Teaching English Using Edmodo

IMPROVING STUDENTS’ READING COMPETENCE

USING EDMODO POSTING

(A Classroom Action Research at Grade IXD SMP Negeri 17 Surakarta       in 2012/ 2013 Academic Year)

CHAPTER I

INTRODUCTION

A.    Background of the Study

      English has played an important role in the world as a means of international communication. Crystal (in McKay, 2000:7) says that English is rapidly assuming in the role of a world language and no other languages have spread along the world extensively, making English a truly international language. Besides it has become a global language that is used by most communities in the world. Many countries use English as official or foreign languages, as stated by Crystal (2003:19):

“Of course English is a global language, they would say. You hear it on television spoken by politicians from all over the world. Wherever you travel, you see English signs and advertisements. Whenever you enter a hotel or restaurant in a foreign city, they will understand English, and there will be an English menu.”

As an  international language, English is spoken in many countries both as a native and as a second or foreign language. It is taught in the schools in almost every country on this earth. It is a living and vibrant language spoken by over 300 million people as their native language. Millions more speak it as an additional language (Thirumalai, 2002:3). They study the language because it plays a very important role in almost all fields of life such as: communication, commerce, economy, politics, education, science, technology and so on.

           The fact that English becomes one of the most important international languages for communication has been acknowledged by the Indonesian government; therefore, the government, particularly through Department of National Education (Diknas), has recommended English as compulsory subject in since the students are in the Junior High School until the University. The purpose of teaching English in the schools has been to develop the student’s communicative competence that would help them to communicate in English in higher education as well as in their future jobs or employments. Thus, Indonesian government admitted the important role of English to accelerate the process of state and nation development.

            In general the aim of teaching English as the foreign language is that the students achieve the four language skills namely, listening, speaking, reading and writing. Those skills are integrated and have to be taught to the students in order that they are able to master English well. According to Kurikulum Tingkat Satuan Pendidikan 2006 (KTSP,2006:278) the aim of the English teaching in Indonesia especially teaching English to junior high school is to enable students to have the ability in developing communicative competence in both oral and written form in achieving functional literacy level, to have the awareness about the essence and the important of English in increasing competition in global community, and the last is developing the students’ comprehension about interrelatedness between language and culture. With regard to this, the curriculum ( Kurikulum, 2003:2) states,

“pada tingkat functional orang  diharapkan dapat menggunakan bahasa untuk  memenuhi kebutuhan hidup sehari-hari seperti membaca bagian surat kabar  yang diminati, membaca manual; Dalam kurikulum ini, lulusan  SMP  ditargetkan untuk dapat mencapai tingkat functional untuk tujuan komunikasi “survival”,

Nowadays, literacy becomes a part of people's life. Almost every detail of people's life deals with literacy; when reading a book, when getting information from the internet, when reading a manual, and so on. Such activities, in which reading and writing are involved, are called 'literacy event' (Barton, 1994 in Cameron, 2001). Therefore, since literacy events become the heart of people's life, at least the skill of reading has to be mastered.

            Reading deals with written language which is different from spoken language. Therefore, the skill of reading cannot be acquired by nature as speaking or listening skill. The statement is in line with Cameron (2001) who said that literacy skills (reading and writing) require individual's specific skills and knowledge about how written language operates in text.

            Reading is one of the language skills that needed taught in language classroom. Students need to be able to read texts in English either for their carriers, for study, or simply for pleasure. Reading is also plays an important role in language acquisition. When students are provided with comprehensible linguistic inputs, some of the language will stick in their minds as part of the language acquisition process. When reading texts are very interesting and engaging the acquisition process will be successful. According to Harmer (Fauziati:32) reading text provides opportunities for students to learn vocabulary, grammar, pronunciation and even good models for English writing – the way sentences, paragraphs, or texts are constructed. Last but not least, reading texts can introduce interesting topics and stimulate discussion. (Harmer, 2005;68). Reading skill also is one of the ways to make people able to share ideas, opinions, or arguments on what they see, feel and think and to express them into such a good communication. Hence, reading is one of the four English skills that become the standard competency of curriculum the teacher must design teaching and learning activities to explore students' skill in reading in order to obtain instructional purpose.

