USING INTERNET AND BLOG TO SUPPORT LEARNING WRITING Essay Example

that optimal results have not yet been achieved. Even after beginning primary school and supplementing with additional hours outside class time, children's ability to learn English remains suboptimal. The challenge lies in enhancing the quality of both the learning process and its outcomes for English language acquisition—a key factor leading to improved human resources.Despite having an understanding of English language rules, many people, particularly children, struggle with speaking and writing the language. They tend to only grasp the concepts mechanically, which hinders their ability to communicate effectively. The success of learning English in the classroom is influenced by multiple factors. One significant factor is the teacher's approach. Many teachers do not prioritize mastery of language skills and competencies, resulting in a lack of creativity and comprehension in teaching and learning English. Additionally, students' abilities also play a crucial role in language acquisition. Factors such as the learning environment, resources, support staff, and facilities greatly impact students' skill improvement. However, these factors are often underutilized when it comes to promoting success in English language learning. Consequently, there is a negative effect on the quality of English education that needs addressing. To achieve effective results and enhance learning outcomes, all components of education must work together harmoniously. For example, teachers should possess basic management and regulation skills to create a conducive teaching environment that caters to each student's needs.In order to support professional competence, it is important to employ specific strategies that are customized for the unique circumstances of each class. Writing skills provide students with valuable opportunities and challenges as they require sufficient knowledge and the ability to effectively express ideas through writing. The process of

creating a successful piece of writing involves various steps such as outlining, drafting, and continuous revisions. However, many students do not follow this process when writing. Particularly in terms of learning how to write, blogs can have a significant impact on the success of writing. Blogs are online journals that are frequently updated and have gained popularity with the development of information technology in Indonesia. Almost every individual, including artists, teachers, and students, possesses a blog due to its simplification of the writing process. With a blog platform at their disposal, students can freely write about any topic they enjoy while also being able to edit their work and publish it as often as desired. Moreover, blogs serve as platforms for both classroom and public audiences with potential reach extending internationally. When it comes to enhancing writing skills, utilizing media formats that align with the characteristics of blogs becomes essential. Blogs allow students to incorporate diverse media elements such as audio files, videos or links to other relevant pages which enhance their overall writing experience. Furthermore,a blog is technically user-friendly since it does not necessitate programming knowledge or complicated syntax proficiency.
Students can easily fill in existing slots, type their content, and stay connected to make their blob visible to the world. Any errors can be immediately corrected. The potential for a real audience motivates students to showcase their best work and improve their writing skills. The blob is trusted as a tool to help increase student achievement in teaching writing by guiding them through the process of outlining, drafting, revising, and finalizing their papers. Each step is continuously reviewed, and the approved or corrected versions

are posted on the student's blob. This process boosts pride and encouragement for students since anyone with access can see their work. Additionally, students have the opportunity to engage in peer correction by viewing and commenting on each other's work before corrections from the lecturer are made. It will definitely assist lecturers in correcting student writing, which can be challenging due to large class sizes. The standard of assessment for correcting student work is provided and explained from the beginning so that both parties understand what should be emphasized or fixed. To encourage creativity and innovation, media blobs will be utilized. Students will first learn how to create a blob, then fill in details while understanding basic elements of writing such as coherence and unity.
The text emphasizes the importance of enhancing students' English proficiency and their competence in writing. The use of online journals, known as blobs, in penumbra media writing plays a significant role in improving student writing skills. This increase in competence is expected to have a positive impact on various aspects of English language learning such as listening, reading, speaking, pronunciation, sentence structure, word choice, vocabulary acquisition, and more.

According to Finch and Circulation (2003), competence refers to the mastery of tasks, skills, behaviors, and rewards necessary for success or achievement. Paddies (2004) further adds that competence includes the ability to perform tasks and lab courses required by graduates. Both perspectives indicate that competence encompasses students' ability to meet certain standards.

These definitions highlight two key elements: firstly, students' proficiency in mastering language skills; secondly their capability to produce well-written and effective pieces based on cohesion and coherence principles. It also implies that paragraphs

should be cohesive entities with clear connections between ideas. Effective writing not only captivates readers but also effectively conveys intended messages promptly. These two abilities are closely interconnected and mutually supportive.

