ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT (A Quasi-experimental at One College in Bandung, Indonesia).
ANNOTATION FEEDBACKIN EDMODO
ONSTUDENTS’ PROCEDURE TEXT
(A Quasi-experimental at One College in Bandung, Indonesia)
A THESIS
Submitted in Partial Fulfillment of the Requirements of the Degree of Master of
Education
Program Study of English Education
By
Fahmi Hidayat
1101235
ENGLISH EDUCATION STUDY PROGRAM
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
2015
ACKNOWLEDGEMENTS
Alhamdulillahhirrobbil’alamin.. All praise to Allah SWT, the most gracious and the
most merciful. This thesis could not have been completed without support and assistance of
many people to whom I would like thank and appreciate deeply.
Firstly, I would like to extend my deepest gratitude and appreciation to my
supervisors, Dadang Sudana, M.A, Ph.D and Pupung Purnawarman. M.S.Ed, Ph.D. who
have been tremendous mentors to me. I have been guided, challenged, and attended very well
and patiently throughout the completion of my thesis.
Secondly, I also would like to thank all the lecturers at English Department of the
School of Postgraduate Studies of UPI who have been instrumental in providing knowledge
and ideas, particularly to my research.
Thirdly, my future appreciation goes to kang Azis who is allowing and helping me for
conducting the research in his class and all participants who are willing to share their
precious time during the process of the research and learn together with me.
Fourthly, a special thanks to my Awesome-class friends in the English Department in
the School of Postgraduate UPI (TITOZ), and my superb friends at Asrama Mahasiswa
Demang Lehman.
At the end, I would like express my greatest appreciation to my beloved Abah H.M.
Baderiand Mama Hj. Ratnawati, words cannot express how grateful I am to be your son. I
also express my thanks to my sister and my family. Your prayer for me was what sustained
me thus far.
PERYATAAN
Dengan ini sa a Men atakan ahwa tesis dengan judul Annotation Feedback in Edmodo on
Students pro edure Te t ini eserta isin a adalah enar-benar karya saya sendiri. Saya tidak
melakukan penjiplakan dan pengutipan dengan cara-cara yang tidak sesuai dengan etika ke ilmuan.
Bandung, Oktober 2015
Fahmi Hidayat
ABSTRACT
This study investigated the effect annotation feedback in Edmodo on students’ procedure text
in one college in Bandung, West java, Indonesia. The annotation feature in Edmodo used in
this research was teacher indirect feedback as defines by Ellis (2008). The study aimed to
provide evidence that the students gained more interest and confidence in writing by using
technology. The study used quantitative approach employing a quasi-experimental design.
The quasi-experimental design was carried out by using an Independent t-test design. The
study involved 44 participants divided into two groups (Experimental and Control groups).
The data were collected by using three types of instruments including pre-tests and post-test,
assessment format, and questionnaire. Pre-tests and post-test were conducted for both the
experimental and control groups; students were given the same instructions and scored by
using the same scoring rubric. Students were asked to write a procedural text for at least one
paragraph length. In order to assess students’ text, the assessment format used in this study
assessed the content, organization, vocabulary, language use, and mechanics of the texts. In
the end of the program, the questionnaire was carried out after the post-test, asking students’
attitude toward Edmodo. The study resulted in the following findings; (1) students in this
study were successful in correcting their errors and improving their writings after the teacher
gave annotation feedbacks for their pretest. However, their writings still need improvement
since the same problems and even the new problems were still found in students’ posttest.
First, the students did not use correct words in describing their thought. Second, the students
did not use correct verbs. Since the genre of the text was procedure, the students were
required to use action verbs without any subject preceded. Third, the students did not use
punctuation mostly at the end of their sentences. (2) The students had positive attitudes
towards collaboration, sharing ideas, and maintaining relation via Edmodo in producing a
text. Therefore, the students have motivation to write, easy to get ideas, and interested in
improving the writing. Likewise, they feel comfortable in writing, know how to organize
sentences or paragraphs, and provide the exposure in increasing vocabulary. Further, the
study recommends that a study with applying various features of Edmodo and different types
of feedback to improve students’ writing.
Keywords: Annotation feedback, Edmodo, procedure text
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
HOW TO REPAIR THE LEAK ROOF?
First, Take a bucket for intercepting and retainingfalling water. Next,take a towel to
moping the floor. Afterthe rain has stopped, we can check the roof and thanlooking the leak roof.
And the next leak roof replace with new roof. So that the roof long endure, we can add with
paint. And don’t forget the wall whom broken must repair. And finally the condition in home has
come back to normal.
The text above shows the progress of a middle achievement student. In terms of content,
the text is quite knowledgeable since it gives rich information to the reader related to the topic. It
is also substantive and relevant because there are no ideas that out of topic. The writer even gives
a suggestion to repair the wall which is also broken by the leaking.
