45
4.1.1 Cycle 1
4.1.1.1 Plan
The first cycle of plan was done after the problem of 8 G class of SMPN 2 Yogyakarta was identified. The action that would be the solution to overcome the
problem was using Edmodo. It was planned based on the problems faced by 8 G class students in SMPN 2 Yogyakarta so that it could decrease their main
problem. On the other hand, this technique was their own request that they want the learning process more fun and comfortable than before. Therefore, the
researcher tried to use online learning media. It was because almost the 8 G class students in SMPN 2 Yogyakarta had cellphone and laptop. Then, the researcher
tried to saw it as a chance to be developed. In this research, the main problem faced by 8 G class students was the
uncritical thinking aspect when they were in learning process in the classroom. Lack of practice made the students uncritical in doing their tasks and activities in
the classroom. Therefore, by looking at those problems, the researcher evaluated and implemented online learning technique using Edmodo in order to facilitate
students’ critical thinking in learning English. The online learning media technique using Edmodo was not only media as
others. It provides features that can be used by the students to facilitate their thinking such as video, link, song, animation, platform to post the assignment,
platform to comment each other, and so on. The difference was this technique was more interesting and suitable for the students. The teaching and learning process
46 of online learning media technique using Edmodo in the class was described in
these steps as follow. a.
In the first meeting, the researcher as a teacher explained to the students that there would be four meetings of Edmodo class. The aims and the rules were
also explained before they had the meeting. b.
In the first meeting, the teacher explained about the function of the journal log. Students were asked to write a reflection in every four meetings after
using Edmodo. c.
In every meeting using Edmodo, the teacher explained the rules of the Edmodo and gave instruction to the students inside Edmodo.
d. In every meeting using Edmodo, the students had materials using Edmodo.
e. In every meeting using Edmodo, the students learned something from Edmodo
based on the basic competence that was used. f.
In every meeting using Edmodo, the students always comment each other to correct each other assignments and activities, and also found out their friends
mistake and corrected their own. It was all without teacher’s instruction in the beginning of the meeting.
g. In every meeting using Edmodo, the students wrote reflection about their
learning after using Edmodo in their journal-log given by the teacher. The first material would be an object description. Besides making a
method technique, the researcher also designed the material based on the curriculum used in the school. The material was also designed to facilitate
student’s critical thinking and all the meeting materials were related to some
47 critical thinking theories. The first material was jumbled words which contained
of some objects. Before doing the given task, the teacher provided link which contain of material related with the topic. Then, the students were asked to learn
the material in the link given. Next, after opening the link, the teacher provided video related to the topic. The students were given the example of the material by
using video. After seeing those material examples, the students were provided some pictures of things, and then they were asked to rearrange the jumbled word
into good order. By doing this such kind of activity, it could stimulate students’
creativity in thinking. It was because they had to analyze and identify the pictures and then compared it with the jumbled word provided. In this material, the
researcher tried to emphasize the analyzing, evaluating, and connecting aspects. According to David 2000, critical thinking involves the dynamic reorganization
of knowledge in meaningful and usable ways. It involves three general skills: evaluating, analyzing, and connecting.
The second material was the continuation of the first material. After students were asked to rearrange the jumbled word into a good order, then in the
second step they were asked to describe the characteristics of the things. It functioned to check how far they can do the three elements of critical thinking that
are analyzing, evaluating, and connecting. In this material context, describing the object includes those kinds of critical thinking theory. It was because in
describing something, they had to pass those steps. They had to analyze the thi
ngs’ characteristics based on the given picture. Next, they had to evaluate it. In this context evaluate means verifying their arguments after analyzing. It is also
48 said by David 2000 that evaluates means verifying their arguments and
hypothesis. The last, students have to connect it whether their answers are suitable or not with both pictures and the descriptions.
4.1.1.2 Action
The implementation of action was done in two meetings. It was based on the plan. The students felt more comfortable with the technique so that they
showed good progress in critical thinking and score result. a.