            Based on the English curriculum, reading skill is to understand the meaning in various types of written interactional and monolog text. Two types of the texts which are taught in the ninth grade of junior high  school are genre  and short functional text which the genre text covers descriptive text, procedure text, recount text, narrative text, and report text; meanwhile for the short functional are notice, greeting card, short message, invitation card, schedule, announcement, advertisement, e-mail, and letter.

            In the process of teaching reading texts at SMPN 17 Surakarta, there are some obstacles faced by the students.  Based on problems observed from the reading class situation were:  (1) They looked bored to learn reading text (2) Students prefer talking to each other to read English text. When they were asked to do the task, they preferred talking their own business to doing task, (3) when they were asked to work in group there was not learning community in the group. Only the clever did the task. When the teacher asked them to answer reading questions, they were depending on English dictionary. (4) They did something which did not have relationship with the teaching learning process. Some students did not focus on learning English. (5). Most students were still supposed that they did not know how to understand reading text well. Those problems always arose and the result of this condition caused the student’s reading competence wasnot satisfactory. It can be seen from the pre-test. There are 27 students of IX D   who have got scores more than 72 only  5 students or 18.5 % and for those who got less than 7,0 are 22 students or 81.5%.  Besides the average score of the students in final examination in the first semester was only 62. It means they have not reached student’s KKM, 72.  It also was found that the students still get difficulties in grasping the content of the text, understanding the purpose of the text or finding the main ideas of any paragraph of the reading materials.

            There are several causes that make students' ability in reading low. First, students are less motivated in reading. Second, most of the students think that reading is difficult, since they do not have enough vocabulary. Third, the students rarely use their prior knowledge of the previous experience. Cadena (2006: 35) says that the students read the text without their background knowledge. It makes the students have no interaction with the text. Student's background knowledge actually influences their reading comprehension. In addition to their teacher sometimes lets their students work alone with their limited knowledge without giving attention to students' thorough comprehension. On the other hand, as a matter of fact, the cornerstone of being successful in schooling is learning to read proficiently (Wilson &Trainin, 2007, p. 257 as cited by Westwood, 2008). Westwood states that most students do not accomplish this basic skill well.

            While the qualitatively difficulties that I got from interviewing some of the students. The researcher interviewed 9 students of each groups of reading class, most of them stated that they have problem to understand the vocabularies of English text, while  of they said that actually they enjoyed reading English texts but they got difficulties to grasp it because of rarely reading at home, and the students also stated that English text is very difficult to read it, because of their still limited vocabularies, not knowing the communicative purpose of the text, still confused to find implicit information, lack of motivation, not having good media to support them to master reading skill except almost of them still using dictionaries. However, they still have high motivation to improve their weaknesses. Mostly, I observed that they wanted to be better in achieving English reading competence. It can be seen when they are able to mention the kind of English genre and short functional texts that should be learned at school.

            In this case, interest becomes a crucial factor in deciding on teaching learning activities for the students. So, the teacher should be able to apply the right technique and approach which can increase the students’ interest to the learning process in the classroom. In other words, the technique and approach used by the teacher in teaching English to the students should be able to create an interesting atmosphere so that the students will be enthusiastic to the learning process.  The teacher should be able discover various material, teaching media and strategy, which are appropriate with to the students and teacher’s belief. The teacher must believe strongly that what he gives to their students will be on the students’ need. His teaching style and strategy are appropriate with his students and will enforce them to join. Therefore, he should employ an interesting strategy for them so they do not feel reluctant to join reading class.

            After learning the problems and causes above, I intend to make a better condition in teaching and learning process on improving students’ reading by applying utilizing internet based as a teaching media. There are several features of internet-based technology  which is able to be intergrated in teaching and learning process. One of them is a social education network which is called Edmodo. Thongmank (2013) stated that Edmodo is a private social network that is claimed to provide a secure learning platform for learners and educators. According to Majid (2011) the interface of Edmodo looks like Facebook so that new user who has used Facebook will be familiar with it. Majid (2011) ,then, mentioned that Edmodo provide also authentic reading by letting students join many kinds of communities which provide discussion among students, tips, and materials.  Student can communicate with other other students all over the world and talking about various any kinds of topic, including their culture.

            The use of Edmodo in language teaching enables the teacher to create new situation in teaching and learning process. It is possible to encourage the students’ motivation. Technology encourages the students’ eagerness to use it. Ramachaudran (2004) adds that using new forms of technologies in the language class will certainly encourage and motivate learners to use the target language. Monalisa (2013) mentioned that Edmodo is very useful in facilitating teaching - learning activities, because it can encourage social interaction, whereas student can interact directly with teacher through "wall" Edmodo, so that they are not afraid to express even to share their ideas, opinion without being blaming. Teacher as an educational practitioner should not judge students in true - false opinion, but she/he has to open direct discussion forum in Edmodo. Instead the fascinating layout itself, Edmodo has file storage for teacher and also student (see "library"), they do not need to be afraid if their document are seen by other students. All assignment and examination cannot be accessed by those students who are not register in Edmodo. 

            The usage of Edmodo also encourages students’ learning independence. In this case, every student has an account on Edmodo. It enables them to arrange the contents they would like to learn. Obviously that Edmodo can be implemented in English teaching in SMPN 17 Surakarta. It overcomes the teacher’s problem creating relax situation of learning. Furthermore the use of Edmodo enables a teacher create group discussion, which encourages learning community. The situation of English teaching becomes fun. It means that the strategy of the teaching can attract students’ interest. And it is hoped the achievement of students’ reading will improve.

            The use of Edmodo as teaching tool in improving students’ reading competence dealing with genre text and the short functional text which will be tested in the National Test later was done by creating a certain group with one code. Nowadays, Edmodo can also support English teaching, especially for reading class. Students can be given reading materials in several ways. Teacher can just share a link or paste a text to the note just like what can be done in Facebook. However, Edmodo has another better way of doing it. Teachers can attach a file when they update a status so that the reading materials come in the form of .txt, .doc, or .pdf. Students then can download or preview it and post responses to enrich their comprehension. Edmodo provide also authentic reading by letting students join many kinds of communities which provide discussions among students, tips, and materials. Students can communicate with other students all over the world and talking about various kinds of topic, including their culture. Based on the previous ideas the researcher believes that Edmodo will attract student’s interest and motivation so they can comprehend the text easily for it is an extraordinary aid, which is never used before in SMP N 17 Surakarta.

            Finally, considering the characteristics of Edmodo, the students’ reading competence and the situation of reading class, I have a strong belief that implementing Edmodo posting can improve the students’ reading skill.

A.    The Problem Statement

            To make the problems clearer, the problems of this study are formulated as follows:

1.   Can Edmodo posting improve the students’ reading competence? If     yes, to what extend is its improvement?

2.   What are the difficulties of implementing Edmodo posting in    teaching reading?

B.    The Aims of the Study

            The objectives that will be achieved in this study are:

a.        To describe in detail whether Edmodo posting can improve the students’ competence in reading.

b.       To identify what are the difficulties of implementing Edmodo posting in teaching reading?

C.    The Benefits of the Study

            Hopefully the  result of the study will be able to give some benefits for me as an  teacher who teaches English at Junior High School especially at SMP Negeri 17 Surakarta, because the teacher can get description about how to use the teaching media in teaching English effectively to Junior High School students in which it should be suited to their characteristics. Besides, it can lead him/her how to create an interesting and comforting atmosphere in the classroom so that the students will not feel bored to join the learning activity. In addition, their motivation to master English reading competence will increase.

            Meanwhile, the benefits for the students, it can serve them the more comforting and interesting situation inside the classroom so that they will be more interested to join the class. Dealing with their English reading competence in learning English, they will get easier to master it by using social media, Edmodo, and they will be able to increase their English achievement especially in English reading. 