In the term of organization, the procedure of repairing the roof leaking is quite clearly
described, however the ideas still lack of the detail for each procedure. For example, the writer
does not mention how to replace the roof properly. The repetitive use of ‘and’also needs to be
corrected since it is disturbed the organization of the text.
In terms of vocabulary, the text above shows errors in words orderand wrong choices of
words. In several sentences, the students still use wrong order of words such as in sentence four.
It shows the arrangements of the vocabularies are jumbled but the meaning is still recognizable.
The uses of conjunctions are also not in order and not in the right form.
In terms of grammars, the text has problem in misused of signal words. This problem can
be seen through the use ‘so that’ in sentence four. It also misses some of the signal, the student
still got the tendency to repeatedly uses ‘and’.
In terms of mechanics, the middle achiever student who wrote the text above only applied
period and coma in the text. However, the student still made errors in the use of punctuations. In
the text above, there is a case where the student applied coma when it is unnecessary. It can be
found in the fifth sentence of the text.
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
In conclusion, the student’s writing in every aspect has improved. The improvement can
be seen toward the text produced. However, there are still several errors found and needed
improvement.
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
CHAPTER V
CONCULISON and RECOMMENDATIONS
This chapter describes the conclusion to the study. It covers the statement of
Research questions and purposes, conclusions to the study, highlighting the
findings and implication, limitations recommendation for future research.
5.1 Research Questions and Purposes
As stated in chapter I, this study was conducted in order to answer the following
research questions:
1. To what extent does of the use of annotation feedback in Edmodo affect
the students’ procedural text?
2. What are the students’ attitudes toward the use of Edmodo for feature
annotation feedback?
Further, the study was carried out in order to attain the following purposes: (1) To
find out to what extent the students’ improvement can be achieved through the
utilization of annotation feedback in Edmodo for their procedure text; (2) To
investigate students’ attitudes toward the use of Edmodo in learning process.
5.2 Conclusion
The results of this study can be used to inform teachers and researchers interested
in applying or investigating teacher annotation feedback in social media,
including written indirect feedback with corrective comments, as used in this
study. The findings of this study indicates that teacher written indirect feedback
can be provided by using readily available technology such as Edmodo and word
processing software as editing and revising tools as electronic delivery medium, in
addition to the traditional pen-and-paper approach. This study suggests that
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
teacher written indirect feedback can be applicable in different learning
environments, not only in face-to-face but also in blended-learning and distance
learning environments. However, it should be advised that providing teacher
written corrective feedback is a laborious process, especially in large classes,
demanding teacher’s dedication and passion for the success of student learning.
When deciding to provide teacher written corrective feedback using technology at
a distance, careful planning should be made far in advance accompanied with
backup strategies in case the process does not go as it is planned. This provides an
opportunity and a challenge for instructional designers and instructional
technologists to come up with sound and reasonable solutions to accommodate
student’s need for teacher’s indirect feedback and to facilitate teachers in
providing indirect feedback.
5.3 Limitation of the Study
This present study is limited in some ways. First, this is limited in terms of
content and time. As mention in chapter three, this study was conducted only in
the college students’ classroom. Therefore, the result cannot be generalized to
other contexts.
This study is also limited in terms of content coverage for it only focuses
on teacher’s indirect feedback in using annotation in Edmodo for education. In
this case other types of feedback have not been covered by this present study.
Finally, the empirical study result is also considered as limitation to the study. The
result of this study cannot be used to claim whether the use of annotation in
Edmodo for education is beneficial for writing since this study only provides
conjectures of the benefit of annotation feedback on students’ procedure text.
5.4 Recommendations
This study suggests that further research is carried out in the context of
application of different strategies for teacher in using Edmodo features, and
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
different types of feedback in improving the students’ writing in terms of
grammatical accuracy and writing quality in general. In the present study, both
Edmodo’s features and Microsoft Word’s comment and track changes features
were used as a tool to provide teacher written indirect feedback on students’ text
used as a medium to deliver the feedback from the teacher. Additional research
focusing more on the use of other Edmodo’s features of word processing software
and email, electronic discussion groups and message boards, social networking
sites and blogs, as feedback tools and media may be needed to determine their
effectiveness in facilitating teacher feedback for learners in various learning
environments including face-to-face, or distance learning. As the findings of this
study showed that there were significant differences among the fourth of students’
text during the revisions.
Last but not least, the present study used indirect comments approach in
providing feedback and was focused on the use of content, organization, good
vocabulary, language use, mechanics. Additional research may be needed in
regards to the extent of explicitness and deeper analyses of students’ writing.
