Presented in ITELL 2018

1. Google Drive as a Media
to Promote Collaborative
Learning in Extensive Reading
Course
Gusti Nur Hafifah
Universitas Muhammadiyah Surabaya
(gustihafifah@gmail.com)

2. Previous Study
 The emerges of electronic and online learning platform as learning
management system has replaced the role of traditional face-face classroom
learning activities. (Averkieva, Chayka, & Glushkov, 2015; Fix, Kolesnikov,
& Petrova, 2015; Sokolova, Rostovtseva, & Wasilewski, 2015)
 Mullama (2010), claimed that Blackboard as online learning platform
provide ICT solutions in giving supports to English classroom activities,
group-work, pair work assignment, individual works, that enforcing
student-centred learning and the principles of students autonomy.
 Another experimental study also showed the effectiveness of web 2.0 tools
such as; Slide share, You tube, Podcast, Flikr, and Picasa in increasing
students’ English proficiency in higher education settings, (Shishkovskaya,
Bakalo, and Grigoryev 2015)
 Blending face-to-face teaching with an online LMS was suggested as the
alternative to enhance students’ motivation rather than having pure online
teaching environment, since teacher can still provide direct encouragement
to encourage students learning (Bilgin, 2013).
 Google Drive as a sharing and learning platform

3. Extensive Reading Course
 for seventh semester students
 16 meetings/semester
 Reviewing journal articles
 Synthesizing for previous study
 Three areas of English :
Teaching /Linguistic/ Literature
 Sharing with friends

4. Syllabus
NO TOPIC ACTIVITY ASSIGNMENT
1 BCO QUESTIONAIRE COLLECT PERSONAL READING MATERIALS
2 NEWS PAPER READING CYCLE Choose one article from newspaper and perform NEWS-
CASTING
3 MAGAZINE ARTICLE READING MARATHON Choose one article from magazine and make POSTER or
STORY BOARD
4 TEACHING JOURNAL GROUPWORK PRESENTATION
(LISTEN,ASK,WRITE)
Read 3 journal articles on TEACHING, annotated
bibliography, write previous study in
5 TEACHING JOURNAL GROUPWORK PRESENTATION
(LISTEN,ASK,WRITE)
Read 3 journal articles on TEACHING, annotated
bibliography, write previous study
6 MIDTEST THESIS REVIEW Read 3 skripsi in Library, review, write previous study
7
LINGUISTIC JOURNAL GROUPWORK PRESENTATION
(LISTEN,ASK,WRITE)
Read 3 journal articles on LINGUISTICS, annotated
bibliography, write previous study
8 LINGUISTIC JOURNAL GROUPWORK PRESENTATION
(LISTEN,ASK,WRITE)
Read 3 journal articles on LINGUISTICS, annotated
bibliography, write previous study
9 LITERATURES JOURNAL GROUPWORK PRESENTATION
(LISTEN,ASK,WRITE)
Read 3 journal articles on LITERATURES, annotated
bibliography, write previous study
10 LITERATURES JOURNAL GROUPWORK PRESENTATION
(LISTEN,ASK,WRITE)
Read 3 journal articles on LITERATURES, annotated
bibliography, write previous study
11 BOOK REPORT Review and presentation on Reference Book Make a PPT on 1 Reference Book to support your
research field
12 BOOK REPORT Review and presentation on Reference Book Make a PPT on 1 Reference Book to support your
research field
13 NOVEL Act it Out / mini Skit performance Read 1 Novel, Write synopsis
14 NOVEL Act it Out / mini Skit performance Read 1 Novel, Write synopsis
15 REVIEW
16 FINAL TEST PORTOFOLIO PROJECT Create a BLOG for Works compilation/resume.

5. Why Google Drive ?
 Online assignment Flexibility
 Set assignment deadline
 Sharing more references
 Do assignment at the same time (collaboration)
 Assessment / feedback
 Comment
 Discussion

6. Google Drive Features
 Classroom Folder
 Students’ Porto-Folio
 Google doc  edit
 comment
 Sharing option
 Edit setting  organize, add, edit
 Can view only
See images

12. Promoting Collaborative Learning
Students are able to :
 share their reading resources
 read others articles
 write article’s summary together
 comment on others’ work
 download the collaborative summary
 learn from others’ work

13. Conclusion
 Google Drive enables students to learn and do tasks
collaboratively.
 Google Drive eases students to share their works and learning
material resources.
 Google Drive provides extra opportunities for learning outside
the class (online)
 Google Drive increases students’ motivation, by giving
attractive, relevant and personalized online materials that
arouse students’ learning.
 Google Drive develops students’ autonomous skills.
 Google Drive encourages students to use technology in
English learning environment.
 However, Internet access and students’ ICT skills should be
considered in applying online learning media.

14. References
 Averkieva, Liubov, Chayka, Yulia, & Glushkov, Sergey. 2015. Web Quest as a Tool for Increasing
Students’ Motivation and Critical Thinking Development. Procedia-Social and Behavioral
Sciences 206. 137-140. Elsevier. www.sciencedirect.com
 Bilgin, Hatice. 2013. Students’ CALLing: Blended Language Learning for Students. In
Tomlinson, Brian & Whittaker, Claire. Blended Learning in English Language Teaching:
Course Design and Implementation. British Council. London
 Fix, Natalia, Kolesnikov, Stanislav, Petrova, Galina. 2015. Using Electronic Courses in Teaching
Master’s Degree Students. Procedia-Social and Behavioral Sciences 206. 262-266. Elsevier.
www.sciencedirect.com
 Mullama, Kristina. 2010. ICT in Language Learning – Benefits and Methodological
Implications. International Education Studies. 3 (1). February. 38-44. www.ccsenet.org/ies
 Solokova, Elvira, Rostovtseva, Veronica, & Wasilewski, Marek. 2015 The Advantages of the
Network-Based Electronic Teaching Package by the implementation of English for Specific
Purpose Course. Procedia-Social and Behavioral Sciences 206. 193-198. Elsevier.
www.sciencedirect.com
 Shishkovskaya, J., Bakalo, D., Grigoryev, A. 2015. Efl Teaching in E-Learning Environment:
Updated Principles and Methods. Procedia-Social and Behavioral Sciences 206. 199-204.
Elsevier. www.sciencedirect.com
 Tomlinson, Brian & Whittaker, Claire. 2013. Blended Learning in English language Teaching:
Course Design and Implementation. British Council. London.
 Wilkinson, Mark. 2016. Language Learning with ICT. In Willy A. Renandya & Handoyo Puji
Widodo (Ed). English Language Teaching Today, Linking Theory and Practice. 257-276.
Switzerland : Springer International Publishing.

15. Thank You