Last modified: 2021-09-17
Abstract
Google docs is widely researched for its effect on students’ writing accuracy, however, previous researches fail to prove its effects on student teachers’ performance in hybrid collaborative writing class. Also, none of the previous studies have investigated the student teachers’ engagement in hybrid collaborative writing class. The purpose of this study is to fill the gaps. Fifty English study program student teachers at a university in Indonesia participated in the study. One difference in the treatment between the two groups was the method and the technology. Twenty five student teachers from the experimental group did collaborative writing activity by using google docs in their process of writing whereas the rest as the control group did individual writing although for idea development they worked together by using whatsapp. Data collection was from pretests, posttests and from questionnaires. The study reveals that hybrid collaborative writing enhances student teachers’ engagement and has a great effect on students’ teacher writing performance in hybrid learning class.
Affiliation: Universitas Tidar, Magelang, Central Java
Email: indriani@untidar.ac.id
Keywords
References
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