PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

A MOODLE LEARNING MODEL FOR INTRODUCTION TO COLLEGE ENGLISH CLASSES

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree in English Language Studies

by Siska Lidya Revianti 106332033

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2014



A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree in English Language Studies

by Siska Lidya Revianti 106332033 THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2014 i


A THESIS



Approved by

Dr. J. Bismoko Thesis Advisor

_______________________ Yogyakarta, February 10, 2014 ii


A THESIS



Defended before the Thesis Committee and Declared Acceptable

THESIS COMMITTEE Chairperson

: Dr. J. Bismoko

_________________________

Secretary

: Dr. B.B. Dwijatmoko, M.A.

_________________________

Members

: 1. F.X. Mukarto, Ph. D

_________________________

2. Jaslin Ikhsan, Ph. D

_________________________

Yogyakarta, February 10, 2014 The Graduate School Director

Prof. Dr. A. Supratiknya iii


STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are the ideas, phrases, sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else’s ideas, phrases, or sentences without a proper reference.

Yogyakarta, February 10, 2014

Siska Lidya Revianti 106332033

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma: Nama

: Siska Lidya Revianti

Nomor Mahasiswa

: 106332039

Demi perkembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A MOODLE LEARNING MODEL FOR INTRODUCTION TO COLLEGE ENGLISH CLASSES beserta perangkat yang diperlukan. Dengan demikian, saya memberikan hak kepada Perpustakaan Universitas Sanata Dharma untuk menyimpan, mengalihkan dalam media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Yogyakarta, 10 Februari 2014

Siska Lidya Revianti v


“ Education’s purpose is to replace an empty mind with an open one” (Malcolm Forbes)

I dedicate the thesis to God the Almighty, to the world of education, to my beloved grandparents, parents and family, to all of my best friends and my students, and most of all to SHEVA,my beautiful princess.

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ACKNOWLEDGEMENTS It has been a great moment for me to express my deepest gratitude to all of those who have supported me to finish my study. Firstly, I would like to address my deepest gratefulness to God the Almighty, for His eternal love, guidance and grace so that I was able to finish my thesis. I am truly blessed by Him so that I could struggle to do my best efforts in accomplishing this thesis. I would like to express my sincere thanks to my thesis advisor, Dr. J. Bismoko, who is willing to give his valuable guidance and support for my study. I am also deeply grateful to Barli Bram, Ph.D, for his willingness to spend his precious time in giving me the feedback during my thesis writing. He has given extraordinary suggestions and criticism to my thesis. My greatest thanks also go to my beloved lecturers in this graduate school,

F.X. Mukarto Ph.D, Dr. B.B.

Dwijatmoko, M.A., Dr. Francis Borgias Alip, M. Pd., M.A. and Dra. Novita Dewi, M.S., M.A (Hons)., Ph.D. for sharing their knowledge and expertise in my study time. They have taught me very well and have given great encouragement for me to finish my study. Next, I am deeply grateful to Dr. Ir. Gatot Hari Priowirjanto and the SEAMOLEC team for the scholarship and the funding so that I was able to continue my study in English Language Studies of Sanata Dharma University. I am so thankful to Bu Dewi, Pak Zubeir, Pak Aritonang, Pak Jaslin Ikhsan, Bu Cahya, Pak Rizal, Pak Jarwo and Pak Taufik for sharing the valuable knowledge and vii


experience in SEAMOLEC classes. I would like to extend my gratitude to Mbak Lely, Pak Mul, Wendy, Nimas, and Sisca for their fully assistance and kind attention to me. I am indebted to all of the teachers, staff members and part timer students at the Center of Foreign Language Training (PPBA) of Duta Wacana Christian University. I acknowledge my big appreciation to Pak Andreas Winardi, Pak Moko, Bu Endang, Pak Punto, and Lisi Schrottner, for their willingness in spending their time evaluating my designed learning model. I am very grateful to Mbak Nia, Mbak Ambar, Bu Mega, Bu Ria Hapsari, Pak Ardhi, Bu Ninggar, Bu Kencana, Pak Jose, Pak Anton, Bu Mera, Bu Vero Widi, Bu Peppy, Bu Tia, Bu Lina and my other fellow teachers for their support, prayers, encouragement and feedback which always motivate me to finish my thesis. I also thank to all of my ICE students, especially to my ICE students in Level 2: Yulia, Vivi, Felix, Nando, Harta, Desy, Jeanette, Rolinda, Asniar, Devi, Endah, Pitriani, Amelia, Christiana, Victor, Stella, Okta, Chyntia, Riduwan, Anggi, Fanny, Widi, Sandra, Yuliyanti, Amanda, Johlin, Adiel, Lidwina, Ikhsan, Ari, Jeffin, Jian, Cahyo, Bili, Christanto, Erick, Kevin, Jessy, Alan, Angger, and many more. I do appreciate their active participation in ICE classes and their willingness to study together inside and outside class by joining themselves into my portal. Next, I would like to say thank you to all the part timer students at PPBA for their great assistance in helping me doing my research at PPBA. I hope they will be successful in their future. viii


Moreover, I wish to thank Alvin Setianugraha, my special saviour in my research. I would not be able to finish my thesis without his big help and kind attention. His willingness to spend his valuable time and his continuous support had given me high spirit to create a better portal for my students and finish this thesis. I warmly thank Edy Nugroho, SE. MSc as the Head of Statistic’s Center at Duta Wacana Christian University and his staff: Alfa, Heru, Ronny, and Tia for their patience, enthusiasm and support in helping me managing the statistics of my research. I would like to thank all my classmates and other friends in English Language Studies: Pak Akbar, Pram, Arry, Muji, Edward, Patrice, Mega, Puri, Bu Irna, Bu Heni, Bu Mei, Nana, Orpha, Arina, Mawar and many others for our beautiful friendship and solidarity. We have grown together and shared bitter sweet memories through our classes and discussions. I wish to thank my best friends Passive Voicers: Tinon, Hayu, Anis, Unik, Yuli, Sari and Lulu for the priceless friendship and lovely attention through the ups and downs of my life. Their prayer, jokes, and caring have supported me emotionally and financially to finish this thesis. My sincerest thanks go to my beloved family members; my super Mom and my super Hero Sri Suyanti, my greatest father M. Soebagiyo, my lovely sisters Dwi Riana Oktavia and Tri Ratna Kurniasari, my love of my life Shevarina Adiska Tirta Kirana and Adipermono. Their endless love and prayer always give me high spirit and strength to do my best efforts to finish my thesis. I also thank my uncle Soemardiyono and his family, my late grandparents Sanadi Sastro Hutomo ix


and Sardinem for their blessing, great affection and precious guidance so that I was able. All of their love always cherish me and strengthen me in keeping my efforts up to finish my study in English Language Studies of Sanata Dharma University. Last but not least, my greatest and deepest thank goes to everybody who has helped me in finishing my study and writing my thesis, either directly or indirectly. Their love has given me an enormous power that raised me up to continue my struggle in completing this thesis. Their kindness will be carved in my heart and I do hope we could always be a blessing for others. It is just like the everlasting love of the dew on the grass and leaves to the morning glory, it would always refresh our mind to start a new day with new hope and touch our heart with new accomplishments. May God bless us! Siska Lidya Revianti

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TABLE OF CONTENTS Page TITLE PAGE ................................................................................................….......... i APPROVAL PAGES................................................................................................... ii THESIS DEFENSE APPROVAL PAGE………….………………………..……… iii STATEMENT OF ORIGINALITY............................................................................ iv PERSETUJUAN PUBLIKASI KARYA ILMIAH........................................................... v DEDICATION PAGE..................................................................................................vi ACKNOWLEDGEMENTS........................................................................................vii TABLE OF CONTENTS.............................................................................................xi LIST OF TABLES ................................................................................................... .xiv LIST OF FIGURES ....................................................................................................xv LIST OF APPENDICES............................................................................................xvi ABSTRACT..............................................................................................................xvii ABSTRAK............................................................................................. …………......xix CHAPTER I. INTRODUCTION…….……………………………………………….1 1.1 Research Background......................................................................... ……………1 1.2 Problem Identification……………………………………………………….……8 1.3 Research Limitation.................................................................................................9 1.4 Research Questions................................................................................................10 1.5 Research Objectives..............................................................................................11 1.6 Product Specifications...........................................................................................11 1.7 Research Benefits and Development.....................................................................12 CHAPTER II. LITERATURE REVIEW…………………………………………....15 2.1 Theoretical Review………....................................................................................15 2.1.1 The Nature of Introduction to College English (ICE)..................................15 2.1.2 Theory of Learning and Language Learning………………........................23 2.1.2.1 Theory of Learning………………………………………………...23 2.1.2.2 Theory of Language Learning……………………………..........…28 2.1.3 Adult Learning Principles……………………………………….................30 2.1.4 Computer Assisted Language Learning and Electronic Learning ...............32 2.1.4.1 Computer Assisted Language Learning (CALL).............................32 2.1.4.2 Electronic Learning (E-Learning).....................................................37 2.1.4.2.1 Definition…………………………..…….……...……...37 2.1.4.2.2 Learning Concept …………………..……………….….39 xi


2.1.4.2.3 Formats of E-learning…………..……………………….40 2.1.4.2.4 Types of Interaction in E-learning……………………...41 2.1.4.2.5 Advantages and Disadvantages ………………….…….44 2.1.5 Blended Learning………………….…………………….………………...46 2.1.6 Instructional Design Model………………………………………………..48 2.1.7 Moodle…………………… ........................................................................55 2.1.7.1 Nature of Moodle………………...……………………...…………55 2.1.7.2 Features of Moodle…………………………………………….…..56 2.1.8 Learning Model…………………………………………………………....62 2.1.9 Review of Related Study…………………………………………………..64 2.2 Theoretical Framework.........................................................................................65 CHAPTER III. RESEARCH METHODOLOGY 3.1 Research Method...................................................................................................72 3.1.1 Research Information Collecting…………………………………………..74 3.1.2 Planning……………………………………………………………………75 3.1.3 Developing a Form of Product………………………………………….....76 3.1.4 Preliminary Field Testing………………………………………………….76 3.1.5 Main Product Revision…………………………………………………….77 3.1.6 Main Field Testing ………………………………………………………..77 3.2 Setting and Research Participants.........................................................................78 3.2.1 The Participants of Need Analysis………………………………………...79 3.2.2 The Participants of the Preliminary Field Testing…………………………81 3.2.3 The Participants of the Main Field Testing………………………………..82 3.3 Research Instruments..............................................................………………….83 3.3.1 Questionnaire…………………………………………………………….83 3.3.1.1 The Need Analysis Questionnaire………………………………..84 3.3.1.2 The Preliminary Field Testing Questionnaire…………………….86 3.3.1.3 The Main Field Testing Questionnaire……………………………87 3.3.2 Interview……………………………………………………………….…..88 3.4 Data Gathering Techniques...................................................................................90 3.5 Data Analysis Technique.................................................................................... ..92 3.6 Procedure…………...............................................................................................94 CHAPTER IV. RESULTS AND DISCUSSION…………………………………...96 4.1 Theoretical Model of the Designed Moodle..........................................................97 4.1.1 Research and Information Collecting………………………………….…..97 4.1.1.1 The Result of Curriculum Investigation…………………………...97 4.1.1.2 The Interview with the Coordinator of PPBA……………………..98 4.1.1.3 The Result of the Questionnaire from ICE Students in Level 2….100 4.1.1.4 The Result of the Questionnaire from PPBA Lecturers……........106 xii


4.1.2 Planning……………………………………………................................111 4.1.2.1 Stating the Course Description of the ICE Portal………………...111 4.1.2.2 Specifying the Topics and the Learning Objectives……………...112 4.1.2.3 Choosing Teaching Activities and Instructional Event…………..113 4.2 The Iconic Model of Moodle Learning Model for ICE Class Level 2 ………...114 4.1.3 Developing Preliminary Product…………………………………...114 4.1.4 Preliminary Field Testing of the Material……..…………..……….122 4.1.4 Main Product Revision…………………………………..………....128 4.1.5 Main Field Testing……………………………………...………… 129 CHAPTER V. CONCLUSIONS AND SUGGESTIONS……………...…….……131 5.1 Conclusions.........................................................................................................131 5.2 Benefits…………………………………………………………………………133 5.2 Suggestions..........................................................................................................136 BIBLIOGRAPHY.....................................................................................................138 APPENDICES...........................................................................................................142

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LIST OF TABLES Table

Page

2.1 The General Objectives of ICE Classes Level 1-3………………………………18 2.2 The Topics Presented in the Syllabus of ICE Level 2…………………………..22 2.4 Summary of the Technology Adoption Hierarchy (Hooper & Rieber, 1999)…..52 3.1 Gender Table from the Student Group (the 1st Batch)………………………..…80 3.2 Gender Table from the Student Group (the 2nd Batch)…………………………80 3.3 Description of Participants from the Lecturer Group…………………………...81 3.4 Description of the Lecturers in Need Analysis Phase………………………….82 3.5 Gender Table from the Student Group…………………………………………82 3.6 Degree of Agreement Value in the Questionnaire………………….....................84 3.7 Blueprint for the Need Analysis from the Student Group……………………….84 3.8 Blueprint for the Need Analysis from the Lecturer Group………………………85 3.9 User Validation Blueprint for the Preliminary Field Testing…………………....86 3.10 Expert Validation Blueprint for the Preliminary Field Testing………………...87 3.11 User Validation Blueprint for the Main Field Testing…………………………88 3.12 Research Instrument and Data Collections…………………………………....89 3.13 Interpretation of the Degree of Agreement……………………………………94 4.1 General Objectives and Expected Outcomes of Each Level in ICE Program......99 4.2 Statistic Results from Need Analysis Questionnaire ………….……………….101 4.3 Result of Need Analysis Questionnaire from Lecturers………………………..108 4.4 Open-Ended questions of Lecturers Need Analysis Questionnaire…………….109 4.5 Course Management in ICE Portal………………………….………………….112 4.6 List of topics and objectives of ICE Level 2 in Moodle………………………..112 4.7 Types of activities related to Moodle Features………………..……………….113 4.8 Content of ICE Level 2 in Moodle Learning Model…………………………...114 4.9 Result of Expert Validation Statistic…………………………………………...123 4.10 Result of User Validation Statistic……………………………………………127

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LIST OF FIGURES Figure

Page

2.1 Connectivism (Siemens, 2004)………………………………………………….27 2.2 ADDIE Model (Braxton, Bronico, Looms, 2000)……………………………..51 2.3 Modified Instructional Design Model for Teacher Designer (Rogers, 2002)…..54 2.4 Resources Features in Moodle…………………………………………………..57 2.5 Activity Features in Moodle ……………………………………………………58 2.6 Assignments and Quiz Setting Page in Moodle…………………………………59 2.7 Forum Setting Page in Moodle…………………………………………………60 2.8 Chat Setting Page in Moodle…………………………………………………….61 2.9 The Framework of the Theoretical and Iconic Model Developments…………..70 3.1 R & D Adopted Method Collaborated with ADDIE …………………………...78 4.1 Result of the Students’ Learning Types………………………………………...101 4.2 Result of the Students’ Learners Types………………………………………...102 4.3 Result of Interaction Types……………………………….…………………….103 4.4 Result of the Use of Technology………………………………………………104 4.5 Result of Learners Autonomy………………………………………………….105 4.6 Result of Students’ Problem Solving………………….……………………….105 4.7 Result of the Students’ Preference in Moodle…………………………………106 4.8 Result of the Syllabus Analysis……………………………………………….107 4.9 Result of the Teaching System………………………………………………..108 4.10 Result of the Use of Multimedia…………………………………………….108 4.11 Result of the Students’ Motivation…………………………………………..109 4.12 Content and Flowchart of ICE Portal using Moodle Learning Model………..116 4.13 General Description about the Portal………………………………………….117 4.14 Home Page Interface………………………………………………………….118 4.15 Login Page…………………………………………………………………….119 4.16 Course Category Page……………………………………………. …………..120 4.17 Topic Page ……………...…………………………………………………….121 4.18 Quiz Page……………...………………………………………………………122 4.19 Learning Indicator…………………………………………………………….122 4.20 Learning Material……………………………………………………………..123 4.21 Elaboration of language Skills………………………………………………...123 4.22 Features and Activities………………………………………………………..124 4.23 Overall Evaluation…………………………………………………………….124 4.24 Material in the Portal………………………………………………………….126 4.25 User Interface ……………………………………………………………...….127 4.26 Interaction and Communication…………...………………………………….127 4.27 Flexibility……………………………………………………………………...128 xv


LIST OF APPENDICES

Appendix Page Appendix 1 Percentage of the ICE Students who passed and Failed………...…….142 Appendix 2 ICE Level 2 Syllabus ………………………………………………....143 Appendix 3Grading competence of ICE Students in Level 2………………............146 Appendix 4 Need Analysis Questionnaire from the Students (1st Batch)……..…...148 Appendix 5 Need Analysis Questionnaire from the Students (2nd Batch)……….....154 Appendix 6 Need Analysis Questionnaire from the Lecturers …………………….160 Appendix 7 User Validation Questionnaire……………………………..………….164 Appendix 8 Expert Validation Questionnaire….…………………………………...166 Appendix 9 User Validation Questionnaire (Main Field Testing) ……..………….169 Appendix 10 Result of the Open-Ended Questions (Need Analysis) ……………...171 Appendix 11 Result of Open-Ended Questions (Expert Validation) ………............173 Appendix 12 Result of the Expert Validation Questionnaire……….……………...177 Appendix 13 Result of the Open Ended Questionnaire (User Validation)…………181

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ABSTRACT

Lidya Revianti, Siska. 2014. A Moodle Learning Model for Introduction to College English Classes. Yogyakarta: Graduate Program on English Language Studies, Sanata Dharma University. Learning models which are based on Information and Communication Technology (ICT) are becoming more popular lately. The use of ICT in education has provided many opportunities for teachers and students to get information as well as to share information quickly and easily. Electronic learning (e-learning) using Learning Management System (LMS) Moodle is one alternative that can be used by the teachers to maximize the use of ICT in education. LMS Moodle has many useful features such as document sharing, various learning activities, automatic assessment, search engine and entertainment.This phenomenon has inspired the researcher to offer an online supplementary material for Introduction to College English (ICE) classes based on LMS Moodle application. This research was aimed at designing the iconic model which was used as an online supplementary material in ICE classes Level 2 of Duta Wacana Foreign Language Training Center. There were two research problems in this study, namely: (1) What is the theoretical model of the Moodle learning model for ICE class Level 2 like?, and (2) What is the iconic model of the Moodle learning model for ICE class Level 2 like? To answer the problems, the researcher reviewed relevant literature and has designed an online supplementary material for ICE class Level 2 using the ADDIE Instructional Design model. There are five phases which are used in this instructional model, they are: Analysis, Design, Development, Implementation and Evaluation. The phases were integrated into the Borg and Gall’s cycles of Research and Development. The cycles consisted of Research and Information Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing and Operational Product Revision. The theoretical model and the iconic model of A Moodle Learning Model for Introduction to College English Classes were the results of the research. The theoretical model presented the selected features and widgets based on their suitability with CALL principles and the syllabus in ICE Level 2. The CALL principles used in this research were Authenticity, Literacy, Interaction, Vitality and Empowerment principles. Based on those principles, the researcher designed a learning model using the features offered by Moodle: Resource Module, Assignment, Quiz, Forum and Chats. The widgets added were BBC World news, Test Your English, Cambridge Online Dictionary, clock, game, on-line radio, Yahoo! Messenger and Facebook linker. The iconic learning model could be accessed on http://www.iceportal.tk . xvii


The Moodle-based Learning Model for ICE class Level 2 had been proven as useful and acceptable. This portal can also be used as a useful source for a supplementary material in ICE class. The research would be useful and beneficial for students of a similar program, especially to equip the process of teaching and learning in the classroom with e-learning material. Finally, the research can give great contribution to English language teaching and further research.

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ABSTRAK Lidya Revianti, Siska. 2013. A Moodle Learning Model for Introduction to College English Classes. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma. Model pembelajaran yang didasarkan pada Teknologi Informasi dan Komunikasi (TIK) menjadi lebih populer belakangan ini. Penggunaan TIK dalam pendidikan telah memberikan banyak kesempatan bagi guru dan siswa untuk mendapatkan informasi serta berbagi informasi dengan cepat dan mudah. Electronic learning (e-learning )yang menggunakan Sistem Managemen Pembelajaran (LMS) Moodle merupakan salah satu alternatif yang dapat digunakan oleh para guru untuk memaksimalkan penggunaan TIK dalam pendidikan. LMS Moodle memiliki banyak fitur yang bermanfaat seperti berbagi dokumen, berbagai kegiatan pembelajaran yang bervariasi, penilaian secara otomatis, mesin pencari dan hiburan. Kenyataan ini telah mengilhami peneliti untuk menawarkan sebuah bahan tambahan online untuk kelas Introduction to College English (ICE) berdasarkan LMS Moodle. Penelitian ini bertujuan untuk merancang model ikonik yang dipakai sebagai sebuah bahan tambahan online dan berdasarkan pada aplikasi Moodle dalam kelas ICE Level 2 di Pusat Pelatihan Bahasa Asing Duta Wacana. Ada dua masalah penelitian dalam penelitian ini, yaitu:(1) Seperti apakah model teoritis dari model pembelajaran Moodle di kelas ICE Tingkat 2?, dan (2) Seperti apakah model ikonik dari model pembelajaran Moodle di kelas ICE Tingkat 2? Untuk menjawab permasalahan, peneliti melakukan studi pustaka dan telah merancang sebuah bahan tambahan online untuk kelas ICE Level 2 menggunakan model Instructional Design ADDIE. Ada lima tahap yang digunakan dalam model pembelajaran ini, yaitu: Analisis, Desain, Pengembangan, Implementasi dan Evaluasi. Fase-fase tersebut diintegrasikan ke dalam siklus-siklus penelitian dan pengembangan milik Borg dan Gall. Siklus-siklus terdiri dari Penelitian dan Pengumpulan Informasi, Perencanaan, Pengembangan Bentuk Awal Produk, Pengujian Awal di Lapangan, Revisi Produk, Pengujian Utama di Lapangan dan Revisi Produk Operasional. Model teoritis dan model ikonik dari Sebuah Model Pembelajaran dengan Moodle untuk Kelas-Kelas Introduction to College English merupakan hasil-hasil penelitian. Model teoritis menyajikan fitur-fitur dan widget terpilih berdasarkan kesesuaian dengan prinsip-prinsip CALL dan silabus di ICE tingkat 2. Prinsip-prinsip CALL yang digunakan dalam penelitian ini adalah Authenticity, Literacy, Interaction, Vitality and Empowerment. Berdasarkan prinsip-prinsip tersebut, peneliti mendesain sebuah model pembelajaran dengan menggunakan fitur-fitur yang ditawarkan oleh Moodle: Resource Module, Assignment, Quiz, Forum and Chats. Fitur yang disajikan dalam model pembelajaran Moodle adalah Resource Module, Assignment, Quiz, Forum and Chats. Widget yang ditambahkan adalah BBC World News, Test Your xix


English, Cambridge online dictionary, clock, game, on-line radio, Yahoo! Messenger and Facebook. Model pembelajaran ikonik dapat diakses pada http://www.iceportal.tk.. Model Pembelajaran yang berbasis Moodle untuk kelas ICE tingkat 2 telah terbukti berguna dan dapat diterima. Portal ini juga dapat digunakan sebagai sumber yang berguna untuk bahan tambahan di kelas ICE. Penelitian ini akan berguna dan bermanfaat bagi mahasiswa yang menjalani program yang sama, terutama untuk melengkapi proses belajar mengajar di kelas dengan materi pengajaran berbasis elearning. Akhirnya, penelitian ini dapat memberikan kontribusi yang besar bagi pengajaran Bahasa Inggris dan penelitian lebih lanjut.

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1 CHAPTER I INTRODUCTION

This thesis is about designing a Moodle-based learning model for Introduction for College English (ICE) classes. This Moodle-based learning model is an online learning model which specifies the materials of general English in ICE programs for university students in the Foreign Language Training Center (PPBA) of Duta Wacana Christian University (UKDW). This chapter is arranged into seven parts, namely: research background, problem identification, research limitation, research questions, research goals, product specification and research benefits. 1.1 Research Background Knowledge should be equally and fairly distributed to everybody but unfortunately not all people get the access in having good education. The difficult geographical conditions and the expensive education are some of the problems in education which cause unequal distribution in educating people. One way to overcome this situation was by creating Open Education as an alternative solution. At first, there was only one form of distance learning format in a formal higher education that was Open University. However, it was regarded as an alternative education which was less prestigious than the traditional one with face to face method somehow. This phenomenon has changed with the advancement of Information and Communication Technology (ICT) in education. Rapid technological developments have given a lot of changes in many aspects of life, including the aspect in pedagogy world and in education paradigm.


