interaction between the writer and the reader
.”
15
e. Asking students to give correction on other‟s
writing. In this activity, students were asked to give
correction regarding to the grammar mistake and punctuation. Besides, they were hoped to
get involved in the conversation among other students.
3.3 Observation: The steps on this phase can be listed
as follows;
a. Observing student‟s activity in posting recount
text on Edmodo. The observation had been done both in the
classroom and Edmodo. In the classroom activity, the writer took a field note regarding
to student‟s activity before they post their writing on ERP group. And on the Edmodo,
the writer tried to monitor students not to write such a harshly words. Students were also asked
to refrain writing a mockery.
b.
Making the field note and
c.
Capturing some pictures of student‟s activity
d. Asking some students about some burdens
they face. And the sample activity on ERP group can be
seen below.
Picture 4.5 and 4.6 Students Activity in the Cycle III
15
Ken Hyland, Teaching and Researching Writing Pearson Education Limited: London, 2002, p. 6.
3.4 Reflection: The steps on this phase can be listed as
follows; a.
Giving the questionnaire about problems they face in the cycle III.
b. Discussing about the shortage found on ERP
group.
c.
Discussing about the rules of ERP.
d.
Discuss about the new activity.
e. Teacher trying to share the experience with
some teachers on Edmodo Mrs. Nira Dale
Having given the questionnaire and discussed the result with the students, it can be found that there are
some problems arising from the ERP activity. The first problem was about the rules on ERP group. From
the observation on the ERP group it can be found that there was still found some students who did not
understand about the rules on ERP group. It can be seen from the profile picture in which most of them
did not change their profile based on the character. Another shortage found from the ERP activity was
about the number of students who take a part on ERP group. Having observed the number of students who
take a part on ERP group, it can be found that only twenty students who sign himself on ERP group.
With regard to the number of students, the writer then discussed with the students, and it can be found
that they feel worried to take a part in it since some of them still not accustomed to behave and write like the
character they wish to play on ERP.
In this phase, the writer also discussed with students about the next activity which is conducted
collaboratively with different teachers from Alabama, USA. However, to make sure that the next activity
could encourage student to take a part so the writer had firstly discussed with Mrs. Dale about the plan
and strategy used for collaborative writing activity. And with regard to discussion with Mrs. Dale, the
