The effects of using blog-assisted language learning (BALL) in improving non-native students’ English writing skill in higher education; does it work?

Asnawi Muslem, Saiful Marhaban, Hendra Heriansyah, Rizki Putra Utama


Improving students’ writing skill at higher education level in Indonesia through using technology becomes a primary attention given by the researchers. Blog-Assisted Language Learning (BALL) is one of the best alternative medium of improving students’ writing skill. This BALL is never used by the lecturers who are teaching writing skill to students at State Islamic University of Ar-Raniry, Banda Aceh. Therefore, the objectives of this study are to investigate if there is a significant different between students who are taugh by using Bog-Assisted Language Learning (BALL) and without in term of students’ writing skill at State Islamic University of Ar-Raniry, Banda Aceh, Indonesia. Additionally, this study also investigates the students’ response toward the use of BALL in teaching and learning process of writing skill. The study involved 40 third year English students of the State Islamic University of Ar-Raniry, Banda Aceh. The study employed quantitative method in collecting the data through pre-and post-writing tests and a set of questionnaire for both groups; experiment and control. The data collected were analysed using descriptive statistic. The results showed that the use of BALL in teaching writing improved significantly rather than students who were taught without using BALL. In addition, the majority of students’ response toward the implementation of BALL in teaching writing skill were positive. Therefore, the use of BALL in teaching and learning writing at English Department students of State Islamic University of Ar-Raniry can improve students’ writing skill.


BALL, writing skill, non-native, higher education students

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This work is licensed under a Creative Commons Attribution 4.0 International License

Journal of Technology and Science Education, 2011-2024

Online ISSN: 2013-6374; Print ISSN: 2014-5349; DL: B-2000-2012

Publisher: OmniaScience