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
ONSTUDENTS’ PROCEDURE TEXT
(A Quasi-experimental at One College in Bandung, Indonesia)
A THESIS
Submitted in Partial Fulfillment of the Requirements of the Degree of Master of
Education
Program Study of English Education
By
Fahmi Hidayat
1101235
ENGLISH EDUCATION STUDY PROGRAM
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
2015
ACKNOWLEDGEMENTS
Alhamdulillahhirrobbil’alamin.. All praise to Allah SWT, the most gracious and the
most merciful. This thesis could not have been completed without support and assistance of
many people to whom I would like thank and appreciate deeply.
Firstly, I would like to extend my deepest gratitude and appreciation to my
supervisors, Dadang Sudana, M.A, Ph.D and Pupung Purnawarman. M.S.Ed, Ph.D. who
have been tremendous mentors to me. I have been guided, challenged, and attended very well
and patiently throughout the completion of my thesis.
Secondly, I also would like to thank all the lecturers at English Department of the
School of Postgraduate Studies of UPI who have been instrumental in providing knowledge
and ideas, particularly to my research.
Thirdly, my future appreciation goes to kang Azis who is allowing and helping me for
conducting the research in his class and all participants who are willing to share their
precious time during the process of the research and learn together with me.
Fourthly, a special thanks to my Awesome-class friends in the English Department in
the School of Postgraduate UPI (TITOZ), and my superb friends at Asrama Mahasiswa
Demang Lehman.
At the end, I would like express my greatest appreciation to my beloved Abah H.M.
Baderiand Mama Hj. Ratnawati, words cannot express how grateful I am to be your son. I
also express my thanks to my sister and my family. Your prayer for me was what sustained
me thus far.
PERYATAAN
Dengan ini sa a Men atakan ahwa tesis dengan judul Annotation Feedback in Edmodo on
Students pro edure Te t ini eserta isin a adalah enar-benar karya saya sendiri. Saya tidak
melakukan penjiplakan dan pengutipan dengan cara-cara yang tidak sesuai dengan etika ke ilmuan.
Bandung, Oktober 2015
Fahmi Hidayat
ABSTRACT
This study investigated the effect annotation feedback in Edmodo on students’ procedure text
in one college in Bandung, West java, Indonesia. The annotation feature in Edmodo used in
this research was teacher indirect feedback as defines by Ellis (2008). The study aimed to
provide evidence that the students gained more interest and confidence in writing by using
technology. The study used quantitative approach employing a quasi-experimental design.
The quasi-experimental design was carried out by using an Independent t-test design. The
study involved 44 participants divided into two groups (Experimental and Control groups).
The data were collected by using three types of instruments including pre-tests and post-test,
assessment format, and questionnaire. Pre-tests and post-test were conducted for both the
experimental and control groups; students were given the same instructions and scored by
using the same scoring rubric. Students were asked to write a procedural text for at least one
paragraph length. In order to assess students’ text, the assessment format used in this study
assessed the content, organization, vocabulary, language use, and mechanics of the texts. In
the end of the program, the questionnaire was carried out after the post-test, asking students’
attitude toward Edmodo. The study resulted in the following findings; (1) students in this
study were successful in correcting their errors and improving their writings after the teacher
gave annotation feedbacks for their pretest. However, their writings still need improvement
since the same problems and even the new problems were still found in students’ posttest.
First, the students did not use correct words in describing their thought. Second, the students
did not use correct verbs. Since the genre of the text was procedure, the students were
required to use action verbs without any subject preceded. Third, the students did not use
punctuation mostly at the end of their sentences. (2) The students had positive attitudes
towards collaboration, sharing ideas, and maintaining relation via Edmodo in producing a
text. Therefore, the students have motivation to write, easy to get ideas, and interested in
improving the writing. Likewise, they feel comfortable in writing, know how to organize
sentences or paragraphs, and provide the exposure in increasing vocabulary. Further, the
study recommends that a study with applying various features of Edmodo and different types
of feedback to improve students’ writing.
Keywords: Annotation feedback, Edmodo, procedure text
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
HOW TO REPAIR THE LEAK ROOF?
First, Take a bucket for intercepting and retainingfalling water. Next,take a towel to
moping the floor. Afterthe rain has stopped, we can check the roof and thanlooking the leak roof.
And the next leak roof replace with new roof. So that the roof long endure, we can add with
paint. And don’t forget the wall whom broken must repair. And finally the condition in home has
come back to normal.
The text above shows the progress of a middle achievement student. In terms of content,
the text is quite knowledgeable since it gives rich information to the reader related to the topic. It
is also substantive and relevant because there are no ideas that out of topic. The writer even gives
a suggestion to repair the wall which is also broken by the leaking.
