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things conducted such as formulating the problems faced by the students, finding the solution, explaining the material which was a narrative text and giving the pre-
test.
b. Acting Stage of Cycle 1
In this stage, actually the researcher wanted to use the computer laboratory that has a good internet connection and the students did not need to bring any media.
However, the researcher could not get the permission from the school to use the computer laboratory because the school would have a national examination and the
ninth grade students would use the computer there. So, in the first meeting of the research, the researcher had already asked the students to bring their laptop or hand
phone as a medium to access Edmodo. Besides, the researcher had provided an additional internet connection for the students and extra cables for their laptop
charger. So, the learning process would be more conducive and effective. Before the researcher implemented Edmodo, she explained to the students
about some grammatical constructions related to a narrative text namely simple past tense, direct and indirect speech and passive voice. After finishing explaining those
topics, the researcher introduced the students to Edmodo and asked them to directly log in Edmodo as a student.
In Edmodo website, the researcher also asked the students to do some exercises provided. The type of the exercises was completion Nation, 2009. For
simple past tense and passive voice, the students were asked to complete the sentences using the proper verb provided. Differently direct and indirect speech, the
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researcher asked the students to change the form of the sentence. If the sentence is written using a direct speech, it must be changed into an indirect speech, and vice
versa. The researcher observed that some students also downloaded the application
of Edmodo on their hand phone even though the teacher only asked the students to access it in the website. It means that some students were welcome to the existence
of Edmodo as their learning medium. Hence in this stage, the researcher had conducted some activities such as
explaining the grammatical constructions related to a narrative text, introducing Edmodo and implementing Edmodo through some exercises.
c. Developing Stage of Cycle 1
In order to develop the implemention of Edmodo, the researcher did a small observation to check whether the students had already done their exercises or not.
Twenty four out of 34 students did all the exercises given. Then, in the class the researcher reminded the students to do the exercises provided in Edmodo as soon
as possible. Moreover, the researcher would not give them the score, if they did not do it. As a result, some students who had not submitted their exercises were afraid
of not getting the score and finally they did the exercises. From the problems, the researcher saw that the students here had to be forced to do their exercises. Even
though the exercises had already been posted in the online media, the students needed to be reminded continuously. Therefore, to solve that problem, the
researcher also uploaded again the exercises in Edmodo and asked the students to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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do them. In this part, the researcher listed the name of students who were not turning in the exercises and called one by one. After that, the researcher asked what their
problems were and why they did not do the exercises. To sum up the point of this stage, the researcher observed the activity
happened in the class and how the action was implemented in the class. Then, the researcher got the point of how modern the media used in the class, if the teacher
does not take part directly on reminding or approaching the students themselves, the students will neglect it easily.
d. Reflecting Stage of Cycle 1
During implementing Edmodo, the researcher had succeeded in improving students’ interest in learning English. The researcher could feel the atmosphere that
the students enjoyed all the processes. However, from the result of peer observation checklist, it showed that researcher had not used Edmodo optimally. When the
researcher explained the material, she used power point slide instead of asking students to open the material using Edmodo.
Moreover, there were some students who sat at the back did not pay attention on
the researcher’s explanation. Furthermore, the students still tended to write their writing on the paper then rewrote it in Edmodo website. The observer
also noted that the weakness of this research was the internet connection. Besides, the researcher found that there were only some students who really took part of the
learning process. It could be proved from the students ’ willingness on doing the
