PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

THE USE OF EDMODO TO FACILITATE STUDENTS’ CRITICAL THINKING OF 8 G CLASS OF SMPN 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Aries Adven Kurniawan Student Number: 111214149

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATADHARMA UNIVERSITY YOGYAKARTA 2015


THE USE OF EDMODO TO FACILITATE STUDENTS’ CRITICAL THINKING OF 8 G CLASS OF SMPN 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Aries Adven Kurniawan Student Number: 111214149

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATADHARMA UNIVERSITY YOGYAKARTA 2015 i


A Sarjana Pendidikan Thesis on THE USE OF EDMODO TO FACILITATE STUDENTS’ CRITICAL THINKING OF 8G CLASS OF SMPN 2 YOGYAKARTA

Aries Adven Kurniawan Student Number: 111214149

Approved by Advisor

Agustinus Hardi Prasetyo, S.Pd., M.A.

July 14, 2015

ii


A Sarjana Pendidikan Thesis on THE USE OF EDMODO TO FACILITATE STUDENTS’ CRITICAL THINKING OF 8G CLASS OF SMPN 2 YOGYAKARTA

By ARIES ADVEN KURNIAWAN Student Number: 111214149

Defended before the Board of Examiners on July 30, 2015 and Declared Acceptable

Board of Examiners

Chairperson

: P. Kuswandono, Ph.D.

__________________

Secretary

: Drs. Barli Bram, M.Ed., Ph.D.

__________________

Member

: Agustinus Hardi Prasetyo, S.Pd., M.A.

__________________

Member

: Concilianus Laos Mbato, M.A., Ed.D.

__________________

Member

: Gregorius Punto Aji, S.Pd., M.Hum.

__________________

Yogyakarta, July 30, 2015 Faculty of Teachers Training and Education Sanata Dharma University Dean,

Rohandi, Ph.D.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, July 30, 2015

The Writer

Aries Adven Kurniawan 111214149

iv


LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama

: Aries Adven Kurniawan

Nomor Mahasiswa

: 111214149

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya berjudul:

“THE USE OF EDMODO TO FACILITATE STUDENTS’ CRITICAL THINKING OF 8 G CLAS OF SMPN 2 YOGYAKARTA”

Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan data, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 30 Juli 2015

Yang menyatakan

(Aries Adven Kurniawan)

v


ABSTRACT Kurniawan, Aries Adven. 2015. The Use of Edmodo to Facilitate Students’ Critical Thinking of 8 G Class of SMPN 2 Yogyakarta. English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University. There was a problem found in the teaching and learning activity of 8 G class of SMPN 2 Yogyakarta. The problem was the lack of students’ critical thinking in the English language learning activities. Based on the problem found in 8 G class of SMPN 2 Yogyakarta, the writer chose online learning media technique using Edmodo as a solution in order to facilitate students’ critical thinking. In this research, there is one question formulated in the problem formulation: To what extent does the use of Edmodo help students to facilitate critical thinking skills? Edmodo is one of techniques that can be applied to the students when they have problem such as uncritical thinking. Edmodo is an online tool that has so many supporting applications for facilitating students’ critical thinking such as; video, picture, animation, song, and link. By using all the interesting applications of Edmodo, it is expected can facilitate students critical thinking. The research method used in this research is classroom action research. One of the functions of classroom action research is to find the students’ main problem, and give solution for the problem. Therefore, it hopes give improvements on the learning in the classroom. By implementing Edmodo, (1) students raise vital questions and problems, formulating them clearly and precisely. (2) gather and assess relevant information, using abstract ideas to interpret it effectively. (3) come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards. (4) communicate effectively with others in figuring out solutions to complex problems. Those indicators may influence whether the students’ critical thinking is improved in English learning or not. Based on the result of the data analysis, it can be concluded that the use of Edmodo facilitates students’ critical thinking in the English learning. The writer also expects that Edmodo can assist English teacher in preparing interesting learning material and making it as alternative in creative learning. Therefore, it can stimulate students’ motivation as an indicator of having critical thinking. Keywords: Critical thinking, Edmodo.

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ABSTRAK Kurniawan, Aries Adven. 2015. The Use of Edmodo to Facilitate Students’ Critical Thinking of 8 G Class Students of SMPN 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris. Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma. Terdapat suatu masalah yang ditemukan didalam aktifitas belajar mengajar kelas 8 G SMPN 2 Yogyakarta. Masalah yang ditemukan adalah kurangnya berpikir kritis siswa dalam kegiatan pembelajaran bahasa Inggris. Dari masalah yang ditemukan pada siswa kelas 8 G SMPN 2 Yogyakarta, penulis memilih teknik media pembelajaran online menggunakan Edmodo sebagai sebuah solusi untuk memfasilitasi berpikir kritis siswa. Dalam penelitian ini, terdapat satu pertanyaan yang diangkat oleh penulis: Sejauh mana teknik media pembelajaran online menggunakan Edmodo dapat memfasilitasi berpikir kritis kelas 8 G di SMPN 2 Yogyakarta? Edmodo merupakan sebuah cara yang dapat diterapkan kepada siswa ketika mereka memiliki masalah seperti tidak berpikir kritis. Edmodo merupakan perangkat online yang memiliki banyak aplikasi yang mendukung untuk memfasilitasi berpikir kritis siswa, seperti video, gambar, animasi, lagu, link, dan lain-lain. Dengan menggunakan semua aplikasi menarik yang ada didalam Edmodo, diharapkan dapat memfasilitasi berpikir kritis siswa. Metode penelitian yang digunakan didalam penelitian ini adalah penelitian tindakan kelas. Salah satu fungsi dari penelitian tindakan kelas yaitu untuk menemukan akar masalah yang terdapat pada siswa, dan mencari solusi terhadap masalah tersebut. Dengan menggunakan penelitian tindakan kelas, diharapkan dapat memberikan perubahan terhadap pembelajaran didalam kelas. Dengan menerapkan Edmodo, (1) siswa mengangkat sebuah pe rtanyaan dan masalah yang penting, dan merumuskannya dengan jelas dan tepat. (2) mengumpulkan dan menilai informasi yang relevan, menggunakan ide-ide abstrak untuk menafsirkannya secara efektif. (3) menggunakan alasan kesimpulan dan solusi yang baik, mengujinya terhadap kriteria dan standar yang relevan. (4) berkomunikasi secara efektif dengan orang lain dalam mencari tahu solusi untuk masalah yang kompleks. Indikator-indikator tersebut dapat menentukan apakah berpikir kritis siswa didalam pembelajaran bahasa Inggris dapat berkembang atau tidak. Berdasarkan hasil analisis, dapat disimpulkan bahwa penggunaan teknik pembelajaran media online menggunakan Edmodo meningkatkan berpikir kritis siswa didalam pembelajaran bahasa inggris. Penulis juga mengharapkan agar Edmodo dapat membantu guru bahasa inggris dalam mempersiapkan materi pembelajaran yang menarik, dan menjadikannya sebagai alternatif dalam pembelajaran kreatif, sehingga dapat merangsang motivasi siswa sebagai salah satu indikator berpikir kritis. Kata kunci: Critcal thinking, Edmodo.

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ACKNOWLEDGEMENTS

First of all, I would like to say thank to my Jesus Christ for his amazing bless given to me during this thesis project. Without his presence, this thesis process would not be finished well. He is the only one of my strongest power when I got problems or obstacles in doing the thesis. He has given me his Holy Spirit to make me strong every time I went down. I would like to express my deepest gratitude to my beloved sponsor Mr. Agustinus Hardi Prasetyo, S.Pd., M.A. who guided me to discuss and finish this thesis. I would also like to say thank for the patient to revise and give comments for the mistakes I made in this thesis. After working with him during these two semesters, I have got a lot of knowledge and something new beneficial to improve my ability especially in finishing this thesis. The same expression also goes to SMPN 2 Yogyakarta for giving me chance to do my thesis research so that I can collect my thesis data. I would also like to say thank for 8 G class Students of SMPN 2 Yogyakarta for helping me in the research process. They mean a lot to me. They have helped since I taught them in PPL until I did my research. I got so many experiences especially in improving my skill as a candidate of teacher. They were very funny and interesting. It made me happy doing all my research and activity in that class. I would like to express my sincere gratitude to my family, Bapak (Robertus Sutarso), Ibu (Chatarina Mardiyani), Mas Aji, and Mba Norma for amazing support and pray that always make me strong and happy to do my thesis. They always give me advice whether I am in good or bad mood time. I would also viii


express my biggest thanks to my beloved girlfriend Lucia Natalia Rosari Ratri for always giving the best support for me in finishing this thesis. I thank my best friends, Bonifatius Sigit Suhartanto, Yulius Dony, Rafael Marion, Frederikus Boli Lolan (Dedi) for being my best friends in this college around this four years. They have taught me how to be a good friend. I hope we can graduate from this university together and reach our own future dreams. I feel indebted to my classmates especially Bre, Nur, Nove, Ria, Dony for every moment we shared together. They always give happiness when we are together. We always support each other to finish this thesis soon. I would also express my biggest gratitude to all people who are not mentioned here. I hope god always give his bless to them.

Aries Adven Kurniawan

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TABLE OF CONTENTS Page TITLE PAGE……………………………………………………….. …………... i APPROVAL PAGE…………………………………………………. ....... ……. ii STATEMENT OF WORK’S ORIGINALITY……………………… ........... … iv PERNYATAAN PERSETUJUAN PUBLIKASI…………………… ................. v ABSTRACT ........................................................................................................... vi ABSTRAK .............................................................................................................. vii ACKNOWLEDGEMENT ................................................................................... viii TABLE OF CONTENTS………………………………………………..……..…. x LIST OF FIGURES……………………………………………….. ... ……..…. xiii LIST OF APPENDECIES……………………………………………….. . ……xiv

CHAPTER 1. INTRODUCTION 1.1 Research Background ............................................................................................... 1 1.2 Research Problem ..................................................................................................... 4 1.3 Research Limitation .................................................................................................. 4 1.4 Research Objective ................................................................................................... 4 1.5 Research benefits ...................................................................................................... 5 1.6 Definition of Terms .................................................................................................. 7 1.6.1 Learning Media ................................................................................................. 7 1.6.2 Edmodo ............................................................................................................. 7 1.6.3 Critical Thinking ............................................................................................... 8 1.6.4 SMPN 2 Yogyakarta ......................................................................................... 9

CHAPTER II. REVIEW OF RELATED LITERATURE 2.1 Students’ Characteristic ......................................................................................... 10 2.2 Critical Thinking ................................................................................................... 13 2.2.1 Gardner (1999) Critical Thinking Model ...................................................... 14

x


2.2.2 Jonassen, David (2000) Critical Thinking Model ......................................... 15 2.2.3 Paul (1992) Critical Thinking Model ............................................................ 17 2.2.4 Richard (2006) Critical Thinking Model ...................................................... 18 2.2.5

Technology in Critical Thinking Aspects ..................................................... 19

2.2.6

A Critical Thinking Disposition.................................................................... 20

2.3 Online Learning Media ........................................................................................... 22 2.3.1 Edmodo ................................................................................................................ 22 2.4 Theoretical Framework ........................................................................................... 26

CHAPTER III. METHODOLOGY 3.1 Research Method .................................................................................................... 28 3.1.1 Plan ................................................................................................................. 30 3.1.2 Action ............................................................................................................. 31 3.1.3 Observation ..................................................................................................... 32 3.1.4 Reflection ........................................................................................................ 32 3.2 Research Setting ..................................................................................................... 33 3.3 Research Participant................................................................................................ 34 3.4 Research Instruments .............................................................................................. 34 3.4.1 Journal-log ...................................................................................................... 34 3.4.2 Observation sheet. ........................................................................................... 35 3.4.3 Interview ......................................................................................................... 36 3.4.4 Questionnaire .................................................................................................. 37 3.5 Data Gathering Technique ...................................................................................... 37 3.6 Data Analysis Technique ........................................................................................ 39 3.7 Research Procedure ................................................................................................ 39

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION 4.1 The Implementation of Edmodo ............................................................................. 41 4.1.1 Cycle 1 ............................................................................................................ 45 4.1.2 Cycle 2 ............................................................................................................ 59 4.2 The Effects of Edmodo on Students’ Critical Thinking Based on Instrument Data ...................................................................................................... 69

xi


4.2.1 Edmodo Facilitates Students’ Critical Thinking ............................................. 69

CHAPTER V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ............................................................................................................ 72 5.2 Suggestions ............................................................................................................. 73

REFFERENCES ................................................................................................. 75 APPENDICES ..................................................................................................... 78

xii


LIST OF FIGURES

Figure

Page

3.1

Layout of Edmodo........................................................................

25

3.1

The Classroom Action Research spiral ........................................

30

3.2

Students’ Journal Log...................................................................

35

3.3

Students’ Observation Sheet ........................................................

36

4.1

Students’ Critical Thinking Activities..........................................

51

4.2


52

4.3


54

4.4


56

4.5

The Action Implementation of Cycle 1 ........................................

58

4.6


66

4.7

The Action Implementation of Cycle 2 ........................................

68

4.10

Students’ Critical Thinking after Using Edmodo .........................

69

xiii


LIST OF APPENDICES

Appendix

Page

APPENDIX A

Permission Letter ....................................................................

79

APPENDIX B

Journal-Log .............................................................................

81

APPENDIX C

Observation Sheet ...................................................................

83

APPENDIX D

Transcript of Interview before Implementing CAR ................

85

APPENDIX E

Transcript of Interview after Implementing CAR ...................

