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Learning with Android cellphones can encourage learners to practice writing individually or in groups. This study aims at designing and developing learning media for French writing which is generally termed production écrite intermédiaire (PEI) targeted to the A2 Diplôme d'études en langue française (DELF) level involving taboo card through the herringbone questions (QQOQCP) strategy. The Research and Development method was applied through information and data collection, planning, development of learning media, expert validation, and product revision. The research instruments were used in the validation sheets for media and for material experts, as well as questionnaire responses from 21 students of the third semester, attending lectures at French Language Education Study Program, Universitas Negeri Medan. The software used was Adobe Flash cs6 As3 to design a taboo card game application formatted in .exe, and APK; the .exe format can operate on computers with the Operating System Windows XP, Windows 7, Windows 8, and Windows 10. Meanwhile, the APK format can also be installed on the Android cellphone with the support of adobe AIR 25.0 with the additional software assistance of Photoshop (image editing) and Corel Video Studio (editing MP3 files). The application of taboo card should contain text materials and worksheets in QQOQCP strategy. The results show that the average of the overall scores taken from the Alpha Test I and II validated by the material experts were 90.75% and 100%; validation from media experts reached 88.89% and 100%. Furthermore, the students’ responses to the questionnaire assessment were noted to be 85.5%. It is concluded that Android-based media products of Adobe Flash CS6 are considered valid as learning media.

Research and development, design, media, Carte taboo, herringbone questions, android, writing

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How to Cite
MARICE, ., SITOMPUL, J., & PRAMUNIATI, I. (2021). WRITING FRENCH BY THE USE OF TABOO CARD MEDIA AND THE HERRINGBONE QUESTIONS (QQOQCP) STRATEGY. Journal of Global Research in Education and Social Science, 15(3), 27-37. Retrieved from https://www.ikprress.org/index.php/JOGRESS/article/view/6791
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