Implementing Google Classroom-Mediated Activities To Teach Writing Personal Letter Text

Abstract

The best practice's objective is to explain how activities created by a pre-service English teacher to teach writing personal letters were mediated through Google Classroom as a learning platform. Uploading the PowerPoint presentation for the lesson plan and a video to assist the pre-service English teacher in explaining the text structure and linguistic characteristics of a personal letter were among the pre-task activities. My learning objective is to impart knowledge on the textual and linguistic elements of personal letters and to evaluate students' letter-writing abilities. The activities that the students completed through using Google Classroom were (1) responding to a quiz on informal letter text structure and (2) replying to a personal letter, which was shared on Google Classroom. Students followed the instructions to write one personal letter to someone special such as a friend or a family member after learning text structure and language features of personal letter. After learning about the textual and linguistic components of personal letters, students were given the task of writing one to a valued friend or family member. When creating activities for Google Classroom, the five ADDIE principles—analyze, design, develop, implement, and evaluate—were used. They turned in their personal letter, the assignment, in the Google Classroom task folder. After that, I graded their work and provided feedback. In my evaluation following best practices, I found that Google Classroom served as a learning platform that mediated my actions to deliver lessons, share schedules in the timeline, and share materials and upcoming tasks. Unpleasant things still happened during my best practice, such as unstable networking and no opportunity to meet face to face. These two challenges have an impact on learning as well, but by using Google Classroom as a learning platform, the basic competency learning objectives were met.