning needs to be started by setting goals to be achieved through a complete needs analysis and decision making, then
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determining the steps that need to be taken to achieve the goals that have been mentioned, then our mindset directed how that goal can be achieved effectively and efficiently. Meanwhile, learning can be defined as a work process between teachers and students in using and utilizing all existing potentials and resources, both those that come from within the students themselves, such as interests, talents, and basic abilities possessed, including learning styles and potential outside themselves.
students, such as the environment, facilities, and learning resources are efforts to achieve learning objectives. Thus, it can be concluded that lesson plan is a design made by teachers for student learning activities in accordance with the validity syllabus.
Based on the definition from Nurtanto et.,al (2021, p. 350) the characteristics of the lesson plan are described from the syllabus to direct student learning activities in an effort to achieve basic competencies. Each teacher in the education unit is obliged to compile a complete and systematic lesson plan so that learning takes place, interactively, inspiring, fun, challenging, motivating students to participate actively, and providing sufficient space for initiative, creativity, and independence according to their talents, interests, and abilities. physical and psychological development of students. Characteristics of a lesson plan is a process in learning that is in line with Graduate Competency Standards, the learning objectives include the development of the domains of attitudes, knowledge, and skills that are elaborated for each educational unit. The three domains of competence have different acquisition trajectories (psychological processes).
Attitudes are obtained through the activity of "accepting, carrying out, appreciating, living, and practicing". The teacher designs a part of the learning implementation plan for each meeting that is adjusted to the scheduling of the education unit.
Futhermore in a lesson plan, there must be characteristics contained in it. These characteristics include the following (Otaya, et., al, 2020, p. 130): 1). Subject identity: contains education units, subjects, semesters, and time allocation. 2) Competency Standards (SK) and Basic Competencies (KD). 3) Competency indicators: These indicators are developed from the Basic Competencies that have been determined in the syllabus. 4). Learning resources: contains sources that are
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used as a reference in carrying out learning. 5). Material description: contains a summary of the material to be discussed at the meeting. 6). Learning model and method: contains the name of the model and method that will be implemented in learning. 7). Learning activities: contains student and teacher activities during the learning process. At each meeting the learning activities are adjusted to the model and learning method used. The activities designed in each learning model and method are metacognitive activities so that students are accustomed to activating, monitoring, organizing, evaluating, and reflecting on their knowledge.
There are three types of lesson plan (Tanak, 2020, p. 57). 1) strategic planning is planning related to goal setting. Allocating resources to achieve goals and policies that are used as guidelines. This planning is also often called normative level planning, because the decisions made are not based on statistical data, but also on the considerations of the planners 2) managerial planning is a plan aimed at directing the implementation process so that goals can be achieved effectively and efficiently. This planning is more detailed and uses statistical data, although in some cases it still uses common sense considerations, 3) operational planning is a plan that focuses more on what will be done at the implementation level, carried out at the planning level in the field from the managerial plan. This planning is and functions to provide concrete instructions regarding the implementation of a project or program. This plan does not require much individual considerations, because it is mostly based on quantitative data that can be measured. Futhermore, there are several types of lesson plans presented by Johnson (2017, p.1). The first lesson plan is a basic lesson plan, namely basic learning that applies a little talk and a little action, the most important thing is that students understand the important points of the structure of a science. The second type is the concept lesson plan, which emphasizes the description of a material that distinguishes between positive and negative examples. The output of this type of lesson plan is that students must be able to distinguish between examples and non-examples of a material. The third type is a skills lesson plan, which emphasizes the ability of students to use their skills. The fourth type is writing lesson plans, which are ordered in a 5-step writing process: (a) pre-writing, (b) drafting, (c) revising, (d) editing, and (e) sharing. It
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includes the first two steps (pre-writing and drafting), and the last one (sharing).
This is done by students putting their drafts in a folder and then selecting the drafts they want to take to the revision and editing stage. The fifth type is the scaffolded reading experience (SRE) lesson plan, which is designed to emphasize reading activities. And the last type is the discovery lesson plan, which emphasizes concepts, learning, and specific information.