In the term of organization, the procedure of repairing the roof leaking is quite clearly
described, however the ideas still lack of the detail for each procedure. For example, the writer
does not mention how to replace the roof properly. The repetitive use of ‘and’also needs to be
corrected since it is disturbed the organization of the text.
In terms of vocabulary, the text above shows errors in words orderand wrong choices of
words. In several sentences, the students still use wrong order of words such as in sentence four.
It shows the arrangements of the vocabularies are jumbled but the meaning is still recognizable.
The uses of conjunctions are also not in order and not in the right form.
In terms of grammars, the text has problem in misused of signal words. This problem can
be seen through the use ‘so that’ in sentence four. It also misses some of the signal, the student
still got the tendency to repeatedly uses ‘and’.
In terms of mechanics, the middle achiever student who wrote the text above only applied
period and coma in the text. However, the student still made errors in the use of punctuations. In
the text above, there is a case where the student applied coma when it is unnecessary. It can be
found in the fifth sentence of the text.
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
In conclusion, the student’s writing in every aspect has improved. The improvement can
be seen toward the text produced. However, there are still several errors found and needed
improvement.
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
CHAPTER V
CONCULISON and RECOMMENDATIONS
This chapter describes the conclusion to the study. It covers the statement of
Research questions and purposes, conclusions to the study, highlighting the
findings and implication, limitations recommendation for future research.
5.1 Research Questions and Purposes
As stated in chapter I, this study was conducted in order to answer the following
research questions:
1. To what extent does of the use of annotation feedback in Edmodo affect
the students’ procedural text?
2. What are the students’ attitudes toward the use of Edmodo for feature
annotation feedback?
Further, the study was carried out in order to attain the following purposes: (1) To
find out to what extent the students’ improvement can be achieved through the
utilization of annotation feedback in Edmodo for their procedure text; (2) To
investigate students’ attitudes toward the use of Edmodo in learning process.
5.2 Conclusion
The results of this study can be used to inform teachers and researchers interested
in applying or investigating teacher annotation feedback in social media,
including written indirect feedback with corrective comments, as used in this
study. The findings of this study indicates that teacher written indirect feedback
can be provided by using readily available technology such as Edmodo and word
processing software as editing and revising tools as electronic delivery medium, in
addition to the traditional pen-and-paper approach. This study suggests that
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
teacher written indirect feedback can be applicable in different learning
environments, not only in face-to-face but also in blended-learning and distance
learning environments. However, it should be advised that providing teacher
written corrective feedback is a laborious process, especially in large classes,
demanding teacher’s dedication and passion for the success of student learning.
When deciding to provide teacher written corrective feedback using technology at
a distance, careful planning should be made far in advance accompanied with
backup strategies in case the process does not go as it is planned. This provides an
opportunity and a challenge for instructional designers and instructional
technologists to come up with sound and reasonable solutions to accommodate
student’s need for teacher’s indirect feedback and to facilitate teachers in
providing indirect feedback.
5.3 Limitation of the Study
This present study is limited in some ways. First, this is limited in terms of
content and time. As mention in chapter three, this study was conducted only in
the college students’ classroom. Therefore, the result cannot be generalized to
other contexts.
This study is also limited in terms of content coverage for it only focuses
on teacher’s indirect feedback in using annotation in Edmodo for education. In
this case other types of feedback have not been covered by this present study.
Finally, the empirical study result is also considered as limitation to the study. The
result of this study cannot be used to claim whether the use of annotation in
Edmodo for education is beneficial for writing since this study only provides
conjectures of the benefit of annotation feedback on students’ procedure text.
5.4 Recommendations
This study suggests that further research is carried out in the context of
application of different strategies for teacher in using Edmodo features, and
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
different types of feedback in improving the students’ writing in terms of
grammatical accuracy and writing quality in general. In the present study, both
Edmodo’s features and Microsoft Word’s comment and track changes features
were used as a tool to provide teacher written indirect feedback on students’ text
used as a medium to deliver the feedback from the teacher. Additional research
focusing more on the use of other Edmodo’s features of word processing software
and email, electronic discussion groups and message boards, social networking
sites and blogs, as feedback tools and media may be needed to determine their
effectiveness in facilitating teacher feedback for learners in various learning
environments including face-to-face, or distance learning. As the findings of this
study showed that there were significant differences among the fourth of students’
text during the revisions.
Last but not least, the present study used indirect comments approach in
providing feedback and was focused on the use of content, organization, good
vocabulary, language use, mechanics. Additional research may be needed in
regards to the extent of explicitness and deeper analyses of students’ writing.
Fahmi Hidayat, 2015
ANNOTATION FEEDBACKIN EDMODO ONSTUDENTS’ PROCEDURE TEXT
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu