PROPOSAL

“EXPERIENCE USING EDMODO IN LANGUAGE LEARNING: A

PHENOMENOLOGICAL STUDY IN POSTGRADUATE STUDENT OF
ISLAMIC UNIVERSITY OF MALANG”.

Disusun oleh:

DEVID ENGGAL ERIZANDY ( 21602073010 )

MAGISTER PENDIDIKAN BAHASA INGGRIS

UNIVERSITAS ISLAM MALANG
2017
 CHAPTER 1

INTRODUCTION

1.1 BACKGROUND OF STUDY

In this technological age, language teaching and learning strategies have

moved beyond the boundaries of the walls of schools (Yunus&Salehi, 2012:45).

Technology is not a peculiar thing to society in this world. Almost all people use

technology in their daily life such computer, internet, and etc. Moreover,

indirectly these technologies have affected to human’s life in many ways,

especially on teaching and learning process. For example many teachers using

computer and Lcd projector for delivering material in the class because more

interesting and effective. It is realized or not that new technologies appear to be as

an important factor in encouraging active learning and making students creative

and able to solve problems. It also Indicates that technology develops students’

self-concept and effects on their achievement positively.

The rapid development of technology and the revolution of information

and communications or social networking have influenced teaching and learning

methods. In other words, the traditional ways of language teaching and learning

have been affected by various changes that have integrated technology in

education as a new way of teaching methods. A variety of technologies especially

technology based on internet have become prevalent in education and thus in

teaching learning such, facebook, whats app, line, edmodo, and etc.
 Nowadays, one of the popular technology or social networking in

educational field that usefull and helpfull in teaching learning process is edmodo.

Edmodo is an educational website that takes the ideas of a social network and

refines them and makes it appropriate for a classroom (Patrick cauley:IT

Bable.com). Using Edmodo, students and teachers can reach out to one another

and connect by sharing ideas, problems, and helpful tips. A teacher can assign and

grade work on Edmodo; students can get help from the entire class on Edmodo. It

is a safe environment there is no bullying or inappropriate content, because the

teacher can see everything that is posted on Edmodo. That is why most of teacher

prefer use social networking as their media of learning such edmodo because it

can motivate the student and more effective.

As a teaching and learning tool in educational field, of course edmodo

has its impact to the students and the impact can be different to each other. To

comprehend edmodo’s impact on students, it is important to understand individual

experiences in using edmodo. According to Jonassen’s in Sebnem journal’s

(2010:488) stated that, “since experiencing a mediated event from direct

experience, the resulting phenomena or concious perceptions must be

substantively different”. From the statement can be concluded that every student

when do something they will have a different experience because basically

everybody has their own perception and feeling. Furthermore, of those studies

investigating experiences, a majority focus either on evaluating the learning

environment, materials, and/or instructional design or on assessing the quality of

or satisfaction from experience.

 The concept of experience in this paper will be expressly contrasted to

everyday use of term: in general use, there are two main definitions for

experience: (1) the apprehension of an object, a thought, or an emotion through

the senses or mind; (2) active participation in events or activities, leading to the

accumulation of knowledge or skill ( The American Heritage College Dictionary

2000). These definitions suggest that experience and education are interwined

Studying experiences using edmodo, including both the process of

engaging with edmodo and the educational outcome of using the tool, would

enable us to understand the entire range of consequences and by-products of

experiences with educational technology. Even though a wealth of literature has

investigated the outcomes of aspects of experience with edmodo ( including

cultural aspects, aesthetic dimensions and emotional qualities ). Therefore, more

research studying experience in a more inclusive and multifaceted manner and

focusing on experience ( in addition to research on outcomes of experience) is

needed.

Phenomenology is highly suitable approach to studying student’s

experience in using edmodo. Because phenomenology is not merely an alternative

methodology but also an approach to conceptualize and study experience with

consistent philosophical foundation. According to Ary ( 2010:471) A

phenomenological study is designed to describe and interpret an experience by

determining the meaning of the experience as perceived by the people who have

participated in it. From the definition above can be concluded that

phenomenological research is a systematic attempt to uncover and described

structures of lived experience to arrive at a deeper understanding of the nature or

meaning of experience of phenomena.

Based on the statement above, the researcher would like to conduct an

analysis on the phenomenon under the title “EXPERIENCE USING EDMODO

IN LANGUAGE LEARNING: A PHENOMENOLOGICAL STUDY IN

POSTGRADUATE STUDENT OF ISLAMIC UNIVERSITY OF

MALANG”.

1.2 STATEMENTS OF THE PROBLEM

 What is the student’s perception and experience of using edmodo in

language learning?

1.3 OBJECTIVES OF STUDY

 To know the student’s perception and experience using edmodo in

language learning

1.4 SIGNIFICANCE OF THE RESEARCH

This research is expected to give contribution to Educational research both

theoretically and practically.

Theoretically, it will hopefully give contribution to a development of

storage area for valuable objects especially in phenomenological study especially

in experience using edmodo. And also give understanding both the meaning in

textual, and contextual. Then, hopefully this research can be references to other

researcher in doing research in the same subject.

 Practically, From the result of the research, hopefully the researcher can

enrich the reader’s knowledge about phenomenon of experience in using edmodo

in teaching learning process. And after reading this research, the reader will more

understand about the phenomenon.