In a lesson plan, development is needed so that the lesson plan is well structured (Sudipa, et., al, 2020, p. 295). The first development is to identify the characteristics of the students being taught. Teachers must know who the students they will teach are, this is in anticipation of the teacher so that they can determine the right learning method, according to the characteristics of the students and what majors they take. The second is to determine the learning objectives. In developing a lesson plan, the teacher must determine the learning objectives in order to provide a detailed description of the learning activities to be carried out, as well as what outputs students can get from the learning. After knowing the learning objectives, the teacher must write the learning objectives in order. The teacher can write down the main topic or idea that will be discussed in the lesson. Then the last is in planning the time that will be used. Teachers must have an estimated time so that the material presented to students can be maximally in accordance with the lesson hours set by the school. Teachers must have the initiative so that students are active during learning, by provoking students to actively ask questions related to the material and respond to what is conveyed by the teacher. Thus, learning activities will run efficiently.
There are several things that must be in an lesson plan (Sugianto, 2020, p.
30). Among them are lesson plans for observation and lesson plans for teachers. In the observation lesson plan, the thing that must be done is careful preparation before learning activities begin. Teachers must prepare all learning materials or media that will be used for teaching. The material to be delivered must be in accordance with the applicable syllabus, so that the learning objectives achieved are in accordance with the needs of the students themselves. This observation lesson plan can apply
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Bloom's Taxonomy, where almost all schools also apply this type, because Bloom's taxonomy contains complete domains such as cognitive, affective, and psychomotor domains. The second type is lesson plans for teachers. In making this lesson plan, the teacher needs guidance on the material to be taught. Because not all teachers immediately understand about the material that he must master. This will help the teacher's understanding so that when later conveying learning to students, the teacher can have maximum performance.
1.7.2 Technology
Talking about technology, there are some definitions of this most needed thing in this globalization era. Technology is narrowly defined as digital computing devices. They also mentioned technology in educational area is a tool for problem solving, education technology, by extension, is composed of tools that facilitate the process of learning (Warner, et. al., 2018, p. 4). Futhermore Carrol (2017, p. 19) states that technology is something in itself, always intelligent enough to do something, or has a function, purpose, or benefit, which only intelligent species, human or otherwise, have the ability to do. Technology might result from primary or secondary intentions, depending on whether it is something devised, designed or discovered to serve a particular purpose from a purely secular standpoint without requiring that humankind be responsible for its existence. Technology is always connected with obtaining certain result, resolving certain problems, completing certain tasks using particular skills, employing knowledge and exploiting assets (Wahab, et. al., 2017, p. 62). The concept of technology does not only relate to the technology that embodies in the product but it is also associated with the knowledge or information of it use, application and the process in developing the product.
Based on these explanation, it can be concluded that technology is a science or knowledge put into practical use to solve problems or invent useful tools. How to use technology is quite easy as long as there is an instruction to guide them to use it.
There are some characteristics of technology. Laino (2019, p. 739) mentioned that one of the fundamental characteristics of a technology is its pervasiveness (pervasiveness) which implies that this technology is used for a wide
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range of products and in various and distinct applications. The pervasiveness determines a use of technology in almost all sectors and this becomes the input of many industries even with different characters, even if not in all sectors the speed of diffusion is identical, depending on the presence of complementary factors.
Furthermore the adoption and use of the new technology is gradual and for some time new technology and old technology coexist.
There are four types of technology (Wahab, 2017, 62). These are instructional technology and teaching technology. Instructional technology is used for providing instruction that have impact the learning environment to provide students with an opportunity to learn from multiple perspectives. Teaching technology is the tools that used to teach students by serving the modern technology such as animation video, or using online applications such as whats app, google classroom, zoom meeting, google meet, etc (Iftakhar, 2016, p. 12). Meanwhile Lestari & Romadhoni (2009, p. 359) mentioned some types of technology such as informational technology, communicational technology, transportational technology, educational technology, and business technology.
Currently, learning can be done through technology (Ali & Anwar, 2021, p.
240). In the current era of globalization, an important aspect that must be mastered is foreign language skills. Technological advances can be used for language learning. Language is a tool used to communicate, so it is important to be mastered (Khasawneh, 2021, p. 53). The rapid advancement of technology can be used to learn language either self-taught or formal education through school. Both teachers and students can access various applications and materials that can be downloaded for free through the help of this technology. In addition, technology is also useful for designing easy-to-understand learning systems, especially about language.
Technology is also useful for disseminating information or accessing questions and answers, so that if there is a word or sentence that is not understood, the learners can directly search for it via the internet only armed with keywords. In essence, technology greatly facilitates language learning.
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In addition to language learning, technology can also be used for learning writing English (Jumami, 2021, p. 64). Writing is an activity that must be mastered by everyone, because by writing we will be able to give or get the information needed.
In this case, technology plays a role in the process of learning writing, especially related to English material. It is undeniable that in the current era of globalization, English is indispensable to communicate with people from all over the world (Rao, 2019, p. 16). Many journals and articles uploaded to the internet are in English, even though not all of these authors use English as L1. This is because the purpose of writing the article is to be read by the international community, where the majority will search for information using English keywords. To get to this point, good writing skills are needed, so with the help of technology, the learners can learn how to write English by looking for the correct steps or grammar through various trusted sources on the internet.
1.7.3 Writing English
Writing English is a basic component of language. When a child writes, thoughts and knowledge mix together, creating a unique meaning. As a result, students identify writing skills, more difficult than listening and reading. In addition, writing is a skill that students least master when acquiring a new language (Cole and Feng 2015, p. 4). Based on Albesher (2012, p. 111) writing emphasizes more on the product that is composed rather than the manufacturing process;
analysis of discourse into words, sentences, and paragraphs; strong attention to usage (syntax, spelling, punctuation) and tyho style (education, economy, clarity, emphasis). Futhermore writing is a way to give students an expanded opportunity to think about, manipulate, and change ideas and reflect on their existing knowledge, beliefs, and confusions in written form. Meanwhile Writing is an act of communication, it is considered a skill that needs to be learned and trained to develop (Elhabiri 2013, p. 19). The ability to write is not acquired naturally; usually studied as a set of practices in a formal institution, or other environmental setting.
In sum writing English is an important skill through which success can be achieved in any academic context. Writing English is more than just an orthographic symbolization of speech, it is more importantly a purposeful selection and
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organization of expressions, this means that writing is a group of organized expressions that make up a whole, and convey certain meanings or thought processes to find ideas, explore and organize them into statements and paragraphs, not the production of graphic symbols.
The characteristic of writing is permanent and encourages more concrete and precise thought processes, it offers a unique mechanism for extending learning beyond presentations, inquiry activities, and discussions (Troia 2014, p. 30).
Futhermore writing English is lucidity. Academic writing is explicitly about relationships in the text. It is the responsibility of the author to make it clear to the reader how the various parts of the text are related using a third person perspective.
This connection can be made explicit by using different words but the use of terms must be precise and consistent. Therefore, good academic writing will always use vocabulary accurately. Most scientific subjects have words with narrow specific meanings. An example in Linguistics would be to clearly distinguish between
“phonetics” and “phonemics”; General English is not. There are several criteria to produce good writing English. (Rosidi, 2009, p.10) mentions that good writing English has the following characteristicms: a) the suitability of the title with the content of the writing, b) the accuracy of the use of spelling and punctuation, c) accuracy in sentence structure, d) unity, coherence, and completeness in each paragraph. Good writing has its own characteristics. Futhermore (Enre 1988, p. 9) argues that good writing has the characteristics of meaningful, clear, cohesive and complete, economical, and following grammatical rules. Therefore, in writing English requires creative behavior in understanding or feeling something an experience or event.
Writing is one type of skill that must be learned. In studying writing, there are several things that must be known, one of which is the type of writing. In writing English there are several kinds of writing skills, such as speech writing skills, poetry writing skills, official letter writing skills, and essay writing skills. The ability possessed in writing is how students express their ideas in written form, There are various types of writing. Futhermore there are four types of writing English
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development form, namely narrative, description, exposition, and argumentation (Semi 1993, p. 5). Writing skills are not only related to ideas. Writing is also related to how a person communicates well, and of course writing is closely related to language especially English language.
Teaching writing is an activity that must be done in schools (Alkodimi &
Al-Ahdal, 2021, p. 400). Writing is one of the four skills that must be mastered by students. The four skills include listening, writing, speaking, and reading (Rahmat, et., al, 2020, p. 125). Teaching writing is done so that students hone their writing skills, so that they understand how to use good grammar, as well as tenses according to the time and applicable rules. Teaching writing is not only about how to write, but also about how to develop a main idea or topic being discussed (Hembrough &
Jordan, 2020, p. 569). The essence of teaching writing is the development of ideas so that they become a longer paragraph, so that intelligence and creativity are needed in this study.