2 One obvious technological development is the Internet technology that enables information dissemination to the global world becomes more possible without many restrictions that were faced before. The Internet has emerged to overcome the barriers in the distribution of education because the access to the global world becomes very easy, efficient, and flexible. These changes in education since the arrival of new technologies in schools in the 1980s had big impact on the way that teachers planned and taught the lessons (Pritchard, 2007). The way of how the teaching material is prepared and presented, including the way of how the homework is issued and submitted using new technologies are some examples of education system in Postmodernism Era. Sarup (1993) stated that Postmodernism era refers to the incipient or actual dissolution of those social forms associated with modernity. Modernization is a diverse unity of socio economic changes generated by scientific and technological discoveries and innovation. This means that in Postmodernism Era, people are demanded to be able to actualize themselves better by using technology. The Internet provides great access to search any information needed by lecturers and students. Lecturers and students from different institutions can share ideas, great resources and information quickly. Students can find information that they think is worthwhile anywhere they can, share it as soon as possible, and search for meaning through discussion. Education in the future will be optimized by information network that allows interaction and collaboration between lecturers and students. As it is stated by Prensky (2007): Education is seen as the preparation for the students‟ future so that their education would be meaningful, worthwhile and relevant to the


3 future. Modern technology fits perfectly with the students because they can collaborate the learning process with the community. (p.1) Munir (2009) also described that this new paradigm has changed face to face method in teaching-learning activity into the possibility of distance learning or computer-based learning which can be done by anyone, at anytime and anywhere. By integrating ICT into learning activities thus the quality of the teachers and the students will be better. Teachers will have the opportunity to develop their skills and competence to improve the quality of education in their classes. From distance learning, students will also have more opportunity to get better knowledge and understanding. They can access the materials based on their needs and preferences so that they will find the learning process as a fun experience (p. 42). According to Eleangoan (in Prawiradilaga, 2004), the Internet gives some benefits in Open Education and distance learning contexts. Web-based distance learning as an internet-based communication can facilitate the interaction of lecturers and students better by using e-moderating features. In web-based distance learning, the material will be managed more structurally and the schedule will be planned better. The media used in distance learning are not only in the forms of text books, printed handouts or modules but also in other various forms from the Internet such as e-books, audio, video, and multimedia (software). In 2010, Uno and Lamatenggo also stated that this web should be able to give enough information and guide students to do each activity in the online material well. Students can access the material by themselves and study it as many time as they want. The role of the students will be more active and they become


4 autonomous learners. Teachers can also update the web with new information every time (p. 110). This phenomenon is related with the constructivism and connectivism theories. E-learning, in consructivism and connectivism theories, involves the process of learning which is constructed through the learners‟ personal experiences and interactions with various learning sources outside the classroom. Students are exposed to create meaning from the knowledge they get actively and to express their opinion freely in a better social context. There are many learning management systems (LMS) offered in the Internet. The researcher chose Moodle application because it is easy and user friendly for the lecturers and the students. Moodle is one of the forms in a webbased distance learning. As it is stated by Dvorak (2011), MOODLE is an acronym for Modular Object-Oriented Dynamic Learning Environment. Moodle is a free LMS and a large web-based software package tthat mostly used by teachers to enhance students‟ participation and autonomous learning outside class nowadays. Moodle provides a vigorous system and an organized, easy-to-use interface for learning over the Internet.The features in Moodle, such as document sharing, assessment, learning activity record and search engine, are very useful for the students and the teacher to conduct better teaching and learning process (pp. 11-12). Moodle enables educators and trainers to create effective and interesting learning materials, compile the materials from various sources and formats, and build up contextual design materias which are based on the students‟ need.


5 LMS Moodle doesn‟t require special web knowledge about how to build a web using PHP, HTML and JAVA programs. LMS Moodle also serves as a media for on-line learning which develops the students‟ learning autonomy and focuses on the students-centered approach. The students can access the resources, do the exercises, join in discussion forums, and moreover contact the other students and the teacher via email and messaging.To conduct better learning using a web-based learning portal, a high-speed Internet connection and a good computer processor are required. The next discussion covers the importance of learning foreign language for international communication. Language, as social symbol of humanity, plays an important role in human life. People can express their feeling and ideas, as well as exchanging information by means of language. As one world language, English is considered as an international language. English, the most frequently-learned second language at the moment, has a vital role in all aspects of life, particularly in science and technology. Brumfit (1982:1; also cf. Lieberson 1982; Noss 1983; Bryson 1990; Pennycook 1994; and Crystal 2004) summarizes well the source of English‟s present dominance in the following: “English is an international language in that it is the most widespread medium of international communication, both because of the number and geographical spread of its speakers, and because of the large number of nonnative speakers who use it for part at least of their international contact”

Looking at the important roles of English in the world and to survive in the globalization era, then students need to be equipped with the ability to master foreign languages, especially English. Realizing the importance of English mastery, therefore most universities have English training program for their


6 students. Just like other universities, Duta Wacana Christian University (UKDW) facilitates its students through the Foreign Language Training Center (PPBA). In English program, PPBA offers Introduction to College English (ICE) classes. The ICE program serves as general English course for the new students at UKDW. The ICE program is a matriculation program, compulsory but non-credit, as a prerequisite of the credit-bearing in English for Specific Purposes (ESP) offered in each faculty. ICE classes are designed to prepare the students in their basic English skills before they join English for Specific Purposes (ESP) class in each department. The students who pass these basic levels are expected to able to understand and respond to basic language needed in daily communication. ICE students come from most faculties in the university except the Faculty of Theology. The freshmen should join ICE class and take the placement test first. Then, they will be categorized into three levels: Level 1, Level 2, Level 3. The material given in ICE classes is integrated material which develops the students‟ reading, writing, listening and speaking skills and also enhance the students‟ vocabulary and grammar mastery. In the regular system, the students will join ICE class for 1 semester in each level. There are two lecturers who teach in one class. Meanwhile in the short semester program, the ICE class will be conducted only in a three week-period for each level. The material given is the same, in 24 meetings, but in the short semester the time is shortened and more intensive. Even though most of the students can pass ICE classes, the result is not satisfactory yet. Some students still fail and have to retake the subject again. In


7 fact, some students have to take the subject more than twice. Based on the data taken from PPBA in even semester period in 2010/2011 until odd semester period in 2012/2013, the number of ICE students who failed in even and odd semesters in all levels was more than 20%. The data of the students who passed and failed is presented in Appendix 1. This phenomenon makes the researcher feel challenged to improve this situation. The researcher has been teaching ICE classes Level 1 until 3 in PPBA since 2004. As one of the lecturers in PPBA then there was a big motivation to give some contributions in improving the situation. To improve the situation, the researcher proposed a web-based distance learning model. This researcher is about creating an online Moodle learning model to help the students accessing more helps to understand the material given in ICE class better. The online learning model is used as a supplementary material to enrich the materials given in class. The design of this Moodle learning model supports the implementation of „blended learning” method in teaching ICE classes. The Moodle learning model is specifically designed for ICE class level 2 which covers three topics presented in the syllabus of ICE level 2. The language learning theory in the design also complies with the the course description and course objectives in the syllabus, that uses communicative approach. This research would be very beneficial as there has not been any learning model using Moodle for ICE classes. 1.2 Problem Identification ICE students come from different background and have different level of English knowledge. The students come from various different places around


8 Indonesia. Some of them have already got sufficient English knowledge, but some others have not got it yet. To minimize the problems arise in teaching English in class, then PPBA conducts placement tests. The placement tests will put the students into three categories: Level 1, Level 2 and Level 3. The syllabuses are based on the learning objectives in each level. They are designed to accommodate the students‟ need in using English communicatively and actively inside and outside the class. In fact some students still fail and must retake the subject more than once somehow. The greatest challenges and concerns in ICE class are not only about the students‟ English background but also about the students‟ lack of motivation. Because of the students‟ low motivation the students do not really care about their progress in learning English. Some of the students do not consider English as an important subject. The students do not really want to participate fully in class. Some of them have problems in their attendance so that they do not do the progress tests fully and are not allowed to do the final test. Most of the ICE classes consist of thirty students. Due to large classes, sometimes the students do not have enough opportunities to participate in class and to build good communication with the lecturers. Most of the students still feel reluctant to ask further questions to the lecturers in class. If they do not understand the material given in class, they prefer to keep quiet and the lecturers really have to encourage them to practice outside class. Sometimes, the lecturers also find out some difficulties to control and manage the students‟ tasks.


9 Based on the background of the study and realizing the fact that some students still fail in ICE classes, then the researcher was motivated to improve the teaching-learning process in ICE classes. The new paradigm in teaching –learning method using ICT, especially the Internet, is believed as a breakthrough which can overcome the problems in ICE classes. The concept of “blended learning” is applied. The researcher integrated the material used in class ICE Class Level 2 with the use of ICT in an Open Source Website called Moodle. The approach of language learning used in PPBA is Communicative Language Teaching (CLT). The emphasis of teaching English at PPBA is the communicative functions which are expressed and performed with language. The class activities involve the ICE students in realistic communication such as in role-play and simulation. Harmer (2007: 69) states that plentiful exposure to language in use and plenty of opportunities to use it are vitally important for a student‟s development of knowledge and skill. Then, the researcher proposed Moodle learning model as a supplementary material in ICE classes as one of the media for the students to expose the language more outside class. 1.3 Research Limitation Some limitations are established in order to be more specific in conducting the research and to formulate the particular problems easier. This research covers the area of materials development and the implementation of the materials to users. The researcher proposed an online supplementary material to support the material given in class using Moodle application. The designed learning model is intended for the improvement of the teaching learning process in ICE class level


10 2. The materials in Moodle application that would be discussed in this thesis were only for 3 topics given in level 2. The goals, objectives and topics of the materials are arranged in accordance with the syllabus as formulated by the material coordinator of Level 2 and it has been approved by the coordinator of PPBA. Actually, there were some classes offered in ICE program in each level per semester. However, the research only used four ICE classes in level 2. The research was started in the odd semester period in July-December 2012 and was continued for the even semester period in January-May 2013 in ICE classes level 2. The researcher only used two classes of ICE class level 2 offered in the odd semester in July – December 2012, namely: 2C and 2D classes. For the even semester period in January-May 2013, the researcher used 2 classes of ICE class Level 2, namely: 2C and 2E classes. Then, the researcher gave the students an opportunity to use the suggested supplementary material and negotiated the feedback from the students and the other lecturers. 1.4 Research Questions As it has been discussed in the background that ICE students still have some difficulties in learning English in ICE classes, this research is aimed to find the answers of these two questions namely: 1. What is the theoretical model of the Moodle learning model for ICE class Level 2 like? 2. What is the iconic model of the Moodle learning model for ICE class Level 2 like?


11 1.5 Research Objectives The objectives of the study are to answer the questions stated in the statement of Research Questions. The first objective of this research is to present theoretical model which can be applied as a supplementary material in ICE class level 2 using Moodle learning model. The theoretical model will elaborate the discussion of what the design of an online supplementary material in ICE class level 2 using Moodle application is like and how the portal is designed, based on the need analysis and related theories. The theoretical model will be used as the basis for developing the iconic model. The second objective of this research is to develop the iconic model and the practical online supplementary material using Moodle application in ICE class level 2. There are some features offered by Moodle application which are finally selected

to

be

included

in

the

iconic

model,

namely:

Resources,

Assignments/Quiz, Forum, Links and Widgets. The chosen features and additional widgets are designed by considering the students’ need and the students’ characteristics in ICE classes. The final version of the iconic model is the improved model that has been revised based on the feedback from the targeted users and the expert. 1.6 Product Specifications This research is aimed to design a Moodle learning model for ICE students in level 2. It will serve as an online supplementary material for the students in ICE class and will complete the blended learning course in ICE classes. This product is in the form of a website by using Moodle software. The materials that will be


12 presented in the portal are based on the topics given in the syllabus of ICE program in Level 2. The targeted users are the students of ICE program in level 2 of PPBA at Duta Wacana Christian University. This model is developed to facilitate the students‟ learning autonomy in using a web-based material and to improve the students‟ ability to understand the material given in class better. 1.7 Research Benefits and Development This research is expected to give some contributions to English teaching and learning in global world of education in term of theory and practice. 1. Theoretical Benefit This research is expected to give contributions to the development of science and language and education technology. It is expected to give better understanding and description about the use of Web-based distance learning. This research is aimed to develop a new on-line learning material for ICE Class Level 2 using LMS Moodle. All ICE classes are using new material and also new evaluation systems starting from August 2011. Therefore, there is also an urgency to see the feedback of the implementation using the new material given to the students in ICE class. This research also proposes a useful theory that can be used by the lecturers in ICE classes or other lecturers in general who are in the similar program to manage a web-based distance learning using Moodle application. Moreover, the result of this research can be devoted to inspire other researcher in conducting further research to develop better teaching practice using ICT, especially in PPBA in Duta Wacana Christian University.


13 2. Practical Benefits This research is also valuable for the students, the lecturers and the curriculum developers because they can get some practical benefits. First, the research provides the ICE students level 2 an online supplementary material so that the students have more opportunity and can use it outside class as a self-study to get better understanding for the material given in class. The experience will enhance the students to be more independent and ready to become autonomous learners. The students can do the exercises and also play the video or other sources more than once. From this experience, the students will get a new experience of using Moodle application to support their learning method in their academic life. The online Moodle application hopefully can help the students to improve their English mastery and increase their grades in ICE class level 2. Second, the other ICE lecturers can use the portal for supporting the teaching learning process in their own class. The lecturers can develop other material to bet included in the portal for different levels, level 1 and 3. The lecturers are still able to adapt or edit the material in the application to be updated with the students‟ need because the application is easy to be used and managed by the lecturers. The lecturers will be more aware to the students‟ progress and opinion because there are Self-Assessment and Pooling applications in Moodle application. Third, this research can give precious information about teaching ICE materials in Level 2 using Moodle application.

These inputs can be used

internally by the curriculum developers at PPBA to make better curriculum in the


14 future so that Moodle application can be more integrated in all ICE syllabuses, from level 1until level 3. Besides, this research can give valuable contribution to the curriculum developers of the similar program in other universities so that they can also consider the important points related to the use of the Internet in higher education.


15 CHAPTER II LITERATURE REVIEW This chapter is divided into two main sections; those are theoretical review and theoretical framework. In the theoretical review, there is a review of some theories and literatures that supports the process in conducting the research for Introduction to College English (ICE) program in Foreign Language Training Center (PPBA) of Duta Wacana Christian University (UKDW). In the theoretical framework, the framework of this research will be elaborated based on the discussed theories that support this research. 2.1 THEORETICAL REVIEW In the theoretical review, the researcher provides the theoretical descriptions which are related and relevant to support this research. They are used as a guideline to design the Moodle learning model for ICE class level 2 at UKDW. Therefore, The Nature of Introduction of College English (ICE), Theory of Learning and Language Learning, Adults Learning Principles, Computer Assisted Language Learning (CALL) and Electronic-learning (E-Learning), Blended Learning, Instructional Design Model, Moodle, Learning Model and Review of Related Study are presented in this section. 2.1.1 The Nature of Introduction to College English (ICE) UKDW is one of outstanding universities in Yogyakarta which concerns about high quality of its graduates to be able to compete both in local and international circumstances. This statement is stated in the UKDW‟s website at www.ukdw.ac.id. It is clearly stated that UKDW graduates are expected to be able


16 to compete both in local and international circumstances. One of the requirements to succeed in the global marketplace is to master foreign languages. Realizing that mastering foreign languages has become the biggest need and one of the requirements to succeed in the global marketplace in the globalization era, thus, UKDW established a center for foreign language training or Pusat Pelatihan Bahasa Asing (PPBA). PPBA has vision and mission to support the success of UKDW‟s vision that is to be an excellent Christian University that produces highly independent and professional graduates for the pluralistic world fortified by love. The missions are managing English language training for UKDW students through ICE program and English for Specific Purposes, training UKDW lecturers and staff based on special needs, running other programs for non-UKDW community (private courses, cultural events), running non-English language training (Mandarin, Korean), and maintaining the quality and services of the programs, as well as the quality of the teachers continually. The organizational structure at PPBA consists of a coordinator, some permanent lecturers and two administration staffs. PPBA has been chosen to run language training programs to improve the students‟ ability in mastering English as one of international languages since January 2000. The program is called as the Introduction to College English (ICE) program. This is a compulsory non-credit program for all Duta Wacana Christian University students (except for Theology Faculty that has their own remedial program for enhancing the students‟ English skill). Besides managing ICE and


17 Remedial programs, today PPBA also administers other training programs open to the public such as General English, English for Specific Purposes, English for Academic Purposes, Mandarin courses, Korean courses, and Drop-in English. ICE program is a training program which is set to improve the students‟ language in all skills comprehensively with a special emphasis on reading and speaking skills. Starting from the students in the batch of 1999/2000 academic year onwards, the program is a compulsory but non- credits. ICE classes are considered as matriculation programs for basic level of English. This program is a prerequisite of the credit-bearing in each Faculty of Applied English / Study Program. Each semester PPBA trains ICE students in three different levels. Each level is based on placement test results when they follow the Admissions Test. Then, they will be categorized into three levels: Level 1, Level 2, Level 3. The ICE students will get a certificate after they complete one level. Each level consists of 24 sessions and the duration is 100 minutes per session. The maximum number of students is 30 students. The ICE classes are offered 3 times per year, namely the odd semester, semester and short semester. In odd and even semesters, the sessions are held twice a week for 12 weeks. There are two lecturers who teach in one class who work as a team.In short semester time, the program was held 8 times a week for 3 weeks. There are three lecturers who teach in one class. The training program is more intensive and shorter even though the total number of meetings per level remains the same.


18 The materials for ICE classes are based on the syllabuses which are managed by the coordinator and the permanent lecturers at PPBA. The materials are designed based on blended learning theory and topic-based method. The general objectives for each level in ICE classes can be described in the following figure. Table 2.1 General Objectives of ICE Classes Level 1-3 (PPBA, 2011) Level 1 Level 2 Level 3  Students who pass this level are expected to have basic abilities in English to understand and respond to rudimentary language needed in daily life concerning self, family, daily activities, jobs, places, past experience and future plans.  Students are able to make a project using the topics given and present it orally in class.

 Students who pass this level are expected to be able to comprehend English texts and communicate actively under the topics of describing people and personalities, places, food, technologies and changes.  Students are expected to be able to equip themselves with reading skills such as predicting, surveying/previewing, scanning, guessing meaning, understanding contextual references, identifying main ideas and supporting details.  Students are able to make a project using the topics given and present it orally in class.

 Students who pass this level are expected to have English language competences which enable them to communicate with only occasional errors related to language accuracy and appropriateness, and to familiarize themselves with academic situations.

 Students are expected to be able to comprehend some paragraphs and to make a summary paragraph from English texts and present it orally in class.

In fact, there are some problems that need to be considered and solved in running ICE classes. Based on the questionnaire and the interview with the coordinator of PPBA and also some colleagues, the main problems in conducting


19 ICE program are the students and also the lecturers. The students‟ low motivation and willingness to be active in learning English are two great challenges in ICE classes. Because of the students‟ low motivation, then the students feel that ICE program is only a compulsory subject with no credit so they just attend the class without strong motivation to learn English. The ICE students also come from different background and area throughout Indonesia. This means that their level in English competence is varied, too. Therefore, there is a placement test system to put the students into three different levels, namely Level 1, Level 2 and Level 3. However, in certain cases, this placement test system unfortunately still cannot successfully put the students into the same level. So, some students need to put really hard efforts to pass the class and have to retake the same level again. Wati (2006) also stated another problem in ICE program is about the time that the students needed to complete this program because the students have to repeat the same level. The time required to complete this program is not in accordance with what is planned, namely a maximum of 4 semesters for the lowest level. Another issue that stands out is the fact that there are students who repeat the same level, between 1 to 10 times. One of the reasons that have been successfully revealed from Puspindika (the unit in UKDW for gathering the students‟ data) is the lack of students‟ attendance in class. The students who are absent then miss the class and cannot do the progress tests or the final test. Because the number of tests is not complete, it affects the final value that does not meet the criteria to pass the level.


20 This research is aimed to develop a product of a web-designed material utilizing Moodle application as an online supplementary material for ICE program level 2. The content of the web are based on the topics presented in the syllabus of ICE program in level 2. The general description of the course in ICE program level 2 covers the materials which can be used to develop the students‟skills in listening, speaking, reading and writing. The emphasis is in building the students‟ skill in speaking and reading from various interesting activities and drilling the language components so that the students will be trained to use their English more actively under certain topics. The general objectives of the ICE program level 2 are training the students so that they will have basic competences in using English related to certain topics given in the syllabus. By the end of the course, the students are expected to be able to describe people‟s appearance and personality, describe places, describe food, describe technology development and describe changes. The students are also expected to apply reading strategies, such as predicting, surveying/previewing, scanning, guessing meaning, understanding contextual references, and identifying main ideas and supporting details. The evaluation of ICE program in level 2 consists of 5 Progress Tests (50%), Reading Test (15%) and Final Test (35%). The topics given in the syllabus of ICE class level 2 is presented in Table 2.2 below. Table 2.2 Topics Presented in the Syllabus of ICE Level 2 Meet

Topics Describing People

1

Introduction

2

What does he look like?

Sources World Link 1, pp. 26 World link 1, pp. 7-


21 Meet 3

4

Topics What are you like Reading 1: Predicting Beyond the body’s limits Progress Test 1: Group discussion

Sources 11 World link 1, pp: 61-65 Active Skills for Reading: Book 2, pp. 64-68

Describing Places 1 5

Home sweet home

6

The bank is on the corner

World Link Intro, pp. 104-108 First Choice pp 6065

Reading 2: Surveying/Previewing 7

Where’s that music coming from?

Active Skills for Reading: Book 2, pp. 88-92

Describing Places 2 8 9

10

Around the world What’s your city like? Progress Test 2 Preparation (Homework) Reading 3: Scanning Safe travel Progress Test 2: Short Speech

World Link 1, pp. 41-45 World Link Intro, pp. 17-21 Active Skills for Reading: Book 2, pp. 22-25

Describing Food 11

It’s so spicy!

12

Eating out.

World Link 2, pp. 12-16 World Link 2, pp. 17-21 Reading 4: Guessing Meaning

13

The history of chocolate Progress Test 3: Guessing meaning

Active Skills for Reading: Book 2, pp. 108-111

Describing Technology Development 14 15

16

17

Smart Choice 3, pp. 38-45 Crazy about cell phones World Link 2, pp. Progress Test 4: Role Playing 109- 113 Reading 5: Understanding Contextual References Wireless: Bhutan’s hills are alive with sound of Effective Academic cell phones Writing 2, pp. 80 – 83 Describing Changes World Link 2, pp. Technology today 114-118 What’s this for?


22 Meet 18

19 20

21

22 23 24

Topics Sources Life is all about change. World Link 3, pp. Progress Test 5: Free writing about a specific 12-16 invention that has changed your life Reading 6: Identifying Main Ideas and Supporting Details Active Skills for How advertising uses psychology Reading: Book 2, pp. 130-134 Reading TEST + teachers evaluation Homework: bring samples of vacation brochure, city profile, house advertisement, gadget promotion, etc for group project. Group Project Checking artwork (vacation brochure, city profile, house advertisement, gadget promotion, etc) and writing draft for the Teachers’ sources project. Homework: Bring all the equipment needed for the artwork Designing the artwork (vacation brochure, city profile, house advertisement, gadget Students’ sources promotion, etc) Peer-feedback of students’ project draft Final Test: Final presentation of students’ project

The arrangement of the course in the portal is topic-based arrangement. The topics are arranged into eight major topics, namely: (1) describing people, (2) describing things in the house, (3) describing places, (4) building up your reading skill, (5) describing food, (6) describing technology development, (7) sharpen your reading skills and (8) group project. However, as mentioned in the problem limitation, the discussion of Moodle designed model in this research only covers the first three topics.


23 2.1.2 Theories of Learning and Language Learning 2.1.2.1 Theory of Learning This chapter also describe the associated areas of learning and language learning theories used in the research and have an impact on the realisation of the expected learning outcomes. The advance in the field of Information and Communications Technology (ICT) has brought the breakthrough in the growing of awareness of the theory associated with e-learning. The electronic link between a teacher and students was established. Internet and mobile phones are new means to engage the students with the lessons they get in the classroom. The concept of learning in the implementation of conducting e-learning is a fundamental consideration. The design of the site, the tasks and other activities presented on websites including the ways in which teachers choose to encourage students to make use of websites, are supported by certain theoretical approaches to teaching and learning. Teachers need to be aware of the underpinning theory, which can have a big effect on the progress of learning. There are two learning concepts that can be elaborated in relation to the use of ICT in teaching, they are behaviouristic and constructivist. Behaviorism and constructivism are the learning theories that most often used in the creation of instructional materials. As stated by Pritchard (2007): “Behaviourist view of learning sees learning as a process by which learners become able to make specific set responses to particular stimuli. On the other hand, constructivism sees learning as a building activity in which individual builds an understanding of events, concepts and processes, based on their personal experiences and often supported and developed by activity and interaction with others.”


24 Based on behaviouristic approach, all behaviour can be divided into small actions, each of which can be mastered by a process of training, rewards and sometimes punishments. In behaviourist theory, conditioning is the result of a three-stage procedure: stimulus, response and reinforcement (Harmer, 2007:51). Behaviourism emphasizes on drilling the students which follows the stimulusresponse-reinforcement model. Learning is a mechanical process of associating the stimulus with response which produces a new behavior. The behavior is shaped by the reinforcement. Positive as well as negative reinforcement increase the probability of the repetition of behavior. Behaviorists view the learner as a passive person who responds to the stimuli. It is a teacher-centered approach because the students‟ learning process depends on the instruction given by the teacher. In contrast to earlier theory, the constructivist approach involves more thinking, more activity and more interaction with others. According to Pritchard (2007), the principles of constructivist learning are (1) learning is a process of interaction between what is known and what is to be learned, (2) learning is a social process, (3) learning is a situated process, and (4) learning is a metacognitive process. Based on constructivism, the knowledge is constructed through the learners' personal experiences and interactions with the outside world. The student takes in new information and gives meaning to it using his or her own prior attitudes, beliefs, and experiences as references (Stavredes, 2011). Students are responsible to make sense of a concept and to express their own perspectives. They are actively attempting to create meaning from the knowledge they get.


25 There is no one correct meaning, since individuals differ in their sense-making and viewpoints (Duffy & Jonassen, 1992). Students are active participants in the construction of knowledge while the teacher serves as a facilitator. Learners often select and pursue their own learning style and material (Siemens, 2004). A constructivist also viewed learning as a social function and the focus is on knowledge construction. As cited by Chao and Stovel in Patricia Roger‟s book entitled Designing Instruction for Technology-Enhanced Learning (2002: 116), Dewey (1944) stated that “Knowledge and ideas emerge only from a situation in which learners are induced to draw them out of experiences which have meaning and importance to them. These situations have to occur in a social context, such as a classroom where students join in manipulating materials and thus create a community of learners who build knowledge individually and collectively.” Vygotsky (1978) further states that learning is a social process. The interactions with peers and with a subject expert help students to acquire knowledge in the classroom. The teacher prepares a learning environment that provides a set of learning activities that can be chosen independently by learners to engage with the lesson given. Dewey and Vygotsky also believed that learning improves when it occurs in a meaningful and authentic context. Students‟ personal experience and engagement in an authentic environment were required to meet the instructional goals. The authenticity contextualizes learning and helps learners see the usefulness of the knowledge and helps them transfer what they have learned to a real world situation.


26 Another important principle in constructivism is active learning. It is more effective for learners to build their own knowledge from their experiences than to receive it passively (Perkins, 1992). Students are trying to create meaning actively by constructing knowledge. They are more likely to retain it because they have interpreted and assimilated it into their previous knowledge. Nowadays, there is a new learning theory called Connectivism. Connectivism is a theory of learning which emphasizes the role of the social and cultural context opposed to a more essentialist notion which foregrounds the individual (Wikipedia, 2012). It has emerged because of the massive impact of the use of technology that has changed the way people live, communicate and learn. Connectivism believes that knowledge exists outside of the learner, and the learner makes connections between information to build knowledge. Knowledge can be earned so quickly using various technologies offered by modern life style. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of workrelated tasks. Through this connected web, learners will be able to stay up-to-date with content as it changes. According to Kevin (2012), based on connectivists, the network itself (as the foundation for all current and future learning and knowledge) is more important than the knowledge that flows through it (which likely will be quickly outdated and irrelevant). Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed) (Siemens, 2004). With the access from the Internet, there is a big shifting between the role of


27 formal and informal education in gaining knowledge. Formal education no longer plays as the only source and the majority of learning. As it is stated by Siemen (2004): “The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.”

Figure 2.1 Connectivism (Siemens, 2004) Figure 2.1 describes the Connectivism theory. Based on the principles of connectivism, the cycle of knowledge development helps learners to continue updating their field through the connections they have formed. The accurate and up-to-date knowledge that exists in a database needs to be connected with the right people in the right context in order to be classified as learning. Learning and knowledge depends on the diversity of opinions. Learning is a process of connecting information sources. The ability to see connections between fields,


28 ideas, and concepts is a core skill to maintain and facilitate continual learning. Another important principle in connectivism is decision-making process. Choosing what to learn and the meaning of incoming information is seen through the process of a shifting reality. While there is a right answer now, it may be wrong in the future because of variations in the information which can affect the decision.

2.1.2.2 Theory of Language Learning The next discussion presents theory of language learning in English Language Teaching (ELT). The approach applied in teaching English at PPBA is Communicative Approach. From the general objectives of ICE classes in level 13, it is stated that the students are expected to be able to use English in real communication in daily life under certain topics. Besides, the students are also expected to master English comprehensively in all skills so that they can use their English to make some projects and to do oral presentations well. Communicative Language Teaching (CLT) concerns the spoken functions as much as written grammar, and notions of when and how it was appropriate to say certain things were of primary importance (Harmer, 2007:69). Thus the teaching and learning activities in ICE classes should give the students some stimulus and exposure to perform the language in meaningful and communicative contexts to replicate real communication. A form of variation on Audiolingualism is referred as Presentation Practice Production (PPP) procedure. The lecturers introduce a situation which contextualises the language to be taught. After that, the lecturers present the


29 language focus. Then, the students practise the language using accurate reproduction techniques and drillings. Finally, the students use the new language items in more productive exercises and freer practices. This procedure was argued in the 1990s because it seems to assume that students learn “in straight lines‟- that is tsarting from no knowledge, through highly restricted sentence-based utterances and on to immendiate production (Harmer, 2007: 66). As cited by Harmer (2007), Woodward and Lewis (1993) noted that this procedure is not really suitable to the nature of language nor the nature of learning because human learning is more random and convoluted. Thus, Johnson (1982) suggested the “deep-end-strategy” as an alternative of PPP procedure. Moreover, Byrne (1986) suggested joining the three phases in a circle. Basically, the alternatives procedure of Johnson (1982) and Byrne (1986) state that teachers and students can decide at which stage to enter the procedure. If students are having problems during the production phase, then they can return to either presentation or practice phases. Based on the interview with the Coordinator of PPBA, in the practical realisation of communicative approach used in ICE classes, the teachers use the alternative procedure of PPP. The handouts and communicative tasks are designed, compiled and blended from various references. The teaching and leaning activities in each class are equipped with audio visual media, such as CD Player, Tape Recorder, Television, LCD and Computer.


30 2.1.3

Adult Learning Principles The participants in this thesis are university students around 19 to 22 years

old. They are considered as adults learners. Part of being an effective instructor also considers the understanding how adults learn best. To begin with, it is important to know the characteristics of adult learners. Then the discussion will be about the motivation of adult learners. Adults have different characteristics compared to children and teens. Knowles identified some characteristics of adult learners (as cited by Lieb, 1991). First, adult learners are autonomous and self-directed. They need to be free to direct themselves. The teacher must involve the adult participants in the learning process actively and serve as facilitators for them. Second, adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. Third, adult learners are goal-oriented. They usually know what goal they want to attain upon enrolling in a course. They appreciate an educational program that is well-organized and has clearly defined elements. Therefore, instructors must identify objectives for adult participants before the course begins. Fourth, adult learners are relevancyoriented. They must see a reason for learning something. Fifth, for adult learners, learning has to be applicable to their work or other responsibilities. The theories and concepts must be related to a setting familiar to participants. Sixth, adult learners are practical. The focus is on the aspects of a lesson most useful to the learners in their work. The teacher must tell explicitly how the lesson will be


31 useful to the students on the job. Seventh, adult learners need to be shown respect. The teacher must acknowledge the wealth of experiences that adult participants bring to the classroom. The adult learners should be treated as equals in experience and knowledge then they are allowed to state their opinions freely in class. Goodlad (2005) also stated that adults prefer learning situations which are practical and problem-centered, promote their positive self-esteem, integrate new ideas with existing knowledge, show respect for the individual learner, capitalize on their experience, allow choice and self-direction. Therefore, the activities and the tasks should be planned carefully. They should help the learners to become more effective and confident through guided practice and establishing routines. Lieb (1991) stated that adults have barriers against participating in learning. Some of the barriers include lack of time, money, confidence, interest, lack of information about opportunities to learn and also scheduling problem. Motivation is very essential in determining the success of learning. Lieb (1991) mentioned that there are six factors which serve as sources of motivation for adult learning, namely: social relationships; external expectations or recommendation of someone with formal authority; social welfare to improve ability to participate in community work; personal advancement to achieve higher status in a job; escape or stimulation to relieve boredom, provide a break in the routine of home or work; and cognitive interest to learn for the sake of learning and to satisfy an inquiring mind. The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers. A successful


32 motivating strategy includes showing adult learners the relationship between training and an expected promotion (Lieb, 1991).

2.1.4 Computer-Assisted Language Learning and Electronic-learning 2.1.4.1 Computer-Assisted Language Learning (CALL) There is no doubt that the role of computer is becoming more powerful in the world of business and communication technology, as well as in the world of education. Computers are becoming more appealing to teachers and students because of their huge capabilities and extensive effectiveness. The idea of using computers as a media for teaching purposes has made a significant development in education. The use of computer technology in language learning classroom has gradually changed from simple to complex context. Computer-Assisted Language Learning (CALL) emerged as a distinct field because of the spread of personal computers (PC) in the early 1980s (Hubbard, 2005). The use of personal computers by teachers and students has developed into larger formats such as the use of local-area network (LAN) and wide-area network (WAN). Teachers and students can use language laboratory and other facilities offered by educative software to improve the teaching and learning process. Moreover, the emergence of The Internet as the largest worldwide network of computer networks is a breakthrough in human‟s lifestyle, especially in information technology. Since 1995, the Internet has grown from a resource accessible to a relatively small


33 number of well-to-do users to a mass medium of communication among hundreds of millions people around the world (Warschauer, 2000). According to Beatty (2003: 7), CALL is defined as any process in which a learner uses a computer and, as a result, improves his or her language‟. This broad definition is a reasonable starting point when we consider the terminology of CALL. There are two points to ponder form this definition. The first point is the definition of the word „computer” and the second one is the definition of the word “improve”. Levy and Hubbard (2005) stated that CALL as considered here does not include simply the canonical desktop and laptop devices that we usually label as computers. It also includes the networks connecting them, peripheral devices associated with them and a number of other technological innovations such as personal digital assistants (PDAs), mp3 players, mobile phones, electronic whiteboards and even DVD players, which have a computer of sorts embedded in them. Meanwhile, the word „improve‟ can be defined into a number of different perspectives. They are learning efficiency, learning effectiveness, access, convenience, motivation and institutional efficiency. First, the use of computers helps students to improve their learning because students are able to pick up language knowledge or skills faster or with less effort. Second, learning can be done more effectively because students retain language knowledge or skills longer and learn more of what they need. Third, students can get better access to get the learning materials and to interact with other peers and teachers. Fourth, computers


34 offer more convenience because students can study and practice with equal effectiveness across a wider range of times and places. So, it is more flexible for students. Fifth, computers with interesting features motivate students to enjoy the language learning process more and thus engage the lesson more fully. Sixth, computers also help teachers to save more energy as well as to save more budgets for other resources and maintenance. In short, Hubbard (2005) stated that CALL can also be understood as the use of computers to improve teacher productivity and in teacher education, professional development, materials development and language assessment. From pedagogical point of view, CALL is often understood as a language teaching method which is based on a behaviouristic approach. The learning method is designed based on computers as the most powerful teaching aids and it is developed to create an appropriate activity/exercise. Nowadays the emphasis of CALL is more on communication and task-based approached. The role of the computer in CALL has moved from the “input – control –feedback” sequence to management of communication, text, audio, and video. CALL offers language teachers and learners a number of activities and incredible quantity of information which will help the learners in learning a language. According to Egbert, et.al. (2007), a theory of CALL could support teachers in making decisions about ways to prepare language learners for the high-technology future. The vital changes in curricula can and should be made to contribute the effective and efficient learning and teaching using technology in the language classrooms. As cited by Egbert, Levy (1990) points out that the theory


35 of CALL would provide educator with a framework for teaching and learning with technology. He stated that: “The language teaching philosophy, method, or approach needs to be broadened to encompass new technologies, and the inter-relationship between language teaching and computing needs to be carefully explored.” (p.5) The instructional objectives of language teaching and learning which are supported by CALL have to be able to produce supportive and positive impact for the students as well (Bishop, 1999). In traditional classes, the teacher and students‟ interaction is more limited. Teachers and individual students often have insufficient opportunities to communicate inside and outside the classroom because of large classes, lack of suitable office hours, busy schedule and simply the students‟ shyness to consult with the teachers. E-mail is one alternative to open-up an extra channel for teacher-student communication and useful for informal consultation (Warschauer, 2000). According to Warschauer, et.al. (2000:7) there are five main reasons to use the Internet for English teaching. They are Authenticity, Literacy, Interaction, Vitality and Empowerment. Taken together, these reasons help bring English teaching ALIVE. The first reason, authenticity, means that the Internet provides students 24-hours access to massive amounts of authentic material on any topic they are interested in, as well as authentic communication and publishing. Language learning will get the best results when it takes place in authentic and meaningful context. Second, the students‟ literacy will increase because the ability to read, write, communicate research and publish on the Internet represents important new forms of literacy needed in the modern era. Third, interaction is


36 the most important means of acquiring a language and gaining fluency. Interactive and communicative activities are integrated in the curriculum to support effective English teaching. The Internet provides opportunities for students to interact 24 hours a day with people around the world. Fourth, the Internet can insert an element of vitality into teaching and motivate students to study English better because they can communicate in a flexible medium and constantly up to date to their real life needs. The fifth reason, empowerment, explains that by mastering the Internet then teacher and students are able to become shapers of the multimedia and make themselves becoming more powerful. It allows them to become autonomous lifelong learners who can find what they need when they need it and collaborate with others to help construct new knowledge. The computer networks and the Internet in teaching and learning language is a great revolution in pedagogy world which also has good sides and bad sides. The Internet and computer networks facilitate users to expand their access to teaching and learning experience. Teachers and students have more chance to interact better, to share ideas, to get massive resources across time and space. However, there are also some drawbacks from the widespread use of technology for language teaching and learning. The Internet and computer networks bring endless junk mail, pop-up ads, information overload, viruses, techno-anxiety, information of dubois value, and even boring or unengaging online instruction (Shank, 2007). This phenomena gives a prove that even though the Internet provides a valuable medium for helping teachers and students but successful


37 results depend on how the Internet is used. It is not the technology itself but the teaching that makes the difference (Warschauer, 2000). 2.1.4.2 Electronic Learning (E- Learning) 2.1.4.2.1 Definition of E-learning E-learning or electronic learning is a learning process which is facilitated by a set of computer (intranet or extranet) as the media of teaching and means of communication or interaction between teachers and students in all levels of education formally and informally. As stated by Clark (2002): “E-Learning is content and instructional methods delivered on a computer (whether on CD-ROM, the Internet, or an intranet), and designed to build knowledge and skills related to individual or organizational goals. This definition addresses: (1) The what: training delivered in digital form, (2) The how: content and instructional methods to help learn the content, and (3) The why: to improve organizational performance by building job-relevant knowledge and skills in workers.” Mayer (2008) stated e-learning should contain relevant materials which are in line with the learning objectives, involve students actively in the learning process, using multimedia elements (such as text, pictures, audio and video) in delivering the learning material and can promote guided learning as well as independent learning. Most of all, e-learning materials should be able to support learners to connect the individual learning objectives with improvement of the institutions‟ objectives. Information and Communication Technology (ICT) has three main roles in education namely as a supplement, a complement, and a substitution. First, it serves as a supplement of the regular learning process in class. This means that ICT plays a role as an additional material. Learners have the freedom to choose,


38 whether to make use of the material learning through ICT or not. In this case, there is no obligation / necessity for learners to access learning materials through ICT. Even though it is only optional, students who use the material will certainly have additional knowledge and get the benefit from it. Although learning materials using ICT acts as a supplement, the teachers will certainly need to encourage

learners

to

access

the

learning

materials

outside

class.

Second, ICT has a function as a complement. The learning materials which are provided in ICT learning materials are used to enrich the students‟ knowledge from the traditional learning. Third, ICT plays as a substitute of the traditional learning model. Several universities in developed countries provide some alternative models of learning activities and lectures to his students. The goal is to facilitate students in managing their own learning so that students can adjust their time and other activities better. In conclusion, there are three alternative learning models that can be chosen by the students. They can choose to follow the activities which are presented in ( 1 ) traditional ( face to face ) , or ( 2 ) partly in person and partly through the Internet , or even ( 3 ) entirely via the Internet . The situation is considered to be very helpful to the students. These alternatives of learning can be used as a new reference to cope some problems in education especially the problems because of the distance and difficult area in the region. The learning materials can be accessed by students using the Internet connection. Asmani (2011) stated that the role of ICT in the education world is to support the development of e-learning to facilitate (1) online courses, (2) tutorial system for distance learning, (3) electronic library and (4) CALL (Computer -


39 Assisted Language Learning). In relation to the development of technology and also the new paradigm of using e-learning in education, there are many kinds of learning models which are based on ICT such as CBT (Computer Based Training), CBI (Computer Based Instruction), Distance Learning, Distance Education,

CLE

(Cybernetic

Learning

Environment),

Desktop

Videoconferencing, ILS (Integrating Learning System), LCC (Learner-Centered Classroom), Teleconferencing, and WBT (Web Based Training). 2.1.4.2.2 Learning Concepts in E-learning As stated in previous section, in general, e-learning is defined as the use of new multimedia technologies and the Internet to improve the quality of learning. E-learning is non-linear because learners determine how, what and when they access information. It is also a dynamic process. It can be transformed and customized on demand in response to learner and environmental variables. In elearning, learners control their own interaction with the content and presentation. Learner has more opportunities for reflection and application. The content of e-learning allows combinations of objects to be assembled and dynamically presented for different environments and functional needs. The communication between learners and teachers as well as other parties occurs better through collaboration, in situational communities. Learners freely organize and select groups of individuals who have the same interests and purpose in using the knowledge they get from various sources. There are three tasks learners must accomplish during non-linear instruction are: 1) selecting the sequence of


40 instruction, 2) structuring their knowledge, and 3) navigating within the courseware (Sleight, 1997). 2.1.4.2.3 Formats of E-learning There are some formats of e-learning which uses online technology (the Internet) in delivering materials to learners. As described from the table below, there are three formats that can be defined from e-learning models compared to traditional or face–to-face learning model. The first format is web-facilitated. This learning model uses web-based technology to facilitate the traditional learning process. The website is designed based on the syllabus and consists of the course material, assignment, and tests. The proportion of content which is delivered using online learning is about 1-29%. The second format of e-learning is Blended or Hybrid learning. The proportion of content which is delivered using online learning is about 30-79%. The e-learning course is blended into the syllabus and takes part to succeed the goal of the learning process. Parts of the class sessions are held in the traditional classroom setting and some of them are held using web-based distance learning. The meeting sessions can be replaced by teleconference and discussion forum. The homework, assignments and tests are done and submitted via the tasks on the website. A critical element to the blended learning concept is reduced seat time in the classroom. The third format of elearning is full online learning. Most or all of the content of the course is delivered online. The proportion of content which is delivered using online learning is more than 80%. The meeting sessions in the real classroom are shifting into the virtual meetings via the features in website offered by the Internet.


41 Table 2.3 Types of e-learning by the Sloan Consorsium (2007)

2.1.4.2.4 Types of Interaction in E-learning Another important consideration when conducting e-learning class is type of interaction. Just like in traditional learning method, learners also need to interact with others in e-learning class. Learners need to follow the rules which identify what is appropriate and inappropriate behavior (netiquettes) for them in the course. Interaction can be one, two or multi-way(s). Instructors can communicate with students through email, social media, message boards, chat rooms or simply through the announcement tool in a course. As cited by Gutierrez (2013): ”There can be group work on projects or message boards‟ discussions (asynchronous) or chat sessions (synchronous) in e-learning. Asynchronous discussions allow learners to post on the message board any time to each other‟s posts from anywhere. It permits the discussion to continue over a long period of time. The postings are time stamped, allowing everyone on the message board to view the postings in a sequence it was posted. On the other


42 hand, Synchronous discussions require all participants to be available during a chat session in real time.” According to Reigeluth and Moore (1999) interactions can be classified as human interactions, and non-human interactions. Human Interactions are interactions between Leaner-Teacher (submission of journals, papers, discussion, quizzes, feedback), Learner-Learner (problem-solving, group work, team projects, message board discussions, resource researching and sharing, role playing assignments, debating, collaboration of wiki) and Learner-Guest Speaker (interviewing a guest, discussion on message board, or working with an expert from field). On the other hand, Non-Human Interactions are interactions between Learner-Tools (use software to learn, share ideas, and work), Learner-Content (researching databases, web, and reading, and writing) and Learner-Environment (online databases, simulations, online sources). As cited by Gutierrez (2013), M. G. Moore (1999) stated that at least teachers should keep three big types of interaction in their mind when they decide to use e-learning models. They are the interactions (1) between learner and another learner; (2) between learner and instructor; and (3) between learner and content. These types of interaction are essential for effective learning and make the experience more worthwhile and valuable for learners. Moore finds that many e-learning programs make the fatal mistake of focusing on only one kind of interaction and ignoring the rest. The first interaction is the interaction between learner and another learner. This type of interaction happens between two learners or among a group of learners studying the same course and it can happen with or without the instructor.


43 This interaction leads to greater learning and higher course satisfaction because students are more motivated to learn when they are in a group. They can learn from each other and get benefit from other learners‟ feedback. This raises powerful relationships among students and allows them to understand your material better. The second interaction is the interaction between the learner and the instructor. This type of interaction takes place when an instructor simply encourages or guides the learner to do the task offered in the course, delivers necessary information, and also provides feedback on the learner‟s tasks. By providing ongoing feedback to learners, the instructor can clarify important issues, reinforce crucial points and correct interpretation of a subject matter, and stimulate learners‟ interest and motivation. In brief, the e-learning instructor, unlike the lecturer in a traditional classroom setup, not only serves as an expert or a source of information but also becomes a “guide on the side” as well as a facilitator. The third interaction is the interaction between leaner and content. This type interaction occurs when learners themselves obtain information directly from learning materials by interacting with the text or are deeply engaged with the content. This is the most crucial form of interaction since this is where learning takes place. Once students access learning materials such as multimedia, lectures and handouts, they should be able to consume it their own way. They should be able to pause, rewind, repeat and forward parts of the course to master it. It is


44 better to offer content in different formats including text, audio or video. To check the learner‟s understandings, then various kinds of tests or quizzes are also given.

2.1.4.2.5

Advantages and Disadvantages of E-learning

The rapid movement towards e-learning is undeniable. There are many advantages which are offered by technology through online and computer-based learning when compared to traditional face-to-face courses and lectures. According to Watson (2008), the advantage to online learning is its combination of rich student-teacher-peer communication and interaction, either synchronous or asynchronous, and robust personalized teaching within instructor-led courses. Students may select related learning materials based on their level of knowledge and interest. It is flexible and effective, too. Students can arrange the schedule themselves and they can study anywhere, anytime and any pace as long as they have the access to a computer and the Internet connection. Moreover, e-learning also creates a single experience that accommodates the three distinct learning styles of auditory learners, visual learners, and kinesthetic learners. E-learning can locate and target individual learning preferences. Additionally, synchronous e-learning is self-paced. The learning modules presented on e-learning allow students to work at their own pace and capacity. In these ways, e-learning is inclusive of a maximum number of participants with a maximum range of learning styles, preferences, and needs. By completing online or computer-based courses, students are encouraged to take responsibility for their learning. Students will develop their own self-knowledge


45 and self-confidence in using the Internet and computers skills so that their lives and careers will be better in the future. On the other hand, e-learning has also some limitations. First, the worst fears when dealing with CALL and e-learning has always been the social aspect. It has been believed that the computer mediated community would imply some lack of social relations. The interaction between students and teachers cannot really happen as often as in traditional classes. Some students may feel isolated from the instructor and classmates. When students need help, teachers may not always be available and give help directly. Second, not all of teachers and students are ready and have good capability in using technology. Managing online learning software can sometimes seem complicated and difficult for teachers and students with beginner-level computer skills. Some teachers and students still feel more comfortable in doing traditional (face-to-face) methods in learning new things. They still have technophobia and need more time to have computer literacy and use technology to support their life. Without the routine structures of a traditional class, students may get lost or confused about course activities and deadlines. Students who are not discipline with low motivation and bad study habits may fall behind and feel demotivated. Third, the slow the Internet connections or older computers may make accessing course materials frustrating. Fourth, some materials which are designed for one particular system will not function properly on another (for example, the Apple Macintosh and the Windows PC). Fifth, not all of the courses could be supplemented by e-learning. Any skills that rely heavily on inter-personal contact


46 need to be supported by teachers directly. Even though computers become very helpful in supporting teaching-learning process, they will never completely eliminate all human instructors and other forms of educational delivery.

2.1.5

Blended Learning A new educational phenomenon focusing on “blended learning” has been

discovered. The use of different and various resources in the classroom such as text books, scientific journals from conferences, and even simple articles from the magazine have supported teachers and students to get more knowledge during the teaching and learning process. The emerging models of blended learning that combines online and face-to-face delivery become more popular nowadays. Blended learning models are being developed and implemented by schools and universities throughout the world. Lots of schools and universities suggest that a large part of the future of education will involve providing content, resources, and instruction both digitally and face-to-face in the same classroom (Watson, 2008). Dziuban, et.al. (2004) mentioned that the blending of face-to-face instruction with various types of non-classroom technology-mediated delivery has been practiced within the academy for more than four decades. Various online programs have developed rapidly from the emergence of the Internet. These programs represent the latest evolution in distance learning. As cited by Dziuban,et.al (2004:2), DeZure, Buckley, Barr and Tagg noted that : “The confluence of new pedagogies, new technologies and new theories of learning are enabling entirely new models of teaching and learning and that this change is of sufficient magnitude to be described as an educational transformation or paradigm shift”.


47 In this context, the term new pedagogies refer to the change in emphasis from teacher-centered to student-centered learning paradigms. The term new technologies could be referred to the spread of the Internet, World Wide Web and personal computers. Meanwhile, the term new theories of learning give the examples of brain-based learning and social constructivism. In brief, they all support the development of these new models and a nexus for this has been the online environment. According to Watson (2008), blended learning is referred to as both blended and hybrid learning, with little or no difference in the meaning of the terms among most educators. In general, blended learning is a term referring to the way in which the training program is delivered by on-line and face-to-face medium. Dziuban, et.al. (2004) also describes that blended learning should be viewed as a pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment. In this study, the term “blended” means that traditional instructor‑led and face-to-face training is being supplemented with electronic formats. Blended learning combines different training media (e.g. technologies, activities and events) which are used in the classroom to create an optimum training program or learning situation to promote active learning by students.


48 2.1.6 Instructional Design Model Instructional design is a systematic and well-structured planning of a course which is very fundamental in designing a learning material. It elaborates detailed specifications for design, development, evaluation, maintenance of instructional material that facilitates learning and performance (Martin, 2011). A number of instructional design theories have been designed for different instructional purposes. In this research, the researcher chose the ADDIE model which was proposed by Dick & Carey (1996). The ADDIE model stands for Analysis, Design, Development, Implementation, and Evaluation. The different phases of the ADDIE process provide a roadmap for the entire instructional design process. Moreover, the generic instructional design model which is presented in the ADDIE model accommodates users in the creation of instructional material for any type of learning such as print and web based (Martin, 2011). The ADDIE model is started by conducting a need analysis (Analysis). In the analysis phase, there must be a clear understanding of the gap that exists between the desired outcomes and the existing knowledge and skills of the learners. The instructional problems, the learning environment, learner‟s characteristics and competence are identified. The instructional goals and objectives are developed based upon the results of needs assessment. In instructional design, goal analysis is used to identify what the learner should be able to do after mastering the instructional goal (Mellon, 1997). The emphasis of


49 instructional design is to determine what the student will be able to do that demonstrates the competency in the goal (Dick & Carey, 1990). According to Hannafin and Peck (1988), the first step in design is to determine the sequence in which the objective will be met. Sequencing the instructional objectives will help the teacher to create the outline of the instructional material. Some examples of sequencing objectives are based on the topic, know to unknown, general to specific, chronological, and step by step (Martin, 2011). The purpose of a need analysis is also to give a clear outline for a better understanding of categorizing the data needed in the process of designing new material. The data needed can be done by doing observation, distributing questionnaire and conducting interview. Then, the results of the analysis phase will be used as the input for the next step, that is the design phase. Identifying instructional goals, analysing tasks, and writing the assessment (Design) are parts of the second phase in the ADDIE model. The design phase documents instructional goals, specific learning objectives, the instructional material, identifying examples, practice activities and feedback, instructional strategies, media and assessments. At the end of the phase, an instructional design document is created and it provides a systematic and specific overview of the entire instructional material (Martin, 2011). The outputs of the design phase will be used as the input for the development phase. The process will continue with the activities of choosing the suitable teaching strategies and the appropriate instructional media (Development). The design phase is a crucial phase in creating the content and learning materials


50 based on the outputs of the analysis and design phases. The teaching strategies and the learning materials will be collaborated with all related media that will be used in the classroom. This phase also includes the preparation of appropriate instructional materials and evaluation items. The use of technology can be integrated to support the learning materials in achieving the targets described in the instructional goals effectively. The next phase will be using the learning model in teaching the course (Implementation). The learning model is implemented to the participants. During the implementation phase, a procedure for the teachers and the learners is developed. This procedure should cover the course curriculum, learning outcomes, method of delivery and testing procedures. There will be an evaluation for the designed learning model after the implementation. Finally, the evaluation phase of the implementation of the learning model is conducted to revise the learning model and to create better design (Evaluation). The evaluation actually should be done throughout the whole process of designing the learning model. This last phase consists of formative and summative evaluations. Formative evaluation is done in each phase of the ADDIE model as a continuous evaluation process. The purpose of this evaluation is to improve the learning model before the final version is implemented to the participants. Meanwhile summative evaluation is conducted after the final version of the learning material is implemented. It consists of test designed for criterionrelated referenced items and feedback from the participants and also the experts. The data can be collected by distributing questionnaire to the participants and the


51 experts. The result of the questionnaire which is based on the implementation result is used to revise the learning model into better forms. The ADDIE‟s design model proposed in this research can be seen in the following figure:

Figure 2.2 ADDIE Model (Braxton, Bronico, Looms, 2000) The ADDIE model has been used by many instructional designers and training developers because it is the basis of instructional system design. The researcher used the modification of the ADDIE model proposed by Rogers (2002) because it is appropriate to support the development the learning material in this research. The modifications were first introduced by Rogers in 2002. She noted that a classroom teacher is a “real” instructional designer. The field of instructional design provides sounds practices and models that can be used to design effective instruction in any content area. Nowadays, technology seems to dominate teachers‟ lives as they master the new instructional media for use in their classrooms. The traditional method of


52 teaching is gradually changed because of the advance of technology. The classroom teacher must rethink and redesign his or her course for technologyenhanced learning and prepare the materials for the Internet, interactive television, or some other delivery medium. The teacher should be able to know how to use the new instructional technology in the classroom well. The more difficult issue is helping teachers move beyond the tendency to focus on technology rather than instructional goals. This happens at lower levels of what can be describes as a technology adoption hierarchy by Hooper & Rieber (1999). Somewhere at the integration stage, a “magic line” is crossed and the focus is no longer on the technology but on the teaching and learning. A supporting practical design model can help teacher-designers cross this magic line more efficiently and with a high degree of success (Rogers, 2002). Table 2.4 Summary of the Technology Adoption Hierarchy (Hooper & Rieber, 1999) EVOLUTION Highest level: is most able to cope with change and has skills to adapt newer technologies as needed or desired in teaching and learning environment. REORGANIZATION Re-designs teaching strategies with focus on learning and goals of instruction. Students become more involved in the learning environtment. INTEGRATION Beginning to accept the technology. Focus on shifts from learning the technology (and fearing its breakdown) to effective use of the technology in teaching. UTILIZATION Basic trial of the new technology. Focus is on finding a use for the technology that may or may not continue, particularly if the technology breakdown. FAMILIARIZATION Lowest level of exposure to a technology. Table 2.4 is a summary of the technology adoption hierarchy: familiarization, utilization, integration, reorganization, and evolution. The full potential of any educational technology can only be realized when educators


53 progress through all five phases; otherwise, the technology will likely be misused or discarded. The traditional role of technology in education is necessarily limited to the first three phases, whereas contemporary views hold the promise to reach the evolution phase (Hooper & Rieber, 1999, p. 253). Figure 2.3 is a modification based on several interpretations of the most typical instructional design model (Dick & Carey, 1990). The five phases of design: analyze, design, develop, implement, and evaluate are focused not on designing teacher-proof curricula but rather on teacher-designers staying focused on their own environment and learners. The models helps teachers begin with the constraints, issues, community demand, and other factors before thinking about instructional media or “activities”. Once parameters are identified, teacherdesigners move into the design phase as they document the overall goals of their course while simultaneously considering their learners. Effective design, as well as effective teaching, requires teacher-designers to carefully match goals and objectives to appropriate assessments. Desired types of learning must have matched assessments that allow learners to demonstrate their new skills and abilities. Using this model essentially forces us to wait until the development phase to select teaching strategies and instructional media. It is critical to select strategies and media that support the goals and objectives as well as allow students to demonstrate their understanding. Using strategies and media that are similar to the assessment situation strengthen the learning.


54

Figure 2.3 Modified Instructional Design Model for Teacher Designer (Rogers, 2002)

Implementation, teaching, is the phase of a teacher-designer‟s true test. It is here that this model is quite different from traditional instructional design models in that teacher-designers rarely have a chance to “try out” a course on a sample of students. During this phase, student achievement and perhaps student evaluations of the course should be examined as evidence that all elements of the design thus far actually form a cohesive course that meets the goals of the instruction. Teacher-designers should take notes on a daily basis regarding which strategies are working with learners, which activities supported new learning, and which instructional medium was appropriate for certain types of learning. The evaluation phase in this model relies heavily on the evidence from the previous phase and includes a critical look at any notes from the teaching experience, comparison to a previous experience teaching the course and so on.


55 2.1.7 Moodle 2.1.7.1 Nature of Moodle Modular, Object-Oriented, Dynamic, Learning Environment (Moodle) was developed by the Australian developer named Martin Dougiamas. He is both an educator and computer scientist. Moodle is a kind of web-based learning management systems (LMS). Dvorak (2011:12) stated that Moodle is an Open Source Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a free, open source software package designed to help educators and researchers create quality online courses and manage learner outcomes. It only needs a good and stabile Internet connection and a web-browser such as The Internet Explorer (IE), Mozilla, Firefox and Safari for the Macintosh. It is possible to teach any class or provide interactive Web pages which use the Internet technology to collaborate teachers and students without bothering to distance problems. Without any special web editing skills, teachers can present online materials to be a coherent whole and simplify the way students access it by the Moodle interface. The design and development of Moodle is guided by “constructivist and social constructionist pedagogy" (Rice, 2006). The learning model is designed for collaborative learning so that the teacher and the students are constructing things together. Learners (and not just teachers) can contribute to the educational experience. Using these pedagogical principles, Moodle provides a flexible environment for learning communities. The students can learn from other learner's point of view. The role of the teacher can change from being 'the source of


56 knowledge' to being an influencer and role model of class, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class. Moodle is useful software for e-learning which is very beneficial for both teacher and student. Moodle is free to download, change, share, improve and customize to whatever the teachers want it be. It is easy to be used and modified based on the purpose of the learning. It was designed to help teachers and students with various features and interesting facilities. It provides document sharing, assessment, quiz, survey, polling, learning activity record, search engine, and content based hyper multimedia. Moodle is also supported by 83 language packs, including Indonesian. Moodle is widely used, domestically and globally because it is the largest community of users around the globe for distance learning software (Dvorak, 2011: 12). Moodle is available in some free hosts in the Internet so that teachers can choose the theme and then create learning model from it.

2.1.7.2 Features of Moodle Moodle has been used by lots of educators because it is equipped with various features to build up a course such as resources, assignments, chats, forums and quizzes. Moodle's modular construction can be extended by creating plugins for specific new functionality. Moodle's infrastructure supports many types of plug-ins such as resource types, activities, data field types, graphical themes, authentication methods (can require username and password accessibility),


57 enrollment methods, and content filters. Moodle users can use PHP to write and contribute new modules. Teachers can put any kinds of learning materials in the form of Microsoft Word document, Power Point files, Flash animation and others. In Moodle, teachers can drag favorite teaching resources straight onto the page and search for and embed multimedia. Teachers can get the students working and learning together in forum, wiki, and glossary.

In evaluating the learning,

teachers can assess the students and feedback with self-grading quizzes. Here are some of the features offered by Moodle:

1. Resources and Activities Resources and Activities are two unique utilities, each providing you with a different set of tools to help add content and interactive modules to your course (Dvorak, 2011: 60).

Figure 2.4 Resource Features in www.iceportal.tk by Siska (2013)


58 Figure 2.4 presents the interface of Resource feature in Moodle. The Resources in this site allow the teacher to add content to the course in various forms. They can link to the Internet, or upload files (such as PDFs, Word documents, PowerPoint files, videos, and audio files). There are separate dropdown lists in each of the course's sections for Resources and Activities. There are some features which are offered in this section, such as Assignments, Chat, Database, Froum, Glossary, Lesson, and Quiz.Figure 2.5 shows the interface of Activities feature in Moodle.

Figure 2.5 Activity Features in www.iceportal.tk by Siska (2013)


59 2. Assignments and Quizzes In this section, teachers can choose and specify the question types such as True and False, Matching, Multiple Choice, Short Answer and Essay. Teachers can also manage the submission date. The assignments and quizzes can be done online or offline. Students can directly do the assignment online and check their grades directly. Besides, students can also download and upload the files to do the assignments. Teachers can give the grade, comments or feedback to the students‟ work.

Figure 2.6 Assignments and Quiz Setting Page in www.iceportal.tk by Siska (2013) Figure 2.6 shows the interface of Quiz feature in Moodle. The type of the quiz shown in the figure is a multiple choice question.


60 3. Forum This is an interesting and communicative activity offered by Moodle. This feature accommodates the discussions between teacher and students. There are two kinds of forums; they are the general forum and the learning forum. The general forum is an open forum for anyone who wants to share his/her opinion about certain topic.

Figure 2.7 Forum Setting Page in www.iceportal.tk by Siska (2013) The learning forum is the students‟ forum where the students can state their response to a question posed by the teacher or peers. There is a variety of formats for this feature, such as News/Announcement forum and General Forums. The news or announcement forum is used by the teachers to post messages for


61 announcements only to everyone on the course and students cannot reply to these messages. General Forums can be named as anything because there is no limit to the number of forums which can be in a course. This type of forum is for discussion with the teachers and between students. Figure 2.7 shows the interface of Forum feature in Moodle. The teacher uploaded the announcement about the final project to the students.

4.

Chats This feature is a real-time synchronous discussion offered by Moodle

instant messages which enable the students communicate with teachers directly. This is an interesting way to make the students and the teacher keep in touch each other and discussed certain topic. Figure 2.8 below shows the icon of the Yahoo Mesenger and Facebook icons to connect the teacher and the students in popular social media.

Figure 2.8 Chat Setting Page in www.iceportal.tk by Siska (2013


62 2.1.8 Learning Model The next discussion presents the definition of learning model. Learning model is defined as a framework or structure which helps people to understand a large or complex concept by breaking down the concept into manageable units. In education, learning models provide teachers with an organized system for planning instructional activities and creating an appropriate learning environment which can be used to maximize the success of the learning process. Learning models affect all the elements which are involved in the teaching and learning process, such as the teacher‟s roles, the students‟ behaviour, the classroom management, the nature of the procedures, the related materials, and the instructional tasks. The use of the learning styles model requires teachers to reorganize the instructional environment and instructional activities. To limit the scope of discussion, the learning model presented in this research is Dunn & Dunn Learning Styles Model. This model is based on the student‟s individual learning styles and processing preferences in filtering, storing, and organizing information in our brain. It was developed by Drs. Rita and Kenneth Dunn, this model emphasizes the organization of the classroom and the use of a variety of instructional activities and procedures so that students will have the best opportunity to learnbased on each student‟s individual learning style. The Dunn & Dunn model involves two main activities: 1) identifying the individual learning style 2) planning and implementing learning activities that accommodate the student‟s individual learning style strengths.


63 The teacher‟s primary role in this model is as a facilitator and leader. To be a successful facilitator and leader in class, the teacher should be able to identify the student‟s learning styles. Next, the teacher must arrange the class environment and develop a variety of instructional activities to accommodate the different learning styles (role plays, instructional games, reading, individual assignments, group discussions, writing in a journal, etc.). On the other hand, the students are responsible for developing an understanding of his or her learning preferences and using that understanding to enhance his or her own learning experience. The students should be able to select appropriate activities so that they will be able to learn more quickly, and retain the new information easily. Briefly, learning models are the frameworks that can be used to facilitate the process of linking instructional activities to individual learning styles. In this research, Moodle learning model means the model of learning English using Moodle application as a supplementary material for ICE classes. The learning model describes the framework of the teaching and learning English by using a web-based material to help the students understand the material better in ICE classes. The topic-based material is easier to be used by the students so that the students will have more opportunities to access the material more often outside class.There are three topics that are used as the learning model in this research. The first three topics used in the portal are used as the learning model for the other topics in Level 2 and also in other levels in ICE classes. The role of the lecturer is to be a facilitator to help the students get used to acknowledge the use of Internet to support their study.


64 2.1.9 Review of Related Study There were some related studies using Moodle as the basic model in designing a new instructional material. There are two similar researches using Moodle learning model that have been done by Lasut (2012) entitled “A Moodle Learning Model for Essay Writing at the University Level” and by Wulandari (2013) entitled “A Moodle Learning Model of Paragraph Writing at the University Level”. There are some similarities that could be taken into account. The researchers had the same aim to develop a Moodle learning model for the students to learn English in higher education. The difference then lied in the setting and also the material where the researches were conducted. Both researches which were done by Lasut and Wulandari were conducted in the English Language Education Study Program at Sanata Dharma University, Yogyakarta. They developed Moodle learning model in writing classes for the students in English Education Study Program. On the other hand, this research has been done for the students in Introduction to College English (ICE) classes in Duta Wacana Christian University. The researcher particularly developed Moodle learning model based on the syllabus created by the Center for Foreign Language Training (PPBA). This research was still the first research which elaborated online learning material to support the teaching learning process in ICE classes. This research can be used as a model for future researchers to develop a leaning model that focuses on different level in ICE classes.


65 Moreover, the researcher also consulted a research which was done by Wati (2006) entitled Pembenahan Managemen Program Introduction to College English (ICE) Dalam Meningkatkan Partisipasi Mahasiswa. She did an action research about the problems faced by PPBA related to the students‟ motivation and participation in ICE classes. The results and the findings of her research were very beneficial for the researcher to get better understanding about the nature of ICE classes and to determine the need analysis before developing the learning model using Moodle.

2. 2. THEORETICAL FRAMEWORK To answer the first research question, the researcher reviewed some related literature. The researcher presents the discussion about the nature of ICE classes, the principle of CALL, and the Moodle features. Furthermore, the related theories about learning, language learning and adult learning principle in higher education are also elaborated. In this section, the researcher presents the framework that is used to answer the research questions theoretically and practically using the discussed theories and concepts. In relation with the nature of ICE classes, especially for ICE classes in level 2, the researcher noticed some problems and challenges that should be overcome. The problems in ICE classes are dealing with large classes, the students‟ various English background knowledge, and typically shy or low motivated students. The lack of students‟attendance and participation in the class are also crucial problems in ICE programs. With the the advancement of the


66 Internet technology nowadays, then the development of online learning material using Moodle application would be considered as a breakthrough to meet the challenges in ICE classes. The concept of “Blended Learning” in combining the traditional face to face classes with a web-based supplementary material can be realized in ICE program to improve the students‟ English mastery. The approach that is used in e –learning system is collaborative and communicative learning approach. The discussion of the related theories of learning presented previously, Constructivism and Connectivism, was also used as foundation of promoting better quality of teaching by always improving the quality of the efficiency and effectiveness in language teaching. Constructivism promotes autonomous learning strategy where the learners can conduct the learning by themselves. The learner will be successful if they finally can reconstruct their knowledge from their prior knowledge into a better one. Connectivism believes the massive amount of knowledge is now better stored and processed through technology. Knowledge are available in a wide range of hypermedia such as in web sites, databases (text, pictures, sound and movies), video archives, and other information sources, both public (on the Internet) and private (within organizational intranets). The theory of adult learning and CALL principles in language learning are used as the basic foundations for the development procedures in designing Moodle online learning material. Considering the ICE students as adult learners, then knowing the characteristics of adult learners is obviously helpful to determine the types of activities and learning materials for ICE program. Adult


67 learners are autonomous, self-directed, practical and relevancy-oriented learners. Based on CALL principles, the material presented in an online learning portal should be authentic and increase the students‟ literacy in related field. The chosen activities should be communicative and interactive. In order to support effective English teaching and learning, the materials in the portal should be up to date to the students‟ real life and they also promote the value of empowerment for the users as well as the creator. The teacher‟s potential will be more develop because the class management can also be handled from outside the class. The teacher can help weak students and pay more attention to the students‟ need individually. These principles are used in deciding suitable activities, features and designs for the Moodle learning model. The content of Moodle instructional model is designed in accordance with the syllabus of ICE level 2. The material in ICE level 2 is divided into eight major topics, namely: describing people, describing rooms and things in the house, describing places, building up reading skills, describing food, describing technology, sharpen your reading skills and group projects. Some resources and activities are selected based on the topics. The researcher chose several features offered in Moodle, namely:

resource, quiz, forum, chat and also add some

widgets to make the user interface more useful and more interesting for the students. The resource feature can be in the form of File, Folder, IMS Content Package, Label, Page and URL. From the features offered in the activity, the researcher chose assignment, forum, quiz and chat features. The assignment and


68 quiz are in the form of multiple choices, short answer, cloze -passage, writing and reading formats. The resources and quizzes are in line with the CALL principles because they are using the communicative and task-based approaches. The resources and quizzes also empower the teacher and the students to collaborate each other using the presence of technology which make the collaboration process even much easier than before. Another important CALL principle which can be served by Moodle features is interaction. Forum and chat features are very helpful to maintain the interaction between the teacher and the students. The teacher can give the announcement or feedback by using the forum feature. The students can also give some comments, feedback or correction to their friends. If the students want to have a real time discussion with the teacher or vice versa, then they can have a chat from the chat room or using external widgets: Yahoo! Messenger or Facebook. This feature would be connected to the teacher‟s personal account and by using smartphones then the students can be directly connected with the teacher. The students would give quick responses if they have questions or difficulties. Other widgets that are provided in the portal are created based on the students‟ need and preference. The widgets are in the form of BBC News, BBC Audio, Cambridge online dictionary, Simple Listening, Online Radio, Online Simple Game, and Test Your English. The widgets were employed in the portal to meet the principle of vitality in using the Internet for English teaching. The portal was created to motivate the students and to connect them with their life needs. So, the widgets presented in the portal are flexible media for the students to update


69 themselves with the newest information. The Moodle learning model can easily be accessed by the users in this address: http://www.iceportal.tk. The modification of the ADDIE instructional design model proposed by Rodgers (2002) is used in designing the online Moodle learning model in this research. The five phases of the design: analysis, design, development, implementation and evaluation are mainly focused on the teacher-designers own environtment and learners. This instructional design model is used because the researcher believes that the design is relevant to improve the condition in ICE programs. The first step of ADDIE instructional design is need analysis. In this step, the researcher conducted need analysis by interviewing the Coordinator of PPBA, and distributing a questionnaire to the ICE students level 2 and the lecturers of PPBA. This step is important in order to identify the problems in ICE classes, and also the students‟ real needs and input for the design. The results of the interview and the questionnaire were analyzed. The researcher then designed an online Moodle learning model by considering some reviews of related literature mentioned previously. The initial iconic model of the portal then implemented in a main field testing. After the targeted students used the Moodle application, the researcher took the feedback by distributing the user validation questionnaire. The researcher also took some feedback from some of the lecturers in PPBA as the expert validation by distributing the questionnaire. After getting the feedback of the portal, the researcher revised the online Moodle learning model. Ten ICE students in level 2 were asked to use the improved version of the portal.


70

Figure 2.9 Framework of the Theoretical and Iconic Model

Developments


71 To get the evaluation from the students‟ experience in using online Moodle application, the researcher distributed an open-ended questionnaire. The model development framework of this research is shown in figure 2.9.


72 CHAPTER III METHODOLOGY This chapter outlines the methodology applied in this study. The discussion involves research method, research design, and research operation. This chapter presents the basic principles of the methodology which is used to answer the research questions in this research, the statement of goals and the procedure. There are six parts presented in the research design. The first part is research methodology, then setting and research participants, research instruments, data gathering technique, data analysis technique, and data analysis procedures of the Research and Development parts.

3.1 Research Method This research is aimed to answer the research questions as stated in Chapter 1. The main goals of this research are to describe the theoretical model and to develop the iconic model of an online supplementary material for ICE class level 2 using Moodle application. The researcher employed the educational Research and Development (R & D) method in order to answer the research questions. The educational research and development (R & D) is included in applied research. Borg and Gall (1983: 772) stated that R & D is a process used to develop and validate educational products. This method is used to develop the research knowledge and combine it into a product that could be used in the field of education. Educational R & D holds great promise for improving education because it involves a close connection between systematic program evaluation and program


73 development (Borg and Gall, 2007: 589). This method was relevant to construct the findings into tested and usable educational product. After implementing the product, the product would be evaluated. The feedback from the evaluation phase would be used to revise and improve the product. The cycle of the R&D method consists of a cycle in which a version of the product is developed, implemented, field tested and revised on the basis of field-test data. There are some procedural models of educational R & D such as Kemp‟s model, Kaufman‟s model, and Dick and Carey‟s model. Procedural model of educational R & D is a descriptive model which describes the procedural steps which should be followed to create certain product (Setyosari, 2010). In this discussion, the researcher presents the comparison of educational R & D models between Kemp‟s model and ADDIE‟s model. In Kemp‟s model, there are some interrelated parts and functions that may be operate in a coherent procedure to achieve success in designing the instructional model (Kemp, 1977: 7). There are eight steps in Kemp‟s model, namely: (1) stating the general purposes from the major goals and the topics, (2) finding the learner‟s characteristics, (3) specifying the learning objectives, (4) organizing the the subject content, (5) describing pre-assessment, (6) selecting the teaching and learning activities and resources, (7) defining the support service which includes the budget, facility, equipment and personnel, and (8) evaluating the instructional model. Kemp‟s instructional model is a continuous process in which the designer may start from any steps. The sequence of the procedure depends on the designer‟s choice. The weakness of this model is the systemic


74 effect if there is a change in one phase then it will influence the other phases in the cycle. A widely used model of educational R & D is the systems approach model designed by Walter Dick, Lou Carey and James Carey (Borg and Gall, 2007). In Dick and Carey‟s model of educational research and development, there are actually ten steps in the cycle. However, in this research, the researcher only applied six steps only. The steps involve in the processof designing the theoretical model as well as the iconic model of the Moodle learning model are coherent procedural steps. The steps should be done systematically based on the ADDIE model. The researcher developed this research by incorporating the R & D methods from ADDIE model by Braxton, et. al (2000) and the modified instructional design model for teacher designer by Rogers (2002). Those six steps will be elaborate as follows: 3.1.1 Research and Information Collecting Step 1 in educational R & D cycle includes the identification of goals for the instructional program or product. This first phase of ADDIE, the analysis phase, was conducted. This phase involved research and information collecting as well as product selection. The researcher conducted a survey research which covered some important aspects to collect useful information for developing the products. The necessary information and the underlying theories were collected from the Internet, books, theses, and data from the Foreign Language Training Center (PPBA) of Duta Wacana Christian University (UKDW). The researcher also did the analysis of the teaching learning process in PPBA from various


75 aspects, such as the curriculum, the students, and the lecturers. The syllabus for ICE Level 2 was provided by PPBA. The researcher distributed the need analysis questionnaires to the students and the lecturers. The researcher also interviewed the Coordinator of PPBA. The questionnaires and the interview were used to get the necessary information on the students‟ need as well as the lecturer‟s points of view and to synchronize the product with the objectives from the syllabus. The constraints and basic issues in ICE classes, particularly in ICE Level 2, could be analyzed before selecting the product for ICE class in level 2. 3.1.2 Planning The second step of R & D is planning. This phase involves stating and defining the objectives and course sequence as well as the product design based on the information from the analysis phase. Objectives play very important role since they provide the best basis for developing an instructional program (Borg & Gall, 1983). Borg and Gall (2007) stated that in the second step an instructional analysis is undertaken to identify the specific skills, procedures, and learning task that are involved in reaching the goals. Besides, the researcher also determined the students‟ needs, prior knowledge, and skills needed to begin new instruction. The researcher identified the instructional objectives and analyzed the scope of ICE class level 2. The general objectives, the competence standard of the materials and the learning topics were considered in organizing the framework of designing the Moodle learning model. The design phase of ADDIE model was conducted in this step. The researcher then designed the educational product namely A Moodle Learning model for Introduction to College English Classes.


76 3.1.3 Developing a Form of Product The third step of R & D is developing preliminary form of product which includes preparation of instructional materials as well as evaluation forms. This development phase of ADDIE model involves stating and defining the objectives and course sequence as well as the product design based on the framework from the planning phase. The researcher selected suitable widgets and Moodle features, including the forms of resources and activities, which would be used in the portal. The selected material then was organized based on the topics in the syllabus of ICE level 2 and the gathered data. 3.1.4 Preliminary Field Testing The fourth step of R & D is preliminary field testing which includes an evaluation of the product. After the preliminary form of Moodle learning model was developed, the next step was testing the learning model to the students and the expert. Borg and Gall (1983: 784) stated that the primary purpose of the main field test is to determine the success of the new product in meeting its objectives. Furthermore, the secondary purpose is to collect information that can be used to improve the course in its next revision. The implementation included the short training in the way of using the portal features and widgets, the delivery of course overview, the learning material, the assignment and quizzes. After implementing the Moodle learning model to support ICE materials for three topics, the researcher then distributed the user‟s validation questionnaires to 41 ICE students from class 2C and 2E. The researcher also distributed expert validation questionnaire to four lecturers and one native speaker teacher in PPBA


77 at Duta Wacana Christian University. The verification from the expert and the feedback from the students were needed to get the comments and suggestions on the product. Then, the result of the evaluation was used to revise and improve the product. 3.1.5 Main Product Revision The fifth step of R & D is the main product revision. The product was revised and improved based on the gathered data from the expert validation in the previous step. 3.1.6 Main Field Testing The sixth step of R & D is main field testing. After revising the product, the researcher implemented the product to 10 ICE students in level 2 classes at Duta Wacana Christian University. Those 10 students were chosen randomly. Then they were asked to fill in an open-ended questionnaire to get in-depth information from the students‟ response on the iconic model using Moodle learning model. The evaluation phase of ADDIE learning model was conducted in this step as well. The user validation questionnaire was distributed to evaluate the portal and to find out whether or not the portal could help the students and support them in learning the material given in ICE class level 2. The collaborations of the steps in R & D cycle and the instructional design model of ADDIE were presented in the following figure:


78

Figure 3.1 R & D Adopted Method Collaborated with ADDIE Instructional Learning Model

3.2 Setting and Research Participants The setting of the research was in the Foreign Language Training Center (PPBA) at Duta Wacana Christian University. The researcher used the English classes in Introduction of College English (ICE) programs in level 2. The research was started in April 2012 until September 2013.


