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
relevant criteria and standards; 4.
thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical
consequences; and 5.
communicates effectively with others in figuring out solutions to complex problems.
In the last meeting, the teacher was so motivated in providing the material in Edmodo. It was because, based on their journal-log, they said that they could
not wait to use Edmodo in the next meeting. Most of them said that they want to use Edmodo in every English lesson. It symbolized that they were enjoy and
enthusiastic to use Edmodo in learning. Thus, critical thinking could be easier happened if the students were enthusiastic and enjoy the learning process. It was
said by Lange 2014 that an interesting learning is one factor which can engage students’ critical thinking. By interested with the learning, they will enthusiastic
in following the lesson, and then it can stimulate their critical thinking. In the last meeting, the topic was still about describing something. The
students were asked to create simple descriptive text about describing their house. Before did the task, the teacher provided the example about how to describe their
house using video. The video was interesting and funny. It could stimulate their
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.
68 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.
69
4.2 The Effects of Edmodo on Students’ Critical Thinking Based on