While, the benefits for readers, it  probably  will be  used as the reference for those who want to conduct a research in English teaching process, especially   in  improving  the students’ English  reading  competence. At least, it can be used as a contribution or only a large knowledge in English teaching process. Finally, I  hope so much that the other researchers can utilize the result of the study on bigger scope for a similar research.

TEFL and IT

 

The Implementation of Information Technology in Language Teaching

By Dra. Ienneke Indra Dewi M.Hum.

Bina Nusantara University

J a k a r t a

 Introduction

        In this global era where information spreads quickly, the role of information technology is getting higher. The information technology helps human beings in doing all their jobs especially when we are talking about the one connected with computers. Although computers have been used for teaching and learning language, its fast development enables people to use them in learning language. The problem is that whether this computer has been used maximally. In Indonesia there are more and more people using computers for administration works and some of them have used them for language learning as well. Indeed, when we browse internet, there are a lot of institutions using computers for language learning, and it is expected that Indonesia has begun to use computers as well.

This paper intends to increase the awareness of the English teachers regarding the facilities provided by technology information especially the ones using computers regarding the language learning and thing that can be done using this computers. This paper only covers computers in the sense of the use of information technology but not the programs nor the machine. The discussion will cover the history of learning a language using computers or which is well know as CALL (Computer Assisted Language Learning), the researches done, the use of Computer facilities in language learning and the barriers in applying the learning. Hopefully, this writing will be useful for those who are learning a language as well as for English language teachers.  Finally, this writing is an overview and it does not intend to discuss each point in details.

 

A brief history of CALL

In his research Warschauer  & Healey, (1998) and Lee (2000) divide the CALL into three part periods according to the development of the language learning that are behaviorustic CALL, communicative CALL and integrative Call. Behaviouristic CALL used from 1960’s to 1970’s was based its program on the language learning approach behaviorism. In this case the behaviorism principles were implemented in CALL by designing repetition and drill system. Warschauer & Healey, (1998) consider computers to be ‘a mechanical tutor which never grew tired’. The exercises in the computer were supposed to be repeated and were drilled over and over by the students.   

Communicative CALL developed in accordance with the development of the communicative approach in language learning  (Underwood, 1980). In this approach the language learning should be stressed on the usage instead of form. Grammar was taught not by explaining the theory but by giving the usage of the grammatical item first then from the usage students were supposed to conclude the theory. This approach also stressed on the language use in context and culture of the language learnt. This era lasted from the end of 1980’s until the beginning of 1990’s.

The third CALL – integrative CALL famous as multimedia emerging in the beginning of 1990’s developed along with the approach of “a socio-cognitive view that emphasizes real language use in a meaningful, authentic context” (Lee, 2000). At this time, the multimedia computers are used to integrate the language skills and the contexts as well as to provide authentic materials. Lee (2000) also said that “the multimedia-networked computer provides a range of informational, communicative, and publishing tools that are potentially available to every student”.

Some researches done in the use of computers in language learning.

There are  a lot of researches done regarding the use of computers in language learning. e Horse M.,  Cobb T and Nicolae I (2005),  investigated students learning ESL in a Canadian University using on line to check whether they were able to improve their vocabulary using the online dictionary, the on-line dictionary, the concordancer, the Word Bank quiz feature, hypertext reading, and the cloze maker. The results showed that students’ vocabulary improved and they were able to apply the vocabulary the correct sentences and contexts. Another interesting research done by Jiang,W. and Ramsay,G. (2005) finding out the rapport building through CALL in teaching Chinese students studying Spoken Chinese in the University of Queensland, Australia. They did the research by asking the students to practice the sound file provided on-line, and having interactions among the students as well as the teachers, beyond the face to face  interactions. The results shows that the CALL practice was useful; students helped each other, they were more motivated in learning and the communication and the interactions among students as well as between teachers and students help them in learning.

Eastmen (1998) mentioned some applications in using instruments for learning language using computers such as multimedia, CD-ROM and examples for the teaching using computers. He also mentioned some materials that can be used in learning English.