79 The participants of this research were divided into three groups, namely: the participants of the need analysis, the participants of the preliminary field test and the participants of the implementation.

3.2.1 The Participants of Need Analysis Firstly, the researcher conducted the analysis phase by doing survey to collect the necessary information from the participants. There were two groups of participants in the analysis phase, namely: student group and lecturer group. From the student group, the researcher tried to get the information about the students‟ type of learning, the students‟ background, the students‟ need in using the online material in ICE class. From the lecturer group, the researcher gathered the data to get the information about the lecturer‟s opinion regarding the nature of ICE class, the syllabus, the teaching system, the use of multimedia in teaching and the student‟s motivation. a. Student Group The need analysis taken from the student group was conducted in two batches. The first batch in need analysis phase from the ICE students was done in ICE level 2 classes offered in the odd semester in July-December 2012, namely: 2C and 2D classes. There were 32 students who participated in filling in the need analysis questionnaire. The students consisted of 11 (34%) males and 21 females (66%). The description of the gender is shown in Table 3.1.


80 Table 3.1 Gender table from the student group (the 1st batch) Gender Frequency Percentage (%) Male 11 34 Female 21 66 Total 32 100

Furthermore, the second batch was done in ICE classes level 2 offered in the even semester period in January-May 2013, namely: 2C and 2E classes. There were 41 students who filled in the need analysis questionnaire. The students consisted of 17 (41.5%) males and 24 females (58.5%). Table 3.2 shows the description of the gender formation from the students in the second phase. Table 3.2 Gender table from the student group (the 2nd batch) Gender Frequency Percentage (%) Male 17 41.5 Female 24 58.5 Total 41 100

b. Lecturer Group To conduct the need analysis phase in this research, the researcher also gained the information from the lecturers of ICE classes. There were 4 lecturers of Foreign Language Training Center (PPBA) at Duta Wacana Christian University of who participated in this research. They are considered to be the senior lecturers of ICE classes. All of them have more than 5 years teaching experience in ICE classes and have taught all levels in ICE program. Three of them are the permanent lecturers who have more than 10-year experience in teaching and syllabus designers in ICE program. One of the permanent lecturers acts as the


81 coordinator of PPBA. Another lecturer is a part-time lecturer. The description of the lecturers‟ profile is shown in Table 3.3 below. Table 3.3 Description of Participants from the Lecturer Group Educational Teaching Experience in ICE Gender Background classes (in year) Male

Female

S1

S2

1-5

6-10

>10

3

1

1

3

1

2

1

3.2.2. The participants of the Preliminary Field Testing There were two groups of participants in this evaluation phase, namely: student group and lecturer group. a. Student Group The participants for Preliminary Field Testing step were the same participants in the need analysis phase. They were 41 ICE students in level 2 from two classes, 2C and 2E, in January-May 2013. Those students used Moodle learning model in the portal to support their learning acticitivies in ICE program. After using the portal, the students were expected to give their opinion and evaluation about their experience by filling in the user validation questionnaires. b. Lecturer Group The researcher chose four lecturers and one native speaker teacher at Duta Wacana Foreign Language Training Center to be the evaluator for the product. The lecturers are the same lecturers who have participated in the need analysis phase. The native speaker teacher was considered to be the expert because she has an excellent skill in using technology for teaching English. The researcher


82 distributed expert validation questionnaire to get the feedback from the lecturers in PPBA at Duta Wacana Christian University. Table 3.4 Description of the Lecturers in Need Analysis Phase Participants

Number

Lecturers who are permanent lecturers

3

Lecturer who acted as the Coordinator of PPBA

1

Lecturer who designed the syllabus and material for ICE program

3

Lecturers who teaches ICE for all levels

5

Lecturer who uses technology as the educational media

5

Lecturer who is an expert in using technology as the educational media

3

Moodle user

1

3.2.3 The participants of the Main Field Testing After revising the product, the researcher chose 10 ICE students in level 2 classes at Duta Wacana Christian University randomly to implement the final version of the iconic model. The students filled in an open-ended questionnaire to express their opinion and response on the iconic model using Moodle learning model. Table 3.5 Gender Table from the Student Group Gender Male Female Total

Frequency 6 4 10

Percentage (%) 60 40 100


83 3.3 Research Instruments 3.3.1 Questionnaire Borg & Gall (1983: 415) stated that the questionnaire can be very valuable research tool in education. They also described some steps that must be taken to carry out a successful questionnaire survey, namely: (1) defining objectives, (2) selecting a sample, (3) writing items, (4) constructing the questionnaire, (5) pretesting, (6) preparing a letter of transmittal, and (7) sending out the questionnaire and follow-ups. In this research, the researcher also followed these steps but exclude the sixth step. The questionnaire which is used for collecting the data needed should have specific objectives. The questions should also be proved as valid and reliable ones. The researcher used two types of questionnaire, namely: close-ended and open-ended questionnaires. Ary, Jacobs and Razaveih (2002) also stated that there were two types of questionnaire: structured and unstructured questionnaires. In structured questionnaires, both questions and answers are provided just like closeended. In the close-ended question, there were 5 degrees of agreement to choose by the participants. The degree of agreement value in the questionnaire is shown in Table 3.6. In unstructured questionnaires, just like in the open-ended section, the participants were supposed to answer essay questions and elaborated their opinion, comments and suggestions. The researcher used both close-ended and open-ended questionnaires in need analysis phase, in the preliminary field testing phase and main field testing phase.


84 Table 3.6 Degree of Agreement Value in the Questionnaire Number Value 1

1

Meaning Strongly disagree or

Sangat Tidak Setuju

very poor 2

2

Disagree or poor

Tidak Setuju

3

3

Not certain

Ragu-ragu

4

4

Agree or good

Setuju

5

5

Strongly agree or

Sangat Setuju

very good

3.3.1.1 The Need Analysis Questionnaire In the analysis phase, the researcher grouped the participant into two groups; the student group and the lecturer group. Table 3.7 Blueprint for the Need Analysis from the Student Group Target Participant

Aspect

Question Type

Number of Items in the Questionnaire

Students of ICE classes in Level 2

Students‟ type of learning

Close-ended

1-5

Type of learners

Close-ended

6-12

Type of Interaction

Close-ended

13-19

The use of technology in learning

Close-ended

20-34

The students‟ problem solving in learning

Close-ended

35-39


85 The researcher conducted the survey to the student group in two batches. The participants were 32 ICE students from class 2C and class 2D. The questionnaire for the student group that was used in the first batch is described in Table 3.7. Moreover, there were 41 ICE students from class 2C and 2E filled in the questionnaire in the second batch. The first past of the questionnaire was the same as in the first batch. In addition, the participants were also asked to choose their preference for the features or external widgets that might be included in the portal. The features or external widgets that were offered in the portal such as the learning video, online dictionary, online world news, PPBA news, online games, online radio, and discussion forum. The participants were able to choose more than one choice based on their preference. This information was very useful to know the user‟s interest and need in developing the portal. Table 3.8 Blueprint for the Need Analysis from the Lecturer Group Target Participant

Aspect

Question Type


Lecturers of Syllabus design ICE classes Teaching system

Close-ended

1-5

Close-ended

6-11

The use of multimedia in Close-ended teaching

12-16

Students‟ motivation

17-21

Close-ended

The students‟ problems in Open-ended learning English

1-5


86 In the analysis phase of the lecturer group, the researcher also used both types of the questionnaire. There were four PPBA lecturers at Duta Wacana Christian University who filled in the questionnaire. The blueprint of the questionnaire that was used in the lecturer group in the analysis phase is described in Table 3.8. 3.3.1.2 The Preliminary Field Testing Questionnaire To get the feedback from the students‟ perspective on Moodle learning model, the researcher distributed user validation questionnaire to 41 ICE students in level 2. The type of questionnaire was close-ended questionnaires. The blueprint of the expert questionnaire is shown in Table 3.9. Table 3.9 User Validation Blueprint for the Preliminary Testing Target Participant Students of ICE classes in Level 2 (41 students from class 2C and 2E)

Aspect

Question Type


Material presentation in the portal

Close-ended

1-8

Portal Interface

Close-ended

9-12

Interaction and communication

Close-ended

13-15

Close-ended

16-18

10 students from class Portal Flexibility 2C and 2D

The researcher conducted preliminary field testing by distributing expert validation questionnaire to four lecturers and one native speaker teacher of Foreign Language Training Center at Duta Wacana Christian University. Close-


87 ended questionnaire and open-ended questionnaire were employed in this phase. The blueprint of the expert questionnaire is shown in Table 3.10. Table 3.10 Expert Validation Questionnaire Blueprint for the Preliminary Field Testing Target Participant Lecturers of ICE classes and one native speaker teacher in ICE programs

Question Type

Aspect


Learning indicators

Close-ended

1-2

Learning materials

Close-ended

3-7

Elaboration of vocabulary

Close-ended

8

Elaboration of grammar

Close-ended

9

Elaboration of reading

Close-ended

10

Elaboration of writing

Close-ended

11-12

Features and activities

Close-ended

13-23

Overall evaluation

Close-ended

24-30

Experts‟ comment about the Open-ended portal

1-3

3.3.1.3 The Main Field Testing Questionnaire In the main field testing phase, the researcher distributed the user validation questionnaire to 10 ICE students from randomly. The participants were the same participants in the analysis phase (from the second) batch and in preliminary field testing. The questionnaire for user validation is described in Table 3.11.


88 Table 3.11 User Validation Questionnaire Blueprint for the Main Field Testing Target Participant 10 students from class 2C and 2D

Aspect

Material presentation in the portal

Question Type Close-ended

Number of Items in the Questionnaire 1-8

For the sake of efficiency, the details question words of each questionnaire are presented in the Appendices section of this thesis. Furthermore, the details of the data collection procedures are presented in Table 3.12. 3.3.2 Interview Besides using questionnaire to gather the data needed in this research, the researcher also conducted an interview with certain participant. The researcher interviewed the Coordinator of PPBA to find out the goals and objectives of ICE programs, the nature of ICE classes, the challenges in ICE programs and the students‟ real needs. This interview was aimed to gain necessary information about the nature of ICE classes toward the online supplementary material to the targeted users. Table 3.12 summarizes the information about the research instrument and data collections.


89 Table 3.12 Research Instrument and Data Collections Instruments Needs Analysis Questionnaire (1st Batch of ICE Students)

Items

39 close- 32 ICE ended students in questions Level 2 from class 2C and 2D

Needs Analysis Questionnaire

39 closeended questions and (2nd Batch of choosing ICE Students) preferred features and external widgets Needs Analysis Questionnaire (ICE Lecturers)

Interview Questionnaire for User Validation

Participant s

41 ICE students in Level 2 from class 2C and 2E

21 close- 4 ICE ended lecturers at questions PPBA of Duta and Wacana Christian 5 open- University ended questions

Time

Data Obtained

in July 2012, in the Research and Informatio n Collecting stage

Descriptions of the students‟ type of learning, the students‟ background, the students‟ need in using the online material in ICE class

41 students of ICE in Level 2 from class 2C and 2E

Research Problem

To Research design Question the 1 theoretic al learning model.

January 2013,

in July 2012, in the Research and Informatio n Collecting stage.

The information about the lecturer‟s opinion regarding the nature of ICE class, the syllabus, the teaching system, the use of multimedia in teaching and the student‟s motivation.

In May 2013, in the Main Field Testing

The overall feedback, comments and

The 5 open- coordinator of PPBA ended questions 18 closeended questions

Aim

To improve the revised

Researc


90 phase

Questionnaire for Expert Validation

30 closeended questions and 3 openended questions

4 lecturers of ICE classes and one native speaker teacher in ICE programs

In March 2013, in the Preliminary Field Testing phase

Questionnaire for User Validation

8 openended questions

10 students of ICE in Level 2 from class 2C and 2E

In August 2013, in the Main Field Testing phase

suggestions from the students as the users of the portal

The overall feedback, comments and suggestions from the experts to the designed learning model. In-depth information from the students‟ response on the implementati on of the portal

initial iconic learning model into the final learning model. To revise the initial iconic learning model.

h

To implem ent the final version of the iconic model

Research Question 2

Question 2 Research Question 2

3.4 Data Gathering Technique As mentioned previously, there were two instruments which were used in collecting the data for this research. The research was conducted in April 2012 until September 2013 in Center for Foreign Language Training (PPBA) at Duta Wacana Christian University, Yogyakarta. This research was aimed to present the theoretical model and to develop the iconic model of an online supplementary material for ICE class level 2 utilizing Moodle application. To obtain the data, the researcher administered some surveys by distributing some questionnaires to the participants. The data gathering technique was described as follows:


91 1. The data for need analysis stage First, before the materials were designed, the data were gathered from the literature review conducted by the researcher. The researcher interviewed the Coordinator of PPBA. After that, the researcher continued to get the data by distributing the questionnaire to four ICE lecturers at PPBA of Duta Wacana Christian University. The researcher also collected the data from the ICE students level 2. The data were gathered in two batches. In the first batch, the data gathered from 32 ICE students in Level 2 from class 2C and 2D. The students had to fill in the questionnaire which consisted of 39 items of close-ended questions. In this step, besides gathering the necessary information needed, the researcher also tested the validity and the reliability of the questionnaire. After the questionnaire was proved to be valid and reliable, the researcher then distributed the same questionnaire to 41 ICE students in Level 2 from class 2C and 2E. Here, the researcher added another part in the questionnaire that was pooling session about the students‟ preference in Moodle features and external widget that would be included in the portal. Furthermore, in order to get more information for the need analysis step, the researcher distributed a questionnaire to four ICE lecturers at PPBA which consisted of 21 close-ended questions and 5 open-ended questions. The data became the basis of planning and designing the portal using Moodle for ICE class level 2.


92 2.

The data for the preliminary field testing stage In this stage, the data were gathered by distributing the user validation

questionnaire which consisted of 18 close-ended questions to 41 students of ICE in Level 2 from class 2C and 2E. The data was also gathered from the expert validation questionnaire in the Development part, during the preliminary field testing stage. The researcher distributed the expert validation questionnaire which consisted of 30 close-ended questions and 3open-ended questions to four ICE lecturers and one native speaker teacher at PPBA of Duta Wacana Christian University.

3.

The data for the main field testing stage After that, the researcher chose ten students randomly and asked them to

fill in an open-ended questionnaire to gather more in-depth information about the students‟ response towards the implementation of the portal as the online supplementary material in ICE class level 2. Then, those data were to improve the portal into a better online learning model for ICE program. Those techniques were used to gather the data in order to answer the research questions proposed in the problem formulation in chapter 1.

3.5

Data Analysis Technique After collecting the data needed for planning and designing the portal, then

the researcher analyzed the data. The gathered from the questionnaires and the interview were presented and analyzed. The data from the questionnaire were put into two categories, namely structured data from close-ended questions and


93 unstructured data from open-ended questions. Data analysis of the structured questions was done statistically by SPSS 19. In the questionnaire, the data which were gathered from the structured questions used Likert scale. The researcher used five point scales to collect the participants‟ opinion on the statements in the questionnaire. The description of each score has been presented in Table 3. 5. The score of the questionnaire was processed statistically using SPSS 19. On the other hand, data analysis of the unstructured questions was done by interpreting, summarizing and presenting the participants‟ feedback, opinions and suggestions in the form of written paragraphs. In the development phase, after obtaining the data from the structured questions in the questionnaires, the researcher would get the data to find out how well the learning model was developed. The data analysis of the expert validation and user validation questionnaires would be about the participants‟ agreement toward the given statements. It was done to figure out the mean (central tendency) and mode (most occurred value). In this research, the researcher used the score in mean and mode to measure whether the designed materials were acceptable and good or not. The central tendency of the participants‟ opinion was indicated by the Mean score. Best (1970: 179) classified the range of the point of agreement from 1-5 and the interpretations of point of agreement was presented in Table 3.13. The designed learning model would be considered as acceptable material if the central tendency for each statement in the questionnaire was between the scales of 3 - 4. It would be considered good if the range of the score is 3.75 - 5.00.


94 If the range of the score was 2.5-3.74, then the design learning model would be considered good but still needed crucial revisions and improvements. Table 3.13 Interpretation of the Degree of Agreement (Best, 1970) Range

Meaning

1.00 -1.99

Replace the rejected part of the design

2.00 – 2.99

Add more part or modify part of the design based on the lack on the statement.

3.00 – 3.99

Conduct more exploration on the existing part of the design based on the statement

4.00 – 5.00

No revision

To analyze the data of the second part of the expert and user validation questionnaires which were in the form of open-ended questions, the researcher interpreted, summarized and presented the feedback, opinions, and suggestions into written paragraphs. Finally, the results of the preliminary field testing and main field testing questionnaires were used to revise and improve the portal for ICE program in level 2. 3.6. Procedure The procedure of the research was elaborated as follows: 1.

In the Research and Information Collecting phase, the researcher analyzed the syllabus in ICE Level 2 and conducted library study. Besides, the researcher also distributed needs analysis questionnaires to the students in four classes of ICE Level 2 and to 4 lecturers in PPBA, Duta Wacana Christian University. The researcher also interviewed the Coordinator of


95 PPBA to get necessary information in regards with the nature of ICE classes. The questionnaires and the interview were aimed to obtain the necessary information which would be needed to develop the online material using Moodle to support ICE program in Level 2. 2.

Based on the gathered data, then the researcher determined the general purpose, instructional goals, and topics that would be used in the portal.

3.

The researcher designed the plan and developed the iconic learning model prototype, namely Introduction to College English (ICE) Portal and this portal could be accessed in http://www.iceportal.tk

4.

The evaluation phase happened by distributing a user validation questionnaire to the ICE students in level 2. The researcher also distributed an expert validation questionnaire to the lecturers and one native speaker teacher of PPBA to get the feedback for improving the portal as stated in the evaluation phase.

5.

The researcher revised the portal into a final practical model based on the evaluation result from the user and expert validations.

6.

Next, the revised learning model was implemented. The researcher chose 10 ICE students in level 2randomly to implement the online supplementary material in ICE program state their about the use of ICE portal as.

7.

Finally, a user validation was distributed to the targeted users to gain the students‟ response and opinion about the portal.


96 CHAPTER IV RESULTS AND DISCUSSION

This chapter is the presentation of the result and discussion of how to answer the research questions based on the gathered data. This chapter is divided into three major parts. The first part discusses the theoretical model of the designed Moodle. The second part elaborates the iconic model of the designed Moodle. The third part presents the other findings of the research in relation with the description of the challenges in using Moodle.

4.1

Theoretical Model of the Designed Moodle This session presents the description of the theoretical model and the

iconic model of a supplementary online material utilizing Moodle learning model. The researcher combined the first two steps of Research and Development steps with Analysis and Design phases of ADDIE model as the framework.

The

researcher also considered the Modified instructional design model for teacher designer (Rogers, 2002). To begin with, the researcher selected the product, namely A Moodle Learning Model for Introduction to College English Classes. After that, a literature review was conducted by the Needs Analysis phase of ADDIE model. In

this part, the necessary data and theories were collected to obtain the related literature review that would be used to design the portal appropriately. The researcher studied some theories needed from the books, the Internet sites and related theses. The literature review included the nature of ICE classes, the related


97 learning theories, the use of technology in language learning, and the principles in higher education.

4.1.1

Research and Information Collecting In this phase, the researcher conducted library study, interview and survey

to collect the data needed in planning and designing the portal for ICE class level 2. Some various aspects related to the teaching learning process in PPBA, such as the curriculum, the students, and the lecturers, were also considered. The researcher analyzed and investigated the curriculum and the syllabus which are used by PPBA in running ICE program. After considering the big goals of ICE program at Duta Wacana Christian University, the researcher then focused on the syllabus of ICE class level 2. The need analysis was also conducted by interviewing the Coordinator of PPBA and distributing need analysis questionnaires to the ICE students of level 2 and four lecturers at PPBA Duta Wacana Christian University. The results of Research and Information Collecting phase would be described as follows:

4.1.1.1The Result of Curriculum Investigation First, the researcher used the curriculum and the syllabus of ICE programs in PPBA, Duta Wacana Christian University as the guideline to develop the learning materials for the content of the portal. The researcher studied the whole curriculum of ICE programs and the syllabus of ICE Level 2. The complete syllabus and the description of the grading competence of ICE level 2 is presented in appendix 1 and 2. The general objectives of the course are the students would


98 be able to comprehend English texts and communicate actively under the topics of describing people appearance & personalities, describing places, describing food, describing technology development and describing changes. The students are also expected to apply reading strategies including predicting, surveying/ previewing, scanning, guessing meaning, understanding contextual references and identifying main ideas and supporting details. The researcher then decided to manage to the targeted topics in level 2 and chose the first three topics to be made into the content of Moodle learning model. The researcher decided to present the topic about describing people appearance & personalities, describing things in the house and describing places in the portal as the content for an online supplementary material for ICE students in level 2. The researcher only limited the topic into three topics because the researcher anticipated the students‟ readiness in learning using technology. The fact that not all of ICE students had computer and internet skills became the issue to make the decision.

4.1.1.2 The Interview with the Coordinator of PPBA The need analysis was conducted by interviewing the Coordinator of PPBA and distributing need analysis questionnaires to the ICE students of level 2 and four lecturers at PPBA Duta Wacana Christian University. When the researcher started this research, the Coordinator of PPBA was Paulus Widiatmoko, M.A. The researcher interviewed him for some basic questions about the ICE classes, especially about the curriculum and material development. According to Widiatmoko (2012), the curriculum development and the theory of learning used in ICE program is Blended Learning Theory. He also added that


99 actually the ICE program is changing from time to time. The material developers are still trying to find better and more suitable learning model for the ICE students at Duta Wacana Christian University. In relation to the characters of the students as adult learners at higher education, then he thought that Communicative Language Teaching and Blended Learning are good combination to make English learning easier and fun for the students. The material development for ICE program was managed by three permanent lecturers at PPBA. The material for ICE class level 1 was developed by Andreas Winardi, M. Hum. The material for ICE class level 2 was developed by Fransiska Endang Lestariningsih, M.Hum. The material for ICE class level 3 was developed by Paulus Widiatmoko, M.A. The general objectives and expected outcomes of each level in ICE program was presented in Table 4.1 below. Table 4.1 General Objectives and Expected Outcomes of Each Level in ICE Programs Level 1 Level 2 Level 3 General Objectives

Students who pass this level have basic abilities in English to understand and respond to rudimentary language needed in daily life concerning selfintroduction, family, daily routine activities, jobs, places, past

Students who pass this level can comprehend English texts and communicate actively under the topics of personalities and personal background, cultures, places and traveling, entertainment, and problem solving.

Students who pass this level has English language competence which enable them to communicate with only occasional errors related to language accuracy and appropriateness, and to familiarize themselves with academic situations.


100

Expected Outcomes

experience and future plans. This achievement will be shown through the presentation of student‟s result from interviewing other people that includes personal information, personal interests, daily routines, childhood memories, present abilities and future plans (dreams)

This achievement will be shown through project presentation on one of the following topics: 1. Someone‟s profile 2. Neighborhood/City profile 3. Culinary tour 4. Travel experience 5. Shopping

This achievement will be shown through the students‟ ability to make a summary paragraph and perform oral presentation on one of the following issues: 1. Learning foreign languages (being multilingual speakers) 2. Someone‟s success story 3. Life habits of successful person/changin g habits to be a successful person 4. Reporting and analyzing news 5. Describing and proposing solutions of local or global issues

4.1.1.3 The Result of the Questionnaire from ICE students in Level 2 As clearly stated in chapter 3, in order to collect the data needed in the need analysis phase, the researcher distributed questionnaire to the ICE students. The need analysis taken from the student group was conducted in two batches.


101 The participants used in the first batch were the ICE students level 2 in the odd semester period, namely: 2C and 2D classes. There were 32 students who participated in filling in the need analysis questionnaire. In the second batch, the participants used were the ICE students evel 2 offered in the even semester period in January-May 2013, namely: 2C and 2E classes. There were 41 students who filled in the need analysis questionnaire. The description of the questionnaire result is presented in Figure 4.1 below.

Learning Types Batch2

Batch1

Web-Supported Blended Learning

Traditional F2F

32

23

Learners Autonomy Online Learning

38

23

28

22

31

15 26

39

Figure 4.1 Result of Students’ Learning Types in Need Analysis Questionnaire from ICE Students Level 2 (1st and 2nd Batches) Based on the result of the questionnaire presented in Figure 4.2, the researcher found out that eventhough the students feel comfortable with face to face (F2F) method, but they also have a very good response if the method of learning in ICE class would be combined with the use of web-designed material as the supplementary online material.


102 From the questionnaire, the researcher also found out that most of the participants were practical, sociable and curious to find information from different resources. However, the students were not really discipline and well-motivated. The students still depend on the the teaching learning process in the classroom. The results of learners types presented in Figure 4.2.

Learners Types Batch2

Batch1

Pratical Sociable

36

26 22

Logical 9

Discipline

24

23

Curious Well-Motivated

40

30

25 4

Independent

28 27

18

20

Figure 4.2 Result of Learners Types in Need Analysis Questionnaire from ICE Students Level 2 (1st and 2nd Batches)

Figure 4.3 described the interaction types preferred by the students. Most of the students had good relationship with the lecturer and classmates. However, the students were still reluctant and pessimistic to have a class which was accomodated by using the Internet technology only and without a real meeting with their peer and the lecturer.


103

Interaction Types Batch2 using Internet without F2F

Batch1 7

10

in the same class and time with classmates with the lecturer outside class with the lecturer only if necessary with the lecturer in every meeting

35

17 25 9

34

14 13

16 26

14

with the lecturer inside class

18

27

Figure 4.3 Result of Interaction Types in Need Analysis Questionnaire from ICE Students Level 2 (1st and 2nd Batches) In relation with the use of technology in teaching and leaning ICE classes, the students and the teachers were familiar with the Internet technology. They also have good computer literacy. The students felt comfortable to do the tasks by email. The students thought that the Internet and the smart phone technologies were helpful devices to support their study and social life. The students also agreed that the use of technology in educational field helped them in increasing their motivation to join ICE programs.The students believed that the Internet technology would increase their motivation and the online learning was helpful for them, too. By using a web-designed material to support their study in ICE class, the students believed that it would help them to manage their study time and to have better relationship with the lecturer outside class. The result of the need analysis is shown in Figure 4.5.


