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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
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exercises, there were some students who did not do the exercises. Some students also were still not really enthusiastic.
In addition, the researcher agreed that the observer said the internet connection did not support the learning process well. Because of the limited user
capacity, some students who did not get both the internet connection from the school and researcher, they used their own internet connection. Their battery also
easily got low, they had to charge it then continued to do the exercises. Then, the materials were also too much and complicated especially for the direct and indirect
speech. No one could get a perfect score. Even though the exercise had already been uploaded again, the total number of students who turned in the exercises was only
twenty one. Therefore, the researcher employed the second cycle in order to improve the first cycle.
2. Cycle 2
a. Planning Stage of Cycle 2
Concerning the problems faced by the students during the research, the researcher tried to rearrange the way of the researcher implement the action. So, in
this stage, the researcher did not only provide the internet connection from the mifi but also from her hotspot in the handphone. Besides, the student who got a problem
use their laptop, the researcher tried to lend her laptop for him or her. Moreover, from the cycle 1, it can be seen that the students were still confused of the use of
the grammatical construction. So, the researcher checked the main grammatical mistakes done by students in the pre-test and explained again in the class.
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After giving explanation, the researcher returned their writing outcomes and asked them to check the comments given. Then, the researcher opened a question
and answer session. In this step, the researcher came to each student to give more explanation about their grammatical mistakes in the pre-test. They were so
enthusiastic to do that. So, it took more or less 40 minutes to do the question and answer session.
b. Acting Stage of Cycle 2
In this stage, the researcher asked the students to do a writing test, which was used as a post-test see appendix 8. The type of the test was identification
Nation, 2009. In this context, the researcher provided the students with three pictures series to ease the students to write their own narrative text. So, the students
were asked to observe the pictures and tell what happened in the pictures. The researcher’s supervisor,
Bu
Agatha, gave a suggestion that it was better to add some words below each picture. Therefore, the researcher did not only provide some
pictures but also some words related to each picture. All the words are in the form of verbs. Since Edmodo can be used to upload colorful pictures, the researcher also
combined the writing test with the pictures. The purpose of the pictures was to help the students imagine the story and express it easily.
c. Developing Stage of Cycle 2
In the first cycle, the students were not active to take part in Edmodo, so in this cycle the researcher asked them to give comments on their friends’ work. In