 CHAPTER II

RESEARCH METHOD

2. 1 RESEARCH APPROACH AND DESIGN

The research design in this research is descriptive qualitative research

because the researcher attempts to describe the phenomenon deals with human life

and focus on the experience of student using edmodo in language learning.

While the approach that is used to analyzed this phenomenon and the experience,

the researcher uses phenomenological study because this is designed to describe

and interpret an experience by determining the meaning of the experience as

perceived by the people who have participated in it. In addition only

phenomenology has been specifically designed to study the essence and meaning

of experience. Thus it is phenomenology that is uniquely suited to build a research

on experiences with edmodo and contributing to theoritical unity in research area

on experiences in a field

2.2 THE RESEARCHER

In this research, the role of researcher during the data collection are ;

First is the amount of “participantness”or level of involvement of the researcher in

the setting, from complete participant to complete observer as described later.

Second is the extent of “revealedness” or how well the participants are informed

about the study, which may range from full disclosure to complete secrecy. Third

is “intensiveness” or “extensiveness,” indicating the amount of time and duration

of time spent in the setting. Fourth is study focus, ranging from the specific with
well-developed research questions and data identification needs to the diffuse with

more exploratory questions and less well-defined data needs

2.3 RESEARCH SETTING

In this proposal the researcher choose setting in Islamic University of

Malang. The university is located at Mayjen Haryono St. No. 193 Dinoyo Malang

East Java. The object of research is post graduate students of english education of

2016 A that consists of 21 students. The time of holding the research is when the

schedule of accademic writing.

2.4 SOURCE OF THE DATA

According to Ari (2010:472) Interview data are typically collected from

those who have experienced the phenomenon,but other data sources may be used

including observations, art, poetry, music, journals, drama, films, and novels.

While in this research, the researcher will use interview as the way to obtained the

data because this research is focus on analaysing the experience of participant

after perceifing using edmodo. From this interview hopefully the researcher will

get valuable data from the essence of the experience.

2.5 DATA COLLECTION

In phenomenological research generally data consist of descriptions of

lived-experience which can be collected through interviews, observation or

written self description. While in this research the data collections through the

following steps: the first interview establishes the context of the participants’

experience. The second allows participants to reconstruct the details of their

experience within the context in which it occurs. And the third encourages the

participants to reflect on the meaning their experience hold for them.

2.6 DATA ANALYSIS

In this research the data analysis is done through the following steps:

 The first step is to horizonalize the data: this involves reading transcripts

multiple times with fresh look and treating every statement related to the

phenomenon of study as having equal value. All statements relevant to the

phenomenon being investigated should be recorded, eliminating those that

are not directly related to it.

 The second step requires transforming the data into statements

representing meaning units (words/phrases that represent only one

meaning ) by splitting statements whenever there is transition in meaning.

Eliminating repetitions and removing overlaps, the goal is to produce a list

of all the meaning units across participants, and to note which ones are

present in each participant’s data.

 The third step is the creation of individual textural description, narratives

representing a participant’s description of their experiences of the

phenomenon and cosisting of the texture or particular appearances of

manifestasion of the essence

 The fourth analysis consists of elaborating on the individual textural

description to arrive at the underlying structures of the experience, asking

what could possibly account for the experience

  The fifth step consists of identifying similarities in the textures of

participant’s experiences.

 In the sixth step, essential structural elements – structures underlie the

various manifestasion of experience that are common across participant

are identified

 The final step of phenomenal analysis consists of synthesizing the

composite textural description into the composite structural description to

create a general description of the phenomenon. In this final narrative is an

in depth description of experiences of the phenomenon and represents the

essence of the experience of the phenomenon.

2.7 TRUSTWORTHINESS OF THE DATA

In this research my effort to find the trusted data is by formulating

subjectivity statement at the begining of a phenomenological study. By starting

point to deliberately search for and explicate one’s prejudgements and facilitate

the bracketing process throughout the investigation. Eventhough a researcher is

supposed to engage in epoche throughout the study it is most important to bracket

one’s subjectivity during data analysis. Therefore before commencing data

analysis the researcher should revisit his / her subjectivity statement and reflect

on all his/her prior experiences related to phenomenon in order to more

consciously keep them inbrackets and minimize their impact on findings. Beyond

these essential criteria the researcher present additional questions to be asked

when evaluating the validity of phenomenological study.

 REFERENCES

 Ary Donald, Jacobs Lucy.2010. Introduction To Research In Education.

Canada . Nelson Education, Ltd .

 Yunus, M. M., Salehi, H., &Chenzi, C. (2012). Integrating Social Networking

Tools into ESL Writing Classroom: Strengths and Weaknesses. Canadian

Center of Science and Education, 5(8), 42-48.

 Mc Carthy, J. (2010) Blended Learning Environments: Using Social

Networking Sites to enhance the first year experience. Australian Journal of

educational technology, 26(6). 729-740

 Sabnam Cilezis (2010) phenomenological approach to experience with

technology. Education research development (2011) 59:487-510

 Watkins, A. (2007, July). Using Digital Technology to Enhance Creativity in

Reading and Writing. Retrieved May 3, 2014,

 https://en.oxforddictionaries.com/definition/experience

 http://www.csub.edu/~tfernandez_ulloa/edmodo%20user%20

guide.pdf