104

The Use of Technology Batch2

Batch1

Lecturer's computer literacy

37

22

Need to be encouraged to use… Increasing students' motivation

36

21

Online learning is helpful

24

Browsing material

25

Access the internet Students' Computer Literacy Students' Computer Usage

28

23

32 31 37

23 11

23 22

31

Figure 4.4 Result of the Use of Technology in Need Analysis Questionnaire from ICE Students Level 2 (1st and 2nd Batches)

From the questionnaire, the researcher also found that the result of the students‟ learning autonomy was not really good. Not all of the students revised the material given in ICE program outside class. Only a small amount of students had the initiative to revise the material again. Some of the students reviewed the material outside class, but only few students joined a study club and they did not really feel that they need additional material that might help them in understanding ICE material.


105

Learners Autonomy Batch2

Batch1 7 8

Study Club

11

Need additional material Review the material outside class

23 36

10

Figure 4.5 Result of Learners Autonomy in Need Analysis Questionnaire from ICE Students Level 2 (1st and 2nd Batches) Most of the students relied on the lecturers when they had problem in learning English. They preferred to discuss their problems with their classmates. Besides, there was also a good result that the students also find other references from e-learning material, books and the Internet.

Students' Problem Solving Batch2

Batch1

From e-learning material

34

23

From the lecturer From classmates From books and the Internet

41

32 29 14

36

25

Figure 4.6 Result of Students’ Problem Solving in Need Analysis Questionnaire from ICE Students Level 2 (1st and 2nd Batches)


106 From the need analysis in the 2nd batch, the researcher added a question about Moodle features that would be included in the Moodle learning model. The students‟ orequest for some features in Moodle is shown in Figure 4.1 below.

The Students' Request for Some Features in Moodle Series1 97,6 80,5 70,7

63,4

61,0

Online Games

Online Radio

48,8 39,0

Video

Online Dictionary

Online News

PPBA News

Forum

Figure 4.7 Result of the students’ preference towards Moodle features and external widgets The researcher then accommodated the students‟ request and included the features in the portal. The students‟ highest request was online dictionary. The researcher searched some related widgets which could be used in Moodle learning portal from the Internet. The widgets were installed in the portal and could be used based on the students‟ preference.

4.1.1.4 The Result of the Questionnaire from PPBA Lecturers The researcher conducted Need Analysis phase by distributing the questionnaire to the lecturers at PPBA Duta Wacana Christian University. Four


107 lecturers were used as the participants in this stage. Figure 4.8 illustrated the result of the lecturer‟s need analysis questionnaire. Based on the result from the questionnaire, the researcher found out that the ICE lecturers thought that syllabus in ICE program was well-managed and suitable to meet the students‟ needs. The syllabus in ICE programs including the grading system and the teaching system was believed to be in a good system in regards of its function as the preparation programs for the students before they join Applied English in each department.

Syllabus of Level 2 Percentage Communicative functions

100

Suitable for the students

75

In accordance with other levels

75

Meet the students' need

100

Well-managed

100

Figure 4.8 Result of the lecturers’ need analysis (Syllabus) The lecturers thought that the teaching system in ICE programs was very good. They enjoyed co-teaching system with other fellow teachers as their partners. They also could communicate well with their partner and had no difficulties with this system. Figure 4.9 describes the result of the teaching system in ICE classes.


108

Teaching System Percentage Clear and well-managed grading system

100

Communicate well with partners

100

Enjoy teaching ICE with partners

100

Figure 4.9 Result of the lecturers’ need analysis (Teaching System) The lecturers believed that using computer and other multimedia in ICE classes could increase the students‟ motivation. They also thought that the Internet could really help them in teaching ICE classes more effectively. They agreed that the use of a variety of teaching media, including a web-design material, could enhance the students‟ motivation in ICE classes.

The Use of Multimedia in Teaching Percentage Excited in teachers' training using technology

75

Lecturers' belief in technology Communicate with students using the Internet

100 50

The use of technology in teaching

100

Confident in using computer

100

Figure 4.10 Result of the lecturers’ need analysis (The Use of Multimedia in Teaching)


109 The lecturers noticed that the students‟ motivation was still the biggest problem in ICE classes.

Students' Motivation Percentage Lecturers' belief to enhance the students' motivation

75

The important role of the leacturer Excited students Well-motivated students

100 25 50

Figure 4.11 Result of the lecturers’ need analysis (Students’ Motivation)

Besides the close-ended questions, the researcher also used open-ended questions in the lecturer‟s questionnaire to get the information needed to plan and design the portal. The result of the questionnaire was described in Table 4.7 below. Table 4.4 Open-ended questions of Lecturers Need Analysis Questionnaire No. Questions Narrative Theme 1 What are the 1. How to keep the students‟ greatest challenges motivation high.  Students‟ and concerns 2. How to motivate students to Motivation related to teaching manage their self-learning. English in ICE 3. Students‟ motivation and classes? their study load. 4. Students‟ lack of motivation. 1. Students‟ willingness to 2 What factors are  English the most learn and use English both Practical influencing factor


110 in the students’ success rates in ICE classes?

3

4

What are the students’ biggest problems in ICE class?

Do you think the students still find some difficulties in understanding ICE material? Please explain why is it so?

inside and outside the class. 2. Motivation, Attitude, Self learning strategy 3. Progress tests 4. Their attendance. Most students fail because of their absence. 1. To understand ICE material 2. Practicing English intensively 3. Realizing the importance of learning English and apply/put it into wellplanned effort to use/learn English 4. Students‟ study load 5. Yes, students‟ motivation 1. Yes, because some of them have very limited vocabulary 2. Yes, because:  The material needs to be more varied and adjusted with their learning styles  The material does not provide enough chances for self-learning 3. Some Yes, especially the “old students” because sometimes the “hate” English. 4. Yes, because many students are lack of vocab and grammar



   

 

Usage Students‟ Motivation & Behavior Material and Tests Students‟ Attendance Material English Practical Usage Other Students‟ Motivation

 Material  Learning Autonomy  Students‟ Competence


111 Furthermore, based on the results in need analysis questionnaires then the researcher determine some steps to plan and design a web-designed material for ICE class level 2.

4.1.2

Planning

4.1.2.1

Stating the Course Description of the Portal The next step was planning and developing the portal based on the results

in need analysis questionnaires. To begin with, the researcher defined short description of the web on the home page. The general objective in Introduction to College English (ICE) course and the learning objectives in each course were stated in the portal as well. The objectives were in line with the curriculum and syllabus stated by PPBA. After that, the researcher planned to manage the offered courses in the portal into two major categories. They were: (1) Introduction to College English and (2) Miscellaneous categories. The Introduction to College English category was divided into three minor categories, namely:

(1)

Introduction to College English Level 1, (2) Introduction to College English Level 2, (3) Introduction to College English Level 3. Meanwhile there were (1) Grammar and (2) Vocabulary categories under the Miscellaneous category. In this research, the researcher limits the discussion in designing the theoretical model and the iconic model of Introduction to College English Level 2. In order to make the portal easier and simpler for the users, the researcher only opened the course for Introduction to College English Level 2. The course management is presented in Table 4.5 .


112 Table 4.5 Course Management in ICE Portal Major Course Category Introduction to College English

Minor Course Category Introduction to College English Level 1 Introduction to College English Level 2 Introduction to College English Level 3

Miscellaneous

Grammar Vocabulary

4.1.2.2

Specifying the Topics and the Learning Objectives The researcher then specified the topics and the learning objectives in

each topic. The list of the topics and the learning objectives were presented in Table 4.6 below. Table 4.6 List of Topics and Objectives of ICE Level 2 in Moodle Learning Model No. Topic Objectives 1

Describing People

2

Describing Things in the House

3

Describing Places

4

Building up Your Reading Skill

5

Describing Food

6

Describing Technology Development

7

Sharpen Your Reading Skills

The students are expected to be able to describe people‟s appearance and personalities. The students are expected to be able to describe things in the house. The students are expected to be able to describe public places and describe a city/hometown. The students are expected to be able to understand some reading skills and apply those skills. The students are expected to be able to describe food. The students are expected to be able to describe the use of technology and its development. The students are expected to be able to use the reading skills from various


113

8

articles. Group Project The students are expected to be able to make a presentation in groups based on the topic given. The researcher put the material covered in ICE level 2 into eight topics.

However, due to the scope limitation, the researcher only discussed the first three topics in this thesis.

4.1.2.3 Choosing Teaching Activities and Instructional Event

After stating the topics and the leaning objectives, the researcher then chose appropriate resources and activities to be put in the portal. The researcher chose to use Links, PDF Files, Power Point Presentation Slides and MS Office files to be the resources in the portal. For the assignment and quiz, the researcher used multiple choice test, short answer test, and essay test. The researcher also related some links that the students could use as the exercise part. The teaching activities and the instructional events were presented in Table 4.7.

No. 1 2

3

4 5

Table 4.7 Types of Activities Related to Moodle Features Instructional Type of Activity Moodle Features Event and Widgets Gain attention and Personalize profiles and Introduction Forum personalization current status Inform learners Post course schedule and Page, Calendar objectives topics that will be covered Stimulate recall or Provide warm-up BBC News, Test prior learning activities (Game & Your English, Personal Interest), News Discussion Forum, up date, Simple Listening, Game, Online Radio Present the Provide learning modules Page, File, content and resources Discussion Forum Provide learning Provide instructions Course Description,


114 guidance

containing sets of activities that students have to follow and maintain interaction Describe assignments and quiz, set due date

Personal Message, YM Chat, Facebook

Comment on students‟ work (Teacher‟s feedback and Peer feedback) Provide grade, scoring rubric, and award

Reply

6

Elicit performance (practice)

Assignment, quiz, discussion forum

7

Provide feedback

8

Assess performance

4.2

The Iconic Model of a Moodle Learning Model for ICE Class Level 2

Grade book, Rating, Award, badges

4.2.1 Developing Preliminary Product This part presents the process of developing the iconic learning model in ICE Class Level 2. The framework of this step has been discussed previously in chapter 2. First, the researcher designed the interface of the portal. The ICE portal can be accessed in the address: http://www.iceportal.tk. Front page would appear when the users browsed the address. The home page consisted of the LOGO of Duta Wacana Christian University, the web description, Video Links, and some widgets requested by the students. The content of ICE Level 2 Moodle Learning Model is presented in the following table. Table 4.8 Content of ICE Level 2 Moodle Learning Model The Content of ICE Level 2 Moodle Learning Model Home

Navigation

Site News, Courses

Front Page Setting

Turn Editing On/Off

Widgets

Clock, Comments, Yahoo!


115 Messenger, Facebook, BBC News, BBC Audio, Cambridge online dictionary, Test Your English, Online Simple Game, Online Radio, Simple Listening Forum

Web Forum

General Forum, Learning Forum

Module

Resources

PDFs, Word documents, PowerPoint files, videos, and audio files

Exercise

Assignment & Quiz

Multiple Choice, Matching, True and False, Short Answer and Essay

Links

Sharing Files

URL

The available course which was opened by the admin was Introduction to College English Level 2. To get into the course, the users should log in first. If they were not verified or registered as the participants, the students should do the registration and enrollment processes first. If the students had enrolled as the participants, they could type their username and password to get into the portal. The students could choose the course and topic that they want to study. The students can also download the resources and use the features offered in the portal. They could do the assignment and quiz online then submit them directly. The students could have some trials and finally submit their best scores into the system. The researcher then developed a flowchart of the ICE portal using Moodle Learning Model. The content and the flowchart are presented in Figure 4.12.


116

Figure 4.12 Content and Flowchart of ICE Portal using Moodle Learning Model


117 a.

Making User Interfaces and defining Page Behavior The first step of the design is making the user interface of the portal. The

fornt page setting was designed using Moodle application setting. The general description of the portal can be seen in the front page. Figure 4.3 shows the general description about the portal.

Figure 4.13 General Description in www.iceportal.tk

The front page setting consists of the general description of the portal, UKDW‟s logo, Video, Language Courses, Forum and some widgets. The front page setting can be seen in Figure 4.14.The widgets are the online BBC News, the online Oxford dictionary, Test Your English, Online Radio, Simple Listening, Time, Calendar, Online users, Messages, Yahoo Mesenger, Facebook, and Comments.


118

Figure 4.14 Home Page Interface in www.iceportal.tk

The next page is Login Page. On this page, the users should type their username and password to be verified by the system. If the students have not enrolled as the students in the portal, they have to follow the procedure in the login step. The user should put their email address and enroll themselves as the students of ICE Portal by typing the code of the course given by the teacher. The login language preferences are in English and Indonesian. The Login page is shown in Figure 4.15.


119

Figure 4.15 Login Page in www.iceportal.tk

The users then choose the course category. The course categories are managed in two major parts. The first categories are under Introduction to College English category. The second categories are under the Misscelaneous category. In Introduction to College English, the courses are divided into three parts, namely: Level 1, Level 2, and Level 3. In Misscellaneous, the courses are in Grammar and Vocabularies categories. The course category page is shown in Figure 4.16.


120

Figure 4.16 Course Category Page in www.iceportal.tk The next page in the portal is the Topic Page. On the topic page, the researcher chose resources, activitivies, assignments/quiz, and chat or forum features. The resources and activities are in the forms of vocabulary, conversation, grammar, and reading presentations. There is a description procedure that the students can follow. On this page, there are some widgets that can still be used by the students, namely: online dictionary, online game and online radio. There are three topics which cover describing people, describing rooms and things in the house and describing public places which include indoor and outdoor directions. The topic page is shown in Figure 4.17.


121

Figure 4.17 Topic Page in www.iceportal.tk

The next feature is the assignment or quiz page. The assignments or quiz are in multiple choices, true-false, short answer, matching and essay forms. The teacher, as the admin, can manage the number of the attemps and the grading assessments. The students also can get the feedback for the correct answer. The students can get their score directly, and the system can be directed to save the best results only. In essay exercise, the teachers should correct the students‟ work individually. The teacher can give the grades and the feedback to the students. Figure 4.18 shows the assignment or quiz page in the portal.


122

Figure 4.18 Quiz Page www.iceportal.tk

4.2.2 Preliminary Field Testing of the Material The result of the expert validation questionnaire is presented in the table below.

The Learning Indicator Number of Experts

Specific and well-formulated

5

In line with the syllabus

5

Figure 4.19 Learning Indicator in www.iceportal.tk


123 The result of the expert validation was excellent. All of the experts agreed that the learning indicator in the portal was specific and well-formulated.

The Learning Material Number of Experts Useful

4

Varied

5

Arranged systematically

5

Relevant to the topics

5

Suitable with the syllabus

5

Figure 4.20 Learning Material in www.iceportal.tk The learning material was useful and arranged systematically. It was also relevant to the topics and suitable with the syllabus. The experts also agreed that the language skills were elaborated completely in the portal.

The Elaboration of Language Skills Number of Experts Writing

5

Reading

5

Grammar

5

Vocabulary

5

Figure 4.21 Elaboration of Language Skills in www.iceportal.tk


124

The Features and Activities Number of Experts Fun features Expand the students' knowledge Various activities Relevant Engage the students with the topic Better relationships Information dissemination Access the material better Feedback from others Self-monitored Learning Helpful

5 5 5 5 5 5 5 5 5 5 5

Figure 4.22 Features and the Activities in www.iceportal.tk The experts also gave good opinion about the features and the activities in the portal. The widgets were fun and also could expand the students‟ knowledge. The features also gave better opportunity to create better relationships between the students and the teacher. The grading system also gave the opportunity for the students to monitor their progress.

The Overall Evaluation Number of Experts Beneficial as a supplementary material

5

Well-developed learning model

5

Improve the students' motivation

5

Interesting interface

5

Practical and easy Facilitate different learning styles Clear and comprehensive instructions

Figure 4.23 Overall Evaluation of www.iceportal.tk

5 4 5


125 The overall evaluation from the expert validation was great. The experts believed that the portal was beneficial as a supplementary material for ICE classes. It was also a well-developed learning model which can improve the students‟ motivation. The interesting interface and user-friendly concept were believed could help the learners in using their English in more comprehensive context. Based on the result in the expert validation, then the researcher conducted the evaluation for the portal. All of the participants gave good feedback. The lecturers stated that the materials presented in the portal were suitable with the syllabus in ICE Level 2. The materials were related to good links so that the students were able to enrich their knowledge from various resources. The user interface on the portal was interesting. The exercise was design appropriately, from easy to difficult ones. Generally, the researcher noted that all the lecturers and the native speaker teacher agreed that Moodle learning model called Introduction to College English Portal was acceptable and proved to be good and sophisticated portal. However, the things that had to be considered was with the Internet connection and the lecturers‟ encouragement by giving reward points for the students who has used the portal outside class. There were 41 students of ICE class Level 2 in the even semester from classes of 2C and 2E who participated in this step. In this phase the researcher considered more on the students‟ readiness in using Moodle application. Therefore, the researcher tried to anticipate problems by giving enough information about Moodle to the student before they used it. After implementing


126 the portal for 3 topics, the students were asked to give their feedback about the portal. The researcher distributed a questionnaire to be filled in by the students. There were 18 close-ended questions in the questionnaire. The result of user validation questionnaire on close-ended questions is presented in the following Figure 4.24.

The Material in the Portal Number of Students Happy with the grading system Students' mastery in using the portal Clear instructions Interesting Useful

38 33 31 35 37

Easy to be learnt In accordance with the syllabus Understand the purpose

40 39 37

Figure 4.24 Students’ feedback about the material presented in www.iceportal.tk From the result of the user validation questionnaire, the students were happy with the user interface in the portal. They agreed that features and the widgets in the ICE portal were interesting and able to enrich the students‟ knowledge in learning English and also their experience in using an online supplementary material in ICE programs. The learning instructions were clear and simple so that the students felt it was easy to follow the instructions in the ICE portal. Self-grading and trial systems in the exercise sections were helpful for the


127 students to monitor their progress and achievement in learning English, particularly in ICE class level 2.

The User Interface in the Portal Number of students Well-organized features

31

Useful links

36

Complete features

35

Interesting user interface

35

Figure 4.25 Students’ feedback about the user interface in www.iceportal.tk

The flexibility and authenticity of the material had given them a chance to be more independent. The students could understand the ICE material in level 2 better and this portal had given more opportunity for them in expressing their English skills in the forum provided in the portal. The links were found to be useful and could stimulate them in learning ICE material out class.


128

The Interaction and Communication Number of students English usage in the assignments Interact with the classmates better Interact with the lecturers better

36 23 25

Figure 4.26 Students’ feedback about the interaction and communication in www.iceportal.tk The students were able to interact with the lecturer and their classmates better and they were also happy to see their peer‟s posting, and comments in the portal. However, from the comment box, the researcher found that some students wanted the researcher to simplify the interface by eliminating some widgets and did the final touch for the portal.


129

The Flexibility Number of students

Blended learning

37

Catch up the material if necessary

Flexibility in studying

36

34

Figure 4.27 Students’ feedback about the flexibility of www.iceportal.tk 4.5 Main Product Revision Based on the results of the user validation and the expert validation, the researcher did necessary revision and improvement for the ICE portal. There was no big revision regarding to the portal. In terms of the user interface, the researcher eliminated some widgets because their functions were not really optimal. Those widgets were the tickers widget on the right and left side of the lay out in the portal. The ticker on the left side was above the ICE PORTAL Description. On the other side, the ticker on the right side was above the BBC News. Another widget which was eliminated was the BBC Audio widget. The users‟ thought that the widget was not really useful because the material was still difficult for them. In terms of the instructional material, there was a feedback from the users that it took quite a long time to download the material in the form of video and URL. The improvement that was done by the researcher was by


130 providing the material in the form of MS Office, PDF Files or Power Point Presentation Slides. 4.1.6 Main Field Testing After conducting the necessary revision, the learning model was then implemented to the targeted users. Next, the researcher chose 10 students to experience the final version of the iconic product. After that, the researcher distributed another user validation questionnaire in the form of open-ended questions. From the information in the questionnaire and interview, the result implied that the students had some benefits by using Moodle as an online supplementary material in ICE class level 2. The students agreed that the portal had given an interesting experience in using the Internet as the device to improve their English mastery, especially for some topics given in ICE class. The portal was easy to be accessed through the contents and its easy navigation. The students‟ interaction with the lecturers and their peer was getting better. However, at the beginning of the implementation, the students found some difficulties regarding with the Internet connection and computer skill. Not all of the students had good Internet connection. There should be a high-qualified computer and server. Besides, good Internet provider should be chosen to avoid frustrating situation in downloading the material from the portal. Based on the suggestions from the students, the researcher improved the user interface in the home page by eliminating some widgets so that it will look simpler. The researcher excluded the tickers and also BBC Radio widgets.


131

CHAPTER V CONCLUSIONS AND SUGGESTIONS The conclusions and suggestions of the Research and the Development part are presented in this chapter. The conclusion is the summary of the planned and the actual research procedure. Then, in the second part, the researcher presented some suggestion regarding with designing online material using Moodle application. 5.1 Conclusions The study was aimed to design a Moodle Learning Model for Introduction to College English (ICE). In this study, the researcher formulated two problems. Those problems were: (a) What is the theoretical model of the Moodle learning model for ICE class Level 2 like? And (b) What is the iconic model of the Moodle learning model for ICE class Level 2 like? In order to answer the first question, the first two steps of R & D that integrated the Analysis and Design phases of ADDIE were conducted. The first step for the Research part is Research and Information Collecting that includes the Analysis phase of ADDIE. Necessary data on the nature of ICE classes, CALL, the adult learning principles, the theory of instructional design and Moodle were collected from the books, the internet and the syllabus that was provided by PPBA at Duta Wacana Christian University. The researcher managed the goals, objectives, and topics of the materials in accordance with the curriculum and syllabus in ICE Level 2 in designing the content in the Moodle Learning Model.


132 Needs analysis was then conducted by interviewing the Coordinator of PPBA at Duta Wacana Christian University and distributing questionnaires to the ICE students in level 2 and to four lecturers of PPBA at Duta Wacana Christian University. To answer the second research question, the researcher conducted six steps of the R & D cycle that incorporated the Development, Implementation and Evaluation phases of. The first step for the Development part is Developing Preliminary Form of the Product that includes the Development phase of ADDIE model. In this part, the features of Moodle and external widgets were selected and developed. The result of this step was the iconic model of the Moodle called Introduction to College English Portal. The portal could be accessed in the address http://www.iceportal.tk. The features used in theoretical learning model were Resource Module, Assignment, Quiz, Forum and Chats. The widgets added to theoretical learning model were BBC World news, Test Your English, Cambridge online dictionary, clock, game, on-line radio, Yahoo! Messenger and Facebook. Preliminary Field Testing that includes the Evaluation phase of ADDIE is also the next step for the Development part. The user validation and the expert validation questionnaires were distributed to evaluate the appropriateness of theoretical learning model. The strength and the weakness of the portal as well as the feedback from the students‟ response and the expert judgment were the aspects that could be used in revising and improving the product.


133 The third step for the Development part is Main Product Revision. The researcher did some revision and improvement based on the feedback and the suggestions given by the the ICE students and the expert participants. The researcher eliminated unrelated widgets so that the user interface home page looked much simpler. The fourth step for the Research part is the Implementation phase. The revised version of the learning model was implemented to the targeted users. Here, the researcher gave enough information for the user to get to know Moodle application first. The ICE students of ICE Level 2 used the Introduction to College English Portal for the first three topics. The researcher conducted user validation at the end of the implementation. The summative evaluation phase of ADDIE model happened here. This phase aimed to evaluate the learning model and to get the feedback that would be useful to improve and develop the portal into a final iconic model. Ten students were chosen to implement the final version of the iconic model. The data gathered using an open-ended questionnaire. 5.2 Benefits After improving the product, it was found that the portal had been satisfactorily designed and developed. The result of the user validation showed that the Moodle learning model for ICE class Level 2 was acceptable and considered as a good supplementary material for ICE class level 2. After conducting this research, the researcher acknowledged some benefits and challenges of using Moodle. This research has contributed English teaching and learning in global world of education in term of theory and practice. By doing this


134 research, then the researcher has given some contributions to the development of science and language and education technology. The researcher had better understanding about the use of Web-based distance learning. The theoretical model presented in this research could be used by the lecturers in ICE classes or the teacher in general to manage a web-based distance learning using Moodle application. Hopefully, the results of this research would inspire other researcher in conducting further researches to develop better educational product using ICT, especially in PPBA in Duta Wacana Christian University. Besides the theoretical benefits, this research also had given some practical benefits to the students, the lecturers and the curriculum developers. First, there were some benefits for the students. Generally, the researcher could see that the students had participated enthusiastically in this research. This research had given the ICE students Level 2 the priceless experience in using an online supplementary material using Moodle application. From this experience, the students will get a new experience of using Moodle application to support their learning method in their academic life. The students could use the portal outside class as a self-study to get better understanding for the material given in class. The various resources and activity and also interesting features and widgets had enhanced the students‟ knowledge, especially in learning English using the Internet in modern era. The Moodle learning model had helped the students to be more independent and ready to become autonomous learners. The flexibility offered in this portal was very useful to personalize the students‟ learning model because


135 they can adjust their study time, access the resources and do the exercises based on their needs. The students‟ relationships with the lecturers and also the other friends in class would be better because they could communicate outside the class as well by using the comment boxes and other widgets provide in the portal. Second, there were some benefits to other lecturers, especially to ICE lecturers. The iconic model of Moodle learning model provided the lecturers at PPBA Duta Wacana Christian University an online supplementary material that could be used to help the ICE students‟ understanding the material better outside class. The lecturers also could do necessary adjustment to edit the material in the portal to be updated all the time based on the students‟ need. The lecturers would have better relationship with their students outside class. They would be more aware to their students‟ progress and opinion because the features and the widgets offered in the portal were helpful for the lecturers to manage their classes in ICE programs. Third, the curriculum developers in ICE programs would also get the benefits from this research. The theoretical model of this portal could give precious information about teaching ICE classes supported by Moodle learning model as an online supplementary material in Level 2. The description of this study would give valuable inputs to the curriculum developers about the students‟ behavior in learning English using the Internet. The results of this research could be used to make better curriculum in the future so that Moodle application can be more integrated in all ICE syllabuses, from level 1until level 3.


136 In this study, the researcher also noted some obstacles in this study. The iconic model of the educational product offered in this study was created by utilizing LMS Moodle application. In terms of comprehensive systems and features offered in Moodle, the selection of features and designs that would be included in the portal was time consuming. The researcher did hard effort in designing and managing the portal. Once the ICE students tried to do and submit the exercise at the same time, then the system error turned out. The researcher also “lost” the portal for couple of times since that the portal had to be managed and updated all the time. Luckily, because of the back-up system, then the researcher could get the portal back. Due to time and scope limitations, this study did not conduct experiments study that measure the effectiveness of the designed learning model. Further researches are recommended to be done, in terms of measuring the effectiveness of the portal or creating another online course in different level.