The use of computer facilities in learning a language

In the era of integrated CALL, the hardware of the computers has provided us with multimedia in which students can study the four skills; listening, speaking, reading and writing altogether. The approach used is the cognitive approach in which students are assumed to have prior knowledge and are able to learn the language according to his pace.  This paper will discuss two media used in learning the language; using internet and CD-ROMs.

The use of internet

In general internet is used for making communication as well as finding information from the World Wide Web.  Warschauer, M., & Healey, D. (1998)., mentioned two kinds of communication that can be done through internet namely Synchronous Communication and Asynchronous Communication. Synchronous communication refers to the communication done by more than one people at the same time and asynchronous communication is done by the participants not at the same time such as in e-mail. There are some programs in searching engine using this way of communication such as in Yahoo Messenger. If we want to make the best of this program, actually we can encourage students to communicate in English. The language used may not be the formal English, however, at least the students enjoy their English in their own way freely as they might use informal spoken language writtenly.

The learning process using e-mail can be done in several ways, individually between a student and the teacher or among students. Students are able to make a kind of discussion forum by having a group email in which they will be able to communicate one another. The teacher can give a topic for discussion and all students can share ideas, suggest as well as argue one another’s opinions concerning the topic. This kind of exercise will encourage students to practice writing, and teachers may check whether the students’ writings are already according to the theory he teaches or not.   The teacher can give exercises and let the students do the peer checking. Also teachers are able to correct the students’ writing so that it becomes on line writing lessons.

The researches about the use of online material in language learning have often been done. Kannan and Mackish (2000) made a research in Singapore to check whether students are more motivated learning using on line learning and they found out that students had positive attitudes towards learning a language online. Cunningham (2000) enhanced his students writing development using computers on line. He used the approaches of guided and free writing. He then, tried to find out the students’ opinion concerning the learning, and the results shows that  “fully 88% of the students believed the computer helped them to improve their writing skills and 53% found it was not difficult to learn to use the computer”.

Muehleisen, (1997) made projects using internet in which he taught the students step by step how to use computers and to find information from the internet. He even encouraged students to have international pen-pals to discuss a topic given. Finally he urged English teachers to make use of the Internet in their English classes. He said that “such projects are a good way of motivating students to use English outside the classroom and to make English a part of their daily lives.” This method of teaching using internet was also given by Lincoln (2003). Alkhatani (1999) suggested the techniques in teaching reading using computers 

The most frequent use of internet is to find out information from the World Web. Nowadays there is abundant information, exercises in provided in internet including language learning such as in speaking, reading, writing and speaking as well as in grammar and cultures. In a website like http://iteslj.org/t/ws/ we can find a complete English lessons from the beginning to the advanced level.

The form could be in journals, articles until a short paragraph commenting or giving some ideas on a simple thing. Warschauer  & Healey, (1998) mentioned that internet is ‘part library, part publishing house, part telephone, part interactive television’. Some of the information is free and some others are not. One of the journals on line for teaching English is The Internet TESL Journal. The journals in this website contain a lot of articles regarding the materials, teaching techniques as well as any kinds of researches regarding the language teaching. Besides the free ones, there are also other resources that can be used in learning a language such as Proquest. In Proquest, we can find more than 4.400 journals, books, articles covering a lot of fields including language. Besides, some universities such as like the ones in China. sell cards so that we can access their libraries, reading their books, journals and magazines.

In general, internet is one of the resources in learning not only language but also various kinds of knowledge from all over the world and if we can make the best of it in learning or teaching a language, we will be able to help our students a lot.

 The use of CD and DVD - ROMs

In multimedia computers, we have the facilities of CD or DVD – ROM that can be used in learning a language. CD and DVD – ROMs used to watch films but nowadays along with the development of the language approach they are also used to learn a language.  

CD-ROM and DVD-ROM for the Learner

Eastment (1998) mentioned three advantages of using materials in CD and DVD – ROM.. First is that the CD-ROMs are standardized. They can be applied in any computers meaning that people all the round the world may be able to use them. The second advantage mentioned is that CD-ROMs are of usable quality – a lot of information such as audio, visual, graphic, texts , can be put in the CD-ROM due to its big capacity.  The third is that a wide range of software is available in the market. Eastment (1998) also said that in 1997 it was estimated that there were 10,000 multimedia CDs on the market, and more than  250 packages were for language teaching. Unfortunately there is no clear indication of the number of CD and DVDs in the year of 2005.

Eastment (1998) also mentioned three reasons for students choosing to study using CDs. The first is that CD’s are interactive Students do not only watch like in VCD films, but they are able to interact as well, by dragging, ticking the answers or even by responding the answers orally. The second reason is that CD’s re-inforce the students in learning as the content is not just a text but also voices, pictures, graphs, and even videos. The last reason is videos, voices and pictures will help the students learn the language by looking at the situational and cultural contexts.

The barriers in  applying computers in language learning

Lee (2000) mentioned the teachers’ barrier in using computers to teach language i..e. (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology. In this case, especially in its implementation in Indonesia, I would like to include the culture – the learning and teaching habits in this part.

a. Financial barrier

The investment for hardware, software and human resources are high. The cost of the operational activities, the link, the internet and the trainings of human resources should be considered. However, Lewis et al. (1994) in Lee (2000) said that “Computer-assisted Learning costs the same as conventional instruction but ends up with producing higher achievement in the same amount of instructional time, it results in students achieving the same level but in less time”. It means that the cost of each student in learning a language for a certain period will be higher but the results will be better. However, there is more value that cannot be measured by money, the life long learner attitudes. By studying using computers, students will be accustomed to studying independently. Considering that there are more and more information and CDs or DVDs for language learning, there will be a great possibility that students  will continue studying even when they have graduated from schools. The teachers will have the same experience as they will be able to broaden their mind and knowledge at any subjects that they like.

b. Availability of computer hardware and software

For those who live in the cities, the availability of computer hardware and software might not be a problem, but for those living in small towns, villages, it is not easy to find these facilities.

c. Technical and theoretical knowledge

This barrier deals with the technical and theoretical knowledge of the computers both software and hardware. The problem exists not only in how to develop the materials using software, but also in how to operate the computer and how to find the information from the computer. Also, another problem is about how to teach and learn using computers.

d. Acceptance of the technology

Information technology changes very fast and this may become a barrier for the students especially for the teachers as students usually learn more quickly than the teachers. This changes may cause the resistance of the computers. Lee (2000) quote “Murphy & Terry (1998a) who indicated the current of change move so quickly that they destroy what was considered the norm in the past, and by doing so, create new opportunities. But, there is a natural tendency for organizations to resist change” .  Lee also quoted (Zuber-Skerritt, 1994) who said that “wrong conceptions about the use of technology limit innovation and threaten teachers' job and security. Thus the teachers are worried that they might be replaced by computers and they become jobless. Regarding this point, I suggest the cultural background is also important. If the students are accustomed in learning depending on the teachers, it is hard for them to study independently without the presence of a teacher. It happens to the teachers who they are accustomed to teaching face to face, having the ‘fun’ interactions with students and becoming the center of the audience. An interesting research done by Mihye Harker,M ( 2004)  indicating that Students like the teaching on line but they still need human touch face to face meeting with the teachers, asking the questions directly

Conclusion

This paper intends to present an overview of the use of computer in language learning. The purpose is to investigate the facilities of the computers and what they can in the language learning. The paper mainly discusses two areas that is the use of internet and the use of CD-ROMs or DVD-ROMs in learning a language. Internet has been found out to be very useful in  getting information from all over the world in teaching and learning a language (in this paper I use the English website). Also from the research and experiments done, students find the online learning is useful to learn a language as a  whole or to learn a skill of language.

Learning using CD and DVD-ROMs is also useful. They found to be standardized, usable and available on the market. Then the learning is also interesting as it is interactive, it re-in forces and contextual.

In spite of the interesting and useful language learning using computers especially  using internet and CD and DVD-ROM, there are barriers for students, teachers as well as the institutions; financial barrier, availability of the computer hardware and software, technical and the theoretical knowledge of the human resources and the students and finally the acceptance of the technology including the culture.

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