To summarize, students need to have expertise in both aspects mentioned above in order to be considered competent. Learning how to write involves exploring different forms of writing through which individuals express their thoughts and emotions (Rained, 2003:2). Writing serves various purposes such as conveying needs, documenting important ideas or personal experiences, and providing entertainment through mediums like letters, autobiographies, stories, and essays. Reneging (2002:3) identifies four general purposes of writing: informing, influencing, expressing, and entertaining. Different types of writing exist including narrative, descriptive, argumentative, and persuasive with formats like classification, comparison and cause-effect. It is expected that students master these types of writing along with the related linguistic components. Effective writing enables students to effectively communicate their ideas and emotions to readers. To achieve this goal students must understand key elements such as the topic sentence/thesis statement introduction,body paragraphs,and conclusion each element having its own characteristic making it essential for enhancing student's writing skills . Additionally ,students should also possess the ability to integrate various components into a cohesive piece ofwriting that is unified.Furthermore ,studentsshould demonstrate competence in composing an essay by utilizing diverse types of composition.

Motivation in language learning is explained by Gardner and Trembler (1994) as people's behavior. They identify four aspects of motivation: purpose, effort, wish to achieve goals, and behavior that supports problem-solving. Motivation is also crucial in determining students' activity and behavior in the learning process, serving as a precursor to establishing and maintaining behavior towards achieving goals.

Oxford & Shearing (1994) define motivation as the desire to achieve a goal combined with the effort to achieve it. Many researchers highlight motivation as a key factor in success in language learning, influencing the level of activity and personal involvement. Motivation can be categorized into positive motivation arising from comfort and optimism towards tasks being undertaken, while negative motivation refers to discomfort and undesirable outcomes associated with retrieval tasks hindering lecturing duties resolution. Gardner and Lambert (1972) proposed the Socio-Educational Model emphasizing learners' attitude towards the target language and culture for motivation in language learning. This model distinguishes between instrumental motivation and integrative motivation.

(2003) argue that integrating technology into education requires teachers to consider various components. These components include motivating students to collaborate, fostering responsibility for their own learning, nurturing individual talent and self-confidence, encouraging imagination and creativity, developing inquiry skills, promoting critical thinking, decision making, and problem-solving activities. Teachers should thoroughly examine each of these components to ensure successful integration of technology in education.

Content is an important aspect that needs to be examined in terms of learning outcomes, time for planning and teaching, and the role teachers play in the teaching and learning process. Additionally, teachers must also take into consideration their students' access to technology as well as their preferred learning styles.

Furthermore, it is crucial for teachers to analyze the technology itself based on its functions. This approach assumes that the four components - content, time, role, and technology - are integrated. Changes in one component will require adjustments in the other three components to achieve the same educational goals.

Many schools and institutions currently utilize CIT (Computer Integrated Technology) as a

tool to promote effective learning by improving competence and enhancing individuals' abilities to respond. Eager and Legman (1999) suggest that CIT can enhance standardized assessment processes along with overall competence. Goldberg et al. (2003) emphasize the importance of integrating technology effectively into education for better educational outcomes.(2003) Using computers and CIT media for writing can enhance the amount and quality of student writing. It allows them to express ideas, feelings, and experiences in a creative and innovative way. According to Roof and Soprano (2007), a blob is an online journal or diary that facilitates media learning through writing. Blobs provide a fun platform for individuals to easily and quickly learn. They also serve as a means to broaden experiences and promote creativity through writing. Teachers can use free blobbing services on the internet to create online supplemental materials, store class notes, give feedback to the whole class or individual students, and enable students to submit assignments online. Therefore, blobs are highly viable as online journals or containers for learning, especially in developing writing skills. Blobs allow for the inclusion of various types of content such as sound, video, images, etc. Flogger.com (2007) states that blobs make it easy to collect and share interesting things like political commentary, diaries, or links relevant information.

Note: I have corrected "blob" misspelling throughout the text as "blog".The creation of a blob serves the purpose of not only expressing thoughts, emotions, and experiences but also receiving responses from like-minded users. This text highlights the fascinating nature of a blob, as it allows individuals worldwide to access, capture, and utilize any necessary information. According to Wang and Fang (2006), this aspect makes

blobs highly dynamic and appealing. Roof and Soprano (2007) categorize blobs into three types: one where instructors use them in their classes, primarily containing syllabi, course details, resources for peacekeepers, and related content; another type facilitates faculty members expressing their own ideas, emotions, and experiences while encouraging diverse perspectives such as culture and information; the third type limits students' creativity due to its constraints.