Writing Skills
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
Yanti Kurniawati Ruhunusa
2012 054 0118
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
This research aimed to understand the EED of UMY students’ perception on the
use of Edmodo toward their writing skills. The research question being investigated in
this research is what the students’ perceptions on the use of Edmodo toward their writing
skills. The perception covered the students’ perceptions toward the features that facilitate
the writing skills, the significances and the challenges on the use of Edmodo toward the
students’ writing skills.
The qualitativeresearch design was served as the research methodology. It
specifically used descriptive qualitative method. It used interview as the instrument. The
researcher collected the data by conducting in-depth interview. The participants of the
study were the EED of UMY students’ batch 2013. There were five (5) participants who
were chosen by the researcher by using purposive sampling. In analyzing the data, the
researcher used coding which consists of open coding, axial coding and selective coding.
Based on the interview, it showed that most of the participants had positive
perceptions toward the use of Edmodo and its usage in writing skills. Firstly, the features
of Edmodo that facilitated the students’ writing skills were the note feature,the
assignment feature, the quiz feature,and the groupfeature. Secondly, there were some benefits of Edmodo on the learning process and writing skills. The benefits of Edmodo
on the learning process are Edmodo engaged the students to use English in every
activities; easy to use; interesting and fun; facilitated the students to share information
and communicate with each other’s.
Moreover, benefits of Edmodo toward the writing skills perceived by the EED of
feedbacks and give feedback to the other students;increased students’ awareness to use
proper grammar in writing; increased vocabularies; facilitated the students to get new
information to develop the idea; and motivated them to write better.Finally, the
challenges faced by the students in using Edmodo toward their writing skills include the
slow internet connectivity and theincapability of Edmodo in detecting the plagiarism.
Lastly, the incapability of Edmodo in autocorrecting system also became the challenges
of Edmodo in students’ writing skills.
Chapter One Introduction
This chapter presents several points to reveal an accurate discussion of the
main problem of the research. It elaborates the background of the study, statement
of the problem, limitation of the problem, research question, purpose of the study,
significance of the study and outline of the study.
Background of the Study
Writing is one of the essential skills that have to be mastered by the
students. It is included in the ESL teaching and learning as the element for
students’ academic success (Javed, Juan & Nazli, 2013). It helps the learners
reinforce the grammatical structure, increase vocabulary, and support other skills
such as reading, listening and speaking (Kellog, 2008). It also requires creative
performance from the writer. This creative performance involves the writer to
organize their idea into well-thought idea to produce well-structured text with
mixture of ideas, appropriate vocabulary, and correct grammar. Furthermore,
Braine and Yorozu (1998) states that basically the writing skills requires a
well-structured way of the presentation of thoughts in an organized and planned way
(as cited in Javed et al., 2013, p.130)
In learning writing, students face some problems. Based on the
researcher’s experience and observation, some of the students had difficulty in
grammatical structure, words spelling and punctuation. The mistakes in using
of vocabulary and lack of information make them feel difficult in brainstorming
and developing the idea. Mostly they only write the same ideas and always repeat
the same words in their texts.
To overcome those problems, the role of the teacher and the students are
very important. Harmer (2007) explained that teacher holds some roles such as
motivator, resource and feedback provider (as cited in Shams-Abadi et al., 2015).
The guidance from the teacher or the instructor is very important and useful for
the students in writing skills. As motivator, the teacher can motivate the students,
create the right condition of ideas, and encourage them to make as much effort as
possible for achieving maximum result. The teacher also needs to supply the
information and language where necessary. Moreover, they should respond and
give feedbacks positively and encouragingly of what students have written.
Besides, the role of the students is also needed in encourage the teaching
and learning process. In learning language, students need to encourage themselves
to learn and practice. They are facilitated by the teacher, but they have to find
more information and create their creativity by their own self (Brown, 2007).
Besides, they should have strong motivation and their own learning strategies that
can support them in learning. As digital natives, who have used technology
frequently and intensively in their daily activities, students are used to receive
information really fast by utilizing the technology and internet (Prensky, 2001). It
is very beneficial for them because technological development becomes more
sophisticated and it provides innovative tools and information for all aspects in
purposes. By utilizing technology, they can be motivated to learn and find more
information by themselves with ease and fun.
In response to the students’ problems in writing skills such as the difficulty
in grammatical structure; spelling; punctuation; passive and active voice; lack of
vocabularies and idea, teachers can use technology as supporting tool to overcome
those problems. It is appropriate to the students because they are digital natives
who are already familiar with the use of technology. “It gives opportunities for
students to gain confidence to practice and extend themselves, especially for EFL
students who learn the language for more than just fun. For them to keep pace
with English language teaching and gain more confidence they have to stride into
the world of multimedia technology” (Shyamlee and Phil, 2012, p.151).
Technological innovations have gone hand -in- hand with the growth of English
and are changing the way in which the people communicate. Moreover, when
writing comes to the teacher electronically, having more dialogue that is extensive
with the learner is easier (Egbert and Hanson-Smith, 1999). Then, students and
teacher are facilitated in finding every information in the websites related to their
lessons. The websites support the autonomous learning and helps the teacher in
designing interesting teaching materials.
Along with the development of technology that is becoming more
sophisticated, the Information and Communication Technology (ICT) is also
growing. With the development of technology that is more sophisticated, it
generated the next generation of World Wide Web namely web 2.0. According to
communications, secure information sharing, collaboration and functionality of
the web. Web 2.0 concepts have led to the development and evolution of web
culture communities and hosted services, such as social-networking sites, video
sharing sites, wikis, blogs, and folksonomies” (p. 22) . Web 2.0 tools include social networking as medium of communication where people can interact and
communicate through a virtual environment. The students as teenager are
interested in using the social media to communicate with their friends both in the
real world or the virtual world. According to Tariq, Mehboob, Khan and
FaseUllah (2012) , “Social media totally grab their attention and concentration and diverts them towards non-educational, unethical and useless inappropriate
actions such as chatting, killing time by random searching and not doing their
jobs” (p. 409). Sometimes, chatting through the social media do not encourage them to use the language properly. Therefore, they always communicate with the
language and writing text that are not in accordance with existing regulations.