90

APPENDIX F

Questionnaire ..........................................................................

101

APPENDIX G

Questionnaire Blueprint ..........................................................

104

xiv


CHAPTER l INTRODUCTION

This thesis is conducted to research the use of online learning media for 8 G class students of SMPN 2 Yogyakarta using Edmodo to facilitate students’ critical thinking. In this Chapter, the researcher would like to discuss five major things. Those include research background, research limitation, research problems, research objective, and definition of terms to avoid misunderstanding and misinterpreting on this research. The deeper discussion about every part would be discussed below.

1.1 Research Background Nowadays, English is one of subjects which is very important for students. It is because English has become an international language that has to be learned by the students. According to Larsen and Long (1991), it is easier for the students to learn a language when they are still young. Therefore, since Indonesia has so many young learnears, they are easier to learn it. In order to make the students easier for mastering the English language, teacher’s teaching strategy is needed to facilitate them. Learning strategy in the classroom holds an important role in improving students’ learning motivation especially the way of students’ thinking. Providing students with creative learning will make them motivated and more critical in following the lesson in the

1


2 classroom. According to Lange (2014), creative learning strategy is a factor which can engage students’ critical thinking. In this study, the researcher took 8 G class in SMPN 2 Yogyakarta as a place for the research. In some cases done by the researcher in 8 G class of SMPN 2 Yogyakarta, teacher’s uncreative teaching strategy in the learning process of English subject, decreased students’ critical thinking development. It is also stated by Lange (2014) that the lack of teacher’s understanding in designing creative learning can obstruct the way students think critically. Based on the observation done by the researcher, their English teacher always used memorizing technique without giving them enough practice. There were possiblilities if the students did not think critically. First, students could not evaluate, analyze, and connect the question given. Second, students could not communicate effectively to find out solution. Third, students did not participate actively in the classroom. Therefore, the teacher has an important role in facilitating students’ critical thinking in learning process by creating creative learning strategy in the teaching and learning process. In order to decrease the problems, the students need a creative way which is able to make them feel comfortable and able to develop their critical thinking ability. It is also based on students own request that they all need the athmosphere in the class more fun and interesting. Therefore, in this study, the researcher tried to apply an interesting online learning media technique which is expected to facilitate their uncritical thinking problems. One of the functions of media is to support creative and effective learning activity. Therefore, by using interesting


3 learning media, students can be motivated and their critical thinking will improved quickly (Lange, 2014). In this research, the researcher chose Edmodo as online learning media which is able to facilitate students’ critical thinking development. Edmodo is a web-based platform that provides a safe and easy way for the class to connect and collaborate, share content, and access homework, grades and school notices. It enables students to do activities inside related to the teaching and learning process in order to increase their critical thinking. By using Edmodo, the students can post and access assignments, PowerPoint presentations, reading selections, video, and other resources from their laptop, computer or their mobile devices wherever they are. On the other hand, students can also hold discussions with their friends and teachers, so they can ask or consult everything about the lessons they have not understood yet. McKiel (2011) expressed that Edmodo has been a great tool to enable their students to demonstrate their learning and provide peers or teachers descriptive feedback. By doing such kind activities like commenting, giving feedback, discussing each other using the application, it is expected can facilitate their critical thinking. This research aims at how online learning media can facilitate students’ critical thinking. By understanding the level of students’ thinking using online learning media, their critical thinking can be known. Besides, the readers can also understand that media technology holds an important role in facilitating students especially in critical thinking aspect.


4 1.2 Research Problem This research was intended to describe students’ ability in thinking which was done by 8 G class students of SMPN 2 Yogyakarta. Concerning to the background of the study, there was one question to lead the analysis. The questions was “To what extent does the use of Edmodo help students to facilitate critical thinking skills?”

1.3 Research Limitation There are so many things which can be discussed in this research of the use of Edmodo on the improvement of students’ ability in learning English language. However, this study is working on English language teaching media. It focuses on facilitating students’ critical thinking. Students can be called as critical thinker if all indicators of having critical thinking are achieved. Students give appropriate responses and answers to the lesson led by teacher using Edmodo. Students are able to communicate effectively to find out solution. Thus, the research will be implemented for junior high school students of 8 G class of SMPN 2 Yogyakarta.

1.4 Research Objective This research discusses technology aspect that happens in 8 G class of SMPN 2 Yogyakarta on students’ critical thinking development. This paper is intended to give evidence that Edmodo can facilitate students’ critical thinking.


5 1.5 Research Benefits Through this research, the researcher wants to research students’ critical thinking in the teaching and learning process in the classroom using Edmodo. However, this research has beneficial aspects for both formal and informal aspects in education. In formal education aspects, it will be useful for junior high school teaching and learning activities. The teacher and also the students will get the benefits on the development of teaching and learning English after using Edmodo. Then, for informal education aspects, this research will be useful for English club, writing and reading conversation club, and many others using Edmodo. This research will be useful also for the further researchers as a reference. For 8 G Class Students of SMPN 2 Yogyakarta For 8 G class students of SMPN 2 Yogyakarta, they will be provided interesting applications and tools inside Edmodo that can facilitate their critical thiking in working on the tasks. They can access or post assignment that they want. Then, they can also comment and give positive and constructive feed back on their friends’ post or comment. By doing this such kind of activity, it can help them to facilitate their critical thinking. Students are also able to increase their writing and reading skills in order to develop the other skills like speaking and listening by reading the reading text and recording their sound and post it through Edmodo.


6 1.5.1

For the English Teacher The English teacher will also be provided interesting applications and

tools inside Edmodo. In Edmodo, teachers can have their own account as an administrator. Teachers can be as an instructor to guide the teaching and learning process using edmodo. Teachers can maintain a personal content library and share content with members. By doing those activities using interesting applications and tools inside, students and teacher will be easier to carry out the teaching and learning activities. 1.5.2

For the Researcher Researcher who is a student in English Language Education Study

Program in Sanata Dharma University will get so many beneficial aspects after doing this research. First, the researcher is able to manage the teaching and learning process using Edmodo for 8 G class students of SMPN 2 Yogyakarta in facilitating their critical thinking. Second, the researcher is also able to provide an interesting teaching strategy using media that can be used to connect with the students in doing English activity. The last, the researcher is able to create an interesting activity using Edmodo that can facilitate their critical thinking. 1.5.3

For the Future researchers This study has beneficial aspects for the other researchers. This study can

provide valuable and additional information in the implementation of further research in the boarder scope.


7 1.6 Definition of Terms In order to have clear understanding and interpretation on the definition used in this research, then the researcher provides the definition of terms. It functions to make the readers understand about the terms which are used in this research. Therefore, the terms will be discussed below. 1.6.1 Learning Media In this study, learning media is everything that can explain the narrator instruction well. Therefore, it can make the learning situation become conducive where the receiver can do the learning process efficiently and effectively. It is also expressed by Yudhi (2010) that Learning Media is very beneficial in helping learning activity process whether it is inside or outside the classroom, especially in developing students’ achievement in learning. 1.6.2 Edmodo In this study, Edmodo is an educational online website that takes the ideas from a social network and refines them and makes it appropriate for a classroom. Students can use computer, laptop, or cellphone to access this Edmodo. According to Cauley (2015), by using Edmodo, students and teachers can reach out to one another by sharing ideas, problems, and helpful tips. A teacher can assign and grade work on Edmodo; students can get help from the entire class on Edmodo. It is a safe environment. There is no bullying or inappropriate content, because the teacher can see everything that is posted on Edmodo. Also, parents can join the Edmodo class to bring a level of transparency that is difficult to achieve without technology.


8 In this study, the use of Edmodo can be implemented in the computer lab, classroom, or outside the classroom as long as the facilities are available. In this research, Edmodo has function as main media which is used for the researcher to measure students’ critical thinking. By using the application of Edmodo, students will be asked to do the tasks given by the teacher. By commenting and giving feedback, it is able to facilitate their critical thinking. Therefore, Edmodo seems a good way for the teacher to help them in facilitating students’ critical thinking in learning. 1.6.3 Critical Thinking Richard (2010) states, ‘critical thinking is how to ask and answer questions in order to find out a solution.’ In everyday life, the term ‘critical’ is often seen as negative or destructive. Being critical in academic life, however, does not mean questioning things randomly. Instead, academic work aims to get as near as possible to the truth. Critical thinking in any subject or discipline is the way in which this is done along with the more specialized applications of theory, the methods and techniques, which have been developed for the subject. Critical thinking then, is the attempt to ask and answer questions systematically. This means asking the most useful questions in the most productive sequence in order to yield a coherent and credible ‘story’. So thinking critically means asking and answering questions. Instead of accepting ‘at face value’ what people read or hear, critical thinkers look for evidence and for good reasons before believing something to be true. This is at the heart of what it means to be a scientist, researcher, scholar or professional in any


9 field. Whatever someone is studying, critical thinking is the key to learning and to making progress. 1.6.4 SMPN 2 Yogyakarta In this research, SMPN 2 Yogyakarta is located in Jalan Penambahan Senopati, number 28-30, Yogyakarta. This place is used for collecting the data. In this study, the target learner is 8 G class students of SMPN 2 Yogyakarta. A number of students in this class are 30 students. It consists of 12 male students and 18 female students. The researcher will use all the students as research participants.


CHAPTER II REVIEW OF RELATED LITERATURE REVIEW

This chapter contains a discussion of the related literature review. This chapter contains theoretical research which is divided into two parts that are theoretical description and theoretical framework. Theoretical description discusses some theories which are needed in order to be used in implicating the use of Edmodo in teaching and learning activities. It consists of brief discussions of basic theories of students’ characteristic, critical thinking, and Edmodo as online learning media. The theories discussed will be used for the researcher as a basis to establish the theoretical framework of this research. Theoretical framework discusses the main relevant theories that can help the researcher to research the use of Edmodo in facilitating students’ critical thinking of 8 G class of SMPN 2 Yogyakarta.

2.1 Students’ Characteristics In this study, students’ characteristic is needed in order to know students’ capacity based on their own characteristics or background status. Therefore, the researcher is able to know and adjust the material or the way of teaching related with critical thinking aspects. The concept of learner characteristics is used in the sciences of learning and cognition to designate a target group of learners and define those aspects of 10


11 their personal, academic, social or cognitive self that may influence how and what they have learned and achieved. According to Drachsler (2010), students’ characteristic is defined as the overall pattern of behavior and the ability of the students as a result of faults and experiences so as to determine the pattern of activity in reaching their own goal. He states that there are three things related with students’ characteristics: 1. Characteristic or situation related with first ability or prerequisite skills. That is the ability which is needed to achieve the learning goals. This ability is the result of some students’ experiences. 2. Characteristic related with background, environmental, and social status (socialcultural). 3. Characteristic related with the differentiations of personality. According to Winkel (1998:84), the characteristics include (1) the function of cognitive includes creativities, special talents, cognitive organizations, language abilities, learning styles, learning techniques. (2)

conative-dynamic

includes

learning

motivation,

attention-

concentration. (3) Affective function includes temperament, feeling, behavior, and interest. (4) sensory-motoric function. (5) And the other things related students’ personality such as mental condition, and personality development.

According to Drachsler (2010), students’ characteristics are important for instructional designers as they allow them to design and create tailored


12 instructions for a target group. It is expected that by taking account of the characteristics of learners, more efficient, effective and/or motivating instructional materials can be designed and developed. In this study context, learner characteristics can be personal, academic, social oremotional and/or cognitive in nature. Personal characteristics often relate to demographic information such as age, gender, maturation, language, social economic status, cultural background, and specific needs of a learner group such as particular skills and disabilities for and/or impairments to learning which the teachers should know. According to Drachler (2010), academic characteristics are more education and/or learning related such as learning goals (of an individual or a group), prior knowledge,

educational

type,

and

educational

level.

Social/emotional

characteristics relate to the group or to the individual with respect to the group. Examples of social/emotional characteristics are group structure, place of the individual within a group, sociability, self-image (also feelings of self-efficacy and agency), and mood. Therefore, based on Drachler (2010) perception above, cognitive characteristics relate to such things as attention span, memory, mental procedures, and intellectual skills which determine how the learner perceives, remembers, thinks, and solves problems. According to Drachsler (2010), there are often large differences between the characteristics of different learners and groups of learners such as children, students, professionals, adults, older people and disabled persons. These groups


13 differ in their motivation, prior knowledge, expertise level, study time, and physical abilities. The differences within the learner characteristics have an impact on the structure of the instruction and the degree of support and guidance of the learning process. Therefore, the knowledge about students’ characteristic above has important meaning in teaching and learning interaction, especially for the teacher that the information about students’ characteristic will be beneficial in choosing and determining better learning which can ensure good learning for each student. Besides, in this study context, by knowing each student’s capacity based on their own characteristic status, teacher can control or develop students’ ability based on their character. By knowing students’ background status, then, the teacher is able to know their problems. Therefore, the teacher is able to know whether the problem is decrease or not. These critical thinking aspects will be discussed in the next section.

2.2 Critical Thinking In this theory, the researcher discusses two things, those are: the effect of technology in engaging critical thinking, and four models theories of critical thinking of Gardner (1999), David (2000), Richard (1992), and Richard (2006), as foundation in this study. The explanation will be discussed below.


