Edmodo can help students comment on other students’ work effectively

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

In this part, the researcher divides the main parts into two, conclusions and suggestions. The first part is about the conclusions of the finding of this research. The second part presents the recommendations for the future research about the use of Edmodo as a media to improve students’ writing skill.

A. Conclusions

This research addresses to find out the extent to which Edmodo improves students’ writing skill particularly writing a narrative text and to find out the advantages of using Edmodo in the learning process. The results of this research show that Edmodo improves the students’ writing skill, especially in writing a narrative text. It is shown from the comparison of the result of the score in their pre- test and post-test, the mean score of the pre-test is less than the mean score of the post-test. So, it means Edmodo improves the eighth grade students’ writing skill of SMP N 1 Yogyakarta. Moreover, almost all the students agree that Edmodo is an effective medium for students especially in learning writing. To answer the second formulated problem, the researcher found that there are three main advantages of using Edmodo. The first is that Edmodo is a safe and interesting medium for a language classroom. The students are only connected with the teachers and the other students who have joined as a member of the group. It is interesting because the learning process becomes better. Moreover, the students are 51 able to assess their understanding about the materials by doing the assignments posted in Edmodo. Another advantage is Edmodo helps the student have discussion with the teacher outside the classroom easily. Even though they are not in the class, they can discuss the material through this medium, as long as they have a good internet connection. Besides, Edmodo helps the students to give some comments to other students effectively. The comments can help them to improve their task. It also develops their English knowledge, especially about grammatical construction and language use.

B. Recommendations

In this part, the researcher draws some recommendations of the research for the students, teacher and further researcher.

1. Students

After the students feel the advantages of Edmodo in the learning process, it is suggested that the students use Edmodo in their class. Since it is an online medium, the students need to use it wisely. For this research, the students only use Edmodo for improving their writing skill whereas they can try to implement it to other skills. The important is make sure the students have all the media needed to access Edmodo such as internet and personal computer.

2. Teachers

Teachers in the 21 st century have to realize the existence of technology and they have to be able to understand well that technology development can help them in the learning process. So, after implementing Edmodo in English classroom, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 researcher suggests the teacher to use Edmodo becaus e it can attract students’ motivation in the learning process. Moreover, if the teacher is ready to use Edmodo in the class, shehe has to prepare it well, especially for the internet connection. It is better to use a computer laboratory which has a good internet connection. In addition, this is an online medium, it does not mean that the teacher will not take part of reminding the students. In fact, this is the main task of teachers to ask and to check students ’ work whether they have already done it or not. Teachers have to give deadline, so the students will not postpone submitting the assignments. Then, to make it more attractive, teachers have to give a different platform of assignment and avoid to give complicated instructions. Therefore, the readiness of media and teachers are needed in this topic.

3. Future Researchers

It will be better for the future researchers to reconsider the target school of the research. Since it is needed an internet connection, the next researchers have to find school which has that facility. Moreover, the researcher hoped that the future researchers implement other English skills or aspects. Briefly, Edmodo brings effectiveness in writing a narrative text. Besides, it gives some advantages that make students more attracted in learning English. 53 REFERENCES Apriani T. D. 2015. Students’ perception on the use of Edmodo in writing descriptive text. An unpublished undergraduate thesis. Yogyakarta: Universitas Sanata Dharma. Balasubramanian, K., Jaykumar, V. Vukey L. N. 2014. A study on “student preference toward the use of Edmodo as a learning platform to create responsible learning environment.” Social and behavioral sciences, 144 , 416-422. Bayne, G. A. n.d.. Asynchronous communication tools . Retrieved on May 5, 2017, from http:gailalleynebayne.weebly.comuploads235223521060module_4- asynchronous_communication.pdf Bertram, C., Ranby, P., Adendorff, M., Reed, Y. Nicky, R. 2010. Using media in teaching. Braamfontein: South African Institute for Distance Education. Brown, H. D. 2001. Teaching by principles: An interactive approach to language pedagogy 2 nd ed. . New York: Addison Wesley Longman, Inc. Brown, H. D. 2004. Language assessment: Principles and classroom practices . New York: Pearson Education, Inc. Burke, T. M., E. 2001. The role of teaching-learning media in teaching biology in OBE-class Magister dissertation, Potchefstroom Campus, 2001. Cauley, P. n.d. A guide to explain it all. Retrieved June 6, 2016, from https:melissaenderle.wikispaces.comfileviewA+guide+to+explain+Ed modo.pdf. DeVoss, D. N., Aadahl, E. E. Hicks, T. 2010. Because digital writing matters: Improving students writing in online multimedia environments . San Francisco: Jossey-Bass Dudeney, G. Hockly, N. 2007. How to teach English with technology . Edinburgh: Pearson Education Limited. Enriquez, M. A. 2014. Students perception on the effectiveness of the use of Edmodo as a supplementary tool for learning. Retrieved on November 16, 2016, from:http:www.dlsu.edu.phconferencesdlsu_research_congress2014_p dfproceedingsLLI-II-010-FT.pdf 54 Glencoe. n.d.. Rubrics for assessing student writing, listening, and speaking middle school . Columbus: McGraw-Hill. Hosseini, M., Taghizadeh, M. E., Abedin, M. J. Z. Naseri, E. 2013. In the importance o f EFL learners’ writing skill: Is there any relation between writing skill and content score of English essay test? International Letters of Social and Humanistic Sciences , 6 , 1-12. Hyland, K. 2009. Teaching and researching writing 2 nd ed.. Edinburgh: Pearson Education Limited. Inoue, Yukiko Bell, Suzanne. 2006. Teaching with educational technology in the 21 st Century: The case of the Asia-Pacific region . London: Idea Group Inc. International Society for Technology in Education. 2015. Johnson, B. Larry, C. 2012. Educational research: Quantitative, qualitative and mix approaches 4 th ed.. Thousand Oaks, CA: SAGE Publications, Inc. Kara, S. Ed.. 2016. Proceedings of ISERD International Conference: How and why? Edmodo as a blended learning tool . Eskisehir: Anadolu University. Luaran, E. J. 2012. Effective web 2.0 tools for the classroom . Retrieved on November 4, 2016, from http:i-learn.uitm.edu.myv2wp- contentuploads201309Part-2-Effective-Web-2.0-for-classroom.pdf Mertler, Craig A. 2009. Action research: Teachers as researchers in the classroom . Thousand Oaks, CA: SAGE Publications, Inc. McKeeman, L., Oviedo, B. 2013. 21 st Century world language classrooms: technology tools supporting communicative competence. 2013 CSCTFL Report, pp. 65-82 Nation, I. S. P. 2009. Teaching ESLEFL reading and writing . New York: Edwards Brothers, Inc. Rao, B. M. 2014. Use of media as an instructional tool in English Language Teaching ELT at undergraduate level. International Journal of English and Literature , 141-143. Roblyer, M. D. Edwards, J. 2000. Integrating educational technology into teaching . Upper Saddle River: Prentice Hall, Inc. Stokes, S. n.d.. Visual literacy in teaching and learning: A literature perspective. Electronic Journal for the Integration of Technology in Education , 10-19. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI