PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · mempersiapkan materi pembelajaran yang menarik, dan...

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

i

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



ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATADHARMA UNIVERSITY

YOGYAKARTA

2015


ii

A Sarjana Pendidikan Thesis on

THE USE OF EDMODO TO FACILITATE STUDENTS’ CRITICAL

THINKING OF 8G CLASS OF SMPN 2 YOGYAKARTA



Approved by

Advisor

Agustinus Hardi Prasetyo, S.Pd., M.A. July 14, 2015


iii

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


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.


iv

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


111214149


v

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)


vi

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.


vii

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.


viii

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


ix

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.



x

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


xi

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


xii

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


xiii

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




4.5 The Action Implementation of Cycle 1 ........................................ 58


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


1

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


2

classroom. According to Lange (2014), creative learning strategy is a factor which

can engage students’ critical thinking.

In this study, the researcher took 8 G class in SMPN 2 Yogyakarta as a

place for the research. In some cases done by the researcher in 8 G class of SMPN

2 Yogyakarta, teacher’s uncreative teaching strategy in the learning process of

English subject, decreased students’ critical thinking development. It is also stated

by Lange (2014) that the lack of teacher’s understanding in designing creative

learning can obstruct the way students think critically. Based on the observation

done by the researcher, their English teacher always used memorizing technique

without giving them enough practice. There were possiblilities if the students did

not think critically. First, students could not evaluate, analyze, and connect the

question given. Second, students could not communicate effectively to find out

solution. Third, students did not participate actively in the classroom. Therefore,

the teacher has an important role in facilitating students’ critical thinking in

learning process by creating creative learning strategy in the teaching and learning

process.

In order to decrease the problems, the students need a creative way which

is able to make them feel comfortable and able to develop their critical thinking

ability. It is also based on students own request that they all need the athmosphere

in the class more fun and interesting. Therefore, in this study, the researcher tried

to apply an interesting online learning media technique which is expected to

facilitate their uncritical thinking problems. One of the functions of media is to

support creative and effective learning activity. Therefore, by using interesting


3

learning media, students can be motivated and their critical thinking will

improved quickly (Lange, 2014).

In this research, the researcher chose Edmodo as online learning media

which is able to facilitate students’ critical thinking development. Edmodo is a

web-based platform that provides a safe and easy way for the class to connect and

collaborate, share content, and access homework, grades and school notices. It

enables students to do activities inside related to the teaching and learning process

in order to increase their critical thinking. By using Edmodo, the students can post

and access assignments, PowerPoint presentations, reading selections, video, and

other resources from their laptop, computer or their mobile devices wherever they

are. On the other hand, students can also hold discussions with their friends and

teachers, so they can ask or consult everything about the lessons they have not

understood yet. McKiel (2011) expressed that Edmodo has been a great tool to

enable their students to demonstrate their learning and provide peers or teachers

descriptive feedback. By doing such kind activities like commenting, giving

feedback, discussing each other using the application, it is expected can facilitate

their critical thinking.

This research aims at how online learning media can facilitate students’

critical thinking. By understanding the level of students’ thinking using online

learning media, their critical thinking can be known. Besides, the readers can also

understand that media technology holds an important role in facilitating students

especially in critical thinking aspect.


4

1.2 Research Problem

This research was intended to describe students’ ability in thinking which

was done by 8 G class students of SMPN 2 Yogyakarta. Concerning to the

background of the study, there was one question to lead the analysis. The

questions was “To what extent does the use of Edmodo help students to facilitate

critical thinking skills?”

1.3 Research Limitation

There are so many things which can be discussed in this research of the

use of Edmodo on the improvement of students’ ability in learning English

language. However, this study is working on English language teaching media. It

focuses on facilitating students’ critical thinking. Students can be called as critical

thinker if all indicators of having critical thinking are achieved. Students give

appropriate responses and answers to the lesson led by teacher using Edmodo.

Students are able to communicate effectively to find out solution. Thus, the

research will be implemented for junior high school students of 8 G class of

SMPN 2 Yogyakarta.

1.4 Research Objective

This research discusses technology aspect that happens in 8 G class of

SMPN 2 Yogyakarta on students’ critical thinking development. This paper is

intended to give evidence that Edmodo can facilitate students’ critical thinking.


5

1.5 Research Benefits

Through this research, the researcher wants to research students’ critical

thinking in the teaching and learning process in the classroom using Edmodo.

However, this research has beneficial aspects for both formal and informal aspects

in education.

In formal education aspects, it will be useful for junior high school

teaching and learning activities. The teacher and also the students will get the

benefits on the development of teaching and learning English after using Edmodo.

Then, for informal education aspects, this research will be useful for English club,

writing and reading conversation club, and many others using Edmodo. This

research will be useful also for the further researchers as a reference. For 8 G

Class Students of SMPN 2 Yogyakarta

For 8 G class students of SMPN 2 Yogyakarta, they will be provided

interesting applications and tools inside Edmodo that can facilitate their critical

thiking in working on the tasks. They can access or post assignment that they

want. Then, they can also comment and give positive and constructive feed back

on their friends’ post or comment. By doing this such kind of activity, it can help

them to facilitate their critical thinking. Students are also able to increase their

writing and reading skills in order to develop the other skills like speaking and

listening by reading the reading text and recording their sound and post it through

Edmodo.


6

1.5.1 For the English Teacher

The English teacher will also be provided interesting applications and

tools inside Edmodo. In Edmodo, teachers can have their own account as an

administrator. Teachers can be as an instructor to guide the teaching and learning

process using edmodo. Teachers can maintain a personal content library and share

content with members. By doing those activities using interesting applications and

tools inside, students and teacher will be easier to carry out the teaching and

learning activities.

1.5.2 For the Researcher

Researcher who is a student in English Language Education Study

Program in Sanata Dharma University will get so many beneficial aspects after

doing this research. First, the researcher is able to manage the teaching and

learning process using Edmodo for 8 G class students of SMPN 2 Yogyakarta in

facilitating their critical thinking. Second, the researcher is also able to provide an

interesting teaching strategy using media that can be used to connect with the

students in doing English activity. The last, the researcher is able to create an

interesting activity using Edmodo that can facilitate their critical thinking.

1.5.3 For the Future researchers

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

provide valuable and additional information in the implementation of further

research in the boarder scope.


7

1.6 Definition of Terms

In order to have clear understanding and interpretation on the definition

used in this research, then the researcher provides the definition of terms. It

functions to make the readers understand about the terms which are used in this

research. Therefore, the terms will be discussed below.

1.6.1 Learning Media

In this study, learning media is everything that can explain the narrator

instruction well. Therefore, it can make the learning situation become conducive

where the receiver can do the learning process efficiently and effectively. It is also

expressed by Yudhi (2010) that Learning Media is very beneficial in helping

learning activity process whether it is inside or outside the classroom, especially

in developing students’ achievement in learning.

1.6.2 Edmodo

In this study, Edmodo is an educational online website that takes the ideas

from a social network and refines them and makes it appropriate for a classroom.

Students can use computer, laptop, or cellphone to access this Edmodo.

According to Cauley (2015), by using Edmodo, students and teachers can reach

out to one another by sharing ideas, problems, and helpful tips. A teacher can

assign and grade work on Edmodo; students can get help from the entire class on

Edmodo. It is a safe environment. There is no bullying or inappropriate content,

because the teacher can see everything that is posted on Edmodo. Also, parents

can join the Edmodo class to bring a level of transparency that is difficult to

achieve without technology.


8

In this study, the use of Edmodo can be implemented in the computer lab,

classroom, or outside the classroom as long as the facilities are available. In this

research, Edmodo has function as main media which is used for the researcher to

measure students’ critical thinking. By using the application of Edmodo, students

will be asked to do the tasks given by the teacher. By commenting and giving

feedback, it is able to facilitate their critical thinking. Therefore, Edmodo seems a

good way for the teacher to help them in facilitating students’ critical thinking in

learning.

1.6.3 Critical Thinking

Richard (2010) states, ‘critical thinking is how to ask and answer questions

in order to find out a solution.’ In everyday life, the term ‘critical’ is often seen as

negative or destructive. Being critical in academic life, however, does not mean

questioning things randomly. Instead, academic work aims to get as near as

possible to the truth. Critical thinking in any subject or discipline is the way in

which this is done along with the more specialized applications of theory, the

methods and techniques, which have been developed for the subject. Critical

thinking then, is the attempt to ask and answer questions systematically. This

means asking the most useful questions in the most productive sequence in order

to yield a coherent and credible ‘story’.

So thinking critically means asking and answering questions. Instead of

accepting ‘at face value’ what people read or hear, critical thinkers look for

evidence and for good reasons before believing something to be true. This is at the

heart of what it means to be a scientist, researcher, scholar or professional in any


9

field. Whatever someone is studying, critical thinking is the key to learning and to

making progress.

