Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020, 12 December 2020, Kuningan, West Java, Indonesia

Research Article

The Implementation of Technology-Enabled Seamless Language Learning in Teaching Descriptive Text

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  • @INPROCEEDINGS{10.4108/eai.12-12-2020.2305131,
        author={Yuniarti  Yuniarti and Nida Amalia Asikin and Nani Ronsani Thamrin},
        title={The Implementation of Technology-Enabled Seamless Language Learning in Teaching Descriptive Text },
        proceedings={Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020,  12 December 2020, Kuningan, West Java, Indonesia},
        publisher={EAI},
        proceedings_a={UNISET},
        year={2021},
        month={3},
        keywords={seamless language learning; tesll; writing skill},
        doi={10.4108/eai.12-12-2020.2305131}
    }
    
  • Yuniarti Yuniarti
    Nida Amalia Asikin
    Nani Ronsani Thamrin
    Year: 2021
    The Implementation of Technology-Enabled Seamless Language Learning in Teaching Descriptive Text
    UNISET
    EAI
    DOI: 10.4108/eai.12-12-2020.2305131
Yuniarti Yuniarti1,*, Nida Amalia Asikin1, Nani Ronsani Thamrin1
  • 1: English Education Department, Universitas Kuningan
*Contact email: yuniarti@uniku.ac.id

Abstract

This study reports on the implementation of Technology-Enabled Seamless Language Learning (TESLL) in writing descriptive text. It aimed to investigate how TESSL was being implemented in the classroom and how it affected the students’ skill in writing descriptive text. Triangulation mixed-method was applied in this research with 6 classes of first year students from different study program at Universitas Kuningan were chosen as the participants. The data were taken from various sources like tests, observation notes, and documents to support the findings. Observation notes and documents were used to find out how TESLL was implemented in the classroom. Tests results were used to investigate how TESLL affect students writing skills. The first result showed that with the involvement of technology like LMS, online quizzes, YouTube videos and video conferences apps could cater the teaching and learning descriptive text in remote setting. This model also enhanced and elicited students’ participation in the classroom activity especially in quizzes sessions. Then, second, the t result indicated that the significant scores were below 0.05. Therefore, it can be concluded that the implementation of TESLL has a significant effect in developing students’ descriptive writing skill