14 2.2.1

Gardner (1999) Critical Thinking Model Gardner (1999, p. 22) states that there are seven different kinds of

intelligence, each with its characteristic use: 1. Logico-mathematical: using logical and numerical patterns and deductive reasoning; used by mathematicians, scientist, and logicians. 2. Linguistic: Sensitivity to sounds and meanings of words and language abilities; used by writers and literature teachers. 3. Musical: Sense of rhythm, pitch, and melody, and appreciation of musical expressions; used by musicians. 4. Spatial

: Spatial memory and manipulating and transforming

perception of visual objects; used by artist and architect. 5. Bodily-kinesthetic: control of bodily movements and proprioceptive abilities; used by athletes and skilled artists. 6. Interpersonal:

understanding

and

dealing

with

the

moods,

temperaments, motivations, and behaviors of other people; used by counselors, social workers, and salespersons. 7. Intrapersonal: understanding one’s own feelings, motivations, needs, strengths, and weakness; used in guiding one’s own behavior. According to the theory above, Gardner (1999) said that most individuals use most or all of these kinds of thinking, with verifying levels of skills. And when we engage in complex learning, we use combinations of these different kinds of thinking.


15 2.2.2

David (2000) Critical Thinking Model David (2000, p. 27) defined that critical thinking involves the dynamic

reorganization of knowledge in meaningful and usable ways. It involves three general skills: evaluating, analyzing, and connecting. 2.2.2.1 Evaluating Evaluating involves making judgments about something by measuring it against a standard. Evaluating is not expressing a personal attitude or feeling. It involves recognizing and using criteria in different instances. Recognizing criteria is important when the criteria are unstated; otherwise, the learner is required to use a publicly available set of standard. It is also important for the students to be able to determine which criteria are appropriate. According to David (2000), evaluating information involves skills such as: 1. Assessing information

for its reliability and usefulness, and

discriminating between relevant and irrelevant information. 2. Determining criteria for judging the merits of ideas or products by identifying relevant criteria and determining how and when they will be applied. 3. Prioritizing a set of options according to their relevance or importance. 4. Recognizing fallacies and errors in reasoning, such as vagueness, non sequiturs, and untruths. 5. Verifying arguments and hypothesis through reality testing.


16 2.2.2.2 Analyzing David (2010) defines that analyzing involves separating whole entity into its meaningful parts and understanding and interrelationship among those parts. Manipulating parts/whole relationship helps the learners understanding the underlying organization of ideas. Analyzing knowledge domains involve skills such as: 1. Recognizing patterns of organization. 2. Classifying objects into categories based on common attributes. 3. Identifying assumption, stated or unstated, including suppositions and beliefs, which underlie positions. 4. Identifying the main or central ideas in text, data, or creations, and differentiating core ideas from supporting information. 5. Finding sequences or consecutive order in sequentially organized information. 2.2.2.2 Connecting According to David (2010), connecting involves determining or imposing relationship between the wholes that are being analyzed. Connecting compares and contrasts things or ides, looks for cause-and-effect relationships, and links the elements. Connecting builds on analyzing because it often compares wholes based on the parts that were analyzed. It involves skills such as: 1. Comparing and contrasting similarities and differences between objects or events.


17 2. Logical thinking, required to analyze or develop an argument, conclusion, or inference or provide support for assertions. 3. Inferring deductively from generalizations or principles to instances. 4. Inferring a theory or principle inductively from data. 5. Identifying causal relationship between events or objects and predicting possible effect.

2.2.3

Richard (1992) Critical Thinking Model Richard’s conception of critical thinking, like most traditional models,

regards it as “reflective thinking focused on deciding what to believe or do” (Ennis, 1984, p.4), consisting of skills such as; 1.

Grasping the meaning of a statement.

2.

Judging whether there is ambiguity in a line of reasoning.

3.

Judging certain statements contradict each other.

4.

Judging whether a conclusion follows necessarily.

5.

Judging whether a statement is specific enough.

6.

Judging whether a statement is actually the application of certain principles.

7.

Judging whether an observation statement is reliable.

8.

Judging whether an inductive conclusion is warranted.

9.

Judging whether the problem has been identified.

10. Judging whether something is an assumption. 11. Judging whether a definition is adequate.


18 12. Judging whether a statement made by an alleged expert is acceptable.

According to Richard (1992), these skills occur in three dimensions: logical (judging the relationships between meanings of words and statements), critical (knowing the criteria for judging statements covered by the logical dimension), and pragmatic (considering the background or purpose of the judgment and the decision as to whether the statement is good enough for the purpose). Therefore, the skills of judging the reliability of a statement, for example, involves judging whether a statement makes sense in terms of what it says, knowing the criteria that make a statement reliable, and understanding the source of the statement and the context which it is used. This is because the critical skills are critical in different ways in different circumstances.

2.2.4

Richard (2006) Critical Thinking Model According to Richard (2006), critical thinking is, in short, self-directed,

self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. According to Richard (2006), a well cultivated critical thinker will: 1. raises vital questions and problems, formulating them clearly and precisely;


19 2. gathers and assesses relevant information, using abstract ideas to interpret it effectively; 3. comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; 4. thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and 5. communicates effectively with others in figuring out solutions to complex problems. After knowing the models of critical thinking used in this study, the researcher will discuss about the relation of technology on critical thinking aspect.

2.2.5 Technology on Critical Thinking Aspects According to Lee (2002), computer and internet have become increasingly powerful tools in supporting critical thinking instruction. Computer uses critical thinking facility that can engage thinking development. He states that computers are advantageous because they allow the learner to be interactive. In transforming the classroom to a student-centered environment where learning is viewed as an active process, computers enable students to move from being passive absorbers of knowledge to active participants in knowledge construction while doing so in ways that lower their affective filter. Lee (2002) suggested that computer literacy is crucial to using technology’s power. A teacher should be familiar with six basic computer


20 applications in order to provide students with computerized critical thinking task: databases, spreadsheets, word processors, presentation tools, communication tools, and web browsers. With an understanding of what those categories, the teachers can help the students to use the computer as a tool to connect the ideas. According to Egbert and Elizabeth (2007), teachers can develop many exercises, activities, and tasks by combining language and content achievement standards, critical thinking skills, and computer applications. Egbert and Elizabeth (2007) state that there are certain advantages of using software, particularly because the reorganized material of the programs offers clear structure. Many of the critical thinking programs allow teachers to bring data form outside sources, and they come ready-made with charts, diagrams, and mind maps to help organize data. Some software is specifically designed for language learning. If a software package is not designed for language purposes, it could still be used if the teacher selects critical thinking software that contains language appropriate for the learners’ proficiency levels.

2.2.6 A Critical Thinking Disposition According to Egbert and Elizabeth (2007), one activity that can be undertaken to create a strong critical thinking disposition would be to examine the live of good critical thinker. For instance, students could research Abraham Lincoln’s life, hardships, and achievements. While studying these topics, the students could be asked to identify aspects of Lincoln’s character and why he


21 might be considered a critical thinker. While working on Vocabulary development, teachers could help students recognize and use adjectives to describe people and their dispositions. Here are some possible steps for such an activity based on Egbert and Elizabeth’ (2007) perceptions: 1. Students search the internet to find three famous people they admire. They list the reasons for admiring them, including the adjectives listed on the web pages that describe them. 2. Students tell the teacher the names they have selected, and these are written on the board along with adjectives, related behaviors, and characteristics. The teacher makes a diagram showing the items listed, linking the famous people with certain adjectives. 3. Students identify characteristics that great thinkers have in common, using a paper of software chart to note adjectives that will be the focus of subsequent lessons. 4. Students follow up by researching and writing a report explaining, with the use of the local adjectives, why the selected person can be considered a great thinker. Those activity steps of Egbert and Elizabeth (2007), are the example on how to create critical thinking activities. An interesting activity is needed in facilitating students’ critical thinking. Therefore, the teacher holds big important role in creating conducive classroom by creating an interesting activity.


22 2.3

Online Learning Media According to Yucel (2006), Online learning Media has been widely used

for less than ten years; however, it has changed the contents of many concepts in our lives as a modern communication tool. Many common concepts such as government, trade, democracy and learning have gained new meanings by taking the prefix “e”. E-learning or web-based education is one of the important concepts and opportunities provided by the Internet. The concept of distance learning actually emerged much before than the Internet; actually, it is said to be as old as education. Yucel (2006) argues that the distance learning models administered via letters, press, television and CDs have ended up with practical and successful results. As Internet is global, unlimited and open to public, the teaching applications planned for the Internet environment has a potential of moderating the nature of distance learning. It seems that it will be the only distance learning tool of the near future. E-learning, as a new version of distance learning, is applied via the Internet technologies and involves the educational activities, which do not require the presence of the teacher and learner at the same time and place.

2.3.1 Edmodo In this study, Edmodo is an online learning media which is used to facilitate students’ critical thinking. According to Cauley (2015), Edmodo is an online educational website that takes the ideas of a social network and refines them and makes it appropriate for a classroom. By using Edmodo, students and


23 teachers can reach out to one another and connect by sharing ideas, problems, and helpful tips. A teacher can assign and grade work on Edmodo; students can get help from the entire class on Edmodo. It is a safe environment. There is no bullying or inappropriate content, because the teacher can see everything that is posted on Edmodo. Also, parents can join the class to bring a level of transparency that is difficult to achieve without technology. Therefore, by teachers and parents’ guidance, students can be more serious in doing all teaching-learning process using Edmodo. According to Sharon et al (2011), online learning is the result from the learning which is delivered by electronic using media based computer. The material can be accessed using network such as web, internet, intranet, CD, and DVD. They state that online learning media is not for the information access, but also help the students with the specific result (achieve the goal). The use of online learning media in educational is very beneficial. The students can get the information easily. It is also expressed by Drachsler (2010) that the use of online learning media can control the students to study independently. By using online learning media, students are able to access from everywhere they want to get the information. According to Sharon et al (2011), there are so many beneficial aspects of online learning in educational field, they are: 1. The variety of media. Internet is the best tool in conveying the information to the students around the world. Internet site containing


24 media variation, including text, audio, graphic, animation, video, and software that can be downloaded. 2. Newest information. By the existence of online learning, students are able to access any information using internet quickly. 3. Navigation. The main benefit of internet is that the ability to move easily inside and between the document. The user can search various document in various location without moving from their computer. 4. Knowledge exchange. The students can exchange the information each other to the other people in order to complete the information they need. 5. Communication: By using internet, students in different area are able to share information or idea. They can “communicate each other in different time and respond it based on their pleasure. 6. Cheap: hardware, software, and internet service are nominal and always decreasing. According to David (2000), mind tools are computer based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order learning. He states that mind tools are cognitive amplification and reorganization tools. They amplify the learner’s thinking by transcending the limitation of the mind. He adds that mind tools are critical thinking devices. They do this by modeling-in their function-critical thinking skills. For example, students cannot construct semantic nets or experts system


25 knowledge bases without analyzing and therefore thinking critically about the content they are studying. Edmodo is one of a mind tool media based computer which can facilitate students to engage their critical thinking aspects. It is also expressed by David (2000) that mind tools are computer tools that are intended to engage and facilitate cognitive processing. Cognitive tools are both mental and computational devices that support, guide and extend the thinking process.

Figure 2.1 Layout of Edmodo


26 2.4

Theoretical Framework To think critically means having three general skills; they are evaluating,

analyzing, and connecting. As David (2000) perception, critical thinking involves the dynamic reorganization of knowledge in meaningful and usable ways. It involves three general skills; evaluating, analyzing, and connecting. There are so many ways to facilitate critical thinking; one of the best ways is using online learning media. In this study, the researcher would like to implement Drachsler’s (2010) theory of students’ characteristics which is supported by Richard’s (2006) critical thinking theory. Those are: 1. Characteristic or situation related with first ability or prerequisite skills. That is the ability which is needed to achieve the learning goals. This ability is the result of some students’ experiences. 2. Characteristic related with background, environmental, and social status (socialcultural). 3. Characteristic related with the differentiations of personality. Students’ characteristic is needed in order to know each other capability in learning process. According to Drachsler and Kirschner (2010), students’ characteristics are important for instructional designers as they allow them to design and create tailored instructions for a target group. It is expected that by taking account of the characteristics of learners, more efficient, effective and/or motivating instructional materials can be designed and developed.


27 By knowing students’ characteristics, the researcher is able to know each students’ critical thinking capability. In this research, the researcher uses all the four theory models of critical thinking in order to support the implementation of critical thinking development in this study. In order to achieve the goal of this study that is facilitating students’ critical thinking using online learning media, the researcher would like to implement Richard’s (2006) critical thinking model, using Edmodo. Those are: 1. Raises vital questions and problems, formulating them clearly and precisely; 2. Gathers and assesses relevant information, using abstract ideas to interpret it effectively; 3. Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; 4. Thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and 5. Communicates effectively with others in figuring out solutions to complex problems.


CHAPTER III METHODOLOGY

This chapter discusses the methodology of the study. It is divided into six parts. They are research methods, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

3.1

Research Method The research method used to answer the research problem is mixed

method. According to Creswell (2003: 12), in mixed method, the researchers use both quantitative and qualitative data because they work to provide the best understanding of a research problem. That is why the researcher used both qualitative and quantitative in order to provide clear understanding. Specifically, the type of the research is classroom action research. According to Gwyn (2003), classroom action research is defined as a method of finding out what works best in the classroom so that it can improve students’ learning. Therefore, in this study, classroom action research was used in order to optimize students’ achievement in facilitating students’ critical thinking and to find out the optimal way of implementing online learning media technique for 8 G class students of SMPN 2 Yogyakarta. According to Gwynn (2003), classroom action research is a very effective way in improving the teaching strategy. Assessing student understanding at midterm helps the teacher plan the most effective strategies for the rest of the 28


29 semester. Comparing the student learning outcomes of different teaching strategies helps the teacher discover which teaching techniques work best in a particular situation. Therefore, by using this method, the improvement of students will be seen. According to Kemmis and McTaggart (1988: 10), there are four fundamental steps in classroom action research; they are planning, action, observation, and reflection. In the classroom action research there must be educational issue or thematic concern in the group of learners. Therefore, those four fundamental steps have big important role to overcome this issue. In this study context, the lack of students’ critical thinking in the learning process in the class is the thematic problem. The lack of critical thinking could be seen from the students’ behaviors and responses in the classroom activities. Therefore, online learning media using Edmodo was used as solution to facilitate students’ critical thinking in the teaching and learning process. In the classroom action research, there are four steps; they are action, plan, observation, and reflection. It has at least two cycles in implementing the technique. It can be seen in figure 3.1


30

Figure 3.1 the Classroom Action Research Spiral (Kemmis and McTaggart, 1988)

3.1.1 Plan Planning is the first step in doing classroom action research. In plan, the researcher can find problems in the classroom, and offer the solution. After finding the problems, the solution can be applied in the action. The general plan must be flexible enough and adapt to unforeseen effect and previously unrecognized constraints (Kemmis & McTaggart, 1988:11). The plan will bring


31 the students to the better and enhance the learning. Plan helps and empowers practitioners to act more appropriately in the situation and more effectively as an educator (Kemmis & McTaggart, 1988:12). It is also expressed by Kunandar (2008) that the general plan must be flexible in order to be adapted to unforeseen effects and the unrecognized constrains. After the researcher develops the plan, it is expected to find what was already happening, such as problems, recent methods, the teaching and learning activities in the classroom, and to make solution for those problems. In plan steps, observation is also needed and must be planned because it will be a documentary basis for the reflection (Kemmis & McTaggart, 1988:13). 3.1.2 Action This second step is the continuity from the first step, plan. In the action, the researcher taught the students. According to Kemmis and McTaggart (1988:12), action is guided by planning in the sense that it looks back to planning for its background. The implementation of action plans will assume the character of a material, social and political struggle on improvement. According to Parsons and Brown (2002), action is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. According to Miller (2007), action research provides a framework that guides the energies of teachers on a better understanding of why, when, and how students become better learners. Therefore, the result whether the students had good progress or not would be seen by observation in the classroom.


32 3.1.3 Observation This part is different from action, even though it works in the same time process. It aims at collecting evidence about the action in order to be able to evaluate it thoroughly (Kemmis & McTaggart, 1988:12). This step provides the basis for reflection in the next step then the result of the observation can be the guide to reflect what had been done. Kemmis and McTaggart propose that careful observation is necessary because action will always be limited by constraints and reality and those will never be clear in advance (Kemmis & McTaggart, 1988:13). According to them, all the process in the action aspect must be observed whether the result would be positive or negative. According to Ellen and Sara (2003), Observation is an essential element in good teaching and program development. In evaluation, it can be used to secure benchmark and descriptive data during program initiation and to document program activities, processes, and outcomes. 3.1.4 Reflection According to Kemmis and McTaggart (1988), reflection recalls action as it has been recorded in observation. Reflection seeks to make sense of processes, problems, issues and constraints made manifest in strategic action. This step is expected to give solution to be applied in the second cycle and the next cycle if it is needed. Reflection has an evaluative aspect. In evaluative aspect, it asks action researchers to weight their experience. Therefore, action research is a dynamic process that has to be understood not as steps, complete in them, but rather as moments in the action research spiral


33 of planning, action, observing and reflecting Kemmis and McTaggart (1988:15). There are four steps to do. It is shown in the classroom action research spiral of plan, action, observation, and reflection. Therefore, by doing this method, improvements of having critical thinking will be seen and make a better learning process for the students. According to Watson and Stuart (2001), reflection can be defined as invitation to think deeply about our actions so that we may act with more insight and effectiveness in the future; processing, analyzing, and integrating your experiences through writing, discussions with friends, art, etc. This last step is expected to give better problem solution to be applied in the second cycle and the next cycle if it is needed. Therefore, by doing this step, the improvement of having critical thinking would be achieved and making better learning for students.

3.2

Research Setting The research setting of this study was SMPN 2 Yogyakarta. This place is

located in Jalan Penambahan Senopati, number 28-30, Yogyakarta. However, in this research, the researcher had prepared this research since July 2014 when the researcher was having a teaching practice in SMPN 2 Yogyakarta and found problem happened there. Therefore the researcher used it as a chance to develop it as a research.


34 3.3

Research Participant The participants in this study was 8 G class students of SMPN

Yogyakarta. There were 30 students in this class consisting of 12 male and 18 female students. Their characteristics were almost the same. All of the students liked English language course. In this research, the researcher became the teacher and also the observer. In the classroom the teacher employed online learning media technique. All students were asked to use media in order to know whether the technique used in this study was succeeded to improve students’ critical thinking or not.

3.4 Research Instruments The instruments of this study were journal log, observation sheet, questionnaire, and interview before and after implementing classroom action research. This research instruments gave feedback on the implementation. Therefore, the feedback would develop their motivation to use Edmodo in the next session. 3.4.1 Journal-log This Journal-log was from the students. According to David (2000), the activity of journal-loging or reflecting can engage meaningful thinking. By doing this Journal-log, students were able to give comments on their activities using Edmodo. The journal-log was employed after the class when they have done using Edmodo. The students told their experience happened in the learning process using Edmodo in the column provided in the journal-log, and then the teacher


35 gave feedback to support their language learning progress. It could show the students response about their feeling on the material using Edmodo.

Meeting

:

Technique

:

1.

How was your learning using Edmodo?

2.

What have we learned today?

3.

What is your plan in the next meeting?

4.

Feedback from the teacher.

Figure 3.2 Students’ Journal-Log

3.4.2 Observation sheet. This observation sheet was for the observer who was also as a teacher in the classroom. It was to help the teacher to make improvement in teaching learning process in the class. It aimed at knowing the students’ progress in the learning process. Therefore, everything that student had done will be written in


36 this observation sheet. In this study, field notes were used to write or record the responses, contributions, or participation of the students of 8 G class of SMPN 2 Yogyakarta on the action happened in the classroom while the action was implemented.

OBSERVATION SHEET Meeting : Material : Activities

Students’ Responses

Figure 3.3 Students’ Observation Sheet

3.4.3 Interview The interview was conducted before and after implementing CAR. The interview before implementing CAR was held before the researcher implemented CAR. This interview was conducted on both students and English class teacher. It functioned to help the researcher to know students problems by giving them question related to their teaching and learning process they did before. The interview after implementing the CAR was conducted to the students and the English teacher after implementing CAR. It functioned at knowing students and teacher responses and opinion on the use of Edmodo for students’ critical


37 thinking. The interview data could be used as foundation n for the researcher to find a solution and decrease the problem faced by the 8 G class students in SMPN 2 Yogyakarta. 3.4.4

Questionnaire The Questionnaire was held after the students use online learning media

technique using Edmodo. It functioned for the researcher to know their feeling and respond on the use of Edmodo. It was also to find out the reaction of the students whether it helped them in facilitating their critical thinking aspect or not. There were 22 questions provided in the questionnaire. It consisted of Yes and No choices. In the questionnaire, the researcher provided some questions related with the purpose of the research. The researcher wanted to see whether the students had achieved the goal of having critical thinking using Edmodo or not.

3.5 Data Gathering Technique In this study, the data were gathered by conducting interview and distributing the journal log and questionnaire. In this study, the interview was aimed at knowing the main problem students faced, to know their recommendation to solve the problem, to know teacher’s perception on the students in the learning process, and perception of the teacher on how to solve the problems faced by the students. In this study, journal log functioned at knowing students response and suggestion after using Edmodo in the classroom. The questionnaire aimed to know students problem faced in the learning process, to


38 know students’ students’ perception on the use of Edmodo in facilitating students’ critical thinking and to know students recommendation about the use of Edmodo to solve the problems. The journal log was distributed in each meeting after using Edmodo in the learning activity in the classroom. The researcher could know their feeling and their suggestion about the Edmodo they have used. After writing their responses and suggestions in their own journal log, there was column for the researcher to give feedback to the students on their progress using Edmodo. The questionnaire was distributed on November 2014 to 8 G class students of SMPN 2 Yogyakarta. 8 G class students of SMPN 2 Yogyakarta were chosen because of the researcher had known their main problem happened in the classroom since the researcher taught them in PPL before taking this research. The students were explained the purpose of this questionnaire and were given more or less than 15 minutes to fill the given questionnaire. After the data from the questionnaire was collected completely, then in the next week, the researcher held interview to their English teacher in order to get the data needed for this research.

3.6 Data Analysis Technique There were some steps in analyzing the data. First, the researcher analyzed the data from students’ interview in order to see their problem which was happened in their English language learning and also their suggestions on the English language development in their classroom. After knowing student’s perception, then the researcher conducted the interview to the English teacher. It


39 functioned at knowing the characteristics of the students, the procedure or strategy used in the lesson, and the problems faced by students in the class. The second, the researcher analyzed the journal-logs. It aimed at knowing students’ responses on their English language learning activities after using Edmodo. They expressed their feelings, opinions, and also suggestions in the form provided in the journal-log paper. After analyzing it, then the researcher gave feedback to their own journal-log in order to make them know their progress. The last, the researcher analyzed the questionnaire. The researcher read the questionnaire carefully, and then continued to calculate the percentage of each response. Then the result of the calculation was put in the form of table. The categories were based on the research questions that the researcher had. For the students who chose positive response on their questionnaire, it symbolized that the use of Edmodo helps them to facilitate their critical thinking.

3.7 Research Procedure There were some steps done in conducting this study. First, the researcher identified the problem found in 8 G class of SMPN 2 Yogyakarta. Second, the researcher found the solution to be applied in order to solve the problems. Third, the topic and instruments were consulted to the lecturer. Fourth, the researcher asked the permission to the head master of SMPN 2 Yogyakarta. Fifth, the research was conducted to the classroom. Sixth, the data was gathered from the research by teaching and observing. The result of the observation and


40 reflection from the both students and teacher were analyzed. Finally, its interpretation was presented into this study to answer the problem formulation.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This research presents the discussion of the data and other findings obtained in this research in order to answer the problem formulation. There are two discussions presented in this chapter. The first is the implementation of the use of Edmodo in 8 G class students of SMPN 2 Yogyakarta. The second is the effect of the use of Edmodo in 8 G class of SMPN 2 Yogyakarta based on the data instrument result.

4.1

The Implementation of Edmodo In this study, the researcher observed the real situation that happened in 8

G class of SMPN 2 Yogyakarta during the research. The researcher conducted the investigation by observing and interviewing the target research in order to find out the students’ problem in the English language learning activities in the classroom. Therefore, after knowing the problem, the researcher could identify the problems faced by the 8 G class students of SMPN 2 Yogyakarta. Observing and interviewing were chosen as the techniques in order to identify the problems for each cycle. First step was observation technique. This step was done by observing students’ activity in the classroom using their own Edmodo, and also their activities and performances when the researcher taught them. Second step was interview technique. This step was done by interviewing 41


42 the students and also their English teacher in SMPN 2 Yogyakarta informally. Interview aimed at getting the opinion of the target research about all the teaching and learning process activity happened in the classroom. After conducting the interview, the researcher could evaluate and develop the research deeply. The researcher had taught 8 G class on August - September 2014 when doing PPL. The problems were seen since the researcher taught them. The researcher found that uncritical thinking was the main problem happened in this class. Their lack of critical thinking could be identified from their learning results and also their activities in the classroom. First, students could not evaluate and analyze the question given. Second, students could not communicate effectively to find out solution. Third, students did not participate actively. Lastly, there was no significant progress of their test results. It was different when they were studying other subjects. It was also avowed by their English teacher that the students were more active and critical when they were in another subject. Their characteristics above were concluded as the problem of critical thinking. The deeper discussion of their problem will be discussed in the observation cycle result. The teaching activities in the class were not interesting enough which made them unenthusiastic and uncritical in doing the tasks given. Also, their teacher always employed memorizing technique in the classroom without giving them enough practice. It was one of problems that decreased their critical thinking. It could also be seen from students’ answers when the researcher asked them in the interview. Almost of them said that the lesson given by their teacher was not interesting enough. They felt unmotivated to follow the lesson in the


43 classroom. Lange (2014) said that the lack of teacher understanding in designing creative learning can obstruct the way students think critically. The material given to the students was only about memorizing of vocabularies without enough practice. There was possibility if they were not active, bored, and thinking uncritically in doing the tasks and activities in the classroom. Moreover, the interview was not only done by interviewing the 8 G class students, but also the English teacher who taught them in that class. When the researcher interviewed her, she realized that her students were not enthusiastic and critical in following her lesson. She admitted that her teaching was not interesting enough for her students, and still looked for another alternative way. Lack of critical thinking was concluded as the main problem faced by 8 G class students. It became an obstacle for the learning process especially related to their critical thinking development. It could influence their test result. The learning process and result became unsatisfying. In this research, online learning media technique was chosen because it was considered as fun, interesting, and enjoyable. Besides, online learning media especially Edmodo gives variation in language learning that can facilitate their critical thinking. According to McKiel (2011), Edmodo has been a great tool to enable their students to demonstrate their learning and provide their peers or teachers with descriptive feedback to increase their critical thinking. Therefore, the researcher as the teacher prepared the learning design and the material for every meeting based on the technique applied.


44 Moreover, after the researcher formulated the action to solve the problems in the teaching and learning process faced by 8 G class students in SMPN 2 Yogyakarta, then the researcher implemented it. The implementation of action was done in a part of cycle. There were plan, action, observation, and reflection. In this research, plan was designed before implementing the action. It was used by the researcher to have a purposed plan. Then, the researcher had action to apply the plan that had been designed before. When implementing the action, the researcher also observed the progress of the students through Edmodo. It included their results and activities in doing the given task. The results of any action would be reflected by the researcher to see whether the students developed in their critical thinking or not. Then, after doing action, the students would give their opinion in the journal-log given by the researcher. Their responses or opinions could be a consideration for the researcher in order to reflect the progress of English teaching and learning process using Edmodo. The implementation was conducted in November 2014 (11th, 12th, 18th, and 19th). Every week, there were two meetings, on Tuesday and Wednesday. Each meeting was conducted in at least 60 minutes. The discussion of the data would be explained in each part of cycle that was plan, action, observation, and reflection. Therefore, the discussion would be discussed deeper as follows:


45 4.1.1

Cycle 1

4.1.1.1 Plan The first cycle of plan was done after the problem of 8 G class of SMPN 2 Yogyakarta was identified. The action that would be the solution to overcome the problem was using Edmodo. It was planned based on the problems faced by 8 G class students in SMPN 2 Yogyakarta so that it could decrease their main problem. On the other hand, this technique was their own request that they want the learning process more fun and comfortable than before. Therefore, the researcher tried to use online learning media. It was because almost the 8 G class students in SMPN 2 Yogyakarta had cellphone and laptop. Then, the researcher tried to saw it as a chance to be developed. In this research, the main problem faced by 8 G class students was the uncritical thinking aspect when they were in learning process in the classroom. Lack of practice made the students uncritical in doing their tasks and activities in the classroom. Therefore, by looking at those problems, the researcher evaluated and implemented online learning technique using Edmodo in order to facilitate students’ critical thinking in learning English. The online learning media technique using Edmodo was not only media as others. It provides features that can be used by the students to facilitate their thinking such as video, link, song, animation, platform to post the assignment, platform to comment each other, and so on. The difference was this technique was more interesting and suitable for the students. The teaching and learning process


46 of online learning media technique using Edmodo in the class was described in these steps as follow. a. In the first meeting, the researcher as a teacher explained to the students that there would be four meetings of Edmodo class. The aims and the rules were also explained before they had the meeting. b. In the first meeting, the teacher explained about the function of the journal log. Students were asked to write a reflection in every four meetings after using Edmodo. c. In every meeting using Edmodo, the teacher explained the rules of the Edmodo and gave instruction to the students inside Edmodo. d. In every meeting using Edmodo, the students had materials using Edmodo. e. In every meeting using Edmodo, the students learned something from Edmodo based on the basic competence that was used. f. In every meeting using Edmodo, the students always comment each other to correct each other assignments and activities, and also found out their friends mistake and corrected their own. It was all without teacher’s instruction in the beginning of the meeting. g. In every meeting using Edmodo, the students wrote reflection about their learning after using Edmodo in their journal-log given by the teacher. The first material would be an object description. Besides making a method technique, the researcher also designed the material based on the curriculum used in the school. The material was also designed to facilitate student’s critical thinking and all the meeting materials were related to some


47 critical thinking theories. The first material was jumbled words which contained of some objects. Before doing the given task, the teacher provided link which contain of material related with the topic. Then, the students were asked to learn the material in the link given. Next, after opening the link, the teacher provided video related to the topic. The students were given the example of the material by using video. After seeing those material examples, the students were provided some pictures of things, and then they were asked to rearrange the jumbled word into good order. By doing this such kind of activity, it could stimulate students’ creativity in thinking. It was because they had to analyze and identify the pictures and then compared it with the jumbled word provided. In this material, the researcher tried to emphasize the analyzing, evaluating, and connecting aspects. According to David (2000), critical thinking involves the dynamic reorganization of knowledge in meaningful and usable ways. It involves three general skills: evaluating, analyzing, and connecting. The second material was the continuation of the first material. After students were asked to rearrange the jumbled word into a good order, then in the second step they were asked to describe the characteristics of the things. It functioned to check how far they can do the three elements of critical thinking that are analyzing, evaluating, and connecting. In this material context, describing the object includes those kinds of critical thinking theory. It was because in describing something, they had to pass those steps. They had to analyze the things’ characteristics based on the given picture. Next, they had to evaluate it. In this context evaluate means verifying their arguments after analyzing. It is also


48 said by David (2000) that evaluates means verifying their arguments and hypothesis. The last, students have to connect it whether their answers are suitable or not with both pictures and the descriptions. 4.1.1.2 Action The implementation of action was done in two meetings. It was based on the plan. The students felt more comfortable with the technique so that they showed good progress in critical thinking and score result. a. In the first meeting, the researcher as a teacher explained to the students that there would be four meetings. The teacher also explained to them about the aims and the rules of using Edmodo in the English learning. b. In the first meeting, the teacher explained to the students that they had to write a reflection in every four meetings after using Edmodo in the journal-log given by the teacher. c. The students had material in Edmodo with students and teachers. Based on the students’ journal-log, they seemed very enthusiastic to use Edmodo. d. The students saw the material topic in the video, link, and written material. Based on the students’ journal-log, they liked learning using video. They said that it was interesting and funny. e. The students did the assignment in Edmodo based on the instruction and the example given by the teacher such as using links, videos, and Pdfs. f. The students commented each other’s assignment without teacher’s instruction before. It seemed that they were interested and critical after using Edmodo.


49 g. The students wrote reflection in the journal-log given by teacher after using Edmodo. h. The teacher wrote feedback in the students’ journal-log on their respons after using Edmodo. It functioned to make them more critical in developing their skills. 4.1.1.3 Observation Observation was done when the action was implementing. The researcher as the teacher conducted the observation on the implementation of action. In this step, the teacher observed the class when taught the students using Edmodo. When the researcher explained them that they would have online media for the learning, they were very happy and attractive. It was because they were not enthusiastic with the learning activity in the previous learning. The teacher explained that they would have 60 minutes face to face meeting using Edmodo, and the rest would be for homework. They all said that it was not a problem as far as they could practice more than before, and not have too much memorizing material anymore. By the increase of students’ enthusiastic in following the lesson, the teacher would be easier to help them in improving their critical thinking. According to Lange (2014), an interesting learning is one factor which can engage students’ critical thinking. When they were very curious and happy about Edmodo that they would have, the teacher explained the rules of the Edmodo. After the teacher explaining what Edmodo was and the function of it, then the students were very active to ask so many critical questions by using the platform provided in Edmodo. How could


50 edmodo help us in learning? How is edmodo implemented in our class? What are the benefits and functions of Edmodo? What are the differences with other tools? According to Richard (2006), a critical thinker will communicates effectively, and raises vital questions and problems, formulating them clearly. It was symbolized that they have been categorized as critical thinker. Those questions were come up from their own thinking. Their own English teacher was shock when she saw their students were different and more critically than before in asking and responding something. That indicated the improvements of students’ critical thinking since they were always silence and not active when their teacher were teaching. The first material using Edmodo was about object description. They seemed interested in learning the materials distributed by the teacher in Edmodo. The materials were distributed using link, and video. In that link and video there were materials for the topic which was used. Respondent A and B asked in the reply form as follows. “Apakah kita mengerjakan berdasarkan contoh? Atau kita harus mengerjakan tugasnya dengan cara kita sendiri? haruskah kita menulis ulang?” (do we have to do base on the example? or do we have to do it with our own version sir? And we rewrite it?)


51

Figure 4.1 Student’s Critical Tinking Activities

According to Paul (2006), critical thinker must raise vital questions and problems, formulating them clearly and precisely. Therefore, the question on Figure 4.1 showed their critical thinking. It really meant that from the beginning, they had critical thinking by showing their question, opinion, and argumentation. After seeing the example on Edmodo, the teacher asked the students to do the task given. In fact there was one student who still felt difficult about the material given in the first meeting. He was respondent C. He asked simple question to his friend by asking in his friends’ assignment inside Edmodo. His question was quoted as follows.


52 “Eh kalo contain itu harus ditambahkan ‘s’ atau tidak ya?” asked respondent C to respondend D. (hey, should the word “contain” be added by “s”?) Before respondent D answer the question, another student or respondent E who always shy and silence in the class tried to answer respondent C’s question. “tergantung. Kalau subjeknya plural kayak I, You, We, nggausah tambahkan s”. respondent E answered. (it depends. If the subjects are plural like I, You, We, we do not need to add “s”.)


After knowing their conversations, the teacher felt so glad. Usually they were always shy, and did not participate actively in the class, especially respondent E, but on Edmodo, the students were able to reduce their shyness to be active and practice their critical thinking. They could do that because the situation


53 was not as usual. The students seemed very active in expressing their argument or question so it could help them to facilitate their critical thinking. It was also seen from their interview answer that they all really enjoy learning using Edmodo. They agreed that it could help them to facilitate their critical thinking. They felt open with the other friend and do not feel shy. When all students were asked to do the task inside, all of them did it very well. There were 10 pictures and jumbled letters. Based on the picture, they were asked to match between the pictures and the jumbled letters, and rearrange the jumbled word in to good order. Although there were some students who still incorrect in spelling the word, but over all they were able to rearrange the jumbled letter into good order very well. The answer was satisfying the teacher. After did the task, without teacher’s instruction, they commented or replied each other in their own task to say something on their answer. It was very glad to saw them were very active and critical in following the material in Edmodo. In the second part material, it was the continuing from the first task. In the second task, they were asked to describe the letters that had been rearranged by them before. This task is to check whether they can explore their thinking to describe the things or not. According to David (2000), one criteria that critical thinker should have is that they can analyze, evaluate and connecting something. In this session the teacher would see whether the students could do those three aspects or not.actually, all of them could do the task very well. They explained it based on their own thinking, and could describe and explain it all very well. Although there were still some mistakes, but they could deliver their answer very well. It was


54 very different when they did not use Edmodo in the learning process before. Their answer explanation was simple and unsatisfying enough. After did the task, as usual without teacher’s instruction, they commented each other answer. They found out their friends’ mistakes and clarify them in to good answer. It was really help them to facilitate their critical thinking because they always active to give opinion, arguments, and suggestion to their friends.


In the second meeting, the teacher applied the second material in Edmodo. There were two tasks in the second meeting. In the first task, the teacher provided 4 pictures, and then the students were asked to describe it into descriptive text.


55 The students were provided some questions instruction to guide them in making the paragraph. It was explained as follows; (What is it? How many things are there? What are the characteristics? What for is the thing?). The students were very creative in making the things’ description. Although there were some grammatical mistakes, but they delivered it very well. Their sentences meaning could be understood well. They had so many ideas to describe the things provided. For example, knife. The researcher took one example from respondent A. He explained it very good and critical. He described it as follows. “It is knife. It is made from sharp iron. There are six knifes on the picture given. Knife is used to cut something but be careful not for cutting your fingers. hehe. my mom always use knife to cut bread for my breakfast. But knife is dangerous because it is sharp. Besides, i have bad experience using knife. i cannot explain it because i feel trauma.”


56


That was one example on student’s answer on the task one of the second meeting material. He explained it very well. He did not only describe it’s characteristics but also explained his experience using knife, and also he added some funny things that he had shown in his sentence. After that, he got some comments or reaction from his friends on his description. His friends were very interested when reading the description of respondent A. the comments were explained as follows. “hahaa I like your explanation of ‘knife’. It is very funny and interesting :D” said respondent B. “number 2 is funny explanation I think :D. Good job bro”. Said respondent C.


57 It symbolized that they were critical in doing the task given. According to Richard (2006) critical thinkers will; 1. Gathers and assesses relevant information, using abstract ideas to interpret it effectively. 2. Communicates effectively with others to find out solution. Therefore, from respondent A’ explanation, it could be seen that critical thinking had been seen clearly. It was because he could explain it using abstract ideas to interpret it effectively and the students could communicate effectively with others to found out solution. In the second task of the second meeting material, the teacher provided the list of sentences containing things. Based on the sentences, the students were asked to find out the name of things. There were no problems from the students in answering the task given. In this task, they all could do it very well. Almost of them could answer it correctly. As usual without teacher’s instruction they commented each other. It was very proud for the researcher to saw the students were very enthusiastic and critical in answering and following the lesson through Edmodo. The teacher thought that their critical thinking was improved clearly. They were enthusiastic and criticcal in following the lesson using Edmodo. It could be concluded from their reflection. Most of them wrote that they wanted to use Edmodo again in the next meeting. However, there were still some students who did the task simply and incorrect but only two or three students. It was the challenge for the teacher to find out the alternative way using Edmodo to make the students more critical in the next cycle.


58 4.1.1.4 Reflection The implementation of Edmodo was success in order to make the students more critical than before. However, there were still some students who were not enthusiastic and critical in doing the tasks. Therefore, the teacher found out the alternative way to solve the problems faced in the first cycle then to be applied in the cycle two. The implementation of Cycle 1 was briefly explained in figure 4.5 PLAN In the first meeting, the researcher as a teacher explained to the students that there would be four meetings. The teacher also explained to them about the aims and the rules of using Edmodo in the English learning. b. In the first meeting, the teacher explained to the students that they had to write a reflection in every four meetings after using Edmodo in learning in the journal-log. c. In every meeting using Edmodo, the teacher explained the rules of the Edmodo and gave instruction to the students inside Edmodo. d. In every meeting using Edmodo, the students had materials using Edmodo. e. In every meeting using Edmodo, the students learned something from Edmodo based on the basic competence that was used. f. In every meeting using Edmodo, the students always comment each other to correct each other assignment, and also found out their friends mistake and corrected their own. It was all without teacher’s instruction in the beginning of the meeting. a.

g. In every meeting using Edmodo, the students wrote reflection about their learning after using Edmodo in their journal-log given by the teacher.

h. In every meeting, the teacher wrote feedback on their journal-log.

ACTION In the first meeting, the researcher as a teacher explains to the students that there would be four meetings. The teacher also explained to them about the aims and the rules of using Edmodo in the English learning. b. In the first meeting, the teacher explained to the students that they had to write a reflection in every four meetings after using Edmodo in the journal-log given by the teacher. c. The students had material in Edmodo with students and teachers. Based on the students’ journal-log, they seemed very enthusiastic to use Edmodo. d. The students saw the material topic in the video, link, and written material. Based on the students’ journal-log, they like learning using video. They said that it was interesting and funny. a.


59 e.

The students did the assignment in Edmodo based on the instruction given and also the example given by the teacher using link, video, Pdf, written, and soon. f. The students commented each other’s assignment without teacher’s instruction before. It seemed that they were interested and enthusiastic in using Edmodo. g. The students wrote reflection in the journal-log given by teacher after using Edmodo. h. The teacher wrote feedback in the students’ journal-log on their responds after using Edmodo. It functions to make them more critical in developing their skills.

OBSERVATION Based on the observation done in the first cycle, the students’ critical thinking was improved by using Edmodo. They feel more critical to do the task given using Edmodo. It could be seen from their result and activity in the Edmodo. They are able to 1) evaluate, analyze and connect the task given. 2) communicates effectively with others to find out solution. 3) raise vital question and problem, formulating them clearly. Those improvements are achieved based on the theoris of critical thinking used in tis study. However, sometimes there were some students who feel not comfortable in doing the task given but only two or three students.

REFLECTION Most of the students wanted to use Edmodo again in the next meeting. It was because they very interested to use edmodo as their media in learning. Since there were still some students who were lack of critical thinking in doing the task given, the teacher gave the other alternative way using Edmodo to solve the problems in the cycle two. Figure 4.5 The Action Implementation of Cycle 1

4.1.2 Cycle 2 4.1.2.1 Plan Lack of critical thinking was still the problem that occurred in the first cycle although it was just little. It was expected that by applying the next material using Edmodo their critical thinking would be improved than before. Based on the reflection in the first cycle, the teacher tried to make interesting material using Edmodo aplication that could facilitate their critical thinking. The teaching and learning of cycle two was explained in these steps:


60 a. In every meeting using Edmodo, the teacher explained the rules of the Edmodo and gave instruction to the students inside Edmodo. b. In every meeting using Edmodo, the students had materials using Edmodo. c. In every meeting using Edmodo, the students learned something from Edmodo based on the basic competence that was used. d. In every meeting using Edmodo, the students always comment each other to correct each other assignment, and also found out their friends mistake and corrected their own. It was all without teacher’s instruction in the beginning of the meeting. e. In every meeting using Edmodo, the students wrote reflection about their learning after using Edmodo in their journal-log given by the teacher. The third material was still the continuation of the previous meeting that was about describing something. It was based on the basic competence that was implemented for four meetings. In the third material, the teacher gave more complex material to the students to check their critical thinking improvement. It was about describing someone that they love the most. The teacher chose this material because in doing this kind of activity, the students would pass some steps based on David (2000) model of critical thinking. According to him, critical thinker should have to; First, assessing information for its reliability and usefulness, and discriminating between relevant and irrelevant information. Second, determine the criteria. Third, identifying the main or central ideas in text, data, or creations, and differentiating core ideas from supporting information. Fourth, recognize the organization pattern. Fifth, Classifying objects into


61 categories based on common attributes. Sixth, comparing and contrasting similarities and differences between objects or events. And the last, logical thinking required analyzing or developing an argument, conclusion, or inference or providing support for assertions. In determining whether the students’ critical thinking were improved or not, the teacher used that kind of characteristic model of critical thinking. In order to facilitate their critical thinking the teacher provided the example of the material through video and link which consisted of the example of the material used at that meeting. The teacher gave instruction to the students to open the video and link in order to help them in doing the task. After that, they were asked to do the material given. The fourth material was almost the same with the third material that was about describing something. In this material the teacher gave more complex material than before. In this session, the teacher asked the students to describe their house. In this material, the teacher did not only ask them to describe the characteristic of the house, but also the things and where the things were placed. It was also belongs to David (2000) theory of critical thinking that was used in the third meeting that students would be categorized as critical thinker if they could pass the steps before. This material seemed very suitable to check students’ critical thinking using David’s theory that all the steps would be seen from their answer description. In this material, the teacher provided two videos which consisted of the example of the task which was used. After seeing the videos given, the students


62 were given the instruction to do the task. Based on the example given, they were asked to describe their own house starting from the characteristic, the things, and where the things were placed. 4.1.2.2 Action The implementation of action was conducted into two meetings. It was based on the plan. The students were more critical in learning using Edmodo so that they really showed good progress in critical thinking aspects. a. The students had material in Edmodo with students and teachers. Based on the students’ journal-log, they seemed very enthusiastic to use Edmodo. b. The students saw the material topic in the video, link, and written material. Based on the students’ journal-log, they like learning using video. They said that it was interesting and funny. c. The students did the assignment in Edmodo based on the instruction given and also the example given by the teacher using link, video, Pdf, written, and soon. d. The students commented each other’s assignment without teacher’s instruction before. It seemed that they were interested and enthusiastic in using Edmodo. e. The students wrote reflection in the journal-log given by teacher after using Edmodo. f. The teacher wrote feedback in the students’ journal-log on their responds after using Edmodo. It functions to make them more critical in developing their skills.


63 4.1.2.3 Observation Based on the journal-log that students wrote before did the third meeting, they said that they could not wait to use Edmodo in the next meeting. It made the teacher happy and motivated in implementing the next material using Edmodo. In the third meeting, the material was still the continuation from the previous meeting. It was about describing someone that they love the most. The teacher asked the students to describe it starting from the characteristic upto physical appearance. It was based on the material used on the basic competence. In this meeting, their critical thinking was seen from the beginning before they did the task. It was seen from their response to the teacher’s instruction. Respondent A and B asked question as follows: “Aku boleh deskripsikan tentang sahabatku ngga Mr.Aris? tapi bukan hanya fisik dirinya dia saja, tp cerita tentang dia semuanya.” Said Respondend A. (Can I describe my best friend, Mr.Aris? it is not only about his physical appearance, but also all about him.) “Aku boleh deskripsikan tentang sukarno ngga Mr.Aris? aku kagum dengan sosok sukarno. Soalnya dari kecil orangtuaku selalu cerita tentang kepribadian beliau. Jadi sampai sekarang dia salah satu tokoh yang aku cintai setelah kedua orangtuaku.” Said Respondend B. (Can I describe about Sukarno, Mr.Aris? I am amazed with his figure. Since I was young, my parents always told about him. He is one of figures that I admire after my parents.) From the students’ questions above, it could be concluded that their critical thinking was seen clearly. According to David (2000), critical thinker


64 would communicate effectively. Those questions made their own English teacher shock. She said that they never ask questions like that in her lesson. The teacher was very proud because before the students did the task, they had begun the lesson by communicating actively. The teacher asked them to open the two videos and link provided, and asked them to understand it clearly. Based on their reflection, most of them said that they were interested with the video and link, and it made them easier to do the task. After that, the teacher asked them to describe someone that they love the most. Based on the result, most of them described their family. The result was so proud. They explained it very well. Although there were still grammatical error, but the meaning still could be understood well. On their journal-log, most of them said that, the video and the link very helpful in facilitating them to describe their task. The activity inside Edmodo was more active than before. They commenting and criticizing each other to found out each other mistakes, and then they revised it into good one based on their friends’ comment. Based on this activity, it was seen that they were more critical in doing something. They more critical by evaluating, analyzing and connecting, communicate effectively, and think open-mindedly. Based on the activity they had done in the third meeting, it could be concluded that most of them have passed Richard (2006) critical thinking model. The explanation was follows. A well cultivated critical thinker: 1. raises vital questions and problems, formulating them clearly and precisely;


65 2. gathers and assesses relevant information, using abstract ideas to interpret it effectively; 3. comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; 4. thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and 5. communicates effectively with others in figuring out solutions to complex problems. In the last meeting, the teacher was so motivated in providing the material in Edmodo. It was because, based on their journal-log, they said that they could not wait to use Edmodo in the next meeting. Most of them said that they want to use Edmodo in every English lesson. It symbolized that they were enjoy and enthusiastic to use Edmodo in learning. Thus, critical thinking could be easier happened if the students were enthusiastic and enjoy the learning process. It was said by Lange (2014) that an interesting learning is one factor which can engage students’ critical thinking. By interested with the learning, they will enthusiastic in following the lesson, and then it can stimulate their critical thinking. In the last meeting, the topic was still about describing something. The students were asked to create simple descriptive text about describing their house. Before did the task, the teacher provided the example about how to describe their house using video. The video was interesting and funny. It could stimulate their


66 enthusiasm in doing the task. It was seen from their journal-log that the video was so interesting and funny. In doing the task, there were two students who still confused how to describe it: “Mr. Aris, step-step ngerjainya gmna yaa? Soalnya aku bingung, banyak yang harus dijelasin.” Said Respondent A. respondent B continue respondent A question “Iya Mr. Aris, trus karakter yang dijelaskan itu apanya ya?” said respondent B. Before the teacher answers those questions, the other student or respondent C tried to answer their friends’ question. Respondent C answers like this “kan di video udah jelas, kita jelasin kayak jumlah ruangnya, keberadaan bendanya, jumlahnya.”

Figure 4.6 Student’s Critical Thinking Activities


67 It made the teacher very glad to saw them really active and critical. Their English class teacher said that it was rare happened in her lesson. It is symbolized that their way of thinking has improved well. After that, the teacher asked them to do the task based on the instruction given. Based on their journal-log, most of them said that it was interesting to describe their own house. Most of them did the task very well. They have understood how to use singular and plural well. Almost there were mistakes in describing their own task. Some of the students said that it was caused by their friends’ comment, the videos and links provided, and the interesting tool to explore their thinking. Therefore, it could be concluded that online learning media technique using Edmodo was a suitable technique to facilitate their critical thinking. 4.1.2.4 Reflection In the third meeting, most of the students could do the activity process well. They could do the task better than before. Although there were still some students who still confused in developing the material, but overall their result and their critical thinking in following the lesson was improved well. They all became usual to recheck and revise their own and friends’ task. In the fourth meeting, there was no problem when they all did the task given. It was also seen from their journal-log that all of them are enjoy and enthusiastic in using Edmodo in learning process. Based on the questionnaire given, they all agree that Edmodo could improve their critical thinking using Edmodo.


68 The implementation of Cycle 2 was briefly explained in figure 4.7 PLAN In every meeting using Edmodo, the teacher explained the rules of the Edmodo and gave instruction to the students inside Edmodo. b. In every meeting using Edmodo, the students had materials using Edmodo. c. In every meeting using Edmodo, the students learned something from Edmodo based on the basic competence that was used. d. In every meeting using Edmodo, the students always comment each other to correct each other assignment, and also found out their friends mistake and corrected their own. It was all without teacher’s instruction in the beginning of the meeting. e. In every meeting using Edmodo, the students wrote reflection about their learning after using Edmodo in their journal-log given by the teacher. a.

ACTION a. The students had material in Edmodo with students and teachers. Based on the students’ journal-log, they seemed very enthusiastic to use Edmodo. b. The students saw the material topic in the video, link, and written material. Based on the students’ journal-log, they like learning using video. They said that it was interesting and funny. c. The students did the assignment in Edmodo based on the instruction given and also the example given by the teacher using link, video, Pdf, written, and soon. d. The students commented each other’s assignment without teacher’s instruction before. It seemed that they were interested and enthusiastic in using Edmodo. e. The students wrote reflection in the journal-log given by teacher after using Edmodo. f. The teacher wrote feedback in the students’ journal-log on their responds after using Edmodo. It functions to make them more critical in developing their skills.

OBSERVATION Based on the observation done in the second cycle, the students’ critical thinking was improved better than before. They feel more critically to do the task given using Edmodo. It could be seen from their result and activity in the Edmodo; 1) students are able to evaluate, analyze and connect the task given. 2) communicates effectively with others to find out solution. 3) raise vital question and problem, formulating them clearly. 4) gathers and asses relevant information, using abstract ideas to interpret it effectively. 5) comes to well-reasoned conclusions and solutions. Those indicators have been achieved by the students after using Edmodo. The indicators are relevant with the theories of critical thinking used in this study.

REFLECTION The conclusion was the result in the cycle two was better than previous cycle. There were improvement of students critical thinking after using Edmodo. Figure 4.7 The Action Implementation of Cycle 2


69 4.2 The Effects of Edmodo on Students’ Critical Thinking Based on Instruments Data This part presents the discussion on the effect of the use of Edmodo on students’ critical thinking development based on the instrument data. In this part, the researcher wants to show whether the use of Edmodo can facilitate students’ critical thinking or not based on students perception.

4.2.1 Edmodo Facilitates Students’ Critical Thinking In this part the researcher will show whether Edmodo facilitates students critical thinking or not based on the instrument data which is used in this research. 120% 100% 80% Yes

60%

No 40% 20% 0% Figure 4.10 Students' Critical Thinking After Using Edmodo

Based on the questionnaire data result above, 100% of the students agreed that Edmodo facilitated their critical thinking. It was clear that Edmodo gave significant progress on students’ critical thinking improvement. On the other hand, 0 % of the students disagreed that Edmodo did not facilitate their critical


70 thinking. The significant progress was also supported by their statements in their own Journal-log. Setelah menggunakan Edmodo, aku menjadi lebih kritis dari sebelumnya. Ak lebih bisa menjawab soal lebih spesifik. (Student 1, Journal-log result) Komentar-komentar dari teman-temanku membuatku lebih kritis lagi didalam menjawab soal. Aku bisa menganalisis soal dengan baik. (Student 2, Journal-log result). Contoh-contoh didalam aplikasi Edmodo membuatku lebih bisa berpikir lebih kritis. Aku bisa mengerjakan soal yang diberikan dengan baik. (Student 3, Journal-log result). After using Edmodo, I become more critical than before. I am able to answer the questions more specific. (Student 1, Journal-log result) My friends’ comments make me more critical in answering another question. I am able to analyze the question better. (Student 2, Journal-log result) The examples in Edmodo make me more critical. I am able to do the task well. (Student 3, Journal-log result) Based on the questionnaire and journal-log result above, it could be concluded that students’ critical thinking was improved clearly. They tend to be more critical when using Edmodo in English language learning in the class. Kalo boleh jujur, saya sangat kaget melihat perkembangan siswa kelas 8 G, terutama didalam aspek berpikir kritis. Mereka terlihat lebih kreatif dan aktif didalam menjawab dan menjelaskan soal yang diberikan. Hal Itu berbanding


71 terbalik ketika mereka belajar dengan saya. Mereka cenderung tidak aktif dan tidak antusias dalam mengerjakan soal. (Teacher, interview) Honestly, I am surprised to see my students’ improvement especially in critical thinking aspect. They look more creative and active in answering and explaining the task. It is different when they were studying with me. They tend not to be active and enthusiastic in doing the task given. (Teacher, interview) The explanation of the English teacher’s interview above showed that the teacher agreed about students’ improvement in critical thinking aspect. They were more critical in doing the task given in the classroom.


CHAPTER V CONCLUSIONS AND SUGGESTIONS

In this chapter, there are two parts presented. They are the conclusions and suggestions. The conclusions present the summary of the major findings discussed in the previous chapter. The suggestions present the ideas for further studies on the use of online learning media using Edmodo to facilitate students’ critical thinking.

5.1

Conclusions In this chapter, the researcher would like to restate the problem

formulation before giving detail conclusions. There is one problem: to what extent does online learning media using Edmodo facilitates students’ critical thinking for grade 8 G in SMPN 2 Yogyakarta? Based on the research done by the researcher, the use of online learning media using Edmodo facilitates critical thinking of 8 G class students of SMPN 2 Yogyakarta in the teaching and learning activity. The character and indicator of critical thinker had been achieved by the students. Online learning media using Edmodo could be used for the teacher as the technique to improve critical thinking of 8 G class students of SMPN 2 Yogyakarta. The students were more critical since the teaching and learning were interesting and fun (Lange, 2012). The indicators of having critical thinking were

72


73 achieved. First, students could evaluate, analyze, and connect the task given. Second, students raised vital questions and problems, formulating them clearly and precisely. Third, students gathered and assessed relevant information, using abstract ideas to interpret it effectively. Fourth, students came to well-reasoned conclusions and solutions. Fifth, students thought openmindedly. Sixth, students communicate effectively with others to find out solutions. Those all improvements done by the students are relevant from the theories used in this research. Therefore, the researcher can conclude that the use of Edmodo can facilitate critical thinking of 8 G class students of SMPN 2 Yogyakarta.

5.2

Suggestions The suggestion presents in this research consist of three parts. They are

suggestions for students, teachers, and further researchers. 5.2.1 For Students Since online learning media using Edmodo seems a good way to improve students’ critical thinking in language learning, it is suggested for 8 G class students of SMPN 2 Yogyakarta to have online learning media using Edmodo inside or outside the class. Therefore, it can help them to have better learning especially in increasing students’ critical thinking. 5.2.2 For English Teachers Teacher has big role in improving students’ development by providing interesting learning strategy in the teaching and learning process, especially for their critical thinking improvement. Teacher has to have an interesting way to


74 attract students’ interest in learning language. Therefore, it is recommended for the teacher to use online learning media using Edmodo in order to improve students’ critical thinking in learning language. 5.2.3 For the Further Researchers Since the further researchers could help his or her students to facilitate their critical thinking in language learning, the researcher recommends for the further researcher to implement this online learning media technique in other places.


REFFERENCES

Bilash, O. (2009). Improve your classroom practice through action research: Become a researcher of your own instruction. Calgary: University of Alberta Press. Cauley, P. (2015). A guide to explain it all: Edmodo. Retrieved April 28, 2015, from https://melissaenderle.wikispaces.com/file/view/A+guide+to+explain+Ed modo.pdf Creswell. J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). London: Sage. Drachsler, H., & Paul, K. (2010). Learner characteristics. Amsterdam: The University of Netherlands Press. Dunlosky, J. (2013). Improving students’ learning with effective learning techniques. Ohio: Kentstate University Press. Facione, P. A. (1990). Critical thinking: A statement of experts. “The delphi report” executive summary. Millbrae: California Academic Press. Fisher, A. (2001). Critical thinking: An introduction. Cambridge: Cambridge University Press. Fowler, B. (1996). Critical thinking across the curriculum project: Critical thinking definitions. Retrieved January 15, 2015, from http://www.kemetro.cc.mo.uc/longview/ctac/definitions.html Hutter, C., & Rubin, C.M. (2011). Edmodo platform transforms learning. Retrieved January 25, 2015, From http://www.educationworld.com/a_curr/rubin/edmodo-platformtransforms-learning.shtml Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Philadelphia: Pennsylvania State University Press. Jonassen, D. H., Beissner, K., & Yacci, M. A. (1993). Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.

75


76 Coppola. J. F. (2000). Creative learning technologies that enhance critical thinking skills in a smart E-Classroom. Retrieved January 2, 2015, from http://http://www.ieeexplore.ieee.org/xpl/abstractAuthors.jsp?reload=true &arnumber=896546.html Kemmis, S., & McTaggart, R. (1988). The action research planner. Melbourne: Deakin University Press. Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. New York: Longman. Lichtman, M. (2013). Qualitative research in education: A user’s guide. London: Sage. Mathupayas, T. (2013). Social network system in classroom: Antecedents of edmodo. Bangkok: Thammasat University Press. Mettetal, G. (2002). Improving teaching through classroom action research. Bloomington: Indiana University Press. Meriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Fransisco: Jossey-Bass. Miller, C. A. (2007). Action research: Making sense of data. Retrieved December 22, 2014, from www.coe.fau.edu/sfcel/sensdata.htm. Parsons, R. D., & Kimberlee S. B. Teacher as reflective practitioner and action researcher. Belmont, Calif.: Wadsworth/Thomson Learning. Richard. P., & Elder, L. (2006). Critical thinking concepts and tools. Retrieved January 14, 2015, from https://www.criticalthinking.org/files/Concepts_Tools.pdf&sa=0CA4QFjA AahUKEwjVibj_m7XHAhXFF5QKHXflBhE&usg=AFQjCNGbm_wcpr DfDAJxxupMKVTUo37nNA Richard, P. (2010). Critical thinking. London: Plymouth University Press. Stacey, L. (2014). Strategies to promote critical thinking in elementary classroom. Retrieved November 17, 2014, from http://www.p21.org/newsevents/p21blog/1435-strategies-to-promote-critical-thinking-in-theelementary-classroom Walker, G. (2002). Teaching critical thinking skills. Knoxville: University of Tennessee at Chattanooga Press.


77 Yucel. S. A. (2006). E-learning approach in teacher training. Ankara: Hacettepe University Press.


78

APPENDICES


79

APPENDIX A PERMISSION LETTER


80


81

APPENDIX B JOURNAL-LOG


82 A. Journal-log Meeting

:

Technique

:

2 How was your learning using Edmodo?

3 What have we learned today?

4 What is your plan in the next meeting?

4 Feedback from the teacher.


83

APPENDIX C OBSERVATION SHEET


84 B. Observation Sheet OBSERVATION SHEET Meeting : Material : Activities

Students’ Responses


85

APPENDIX D TRANSCRIPT OF INTERVIEW BEFORE IMPLEMENTING CAR


86 C. Interview Transcript of Interview The interview with some of 8 G class students of SMPN 2 Yogyakarta before implementing classroom action research (October 2014).

Researcher

: Selamat pagi semua. Sebelum kita memulai pelajaran pada hari ini, Mr. Aris mau bertanya dulu ya untuk kalian. Kalian mau bantu Mr. Aris untuk menjawab kan?

Semua Murid

: Oke Mr. Aris.

Beberapa murid

: Tanya apa Mr. Aris?

Researcher

: Menurut observasi yang sudah Mr. Aris lakukan sejauh ini, kenapa sih kalian setiap pelajaran bahasa inggris kurang antusias dan kurang aktif? Ngga seperti pelajaran yang lainnya?

Responden A

: Pelajarannya kurang menarik Mr. Aris.

Responden B

: Bosen Mr. Aris. Pelajaran bahasa inggris sama Ms. Murtafiah terlalu serius.

Responden C dan D

: iya Mr. aris. Kita terlalu tegang belajarnya. Jadi kita kurang antusias untuk mengikuti pelajarannya.


87 Researcher

: Oh begitu ya. Bagaimana dengan yang lain?

Responden E

: Sama Mr. Aris. Kita juga terlalu sering di suruh menghafal dan kurang untuk practice nya.

Researcher

: Begitu ya. Bagaimana dengan kalian? (bertanya pada responden F, G dan H)

Responden F dan G

: iya Mr. Aris sama, tidak suka meghafal.

Responden H

: Kita butuh sesuatu yang lebih menarik Mr. Aris, jangan menghafal terus terusan. Bagaimana kita bisa berkembang kalo kita kurang latian.

Responden I

: Iya Mr. Aris. Kita jadi malah buyar konsentrasinya.

Researcher

: Oke. Bagaimana dengan pelajaran bahasa inggris kalian? Sebenarnya

pelajaran

yang

diberi

meningkatkan

kemampuan bahasa inggris kalian ngga sih? Sebagian murid

: iya Mr. Aris. Tapi sedikit Mr.

Sebagian murid

: Kita banyak yang remedial Mr. Aris hehee

Researcher

: Bagaimana dengan yang lainnya?

Sebagian murid

: Cuma sedikit Mr. Aris.

Researcher

: Oke. Bagaimana dengan cara mengajar Miss. Murtafiah? Kalian suka atau ngga?


88 Responden A dan B

: Ya itu tadi Mr. Aris. Kita terlalu tegang belajarnya, terlalu serius.

Responden B

: Iya Mr. Aris, jadi Cuma sedikit materi yang bisa masuk. Padahal materinya biasa saja ngga terlalu susah.

Responden C

: Iya Mr. Aris, materinya sih padahal relatif mudah, tapi kita

mungkin

terbawa

situasi

kelas

yang

kurang

mendukung. Respnden D

: iya Mr. Aris, nilaiku menurun juga.

Researcher

: jadi materinya sebenarnya ngga masalah?

Semua murid

: Ngga Mr. Aris. Biasa aja soalnya.

Researcher

: Oke. Makasih ya udah mau sharing sama Mr. Aris. Jadi kalian maunya belajar di kelas yang seperti apa ?

Responden E dan F

: Terserah Mr. yang penting jangan terlalu tegang kelasnya. Kita malah jadi susah mikir nanti.

Responden G, f, H

: Iya Mr. Aris. Yang penting menarik, biar materinya bisa masuk juga.

Responden I

: Iya Mr. kita mau biar kita bisa berpikir aktif dikelas, kayak pelajaran yang lainnya.


89 Researcher

: Oke deh. Jadi kalau Mr. Aris kasih teknik pembelajaran yang menarik, kalian janji lebih antusias dan nilainya meningkat ya?

Semua Murid

: Oke Mr. Aris.


90

APPENDIX E TRANSCRIPT OF INTERVIEW AFTER IMPLEMENTING CAR


91 STUDENTS INTERVIEW GUIDE (After Implementing CAR)

Aspek A

Motivasi

No 1

Pertanyaan Apakah

kamu

suka

belajar

bahasa

Inggris

mengunakan Edmodo? 2

Apakah kamu antusias belajar bahasa Inggris mengunakan Edmodo?

3

Apakah kamu termotivasi belajar bahasa Inggris mengunakan Edmodo?

4

Apakah kamu menemukan kesulitan ketika belajar bahasa Inggris mengunakan Edmodo?

B

Aktifitas

5

Apakah kamu aktif menjawab pertanyaan atau soal yang diberikan didalam Edmodo?

6

Apakah dengan aplikasi dan conto-contoh yang ada didalam Edmodo seperti video, link, gambar, dll membuatmu lebih kritis didalam mengerjakan?

7

Didalam pembelajaran menggunakan Emdodo, kegiatan apa yang membuatmu lebih antusias dan termotivasi?

C

Implikasi

8

Apa keuntungan yang kamu dapatkan setelah belajar bahasa Inggris menggunakan Edmodo?

9

Apa kerugian yang kamu dapatkan setelah belajar


92 bahasa Inggris mengunakan Edmodo? 10

Apakah cara berpikirmu dalam bahasa inggris semakin Edmodo?

berkembang

setelah

menggunakan


93 Transcript of Interview The interview with all 8 G class students of SMPN 2 Yogyakarta after implementing classroom action research (November 2014).

Student 1 1. Apakah kamu suka belajar bahasa inggris menggunakan Edmodo? Iya mas, suka. 2. Apakah kamu antusias belajar bahasa inggris menggunakan Edmodo? Kalo saya sih lebih antusias dari sebelumnya mas. Karena Edmodo menarik. 3. Apakah kamu termotivasi belajar bahasa inggris menggunakan Edmodo? Iya mas. Kalo dulu setiap mau masuk kelas bahasa inggris rasanya tegang. Tapi kalo ada Edmodo saya lebih termotivasi lagi untuk belajar mas. 4. Apakah kamu menemukan kesulitan ketika belajar bahasa inggris menggunakan Edmodo? Paling awal awal aja mas belum ngerti cara pakeknya. Tapi sekarang sudah bisa. 5. Apakah kamu aktif menjawab pertanyaan atau soal yang diberikan didalam Edmodo? Iya mas, liat aja Edmodo saya mas hehee 6. Apakah dengan aplikasi-aplikasi dan contoh-contoh yang diberikan melalui video, link, gambar, dll membuatmu lebih kritis didalam mengerjakan soal?


94 Iya mas. Karena sejauh ini kita jarang belajar pake video, gambar, dll. Jadi aku lebih berkembang dari sebelumnya. 7. Didalam pembelajaran Edmodo, kegiatan apa yang membuatmu lebih antusias dan termotivasi? Kalo aku sih waktu kita disuruh liat contoh video-video lucu sebelum ngerjain soal mas. 8. Apa keuntunganmu belajar bahasa inggris menggunakan Edmodo? Kalo aku disuruh milih, aku lebih milih belajar bahasa inggris pake Edmodo mas. Lebih menarik. Dari pada belajar sama gurunya disuruh ngapalin terus. Kan ngebosenin mas. Kalo di Edmodo kan bisa ada aplikasi, contoh video, link, dll. 9. Apa kerugianmu belajar bahasa inggris menggunakan Edmodo? Ngga ada mas. 10. Apakah cara berpikirmu dalam bahasa inggris semakin berkembang setelah menggunakan Edmodo? Iya mas berkembang. Lebih kreatif dari sebelumnya.


95 Student 2 1.

Apakah kamu suka belajar bahasa inggris menggunakan Edmodo? Suka mas. asyik

2.

Apakah kamu antusias belajar bahasa inggris menggunakan Edmodo? Iya mas, liat teman-teman saya antusias, saya juga haus antusias.

3.

Apakah kamu termotivasi belajar bahasa inggris menggunakan Edmodo? iya mas, Saya sangat termotivasi setelah ada edmodo didalam pembelajaran bahasa inggris. Apalagi kalo ngerjain soal, aku lebih tertarik dan mudah karna disediakan contoh-contoh menarik didalamnya yang bisa aku liat setiap saat.

4.

Apakah kamu menemukan kesulitan ketika belajar bahasa inggris menggunakan Edmodo? Ngga ada sih mas. Ngga terlalu susah kok makeknya.

5.

Apakah kamu aktif menjawab pertanyaan atau soal yang diberikan didalam Edmodo? Iya mas, ak sama teman-temanku saling kasih komen satu sama lain. Membuat kita menjadi aktif. Kalo pembelajaran sebelumnya kita tegang mas, jadi takut untuk aktif.

6.

Apakah dengan aplikasi-aplikasi dan contoh-contoh yang diberikan melalui video, link, gambar, dll membuatmu lebih kritis didalam mengerjakan soal? Iya mas. Aplikasi nya sangat membantu kita menjadi kritis. Kita senang mas


96 7.

Didalam pembelajaran Edmodo, kegiatan apa yang membuatmu lebih antusias dan termotivasi? Apa ya mas. Mungkin waktu kita saling kasih komen satu sama lain. Jadi itu melatih kita untuk menjadi aktif dan kritis.

8.

Apa keuntunganmu belajar bahasa inggris menggunakan Edmodo? Lebih nyaman, aktif terus semangat mas.

9.

Apa kerugianmu belajar bahasa inggris menggunakan Edmodo? Belum ada sih mas sejauh ini.

10. Apakah cara berpikirmu dalam bahasa inggris semakin berkembang setelah menggunakan Edmodo? Iya mas. Aku merasakan perubahan


97 Student 3 1. Apakah kamu suka belajar bahasa inggris menggunakan Edmodo? Iya mas. 2. Apakah kamu antusias belajar bahasa inggris menggunakan Edmodo? Iya mas. Lebih semangat kalo pake Edmodo 3. Apakah kamu termotivasi belajar bahasa inggris menggunakan Edmodo? Iya mas, Apalagi kita bisa saling memberikan komentar satu sama lain mas. Itu membuat saya lebih termotivasi lagi. Karna saya bisa tau masukan atau saran dari teman-teman saya terhadap tugas yang saya kerjakan. 4. Apakah kamu menemukan kesulitan ketika belajar bahasa inggris menggunakan Edmodo? Ngga ada mas 5. Apakah kamu aktif menjawab pertanyaan atau soal yang diberikan didalam Edmodo? Iya mas. Sekarang lebih aktif dari sebelumnya. 6. Apakah dengan aplikasi-aplikasi dan contoh-contoh yang diberikan melalui video, link, gambar, dll membuatmu lebih kritis didalam mengerjakan soal? Iya mas, sangat membantu sekali. 7. Didalam pembelajaran Edmodo, kegiatan apa yang membuatmu lebih antusias dan termotivasi? Liat-liat contoh dari aplikasinya mas. Kalo dirumah juga ak liat-liat lagi mas. Soalnya seru


98 8. Apa keuntunganmu belajar bahasa inggris menggunakan Edmodo? Lebih aktif dan semangat 9. Apa kerugianmu belajar bahasa inggris menggunakan Edmodo? Ngga ada mas 10.Apakah cara berpikirmu dalam bahasa inggris semakin berkembang setelah menggunakan Edmodo? Iya mas. Teman-temanku bilang aku sekarang lebih kritis dari sebelumnya. hehee


99 Transcript of Interview The interview with 8 G class English teacher of SMPN 2 Yogyakarta after implementing classroom action research (November 2014). 1. R: Apa pendapat Ibu tentang penggunaan Edmodo didalam pembelajaran Bahasa Inggris? T: Menurut saya Edmodo bisa menjadi alternative media pembelajaran yang baik. Karena sejauh saya mengamati, mereka terlihat sangat termotivasi untuk belajar menggunakan Edmodo. 2. R: Setelah ibu melihat penggunaan Edmodo didalam kelas, apakah ibu melihat perubahan yang terjadi terhadap siswa dibandingkan dengan embelajaran sebelumnya tanpa menggunakan Edmodo? T: Kalo boleh jujur, saya sangat kaget melihat perkembangan siswa kelas 8 G, terutama didalam cara berpikir. Mereka terlihat lebih kreatif dan aktif didalam menjawab dan menjelaskan soal yang diberikan. Hal Itu berbanding terbalik ketika mereka belajar dengan saya. Mereka cenderung tidak aktif dan tidak antusias dalam mengerjakan soal 3. R: Apakah Edmodo cocok untuk meningkatkan berpikir kritis siswa? Mengapa? T: sejauh ini saya rasa Edmodo sudah memberikan efek positive terhadap perkembangan siswa, terutama didalam berpikir kritis. 4. R: Apa saran ibu terkait dengan pengimplementasian Edmodo didalam pembelajaran Bahasa Inggris?


100 T: saran saya Cuma satu, tolong ajarkan saya cara menggunakannya mas. hahahaa


101

APPENDIX F QUESTIONNAIRE


102 D. Questionnaire

Nama:_____________________ Gender: L/P Berikan respon kalian pada statement yang tersedia dibawah dengan cara memberikan tanda checklist (√) pada jawaban yang kalian pilih.

No.

Statements

1.

Aku pernah menggunakan media pembelajaran online didalam pembelajaran. Aku pernah menggunakan Edmodo sebelumnya sebagai media pembelajaran online. Edmodo merupakan media pembelajaran yang cocok untuk mendukung pembelajaran bahsa inggrisku.

2. 3.

Ya

4.

Aku mendapatkan penjelasan dan instruksi yang jelas di dalam Edmodo.

5.

Sebelum mengerjakan tugas yang diberikan di Edmodo, aku selalu mendapatkan instruksi dengan jelas terlebih dahulu.

6.

Aku bisa menggunakan Edmodo untuk pembelajaran didalam kelas.

7.

Aku bisa menggunakan Edmodo untuk pembelajaran diluar kelas (PR, Diskusi, dll).

8.

Aku dapat menggunakan aplikasi yang disediakan di dalam Edmodo dengan mudah.

9.

Aku dapat memberikan komentar (opini, argument, penjelasan) satu sama lain.

10.

Edmodo mendukungku untuk kemampuan bahasa inggrisku.

11.

Dengan menggunakan Edmodo, aku lebih banyak berlatih soal-soal dengan menyenangkan untuk meningkatkan kemampuan berpikir kritisku.

12.

Melalui Edmodo, aku lebih percaya diri untuk mengerjakan soal dan mengungkapkan apa yang ada didalam pikiranku.

mengembangkan

Tidak


103 13.

Edmodo membantu mengembangkan berpikirku menjadi lebih kritis.

kemampuan

14.

Aku senang menggunakan aplikasi aplikasi yang tersedia di dalam edmodo untuk memfasilitasi berpikir kritis.

15.

Dengan aplikasi yang tersedia didalam Edmodo (video, link, powerpoint, animasi, lagu, dll) memacuku untuk antusias dalam berpikir kritis.

16.

Materi yang disediakan didalam memotivasiku didalam berpikir.

17.

Aku senang menggunakan Edmodo dalam pembelajaran bahasa inggrisku.

18.

Aku dapat mengakses materi didalam Edmodo dengan simple dan mudah.

19.

Aku nyaman belajar bahasa inggris dengan menggunakan Edmodo.

20.

Aku tertarik menggunakan Edmodo untuk pembelajaran bahasa inggris.

21.

Aku termotivasi ketika menggunakan Edmodo.

22.

Melalui Edmodo, Aku mendapatkan feedback dari guru dan temanku untuk mengembangkan kemampuan berpikirku.

Edmodo

sangat


104

APPENDIX G QUESTIONNAIRE BLUEPRINT


105 F. Questionnaire Blueprint

Statements Theories 1. Aku pernah menggunakan media pembelajaran online didalam pembelajaran. Factor which influence 2. Aku pernah menggunakan perception( Edmodo sebelumnya Altman at al., sebagai media 1985) pembelajaran online.

3. Edmodo merupakan media pembelajaran yang cocok untuk mendukung pembelajaran bahsa inggrisku.

A model of online learning (Anderson & Elloumi, 2004, p.62)

4. Aku mendapatkan penjelasan dan instruksi yang jelas di dalam Edmodo.

Benefits of online learning media (Mohamed Ally, 2004; Bender, 2012; Cole, 2002;

5. Sebelum mengerjakan tugas yang diberikan di Edmodo, aku selalu mendapatkan instruksi dengan jelas terlebih dahulu. 6. Aku bisa menggunakan Edmodo untuk pembelajaran didalam kelas. 7. Aku bisa menggunakan Edmodo untuk pembelajaran diluar kelas (PR, Diskusi, dll).

Category

Students’ perception on the experience of using online learning media.

Students’ perception on the Implementation of Edmodo.


106 8. Aku dapat menggunakan aplikasi yang disediakan di dalam Edmodo dengan mudah. 9. Aku dapat memberikan komentar (opini, argument, penjelasan) satu sama lain.

Students’ perception on the Implementation of Edmodo.

10. Edmodo mendukungku untuk mengembangkan kemampuan bahasa inggrisku.

Edmodo as an online learning media to support students learning achievement 11. Dengan menggunakan (cauley, P, 2015) Edmodo, aku lebih banyak berlatih soal-soal dengan menyenangkan untuk meningkatkan kemampuan berpikir kritisku. 12. Melalui Edmodo, aku lebih percaya diri untuk mengerjakan soal dan mengungkapkan apa yang ada didalam pikiranku. 13. Edmodo membantu mengembangkan kemampuan berpikirku menjadi lebih kritis. 14. Aku senang menggunakan aplikasi aplikasi yang tersedia di dalam edmodo untuk memfasilitasi berpikir kritis. 15. Dengan aplikasi yang tersedia didalam Edmodo

Students’ perception on the Impacts of using Edmodo.


107 (video, link, powerpoint, animasi, lagu, dll) memacuku untuk antusias dalam berpikir kritis. 16. Materi yang disediakan didalam Edmodo sangat memotivasiku didalam berpikir.

Students’ perception on the Impacts of using Edmodo.

17. Aku senang menggunakan Edmodo as an Edmodo dalam online learning pembelajaran bahasa media to support inggrisku. students learning achievement 18. Aku dapat mengakses (cauley, P, 2015) materi didalam Edmodo dengan simple dan mudah. 19. Aku nyaman belajar bahasa inggris dengan menggunakan Edmodo. 20. Aku tertarik menggunakan Edmodo untuk pembelajaran bahasa inggris. 21. Aku termotivasi ketika menggunakan Edmodo. 22. Melalui Edmodo, Aku mendapatkan feedback dari guru dan temanku untuk mengembangkan kemampuan berpikirku.

Students’ Personal evaluation on the use of Edmodo.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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