PENGGUNAAN EDMODO SEBAGAI PROGRAM PEMBELAJARAN CAMPURAN DALAM PENGAJARAN MENULIS.

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SUSILAWATI, 2015

THE USE OF EDMODO AS A BLENDED LEARNING PLATFORM IN TEACHING WRITING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE USE OF EDMODO AS A BLENDED LEARNING PLATFORM

IN TEACHING WRITING

(A case study at a private senior high school in Cimahi West Java)

A Thesis

Submitted to the English Education Department of School of Postgraduate Studies in partial fulfillment of the requirements for the Master of Education Degree

SUSILAWATI 1302467

ENGLISH EDUCATION DEPARTMENT SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

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The Use of Edmodo as a Blended Learning

Platform in Teaching Writing

Oleh

Susilawati

M,Pd UPI Bandung, 2015

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Sekolah Pasca Sarjana

Universitas Pendidikan Indonesia

Agustus 2015

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

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PENGGUNAAN EDMODO SEBAGAI PROGRAM PEMBELAJARAN CAMPURAN DALAM PENGAJARAN MENULIS

(sebuah studi kasus di Sekolah Menengah Atas Swasta di Cimahi Jawa Barat)

Oleh : Susilawati (1302467)

Pembimbing I : Pupung Purnawarman, M.S.Ed, Ph.D Pembimbing II : Dr. Wachyu Sundayana, M.A

ABSTRAK

Perkembangan teknologi memberikan banyak solusi bagi dunia pendidikan untuk menciptakan lingkungan belajar dengan nuansa baru. Edmodo sebagai sebuah program pembelajaran campuran diyakini bisa memberikan solusi khususnya dalam pengajaran menulis. Penelitian ini dimaksudkan untuk menginvestigasi bagaimana Edmodo digunakan dalam pengajaran menulis dikombinasikan dengan GBA, bagaimana Edmodo memfasilitasi partisipasi siswa dan bagaimana siswa memandang penggunaan Edmodo di kelas. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Partisipan yang terlibat adalah 17 siswa kelas XII di sebuah SMA swasta di Cimahi Jawa Barat. Pengumpulan data dilakukan melalui observasi, analisis dokumen, wawancara dan kuisioner. Hasilnya menunjukkan bahwa dalam pengajaran menulis, Edmodo digunakan dengan pengintegrasian Edmodo ke dalam siklus menulis GBA. Edmodo juga memfasilitasi partisipasi siswa secara kognitif selama proses pembelajaran berlangsung. Siswa menunjukkan respon positif dan negatif terhadap penggunaan Edmodo berdasarkan analisis teori UGT. Sejumlah masalah juga ditemukan dalam penelitian ini, yakni masalah koneksi internet, kebingungan siswa dalam penggunaan Edmodo, ketidakcocokan aplikasi smartphone, dan siswa tidak menunjukkan tanggungjawab selama proses pembelajaran. Rekomendasi dan saran untuk pihak yang berwenang dan kemungkinan penelitian lanjutan pun disajikan dalam penelitian ini.

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THE USE OF EDMODO AS A BLENDED LEARNING PLATFORM IN TEACHING WRITING

(A case study at a private senior high school in Cimahi West Java)

By : Susilawati (1302467)

Main Supervisor : Pupung Purnawarman, M.S.Ed, Ph.D Co-Supervisor : Dr. Wachyu Sundayana, M.A

ABSTRACT

The development of technology provides education with many solutions to create a new learning environment. Edmodo as a learning platform is believed to provide the solution particularly for teaching writing. The research was aimed to investigate how Edmodo as a learning platform was implemented in teaching writing in its combination with GBA, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo. This research employed qualitative approach with a case study design. The participants involved were 17 eleventh graders of a senior high school in Cimahi West Java. The data were collected through observations, document analysis, interviews, and questionnaires. The result showed that to teach writing Edmodo was integrated into GBA writing cycles. Edmodo also facilitated students to cognitively engage during classroom sessions. The students showed a variety of acceptance both positive and negative towards the use of Edmodo based on UGT framework. Some issues on the use of Edmodo were also identified: bandwidth, students’ confusion in using the platform, incompatibility of smartphone applications, and

students’ lack responsibilities for their learning. The suggestions for the authority

and areas of future research are also presented.

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CHAPTER V

CONCLUSIONS, LIMITATION AND SUGGESTIONS

The last chapter of the present study provides conclusions towards the discussion

in the previous chapter. The limitation of the present research is also highlighted.

Suggestions are presented as well as recommendations for the authority.

5.1 Conclusions

The findings of the present research indicate that Edmodo blended learning

platform are implemented to teach writing at senior high schools by integrating

the blended learning program flow into GBA writing cycles. The following is a

concise elaboration of how the implementation takes place.

1) Kickoff events (BKOF), in which the students are introduced to the course by

providing them with a text both in offline and online Edmodo classes;

2) Initial learning activities - check in events (modeling), in which the students

are provided with another text either in offline or online Edmodo classes as

well as the learning materials.