In teaching writing, there are several things that must be considered by the teacher (Graham, 2019, p. 299), including the purpose of teaching writing. Teachers must have specifications related to writing learning that they carry out. For example, if the teacher teaches writing for the pharmacist profession, then the teacher must provide material related to health and medicine. If the teacher teaches writing for the accounting profession, then he must provide material related to accounting. Or if the teacher teaches writing for prospective teaching professions, then they can provide general material related to education. The most important thing about learning writing is that the learning process is tailored to educational goals so that students can focus more on the related professions that they will take after graduating from school.
1.7.4 Instruction
There are some definition about instruction. Instruction is at the heart of education (Engelmann & Carnine, 2016, p. 3). Furthermore instruction is the direction and detailed information telling how something should be done, operated, or assembled (Ismajli & Morina, 2018, p. 208). In educational area, Rosenshine
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(2012, p. 1) states that instruction is the act of educating, giving the steps that must be followed or an order. In order to check student understanding, the teacher can provide sufficient instruction so that the students could learn to work independently without difficulty. In the technological area, instruction defined as a sequence of bits that tell a computer’s central processing unit to perform a particular operation.
An instruction can also contain data to be used in the operation (Rosenshine, 2012, p. 1). Based on these explanations, it can be concluded that instruction is the information for each area that contain with the education or data to be used in the operation.
The characteristics of instruction is constructive. Instructional cannot be said to be instructional if it does not encourage development. Reigeluth (2009, p.
6) comments that a distinction has been made in the recent literature between
“instructional” and “constructive,” with the instructional implications that need to be performed for learners (i.e., passive learners), whereas construction is performed by learners (i.e., active learners). The main tenets of constructivism are that people can only learn by constructing their own knowledge, that learning requires active engineering of the material to be studied and cannot occur passively. Our concern is with helping students learn, which means identifying ways to help students build knowledge. Therefore, instructional is to encourage learning whatever encourages development.
Instruction is the essential operation that drives standards, curriculum, and assessment. Instruction provides the basic evidence of what can be achieved in altering student performance. These realities of accomplishment, thus, give the fundamental establishment to principles, educational programs, and testing (Engelmann & Carnine, 2016, p. 7). The issue with current informative practices is that there are no broadly acknowledged guidelines for what guidance is equipped for accomplishing or of the fundamental subtleties of fruitful guidance. This lack of data happens on the grounds that there are no broadly acknowledged rules for utilizing realities about instructing to plan principles or evaluations. Expressed in an unexpected way, there is no broadly perceived hypothesis of guidance that lay
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out essential chiefs of instructing and that gives different experimental tests to work with refinement of informative practices. Hypothesis of Instruction fills this hole.
It explains standards of powerful guidance in adequate detail to allow instructive experts to foster viable guidance. The adequacy of the guidance might be estimated by looking at results produced by Theory of Instruction with consequences of other instructive methodologies. A last ramifications is that assuming instructive organizations have clear data about the degree to which understudies, all things considered, can be sped up, the establishments are then ready to create and introduce sensible norms, powerful educational programs, and reasonable appraisals.
1.7.5 Coggle
Coggle is an online tool that students can use to share mind maps with their peers via email. It also has a function to save one's work as a pdf document. One site that provides mindmapping creation services is Coggle (Conkan, 2020, p. 293).
Coggle is an online collaborative mind mapping that is used to develop ideas, integrate information, or plan tasks (Kamrozzaman, Badusah & Ruzanna, 2019, p.143). Coggle is a tool to assist in making a simple visual mind map to describe what has been found, as well as categorize what has been obtained (Sutton et al., 2017, p.183). From this understanding of coogle, it can be concluded that coogle is a tool for creating online mind mapping, coggle is also a collaborative tool that can invite friends to collaborate on assignments, integrate information and develop ideas.
Coggle is one of the most widely used Web 2.0 tools for DMM. Thanks to its advantages, Coggle has various properties for educational use. It can be operated online in a browser, with a simple and user-friendly interface, allows users to work collaboratively and synchronously, and allows storage in the cloud and printouts in various formats (Debbag, Cukurbasi, & Fidan, 2021 p.49). Coggle allows users to work on mobile devices, while providing some free content. It can be used both inside and outside the classroom and also allows users to add interactively shareable links, videos, graphs, diagrams and images and to create presentations, provide instant messaging opportunities and contain entertaining visual elements, which are
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easy. -to-access for students; This, in addition to the above-mentioned features, along with the above-mentioned features, was the determining factor in the use of Coggle in this study.
There are some characteristics of the coggle (Kamal, Foen & Manion, 2018, p. 219). Coggle is used for mind mapping, coggle is collaborative which helps users understand complex things. Through coggle students are able to create unlimited mind maps to communicate certain concepts and can easily share them with friends.
Besides that, coggles are also useful in some writing, for example coggles are used to create graphic organizers to develop concepts and ideas. Students will use a graphic organizer or mind map as a guide so that clearly structured and detailed writing can be produced.
1.7.6 The Relationship Between Lesson Plan and Technology-Based Writing English Instruction
Based on the topics described above, there is a relationship between the topics. First, lesson plans serve as a reference for teachers to carry out teaching and learning activities to be more focused and run effectively and efficiently. where the use of technology as a learning medium can be used as a tool that functions to facilitate the course of teaching and learning activities, so that learning objectives are achieved properly. Moreover, at this time the development of technology is very rapid, requiring a good strategy from the teacher in order to use it optimally in teaching and learning activities. And several technologies that can be utilized for the teaching and learning process, many of which are enhanced language learning technologies. And this coggle application is a tool for making online mind mappings that you can collaborate with friends. Therefore, this coggle application can be used to develop writing ideas in technology-based learning to write English.
In writing English, it is necessary to have a good learning strategy that is arranged in the lesson plan in order to learn English properly and correctly. Thus, the preparation of lesson plans, the use of technology, English learning instructions, and coggles are closely related.
1.8 Previous Study
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This research is supported by a literature review, as long as the research refers to several previous studies conducted in the same field and carried out by other researchers. The following are some previous studies that are closely related to the research being conducted at this time. Research on technology in education has been conducted by Adipat (2021) with the title "Developing Technological Pedagogycal Content Knowledge (TPACK) through Technology-Enhanced Content and Language Integrated Learning (T-CLIL) Instruction". Integrated language learning instruction (T-CLIL) which integrates technology into the CLIL approach while simultaneously focusing on educational content that is not related to the language as well as the target language, whether or not it can increase the preservice TPACK of English teachers. The research was conducted after the COVID-19 pandemic, emerging innovative technologies and increasing their integration in the world of education, have also popularized the concept of technology pedagogical content knowledge (TPACK) in education. In developing the TPACK the researcher used four subjective tests that were used at predetermined intervals in all experimental programs. This study obtained quantitative data from analytical tests using descriptive statistics (mean score, standard deviation, and percentages) and inferential statistics (using analysis of repeated measures of variance in SPSS). These findings indicate that the TPACK of pre-service teachers can be increased through the T-CLIL instruction which is indicated by a consistent increase in the average score in the seven elements of TPACK across four separate time intervals. The research conducted by the current researcher refers to the research conducted by Adipat (2021) because this research is in an effort to optimize students' creative thinking skills by integrating technology in the world of education. The research that researchers are doing in integrating technology into the world of education by prioritizing technology as a learning medium, this research also produces a product in the form of technology-based learning plans for English writing instructions by utilizing the Coggle application as a learning medium.
Futhermore, research on technology in education was also conducted by Ahmadi (2018) entitled "The use of technology in English language learning: a
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literature review". This research focuses on the use of new technologies that play a role in learning English as a second/foreign language. The study discusses various attitudes that support English language learners to improve their learning skills through the use of technology in the learning process. The researcher describes the use of technology in language classes in order to improve language skills and makes certain recommendations for better use of technology to assist students in improving their study skills. The research shows that the effective use of new technologies can improve learners' language learning skills. The use of technology has become an important part of the process of implementing learning inside and outside the classroom, therefore in the current research, researchers are integrating technology in the language classroom for students' writing instructions which are developed in lesson plans. Development of lesson plans in utilizing technology in learning activities, enabling teachers to adjust classroom activities, so that learning objectives are achieved and improve the language learning process. Technology that is developing very rapidly is also very important to help teachers facilitate language learning for students.
Meanwhile, the research that refers is research conducted by Rohmah (2021) with the title "Digital Technologies In Teaching Writing Recount Text At Smp It Ash Shiddiqqiyah Serua, Ciputat, Tangerang". The research conducted by Rohmah (2021) has something in common with the research that the researcher is currently doing is integrating technology as a medium for learning to write. This study describes how digital technology is used in learning to write recount texts and finds the difficulties encountered during the teaching and learning process in class IX of SMP IT Ash Shiddiqiyyah Serua, Ciputat, Tangerang. The research method used in this study is a qualitative descriptive method. Data obtained from interviews, observations, and documentation. In this study, the data analysis techniques used were data reduction, data presentation, and data verification. The results showed that the English teacher of SMP IT Ash Shiddiqiyyah Serua, Ciputat, Tangerang used three applications to help teachers teach writing recount text, namely Whatsapp, Zoom meeting, and Edmodo. WhatsApp is used to provide information, send zoom meeting links to students, and inform students if there is an
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assignment sent to Edmodo by the teacher. The material will be presented and explained through a zoom meeting and also a question and answer session. Some media such as PowerPoint, images, and documents can also support learning using zoom meetings. Then the teacher will send material in the form of documents, videos, photos, and assignments to Edmodo. While the research that the researcher did was how technology was used as a medium for learning to write descriptive text in a technology-based learning plan with the mind mapping method to develop ideas for writing descriptive text using the Coggle application as the medium.
Moreover, the current research refers to the research conducted by Noviyanti (2021) with the title "E-Writing: The Effectiveness of Using Writing Application in Distance Learning". The study used a mixed method which was used as the research design. The study obtained quantitative data through a one group pretest posttest design to determine the effectiveness of the application on students' writing achievement. Then, use a questionnaire to investigate students' attitudes towards writing applications. The results of the writing test showed that the students' writing skills improved. The mean score of the students' pre-test scores increased by about 27 points, from 59 points to 86 points on the post-test. Analysis of student questionnaires showed that the use of technology for independent learning, especially in learning English. Studies show that students recognize the effectiveness of technology in distance learning and they believe that having independent learning will help them to adapt in any situation. The research that researchers are currently doing is also in order to improve students' writing skills in learning English and foster students' creativity in taking advantage of today's rapidly developing technological developments. Researchers use the Coggle application as a collaborative learning tool to develop students' writing ideas by making mind mapping. Researchers developed a technology-based learning plan for English writing instruction as the first step in preparing teachers in the learning process to guide teachers during the learning process so that learning objectives are achieved properly.
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After the researcher referred to several studies related to technology in education, this research then referred to the research on how to implement lesson plan in the digital classroom conducted by Sugianto 2020 entitled " Applying A Lesson Plan For A Digital Classroom: Challenges And Benefits " To get learning outcomes as expected, lesson plans are one of the important parts that can guide English teachers in learning activities to get learning outcomes as expected. In this study, case studies were used and the data collected were obtained from interviews, classroom observations, and documents were analyzed through an interactive model. The research had good results. The conclusion was that the lesson plans were classified as good, having 86.9% conformity with the 2013 curriculum components. technology-based instruction for writing English. In developing this technology-based lesson plan, the researcher also refers to the 2013 curriculum lesson plan format. The data obtained from this study are descriptive qualitative data in the form of critical literature review through research and develop steps.
ment (R&D) in developing lesson plan products.
Thus, research conducted by Kubilinskiene & Dagiene (2010) entitled
"Technology-Based Lesson Plans: Preparation and Description" aims to analyze the current situation and suggest how information technology can assist in the development of lesson plans, their accumulation and retrieval, thereby ensuring their effective implementation. The study found the problems of making lesson plans and their descriptions and made a comparative analysis of the information and lesson plans templates provided in the learning object storage area. The study identified the main components of lesson plans and their descriptions, based on the application of the standard learning object metadata model and the principles of improving model elements and the results of the analysis made, and proposed a template for creating technology- based on lesson plans and descriptions. The development of lesson plans and descriptions will enable educators to reuse didactic resources (lesson plans) as an effective learning tool. Didactic resource storage will allow teachers to use best practices, and the same learning objects in different learning scenarios. The research that researchers are currently doing is in the context of developing technology-based learning plans, but researchers not only use
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technology in developing lesson plans, researchers also use technology in learning activities in lesson plans.
1.9 Frame of Thought
The biggest factor in the research that researchers are currently doing is instruction, one of the supporting factors for instruction is the lesson plan made by the teacher. In the learning process, a teacher can become a manager who manages the learning process, plans, designs learning, carries out learning activities, and carries out the process of controlling student skills and achievements. In addition, technology is also a supporting factor for instructional learning. Utilizing technology in instruction, makes some aspects of learning easier and more efficient. The technology used as a means for students to make it easier to complete assignments. One of the technologies that can be used in learning English is the coggle application, because its use is easily accessible by students. The coggle application is a tool for creating collaborative mind maps that can be a solution in compiling English texts through developing ideas in mind maps. It is hoped that all these factors can influence students' creativity in their English writing skills.
Because writing skills are one of the 4 skills that must be possessed by students.
Therefore, the teacher will act as a developer and user as well as being projected as a manager of internet-based learning which is compiled in the lesson plan.
Figure 1.1
Instruction
Lesson Plan Technology
Coggle
Writing English
26 1.10 Research Method
This section contains an explanation of the research methodology used in this study. Research methodology is concerned with how research questions are posed with certain methods. Therefore, this chapter provides several points regarding the steps of conducting current research which include research design and research steps, sources and types of data, data and collection techniques, data analysis techniques, and research timeline.
1.10.1 Research Design
The research method or approach used in this study is a qualitative approach. Qualitative research is a type of research whose findings are not obtained by using statistical analysis or other quantification procedures (Moleong, 2007, p.6). Furthermore in qualitative research, researchers are the main instrument in data collection techniques (Gall, Brog & Gall, 2014, p.279). Based on the explanation it can be conclude that qualitative research method is a research method based on social realization, used to examine the condition of natural objects, (as opposed to experimentation) where the researcher is the key instrument, data collection techniques are carried out in combination, data analysis is qualitative, and qualitative research emphasize meaning rather than generalization.
Considering the purpose of this research is to develop a lesson plans, this research uses the research and development (R&D) method, which is a research approach used to develop, refine, and/or validate a particular product in various fields, including education and teaching. In education, research and development is a research method used to develop or validate products used in education and learning (Hanafi, 2017, p. 130). Based on this explanation, it can be concluded that research and development in education is a process for developing and validating products. Researchers choose this type of research with the aim that the development of this research is not only to develop products, but more than that to find new knowledge through basic research or to answer specific questions about practical problems through applied research. Gall, Gall and Borg (2003, p.570) suggest that the research and development model can provide benefits for improving education because in R&D there is a close relationship between
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systematic program evaluation and program development. Furthermore, regarding R&D model consists of ten steps ( Borg and Gall, 1983, p. 775). The steps are; 1).
Research and information collecting; Included in this step are the study of literature related to the problem being studied, and preparation for formulating a research framework; 2). Planning; including in this step formulating skills and expertise related to the problem, determining the objectives to be achieved at each stage, and if possible/necessary carrying out a limited feasibility study; 3). Develop preliminary form of product, which is to develop the initial form of the product to be produced. Included in this step are the preparation of supporting components, preparing guidelines and manuals, and evaluating the feasibility of supporting tools;
4). Preliminary field testing, namely conducting initial field trials on a limited scale.
by involving as many as 6-12 subjects. In this step data collection and analysis can be done by means of interviews, observations or questionnaires; 5). Main product revision, namely making improvements to the initial product produced based on the results of the initial trial. This improvement is very likely to be carried out more than once, in accordance with the results shown in a limited trial, so that the main product (model) draft is ready to be tested more widely; 6). Main field testing, the main test involving all students. 7). Operational product revision, namely making improvements/improvements to the results of a wider trial, so that the product developed is already an operational model design that is ready to be validated; 8).
Operational field testing, namely the validation test step on the operational model that has been generated; 9). Final product revision, namely making final improvements to the developed model in order to produce a final (final) product;
10). Dissemination and implementation, which is a step to disseminate the developed product/model.
Procedurally this research and development went through several stages or stages as described above, but due to research limitations, this development research was carried out in accordance with research needs. Broadly speaking, the stages of development proposed by the experts are simplified according to research needs into three stages up to the stage of product development. It has been explained by previous research that in research and development, researchers may not carry
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out research steps according to research needs with the development steps of Borg and Gall as a reference. In some cases, the researcher will use all three research stages completed in one study; in other studies, design and development projects may require periodic projects ([IES&NSF], 2013, p.47). This study only adopted three development steps out of 10 stages of development, namely: 1). Research and information collecting; 2). Planing; and 3). Develop preliminary form of product lesson plan.
1.10.2 Sources and Types of Data
In order to an answers the research questions, this study conducted a critical literature review by conducting library research. To trace the data sources, this research was conducted by reading books or journals and other data sources to collect data from the literature. Various sources (journals) of information about TELL were used to collect this data ( Technology Enhanced Language Learning).
A literature search was conducted to find out how the data were collected (Nashruddin and Mustaqimah, 2020, p. 85). There are many sources of data in this study, including books, journal articles and websites related to literature review.
Table 1.1 Resources and Web Address
Thus, in using a resource or web address it is important to know the keywords that related to find theappropriate article or topic.
1.10.3 Techniques of Data Collection and Instruments
Resources Web Address
Google scholar
https://www.google.com/?hl=id https://scholar.google.com/
Database of international electronic source
Research Gate Library Genesis ERIC
https://www.researchgate.net/
https://libgen.is/ https://eric.ed.gov/
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This study's methodology, data collection methods, and instruments are all documented. The documentation technique is used to gather data from published sources on the topic under investigation. A wide range of sources were used to compile the data. To answer the research question's questions, all of the data was compiled into a single document following the collection process.
Gathering techniquesand instrument process. Inclusion focuses on thejournal's c ontent, while exclusion focuses on things that are out in the journal's content (Nashruddin andMustaqimah, 2020, p. 85). Thus, the criteria of inclusion and exclusion presented in table 1.2.
Table 1.2 Inclusion and Exclusion
Inclusion Exclusion
1. Book, Journals
2. Published between 2001-2022 3. Lesson plan
4. Technology 5. Writing English 6. Coggle
1. Book and journal published pre- 2000
2. Not index nationally (IPI, SINTA) or internationally (Scopus)
3. Research article which do not involve lesson plan, technology, writing English, Coggle
.
SCOPUS and Google Scholar journal indexes must be taken into account when deciding on inclusion or exclusion criteria. Using DOI or ISSN, you can find out where a journal is published by looking at its citations (Nashruddin & Mustaqimah, 2020, p. 87). The article to which a DOI is assigned is known as the digital object identified by that identifier. The International Standard Serial Number (ISSN) is also known as the journal's ISSN.
1.10.4 Data Analysis Technique
This study relies on a critical literature review of the data analysis methods used. A systematic review design is used in the critical literature review method.
When conducting a critical literature review, there are four stages, the first of which
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is deciding on a review topic and developing a research question. To begin, the researcher must identify the research topic, then focus it down by narrowing its scope. In the second step, select, analyze, and make notes about sources.
Researchers must organize a reading list during the various stages of literature analysis. The final step is to analyze and evaluate the literature. While synthesizing, researchers combine all of their findings into logical points in order to form an argument, explanation, or conclusion. Finally, putting it all together is the final step.
A thorough and well-researched literature review should involve all stages of the process. This study concludes with a review of the text to ensure that all of the arguments are consistent.
In order to answer the first research question, the researcher reads the literacy review in stages. Researchers used journals, e-books, and books on lesson plans, technology, English writing, instruction, coggles to collect data. After the researcher collected data sources from reading the literature, the researcher formulated research questions. Research questions are determined, and the data or information obtained from the literature study is then collected by the researcher. It is also important to choose research methods, designs and instruments to obtain reliable data. Once the data is collected, conducting a literature review analysis with it is the next step. After that collect data from the literature analysis and determine the appropriate principles to be used as the basis for compiling the development of the lesson plan.
In order to answer the second research question, the researcher first determines the product concept to be developed. Then, the researcher collected component data in the lesson plan and made the lesson plan product. Then the researcher examines the settings for the coggle application features that are used as learning media in the lesson plans to find out the stages of writing instructional activities that will be outlined in the lesson plans and it will be easier to design lesson plans that will guide a teacher in the learning process. Finally, the researcher will conduct an assessment and product.
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Figure 1.2 Research Stages
Literature Review
Selecting method and
research
Conducting analysis literature
review Selecting
techniques and instrument
Collecting data for content of
the product
Making concept of the product
Determining the appropriate
principle
Analyzing result from literature
review
Conduction documentation Making Lesson
plan
Design lesson plan for technology-based writing English instruction by utilizing
Coggle Setting the
components of lesson plan
Assesing and validating of the
product
RQ 1 answered
RQ 2 answered
32 1.10.5 Research Timeline
Tabel 1.3 Reasearch Timeline
NO ACTIVITIES JANUARY FEBRUARY to MAY
JUNE
1. Research proposal 2. Revision of
research proposal 3. Planning the review
to select keyword and data (e.g.
journal, books) 4. Conducting
Review 5. Grouping the
result of review 6. Concluding the
Data
7. Finalisation of the Research
