Research Setting Research Participants

38 the respondents should answer the questions based on their own perception or their own answer. The researcher provided a question; in this part the respondents were free to give their response related to the question given in the questionnaire. In this research, the researcher developed this questionnaire based on Likert-type items. According Ary et al. 2010, p. 394, Likert-types let the respondents indicate their responses to select statements on a continuum. In other words, the respondents should choose the statements based on the scale that is provided. In this research, the questionnaire provided responses from number one to four. The number indicated whether they strongly disagree, disagree, agree, or strongly agree. Moreover, there were two items in developing the questionnaire; they were positive and negative items. The researcher used negative items in order to avoid the respondents’ response set influences. According to Ary et al. 2010, p. 210, to score the scale, the response categories must be weighted. Positive and negative items had different score for each scale because negatively stated items, the weighting was reversed because disagreement with an unfavorable statement was psychologically equivalent to agreement with a favorable statement. The score of each scale will be explained in Table 3.1. Table 3.1 The Score Distribution of Each Item Source : Ary et al., 2010, p. 210 Positive Statements Negative Statements Strongly Agree = 4 Strongly Disagree = 4 Agree = 3 Disagree = 3 Disagree = 2 Agree = 2 Strongly Disagree = 1 Strongly Agree = 1 39 In order to make the questionnaire’s questions valid, the researcher provided the questions based on the theories which were discussed in the Chapter II in form of blueprint. This blueprint was used to compose pilot questionnaire and final questionnaire. For the further explanation, the blueprint can be seen in appendix D p. 116. However, the researcher divided the close-ended questions into three categories which were explained in Table 3.2. Table 3.2 The Questionnaire’s Blueprint Category Indicators Form I 1-19 Students’ Background Close-ended 20-35 The Implementation of Edmodo in Writing Descriptive Text Close-ended 36-45 Students’ Perception on the use of Edmodo in Writing Descriptive Text Close-ended II 12 Students’ response on the implementation of Edmodo and the students’ opinion of the use of Edmodo in writing descriptive text. Open-ended However, before the researcher distributed the final questionnaire, the researcher conducted the pilot research. According to Wiersma 1995, p.183, pilot research is a pretesting of the questionnaire, and deficiencies may be uncovered that are not apparent by simply reviewing the items. The pilot research is used for identifying misunderstanding, ambiguities, and useless or inadequate items. Additional items may be suggested, and mechanical difficulties in such matters as data tabulation may be identified. On the basis of the pilot research 40 result, necessary revisions should be made for the final form of the questionnaire. In this pilot research, the researcher distributed questionnaires in to 15 from 31 students of the first grade of SMP N 2 Yogyakarta by using simple random sampling because all of the students had the same chance to get involved. Based on the results of the pilot questionnaire, the researcher made several changes in the questionnaire items. The questionnaire changes were on the close- ended question on category I, II, and III and also there were some elimination on category I. The questionnaire changes list can be found at Appendix F p. 125. After the researcher revised the questionnaire, the result of the final questionnaire can be described that the first category of the questionnaire consisted of statements number one up to nineteen. It was conducted in order to get the information towards th e student’s or respondent’s background. The example of this question could be drawn in Table 3.3. Table 3.3 The Example Form of Questionnaire on the Students’ Background No Statement Strongly Disagree 1 Disagree 2 Agree 3 Strongly Agree 4 1. I believe that learning English is important for me. The second category was for statements number twenty until thirty five represent the students’ opinion towards the implementation of Edmodo in writing descriptive text. In this category, the students should give their responses toward the implementation of Edmodo in writing descriptive text. The example of this question could be seen on the following page in Table 3.4.