ICT Atmospheres in Al-Azhar BSD

learning and teaching is barely understood by institutional leaders. 6 To sum up, the utilization of social networking technologies such as Edmodo micro-blogging is useful for enhancing writing activity yet unfortunately its potential features is merely understood by the school authorities. This is the phenomena that the writer found in Al-Azhar BSD, and it is therefore the present study is hoped to be useful for answering the gap between school‟s curriculum and teaching learning activity since “teacher research is not an end in itself, but is inextricably linked to curriculum change and the adoption of new teaching strategies. 7 As the writer had both conducted curriculum analysis and the preliminary research, it is therefore some problems can be identified with which then tried to be found its solution. Students are used to using internet to access social media like twitter, facebook, and blog. Students tend to get bored when teacher deliver the material conventionally. Based on the preliminary research conducted by the writer toward those phenomena he found that, in majority the tenth grade students are familiar in using not only gadgets but also they are getting used to using blog and have been using the blog such as wordpress.com, blogger.com, and tumblr.com to get connected with their friends. The main problems can be identified are; 1 students felt anxious when writing in English, 2 they used gadgets for writing activity, 3 they thought that writing, especially in English, was such a daunting task to do. Furthermore the researcher found out the causes of the problem. They are also written in the table below. The result of pre-research activities was described in table 4.1. 6 Heidi Hayes Jacobs, Curriculum 21 Essential Education for a Changing World Virginia: ASCD, 2010, p. 86-87. 7 David Hopkins, A Teacher’s Guide to Classroom Action Research New York: McGraw-Hill Education Open University Press, 2008, p. 40. Table 4.1 Problems Found in the Preliminary Study Condition 1. Students‟ responses toward writing in English - Students thought that writing in English was such a daunting task - Students felt anxious when writing in English - Students had difficulty to make a draft while they are writing - Students were unable to compose a good paragraph in English 2. Writing classroom situation - Students bring gadgets into the writing class - They write their draft on their gadgets - They are not interested in writing using paper 3. The causes of the problem - Teacher asked them to write topic they were not interested in - Teacher did not give enough writing activity Reading becomes the main focus - Teacher did not give them enough opportunity to discuss with others while they are writing. - Teacher did not facilitate them with various writing activity 1. Students‟ responses toward writing in English From the questionnaire given prior to the research about the utilization of Edmodo micro-blogging, it is found that 100 of students are familiar with some gadgets such as Smartphone, tablet computer, and video player. And 80 of students used those gadgets for learning English. And more than 80 of students used those gadgets for learning writing. Meanwhile in the utilization of blog, it is found that 100 of students having blog account and using them for learning writing. In the case of using social media for learning writing, it is found that only 62 of students who ever used social media for learning writing when they were in the Junior High School. And about student‟s