PLAY WHILE WRITING: BREAKTHROUGHS FOR DIGITAL LITERACY ACTIVITIES DURING THE COVID-19 PANDEMIC

Covid-19 presence in the world has paralyzed the education system. Indonesia became one of the countries affected by Covid-19. The education system, which is usually conducted face-to-face, is forced to go online to reduce the risk of contracting the Covid19 outbreak. Literacy activities that are considered important in schools are also affected by Covid-19. Seeing these problems, this study aims to create a literacy learning model that focuses on writing activities. The writing learning model with the play approach is a renewal in online writing activities. The method used in this research is qualitative. The sampling technique used is purposeful sampling. The data analysis technique used is an interactive analysis model from Miles and Huberman. Informants in this study amounted to 30 people consisting of students and the public. The Play While Writing Model starts with the conditioning of the class, the provision of relevant material, the instructions for playing, the process of playing while writing, the feedback from the informants, and the closing. The estimated online learning time is approximately one hour and thirty minutes. The results showed that the online writing learning model with a playful approach could attract informants. The writing learning model Playing While Writing makes students active, creative, and eager to express ideas in writing. As a whole, it can be said that the learning model of Playing While Writing can be a breakthrough in digital literacy during the Covid-19 pandemic.


INTRODUCTION
The deadly and contagious disease is now known as Covid-19. This outbreak has profoundly affected all areas globally. Not only in Indonesia but also world citizens. The Covid-19 outbreak has completely devastated the world education system. According to Dhawan (2020), tragedies that hit the world today tend to resonate in the education sector globally. The Covid-19 pandemic outbreak has forced schools and colleges to temporarily close. Humans must keep their distance so as not to contract the deadly virus called Covid-19. Pawar (2020) revealed that the Covid-19 outbreak was not indiscriminate because anyone could be infected. From adults to children, it is very easy to get infected by Covid-19. One of the efforts made by all countries to slow down the movement of the spread of Covid-19 is to maintain distance and cleanliness.
According to Boeren et. al. (2020), the Covid-19 pandemic has killed major sectors of the economy as well as the entire education system in the world. Besides, UNESCO also revealed that approximately 90 percent, especially students in the world, do not attend school face-to-face. Simply put, Covid-19 has paralyzed the education system that is carried out normally, namely by converting meetings in class to online.
One solution that can be done by countries in the world is to continue learning, but it is implemented online. This is true all over the world who want to keep the world of education alive.
Digitalization is the main aspect of learning. Both teachers and students must be able to take advantage of digital platforms as a means of connecting long distances. This applies not only to the primary and secondary levels but also to the tertiary level. Tesar (2020) said that the Covid-19 outbreak forced academics to look for the right method to support the world of education. Academics inevitably have to take advantage of the current digitalization in implementing learning. Correspondingly, O'Sullivan et. al. (2020) also stated that internet access and digitalization of technology are currently very important for social equality, especially in the field of education.
Indonesia is one of the countries affected by the Covid-19 outbreak. The education system in Indonesia has changed drastically. The Covid-19 outbreak not only has an impact on formal education in schools, but also has an impact on extracurricular activities, school literacy movements, and so on.
Teachers are forced by circumstances to look for new methods of online learning. Students are also forced to adapt to online learning. The internet and digitalized forms of teaching materials are the main capital in learning. Liguori and Winkler (2020) also state that the global spread of Covid-19 is a challenge for the educational landscape to utilize technology as a means of learning.
According to Liu and Doan (2020), the Covid-19 pandemic has produced high levels of stress and anxiety and can last a long time. This is vulnerable to impacting children, adults, and even elderly people. This is happening all over the world. This is based on keeping a distance to stop this outbreak.
All humans must do their work from their respective homes. Teachers teach from home and students learn from home. This can cause excessive stress and uncontrolled anxiety.
Seeing the Covid-19 outbreak that has yet to find a stopping point, this research aims to create a game that can revive a digital platform-based literacy culture during the Covid-19 pandemic. In line with this, Blis (2019) reveals that today's digital technology and tools offer interactive and educational experiences. This should be the basis for any learning that makes digital the most important aspect.
According to Kustini (2020), this growing era demands that humans be close to digital, including literacy education. Aulia et. al. (2020) states that in the development of this increasingly fast era, humans are required to combine literacy with technology, especially in literacy activities.
Seeing the problems during the Covid-19 pandemic, which was very complex. Researchers try to create a game model in writing activities using the WhatsApp application as the main media. The use of the WhatsApp application as a medium for writing activities is in line with the assumptions of Hutami and Nugraheni (2020)  In line with the aims and objectives of the researcher, Hanik (2020) in his research entitled "Self Directed Learning Based on Digital Literacy during the Covid-19 Pandemic Period at Madrasah Ibtidaiyah" revealed that the implementation of educational policies during the Covid-19 epidemic requires educators or policymakers to do innovation in learning. One of them is in digital literacy, everyone is expected to be able to add skills and knowledge to use digital platforms. From this, it is hoped that every digital product user can find information, make use of it, create information, and evaluate it. From these digital literacy activities, it is hoped that everyone will be able to develop even though Covid-19 is still endemic.
Based on the background and relevant research, this research is important to do. This is based on the urgency of literacy that is required to take advantage of digital platforms as an effort to revive the culture of literacy in Indonesia. Seeing that Covid-19 is still endemic, one way to turn on the literacy movement is by presenting an online learning model that is easy to accept and understand. This condition requires a pleasant literacy method. Therefore, the solution that the researcher offers is to create a literary model in writing activities entitled "Playing while Writing". Based on research and research, these models and methods have never been used and researched by researchers in the world, so that this research can be guaranteed its quality and originality.