1.6.4 SMPN 2 Yogyakarta

In this research, SMPN 2 Yogyakarta is located in Jalan Penambahan

Senopati, number 28-30, Yogyakarta. This place is used for collecting the data. In

this study, the target learner is 8 G class students of SMPN 2 Yogyakarta. A

number of students in this class are 30 students. It consists of 12 male students

and 18 female students. The researcher will use all the students as research

participants.


10

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


11

their personal, academic, social or cognitive self that may influence how and what

they have learned and achieved.

According to Drachsler (2010), students’ characteristic is defined as the

overall pattern of behavior and the ability of the students as a result of faults and

experiences so as to determine the pattern of activity in reaching their own goal.

He states that there are three things related with students’ characteristics:

1. Characteristic or situation related with first ability or prerequisite

skills. That is the ability which is needed to achieve the learning goals.

This ability is the result of some students’ experiences.

2. Characteristic related with background, environmental, and social

status (socialcultural).

3. Characteristic related with the differentiations of personality.

According to Winkel (1998:84), the characteristics include (1) the

function of cognitive includes creativities, special talents, cognitive

organizations, language abilities, learning styles, learning techniques.

(2) conative-dynamic includes learning motivation, attention-

concentration. (3) Affective function includes temperament, feeling,

behavior, and interest. (4) sensory-motoric function. (5) And the other

things related students’ personality such as mental condition, and

personality development.

According to Drachsler (2010), students’ characteristics are important for

instructional designers as they allow them to design and create tailored


12

instructions for a target group. It is expected that by taking account of the

characteristics of learners, more efficient, effective and/or motivating instructional

materials can be designed and developed.

In this study context, learner characteristics can be personal, academic,

social oremotional and/or cognitive in nature. Personal characteristics often relate

to demographic information such as age, gender, maturation, language, social

economic status, cultural background, and specific needs of a learner group such

as particular skills and disabilities for and/or impairments to learning which the

teachers should know.

According to Drachler (2010), academic characteristics are more education

and/or learning related such as learning goals (of an individual or a group), prior

knowledge, educational type, and educational level. Social/emotional

characteristics relate to the group or to the individual with respect to the group.

Examples of social/emotional characteristics are group structure, place of the

individual within a group, sociability, self-image (also feelings of self-efficacy

and agency), and mood.

Therefore, based on Drachler (2010) perception above, cognitive

characteristics relate to such things as attention span, memory, mental procedures,

and intellectual skills which determine how the learner perceives, remembers,

thinks, and solves problems.

According to Drachsler (2010), there are often large differences between

the characteristics of different learners and groups of learners such as children,

students, professionals, adults, older people and disabled persons. These groups


13

differ in their motivation, prior knowledge, expertise level, study time, and

physical abilities. The differences within the learner characteristics have an impact

on the structure of the instruction and the degree of support and guidance of the

learning process.

Therefore, the knowledge about students’ characteristic above has

important meaning in teaching and learning interaction, especially for the teacher

that the information about students’ characteristic will be beneficial in choosing

and determining better learning which can ensure good learning for each student.

Besides, in this study context, by knowing each student’s capacity based on their

own characteristic status, teacher can control or develop students’ ability based on

their character.

By knowing students’ background status, then, the teacher is able to know

their problems. Therefore, the teacher is able to know whether the problem is

decrease or not. These critical thinking aspects will be discussed in the next

section.

2.2 Critical Thinking

In this theory, the researcher discusses two things, those are: the effect of

technology in engaging critical thinking, and four models theories of critical

thinking of Gardner (1999), David (2000), Richard (1992), and Richard (2006), as

foundation in this study. The explanation will be discussed below.


14

2.2.1 Gardner (1999) Critical Thinking Model

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

intelligence, each with its characteristic use:

1. Logico-mathematical: using logical and numerical patterns and

deductive reasoning; used by mathematicians, scientist, and logicians.

2. Linguistic: Sensitivity to sounds and meanings of words and language

abilities; used by writers and literature teachers.

3. Musical: Sense of rhythm, pitch, and melody, and appreciation of

musical expressions; used by musicians.

4. Spatial : Spatial memory and manipulating and transforming

perception of visual objects; used by artist and architect.

5. Bodily-kinesthetic: control of bodily movements and proprioceptive

abilities; used by athletes and skilled artists.

6. Interpersonal: understanding and dealing with the moods,

temperaments, motivations, and behaviors of other people; used by

counselors, social workers, and salespersons.

7. Intrapersonal: understanding one’s own feelings, motivations, needs,

strengths, and weakness; used in guiding one’s own behavior.

According to the theory above, Gardner (1999) said that most individuals

use most or all of these kinds of thinking, with verifying levels of skills. And

when we engage in complex learning, we use combinations of these different

kinds of thinking.


15

2.2.2 David (2000) Critical Thinking Model

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

reorganization of knowledge in meaningful and usable ways. It involves three

general skills: evaluating, analyzing, and connecting.

2.2.2.1 Evaluating

Evaluating involves making judgments about something by measuring it

against a standard. Evaluating is not expressing a personal attitude or feeling. It

involves recognizing and using criteria in different instances. Recognizing criteria

is important when the criteria are unstated; otherwise, the learner is required to

use a publicly available set of standard. It is also important for the students to be

able to determine which criteria are appropriate. According to David (2000),

evaluating information involves skills such as:

1. Assessing information for its reliability and usefulness, and

discriminating between relevant and irrelevant information.

2. Determining criteria for judging the merits of ideas or products by

identifying relevant criteria and determining how and when they will be

applied.

3. Prioritizing a set of options according to their relevance or importance.

4. Recognizing fallacies and errors in reasoning, such as vagueness, non

sequiturs, and untruths.

5. Verifying arguments and hypothesis through reality testing.


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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;


19

2. gathers and assesses relevant information, using abstract ideas to

interpret it effectively;

3. comes to well-reasoned conclusions and solutions, testing them against

relevant criteria and standards;

4. thinks openmindedly within alternative systems of thought, recognizing

and assessing, as need be, their assumptions, implications, and practical

consequences; and

5. communicates effectively with others in figuring out solutions to

complex problems.

After knowing the models of critical thinking used in this study, the

researcher will discuss about the relation of technology on critical thinking aspect.

2.2.5 Technology on Critical Thinking Aspects

According to Lee (2002), computer and internet have become increasingly

powerful tools in supporting critical thinking instruction. Computer uses critical

thinking facility that can engage thinking development. He states that computers

are advantageous because they allow the learner to be interactive. In transforming

the classroom to a student-centered environment where learning is viewed as an

active process, computers enable students to move from being passive absorbers

of knowledge to active participants in knowledge construction while doing so in

ways that lower their affective filter.

Lee (2002) suggested that computer literacy is crucial to using

technology’s power. A teacher should be familiar with six basic computer


20

applications in order to provide students with computerized critical thinking task:

databases, spreadsheets, word processors, presentation tools, communication

tools, and web browsers. With an understanding of what those categories, the

teachers can help the students to use the computer as a tool to connect the ideas.

According to Egbert and Elizabeth (2007), teachers can develop many exercises,

activities, and tasks by combining language and content achievement standards,

critical thinking skills, and computer applications.

Egbert and Elizabeth (2007) state that there are certain advantages of using

software, particularly because the reorganized material of the programs offers

clear structure. Many of the critical thinking programs allow teachers to bring data

form outside sources, and they come ready-made with charts, diagrams, and mind

maps to help organize data.

Some software is specifically designed for language learning. If a software

package is not designed for language purposes, it could still be used if the teacher

selects critical thinking software that contains language appropriate for the

learners’ proficiency levels.

2.2.6 A Critical Thinking Disposition

According to Egbert and Elizabeth (2007), one activity that can be

undertaken to create a strong critical thinking disposition would be to examine the

live of good critical thinker. For instance, students could research Abraham

Lincoln’s life, hardships, and achievements. While studying these topics, the

students could be asked to identify aspects of Lincoln’s character and why he


21

might be considered a critical thinker. While working on Vocabulary

development, teachers could help students recognize and use adjectives to

describe people and their dispositions. Here are some possible steps for such an

activity based on Egbert and Elizabeth’ (2007) perceptions:

1. Students search the internet to find three famous people they admire.

They list the reasons for admiring them, including the adjectives listed

on the web pages that describe them.

2. Students tell the teacher the names they have selected, and these are

written on the board along with adjectives, related behaviors, and

characteristics. The teacher makes a diagram showing the items listed,

linking the famous people with certain adjectives.

3. Students identify characteristics that great thinkers have in common,

using a paper of software chart to note adjectives that will be the focus

of subsequent lessons.

4. Students follow up by researching and writing a report explaining, with

the use of the local adjectives, why the selected person can be

considered a great thinker.

Those activity steps of Egbert and Elizabeth (2007), are the example on

how to create critical thinking activities. An interesting activity is needed in

facilitating students’ critical thinking. Therefore, the teacher holds big important

role in creating conducive classroom by creating an interesting activity.


22

2.3 Online Learning Media

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

for less than ten years; however, it has changed the contents of many concepts in

our lives as a modern communication tool. Many common concepts such as

government, trade, democracy and learning have gained new meanings by taking

the prefix “e”. E-learning or web-based education is one of the important concepts

and opportunities provided by the Internet. The concept of distance learning

actually emerged much before than the Internet; actually, it is said to be as old as

education.

Yucel (2006) argues that the distance learning models administered via

letters, press, television and CDs have ended up with practical and successful

results. As Internet is global, unlimited and open to public, the teaching

applications planned for the Internet environment has a potential of moderating

the nature of distance learning. It seems that it will be the only distance learning

tool of the near future. E-learning, as a new version of distance learning, is

applied via the Internet technologies and involves the educational activities, which

do not require the presence of the teacher and learner at the same time and place.

2.3.1 Edmodo

In this study, Edmodo is an online learning media which is used to

facilitate students’ critical thinking. According to Cauley (2015), Edmodo is an

online educational website that takes the ideas of a social network and refines

them and makes it appropriate for a classroom. By using Edmodo, students and


23

teachers can reach out to one another and connect by sharing ideas, problems, and

helpful tips. A teacher can assign and grade work on Edmodo; students can get

help from the entire class on Edmodo.

It is a safe environment. There is no bullying or inappropriate content,

because the teacher can see everything that is posted on Edmodo. Also, parents

can join the class to bring a level of transparency that is difficult to achieve

without technology. Therefore, by teachers and parents’ guidance, students can be

more serious in doing all teaching-learning process using Edmodo.

According to Sharon et al (2011), online learning is the result from the

learning which is delivered by electronic using media based computer. The

material can be accessed using network such as web, internet, intranet, CD, and

DVD. They state that online learning media is not for the information access, but

also help the students with the specific result (achieve the goal). The use of online

learning media in educational is very beneficial. The students can get the

information easily. It is also expressed by Drachsler (2010) that the use of online

learning media can control the students to study independently. By using online

learning media, students are able to access from everywhere they want to get the

information.

According to Sharon et al (2011), there are so many beneficial aspects of

online learning in educational field, they are:

1. The variety of media. Internet is the best tool in conveying the

information to the students around the world. Internet site containing


24

media variation, including text, audio, graphic, animation, video, and

software that can be downloaded.

2. Newest information. By the existence of online learning, students are

able to access any information using internet quickly.

3. Navigation. The main benefit of internet is that the ability to move

easily inside and between the document. The user can search various

document in various location without moving from their computer.

4. Knowledge exchange. The students can exchange the information each

other to the other people in order to complete the information they

need.

5. Communication: By using internet, students in different area are able

to share information or idea. They can “communicate each other in

different time and respond it based on their pleasure.

6. Cheap: hardware, software, and internet service are nominal and

always decreasing.

According to David (2000), mind tools are computer based tools and

learning environments that have been adapted or developed to function as

intellectual partners with the learner in order to engage and facilitate critical

thinking and higher order learning. He states that mind tools are cognitive

amplification and reorganization tools. They amplify the learner’s thinking by

transcending the limitation of the mind. He adds that mind tools are critical

thinking devices. They do this by modeling-in their function-critical thinking

skills. For example, students cannot construct semantic nets or experts system


25

knowledge bases without analyzing and therefore thinking critically about the

content they are studying.

Edmodo is one of a mind tool media based computer which can facilitate

students to engage their critical thinking aspects. It is also expressed by David

(2000) that mind tools are computer tools that are intended to engage and

facilitate cognitive processing. Cognitive tools are both mental and computational

devices that support, guide and extend the thinking process.

Figure 2.1 Layout of Edmodo


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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.


27

By knowing students’ characteristics, the researcher is able to know each

students’ critical thinking capability. In this research, the researcher uses all the

four theory models of critical thinking in order to support the implementation of

critical thinking development in this study. In order to achieve the goal of this

study that is facilitating students’ critical thinking using online learning media, the

researcher would like to implement Richard’s (2006) critical thinking model,

using Edmodo. Those are:

1. Raises vital questions and problems, formulating them clearly and

precisely;

2. Gathers and assesses relevant information, using abstract ideas to interpret

it effectively;

3. Comes to well-reasoned conclusions and solutions, testing them against


4. Thinks openmindedly within alternative systems of thought, recognizing


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


29

semester. Comparing the student learning outcomes of different teaching

strategies helps the teacher discover which teaching techniques work best in a

particular situation. Therefore, by using this method, the improvement of students

will be seen.

According to Kemmis and McTaggart (1988: 10), there are four

fundamental steps in classroom action research; they are planning, action,

observation, and reflection. In the classroom action research there must be

educational issue or thematic concern in the group of learners. Therefore, those

four fundamental steps have big important role to overcome this issue. In this

study context, the lack of students’ critical thinking in the learning process in the

class is the thematic problem. The lack of critical thinking could be seen from the

students’ behaviors and responses in the classroom activities. Therefore, online

learning media using Edmodo was used as solution to facilitate students’ critical

thinking in the teaching and learning process.

In the classroom action research, there are four steps; they are action, plan,

observation, and reflection. It has at least two cycles in implementing the

technique. It can be seen in figure 3.1


30

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

1988)

3.1.1 Plan

Planning is the first step in doing classroom action research. In plan, the

researcher can find problems in the classroom, and offer the solution. After

finding the problems, the solution can be applied in the action. The general plan

must be flexible enough and adapt to unforeseen effect and previously

unrecognized constraints (Kemmis & McTaggart, 1988:11). The plan will bring


31

the students to the better and enhance the learning. Plan helps and empowers

practitioners to act more appropriately in the situation and more effectively as an

educator (Kemmis & McTaggart, 1988:12). It is also expressed by Kunandar

(2008) that the general plan must be flexible in order to be adapted to unforeseen

effects and the unrecognized constrains.

After the researcher develops the plan, it is expected to find what was

already happening, such as problems, recent methods, the teaching and learning

activities in the classroom, and to make solution for those problems. In plan steps,

observation is also needed and must be planned because it will be a documentary

basis for the reflection (Kemmis & McTaggart, 1988:13).

3.1.2 Action

This second step is the continuity from the first step, plan. In the action,

the researcher taught the students. According to Kemmis and McTaggart

(1988:12), action is guided by planning in the sense that it looks back to planning

for its background. The implementation of action plans will assume the character

of a material, social and political struggle on improvement.

According to Parsons and Brown (2002), action is a form of investigation

designed for use by teachers to attempt to solve problems and improve

professional practices in their own classrooms. According to Miller (2007), action

research provides a framework that guides the energies of teachers on a better

understanding of why, when, and how students become better learners. Therefore,

the result whether the students had good progress or not would be seen by

observation in the classroom.


32

3.1.3 Observation

This part is different from action, even though it works in the same time

process. It aims at collecting evidence about the action in order to be able to

evaluate it thoroughly (Kemmis & McTaggart, 1988:12). This step provides the

basis for reflection in the next step then the result of the observation can be the

guide to reflect what had been done. Kemmis and McTaggart propose that careful

observation is necessary because action will always be limited by constraints and

reality and those will never be clear in advance (Kemmis & McTaggart, 1988:13).

According to them, all the process in the action aspect must be observed whether

the result would be positive or negative.

According to Ellen and Sara (2003), Observation is an essential element in

good teaching and program development. In evaluation, it can be used to secure

benchmark and descriptive data during program initiation and to document

program activities, processes, and outcomes.

3.1.4 Reflection

According to Kemmis and McTaggart (1988), reflection recalls action as

it has been recorded in observation. Reflection seeks to make sense of processes,

problems, issues and constraints made manifest in strategic action. This step is

expected to give solution to be applied in the second cycle and the next cycle if it

is needed. Reflection has an evaluative aspect. In evaluative aspect, it asks action

researchers to weight their experience.

Therefore, action research is a dynamic process that has to be understood

not as steps, complete in them, but rather as moments in the action research spiral


33

of planning, action, observing and reflecting Kemmis and McTaggart (1988:15).

There are four steps to do. It is shown in the classroom action research spiral of

plan, action, observation, and reflection. Therefore, by doing this method,

improvements of having critical thinking will be seen and make a better learning

process for the students.

According to Watson and Stuart (2001), reflection can be defined as

invitation to think deeply about our actions so that we may act with more insight

and effectiveness in the future; processing, analyzing, and integrating your

experiences through writing, discussions with friends, art, etc. This last step is

expected to give better problem solution to be applied in the second cycle and the

next cycle if it is needed. Therefore, by doing this step, the improvement of

having critical thinking would be achieved and making better learning for

students.

3.2 Research Setting

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

located in Jalan Penambahan Senopati, number 28-30, Yogyakarta. However, in

this research, the researcher had prepared this research since July 2014 when the

researcher was having a teaching practice in SMPN 2 Yogyakarta and found

problem happened there. Therefore the researcher used it as a chance to develop it

as a research.


34

3.3 Research Participant

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

Yogyakarta. There were 30 students in this class consisting of 12 male and 18

female students. Their characteristics were almost the same. All of the students

liked English language course.

In this research, the researcher became the teacher and also the observer.

In the classroom the teacher employed online learning media technique. All

students were asked to use media in order to know whether the technique used in

this study was succeeded to improve students’ critical thinking or not.

3.4 Research Instruments

The instruments of this study were journal log, observation sheet,

questionnaire, and interview before and after implementing classroom action

research. This research instruments gave feedback on the implementation.

Therefore, the feedback would develop their motivation to use Edmodo in the

next session.

3.4.1 Journal-log

This Journal-log was from the students. According to David (2000), the

activity of journal-loging or reflecting can engage meaningful thinking. By doing

this Journal-log, students were able to give comments on their activities using

Edmodo. The journal-log was employed after the class when they have done using

Edmodo. The students told their experience happened in the learning process

using Edmodo in the column provided in the journal-log, and then the teacher


35

gave feedback to support their language learning progress. It could show the

students response about their feeling on the material using Edmodo.

Meeting :

Technique :

1. How was your learning using Edmodo?

2. What have we learned today?

3. What is your plan in the next meeting?

4. Feedback from the teacher.

Figure 3.2 Students’ Journal-Log

3.4.2 Observation sheet.

This observation sheet was for the observer who was also as a teacher in

the classroom. It was to help the teacher to make improvement in teaching

learning process in the class. It aimed at knowing the students’ progress in the

learning process. Therefore, everything that student had done will be written in


36

this observation sheet. In this study, field notes were used to write or record the

responses, contributions, or participation of the students of 8 G class of SMPN 2

Yogyakarta on the action happened in the classroom while the action was

implemented.

OBSERVATION SHEET

Meeting :

Material :

Activities Students’ Responses

Figure 3.3 Students’ Observation Sheet

3.4.3 Interview

The interview was conducted before and after implementing CAR. The

interview before implementing CAR was held before the researcher implemented

CAR. This interview was conducted on both students and English class teacher. It

functioned to help the researcher to know students problems by giving them

question related to their teaching and learning process they did before. The

interview after implementing the CAR was conducted to the students and the

English teacher after implementing CAR. It functioned at knowing students and

teacher responses and opinion on the use of Edmodo for students’ critical


37

thinking. The interview data could be used as foundation n for the researcher to

find a solution and decrease the problem faced by the 8 G class students in SMPN

2 Yogyakarta.

3.4.4 Questionnaire

The Questionnaire was held after the students use online learning media

technique using Edmodo. It functioned for the researcher to know their feeling

and respond on the use of Edmodo. It was also to find out the reaction of the

students whether it helped them in facilitating their critical thinking aspect or not.

There were 22 questions provided in the questionnaire. It consisted of Yes

and No choices. In the questionnaire, the researcher provided some questions

related with the purpose of the research. The researcher wanted to see whether

the students had achieved the goal of having critical thinking using Edmodo or

not.

3.5 Data Gathering Technique

In this study, the data were gathered by conducting interview and

distributing the journal log and questionnaire. In this study, the interview was

aimed at knowing the main problem students faced, to know their

recommendation to solve the problem, to know teacher’s perception on the

students in the learning process, and perception of the teacher on how to solve the

problems faced by the students. In this study, journal log functioned at knowing

students response and suggestion after using Edmodo in the classroom. The

questionnaire aimed to know students problem faced in the learning process, to


38

know students’ students’ perception on the use of Edmodo in facilitating students’

critical thinking and to know students recommendation about the use of Edmodo

to solve the problems.

The journal log was distributed in each meeting after using Edmodo in the

learning activity in the classroom. The researcher could know their feeling and

their suggestion about the Edmodo they have used. After writing their responses

and suggestions in their own journal log, there was column for the researcher to

give feedback to the students on their progress using Edmodo. The questionnaire

was distributed on November 2014 to 8 G class students of SMPN 2 Yogyakarta.

8 G class students of SMPN 2 Yogyakarta were chosen because of the researcher

had known their main problem happened in the classroom since the researcher

taught them in PPL before taking this research. The students were explained the

purpose of this questionnaire and were given more or less than 15 minutes to fill

the given questionnaire. After the data from the questionnaire was collected

completely, then in the next week, the researcher held interview to their English

teacher in order to get the data needed for this research.

3.6 Data Analysis Technique

There were some steps in analyzing the data. First, the researcher analyzed

the data from students’ interview in order to see their problem which was

happened in their English language learning and also their suggestions on the

English language development in their classroom. After knowing student’s

perception, then the researcher conducted the interview to the English teacher. It


39

functioned at knowing the characteristics of the students, the procedure or strategy

used in the lesson, and the problems faced by students in the class.

The second, the researcher analyzed the journal-logs. It aimed at knowing

students’ responses on their English language learning activities after using

Edmodo. They expressed their feelings, opinions, and also suggestions in the form

provided in the journal-log paper. After analyzing it, then the researcher gave

feedback to their own journal-log in order to make them know their progress.

The last, the researcher analyzed the questionnaire. The researcher read the

questionnaire carefully, and then continued to calculate the percentage of each

response. Then the result of the calculation was put in the form of table. The

categories were based on the research questions that the researcher had. For the

students who chose positive response on their questionnaire, it symbolized that the

use of Edmodo helps them to facilitate their critical thinking.

3.7 Research Procedure

There were some steps done in conducting this study. First, the

researcher identified the problem found in 8 G class of SMPN 2 Yogyakarta.

Second, the researcher found the solution to be applied in order to solve the

problems. Third, the topic and instruments were consulted to the lecturer. Fourth,

the researcher asked the permission to the head master of SMPN 2 Yogyakarta.

Fifth, the research was conducted to the classroom. Sixth, the data was gathered

from the research by teaching and observing. The result of the observation and


40

reflection from the both students and teacher were analyzed. Finally, its

interpretation was presented into this study to answer the problem formulation.


41

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


42

the students and also their English teacher in SMPN 2 Yogyakarta informally.

Interview aimed at getting the opinion of the target research about all the teaching

and learning process activity happened in the classroom. After conducting the

interview, the researcher could evaluate and develop the research deeply.

The researcher had taught 8 G class on August - September 2014 when

doing PPL. The problems were seen since the researcher taught them. The

researcher found that uncritical thinking was the main problem happened in this

class. Their lack of critical thinking could be identified from their learning results

and also their activities in the classroom. First, students could not evaluate and

analyze the question given. Second, students could not communicate effectively to

find out solution. Third, students did not participate actively. Lastly, there was no

significant progress of their test results. It was different when they were studying

other subjects. It was also avowed by their English teacher that the students were

more active and critical when they were in another subject. Their characteristics

above were concluded as the problem of critical thinking. The deeper discussion

of their problem will be discussed in the observation cycle result.

The teaching activities in the class were not interesting enough which

made them unenthusiastic and uncritical in doing the tasks given. Also, their

teacher always employed memorizing technique in the classroom without giving

them enough practice. It was one of problems that decreased their critical

thinking. It could also be seen from students’ answers when the researcher asked

them in the interview. Almost of them said that the lesson given by their teacher

was not interesting enough. They felt unmotivated to follow the lesson in the


43

classroom. Lange (2014) said that the lack of teacher understanding in designing

creative learning can obstruct the way students think critically. The material given

to the students was only about memorizing of vocabularies without enough

practice. There was possibility if they were not active, bored, and thinking

uncritically in doing the tasks and activities in the classroom. Moreover, the

interview was not only done by interviewing the 8 G class students, but also the

English teacher who taught them in that class. When the researcher interviewed

her, she realized that her students were not enthusiastic and critical in following

her lesson. She admitted that her teaching was not interesting enough for her

students, and still looked for another alternative way.

Lack of critical thinking was concluded as the main problem faced by 8 G

class students. It became an obstacle for the learning process especially related to

their critical thinking development. It could influence their test result. The

learning process and result became unsatisfying.

In this research, online learning media technique was chosen because it

was considered as fun, interesting, and enjoyable. Besides, online learning media

especially Edmodo gives variation in language learning that can facilitate their

critical thinking. According to McKiel (2011), Edmodo has been a great tool to

enable their students to demonstrate their learning and provide their peers or

teachers with descriptive feedback to increase their critical thinking. Therefore,

the researcher as the teacher prepared the learning design and the material for

every meeting based on the technique applied.


44

Moreover, after the researcher formulated the action to solve the problems

in the teaching and learning process faced by 8 G class students in SMPN 2

Yogyakarta, then the researcher implemented it. The implementation of action

was done in a part of cycle. There were plan, action, observation, and reflection.

In this research, plan was designed before implementing the action. It was used by

the researcher to have a purposed plan. Then, the researcher had action to apply

the plan that had been designed before. When implementing the action, the

researcher also observed the progress of the students through Edmodo. It included

their results and activities in doing the given task. The results of any action would

be reflected by the researcher to see whether the students developed in their

critical thinking or not. Then, after doing action, the students would give their

opinion in the journal-log given by the researcher. Their responses or opinions

could be a consideration for the researcher in order to reflect the progress of

English teaching and learning process using Edmodo.