3) Second learning activities - check in events - final assessment - feedback and

conclusion (join construction), in which the students start to write in

collaborative small groups in Edmodo, post their work in Note menu, get

feedback and comments from teachers, and finally publish their work in Note

and Library menu.

However, the implementation do not go so smoothly as a number of issues

emerged during the implementation, which are due to bandwidth, the students’

confusion in using Edmodo, incompatibility of smartphone applications, and the

students’ lack responsibilities for learning.

The implementation of Edmodo in teaching writing also shows that Edmodo

facilitates the students’ engagement cognitively through Note menu. The Note

menu which is used during the writing process apprarenty facilitates the students

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through Note menu facilitates the students’ cognitive engagement by: 1) allowing

the students to work independently within groups; 2) allowing the students to be

concerning on quality of their work; 3) enabling the students to take parts in

learning situations; and 4) directing the students to see Edmodo as a part of

learning. Cognitive processes of order thinking specifically ‘create’, which

contributes to critical thinking, are also facilitated by Note menu during the third

flow. However, it is also identified that the students have lack responsibilities for

their learning since they rely on each other on submitting tasks and rarely join the

online classes.

In conjunction with the implementation and engagement, the students show

various responses both positive and negative towards the use of Edmodo.

Cognitively, the students think that Edmodo is good to use but since the platform

is considered new in the classrooms, they find it difficult, particularly because of

bandwidth and incompatibility of smartphone applications. Affectively, Edmodo

is perceived to be simple to use and the students like to use it, but some other

students do not think so because of bandwidth, confusion in using Edmodo as well

as rare open to internet. Personally, the students see Edmodo to be easy to use in

writing classes and allow them to learn anytime and anywhere, but still

bandwidth, confusion in using Edmodo, rare access and incompatibility of

smartphones become the constraints. Socially, Edmodo is viewed as a tool to

communicate with teachers and other students, find and join wider learning

communities, and allows the students to get feedback from teachers, but confusion

in using Edmodo and rare open are identified as the problems. Additionally, the

students state that Edmodo allows them to learn by their own styles, provides

them with unlimited space and time for learning, and gives benefits for learning

writing. However, as mentioned repeatedly, a bunch of constraints found due to

bandwidth, the students’ confusion in using Edmodo, incompatibility of devices

and the students’ lack responsibilities for learning.

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Apart from the findings of the research, there are a number of matters have

not been covered by the present research. First, the implementation of Edmodo in

teaching writing is limited to only one single month. Therefore, to get more

reliable data, longer research is suggested performing. Second, the effectiveness

of using blended learning integrated into writing approach has not been

investigated frequently in Indonesian context, specifically in remote areas in

which technology is regarded as new. For that reason, further research can be

conducted to measure whether or not blended learning works in improving

students’ learning outcome in remote areas. Third, another domain of engagement,

behavioral or emotional, is also worth researching to see how students completely

engage themselves in blended learning environment.

Briefly saying, Edmodo blended learning platform are implemented to teach

writing to senior high school the students by integrating blended learning program

flow into GBA writing cycles. Edmodo also facilitates students’ engagement

cognitively. In addition, Edmodo is perceived variously by the students.

Bandwidth, confusion in using the platform, incompatibility of smartphone

applications and students’ lack responsibilities for learning are found as the

limitation of the implementation of Edmodo in writing classes.

5.3 Suggestions

Regarding the findings of the study, a number of considerations are

suggested for the authority and future research.

First, to create a stable blended learning environment, bandwidth and

compatible devices come as an utmost factor to be concerned by educational

institutions. Providing the students with sufficient internet facilities is an absolute

prerequisite.

Second, it is a challenge for teachers to implement Edmodo in teaching

writing collaboratively (group works) since the students apparently rely on each

other to upload the writing drafts; therefore trying out individual works in

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Third, to avoid confusion in using Edmodo learning platform, it is suggested

that the students are introduced to the use of the platform pleadingly but at the

same time they are also able to cope with the learning materials; trainings for

using Edmodo is suggested to be organized by authority.

And the last, the students’ engagement should be more enhanced by the use

of Edmodo in blended learning classes. Improving the students’ motivation to

engage and take full responsibility in blended learning will be a key point in

implementing a successful blended learning.

5.4 Concluding Remarks

The chapter has presented the conclusions of the present research. The

limitations found during the research conducted have also been provided as an

illustration for further researcher to conduct similar research. Suggestions for any

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

DEDICATION ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

1.2 Research Questions ... 3

1.3 Purposes of the Study ... 3

1.4 Limitation of the Study ... 3

1.5 Significance of the Study ... 3

1.6 Clarification of Terms ... 4

1.7 Organization of the Study ... 4

1.8 Concluding Remarks ... 5

CHAPTER II: THEOROTICAL FRAMEWORK ... 6

2.1 E-learning ... 6

2.1.1 Learning Theories Underpinning E-Learning ... 9

2.1.2 Principles of Using E-Learning in Educational Setting ... 8

2.1.3 Benefits of E-Learning ... 11

2.1.4 Challenges of E-Learning Use in Classrooms ... 13

2.1.5 Blended Learning ... 14

2.1.5.1 The Development of Blended Learning ... 14

2.1.5.2 Criteria for Selecting Blended Learning ... 15

2.1.5.3 Benefits of Blended Learning ... 17

2.1.5.4 Blended Learning Models and Modes ... 18

2.1.6 Edmodo Learning Platform ... 20

2.2 Teaching Writing ... 24

2.2.1 The Nature of Writing ... 24

2.2.2 Teaching Writing in Senior High School ... 25

2.2.2.1 Genre-Based Approach (GBA) ... 25

2.2.2.2 Model in Genre-Based Approach ... 24

2.2.2.3 Exposition Texts ... 27

2.2.2.4 Difficulties in Writing ... 28

2.3 Using Edmodo as a Learning Platform in Teaching Writing ... 29

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2.4.1 Definition ... 34

2.4.2 Types of Engagement ... 35

2.4.2.1 Cognitive Engagement ... 36

2.4.2.2 Behavioral Engagement ... 38

2.4.2.3 Emotional Engagement... 38

2.4.3 Identifying Students’ Engagement in ICT ... 39

2.5 UGT (Uses and Gratification Theory) ... 42

2.5.1 Definition ... 42

2.5.2 Construct of UGT ... 43

2.6 Related Research ... 46

CHAPTER III: RESEARCH METHODOLOGY ... 49

3.1 Research Sites and Participants ... 49

3.2 Research Design ... 50

3.5 Data Collection ... 53

3.5.1 Data Collection on Observations ... 54

3.5.2 Data Collection on Documents ... 57

3.5.3 Data Collection on Interviews... 57

3.5.4 Data Collection on Questionnaires ... 57

3.6 Data Analysis ... 58

3.6.1 Data Analysis on Observations ... 58

3.6.2 Data Analysis on Documents ... 58

3.6.3 Data Analysis on Interviews ... 59

3.6.4 Data Analysis on Questionnaires ... 59

3.6.5 Validity ... 59

CHAPTER IV: FINDINGS AND DISCUSSIONS ... 60

4.1 Findings ... 60

4.1.1 Edmodo Implementation in Teaching Writing at Senior High Schools .. 60

4.1.1.1 Preliminary Sessions ... 60

4.1.1.2Teaching Implementation ... 61

4.1.1.2.1 Kickoff Events (BKOF) ... 62

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4.1.1.2.3 Second learning activities-check in events-final assessment-feedback and conclusion (join

construction) ... 63

4.1.1.2.4 Problems during the Teaching Program Implementation... 66

4.1.2 Edmodo and Students’ Engagement ... 66

4.1.3 Students’ Perception towards the Use of Edmodo in Writing ... 69

4.1.3.1 Construct 1 ... 69

4.2.1 Edmodo Implementation in Teaching Writing at Senior High Schools .. 72

4.2.2 Edmodo and Students’ Engagement ... 75

4.2.3 Students’ Perception towards the Use of Edmodo in Writing ... 84

CHAPTER V: CONCLUSIONS, LIMITATION AND SUGGESTIONS ... 100

5.1 Conclusions ... 100

5.2 Limitation ... 101

5.3 Suggestions ... 102

REFERENCES ... 104

APPENDICES ... 112

Appendix 1 (Lesson Plans) ... 113

Appendix 2 (Observations Checklists) ... 122

Appendix 3 (Interview Schedule) ... 124

Appendix 4 (Questionnaires) ... 127

Appendix 5 (Sample of Observation Checklists) ... 131

Appendix 6 (Sample of Interview Transcriptions)... 132

Appendix 7 (Sample of Questionnaires) ... 136

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES

Table 2.1 :Four Types of Corporate Training ... 8

Table 2.2 : Major Benefits of E-Learning ... 11

Table 2.3 : Structure of the Cognitive Process dimension of Revised Taxonomy... 37

Table 2.4 :Criteria of Engagement ... 40

Table 2.5 :Engagement Measurement Plan: Multimedia Learning Activity ... 41

Table 2.6 :Construct and Measurement Item of UGT ... 44

Table 3.1 : The Lesson Plans ... 55

Table 3.2 :The Implementation of Blended Learning in Teaching Writing ... 56

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES

Figure 2.1 :Evolution of Technology-Based Training ... 7

Figure 2.2 : Six Modes of Learning ... 20

Figure 2.3 : Edmodo Library Menu ... 22

Figure 2.4 :Edmodo Note Menu ... 22

Figure 2.5 :Edmodo Quiz Menu ... 23

Figure 2.6 : Edmodo Assignment Menu ... 24

Figure 2.7 :Program Flow Model ... 30

Figure 2.8 : The Adaptation of Blended Learning Program Flow in Writing... 31

Figure 2.9 :Exposition Plan ... 33

Figure 2.10:Students’ Engagement Style ... 40

Figure 4.1 :Student Writing Post Example ... 64

Figure 4.2 :Teacher’s Feedback ... 64

Figure 4.3 :Students Final Draft Post ... 65

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