METHOD
The method used in this research is a qualitative method. According to Meleong (2012), a qualitative research method is a method that produces data analysis procedures that do not use statistical procedures models. The choice of this method is adjusted to the objectives to be achieved in the research. The main purpose of this research is to describe how the game model "Playing while Writing". Besides, this research will also explain how to implement the model according to the expected procedural model. The final goal to be achieved is to describe the reciprocity of the simple application of the "Playing and Writing" model of the informants who were the samples in this study. This is following the assumptions of Arikunto (2013) which states that the data generated from qualitative research are descriptive. Simply put, this study focuses on describing how to implement the Playing and Writing learning model in digital literacy activities. The feasibility of this concept and model will be seen from the responses of the informants.
The informants in this study were participants who joined an online writing class held by Aryasena Publisher. The total population in this study was 200 people. However, researchers took 30 people to be the research sample. The background of the informants consisted of junior high and high school students (10 people), students (10 people), and general (10 people). The informants who are part of the online writing class organized by Aryasena Publisher come from all over Indonesia.
The sampling technique used in this study was purposeful sampling. According to Sugiono (2015), the purposive sampling technique is a technique of taking data samples by considering certain things. Certain things are adjusted to the objectives of this study. The researcher's considerations are: 1) informants can access the internet at a predetermined time; 2) informants understand the instructions described by the researcher; 3) informants are willing to take online writing classes from start to finish; and 4) informants are willing to provide feedback from the application of the learning model to write "Playing while Writing".
The main technique used in data collection in this study is to use the recording, listening, and note-taking technique. Record and record techniques are used in selecting data to be used in research.
To obtain data in the form of an overview of the digital literacy movement via WhatsApp, the researchers recorded all the activities that occurred. This is to make it easier for researchers to describe the learning situation to play and write. Besides, the listening technique is used to pay attention to The data analysis technique in this study used an interactive model from Miles and Huberman (1994). This interactive model data analysis technique consists of data reduction, data presentation, and drawing conclusions or verification. At the data reduction stage, the researcher collected research data according to the procedural design that had been designed. At the data presentation stage, the researcher presented the data to be discussed and studied descriptively. As for the verification stage, the researcher states the conclusions from the results of the main analysis that have been described.

Procedure for Playing while Writing
The Playing and Writing Model is a game specially created for online writing classes held by This model is designed for online learning by literacy activists. This writing learning model was created to attract participants with backgrounds who are not familiar with writing. As explained by experts that writing skills are the most difficult skills among all skills. Therefore, this writing learning model is presented in online writing classes. The keyword playing in this writing learning model is an attraction for online writing class participants because in general online classes are one-way. The writing learning model with the play approach is usually used in children aged 3 to 11 years in elementary school (Amorim, et al., 2020;Bendiksen, et, al., 2019;Burrell, & Beard, 2018). This concept certainly shows a fundamental difference in that the play and writing model was created specifically for use during a pandemic without limiting the age of the participants.
Play while Play is created to create two-way classroom conditions that are interactive, creative, and fun. Playing while Writing is a writing activity that uses a sentence chain approach as a means of pouring out the ideas of the participants. Playing while Writing requires each participant to express ideas according to predetermined rules. Playing while Writing is a game on the continuation of sentences until it becomes a whole paragraph. This game uses key sentences that have been determined by the researcher as the opening sentence. Each participant must compete to connect the sentences set by the researcher. The sentences connected by the participants must create a picture of the story. The flow of the playing while writing an online learning procedure is described as follows. The second stage of learning to write Playing while Writing is to bring the class to life by providing introductory material. Introductory material that researchers provide about common mistakes in writing. These mistakes are in the form of misuse of capital letters, punctuation, and so on. This is necessary to increase their knowledge before writing activities. The provision of this material is designed to run from two directions. First, researchers provide cases as a stimulus to participants. For example, in the concept of writing capital letters, the researcher provides a sentence that has errors.
For example, in the sentence, Siti lives in the desa meninjau. From this sentence, there is an error in The researcher conditions the class.
Researchers provide relevant introductory material.
The researcher explains the rules of play.

Implementation of Playing while
Writing.
The researcher asks for feedback from the participants Researchers give, appreciate, appreciate, and close the meeting. The third stage is the transition stage to enter the Learning-by-Playing game model. At this stage, the researcher and the moderator explain the systematics simply and understandably to the participants.
At this stage too, the researcher and the moderator explain what can and cannot be done during the game. This is important because their understanding of this game supports the success that the researchers want. The estimated time at this stage is approximately 10 minutes.
The fourth stage is the core activity of this online writing learning model playing while writing.
Participants who become informants in this study must follow the game from start to finish. The These steps have been adapted to writing learning in general which includes opening, core activities, and closing (Wati, et al., 2020). There are also other versions of the stages, for example starting from planning, implementation, and evaluation (Hidayat, 2020). Basically, these two versions are the same because in essence a learning activity must be planned, implemented and evaluated.

Implementation of Playing While Writing
The writing learning model for digital literacy activities was held on July 15, 2020. Literacy activities were carried out from 18.30 until 20.00 WIB. online writing class participants who became informants came from Sabang to Merauke. This class is quite multicultural. Apart from different geographic backgrounds, the informants were also divided into three statuses, namely student, student, and general. This category was chosen to see how the conditions of participation in literacy activities from different social backgrounds.
The rules and procedures for playing are as follows: 1) each participant must connect the sentence provided by the researcher; 2) each participant has one chance to connect sentences in one round of play; 3) the change in the game round is indicated by no one connecting the sentence for two minutes, so the informant who has written can write again; 4) each participant must stick to the key sentence; 5) the sentence can consist of direct or indirect sentences; 6) a paragraph can only contain a maximum of eight authors; 7) the ninth writer must make a new sentence start if the previous sentence is fulfilled.
Besides the rules and procedures, the researcher also gave keywords in the form of the characteristics of the story that should be created. This is intended as signs in writing. Each participant must pay attention to the keywords or characteristics that have been set. This is important so that the stories built from 30 participants have unity so that they are worth reading. The characteristics or story grids that they must follow are: 1) theming about women; 2) the first-person point of view; 3) are narrative essays; 4) can use forward or reverse grooves; and 5) free background. From the key sentences set by the researcher, participants must compete to continue the sentence.
The estimated time given is 35 minutes. Each participant must pay attention and read every sentence written by other participants. It aims to summon the imagination of the participants who are waiting for their turn to connect the next sentences. Here are the results.
If I didn't run away, maybe I would have become his second wife (stimulus).
(1) I thought he was a nice guy and had no ties to anyone other than me, but it turns out that he already has a family.  It can be said that using a game model in writing activities for novice writers is a solution that can be offered to literacy activists. This can be seen in the stories produced by the participants. Each participant succeeded in connecting sentence by sentence from different people. The key characteristics that have been determined become a reference for all participants in writing.
The 35 minutes used in implementing the writing learning model for literacy activities were used well by the participants. With a system of competing sentences, the participants looked excited. This can be seen in the notification section of the typing screen that never stops in the WhatsApp application.
Before closing learning to write online, the researcher spontaneously asked the informants to give a title to the writing they had written together. The titles they give are: "Romanda Cinta"; "Me, Sapri, and Rafa"; "Life That Is Not on My Side"; "The bitter story that I experienced"; "Sweet Bitter Life"; "The Story of Tie My Heart"; "My Story and Him"; etc. From the process of finding ideas for creating titles, they seem very enthusiastic and active in participating in this online writing class.