The implementation was conducted in November 2014 (11th

, 12th

, 18th

,

and 19th

). Every week, there were two meetings, on Tuesday and Wednesday.

Each meeting was conducted in at least 60 minutes. The discussion of the data

would be explained in each part of cycle that was plan, action, observation, and

reflection. Therefore, the discussion would be discussed deeper as follows:


45

4.1.1 Cycle 1

4.1.1.1 Plan

The first cycle of plan was done after the problem of 8 G class of SMPN 2

Yogyakarta was identified. The action that would be the solution to overcome the

problem was using Edmodo. It was planned based on the problems faced by 8 G

class students in SMPN 2 Yogyakarta so that it could decrease their main

problem. On the other hand, this technique was their own request that they want

the learning process more fun and comfortable than before. Therefore, the

researcher tried to use online learning media. It was because almost the 8 G class

students in SMPN 2 Yogyakarta had cellphone and laptop. Then, the researcher

tried to saw it as a chance to be developed.

In this research, the main problem faced by 8 G class students was the

uncritical thinking aspect when they were in learning process in the classroom.

Lack of practice made the students uncritical in doing their tasks and activities in

the classroom. Therefore, by looking at those problems, the researcher evaluated

and implemented online learning technique using Edmodo in order to facilitate

students’ critical thinking in learning English.

The online learning media technique using Edmodo was not only media as

others. It provides features that can be used by the students to facilitate their

thinking such as video, link, song, animation, platform to post the assignment,

platform to comment each other, and so on. The difference was this technique was

more interesting and suitable for the students. The teaching and learning process


46

of online learning media technique using Edmodo in the class was described in

these steps as follow.

a. In the first meeting, the researcher as a teacher explained to the students that

there would be four meetings of Edmodo class. The aims and the rules were

also explained before they had the meeting.

b. In the first meeting, the teacher explained about the function of the journal

log. Students were asked to write a reflection in every four meetings after

using Edmodo.

c. In every meeting using Edmodo, the teacher explained the rules of the

Edmodo and gave instruction to the students inside Edmodo.

d. In every meeting using Edmodo, the students had materials using Edmodo.

e. In every meeting using Edmodo, the students learned something from Edmodo

based on the basic competence that was used.

f. In every meeting using Edmodo, the students always comment each other to

correct each other assignments and activities, and also found out their friends

mistake and corrected their own. It was all without teacher’s instruction in the

beginning of the meeting.

g. In every meeting using Edmodo, the students wrote reflection about their

learning after using Edmodo in their journal-log given by the teacher.

The first material would be an object description. Besides making a

method technique, the researcher also designed the material based on the

curriculum used in the school. The material was also designed to facilitate

student’s critical thinking and all the meeting materials were related to some


47

critical thinking theories. The first material was jumbled words which contained

of some objects. Before doing the given task, the teacher provided link which

contain of material related with the topic. Then, the students were asked to learn

the material in the link given. Next, after opening the link, the teacher provided

video related to the topic. The students were given the example of the material by

using video. After seeing those material examples, the students were provided

some pictures of things, and then they were asked to rearrange the jumbled word

into good order. By doing this such kind of activity, it could stimulate students’

creativity in thinking. It was because they had to analyze and identify the pictures

and then compared it with the jumbled word provided. In this material, the

researcher tried to emphasize the analyzing, evaluating, and connecting aspects.

According to David (2000), critical thinking involves the dynamic reorganization

of knowledge in meaningful and usable ways. It involves three general skills:

evaluating, analyzing, and connecting.

The second material was the continuation of the first material. After

students were asked to rearrange the jumbled word into a good order, then in the

second step they were asked to describe the characteristics of the things. It

functioned to check how far they can do the three elements of critical thinking that

are analyzing, evaluating, and connecting. In this material context, describing the

object includes those kinds of critical thinking theory. It was because in

describing something, they had to pass those steps. They had to analyze the

things’ characteristics based on the given picture. Next, they had to evaluate it. In

this context evaluate means verifying their arguments after analyzing. It is also


48

said by David (2000) that evaluates means verifying their arguments and

hypothesis. The last, students have to connect it whether their answers are suitable

or not with both pictures and the descriptions.

4.1.1.2 Action

The implementation of action was done in two meetings. It was based on

the plan. The students felt more comfortable with the technique so that they

showed good progress in critical thinking and score result.

a. In the first meeting, the researcher as a teacher explained to the students

that there would be four meetings. The teacher also explained to them

about the aims and the rules of using Edmodo in the English learning.

b. In the first meeting, the teacher explained to the students that they had to

write a reflection in every four meetings after using Edmodo in the

journal-log given by the teacher.

c. The students had material in Edmodo with students and teachers. Based on

the students’ journal-log, they seemed very enthusiastic to use Edmodo.

d. The students saw the material topic in the video, link, and written material.

Based on the students’ journal-log, they liked learning using video. They

said that it was interesting and funny.

e. The students did the assignment in Edmodo based on the instruction and

the example given by the teacher such as using links, videos, and Pdfs.

f. The students commented each other’s assignment without teacher’s

instruction before. It seemed that they were interested and critical after

using Edmodo.


49

g. The students wrote reflection in the journal-log given by teacher after

using Edmodo.

h. The teacher wrote feedback in the students’ journal-log on their respons

after using Edmodo. It functioned to make them more critical in

developing their skills.

4.1.1.3 Observation

Observation was done when the action was implementing. The researcher

as the teacher conducted the observation on the implementation of action. In this

step, the teacher observed the class when taught the students using Edmodo.

When the researcher explained them that they would have online media

for the learning, they were very happy and attractive. It was because they were not

enthusiastic with the learning activity in the previous learning. The teacher

explained that they would have 60 minutes face to face meeting using Edmodo,

and the rest would be for homework. They all said that it was not a problem as far

as they could practice more than before, and not have too much memorizing

material anymore. By the increase of students’ enthusiastic in following the

lesson, the teacher would be easier to help them in improving their critical

thinking. According to Lange (2014), an interesting learning is one factor which

can engage students’ critical thinking.

When they were very curious and happy about Edmodo that they would

have, the teacher explained the rules of the Edmodo. After the teacher explaining

what Edmodo was and the function of it, then the students were very active to ask

so many critical questions by using the platform provided in Edmodo. How could


50

edmodo help us in learning? How is edmodo implemented in our class? What are

the benefits and functions of Edmodo? What are the differences with other tools?

According to Richard (2006), a critical thinker will communicates effectively, and

raises vital questions and problems, formulating them clearly. It was symbolized

that they have been categorized as critical thinker. Those questions were come up

from their own thinking. Their own English teacher was shock when she saw their

students were different and more critically than before in asking and responding

something. That indicated the improvements of students’ critical thinking since

they were always silence and not active when their teacher were teaching.

The first material using Edmodo was about object description. They

seemed interested in learning the materials distributed by the teacher in Edmodo.

The materials were distributed using link, and video. In that link and video there

were materials for the topic which was used. Respondent A and B asked in the

reply form as follows.

“Apakah kita mengerjakan berdasarkan contoh? Atau kita harus

mengerjakan tugasnya dengan cara kita sendiri? haruskah kita menulis ulang?”

(do we have to do base on the example? or do we have to do it with our own

version sir? And we rewrite it?)


51

Figure 4.1 Student’s Critical Tinking Activities

According to Paul (2006), critical thinker must raise vital questions and

problems, formulating them clearly and precisely. Therefore, the question on

Figure 4.1 showed their critical thinking. It really meant that from the beginning,

they had critical thinking by showing their question, opinion, and argumentation.

After seeing the example on Edmodo, the teacher asked the students to do

the task given. In fact there was one student who still felt difficult about the

material given in the first meeting. He was respondent C. He asked simple

question to his friend by asking in his friends’ assignment inside Edmodo. His

question was quoted as follows.


52

“Eh kalo contain itu harus ditambahkan ‘s’ atau tidak ya?” asked respondent C to

respondend D. (hey, should the word “contain” be added by “s”?)

Before respondent D answer the question, another student or respondent E who

always shy and silence in the class tried to answer respondent C’s question.

“tergantung. Kalau subjeknya plural kayak I, You, We, nggausah tambahkan s”.

respondent E answered. (it depends. If the subjects are plural like I, You, We, we

do not need to add “s”.)


After knowing their conversations, the teacher felt so glad. Usually they

were always shy, and did not participate actively in the class, especially

respondent E, but on Edmodo, the students were able to reduce their shyness to be

active and practice their critical thinking. They could do that because the situation


53

was not as usual. The students seemed very active in expressing their argument or

question so it could help them to facilitate their critical thinking. It was also seen

from their interview answer that they all really enjoy learning using Edmodo.

They agreed that it could help them to facilitate their critical thinking. They felt

open with the other friend and do not feel shy.

When all students were asked to do the task inside, all of them did it very

well. There were 10 pictures and jumbled letters. Based on the picture, they were

asked to match between the pictures and the jumbled letters, and rearrange the

jumbled word in to good order. Although there were some students who still

incorrect in spelling the word, but over all they were able to rearrange the jumbled

letter into good order very well. The answer was satisfying the teacher. After did

the task, without teacher’s instruction, they commented or replied each other in

their own task to say something on their answer. It was very glad to saw them

were very active and critical in following the material in Edmodo. In the second

part material, it was the continuing from the first task. In the second task, they

were asked to describe the letters that had been rearranged by them before. This

task is to check whether they can explore their thinking to describe the things or

not. According to David (2000), one criteria that critical thinker should have is

that they can analyze, evaluate and connecting something. In this session the

teacher would see whether the students could do those three aspects or

not.actually, all of them could do the task very well. They explained it based on

their own thinking, and could describe and explain it all very well. Although there

were still some mistakes, but they could deliver their answer very well. It was


54

very different when they did not use Edmodo in the learning process before. Their

answer explanation was simple and unsatisfying enough. After did the task, as

usual without teacher’s instruction, they commented each other answer. They

found out their friends’ mistakes and clarify them in to good answer. It was really

help them to facilitate their critical thinking because they always active to give

opinion, arguments, and suggestion to their friends.


In the second meeting, the teacher applied the second material in Edmodo.

There were two tasks in the second meeting. In the first task, the teacher provided

4 pictures, and then the students were asked to describe it into descriptive text.


55

The students were provided some questions instruction to guide them in making

the paragraph. It was explained as follows; (What is it? How many things are

there? What are the characteristics? What for is the thing?). The students were

very creative in making the things’ description. Although there were some

grammatical mistakes, but they delivered it very well. Their sentences meaning

could be understood well. They had so many ideas to describe the things

provided. For example, knife. The researcher took one example from respondent

A. He explained it very good and critical. He described it as follows.

“It is knife. It is made from sharp iron. There are six knifes on the picture given.

Knife is used to cut something but be careful not for cutting your fingers. hehe. my

mom always use knife to cut bread for my breakfast. But knife is dangerous

because it is sharp. Besides, i have bad experience using knife. i cannot explain it

because i feel trauma.”


56


That was one example on student’s answer on the task one of the second

meeting material. He explained it very well. He did not only describe it’s

characteristics but also explained his experience using knife, and also he added

some funny things that he had shown in his sentence. After that, he got some

comments or reaction from his friends on his description. His friends were very

interested when reading the description of respondent A. the comments were

explained as follows.

“hahaa I like your explanation of ‘knife’. It is very funny and interesting :D” said

respondent B. “number 2 is funny explanation I think :D. Good job bro”. Said

respondent C.


57

It symbolized that they were critical in doing the task given. According to

Richard (2006) critical thinkers will; 1. Gathers and assesses relevant information,

using abstract ideas to interpret it effectively. 2. Communicates effectively with

others to find out solution. Therefore, from respondent A’ explanation, it could be

seen that critical thinking had been seen clearly. It was because he could explain it

using abstract ideas to interpret it effectively and the students could communicate

effectively with others to found out solution.

In the second task of the second meeting material, the teacher provided the

list of sentences containing things. Based on the sentences, the students were

asked to find out the name of things. There were no problems from the students in

answering the task given. In this task, they all could do it very well. Almost of

them could answer it correctly. As usual without teacher’s instruction they

commented each other. It was very proud for the researcher to saw the students

were very enthusiastic and critical in answering and following the lesson through

Edmodo.

The teacher thought that their critical thinking was improved clearly. They

were enthusiastic and criticcal in following the lesson using Edmodo. It could be

concluded from their reflection. Most of them wrote that they wanted to use

Edmodo again in the next meeting. However, there were still some students who

did the task simply and incorrect but only two or three students. It was the

challenge for the teacher to find out the alternative way using Edmodo to make

the students more critical in the next cycle.


58

4.1.1.4 Reflection

The implementation of Edmodo was success in order to make the students

more critical than before. However, there were still some students who were not

enthusiastic and critical in doing the tasks. Therefore, the teacher found out the

alternative way to solve the problems faced in the first cycle then to be applied in

the cycle two.

The implementation of Cycle 1 was briefly explained in figure 4.5

PLAN

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.


59

e. The students did the assignment in Edmodo based on the instruction given and also the

example given by the teacher using link, video, Pdf, written, and soon.

f. The students commented each other’s assignment without teacher’s instruction before. It

seemed that they were interested and enthusiastic in using Edmodo.

g. The students wrote reflection in the journal-log given by teacher after using Edmodo.

h. The teacher wrote feedback in the students’ journal-log on their responds after using

Edmodo. It functions to make them more critical in developing their skills.

OBSERVATION

Based on the observation done in the first cycle, the students’ critical thinking was

improved by using Edmodo. They feel more critical to do the task given using Edmodo. It could

be seen from their result and activity in the Edmodo. They are able to 1) evaluate, analyze and

connect the task given. 2) communicates effectively with others to find out solution. 3) raise vital

question and problem, formulating them clearly. Those improvements are achieved based on the

theoris of critical thinking used in tis study. However, sometimes there were some students who

feel not comfortable in doing the task given but only two or three students.

REFLECTION

Most of the students wanted to use Edmodo again in the next meeting. It was because they

very interested to use edmodo as their media in learning. Since there were still some students who

were lack of critical thinking in doing the task given, the teacher gave the other alternative way

using Edmodo to solve the problems in the cycle two.

Figure 4.5 The Action Implementation of Cycle 1

4.1.2 Cycle 2

4.1.2.1 Plan

Lack of critical thinking was still the problem that occurred in the first

cycle although it was just little. It was expected that by applying the next material

using Edmodo their critical thinking would be improved than before. Based on the

reflection in the first cycle, the teacher tried to make interesting material using

Edmodo aplication that could facilitate their critical thinking. The teaching and

learning of cycle two was explained in these steps:


60

a. In every meeting using Edmodo, the teacher explained the rules of the

Edmodo and gave instruction to the students inside Edmodo.

b. In every meeting using Edmodo, the students had materials using Edmodo.

c. In every meeting using Edmodo, the students learned something from Edmodo

based on the basic competence that was used.

d. In every meeting using Edmodo, the students always comment each other to

correct each other assignment, and also found out their friends mistake and

corrected their own. It was all without teacher’s instruction in the beginning of

the meeting.

e. In every meeting using Edmodo, the students wrote reflection about their

learning after using Edmodo in their journal-log given by the teacher.

The third material was still the continuation of the previous meeting that

was about describing something. It was based on the basic competence that was

implemented for four meetings. In the third material, the teacher gave more

complex material to the students to check their critical thinking improvement. It

was about describing someone that they love the most. The teacher chose this

material because in doing this kind of activity, the students would pass some steps

based on David (2000) model of critical thinking. According to him, critical

thinker should have to; First, assessing information for its reliability and

usefulness, and discriminating between relevant and irrelevant information.

Second, determine the criteria. Third, identifying the main or central ideas in text,

data, or creations, and differentiating core ideas from supporting information.

Fourth, recognize the organization pattern. Fifth, Classifying objects into


61

categories based on common attributes. Sixth, comparing and contrasting

similarities and differences between objects or events. And the last, logical

thinking required analyzing or developing an argument, conclusion, or inference

or providing support for assertions. In determining whether the students’ critical

thinking were improved or not, the teacher used that kind of characteristic model

of critical thinking.

In order to facilitate their critical thinking the teacher provided the

example of the material through video and link which consisted of the example of

the material used at that meeting. The teacher gave instruction to the students to

open the video and link in order to help them in doing the task. After that, they

were asked to do the material given.

The fourth material was almost the same with the third material that was

about describing something. In this material the teacher gave more complex

material than before. In this session, the teacher asked the students to describe

their house. In this material, the teacher did not only ask them to describe the

characteristic of the house, but also the things and where the things were placed. It

was also belongs to David (2000) theory of critical thinking that was used in the

third meeting that students would be categorized as critical thinker if they could

pass the steps before. This material seemed very suitable to check students’

critical thinking using David’s theory that all the steps would be seen from their

answer description.

In this material, the teacher provided two videos which consisted of the

example of the task which was used. After seeing the videos given, the students


62

were given the instruction to do the task. Based on the example given, they were

asked to describe their own house starting from the characteristic, the things, and

where the things were placed.

4.1.2.2 Action

The implementation of action was conducted into two meetings. It was

based on the plan. The students were more critical in learning using Edmodo so

that they really showed good progress in critical thinking aspects.

a. The students had material in Edmodo with students and teachers. Based on the

students’ journal-log, they seemed very enthusiastic to use Edmodo.

b. The students saw the material topic in the video, link, and written material.

Based on the students’ journal-log, they like learning using video. They said

that it was interesting and funny.

c. The students did the assignment in Edmodo based on the instruction given and

also the example given by the teacher using link, video, Pdf, written, and soon.

d. The students commented each other’s assignment without teacher’s instruction

before. It seemed that they were interested and enthusiastic in using Edmodo.

e. The students wrote reflection in the journal-log given by teacher after using

Edmodo.

f. The teacher wrote feedback in the students’ journal-log on their responds after

using Edmodo. It functions to make them more critical in developing their

skills.


63

4.1.2.3 Observation

Based on the journal-log that students wrote before did the third meeting,

they said that they could not wait to use Edmodo in the next meeting. It made the

teacher happy and motivated in implementing the next material using Edmodo. In

the third meeting, the material was still the continuation from the previous

meeting. It was about describing someone that they love the most. The teacher

asked the students to describe it starting from the characteristic upto physical

appearance. It was based on the material used on the basic competence. In this

meeting, their critical thinking was seen from the beginning before they did the

task. It was seen from their response to the teacher’s instruction. Respondent A

and B asked question as follows:

“Aku boleh deskripsikan tentang sahabatku ngga Mr.Aris? tapi bukan

hanya fisik dirinya dia saja, tp cerita tentang dia semuanya.” Said Respondend A.

(Can I describe my best friend, Mr.Aris? it is not only about his physical

appearance, but also all about him.)

“Aku boleh deskripsikan tentang sukarno ngga Mr.Aris? aku kagum

dengan sosok sukarno. Soalnya dari kecil orangtuaku selalu cerita tentang

kepribadian beliau. Jadi sampai sekarang dia salah satu tokoh yang aku cintai

setelah kedua orangtuaku.” Said Respondend B. (Can I describe about Sukarno,

Mr.Aris? I am amazed with his figure. Since I was young, my parents always told

about him. He is one of figures that I admire after my parents.)

From the students’ questions above, it could be concluded that their

critical thinking was seen clearly. According to David (2000), critical thinker


64

would communicate effectively. Those questions made their own English teacher

shock. She said that they never ask questions like that in her lesson. The teacher

was very proud because before the students did the task, they had begun the

lesson by communicating actively.

The teacher asked them to open the two videos and link provided, and

asked them to understand it clearly. Based on their reflection, most of them said

that they were interested with the video and link, and it made them easier to do the

task. After that, the teacher asked them to describe someone that they love the

most. Based on the result, most of them described their family. The result was so

proud. They explained it very well. Although there were still grammatical error,

but the meaning still could be understood well. On their journal-log, most of them

said that, the video and the link very helpful in facilitating them to describe their

task.

The activity inside Edmodo was more active than before. They

commenting and criticizing each other to found out each other mistakes, and then

they revised it into good one based on their friends’ comment. Based on this

activity, it was seen that they were more critical in doing something. They more

critical by evaluating, analyzing and connecting, communicate effectively, and

think open-mindedly. Based on the activity they had done in the third meeting, it

could be concluded that most of them have passed Richard (2006) critical thinking

model. The explanation was follows.

A well cultivated critical thinker:

1. raises vital questions and problems, formulating them clearly and precisely;


65

2. gathers and assesses relevant information, using abstract ideas to interpret it

effectively;

3. comes to well-reasoned conclusions and solutions, testing them against


4. thinks openmindedly within alternative systems of thought, recognizing


consequences; and

5. communicates effectively with others in figuring out solutions to complex

problems.

In the last meeting, the teacher was so motivated in providing the material

in Edmodo. It was because, based on their journal-log, they said that they could

not wait to use Edmodo in the next meeting. Most of them said that they want to

use Edmodo in every English lesson. It symbolized that they were enjoy and

enthusiastic to use Edmodo in learning. Thus, critical thinking could be easier

happened if the students were enthusiastic and enjoy the learning process. It was

said by Lange (2014) that an interesting learning is one factor which can engage

students’ critical thinking. By interested with the learning, they will enthusiastic

in following the lesson, and then it can stimulate their critical thinking.

In the last meeting, the topic was still about describing something. The

students were asked to create simple descriptive text about describing their house.

Before did the task, the teacher provided the example about how to describe their

house using video. The video was interesting and funny. It could stimulate their


66

enthusiasm in doing the task. It was seen from their journal-log that the video was

so interesting and funny.

In doing the task, there were two students who still confused how to

describe it:

“Mr. Aris, step-step ngerjainya gmna yaa? Soalnya aku bingung, banyak yang

harus dijelasin.” Said Respondent A. respondent B continue respondent A

question “Iya Mr. Aris, trus karakter yang dijelaskan itu apanya ya?” said

respondent B.

Before the teacher answers those questions, the other student or

respondent C tried to answer their friends’ question. Respondent C answers like

this “kan di video udah jelas, kita jelasin kayak jumlah ruangnya, keberadaan

bendanya, jumlahnya.”

Figure 4.6 Student’s Critical Thinking Activities


67

It made the teacher very glad to saw them really active and critical. Their

English class teacher said that it was rare happened in her lesson. It is symbolized

that their way of thinking has improved well. After that, the teacher asked them to

do the task based on the instruction given. Based on their journal-log, most of

them said that it was interesting to describe their own house.

Most of them did the task very well. They have understood how to use

singular and plural well. Almost there were mistakes in describing their own task.

Some of the students said that it was caused by their friends’ comment, the videos

and links provided, and the interesting tool to explore their thinking. Therefore, it

could be concluded that online learning media technique using Edmodo was a

suitable technique to facilitate their critical thinking.

4.1.2.4 Reflection

In the third meeting, most of the students could do the activity process

well. They could do the task better than before. Although there were still some

students who still confused in developing the material, but overall their result and

their critical thinking in following the lesson was improved well. They all became

usual to recheck and revise their own and friends’ task.

In the fourth meeting, there was no problem when they all did the task

given. It was also seen from their journal-log that all of them are enjoy and

enthusiastic in using Edmodo in learning process. Based on the questionnaire

given, they all agree that Edmodo could improve their critical thinking using

Edmodo.


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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


73

achieved. First, students could evaluate, analyze, and connect the task given.

Second, students raised vital questions and problems, formulating them clearly

and precisely. Third, students gathered and assessed relevant information, using

abstract ideas to interpret it effectively. Fourth, students came to well-reasoned

conclusions and solutions. Fifth, students thought openmindedly. Sixth, students

communicate effectively with others to find out solutions. Those all

improvements done by the students are relevant from the theories used in this

research. Therefore, the researcher can conclude that the use of Edmodo can

facilitate critical thinking of 8 G class students of SMPN 2 Yogyakarta.

5.2 Suggestions

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

suggestions for students, teachers, and further researchers.

5.2.1 For Students

Since online learning media using Edmodo seems a good way to improve

students’ critical thinking in language learning, it is suggested for 8 G class

students of SMPN 2 Yogyakarta to have online learning media using Edmodo

inside or outside the class. Therefore, it can help them to have better learning

especially in increasing students’ critical thinking.

5.2.2 For English Teachers

Teacher has big role in improving students’ development by providing

interesting learning strategy in the teaching and learning process, especially for

their critical thinking improvement. Teacher has to have an interesting way to


74

attract students’ interest in learning language. Therefore, it is recommended for

the teacher to use online learning media using Edmodo in order to improve

students’ critical thinking in learning language.

5.2.3 For the Further Researchers

Since the further researchers could help his or her students to facilitate

their critical thinking in language learning, the researcher recommends for the

further researcher to implement this online learning media technique in other

places.


75

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methods approaches (2nd

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Drachsler, H., & Paul, K. (2010). Learner characteristics. Amsterdam: The

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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

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Mettetal, G. (2002). Improving teaching through classroom action research.

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22, 2014, from www.coe.fau.edu/sfcel/sensdata.htm.

Parsons, R. D., & Kimberlee S. B. Teacher as reflective practitioner and action

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University Press.


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APPENDICES


79

APPENDIX A

PERMISSION LETTER


80


81

APPENDIX B

JOURNAL-LOG


82

A. Journal-log

Meeting :

Technique :

2 How was your learning using Edmodo?

3 What have we learned today?

4 What is your plan in the next meeting?

4 Feedback from the teacher.


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APPENDIX C

OBSERVATION SHEET


84

B. Observation Sheet

OBSERVATION SHEET

Meeting :

Material :

Activities Students’ Responses


85

APPENDIX D

TRANSCRIPT OF INTERVIEW

BEFORE IMPLEMENTING CAR


86

C. Interview

Transcript of Interview

The interview with some of 8 G class students of SMPN 2 Yogyakarta before

implementing classroom action research (October 2014).

Researcher : Selamat pagi semua. Sebelum kita memulai pelajaran

pada hari ini, Mr. Aris mau bertanya dulu ya untuk kalian.

Kalian mau bantu Mr. Aris untuk menjawab kan?

Semua Murid : Oke Mr. Aris.

Beberapa murid : Tanya apa Mr. Aris?

Researcher : Menurut observasi yang sudah Mr. Aris lakukan sejauh ini,

kenapa sih kalian setiap pelajaran bahasa inggris kurang

antusias dan kurang aktif? Ngga seperti pelajaran yang

lainnya?

Responden A : Pelajarannya kurang menarik Mr. Aris.

Responden B : Bosen Mr. Aris. Pelajaran bahasa inggris sama Ms.

Murtafiah terlalu serius.

Responden C dan D : iya Mr. aris. Kita terlalu tegang belajarnya. Jadi kita

kurang antusias untuk mengikuti pelajarannya.


87

Researcher : Oh begitu ya. Bagaimana dengan yang lain?

Responden E : Sama Mr. Aris. Kita juga terlalu sering di suruh

menghafal dan kurang untuk practice nya.

Researcher : Begitu ya. Bagaimana dengan kalian? (bertanya pada

responden F, G dan H)

Responden F dan G : iya Mr. Aris sama, tidak suka meghafal.

Responden H : Kita butuh sesuatu yang lebih menarik Mr. Aris, jangan

menghafal terus terusan. Bagaimana kita bisa berkembang

kalo kita kurang latian.

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

Researcher : Oke. Bagaimana dengan pelajaran bahasa inggris kalian?

Sebenarnya pelajaran yang diberi meningkatkan

kemampuan bahasa inggris kalian ngga sih?

Sebagian murid : iya Mr. Aris. Tapi sedikit Mr.

Sebagian murid : Kita banyak yang remedial Mr. Aris hehee

Researcher : Bagaimana dengan yang lainnya?

Sebagian murid : Cuma sedikit Mr. Aris.

Researcher : Oke. Bagaimana dengan cara mengajar Miss. Murtafiah?

Kalian suka atau ngga?


88

Responden A dan B : Ya itu tadi Mr. Aris. Kita terlalu tegang belajarnya,

terlalu serius.

Responden B : Iya Mr. Aris, jadi Cuma sedikit materi yang bisa masuk.

Padahal materinya biasa saja ngga terlalu susah.

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

kita mungkin terbawa situasi kelas yang kurang

mendukung.

Respnden D : iya Mr. Aris, nilaiku menurun juga.

Researcher : jadi materinya sebenarnya ngga masalah?

Semua murid : Ngga Mr. Aris. Biasa aja soalnya.

Researcher : Oke. Makasih ya udah mau sharing sama Mr. Aris. Jadi

kalian maunya belajar di kelas yang seperti apa ?

Responden E dan F : Terserah Mr. yang penting jangan terlalu tegang

kelasnya. Kita malah jadi susah mikir nanti.

Responden G, f, H : Iya Mr. Aris. Yang penting menarik, biar materinya bisa

masuk juga.

Responden I : Iya Mr. kita mau biar kita bisa berpikir aktif dikelas,

kayak pelajaran yang lainnya.


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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.


90

APPENDIX E

TRANSCRIPT OF INTERVIEW

AFTER IMPLEMENTING CAR


91

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?


93


The interview with all 8 G class students of SMPN 2 Yogyakarta after

implementing classroom action research (November 2014).

Student 1

1. Apakah kamu suka belajar bahasa inggris menggunakan Edmodo?

Iya mas, suka.

2. Apakah kamu antusias belajar bahasa inggris menggunakan Edmodo?

Kalo saya sih lebih antusias dari sebelumnya mas. Karena Edmodo menarik.

3. Apakah kamu termotivasi belajar bahasa inggris menggunakan Edmodo?

Iya mas. Kalo dulu setiap mau masuk kelas bahasa inggris rasanya tegang.

Tapi kalo ada Edmodo saya lebih termotivasi lagi untuk belajar mas.

4. Apakah kamu menemukan kesulitan ketika belajar bahasa inggris

menggunakan Edmodo?

Paling awal awal aja mas belum ngerti cara pakeknya. Tapi sekarang sudah

bisa.

5. Apakah kamu aktif menjawab pertanyaan atau soal yang diberikan

didalam Edmodo?

Iya mas, liat aja Edmodo saya mas hehee

6. Apakah dengan aplikasi-aplikasi dan contoh-contoh yang diberikan

melalui video, link, gambar, dll membuatmu lebih kritis didalam

mengerjakan soal?


94

Iya mas. Karena sejauh ini kita jarang belajar pake video, gambar, dll. Jadi

aku lebih berkembang dari sebelumnya.

7. Didalam pembelajaran Edmodo, kegiatan apa yang membuatmu lebih

antusias dan termotivasi?

Kalo aku sih waktu kita disuruh liat contoh video-video lucu sebelum ngerjain

soal mas.

8. Apa keuntunganmu belajar bahasa inggris menggunakan Edmodo?

Kalo aku disuruh milih, aku lebih milih belajar bahasa inggris pake Edmodo

mas. Lebih menarik. Dari pada belajar sama gurunya disuruh ngapalin terus.

Kan ngebosenin mas. Kalo di Edmodo kan bisa ada aplikasi, contoh video,

link, dll.

9. Apa kerugianmu belajar bahasa inggris menggunakan Edmodo?

Ngga ada mas.

10. Apakah cara berpikirmu dalam bahasa inggris semakin berkembang

setelah menggunakan Edmodo?

Iya mas berkembang. Lebih kreatif dari sebelumnya.


95

Student 2


Suka mas. asyik


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.


menggunakan Edmodo?

Ngga ada sih mas. Ngga terlalu susah kok makeknya.


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.



mengerjakan soal?

Iya mas. Aplikasi nya sangat membantu kita menjadi kritis. Kita senang mas


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Apa ya mas. Mungkin waktu kita saling kasih komen satu sama lain. Jadi itu

melatih kita untuk menjadi aktif dan kritis.


Lebih nyaman, aktif terus semangat mas.


Belum ada sih mas sejauh ini.

10. Apakah cara berpikirmu dalam bahasa inggris semakin berkembang


Iya mas. Aku merasakan perubahan


97

Student 3


Iya mas.


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.


menggunakan Edmodo?

Ngga ada mas


didalam Edmodo?

Iya mas. Sekarang lebih aktif dari sebelumnya.



mengerjakan soal?

Iya mas, sangat membantu sekali.



Liat-liat contoh dari aplikasinya mas. Kalo dirumah juga ak liat-liat lagi mas.

Soalnya seru


98


Lebih aktif dan semangat


Ngga ada mas

10.Apakah cara berpikirmu dalam bahasa inggris semakin berkembang


Iya mas. Teman-temanku bilang aku sekarang lebih kritis dari sebelumnya.

hehee


99


The interview with 8 G class English teacher of SMPN 2 Yogyakarta after

implementing classroom action research (November 2014).

1. R: Apa pendapat Ibu tentang penggunaan Edmodo didalam pembelajaran

Bahasa Inggris?

T: Menurut saya Edmodo bisa menjadi alternative media pembelajaran yang

baik. Karena sejauh saya mengamati, mereka terlihat sangat termotivasi untuk

belajar menggunakan Edmodo.

2. R: Setelah ibu melihat penggunaan Edmodo didalam kelas, apakah ibu

melihat perubahan yang terjadi terhadap siswa dibandingkan dengan

embelajaran sebelumnya tanpa menggunakan Edmodo?

T: Kalo boleh jujur, saya sangat kaget melihat perkembangan siswa kelas 8 G,

terutama didalam cara berpikir. Mereka terlihat lebih kreatif dan aktif didalam

menjawab dan menjelaskan soal yang diberikan. Hal Itu berbanding terbalik

ketika mereka belajar dengan saya. Mereka cenderung tidak aktif dan tidak

antusias dalam mengerjakan soal

3. R: Apakah Edmodo cocok untuk meningkatkan berpikir kritis siswa?

Mengapa?

T: sejauh ini saya rasa Edmodo sudah memberikan efek positive terhadap

perkembangan siswa, terutama didalam berpikir kritis.

4. R: Apa saran ibu terkait dengan pengimplementasian Edmodo didalam

pembelajaran Bahasa Inggris?


100

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

hahahaa


101

APPENDIX F

QUESTIONNAIRE


102

D. Questionnaire

Nama:_____________________ Gender: L/P

Berikan respon kalian pada statement yang tersedia dibawah dengan cara

memberikan tanda checklist (√) pada jawaban yang kalian pilih.

No. Statements 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.


103

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.


104

APPENDIX G

QUESTIONNAIRE

BLUEPRINT


105

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)


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;


106

8. Aku dapat menggunakan

aplikasi yang disediakan di

dalam Edmodo dengan

mudah.

9. Aku dapat memberikan

komentar (opini, argument,

penjelasan) satu sama lain.


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)


on the Impacts of using

Edmodo.


107

(video, link, powerpoint,

animasi, lagu, dll)

memacuku untuk antusias

dalam berpikir kritis.

16. Materi yang disediakan

didalam Edmodo sangat

memotivasiku didalam

berpikir.


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.


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