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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
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
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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
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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)
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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
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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
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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
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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
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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 Students’ Critical Thinking Activities .......................................... 52
4.3 Students’ Critical Thinking Activities .......................................... 54
4.4 Students’ Critical Thinking Activities .......................................... 56
4.5 The Action Implementation of Cycle 1 ........................................ 58
4.6 Students’ Critical Thinking Activities .......................................... 66
4.7 The Action Implementation of Cycle 2 ........................................ 68
4.10 Students’ Critical Thinking after Using Edmodo ......................... 69
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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
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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
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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
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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
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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
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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
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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.
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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.
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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.
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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.
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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.
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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;
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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
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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
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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.
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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
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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
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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
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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
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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.
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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.
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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 mid-
term helps the teacher plan the most effective strategies for the rest of the
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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
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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
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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.
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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
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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.
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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
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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
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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
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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
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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
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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
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reflection from the both students and teacher were analyzed. Finally, its
interpretation was presented into this study to answer the problem formulation.
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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
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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
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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.
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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:
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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
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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
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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
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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.
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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
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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?)
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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.
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“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”.)
Figure 4.2 Student’s Critical Tinking Activities
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
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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
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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.
Figure 4.3 Student’s Critical Tinking Activities
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.
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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.”
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Figure 4.4 Student’s Critical Tinking Activities
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.
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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.
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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
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 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.
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
a. 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.
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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:
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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
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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
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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.
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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
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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;
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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
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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
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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.
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The implementation of Cycle 2 was briefly explained in figure 4.7
PLAN
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.
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
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.
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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.
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
0%
20%
40%
60%
80%
100%
120%
Figure 4.10 Students' Critical Thinking After Using Edmodo
Yes
No
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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
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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.
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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
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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
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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.
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REFFERENCES
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modo.pdf
Creswell. J. W. (2003). Research design: Qualitative, quantitative, and mixed
methods approaches (2nd
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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-platform-
transforms-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.
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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
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Richard, P. (2010). Critical thinking. London: Plymouth University Press.
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elementary-classroom
Walker, G. (2002). Teaching critical thinking skills. Knoxville: University of
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Yucel. S. A. (2006). E-learning approach in teacher training. Ankara: Hacettepe
University Press.
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APPENDICES
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APPENDIX A
PERMISSION LETTER
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APPENDIX B
JOURNAL-LOG
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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.
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APPENDIX C
OBSERVATION SHEET
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B. Observation Sheet
OBSERVATION SHEET
Meeting :
Material :
Activities Students’ Responses
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APPENDIX D
TRANSCRIPT OF INTERVIEW
BEFORE IMPLEMENTING CAR
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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.
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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?
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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.
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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.
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APPENDIX E
TRANSCRIPT OF INTERVIEW
AFTER IMPLEMENTING CAR
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STUDENTS INTERVIEW GUIDE
(After Implementing CAR)
Aspek No Pertanyaan
A Motivasi 1 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
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bahasa Inggris mengunakan Edmodo?
10 Apakah cara berpikirmu dalam bahasa inggris
semakin berkembang setelah menggunakan
Edmodo?
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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?
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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.
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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
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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
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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
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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
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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?
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T: saran saya Cuma satu, tolong ajarkan saya cara menggunakannya mas.
hahahaa
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APPENDIX F
QUESTIONNAIRE
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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 Ya Tidak
1. Aku pernah menggunakan media pembelajaran online
didalam pembelajaran.
2. Aku pernah menggunakan Edmodo sebelumnya sebagai
media pembelajaran online.
3. Edmodo merupakan media pembelajaran yang cocok
untuk mendukung pembelajaran bahsa inggrisku.
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 mengembangkan
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.
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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 (video,
link, powerpoint, animasi, lagu, dll) memacuku untuk
antusias dalam berpikir kritis.
16. Materi yang disediakan didalam Edmodo sangat
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.
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APPENDIX G
QUESTIONNAIRE
BLUEPRINT
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F. Questionnaire Blueprint
Statements Theories Category
1. Aku pernah menggunakan
media pembelajaran online
didalam pembelajaran.
Factor which
influence
perception(
Altman at al.,
1985)
Students’ perception
on the experience of
using online learning
media.
2. Aku pernah menggunakan
Edmodo sebelumnya
sebagai media
pembelajaran online.
3. Edmodo merupakan media
pembelajaran yang cocok
untuk mendukung
pembelajaran bahsa
inggrisku.
A model of online
learning
(Anderson &
Elloumi, 2004,
p.62)
Students’ perception
on the Implementation
of Edmodo.
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).
Benefits of online
learning media
(Mohamed Ally,
2004; Bender,
2012; Cole, 2002;
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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.
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.
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
Edmodo as an
online learning
media to support
students learning
achievement
(cauley, P, 2015)
Students’ perception
on the Impacts of using
Edmodo.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 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 as an
online learning
media to support
students learning
achievement
(cauley, P, 2015)
Students’ Personal
evaluation on the use
of Edmodo.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI