five responses from Al-Azhar BSD and Alabama Senior High School to be shown on Mrs. Dale
personal blog. And the screen shot can be seen as follow.
Picture 4.10 Collaborative Writing Activity
4.3 Observation: The steps on this phase can be listed as
follows; a.
Observe student‟s activity on Our Global
Classroom group.
b. Helping students in doing the small research
about the given topic.
c. Asking students about the advantages and
disadvantages they got from “Our Global
Classroom” group.
In this phase, the writer tried to help students to do a small research about the topic given by Mrs. Dale. The
topic was bout the teen dating. Students were asked to give several ideas about the teen dating and tried to come
up for answering whether the teen dating is potential danger or harmless fun? From the observation, it can be
found that collaborative writing activity with Mrs. Dale students have been successful for encouraging students to
have chance to create a strong sense of community in which they can participate actively while learning. The
positive thing was that they can practice the language using different skills, especially in writing, in an authentic
learning environment.
4.4 Reflection: The steps on this phase can be listed as
follows;
a. Discussing the potential problem with Mrs.
Dale. b.
Doing Skype session with Mrs. Dale in the
classroom. c.
Choose the best five groups that posting about
teen dating. d.
Giving the questionnaire to the students about advantages and disadvantages of the whole
activities had been conducted using Edmodo.
In this phase the writer tried to discuss with Mrs. Dale about some problems faced during the activity in
“Our Global Classroom” group. From the discussion there have been some shortages should be overcome. The first
was about the different time making the response from others cannot be received directly. As the result, students
need to wait for about a day to see the comments or response from others. The second was about some
students that try to share personal account to others.
To overcome the problem related to the different time, both the writer and Mrs. Dale tried to arrange the fix
day to be used to post on “Our Global Classroom” group. And for several times, the writer conducted Skype session
with Mrs. Dale in the classroom to encourage students to keep themselves write on Edmodo. Skype session was
also used to give more explanation about the main activity that they had to do collaboratively. Related to the problem
of sharing personal facebook or twitter account, both the writer and Mrs. Dale posted the rules on Edmodo and ask
the students to refrain from asking personal account of social media like facebook or twitter.
As the discussion result with Mrs. Dale related to the end of the activity in “Our Global Classroom” group,
it was resulted that both the writer and Mrs. Dale will choose five best groups that are successful in giving
scientific response about the topic discussed. And the screen shot can be seen below.
Picture 4.11 Best Five Reports on Our Global Classroom Group
4.5 Data Analysis in the First Cycle
1. In this cycle, the plan had been made by the
researcher and Mrs. Dale has been successful to bring collaborative writing activity between Al-
Azhar students and Alabama Senior High school students.
2. The lesson plan made by the researcher seems to
be useful and fit with the context in which Edmodo micro-blogging used as a tool for
teaching writing collaboratively. The results can be seen from student‟s response indicating that
they like to write on Edmodo especially when they can interact with other students from
different country.
3. There are some issues found in the fourth cycle
they are about the time difference and sharing personal account of social media. Both issues
can be successfully overcome by choosing a fixed day to post on Edmodo and making the
rules on Edmodo to warn students to refrain from sharing personal account.
4. In the observation phase, the researcher helped
students to do small research related to the topic. In helping the students they had students to
collect the data from the book and the internet to support their writing.
5. From the four cycles conducted in this present
study, students give more enthusiasm since it gives opportunity to write collaboratively so that
they can practice the authentic language.
D. Data Analysis from the Questionnaire
Having conducted writing activity in the four cycles, in this present study the writer gave the
questionnaire to the students to grasp student‟s response toward the utilization of Edmodo as a tool for teaching
writing had been conducted for about four months. The questionnaire also used for mapping both positive and
negative opinion during the utilization of Edmodo for teaching writing. The writer used some indicators as can
be seen as below:
Table 4.4 Questionnaire Indicators
Variables Indicators
Number
Edmodo is a useful tool for
writing
- Useful tool to share writing
- Posting recount and
narrative text is agood idea -
Using Edmodo in English class is a good idea
- Students feel writing on
Edmodo is better than on paper
- Writing on Edmodo is fun
- Students believe Edmodo is
good writing practice -
Students feel their writing is better when writing on
Edmodo than writing on paper
- Edmodo should be used as
part of writing activity due to its benefits
1 2
3 9
36 33
9
17
