Optimizing the Use of EDMODO Based Questioning Technique to Improve Students' Creativity and Writing Achievement  

Oleh:

Giyatno

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 1286-1289.
Topik: Questioning Techniques; Edmodo; Creativity; Writing Achievement
Fulltext: OPTIMIZING THE USE OF EDMODO BASED QUESTIONING.pdf (8.1MB)

Isi artikel

The purpose of this study was: (1) Through the implementation of edmodo based Questioning technique to improve students’ creativity, (2) Through the implementation of edmodo based Questioning technique to improve students’ writing achievement and (3) Through the implementation of edmodo based Questioning technique to improve students’ creativity and writing achievement. This research was conducted in SMP N 2 Sumberlawang, Sragen from April to October 2013. The subjects of the research were thirty eight students of grade VIIIA SMP N 2 Sumberlawang, Sragen. This research was conducted in two cycles each of which consists of three meetings. Each cycle consists of four stages, namely planning, acting, observing, and reflectiing. In collecting the data, the researcher used observation and tests. To analyze data of creativity and writing achievement, researcher used a descriptive comparative technique: (1) comparing (in description) creativity data and writing achievement of the initial conditions with the creativity data and writing achievement of cycle 1, comparing the creativity data and writing achievement of cycle 1 with the creativity data and writing achievement of cycle 2 and comparing the creativity data and writing achievement of the initial conditions with the creativity data and writing achievement of cycle 2. Reflections of making conclusions were based on those comparions then the researcher gave review to the conclusion. The results showed some important points on the students’ creativity in the initial conditions 42 per cent improved to 51 per cent in the first cycle and improved to 60 in the second cycle. Student’s writing achievement also improved from average score of 59 before research to 73 in cycle 1 and 70 in cycle 2.

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