Besides, ICT in educational field can be evolved through the entry of
electronic learning or e-learning. At the same time, Web 2.0 has been given an
educational twist, through the parallel term “E-learning 2.0” which involves e
-learning based on Web 2.0 tools (Lee and McLoughlin, 2011). Thus, there were
also social networking that was designed for educational purposes. Edmodo is one
of social networking webs that are designed for educators and school. According
to Majid (2011), Edmodo is an online learning platform that is specially designed
for teachers, students and parents to communicate and work collaboratively (as
supporting the teaching and learning process. It is different with other social
media because it is safe and only students who successfully registered in the group
can collaborate with their teacher and engage in the learning activities. Edmodo
enables them to communicate with each other by sharing the ideas, giving
feedback, giving problems, and giving helpful tips (Al-Khatiri, 2015)
In EED of UMY, the teachers teach writing subjects with different
methods. Teaching by using technology is one of those methods. E-learning such
as Edmodo was one of social networking tools that was utilized in EED to
facilitate the teaching and learning activities. Similar with other social media,
Edmodo enables the students to communicate by writing comments, information,
and opinions. However, the activity in Edmodo are always monitored by the
teacher, so the students required to always use proper grammar, punctuation,
spelling, language and complete sentence. Besides, they also can see their friends’
post, which can help them in brainstorming their idea and motivate them to write
better than the other. Furthermore, by using Edmodo, teacher could also designed
interesting teaching materials and assignments that could attract students’
attention and make them have higher motivation in the teaching and learning
process. Therefore, it could help both the teacher and the students to overcome the
students’ problems in writing and improve their writing skills.
Due to the fact about Edmodo and its implementation on the teaching and
learning process, this paper aimed to reveal EED of UMY students’ perception on
the use of Edmodo toward their writing skills. EED of UMY teachers have been
teaching and learning process on the fifth semester. The implementation of
Edmodo in EED of UMY may provide some benefits and challenges. The
students who had been studying using Edmodo might have different opinion and
perception about the benefits and the challenges of using it. Therefore, it was
important to know their perception in order to help the EED of UMY improving
its teaching and learning process using E-learning. To respond to that purpose, the
researcher conducted the research about “The English Education Department of UMY Students’ Perception on the Use of Edmodo toward Their Writing Skills”.
Statement of the Problem
As stated previously, EED of UMY students experienced some problems
and difficulties in writing skills. Based on the researcher experiences and
observations, the problems were the difficulty in developing ideas, spelling and
punctuation, grammar, lack of vocabularies, and difficulty in organizing the text.
In order to overcome the writing problems faced by the students of EED of
UMY, the teacher can use technology as supporting tools. Edmodo can be one of
the supporting tools for teacher in teaching writing. As explained, Edmodo is a
social networking web which provides some features which allows the teacher or
the student work collaboratively by giving assignments, note and comments.
Moreover, teachers are able to give feedbacks and suggestions. Through those
feedbacks and suggestions, students can correct and revise their writing.
Regarding the use of Edmodo in writing course, the researcher was
writing skills. Moreover, the features of Edmodo that facilitate the writing
activities were also investigated. In addition, the benefits and the challenges of
Edmodo implementation was also explored in this study.
Limitation of the Problem
This research focused on students’ English writing skills. It discussed the
implementation of Edmodo as an online learning platform supporting writing
activities. Therefore, the study specifically focused on investigating the EED of
UMY students’ perception on the features of Edmodo that facilitate their writing
skills, its benefits and challenges toward their writing skills. Moreover, the
participants of this research were limited to EED of UMY students’ batch 2013.
Research Question
This research was conducted to examine the students’ perception on the
use of Edmodo toward their writing skills. Thus, there is one main question that is
addressed in this research, “What are the EED of UMY students’ perceptions on
the use of Edmodo toward their writing skills?”
Purpose of the Study
Based on the research question, this research aimed to analyze and
understand the students’ perception about the features in Edmodo that facilitate
the students in their writing skills, the significances of Edmodo and its challenges
Significance of the Study
This research aimed to reveal the perception of EED of UMY students on
the use of Edmodo toward their writing skills. This research gave benefits during
and after the compilation. Those benefits were addressed to some parties such as
the researcher, students, teacher or lecturer, and other researchers.
Through this research, the researcher explored more about technology, the
development of technology, ICT and their roles in education. Besides, she also got
some knowledge about writing that were very useful in improving her writing
skills. In addition, as an educator candidate, the researcher could adopt learning
strategies using Edmodo to assist the teaching and learning process especially in
teaching writing by considering some factors according to the students’ view. This research is hoped to benefit the students. Through this research, the
students will recognize and identify the benefits and the problems of technology
as learning media especially Edmodo. Thus, by understanding their perceptions,
they can use Edmodo to improve their writing skills. If it is beneficial for them,
they may consider Edmodo as a good online learning media to enhance their
writing skills.
This research also helps teacher who had difficulties in designing teaching
strategy. This research provides information about teaching strategies using
technology specifically Edmodo. In addition, by knowing the students' perception
on Edmodo as a learning media, they can utilize it as teaching media and facilitate
Furthermore, this research can also be a reference for other researchers
especially the students of EED UMY who wants to conduct the research in the
same field. Other researchers can consider to apply other research method in
conducting the research regarding the use of e-learning especially Edmodo.
Outline of the Study
This research consisted of five chapters. It was organized as follows. In the
first chapter, the researcher explained the introduction that contains of some parts
such as background of the study, the statement of the problem and the limitation
of the problem. Then the researcher mentioned the research question related to the
problem and it was followed by the purpose of the study. Next, the researcher
mentioned some significances related to the problem for some parties. Then, it
continued with the outline of the research. The second chapter gave the detail
about the literature review, which explained some theoretical frameworks and the
conceptual frameworks about the study. It mainly discussed writing skills,
Edmodo, and the use of Edmodo toward students’ writing skills. Moreover,
chapter two also discussed the related study from other researchers who conducted
research in the same field as this research. The third chapter explained the
methodology of the study that focused on collecting the data. This chapter
included the design of the study, setting of the study, participants of the study, the
instrument of the study, technique of data collection method and the analysis of
were described and discussed on the fourth chapter. The last, it provided the
Chapter Two Literature Review
This chapter reviews theories and some studies related to this research.
The theories that were reviewed draw the conceptual framework to conduct the
research. Thus, this chapter involved some sections such as review of related
study and conceptual framework. In this section, the researcher mainly
discusses some related references about Edmodo and Writing skills. The
discussion about Edmodo focused on the description, the benefits, and the
features. Besides, the writing skills focused on the concept of writing skills,
the process of writing, and the difficulty in writing. Then it was followed by
the use of Edmodo in writing skills that focuses on the features in Edmodo that
facilitate writing skills, the significance and the challenges of Edmodo toward
writing skills.
Edmodo
Web 2.0 is the second generation of World Wide Web (WWW) which
emphasizes on the user-generated content and interaction among the users.
This web has helped to promote and support the education standard
(Al-Kathiri, 2015, p. 189). Wolf & College (2007) explained that the web basically
a service provider that allows users to create system profiles and an online
group network of users so that all the users in the group can interact with one
another, share information and build an ongoing virtual community. Types of
Synchronous Communication Tools, 3-D Virtual Worlds, Multiplayer Games,
Mobile Learning, and Open Content.
Edmodo is one of web 2.0 tools that belong to social networking sites.
As stated by Galán (2011), Edmodo, Yammer, or Ning are the social networks
that are suggested to be used in educational field. Edmodo is an online
learning media that provides tools and features to facilitate teaching and
learning activities with secure platform. It is free application and it could be
accessed through any mobile devices with Internet capabilities. Thus, it
provides a simple way for teachers and students in a virtual class to connect
and collaborate (Al-Khatiri, 2015). “Edmodo was created in September, 2008
by Jeff O'Hara and Nic Borg, who wanted to make an impact internationally
by helping teachers and students communicate and collaborate with one
another using a next generation social learning platform” (Beltran-Cruz and
Cruz, 2013, p. 70). Edmodo can be accessed through the website at
www.edmodo.com. It provides accounts for teacher, students and parents.
Members are able to share ideas, files, events, and assignments in a virtual
setting.
There are numerous groups of people who defined Edmodo in the same
definition. Arroyo (2011) sees Edmodo as an excellent communication tool for
knowledge construction based on social networking and collaboration
providing a more secure learning platform for learners and educators.
Similarly, Duncan and Chandler, (2011) also stated Edmodo is a private social
platform which facilitates the teacher and students to connect and collaborate
learning environment because it allows only teachers to create and manage
accounts, and only their students, who receive a group code and register in the
group, can access and join the group” (Majid, 2011 as cited in Al-Kathiri
2015, p.189). “It is a social platform for education, where the interaction
process works through a wall, in which resources are shared, conversations are
generated, allowing the development of communication skills and
argumentative” (Gómez, Magreñán and Orcos, 2015, p. 33).
The benefits of Edmodo. As an educational social networking site, Edmodo has several benefits. From several references, the researcher found
out four benefits of Edmodo for teaching and learning process, namely
facilitating the collaborative work, facilitating students’ writing skills, and
receiving ease of use and work easier
First, Edmodo is created for the teacher, students, and parents to work
collaboratively rather than to work alone. Edmodo offers some useful features
that facilitate collaborative work. It provides collaborative environment for
learning where learners help each other and allows them to keep in touch with
their teacher and classmates every time during the week out of class
(Shams-Abadi et al., 2015). By doing this collaborative work, students become more
interested in learning, as stated by Dooly (2008) that collaborative learning can
increase students’ interest in learning especially when the students are actively
exchanging, debating and negotiating ideas, engaging in discussion and taking
responsibility of their learning. Parents can also join and work collaboratively
with the teacher to monitor their child’s progress. “Edmodo also offers parent
due dates and receive updates on class and school events” (Al-Khatiri, 2015 p.
189).
Second, students are facilitated in their writing skills. Via Edmodo,
students freely write their post in the group. The post can be in the form of
suggestion, comment, and answer to the teachers and their friends’ post in the
group. Through this activity, students get more opportunity to discuss and
present their point of view and be able to explain and support it. Hence, they
will do the giving and receiving comments and feedback from their written
ideas. As explained by Shams-Abadi et al., (2015), students have used
Edmodo to peer review each other’s writing and teachers have used it to give
feedback on students’ project work “The use of a different color in providing
feedback helped learners to be aware of their errors to understand the point of
feedback. As Edmodo provides the opportunity to make the learners interested
in writing and it is possible to provide collaborative environment for learning
where learners help each other” (p. 95).
Third, the students perceive the ease of use because Edmodo has familiar
interface similar to Facebook. As mentioned by Haefner and Hanor (2012) that
Edmodo is easy to apply to classrooms since its appearance is similar to
Facebook, so that many students are already familiar. With the familiar
interface, they are able to use and work with Edmodo easily. Additionally,
Edmodo also attracts students to learn because it is fun and allows them to
keep in touch with their teacher and classmates every time. As stated by
Cankaya et al. (2013), students perceive that Edmodo’s contributions in
making the lesson effective. Thus, it can attract students to learn because the
ease of use just like as Facebook.
Moreover, Edmodo makes teachers and students work easier.
“Kongchan’s study (2012) revealed that Edmodo was perceived to be a
wonderful and user-friendly social learning network that enables a
57-year-old teacher of English at King Mongkut’s University of Technology
Thonburi in Thailand to take charge of her own exploring and making
use of the site to set up and run her online classes” (Al-Khatiri, 2014, p.
191).
Via Edmodo, teachers can send out quizzes and assignments, give
feedback, receive completed assignments, assign grades, store and share
content in the form of both files and links, maintain a class calendar, conduct
polls, as well as send notes and text (SMS) alerts to individual students or to
the entire class (Al-Kathiri, 2015). Thus, the teachers are facilitated to send out
the materials and assignments without any paper and face-to-face interaction.
As well, the students can also simply access the materials and engage in the
classroom activity virtually. They can complete the quizzes and polls, submit
completed assignments, receive grades, and download any content that are
uploaded by the teacher. As example, if Edmodo is used in writing class, it
provides opportunities for the students to hand their written work directly on
the virtual classroom (Shams-Abadi et al., 2015).
The features of Edmodo. Edmodo is designed with innovative features that facilitate the teaching and learning activities. According to Cankaya et al.
manage and respond to polls, manage and submit assignments, and manage
and submit quizzes for teacher and students” (p.8). This is a secure and private
platform which requires students to enter the code that is given by the teacher
in order to access the course because only the teacher who can create the
accounts in Edmodo.
There are some features that are available in Edmodo. One of the
features is post in which teacher can post note; post assignments; post quizzes;
and post polls. Then it also provides alert, calendar, library, grade book and
badges. Cauley (2013) from “A Guide to Explain it All” (IT Babble.com)
explained that most of Edmodo features are understandable and easy. Those
features are meant to help increase communication and make the class a better
place. The following are the explanations of each features.
Post. The teacher can choose to post a note, alert, assignment, quiz or
polls by clicking the provided link in the post section. The post can be viewed,
replied, deleted, edited, and searched either by the teacher or by the students.
Note. It is the main feature of what makes Edmodo great. The ability for the teacher and the students to post and respond to other posts easily and in
real time. It is very easy to do and very helpful. Teacher only needs to type the
note in the blank box provided. Teacher can attach file or links from the
computer or from Edmodo library in their post. Then, they can send the notes
by click “send to” and choose the groups that are aimed.
Alert. Posting Alert is used to send important messages to people or groups. It is done the same way with note but it will appear in larger font and
click on alert at the top of the comment box and the rest is the same as creating
a note. It only has 140 characters to help the teacher to deliver their thoughts.
Assignment. Like writing a note and alert, creating an assignment is also very easy. Teachers are facilitated to give assignment by attaching just about
any type of file. Besides, they can also edit and give score easily. The
assignment can be seen and turned-in by the students. It is different from the
traditional class where the assignments were done in the paper. In Edmodo,
there is no more paper, web video, power point presentation, or document
assignment because it is done online.
Quiz .Edmodo offers a way to create and give online quizzes. Just like an assignment. Quiz allows the teacher to create, assign and grade it using the
questions that are made by the teacher. Moreover, quiz also has the time
limitation. Teacher can give information about the quiz. It could be
instructions, and a synopsis about the quiz. There are four types of quiz such
as multiple choice quiz, true false quiz, short answer quiz, and fill in the blank.
Teacher can load a file (image, file, etc.) to the question, upload them to library
and then insert them into the quiz. Teacher can also add a link from webpage.
Poll. Polls allow the teacher to maximize their understanding of students’ thoughts and opinions through the creation of anonymous feedback. Polls are
neat. Teacher can create questions with multiple choices and the people in the
group vote on it.
Calendar. The calendar is very useful. Teacher can post important dates
automatically be added to the calendar and the calendar of each student in that
group.
Library. Library in Edmodo is a tool to save every file (document,
picture, video, hyperlink, etc.) that are uploaded by the teacher or the students.
The Edmodo Library allows teachers to store and manage files and links in a
wide range of file formats, with the ability to access these files anywhere and
share them with group members.
Grade book. Grade book is a feature where the score of the students are
saved. First, teacher have to view the students’ work, give the grade, and even
post a comment about their assignment, attach a file (like a rubric) or even
record the teacher voice and add an audio file. Then, students can access the
grades of the entire class that they have received on an Edmodo assignment at
any time. The total score is written into percentage.
Badges. A new feature that Edmodo has just added is the ability to create
and award badges to students. Badges enable teachers to provide recognition
to students for their achievements. Teachers can choose to award a student
with an Edmodo badges, or create their own custom badges.
As educational social networking sites, Edmodo provides some creative and
useful features for supporting the teaching and learning process. Besides,
every activities that are conducted in Edmodo will be saved automatically and
no need for any paper. The teacher and the students just simply use and it can
be accessed easily. Furthermore, teachers are able to encourage students’
Writing Skills
In this part, the researcher provides some reviews related to writing
skills. Therefore, this section focuses on writing skills, the process in writing,
and students’ difficulty in writing skills.
The concept of writing skills. Writing is a skill that has to be mastered by every person because it is one of the ways the people communicate.
Writing requires a well-structured presentation of thoughts in an organized and
planned way (Braine and Yorozu, 1998). It requires the creative process in
creating someone thought into understandable and meaningful written text.
Huy (2015) argued that writing provides a relatively permanent record of the
information, opinions, beliefs, arguments, explanations and theories. Those
recorded information will be produced in a well-structured way to
communicate with other people. Additionally, Grape and Kaplain (1996) wrote
the meaning of writing in their book “Theory and Practice of Writing”, writing
consists of some elements such as reader, writer, and originator of the
message, subject matter and the text itself (as cited in Huy, 2015). Both the
writer and the reader have to consider those elements when writing and
reading because each one plays a significant role towards the meaning.
Therefore, a writer requires writing well-structured text which is acceptable
and understandable by the readers.
Writing is an activity where the writer should have skills in order to write
in right way. Writing is a skill on the use of strategies (such as planning,
evaluating, and revising text) to accomplish a variety of goal, such as writing a
requires mastering basic sub skills and processes such as spelling, rich of
knowledge and vocabulary, mastery of conventions of punctuation,
capitalization, word usage grammar (Al-Shourafa, 2012). Writing skills
require four important areas such as knowledge of writing and writing topics,
producing and creating text, processes for energizing and motivating
participants to write with enthusiasm, and directing thought and actions
through strategies to archive writing goals (Graham, 1997 as cited in Huy,
2015). The productive writing skills is considered as cognitive challenge,
because it helps to assess language competency, involving long-term memory,
reasoning, decision making, and problem solving in addition to language
production (Kellogg, Olive, & Pilot, 2001).
The process of writing. In order to produce comprehensive and well-thought text, the writers have to utilize the stages or the process of writing. As
defined by Harmer (2004), “The writing process is the stage goes through in
order to produce something in its final written form” (as cited in Jannah, 2013,
p.14). There are five stages in writing process. Each one of them is crucial to
develop the well-written essay. The steps are prewriting, drafting, peer editing
or sharing, revising and editing, proofreading and publishing.
Prewriting. According to Brown (2007), prewriting is the step where the
writer starts to think. The writer is encouraged to generate ideas. The ideas can
happen in several ways such as reading, skimming or scanning passage,
conducting some outside research, brainstorming-technique which permits the
writer to approach a topic with open mind, listing, discussing a topic or
have. Similarly, Palmer (1994) described prewriting as planning process where
the writer generates the ideas, images, and thought before they produce the
text. The writer should think of what s/he is going to write, decide the topic,
and write detailed notes based on the topic (as cited in Jannah, 2013). A skill
writer can spend more time in the planning and organizing process (Hillocks,
1986 in Kamehameha Schools, 2007). In planning process, the writer has
considered three elements such as the purpose of their writing, the reader; the
shape of the writing and choice of language, and the text itself; structure of the
content (Harmer, 2004 in Jannah, 2013).
Drafting. The following step after pre writing is drafting. As stated by
Brown (2007), drafting and revising are the main steps of writing process. He
stated that drafting is important and complex because it takes time, encourages
the writer to become more patience, and trains construction. Drafting is a first
version of writing when the students produce their thought and ideas that are
already planned and brainstormed into a sentence or paragraph. In this stage,
the perfect grammar does not necessary because it will go to taking care up in
the next stages. As the writing process proceeds into editing, a number of
drafts may be produced on the way to final version (Harmer, 2004 as cited in
Jannah 2013).
Peer editing or sharing. Sharing what the writer has written with the
others is important. By sharing the written text to the other, the writer can see
whether the meaning is conveyed successfully or not (Brown, 2007, p. 409).
Brown also note that a writer is able to improve their text from the information
Revising and editing. After a writer got the feedback from reader, s/he
can use those feedbacks to improve their writing and make it clearer and
convincing (Brown, 2007). Palmer (1954) stated, “During the process of
revision, the writer expands ideas, and clarifies meanings” (as cited in Jannah,
2013, p. 15). The writer involves rearranging the text, reorganizing the idea,
replacing inappropriate words and making the text as smooth as possible. The
writers should think and consider the feedback or comments that are given by
other people or the reader. If they agree with the comments, they can revise
and edit the piece.
Proofreading. In this stage, the writers have to make the sentence
correctly. After did the revision in the ideas, a writer has to be sure with the
language, sentence and grammar, has to re-read and revise the punctuation,
capitalization, and the spelling correctly. Besides, they should analyze if the
language is correct and if the message seems complete and understandable.
Publishing. This step is conducted when the writers have written their
text correctly. The final draft of the text can be shared to other people if it is
allowed. After all the steps have been conducted, the written text can be
printed and published. If it is an assignment, then it should be submitted.
Palmer (1994) suggested that “to publish the writing can take a variety of
forms; individual books, class books, newsletter, literacy, magazines, and
Students’ difficulty in writing skills. Writing as a productive skill requires well-structured text, use of proper grammar, spelling and appropriate
vocabularies. Some experts noted that in writing a text students especially EFL
students may face some difficulties and challenges such as low confidence,
difficulty in developing their idea, organizing text, choosing right vocabulary,
and punctuation and spelling.
First, students in writing have low confidence. “Students’ low of
confidence in their writing ability made it harder to make revision decisions
and explain these decisions to the feedback providers (Al- Fadda, 2012). Low
confidence in writing can be caused by their anxiety and expectation of error
and failures. “This was especially the case when there was conflicting
feedback from different faculty” (Can, 2009, p. 25).
Second, the other problems are students have difficulties in developing
their idea, difficulties in organizing the text, and choosing right vocabulary (Al
Seyabi and Tuzlukova, 2014). They found that “most of the students lack of
information to improve their writing skills. They faced problems in extracting
the important points necessary for the topic, brainstorming and organizing
their ideas cohesively; deciding how to start the essay/ paragraph is their
biggest problem” (p.42). Another less serious concern for students was
organization and coherence. Organization is the structural framework. It is
important because it provides readers with a framework to help them fulfill
their expectation for the text. Many of class materials in writing lessons seem
seems less important concern for the students. They seemed to be more
concerned with generating ideas than with organizing them.
Third, the other biggest problem as indicated by school students’
responses was choosing the right vocabulary. As founded by Nanwani (2009)
that the difficulty among EFL students is the absence of a rich and adequate
vocabulary. They had difficulty in arranging the text and the content become
poor and weak. Although they have interesting idea, they don’t know to use
the precise vocabulary to express it. Additionally, Mahfoudhi (1999) also
found out that the biggest problem in EFL students’ writing was finding words
to express themselves and finding the appropriate words. It always happened
at the first time when they want to start their text. Thus, they were need as
much vocabularies as possible to express their idea into good text.
Fourth, punctuation also becomes the challenge in writing skills. As
founded by Adas and Bakir (2013), several “English language learners with
Arabic background struggle with punctuation since Arabic has few limitations
in the use of commas and periods than English. The semi-colon and the
exclamation marks aren't very commonly used in students’ writings” (p. 255).
Additionally, Farooq, Hasan and Wahid (2012) explained that spelling also
become a problem in writing. For example in English spelling, a word that is
incorrectly spelled is not only a deviation from the standard, but adversely
affects the intended meaning. They stated, “Spelling is a skill of identifying a
word in spoken or written mode. Students who suffer from spelling problems
need to memorize the spellings of heavily used, irregular words, such as
have to memorize each word as a separate entity; hence there is no logical
connection between sound and symbol” (p. 186).
The Use of Edmodo in Writing Skills
In this section, the researcher provides some reviews about the Edmodo
and its effects toward writing skills. Therefore, this section focuses on the
features in Edmodo that facilitate writing skills, the significance of Edmodo
toward writing skills, and challenges of using Edmodo in writing skills.
Features in Edmodo that facilitate writing skills. Based on some studies, the researcher found that Edmodo provides various useful features that
facilitate the students’ writing skills. Those features are note, assignment,
quizzes, and badges.
First, note allows the teacher and the students to post messages, files and links
to the group. Note provides opportunities for the students and the teacher to
interact by posting something or giving comments and feedback to the post.
From the post, students were eager to correct their works by welcoming
teachers’ feedback, showing that participation and work involvement took
place. This is also the students’ strategy to be skillful in writing as a part of
cognitive engagement: how to work on tasks and how they master learning
materials (Purnawarman, Susilawati, and Sundayana, 2016). Thus, Edmodo
helps students to consult their teacher personally, review lessons and files
posted by their teacher, and get feedback from their teacher easily (Kongchan,
Second, assignment feature allows the teachers to post assignments and
assessments that are electronically submitted and automatically graded. It
provides students with facility for writing tasks or assignments. “The writing
tasks comprise of a lot of activities, started from composing, posting, revising
to publishing writing” (Purnawarman et al., 2016, p. 247). In writing class,
teacher may ask the students to write an essay. In writing an essay, the
students are required to use proper grammar/spelling in their written work.
Moreover, they require writing an introduction or description about their
assignment when they want to send it. The introduction or description should
be written in formal and correct sentences, because it addresses to their
teacher. After the assignments successfully uploaded, it will be checked and
annotated by the teacher. Teacher can make any remarks or edit it necessary
such as write comments, draw on the assignment, highlight things or use the
strikeout tool.
Third, post quizzes also enable the students to improve the writing skills.
Similarly to assignments, quizzes also allows the students to write in the form
of completing the "short answer“ and“fill in the blank” questions. For
example, teachers can design a model of “fill in the blank” question in the
form of write the synonym, antonyms or verb wheels. In this activity, the
students require to write their answers into the form of a word by using proper
spelling. Hence, the ability of students in the mastery of spelling the word and
vocabulary can be increased and trained. In writing the answers, they are
limited by the given time. Students need to think criticism and attempt to write
correctly. Thus, “Teacher can expect their students in academic writing classes
to make a serious effort by submitting all writing assignments on time” (Mali,
2015, p.12). The results of their answers will also be collected and corrected
by the teacher. For more specific feedback, there is a box where teachers can
leave comments below each question (no matter what type question) when the
students access the completed quizzes. Students can see comments given by
the teacher and knowing their mistakes.
Lastly, badges also affect students writing skills. As founded in Mali
(2015), “That in relation to Edmodo technological components, such as icons
and badges, the findings show that the components make the majority of the
students feel motivated to write better” (p.9). Emphasizing the role of icons
and badges in Edmodo, Balasubramanian, Jaykumar and Fukey (2014)
believes that icons given by teachers make the students feel motivated.
Therefore, teachers are able to encourage the learners by awarding those
badges when the students perform well in their writing, quizzes and
assignments. This will motivate them to engage in the planned learning
activities.
Significances of Edmodo toward writing skills. Previous studies conducted by some researchers review that Edmodo facilitates and supports
the teaching and learning process. In language learning, the students receive
some benefits of the implementation of Edmodo such as support them to write
in academic and formal setting, motivate students in writing, facilitate them to
share ideas and receive feedback, and facilitated the vocabularies
First, as an educational tool, Edmodo engages the students to write in
academic and formal setting. The discussion in virtual class involves students
to write in academic and formal setting as well as in the traditional class
(Liaw, Marimuthu, and Idris, 2014). Edmodo is utilized because it had to do
with academic matters and involved the formal setting in academic activities to
enrich their schooling experience where students should consider their attitude
and language when they communicate because they address their teacher
(Purnawarman et al., 2015).
Second, Edmodo can motivate students in writing. By using Edmodo,
teachers gain better idea of how to work with the students. The interesting and
fun material or assignments designed by the teacher can engage students in
writing. As a teaching tool, Edmodo could make the lesson more interesting,
which in turn could keep the students focused in class. When the teachers can
draw the students’ attention in the class, the lessons could be carried out more
smoothly and when that happens, the students will not be so bored as well
(Yunus, Nordin, Salehi, Embi1 and Salehi, 2013). Moreover, “students are
able to interact with information from any supported resources contained
in Edmodo in which they had freedom to deal with the information.
Thus, it motivates students to have more enthusiasm for learning the language
through Edmodo” (Janpho, Chaeturat, Multa, Harnburut, and Kwangsawad,
2015, p. 711). Additionally, the Edmodo also help students to increase their
confidence and motivate them to write better than the other. As it provides the
communication offering them opportunities to increase their confidence and
motivation (Al-Khatiri, 2015).
Third, Edmodo has shown some significance in improving the writing
ability where it gives the students opportunity to share their written works and
receive feedback. Any content that student posts instantly starts receiving
comments, reviews, opinions, and additional information on that topic either
by the teacher or by other students in groups. Thus, it gives them new
knowledge as opportunity to revising and rewrites the sentence by using peer
and teacher review (Al-Khatiri, 2015).
Furthermore, students are facilitated on the vocabularies improvement,
spelling and awareness of using proper grammar. Through Edmodo, students
have opportunity to receive new English vocabulary and having chance to
improve their spelling. Edmodo allows the student to posts comments, and
questions and starts receiving comments, reviews, opinions, and additional
information on that topic either by the teacher or by other students in Edmodo
groups. By those posts, they have chance to acquires the new English
vocabulary, improve spelling, use of proper grammar and capitalization when
they post complete words and sentences. As founded Al-Khatiri (2015),
Edmodo supports the acquiring of new English vocabulary, sharing writing
with teacher and peers, improving spelling and grammar, enjoying reading
experiences, and developing listening skills. Edmodo provides students with
an English online communicative environment to practice language skills and
Social Networking Sites (SNS) such as Edmodo plays significance roles
in enhancing discussion and facilitating the students and teachers to share
information. Through discussion and sharing, students have opportunity to
improve their writing skills, because it requires them to write clearly and
readable by the reader. Although Edmodo gives benefits to the students in
writing and learning language, it also has some challenges in its
implementation.
Challenges of using Edmodo toward writing skills.
Edmodo also has four weaknesses that become challenges in the teaching
and learning process. Based on the previous studies done by some researchers,
those weaknesses are the internet connection, lack of digital abilities, limited
interaction and the incapability in the mobile application, and cannot detect the
plagiarism.
First, the main disadvantage and challenge of using Edmodo as
e-learning in class is not all students have access to the internet. Some students
could be left behind on the lessons or activities posted by the teacher in
Edmodo because of low speed and internet connection problems (Enriquez,
2014). As an educational social networking site, Edmodo requires the internet
and supporting technology. Internet, technology and digital abilities are mostly
become general challenges in the E-learning implementation as Edmodo. As
argued by Grosseck (2009) in Al-Khatiri (2015), “The implementation of
challenges such as the requirement of Internet connection and the need for
high digital abilities” (p. 191).
Second is the teacher and students’ lack of digital abilities. In the course
of the process of teaching, teachers act as facilitators, designers, guides and
assistants (Warschauer, 1998). Wei (2005) stated that teachers’ technology
competence should be enhanced. If the teachers are lack of competence, such
as computer multimedia contents presented, systematic teaching models
applied, and multimedia sources utilized, it is impossible for the teachers to
integrate technology into teaching efficiently (as cited in Wang, 2008, p.138).
As e-learning platform, Edmodo also requires the teacher to have good
technology competence where was found that Edmodo is not appropriate for
every lesson, so the teacher must be good at technology in order to use
Edmodo beneficially (Cankaya et al., 2013). Similarly, students are also
required to have good digital ability. In order to avoid the problems in teaching
and learning by using technology such as “copied and posted information, not
arranged information and plentiful information but useless because the
students seemed have no abilities of organization, data collection, and
operation of computer. To raise learning effect, enhancing students’ computer
competence was urgent” (Chien, 2004 as cited in Wang, 2008, p. 138). Due to
the fact, the teacher or the students are required to have good digital abilities to
operate the technology and web sites to run the teaching and learning process
smoothly.
Third, in the case of using mobile learning, students also express their
small-sized screen causes the difficulty in navigation and typing (Al-Khatiri,
2015). As for students’ challenges, the small-sized screen of Edmodo Mobile
are found to be poorly suited for students’ needs. Additionally, some negative
implications about the inappropriate features of Edmodo in mobile application
make the student could not send the assignment and could not take the quiz in
the mobile application (Cankaya et al., 2013).
The last, Edmodo cannot detect the plagiarism. As founded by Enriquez
(2014) that plagiarism of other works become the disadvantage and problem in
the use of Edmodo where the “students can easily view or copy the works of
their classmates because it can easily be access in the said educational
platform site” (p.5). The plagiarism activity might become possibility in
teaching and learning English. In finishing the assignments, students might
possibly copying or plagiarizing materials on the net and submitting other
persons’ works. If the teacher does not realize it, they will just accept the work
without giving any punishment for the students. Thus, students will repeat the
same way in finishing the following assignments and it will not improving
their language skills. Therefore, the plagiarism detector can be considered as
additional feature or tool in Edmodo.
Review of Related Studies
In conducting the research, the researcher evaluates and relates the
research with several studies to the field. There are many research studies
concern about Edmodo. However, only several researches concern about
conducted the research study in the field of Edmodo and writing skills. The
researcher reviews, evaluates and summarizes the point of those studies
briefly.
The first research entitles “Students’ Perception on the Use of Edmodo in
Writing Descriptive” is conducted by Tabhita Dwi Apriani (2015). This
research aimed to investigate how the first grade of SMP N 2 Yogyakarta
students perceive the use of Edmodo as a medium in writing descriptive text
and how Edmodo helps the students in developing their writing skills. The
research involved the first grade students of SMP N 2 Yogyakarta as the
participants. The data were gathered by used questionnaires, interview and
direct observations toward 30 students. The result of questionnaires, interview
and direct observations show that the students perceive the use of Edmodo as a
medium in writing descriptive text positively and Edmodo was helpful for
them to develop their writing skills.
The second research was done by Shams-Abadi, Ahmadi and Mehrdad
(2015). The research entitled “The Effect of Edmodo on EFL Learners’
Writing Performance”. The focus was on the composition writing ability. The Participants in this study were 40 female Advanced-level students attending
advanced writing classes at Irana English Institute. The age range of the
participants was between
14 and 24. One of the researchers took part in the study as the teacher. The
students were randomly assigned into two groups, experimental and control.
The material used was the same for both groups with the exception that the
assignments in their pages and used it for receiving and providing recast. The
obtained data were analyzed using SPSS statistical package version 22 (SPSS
Inc., 2013) by running a Mann-Whitney U Test. The result indicated that
Edmodo created a significant difference in EFL learners’ writing performance.
As the result of the study showed, it seems that using Edmodo as a technology
tool has acted positively to support the writing ability. It showed that the use
of a different color in providing feedback like recast helped learners to be
aware of their errors to understand the point of feedback. As Edmodo provides
the opportunity to make the learners interested in writing and it is possible
provide collaborative environment for learning where learners help each other
The last study was conducted by Janpho, Chaeturat, Multa, Harnburut,
and Kwangsawad (2015). The research entitled “Enhancing English Writing
Skill by Using Online Social Network Edmodo”. In this research, the researcher investigated of how Edmodo improves students writing skills and students
motivation. The participants of the research were 25 high school students.
They were selected through a cluster random sampling. The researcher used
experiment as the instruments. At the pre-test, the researcher were not
implemented Edmodo and writing lesson plans on the classroom. But, they
had implemented Edmodo and writing lesson plans on the post-test. Data
collection of the study included four months. Data were analyzed to compare
writing skills of the sample before and after using Edmodo. The statistics used
in data analysis were dependent samples t-test to evaluate significant
differences between pre – test and post -test of English writing skills. Then,
Edmodo. The result of the study showed that students’ writing skills could
improve after using Edmodo. It also motivated students to have more
enthusiasm for learning the language through Edmodo.
The reviews and summarizes from those previous studies are giving
advantages for the researcher. Through those studies, the researcher gains
additional information related with her research field. Besides, those studies
also provide some views about the effect of Edmodo toward students writing
skills. However, this research has the strength itself. The strength of current
research is that this research examines the features of Edmodo that facilitates
students writing skills, and the problems and benefits of using Edmodo that is
faced by the students. Thus, this research is hoped to give several views about
the features in Edmodo and their function, also provide students perception
about Edmodo itself. Whether it can be positive or negative perception.
Conceptual Framework
When producing a text, students could not produce it in a single step
since writing requires not only organizing ideas but also mechanics. To
Gebhard (2009) and Harmer (2007), mechanics (such as punctuation, spelling
and handwriting as well as layouts) and organizing ideas (to be cohesive and
coherent) are indeed not easy to apply (Purnawarman et al., 2015, p. 247). “It
is a well-known fact that writing involves a number of complex rhetorical and
linguistic capabilities. It also requires the writer’s full attention, concentration,
and practice. Effective writing involves conveying a message in such a way as
Wahid, 2012). Therefore, it is not surprising to see the students make errors
quite often. Nevertheless, it even encourages them to keep learning and
practice on how to produce a good sentences and minimize the errors.
The teacher as the only audience in many writing classes responds to students’
writing. Teachers try to help the students overcome the difficulties, encourage
them, responds to their writing, provide feedback and score the final products
during the writing process (Uso-Juan, & Martinez-Flor, 2006 as cited in
Shams-Abadi et al., 2015). Response to this situation, teachers need
supplementary tool to support the teaching and learning process. Besides, as
learners, students require to have strong motivation, practice, concentration
and ability to find the information and learning language by themselves. As
digital natives, they can utilize technology to facilitated the educational
purpose and find more information by themselves. It is appropriate for them to
utilize technology in the teaching and learning process because they are digital
native. As explained previously, the teacher can use technology such as
Edmodo as a supplementary tool as the effective way in the teaching of writing
and make the students better achiever. Edmodo is an online web-based
learning designed specifically for educational purposes. All types of features
were designed to facilitate the learning activities. Because Edmodo is an
online learning platform and does not use paper to complete the learning
process, the students and teachers are required to type in all things related to
the activities. Such as when they want to ask questions, answer questions,
respond to the posts, create a task, and fill in a quiz. The features have
Through the communication, Edmodo helps the students to practice their
writing skills. They will also receive a response, comments and feedback from
teachers and their friends. Feedback and comments may be in the form of the
answer, or corrections to their writing. Therefore, through Edmodo students
can continuously writing and always motivated to write properly because they
thought of their work being read publicly as their writing posted to a class
news group.
On the other side, Edmodo also has some problems that become
challenges for students to study the writing skills. Those are the slow internet
connection, the digital incapability of the teachers and students, the limited
interaction and incapability if the students use mobile application to access
Edmodo, and also cannot detect plagiarism in the learning activities using
Edmodo. These problems can be the effecting factors in decreasing students’
motivation in learning, especially learning writing. The students who have
experienced the same way in learning by using Edmodo must have different
opinion about the benefits and the challenges that they received. Therefore this
research was aimed to discover the information about the implementation of
Edmodo in writing skills based on the students’ view. Thus, the concept of this
Figure 1. Conceptual Framework Writing Skills
Its Significances Its Challenges
The use of Edmodo
Chapter Three Research Methodology
This chapter discusses the methodology used in conducting the research. It
covers some points such as the design of the study, setting of the study, participants of
the study, the instrument of the study, technique of data collection, and analysis of data.
Design of the Study
This research was conducted to find out the English Education Department of
Universitas Muhammadiyah Yogyakarta (EED of UMY) students’ perception on the use
of Edmodo toward their writing skills. Based on the research purpose, qualitative
research design was served as the research methodology. The selection of qualitative
research was because the data was gathered in verbal than in numeric form. Besides,
qualitative research focused on describing the statements from participant’s opinions.
As mentioned by Mesec (1998) “The qualitative research is denoted as consisting of the
basic empirical material, collected in the research process, which is verbally described
or narrated” (as cited in Devetak, Glažar, and Vogrinc , 2010, p. 2). Based on the
Mesec’s explanation, qualitative research involves the researcher to collect the data by
developing explanation of people or group based on the related variable. The related
variable or subject of the study becomes the phenomenon that was developed by
Qualitative research method is used if the research question involves exploring
how people experience something, what their views are, and exploring new area where
issues are not yet understood or properly identified (Hancock, Ockleford and
Windridge, 2009). This study investigated the EED of UMY students’ perception or
their view toward Edmodo in their writing skills. The researcher explored their
perception and their view based on their experiences in using Edmodo. Thus, qualitative
research fits with this study and it has been used as the research method.
This research specifically used descriptive qualitative method. Sandelowski
(2000) explained that a descriptive qualitative study is a detailed description of the
phenomena which involves the conversation of participants and researcher. By using
descriptive qualitative research, the researcher gathered and interpreted the information
provided by the participants about a phenomenon. The researcher looked for the detail
information related to Edmodo through the EED of UMY students’ experiences on the
use of this tool. In this case, the EED students had used and they are familiar with
Edmodo. As explained by Creswell (2012), “a qualitative research study is needed to
explore the phenomenon from the perspective of education students” (p.16).
Setting of the Study
This research was conducted at EED of UMY. The researcher started collecting
the data on June 2016. It was collected on 15th up to 18th June 2016. After the data
collection, the researcher spent more than a month to analyze and report the data.
The researcher conducted the research in this department because of some
reasons. First, some of the EED subjects involved the implementation of technology as
learning tools. Second, some of the lecturers have conducted teaching and learning by
using Edmodo as additional learning activities for the students. Besides, EED of UMY
also offers writing subject since the first semester as the regular subjects. Moreover, the
researcher was also a student of the English Education Department of UMY. Thus, the
researcher received an ease when conducting her research.
The implementation of Edmodo was in Digital Technology in Education and
Material Design subjects at the fifth semester. The teachers utilized Edmodo to support
and facilitate the teaching activities. They created some small groups for every classes
and a general group for all students. The groups were used as discussion platform where
the students and the teacher shared any information related to the lesson. The materials
and assignments were also shared to the groups and the students could download it.
Besides, the students also submitted their assignments through Edmodo. The materials
and assignments designed were very creative because they utilized the multimedia
sources and creative software. Moreover, the students were also facilitated to find more
information in the websites in finishing their work. It was different with traditional class
Participants of the Study
The participants of this research were from EED of UMY students’ batch 2013.
The reasons of choosing the students batch 2013 were because these students had got
much exposure on the use of Edmodo in the learning activities. Moreover, they had used
Edmodo in the fifth semester of academic year 2015/2016, so they still have fresh and
strong memory and they were be able to provide comprehensive answers. Thus, they
facilitated the information easily and clearly.
The researcher used purposive sampling to select the participants. According to
Creswell (2012), “In purposive sampling, the researcher intentionally selects individuals
and sites to learn or understand the phenomenon” (p.206). There were five participants
who were chosen. They consisted of four females and a male. In choosing the
participants, the researcher observed the activities in the groups. She already had
permission from the lecturers to join and observe the students’ activities in Edmodo
groups. The selective participants in this study were the most active students in every
classes in giving responses, reply to the post, giving comments and feedbacks and help
their friends. Because students who were active and contribute themselves in the
discussion probably have richer experience than the other does. Thus, they provided
more information and perception about the implementation of Edmodo in teaching and
learning process. As supporting by Creswell (2012) that “the standard in choosing of
The Instrument of the Study
The researcher collected the data by conducting in depth interview. Kvale and
Brinkmann (1983, 1994, & 2009) have written extensively on his books and articles,
“Interview is probably the most cited instrument in the entire field of qualitative
research” (as cited in Englander, 2012, p. 13). Interview is useful for getting the
information of the participants’ experiences. Through interview, the interviewer asked
the interviewee about the study particularly. The interviewee gave the information based
on their experiences freely. Besides, the interviewer gain in-depth information about the
topic or subject being researched through the direct contact with the interviewee.
For the beginning, the researcher planned the interview. She reviewed and
understand some related theories about the study. From those theories, she got some
information to make the interview questions. Then, she started to make the interview
guideline. The interview guideline consisted of some questions that were divided into
some categories. Before the data interview was conducted, the researcher conducted the
interview practice first. The interview practice or pilot test is the process where the
researcher tests the interview questions. It was done with one student from EED of
UMY students’ batch 2013 who has similar experience in learning by using Edmodo.
As suggested by (Turner, 2010), “A pilot test should be conducted with participants that
have simila