Informant Reciprocity Representative
Informants who participated in online writing classes provide very positive feedback. On the characteristics of informants with status, students said that they had new experiences in writing.
Besides, the informants were happy with the writing learning model for digital literacy activities like this. From start to finish, they are interested in the flow of the Play while Writing model. The following is one of the responses of an informant who is a student, "Alhamdulillah, it is great to be able to join the writing class today, a lot of new knowledge has been gained regarding writing. InsyaAllah, the knowledge gained from this class will be very beneficial for me." The informant with the initials FK.
Learning to write, which is difficult, seems to be happy when using the right methods. This is reflected in the feedback from the informant's status as a student. The informants who hold student titles feel helped by the existence of this writing learning model, playing while Writing. They also say that they have the opportunity to come up with ideas in their way but stay on the storyline. This is in line with the theory of experts who say that writing activities should be supported by the environment. This is intended to motivate literacy communities in writing. Especially for digital literacy activities, new things must be done so that they are not monotonous and boring. As revealed by the informants, the writing learning model is playing while writing is very useful in helping them express their writing ideas.

Research Findings
Based on the explanation that has been done, there are several findings in this study. First, WhatsApp, which is known as a messaging application, can be used as a medium for digital literacy activities. This is certainly a breakthrough in the world of education today that in a pandemic like this, learning media that can be used are needed. In this study, it was found that WhatsApp can be used as a medium of learning in general and in particular for digital literacy activities. The results of this study are the same as those of Dahdal (2020) and Annamalai (2019)  Third, the benefits of WhatsApp for the digital literacy movement. The findings in this study explain that WhatsApp has useful value as a learning medium. This is because WhatsApp has many functions such as sending pictures, videos, and so on. The function of this application may exist in various other applications, but WhatsApp is still the favorite application for anyone in this world. This finding is a breakthrough in driving digital literacy activities, especially during the Covid-19 pandemic. Research is very rare that reveals how WhatsApp is used as a literacy medium. As for previous research such as that conducted by Radovanović, et al. (2015) became Facebook as a literacy medium, in contrast to the research of Choi and Behm-Morawitz (2017) and Tan (2013) which made Youtube a literacy medium, while research conducted by Wahyudin and Adiputra (2019) utilized Instagram in digital literacy activities. Based on these studies, it is clear that the researcher's findings are a breakthrough, namely using WhatsApp as a medium for digital literacy activities during the pandemic with the theme of playing while writing.

CONCLUSION
Based on the research results that have been described in the discussion section, conclusions are obtained, namely as follows. The design of learning to write for digital literacy activities in online writing classes through the play approach can be a breakthrough for literacy activities during the Covid-19 pandemic. The activities in the writing learning model for digital literacy activities start from conditioning the forum to be orderly. Followed by providing relevant material. After that, instructing the game rules and procedures. At the playing stage, participants must follow the game from start to finish. The game is to connect sentences into paragraphs, then become a story. After the play stage is over, participants are asked to give feedback on the activities that have been followed. The final stage is apperception, appreciation, then closing.
Feedback from informants was very positive.

ACKNOWLEDGMENT
The highest appreciation goes to the publisher Aryasena for providing good cooperation in facilitating and supporting the research that the researchers have done.