In the first meeting, the researcher as a teacher explained to the students that there would be four meetings. The teacher also explained to them
about the aims and the rules of using Edmodo in the English learning. b.
In the first meeting, the teacher explained to the students that they had to write a reflection in every four meetings after using Edmodo in the
journal-log given by the teacher. c.
The students had material in Edmodo with students and teachers. Based on the students’ journal-log, they seemed very enthusiastic to use Edmodo.
d. The students saw the material topic in the video, link, and written material.
Based on the students’ journal-log, they liked learning using video. They said that it was interesting and funny.
e. The students did the assignment in Edmodo based on the instruction and
the example given by the teacher such as using links, videos, and Pdfs. f.
The students commented each other’s assignment without teacher’s instruction before. It seemed that they were interested and critical after
using Edmodo.
49 g.
The students wrote reflection in the journal-log given by teacher after using Edmodo.
h. The teacher wrote feedback in the students’ journal-log on their respons
after using Edmodo. It functioned to make them more critical in developing their skills.
4.1.1.3 Observation
Observation was done when the action was implementing. The researcher as the teacher conducted the observation on the implementation of action. In this
step, the teacher observed the class when taught the students using Edmodo. When the researcher explained them that they would have online media
for the learning, they were very happy and attractive. It was because they were not enthusiastic with the learning activity in the previous learning. The teacher
explained that they would have 60 minutes face to face meeting using Edmodo, and the rest would be for homework. They all said that it was not a problem as far
as they could practice more than before, and not have too much memorizing material
anymore. By the increase of students’ enthusiastic in following the lesson, the teacher would be easier to help them in improving their critical
thinking. According to Lange 2014, an interesting learning is one factor which can engage st
udents’ critical thinking. When they were very curious and happy about Edmodo that they would
have, the teacher explained the rules of the Edmodo. After the teacher explaining what Edmodo was and the function of it, then the students were very active to ask
so many critical questions by using the platform provided in Edmodo. How could
50 edmodo help us in learning? How is edmodo implemented in our class? What are
the benefits and functions of Edmodo? What are the differences with other tools? According to Richard 2006, a critical thinker will communicates effectively, and
raises vital questions and problems, formulating them clearly
.
It was symbolized that they have been categorized as critical thinker
.
Those questions were come up from their own thinking. Their own English teacher was shock when she saw their
students were different and more critically than before in asking and responding something. That indicated
the improvements of students’ critical thinking since they were always silence and not active when their teacher were teaching.
The first material using Edmodo was about object description. They seemed interested in learning the materials distributed by the teacher in Edmodo.
The materials were distributed using link, and video. In that link and video there were materials for the topic which was used. Respondent A and B asked in the
reply form as follows. “Apakah kita mengerjakan berdasarkan contoh? Atau kita harus
mengerjakan tugasnya dengan cara kita sendiri? haruskah kita menulis ulang? ”
do we have to do base on the example? or do we have to do it with our own version sir? And we rewrite it?
51
Figure 4.1 S tudent’s Critical Tinking Activities
According to Paul 2006, critical thinker must raise vital questions and problems, formulating them clearly and precisely. Therefore, the question on
Figure 4.1 showed their critical thinking. It really meant that from the beginning, they had critical thinking by showing their question, opinion, and argumentation.
After seeing the example on Edmodo, the teacher asked the students to do the task given. In fact there was one student who still felt difficult about the
material given in the first meeting. He was respondent C. He asked simple question to his friend by asking in his friends’ assignment inside Edmodo. His
question was quoted as follows.
52 “Eh kalo contain itu harus ditambahkan ‘s’ atau tidak ya?” asked respondent C to
respondend D. hey, should the word “contain” be added by “s”? Before respondent D answer the question, another student or respondent E who
always shy and silence in the class tried to answer respondent C’s question. “tergantung. Kalau subjeknya plural kayak I, You, We, nggausah tambahkan s”.
respondent E answered. it depends. If the subjects are plural like I, You, We, we do not need to
add “s”.
Figure 4.2 Student’s Critical Tinking Activities
After knowing their conversations, the teacher felt so glad. Usually they were always shy, and did not participate actively in the class, especially
respondent E, but on Edmodo, the students were able to reduce their shyness to be active and practice their critical thinking. They could do that because the situation
53 was not as usual. The students seemed very active in expressing their argument or
question so it could help them to facilitate their critical thinking. It was also seen from their interview answer that they all really enjoy learning using Edmodo.
They agreed that it could help them to facilitate their critical thinking. They felt open with the other friend and do not feel shy.
When all students were asked to do the task inside, all of them did it very well. There were 10 pictures and jumbled letters. Based on the picture, they were
asked to match between the pictures and the jumbled letters, and rearrange the jumbled word in to good order. Although there were some students who still
incorrect in spelling the word, but over all they were able to rearrange the jumbled letter into good order very well. The answer was satisfying the teacher. After did
the task, without teacher’s instruction, they commented or replied each other in their own task to say something on their answer. It was very glad to saw them
were very active and critical in following the material in Edmodo. In the second part material, it was the continuing from the first task. In the second task, they
were asked to describe the letters that had been rearranged by them before. This task is to check whether they can explore their thinking to describe the things or
not. According to David 2000, one criteria that critical thinker should have is that they can analyze, evaluate and connecting something. In this session the
teacher would see whether the students could do those three aspects or not.actually, all of them could do the task very well. They explained it based on
their own thinking, and could describe and explain it all very well. Although there were still some mistakes, but they could deliver their answer very well. It was
54 very different when they did not use Edmodo in the learning process before. Their
answer explanation was simple and unsatisfying enough. After did the task, as usual without teacher’s instruction, they commented each other answer. They
found out their friends’ mistakes and clarify them in to good answer. It was really help them to facilitate their critical thinking because they always active to give
opinion, arguments, and suggestion to their friends.
Figure 4.3 Student’s Critical Tinking Activities
In the second meeting, the teacher applied the second material in Edmodo. There were two tasks in the second meeting. In the first task, the teacher provided
4 pictures, and then the students were asked to describe it into descriptive text.
55 The students were provided some questions instruction to guide them in making
the paragraph. It was explained as follows; What is it? How many things are there? What are the characteristics? What for is the thing?. The students were
very creative in making the things ’ description. Although there were some
grammatical mistakes, but they delivered it very well. Their sentences meaning could be understood well. They had so many ideas to describe the things
provided. For example, knife. The researcher took one example from respondent A. He explained it very good and critical. He described it as follows.
“It is knife. It is made from sharp iron. There are six knifes on the picture given. Knife is used to cut something but be careful not for cutting your fingers. hehe. my
mom always use knife to cut bread for my breakfast. But knife is dangerous because it is sharp. Besides, i have bad experience using knife. i cannot explain it
because i feel trauma.”
56
Figure 4.4 Student’s Critical Tinking Activities
That was one example on student’s answer on the task one of the second meeting material. He explained it very well. He did not on
ly describe it’s characteristics but also explained his experience using knife, and also he added
some funny things that he had shown in his sentence. After that, he got some comments or reaction from his friends on his description. His friends were very
interested when reading the description of respondent A. the comments were explained as follows.
“hahaa I like your explanation of ‘knife’. It is very funny and interesting :D” said respondent B. “number 2 is funny explanation I think :D. Good job bro”. Said
respondent C.
57 It symbolized that they were critical in doing the task given. According to
Richard 2006 critical thinkers will; 1. Gathers and assesses relevant information, using abstract ideas to interpret it effectively. 2. Communicates effectively with
others to find out solution. Therefore, from respondent A’ explanation, it could be
seen that critical thinking had been seen clearly. It was because he could explain it using abstract ideas to interpret it effectively and the students could communicate
effectively with others to found out solution. In the second task of the second meeting material, the teacher provided the
list of sentences containing things. Based on the sentences, the students were asked to find out the name of things. There were no problems from the students in
answering the task given. In this task, they all could do it very well. Almost of them could answer it correctly. As usual without teacher’s instruction they
commented each other. It was very proud for the researcher to saw the students were very enthusiastic and critical in answering and following the lesson through
Edmodo. The teacher thought that their critical thinking was improved clearly. They
were enthusiastic and criticcal in following the lesson using Edmodo. It could be concluded from their reflection. Most of them wrote that they wanted to use
Edmodo again in the next meeting. However, there were still some students who did the task simply and incorrect but only two or three students. It was the
challenge for the teacher to find out the alternative way using Edmodo to make the students more critical in the next cycle.
58 4.1.1.4
Reflection The implementation of Edmodo was success in order to make the students
more critical than before. However, there were still some students who were not enthusiastic and critical in doing the tasks. Therefore, the teacher found out the
alternative way to solve the problems faced in the first cycle then to be applied in the cycle two.
The implementation of Cycle 1 was briefly explained in figure 4.5
PLAN
a. In the first meeting, the researcher as a teacher explained to the students that there would be
four meetings. The teacher also explained to them about the aims and the rules of using Edmodo in the English learning.
b. In the first meeting, the teacher explained to the students that they had to write a reflection in
every four meetings after using Edmodo in learning in the journal-log. c.
In every meeting using Edmodo, the teacher explained the rules of the Edmodo and gave instruction to the students inside Edmodo.
d. In every meeting using Edmodo, the students had materials using Edmodo.
e. In every meeting using Edmodo, the students learned something from Edmodo based on the
basic competence that was used. f.
In every meeting using Edmodo, the students always comment each other to correct each other assignment, and also found out their friends mistake and corrected their own. It was all
without teacher’s instruction in the beginning of the meeting.
g.
In every meeting using Edmodo, the students wrote reflection about their learning after using Edmodo in their journal-log given by the teacher.
h.
In every meeting, the teacher wrote feedback on their journal-log.
ACTION
a. In the first meeting, the researcher as a teacher explains to the students that there would be
four meetings. The teacher also explained to them about the aims and the rules of using Edmodo in the English learning.
b. In the first meeting, the teacher explained to the students that they had to write a reflection in
every four meetings after using Edmodo in the journal-log given by the teacher. c.
The students had material in Edmodo with students and teachers. Based on the students’ journal-log, they seemed very enthusiastic to use Edmodo.
d. The students saw the material topic in the video, link, and written material. Based on the
students’ journal-log, they like learning using video. They said that it was interesting and funny.
59
e. The students did the assignment in Edmodo based on the instruction given and also the
example given by the teacher using link, video, Pdf, written, and soon. f.
The students commented each other’s assignment without teacher’s instruction before. It seemed that they were interested and enthusiastic in using Edmodo.
g. The students wrote reflection in the journal-log given by teacher after using Edmodo.
h. The teacher wrote feedback in the students’ journal-log on their responds after using
Edmodo. It functions to make them more critical in developing their skills.
OBSERVATION
Based on the observation done in the first cycle, the students’ critical thinking was improved by using Edmodo. They feel more critical to do the task given using Edmodo. It could
be seen from their result and activity in the Edmodo. They are able to 1 evaluate, analyze and connect the task given. 2 communicates effectively with others to find out solution. 3 raise vital
question and problem, formulating them clearly. Those improvements are achieved based on the theoris of critical thinking used in tis study. However, sometimes there were some students who
feel not comfortable in doing the task given but only two or three students.
REFLECTION
Most of the students wanted to use Edmodo again in the next meeting. It was because they very interested to use edmodo as their media in learning. Since there were still some students who
were lack of critical thinking in doing the task given, the teacher gave the other alternative way using Edmodo to solve the problems in the cycle two.
Figure 4.5 The Action Implementation of Cycle 1
4.1.2 Cycle 2
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