5.3 Suggestions This section deals with the suggestions for ICE lecturers and further researchers, who are eager to improve and conduct similar study. Due to effectiveness and efficiency in designing Moodle learning model, high-qualified computer and also an excellent Internet connection would be two big issues that should be considered and prepared in designing the iconic model. Responding to the results of this research, the Moodle learning model has positive response as a supplementary material but not to replace printed material or conventional class. Based on the data gathered in the need analysis phase of this research, most of the students still feel more comfortable in studying English by having face-to-face


137 class. To be successful in conducting online class, then the lecturer must give clear instruction to the student and also prepare the students‟ behavior and readiness to deal with learning model which is collaborated with modern technology. The lecturers should be willing to keep updating the portal and monitor the students‟ work outside class which means giving more time to dedicate themselves to education. The lecturer should keep learning and improving themselves for upgrading their computer and Internet literacies. Then the lecturers are able to pass the same mission to the student will do the same things. It is also recommended that there will be more researches in developing a Moodle learning model for the other levels and fields, especially in ICE classes at Duta Wacana Christian University.


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142 APPENDIX 1 Percentage of the students who passed and failed in ICE classes (PPBA, 2013)


143 APPENDIX 2 ICE LEVEL 2 SYLLABUS

Introduction to College English (ICE) SYLLABUS (LEVEL 2) I. Deskripsi Pelajaran: Pelajaran ini mencakup keterampilan mendengarkan (listening), berbicara (speaking), membaca (reading), dan menulis (writing) dengan penekanan pada keterampilan speaking dan reading yang disampaikan melalui berbagai aktivitas yang menarik dan drill komponen-komponen bahasa yang memacu mahasiswa untuk aktif mempraktekkan bahasa Inggris mereka. II. Tujuan Utama: Siswa yang lulus dari level ini dapat memiliki kompetensi bahasa Inggris dasar untuk mendeskripsikan orang (describing people), mendeskripsikan tempat (describing places), mendeskripsikan makanan (describing food), mendeskripsikan perkembangan teknologi (describing technology development), dan mendeskripsikan perubahan-perubahan (describing changes). Siswa juga diharapkan dapat menerapkan strategi-strategi membaca, yaitu: predicting, surveying/previewing, scanning, guessing meaning, understanding contextual references, dan identifying main ideas and supporting details. III. Garis-garis Besar Program: Meet 1 2 3 4

Topics Describing People Introduction What does he look like? What are you like Reading 1: Predicting Beyond the body’s limits Progress Test 1: Group discussion

Sources World Link 1, pp. 2-6 World link 1, pp. 7-11 World link 1, pp: 61-65 Active Skills for Reading: Book 2, pp. 64-68

Describing Places 1 5

Home sweet home

6

The bank is on the corner Reading 2: Surveying/Previewing

7

Where’s that music coming from?

8 9 10

Describing Places 2 Around the world What’s your city like? Progress Test 2 Preparation (Homework) Reading 3: Scanning Safe travel Progress Test 2: Short Speech

World Link Intro, pp. 104-108 First Choice pp 60-65 Active Skills for Reading: Book 2, pp. 88-92 World Link 1, pp. 41-45 World Link Intro, pp. 1721 Active Skills for Reading: Book 2, pp. 22-25


144 Meet

Topics

Sources Describing Food

11 12 13 14 15 16 17 18

19 20

21

22 23 24

It’s so spicy! Eating out.

World Link 2, pp. 12-16 World Link 2, pp. 17-21

Reading 4: Guessing Meaning The history of chocolate Active Skills for Reading: Progress Test 3: Guessing meaning Book 2, pp. 108-111 Describing Technology Development Smart Choice 3, pp. 38What’s this for? 45 Crazy about cell phones World Link 2, pp. 109Progress Test 4: Role Playing 113 Reading 5: Understanding Contextual References Wireless: Bhutan’s hills are alive with sound of Effective Academic cell phones Writing 2, pp. 80 – 83 Describing Changes World Link 2, pp. 114Technology today 118 Life is all about change. World Link 3, pp. 12-16 Progress Test 5: Free writing about a specific invention that has changed your life Reading 6: Identifying Main Ideas and Supporting Details Active Skills for Reading: How advertising uses psychology Book 2, pp. 130-134 Reading TEST + teachers evaluation Homework: bring samples of vacation brochure, city profile, house advertisement, gadget promotion, etc for group project. Group Project Checking artwork (vacation brochure, city profile, house advertisement, gadget promotion, etc) and writing draft for the Teachers’ sources project. Homework: Bring all the equipment needed for the artwork Designing the artwork (vacation brochure, city profile, house advertisement, gadget Students’ sources promotion, etc) Peer-feedback of students’ project draft Final Test: Final presentation of students’ project

IV. References  Anderson, Neil J. (2007). Active Skills for Reading, 2nd Edition, Student Book 2. Canada: Thomson ELT.  Savage, A. & Mayer, P. (2005). Effective Academic Writing 2. Ney York: Oxford University Press.  Stempleski, S., Morgan, J.R. & Douglas, N. (2005). World Link Intro. Boston: Heinle.


145    

Stempleski, S., Morgan, J.R. & Douglas, N. (2005). World Link 1. Boston: Heinle. Stempleski, S., Morgan, J.R. & Douglas, N. (2005). World Link 2. Boston: Heinle. Wilson, Ken. (2007). Smart Choice , Student Book. New York: Oxford University Press. Wilson, K. & Healy, T. (2007). First Choice, Student Book. New York: Oxford University Press.

V. Evaluasi Progress Tests 1-5 Reading Test Final Test VI. Nilai dan Predikat 86 – 100 :A 71 – 85,99 :B 55 – 70,99 :C 0 – 54,99 :E

: 50% (@10%) : 15% : 35% (Predikat: First Class Honor) (Predikat: Honor) (Predikat: Pass) (Tidak Lulus/Tanpa Sertifikat)

VI. Lain-lain 1. Mengingat bahwa proses belajar dalam mempelajari bahasa asing adalah penting bagi kualitas hasil belajar, mahasiswa diwajibkan untuk mengikuti perkuliahan secara aktif. Toleransi ketidakhadiran (karena alasan apa pun juga termasuk kegiatan: OKA, kemping, refreshing, P3DM, P2KM, dll) diberikan sampai maksimal 25% atau maksimal 6 kali pertemuan. Mahasiswa yang prosentase kehadirannya kurang dari 75% harus menanggung konsekuensi hilangnya kesempatan untuk mengikuti Final Test (Project). 2. Tidak akan diadakan test susulan atau tersendiri atau perbaikan tanpa alasan yang kuat demi validitas hasil evaluasi dan efektivitas silabus.


146 APPENDIX 3: GRADING COMPETENCE OF ICE STUDENTS IN LEVEL 2

GRADING COMPETENCE OF ICE STUDENTS LEVEL 2

General Objectives Expected Outcomes

Expected Competence (Language Elements)

Expected Competence (skills)

Speaking

Writing

Listening

Reading

Grammar

Students who pass this level can comprehend English texts and communicate actively under the topics of personalities and personal background, cultures, places and traveling, entertainment, and problem solving. This achievement will be shown through digital presentation on one of the following topics: 6. Someone’s profile 7. Travel experience 8. Neighborhood profile 9. Culinary tour 10. Shopping Students who pass this level can talk and give opinion about personalities and personal background, cultures, places and traveling, entertainment, and everyday problem solving. Students who pass this level are able to use more complex English sentences to write minimum 250 word-discourses about personalities and personal background, cultures, places and traveling, entertainment, and everyday problem solving. Students who pass this level are able to listen to sentences; conversations or talks on arts and other related topics, and demonstrate comprehension in assessments given. Students who pass this level are able to read to at least 400 word (intermediate level of difficulty of words, and grammar complexity) passages in related topics and demonstrate comprehension in assessments given. ♣ Students who pass this level are able to appropriately apply the followings in their oral and written productions: ♣ Simple present tense (positive, negative and interrogative forms) ♣ Simple past tense (positive, negative and interrogative forms) ♣ “Used to” in talking about the past ♣ Clauses with when and if ♣ Comparative and superlative forms ♣ Conditionals (types 1 and 2) ♣ Prepositions of place ♣ Gerunds and infinitives ♣ Indirect questions ♣ Modals for requests, necessities and suggestions ♣ Future tenses (using “be going to” and “will”) ♣ Present perfect tense ♣ Simple past tense VS present perfect (contrast)


147 LEVEL 2

Vocabulary (from concrete/co mmon used in everyday situation to abstract/aca demic life)

Students who pass this level can appropriately use the followings in their oral and written productions: ♣ Adjectives and nouns related to personalities ♣ Adjectives, adverbs, and nouns used in describing places ♣ Nouns related to arts ♣ Conjunctions ♣ Words related to food ♣ Words related to culture and customs

Spelling

In writing, students who pass this level are generally able to appropriately spell words used in the lessons.

Pronunciation

Students who pass this level are generally able to appropriately pronounce words used in the lessons.


148 APPENDIX 4: NEED ANALYSIS QUESTIONNAIRE (1st Batch) NEED ANAYSIS QUESTIONNAIRE (for Students) Terima kasih atas kerjasamanya dan telah meluangkan waktu untuk mengisi kuesioner ini. Kuesioner ini akan digunakan untuk mengidentifikasi kebutuhan pembelajar dalam pembuatan materi online dan melihat perspektif mahasiswa tentang pembelajaran diluar kelas dengan menggunakan media online di internet. Data yang diberikan akan dijamin kerahasiannya dan hanya akan digunakan untuk kepentingan pembuatan materi tersebut. Mohon dijawab dengan sejujur-jujurnya dan terima kasih banyak untuk kontribusinya. I.

Data Diri a. Nama : _____________________________________ b. Usia : ______ tahun c. Jenis Kelamin : L/P *) lingkarilah pilihan yang sesuai d. No. HP : ____________________ e. Alamat e-mail : ________________________________________________ f. Sekarang, saya mengikuti kelas ICE Level 2 untuk : *) Berilah tanda silang pada pilihan yang sesuai ( ) pertama kalinya ( ) kedua kalinya ( ) ketiga kalinya II. Berikan tanda silang (√) untuk pilihan yang sesuai dengan diri Anda. 1: Sangat Tidak Setuju 2: Tidak Setuju 3: Ragu-Ragu 4: Setuju 5: Sangat Setuju

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 149

No A

Aspek

Tipe Pembelajaran 1 Saya merasa nyaman belajar secara langsung dengan bertatap muka (Faceto-face) dan terjadi interaksi secara langsung antara pengajar dan pembelajar. Pembelajaran dilaksanakan di kelas dan dilaksanakan pada jadwal tertentu. 2 Saya merasa nyaman belajar secara jarak jauh melalui teknologi internet (online learning) termasuk penyampaian materi, pengumpulan tugas dan ujian melalui email (elearning course). 3 Saya merasa nyaman mempunyai kontrol penuh terhadap kemajuan belajar saya sendiri. (Learner Autonomy). 4

5

B

Saya merasa nyaman dengan penggabungan metode antara system pembelajaran tatap muka dan pembelajaran jarak jauh. Sebagian pembelajaran dilaksanakan secara tatap muka tapi juga didukung oleh berbagai informasi dan kemudahan berkomunikasi dari internet (Blended Learning Course). Pembelajar masih melakukan kegiatan pembelajaran dengan pengajar di kelas di waktu dan tempat yang sama selama satu semester tetapi selain itu ada juga Website yang dipakai untuk mendukung kegiatan belajar seperti materi pembelajaran, tujuan pembelajaran, latihan-latihan dan ujian-ujian. (Web Support). Tipe Pembelajar

1

2

3

4

5


6 7

8

9

10

11

12

C 13 14 15 16

17

18

Saya adalah pembelajar yang mandiri (bisa mengatur waktu belajar sendiri). Saya mempunyai motivasi yang tinggi (bisa menentukan target pembelajaran dan cara untuk mencapainya). Saya mempunyai rasa keingintahuan yang besar (rajin mencari dan menggali informasi dari berbagai sumber ilmu). Saya adalah tipe pembelajar yang disiplin (bisa menerima dan mentaati peraturan yang ditetapkan di kelas demi kelancaran pembelajaran). Saya senang berpikir kritis (bisa menerima sesuatu secara logis dan berharap materi yang disampaikan itu dapat diterangkan dan didiskusikan). Saya menyukai sistem pembelajaran melalui interaksi dengan orang lain dan ingin merasa bisa diterima oleh teman sekelas atau lingkungan sekitar. Saya menyukai materi belajar yang bersifat praktis dan relevan dengan kehidupan nyata sehari-hari. Tipe Interaksi Saya merasa nyaman berinteraksi dengan dosen di dalam kelas. Saya selalu berinteraksi dengan dosen disetiap pertemuan di kelas ICE. Saya akan berinteraksi dengan dosen di dalam kelas ICE jika diperlukan saja. Saya merasa lebih nyaman berinteraksi dengan dosen diluar kelas daripada di dalam kelas. Saya senang berinteraksi dengan teman sekelas untuk mendiskusikan materi dan tugas-tugas yang diberikan oleh dosen. Saya merasa nyaman melakukan kegiatan pembelajaran dengan para


pengajar dan teman-teman di kelas di waktu dan tempat yang sama selama satu semester. 19 Saya merasa nyaman berinteraksi dengan pengajar dan teman-teman melalui internet tanpa harus bertatap muka di kelas. D Penggunaan Teknologi dalam Pembelajaran 20 Saya telah terampil menggunakan komputer kurang lebih 3 tahun. 215. Saya biasanya menggunakan komputer kurang lebih 3 jam setiap harinya untuk berbagai kepentingan (membuka email, membuka social network, memainkan game online, dll). 22S Saya bisa mengoperasikan program: MS Office, MS Power Point, dan Flash dengan mudah. 23S Saya biasanya mengakses internet dengan menggunakan HP atau Laptop dan hot spot di kampus. 24S Saya sangat senang membuka social network seperti FB, Twitter, Friendster, dll setiap saya membuka internet. 25S Saya senang mencari materi dari internet untuk menunjang kegiatan belajar saya. 26 Menurut saya, saya merasa terbantu jika ada fasilitas pembelajaran online untuk materi ICE diluar kelas melalui teknologi internet. 27 Saya merasa nyaman jika mengerjakan tugas-tugas kuliah diluar kelas dan dikumpulkan melalui email atau dikerjakan melalui website tertentu. 28 Saya merasa penggunaan berbagai media pengajaran seperti internet, power point, video, dan alat peraga lain ikut berperan dalam meningkatkan motivasi mahasiswa di kelas ICE.


29 Saya merasa para mahasiswa perlu lebih dimotivasi untuk belajar mandiri diluar kelas dengan menggunakan sistem pembelajaran berbasis teknologi (program pembelajaran dengan software tertentu). 30 Kunci utama keberhasilan mahasiswa di kelas ICE terletak pada kerja keras mahasiswa yang bersangkutan ketika didalam/diluar kelas. 31 Menurut saya, dosen di kelas ICE mampu menggunakan berbagai media pengajaran (internet, power point, video, audio, berbagai gambar dan permainan) dengan baik. E Kemandirian Belajar Mahasiswa 32 Materi ICE yang sudah diberikan oleh dosen di kelas selalu saya ulang kembali dirumah untuk memperdalam pemahanan saya. 33 Mahasiswa ICE membutuhkan materi tambahan (dengan software tertentu) yang lebih menarik dan mudah digunakan untuk memperdalam pemahaman materi di kelas. 34 Saya mempunyai kelompok belajar (study club) dengan teman-teman saya sehingga saya bisa mendiskusikan kesulitan belajar saya dan saling membantu dalam proses pemahaman materi ICE. F Pemecahan Masalah Belajar Mahasiswa 35 Jika saya menemui kesulitan dalam memahami materi ICE, maka saya tidak segan untuk bertanya kepada dosen baik di dalam/diluar kelas. 36 Saya berusaha mencari tahu lebih banyak informasi dari buku-buku, software dan internet jika saya


mengalami kesulitan belajar di kelas ICE. 37 Saya merasa lebih nyaman berdiskusi dengan teman-teman saya jika saya menemui kesulitan dalam mempelajari materi ICE. 381. Menurut saya, dosen di kelas ICE bisa membantu dan membimbing mahasiswa untuk memahami materi yang disampaikan. 392. Menurut saya, e-learning course dari berbagai sumber di internet bisa membantu saya mengatasi permasalahan belajar saya di kelas ICE.

 TERIMA KASIH 


APPENDIX 5: NEED ANALYSIS QUESTIONNAIRE (2nd Batch)

NEED ANAYSIS QUESTIONNAIRE (for Students) Terima kasih atas kerjasamanya dan telah meluangkan waktu untuk mengisi kuesioner ini. Kuesioner ini akan digunakan untuk mengidentifikasi kebutuhan pembelajar dalam pembuatan materi online dan melihat perspektif mahasiswa tentang pembelajaran diluar kelas dengan menggunakan media online di internet. Data yang diberikan akan dijamin kerahasiannya dan hanya akan digunakan untuk kepentingan pembuatan materi tersebut. Mohon dijawab dengan sejujur-jujurnya dan terima kasih banyak untuk kontribusinya.

III. Data Diri c. Nama

: _____________________________________

d. Usia

: ______ tahun

e. Jenis Kelamin : L/P *) lingkarilah pilihan yang sesuai f. No. HP

: ____________________

g. Alamat e-mail : ________________________________________________ h. Sekarang, saya mengikuti kelas ICE Level 2 untuk : *) Berilah tanda silang pada pilihan yang sesuai (

) pertama kalinya

(

) kedua kalinya (

) ketiga kalinya

IV. Berikan tanda silang (√) untuk pilihan yang sesuai dengan diri Anda.

1: Sangat Tidak Setuju 2: Tidak Setuju 3: Ragu-Ragu 4: Setuju 5: Sangat Setuju


155 1: Sangat Tidak Setuju 2: Tidak Setuju 3: Ragu-Ragu 4: Setuju 5: Sangat Setuju No A

Aspek

Tipe Pembelajaran Saya merasa nyaman belajar secara langsung dengan bertatap muka (Faceto-face) dan terjadi interaksi secara langsung antara pengajar dan pembelajar. Pembelajaran dilaksanakan di kelas dan dilaksanakan pada jadwal tertentu. 2 Saya merasa nyaman belajar secara jarak jauh melalui teknologi internet (online learning) termasuk penyampaian materi, pengumpulan tugas dan ujian melalui email (elearning course). 3 Saya merasa nyaman mempunyai kontrol penuh terhadap kemajuan belajar saya sendiri. (Learner Autonomy). 1

4

5

Saya merasa nyaman dengan penggabungan metode antara system pembelajaran tatap muka dan pembelajaran jarak jauh. Sebagian pembelajaran dilaksanakan secara tatap muka tapi juga didukung oleh berbagai informasi dan kemudahan berkomunikasi dari internet (Blended Learning Course). Pembelajar masih melakukan kegiatan pembelajaran dengan pengajar di kelas di waktu dan tempat yang sama selama satu semester tetapi selain itu ada juga Website yang dipakai untuk mendukung kegiatan belajar seperti

1

2

3

4

5


156

B 6 7

8

9

10

11

12

C 13

materi pembelajaran, tujuan pembelajaran, latihan-latihan dan ujian-ujian. (Web Support). Tipe Pembelajar Saya adalah pembelajar yang mandiri (bisa mengatur waktu belajar sendiri). Saya mempunyai motivasi yang tinggi (bisa menentukan target pembelajaran dan cara untuk mencapainya). Saya mempunyai rasa keingintahuan yang besar (rajin mencari dan menggali informasi dari berbagai sumber ilmu). Saya adalah tipe pembelajar yang disiplin (bisa menerima dan mentaati peraturan yang ditetapkan di kelas demi kelancaran pembelajaran). Saya senang berpikir kritis (bisa menerima sesuatu secara logis dan berharap materi yang disampaikan itu dapat diterangkan dan didiskusikan). Saya menyukai sistem pembelajaran melalui interaksi dengan orang lain dan ingin merasa bisa diterima oleh teman sekelas atau lingkungan sekitar. Saya menyukai materi belajar yang bersifat praktis dan relevan dengan kehidupan nyata sehari-hari. Tipe Interaksi Saya merasa nyaman berinteraksi dengan dosen di dalam kelas.

14

Saya selalu berinteraksi dengan dosen disetiap pertemuan di kelas ICE.

15

Saya akan berinteraksi dengan dosen di dalam kelas ICE jika diperlukan saja.

16 Saya merasa lebih nyaman berinteraksi dengan dosen diluar kelas daripada di dalam kelas. 17 Saya senang berinteraksi dengan teman


157 sekelas untuk mendiskusikan materi dan tugas-tugas yang diberikan oleh dosen. 18 Saya merasa nyaman melakukan kegiatan pembelajaran dengan para pengajar dan teman-teman di kelas di waktu dan tempat yang sama selama satu semester. 19 Saya merasa nyaman berinteraksi dengan pengajar dan teman-teman melalui internet tanpa harus bertatap muka di kelas. D Penggunaan Teknologi dalam Pembelajaran 20 Saya telah terampil menggunakan komputer kurang lebih 3 tahun. 216. Saya biasanya menggunakan komputer kurang lebih 3 jam setiap harinya untuk berbagai kepentingan (membuka email, membuka social network, memainkan game online, dll).

22S Saya bisa mengoperasikan program: MS Office, MS Power Point, dan Flash dengan mudah. 23S Saya biasanya mengakses internet dengan menggunakan HP atau Laptop dan hot spot di kampus. 24S Saya sangat senang membuka social network seperti FB, Twitter, Friendster, dll setiap saya membuka internet. 25S Saya senang mencari materi dari internet untuk menunjang kegiatan belajar saya. 26 Menurut saya, saya merasa terbantu jika ada fasilitas pembelajaran online untuk materi ICE diluar kelas melalui teknologi internet. 27 Saya merasa nyaman jika mengerjakan tugas-tugas kuliah diluar kelas dan dikumpulkan melalui email atau dikerjakan melalui website tertentu.


158 28 Saya merasa penggunaan berbagai media pengajaran seperti internet, power point, video, dan alat peraga lain ikut berperan dalam meningkatkan motivasi mahasiswa di kelas ICE. 29 Saya merasa para mahasiswa perlu lebih dimotivasi untuk belajar mandiri diluar kelas dengan menggunakan sistem pembelajaran berbasis teknologi (program pembelajaran dengan software tertentu). 30 Kunci utama keberhasilan mahasiswa di kelas ICE terletak pada kerja keras mahasiswa yang bersangkutan ketika didalam/diluar kelas. 31 Menurut saya, dosen di kelas ICE mampu menggunakan berbagai media pengajaran (internet, power point, video, audio, berbagai gambar dan permainan) dengan baik. E Kemandirian Belajar Mahasiswa 32 Materi ICE yang sudah diberikan oleh dosen di kelas selalu saya ulang kembali dirumah untuk memperdalam pemahanan saya. 33 Mahasiswa ICE membutuhkan materi tambahan (dengan software tertentu) yang lebih menarik dan mudah digunakan untuk memperdalam pemahaman materi di kelas. 34 Saya mempunyai kelompok belajar (study club) dengan teman-teman saya sehingga saya bisa mendiskusikan kesulitan belajar saya dan saling membantu dalam proses pemahaman materi ICE. F Pemecahan Masalah Belajar Mahasiswa 35 Jika saya menemui kesulitan dalam memahami materi ICE, maka saya


159 tidak segan untuk bertanya kepada dosen baik di dalam/diluar kelas. 36 Saya berusaha mencari tahu lebih banyak informasi dari buku-buku, software dan internet jika saya mengalami kesulitan belajar di kelas ICE. 37 Saya merasa lebih nyaman berdiskusi dengan teman-teman saya jika saya menemui kesulitan dalam mempelajari materi ICE. 383. Menurut saya, dosen di kelas ICE bisa membantu dan membimbing mahasiswa untuk memahami materi yang disampaikan. 394. Menurut saya, e-learning course dari berbagai sumber di internet bisa membantu saya mengatasi permasalahan belajar saya di kelas ICE. V. Saran saya, fitur-fitur dibawah ini perlu untuk dimasukkan di media pembelajaran on-line:

(Lingkarilah pilihan yang Anda pilih, boleh memilih lebih dari satu) a. Video Pembelajaran b. Kamus On-line c. Berita Dunia On-line d. Warta PPBA On-line e. Game On-line f. Radio/Musik On-line g. Forum Diskusi

 TERIMA KASIH 


160 APPENDIX 6: NEED ANALYSIS QUESTIONNAIRE FROM LECTURERS Need Analysis Questionnaire (Lecturers) VI. Personal and Professional Experience Please write your answer or give a tick (√) on your choice. e. Sex : ( ) Male ( ) Female f. Age : ( ) 21- 30 years old ( ) 31 – 40 years old ( ) ≥ 41 years old g. I have been teaching ICE classes for : (

) ≤ 1 year

(

) 1-3 years

) 4-5 years

h. I have the experience of teaching ICE classes in : (

( i.

(

(

) ≥6 years

) Level 1

(

) Level 3

) Level 2

(

) All Levels

How do you consider your English skill?

( ( ( ( j.

) Excellent ) Very good ) Good ) Average

How do you consider your teaching skill?

( ( ( (

) Excellent ) Very good ) Good ) Average

In the following table, please put a check (√) for the answer which suits your classroom condition in ICE classes best. 1: Strongly Disagree 2: Disagree 3: Doubt 4: Agree 5: Strongly Agree No

A

Aspects

Syllabus 1 I think the syllabuses for ICE classes are well managed. 2 I think the syllabus for ICE Level 1 is very suitable and meet the students‟ need in beginner level. 3 I think the syllabus for ICE Level 2

1

2

3

4

5


161

4

5

B 6 7 8 9

10

11 C 12 13

14

15

is in accordance with ICE Level 1 and Level 3. I think the syllabus for ICE Level 3 is suitable and successful for preparing the students into Applied English in each department at the university. I think the syllabuses for ICE classes can accommodate the students‟ need in using English communicatively and actively outside the class. Teaching System I feel comfortable teaching ICE classes with my partner(s). I can communicate with my partner well using teaching journals. I often have problems with my partner(s) about our ICE classes. I find it hard to monitor the students‟ progress in their English mastery because of co-teaching system in ICE classes. The students‟ preference for the lecturers makes me feel competing with my partner(s) in class. I think the grading systems in ICE classes are clear and well managed. The use of multimedia in teaching I feel confident in using computer and other multimedia in ICE classes. I always equip my lessons with Power Point Presentations, videos, audio materials in ICE classes. I often communicate with students using the Internet via e-mail, Facebook, twitter, etc. I think that the Internet can help the teachers to teach more effectively.


162 16 I always feel excited when there is a teachers training in using technology to teach English in the classroom. D

Students’ Motivation

17 I think the students often show good motivation in ICE classes. 18 My students always look very excited in joining the class. 19 In most of my classes, I always get highly-motivated students. 20 I think the teachers have an important role in increasing students‟ motivation in ICE classes. 21 I think the use a variety of teaching media and technology can enhance students‟ motivation in the classroom.

Please answer these questions briefly! 1. What are the greatest challenges and concerns related to teaching English in ICE classes? _________________________________________________________________ _________________________________________________________________ _________________________________________________ . 2. What factor is the most influencing factor in the students’ success rates in ICE classes? _________________________________________________________________ _________________________________________________________________ _________________________________________________ . 3. What is the students’ biggest problem in ICE class? _________________________________________________________________ _________________________________________________________________ _________________________________________________.


163 4. Do you think the students still find some difficulties in understanding ICE material? Please explain why is it so? _________________________________________________________________ _________________________________________________________________ _________________________________________________.

THANK YOU SO MUCH FOR RESPONDING


164 APPENDIX 7: USER VALIDATION QUESTIONNAIRE KUESIONER PENGGUNA MOODLE Terimakasih banyak atas kesediaan Anda mengisi kuesioner ini. I. Berilah tanda centhang () untuk menunjukkan pendapat Anda terhadap penggunaan Moodle (www.iceportal.tk) di kelas ICE. 1: Sangat Tidak Setuju 2: Tidak Setuju 3: Ragu-ragu 4: Setuju 5: Sangat Setuju No. 1

2

3

4

5

6

7

Aspek Materi Saya telah memahami tujuan pembelajaran diluar kelas dengan menggunakan Moodle (www.iceportal.tk) Saya merasa materi pembelajaran dengan Moodle (www.iceportal.tk) sudah sesuai dengan silabus yang diberikan di kelas ICE level 2 Saya merasa materi pembelajaran dengan Moodle (www.iceportal.tk) mudah untuk dipelajari dan dilakukan oleh mahasiswa secara mandiri diluar kelas Saya merasa pembelajaran Moodle (www.iceportal.tk) bermanfaat untuk lebih meningkatkan pemahaman saya untuk materi ICE Level 2 yang disampaikan di kelas Saya merasa materi dan latihan yang ada di pembelajaran dengan Moodle (www.iceportal.tk) menarik dan cukup bervariasi sehingga menstimulasi saya untuk belajar mandiri diluar kelas ICE Saya merasa instruksi yang diberikan di pembelajaran dengan Moodle (www.iceportal.tk) cukup jelas dan bisa dipahami oleh mahasiswa Saya telah mempunyai pengetahuan dan keahlian yang cukup untuk bisa menggunakan Moodle (www.iceportal.tk)

1

2

3

4

5


165 8

9

10

11

12

13

14

15

16

17

18

Saya merasa pemberian nilai secara langsung di pembelajaran dengan Moodle (www.iceportal.tk) sangat membantu saya untuk bisa melihat kemampuan dan pencapaian saya untuk materi di kelas ICE level 2 Tampilan Saya merasa tampilan yang ada di pembelajaran dengan Moodle (www.iceportal.tk) menarik bagi mahasiswa Saya merasa fitur-fitur yang ada di pembelajaran dengan Moodle (www.iceportal.tk) lengkap dan bervariasi serta sesuai dengan kebutuhan mahasiswa Saya merasa tautan (links) yang terkait dengan pembelajaran dengan Moodle (www.iceportal.tk) bermanfaat dan bisa membantu saya untuk mendapatkan lebih banyak sumber belajar melalui internet Saya merasa tampilan fitur-fitur yang ada di pembelajaran dengan Moodle (www.iceportal.tk) teroganisir dengan rapi dan mudah dikenali Interaksi dan Komunikasi Saya bisa lebih sering berinteraksi dengan dosen diluar kelas melalui Moodle (www.iceportal.tk) Saya bisa lebih sering berinteraksi dengan teman lain diluar kelas ICE melalui Moodle (www.iceportal.tk) Saya lebih bisa mengekspresikan kemampuan berbahasa Inggris saya melalui tugas yang diberikan di Moodle (www.iceportal.tk) Fleksibilitas Pembelajaran melalui Moodle (www.iceportal.tk) memudahkan saya untuk mengatur jam belajar saya diluar kelas ICE menjadi lebih fleksible Jika saya harus tidak masuk kelas ICE, saya bisa mengejar ketertinggalan saya dengan menggunakan Moodle (www.iceportal.tk) Pembelajaran dengan Moodle (www.iceportal.tk) merupakan alternatif yang sangat bagus untuk mengkombinasikan pembelajaran konvensional (tatap muka di kelas) dengan pembelajaran elektronik (elearning) melalui teknologi internet


166 APPENDIX 8: EXPERT VALIDATION QUESTIONNAIRE

The Expert Validation Questionnaire Identity Name

: __________________

Gender

: ( ) Male

Degree

: _________________

Teaching Experience

: _________________

( ) Female

A. Closed Questions Please give a tick (√) on the degree of agreement that best represent your opinion on the statements below : 1: Strongly Disagree/ Very Poor

3: Not Certain

2: Disagree/ Poor Agree/Very Good No.

4: Agree/Good 5: Strongly

Statement 1

1

2

3 4 5 6 7

8

A. Learning Indicators The learning indicators are in line with the syllabus for ICE Level 2. The learning indicators are specific and wellformulated. B. Learning Materials The materials are suitable with the syllabus for ICE Level 2. The materials are relevant to the topics in ICE Level 2. The materials are arranged systematically and wellmanaged. The materials are various and encourage learners to participate more outside class. The materials have helped learners to give better understanding in each topic outside class. C. Elaboration of Vocabulary The videos and the power point presentation slides in each topic have given sufficient and related vocabulary to learners.

Degree of Agreement 2 3 4

5


167 D. Elaboration of Grammar The power point presentation slides have helped the learners in understanding the language focus given in each topic. E. Elaboration of Reading 10 The reading passages in the quiz section have facilitated learners to sharpen their skills in reading (scanning, skimming and comprehending). No. Statements 9

1 11

12

13 14

15

16

17

18

19

20 21 22

F. Elaboration of Writing The writing task in the quiz section has motivated learners to use the language focus presented in each topic into a real context. The writing section in the forum has facilitated learners to develop their ability in writing good sentences. G. Features and Activities The Moodle features used in the learning model are helpful to increase learners‟ ability in each topic. The Moodle features used in the learning model have facilitated learners to monitor their achievement in each topic. The Moodle features used in the learning model have facilitated learners to get the feedback from the other participants as well as from the lecturer. The Moodle features used in the learning model have given learners more opportunities to get the materials easily by downloading them. The Moodle features used in the learning model have given the staff and the lecturer more opportunities to give the information about ICE classes quickly and effectively. The Moodle features used in the learning model have given both learners and lecturers more opportunities to build better relationship outside class. The pictures help learners to visualize the topic and engage learners with the materials presented in each topic. The activities are relevant with the discussed topic. The activities are various so that learners are encouraged to participate more outside class. The additional features from widgets have given


5


168

23

24 25 26 27 28 29 30

learners more opportunities to expand their knowledge. The additional features from widgets are fun and motivating learners to study English better outside class. H. Overall Evaluation Instructions in each topic are clear and easy to comprehend. The learning model facilitates the learners‟ different learning styles. The learning model is practical and easy to navigate. The interface of the learning model is interesting. The learning model is able to improve learner‟s motivation in learning Ice material outside class. The learning model is well-developed. The learning model are beneficial for learners and lecturers as a supplementary material for ICE classes Level 2.

B. Open Questions Please answer the following questions ! 1. What is your comment on the theoretical learning model (www.iceportal.tk) as a supplementary material for ICE classes Level 2? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. What are the good things to maintain from the theoretical learning model (www.iceportal.tk) as a supplementary material for ICE classes Level 2 ? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. What things need to be improved from the theoretical learning model (www.iceportal.tk) if it is applied as a supplementary material for ICE classes Level 2? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________  THANK YOU FOR YOUR PARTICIPATION 


169 APPENDIX 9: USER VALIDATION QUESTIONNAIRE (Main Field Testing)

USER VALIDATION QUESTIONNAIRE (for Students) Terima kasih atas kerjasamanya dan telah meluangkan waktu untuk mengisi kuesioner ini. Kuesioner ini akan digunakan untuk mengidentifikasi keberhasilan pembuatan materi online dan melihat perspektif mahasiswa tentang pembelajaran diluar kelas dengan menggunakan media online di internet menggunakan http://www.iceportal.tk . Data yang diberikan akan dijamin kerahasiannya dan hanya akan digunakan untuk kepentingan penelitian ini.Mohon dijawab dengan sejujur-jujurnya dan terima kasih banyak untuk kontribusinya.

VII. Data Diri k. Nama

: _____________________________________

l.

: ______ tahun

Usia

g. Jenis Kelamin : L/P *) lingkarilah pilihan yang sesuai h. No. HP i.

: ____________________

Alamat e-mail : ________________________________________________

j.

Sekarang, saya mengikuti kelas ICE Level 2 untuk :

Jawablah pertanyaan dibawah ini dengan jelas! 1.

Secara umum, menurut Anda, bagaimanakah pembelajaran ICE jika digabungkan dengan pembelajaran Bahasa Inggris melalui Moodle (www.iceportal.tk)? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. Apakah Anda menemukan kesulitan dalam pembelajaran dengan menggunakan Moodle (www.iceportal.tk) untuk digunakan sebagai materi penunjang di kelas ICE level 2?


170

3.

4.

5.

6.

7.

8.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Apakah keuntungan dari kelas ICE yang juga memakai Moodle (www.iceportal.tk) sebagai materi penunjang di kelas ICE level 2? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Apakah kekurangan dari Moodle (www.iceportal.tk) sebagai materi penunjang di kelas ICE level 2? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Apakah kelas yang memanfaatkan Moodle (www.iceportal.tk) memfasilitasi Anda untuk lebih belajar mandiri dibandingkan dengan kelas konvensional sebelumnya (tanpa Moodle)? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Apakah Anda lebih termotivasi untuk belajar mandiri dan mengulang materi yang diberikan di kelas melalui Moodle (www.iceportal.tk) sebagai materi penunjang di kelas ICE level 2? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Apakah Anda merasa puas menggunakan Moodle (www.iceportal.tk) sebagai materi penunjang di kelas ICE level 2? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Apa yang harus diperbaiki jika pembelajaran menggunakan Moodle(www.iceportal.tk) ini diaplikasikan di kelas ICE disemua level (1,2 dan 3)? Tolong berikan saran dan masukan yang jelas. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

 THANK YOU SO MUCH 


171 APPENDIX 10: RESULT OF THE OPEN-ENDED QUESTIONS THE (Need Analysis Questionnaires from the Lecturers) Question 1: 5. What are the greatest challenges and concerns related to teaching English in ICE classes? 6. What factors are the most influencing factor in the students’ success rates in ICE classes? 7. What are the students’ biggest problems in ICE class? 8. Do you think the students still find some difficulties in understanding ICE material? Please explain why is it so?

Respondents 1

2

Narrative

Theme

Question 1: How to keep the students‟ motivation high.

Students‟ Motivation

Question 2: Students‟ willingness to learn and use English both inside and outside the class.

English Practical Usage

Question 3: To understand ICE material

Material

Question 4: Yes, because some of them have very limited vocabulary Question 1: How to motivate students to manage their self-learning


Question 2: Motivation, Attitude, Self -learning strategy

Students‟ Motivation & Behavior

Question 3:  Practicing English intensively  Realizing the importance of learning English and apply/put it into wellplanned effort to use/learn English

English Practical Usage


172

Question 4: Yes, because:  The material needs to be more varied and adjusted with their learning styles  The material does not provide enough chances for self-learning

Material Learning Autonomy

Question 1: Students‟ motivation and their study load


3

Question 2: Progress tests

4

Material and Tests

Question 3: Students‟ study load

Other

Question 4: Some Yes, especially the “old students” because sometimes the “hate” English. Question 1: Students‟ lack of motivation

Material


Question 2: Their attendance. Most students fail because of their absence

Students‟ Attendance

Question 3: Yes, students‟ motivation


Questions 4: Yes, because many students are lack of vocab and grammar

Students‟ Competence


173 APPENDIX 11: RESULT OF OPEN-ENDED QUESTIONS (The Expert Validations ) Question 1:

What is your comment on the theoretical learning model (www.iceportal.tk) as a supplementary material for ICE classes Level 2? Question 2:

What are the good things to maintain from the theoretical learning model (www.iceportal.tk) as a supplementary material for ICE classes Level 2 ? Question 3:

What things need to be improved from the theoretical learning model (www.iceportal.tk) if it is applied as a supplementary material for ICE classes Level 2? Respondents 1

Narrative

Theme

Question 1: It‟s a very good learning model to increase Layout the students‟ motivation in learning Features English. Activity Question 2: The variety of activities: students can post their writing, listen to the news and watch videos.

Features Activity

Features Question 3: Interactions among the participants 2 Question 1: I believe that the elaboration of multimedia in this portal could help learners in many ways. It facilitates Multiple Intelligences, provides sufficient language inputs, gives variations of learning modes, etc. The quiz in each topic is also very important to provide feedback and data of the learners‟ achievement. Question 2: There are some aspects:

Features Activity Layout Content

Layout


174   

The multimedia material: elaboration of text, still & moving picture, sound The rich sources of language input The assessment

Question 3:  Speaking fluency practice/exercise needs to be more elaborated. I know it‟s not easy because of the nature of this portal. However, a self-fluency practice is still possible.  Indonesian learners, I believe, need combination of explicit and implicit teaching of grammar/ language focus. Teachers‟ role in this case would be very important to help learners build their linguistic competence.

Features

Activity Features

Content Activity

3 Question 1: It is suitable as a supplementary material for ICE Level 2. It gives students more opportunities to practice the materials outside class. Question 2: The materials given support the students to get better understanding in ICE class, one good alternative to design other learning materials outside class. Question 3: As it needs a good internet connection to download/upload the materials/tasks, so that the teachers must be selective in choosing suitable activities/exercises. 4

Question 1: This is a great idea; however, considering that ICE is a non-credit subject, this supplementary material will not be

Learning Autonomy

Activity Content

Activity Content

Function Learning


175 optimally used if the students are not encouraged by, for example, giving extra score after completing a certain activity. Perhaps it will be more beneficial if all homework is done through this model.

Autonomy

Question 2: The “comments” room is very good to provide a means of better relationship between teachers and students and to give peer feedback.

Features Layout

Question 3: I agree with one of the student‟s comments that the user interface needs to have a “final touch”, such as explore more on pictures showing challenging activities in ICE or informing the academic calendar of ICE and UKDW. Nevertheless, the overall www.iceportal.tk is sophisticated.

5

Question 1 : I think the material is great as supplementary material, giving the students an extra, more interactive way to work with the ICE topics. Including the variety of learning modes (Power Point, video, quiz, forum, etc.) is very effective too, as people have different learning styles. Question 2: The variety of learning materials as mentioned above, areas for discussion that foster increased participation, the “widgets” to keep students interested, and an appealing interface.

Features Layout

Features Layout

Content


176 Question 3: No suggestion, just make sure to keep it up to date and if possible, offer suggestions and ideas to students that do participate. It‟s a good way to foster the student-teacher relationship and it will keep the students active .


177

APPENDIX 12: RESULT OF THE EXPERT VALIDATION QUESTIONNAIRE ( A Sample of Collected Questionnaire)

The Expert Validation Questionnaire Identity Name

: Lisi Schrottner

Gender

: ( ) Male

Degree

: BA in Intercultural Studies (2014)

Teaching Experience

: Native Speaker at PPBA, UKDW

( X) Female

C. Closed Questions Please give a tick (√) on the degree of agreement that best represent your opinion on the statements below : 1: Strongly Disagree/ Very Poor

3: Not Certain

2: Disagree/ Poor Agree/Very Good No.

4: Agree/Good 5: Strongly

Statement 1

1

2

3 4 5 6 7


I. Learning Indicators The learning indicators are in line with the syllabus for ICE Level 2.

√ √

The learning indicators are specific and wellformulated. J. Learning Materials The materials are suitable with the syllabus for ICE Level 2. The materials are relevant to the topics in ICE Level 2. The materials are arranged systematically and wellmanaged. The materials are various and encourage learners to participate more outside class. The materials have helped learners to give better understanding in each topic outside class. K. Elaboration of Vocabulary

5

√ √ √ √ √


178 √

8

The videos and the power point presentation slides in each topic have given sufficient and related vocabulary to learners. L. Elaboration of Grammar 9 The power point presentation slides have helped the learners in understanding the language focus given in each topic. M. Elaboration of Reading 10 The reading passages in the quiz section have facilitated learners to sharpen their skills in reading (scanning, skimming and comprehending). No. Statements

√

√

1 11

12

13

14

15

16

17

18

19

N. Elaboration of Writing The writing task in the quiz section has motivated learners to use the language focus presented in each topic into a real context. The writing section in the forum has facilitated learners to develop their ability in writing good sentences. O. Features and Activities The Moodle features used in the learning model are helpful to increase learners‟ ability in each topic. The Moodle features used in the learning model have facilitated learners to monitor their achievement in each topic. The Moodle features used in the learning model have facilitated learners to get the feedback from the other participants as well as from the lecturer. The Moodle features used in the learning model have given learners more opportunities to get the materials easily by downloading them. The Moodle features used in the learning model have given the staff and the lecturer more opportunities to give the information about ICE classes quickly and effectively. The Moodle features used in the learning model have given both learners and lecturers more opportunities to build better relationship outside class. The pictures help learners to visualize the topic and engage learners with the materials presented in each topic.

Degree of Agreement 2 3 4 5 √ √

√ √ √ √ √

√

√


179 20 21 22

23

24 25 26 27 28 29 30

The activities are relevant with the discussed topic. The activities are various so that learners are encouraged to participate more outside class. The additional features from widgets have given learners more opportunities to expand their knowledge. The additional features from widgets are fun and motivating learners to study English better outside class. P. Overall Evaluation Instructions in each topic are clear and easy to comprehend. The learning model facilitates the learners‟ different learning styles. The learning model is practical and easy to navigate. The interface of the learning model is interesting. The learning model is able to improve learner‟s motivation in learning Ice material outside class. The learning model is well-developed. The learning model are beneficial for learners and lecturers as a supplementary material for ICE classes Level 2.

√ √ √ √

√ √ √ √ √ √ √

D. Open Questions Please answer the following questions ! 1. What is your comment on the theoretical learning model (www.iceportal.tk) as a supplementary material for ICE classes Level 2? I think the material is great as supplementary material, giving the students an extra, more interactive way to work with the ICE topics. Including the variety of learning modes (Powerpoint, video, quiz, forum, etc.) is very effective too, as people have different learning styles. 2. What are the good things to maintain from the theoretical learning model (www.iceportal.tk) as a supplementary material for ICE classes Level 2 ? The variety of learning materials as mentioned above, areas for discussion that foster increased participation, the “widgets” to keep students interested, and an appealing interface. 3. What things need to be improved from the theoretical learning model (www.iceportal.tk) if it is applied as a supplementary material for ICE classes Level 2? No suggestions, just make sure to keep it up to date and if possible, offer suggestions and ideas to students that do participate. It‟s a good way to


180 foster the student-teacher relationship and it will keep the students active .


181 APPENDIX 13: RESULT OF THE OPEN ENDED QUESTIONS (User Validation and the Emerging Theme) Question 1 1. Secara umum, menurut Anda, bagaimanakah pembelajaran ICE jika digabungkan dengan pembelajaran Bahasa Inggris melalui Moodle (www.iceportal.tk)?

Siswa 1 (Tiara)

Siswa 2 (Johlin)

Siswa 3 (Adiel)

Siswa 4 (Laode Jian) Siswa 5 (Felix)

Siswa 6 (Jeanette) Siswa 7 (Anggi)

Siswa 8

Bagus juga, jadi ga selalu di kelas belajarnya, tetapi jangan sampai sistemnya error, dan juga jawaban soalnya bisa lebih cepat dan pasti. Menurut saya bagus, karena dapat mengurangi tingkat kebosanan dalam tatap muka dengan pengajar karena selalu harus datang ke kelas ICE. Dengan kata lain, dapat merefreshing kegiatan tatap muka yang merupakan kerutinan. Pembelajaran ICE jika digabungkan dengan pembelajaran bahasa Inggris melalui Moodle sangat membantu karena secara tidak langsung itu membantu kita untuk belajar dan mengingat materi lagi diluar kelas. Pembelajaran dengan Moodle bisa sangat menunjang mahasiswa untuk belajar lebih banyak diluar jam perkuliahan ICE. Menurut saya bagus, akan tetapi tetap harus tetap ada bimbingan secara langsung dalam mengerjakan tugas dalam ICE portal agar mahasiswa tidak bingung. Bagus, karena dapat menambah wawasan pengetahuan. Selain belajar bahasa Inggris, saya bisa mendapat berita juga. Setuju, karena dapat membantu mahasiswa. Ada video untuk belajar listening juga. Kita bisa lebih banyak berinteraksi dengan dosen dan teman lain diluar kelas. Ada game dan lagu jadi ga membosankan. Sangat baik, karena dapat membantu

 

Internet Connection Content



Motivation



Helpful for the students Learner’s Autonomy





Learner’s Autonomy



Teacher’s Guidance



Informative

  

Helpful for the students Interaction Features



Helpful for the


182 (Cynthia)

mahasiswa dalam belajar bahasa Inggris. Belajar sendiri diluar kelas dan mengulang lagi materi yang sudah diberikan oleh dosen. Kita bisa juga melihat pengumuman dosen.

Siswa 9 Baik, karena mahasiswa menjadi lebih (Riduwan) mengerti dan mempelajari ulang untuk mengisi latihan yang diberikan di Moodle. Saya suka radio onlinenya, karena saya suka mendengarkan musik sambil belajar. Gamenya juga lumayan bisa menghilangkan kejenuhan. Siswa 10 Sangat bagus, karena kita dapat belajar (Amelia) bahasa Inggris tidak hanya melalui tatap muka dikelas, tetapi didukung juga melalui teknologi internet. Itu dapat menambah wawasan kita. Apalagi dengan berbagai fasilitas lain, seperti : kamus online, video, music dan game yang membuat portalnya jadi lebih menarik.

students Informative Learner’s Autonomy Helpful for the students Features Learner’s Autonomy

    

 

Informative Features

Question 2: Apakah Anda menemukan kesulitan dalam pembelajaran dengan menggunakan Moodle (www.iceportal.tk) untuk digunakan sebagai materi penunjang di kelas ICE level 2? Siswa 1 Siswa 2

Siswa 3 Siswa 4

Siswa 5

Kesulitannya hanya bila saat koneksi buruk, dan butuh waktu lama untuk membuka portal. Tidak. Saya dapat mengakses Moodle dengan baik tetapi sebaiknya Moodle mempunyai short cut untuk kembali ke home page, sehingga akan semakin mudah. Terkadang koneksinya lambat, sehingga kesulitan untuk membukanya. Tidak ada kesulitan dalam menggunakan Moodle karena mahasiswa sudah diajarkan terlebih dahulu sebelum sign in di Moodle Secara umum tidak ada, tapi jika siswa ada yang ingin bertanya, mungkin bisa dengan bantuan lebih banyak media sosial yang tersambung dengan portalnya, tidak cuma facebook saja.



Internet Connection



Features



Internet Connection



Tutorial



Featuress


183 Siswa 6

Siswa 7 Siswa 8

Siswa 9

Siswa 10

Tidak, karena belajar menggunakan Moodle sangat memudahkan mahasiswa untuk memahami materi yang diberikan dengan bisa mengulang materi berkali-kali sampai faham. Tidak, karena mudah dan bisa dilakukan dimana saja. Ya,ada sedikit kesulitan jika kita mengisi soal soal essai, tetapi waktu yang diberikan cukup singkat, padahal jawaban harus dipikir terlebih dahulu. Ya, soal-soalnya cukup sulit dan adanya keterbatasan waktu dan kesempatan dalam mengisinya. Kesulitan hanya saya temukan di awal saja, tetapi setelah menggunakan Moodle berulangulang, saya sudah dapat menggunakan dengan baik. Iceportal jadi lebih mudah digunakan.



Flexibility



Flexibility



Time



Time



Habit Formation

Question 3: Apakah keuntungan dari kelas ICE yang juga memakai (www.iceportal.tk) sebagai materi penunjang di kelas ICE level 2? Siswa 1

Siswa 2

Siswa 3

Siswa 4

Sangat menguntungkan, kalau untuk saya pribadi, saya agak malas untuk les bahasa Inggris jadi dengan adanya ICE jadi mempermudah. Moodle juga mempermudah saya untuk belajar, karena saya malas belajar jika tidak ada tugas. Dapat mengulang materi yang diajarkan, selain itu yang tidak hadir mempunyai kesempatan untuk belajar hal yang sama seperti yang hadir di dalam kelas. Kita dapat belajar tetapi juga sambil bermain sehingga dapat memahami materi dengan santai. Selain bisa belajar diluar jam perkuliahan ICE, Moodle juga membantu mahasiswa yang nilainya kurang untuk bisa mengulang materi yang diajarkan dan mencoba berlatih dengan lebih banyak soal.

Moodle



Flexibility



Flexibility



Fun



Helpful


184 Siswa 5 Siswa 6

Siswa 7

Siswa 8

Siswa 9

Siswa 10

Kita bisa mengatur waktu belajar kita sendiri. Membuat kita mengerti menggunakan teknologi jaman sekarang dan dapat menambah ilmu. Keuntungannya dapat memberikan pengetahuan yang lebih bagi mahasiswa selain pengetahuan dalam bahasa Inggris juga pengetahuan umum dan teknologi. Membantu mahasiswa mengingat/mengulang kembali materi yang telah diajarkan, dan membantu mahasiswa dalam mengekspresikan kemampuan bahasa Inggris. Jadi lebih paham/mengerti materi ICE setelah belajar materi ICE yang ada di Moodle karena tampilannya keren dan tidak membosankan. Jika pada kelas ICE materinya kurang mendukung, maka kami dapat membacanya kembali pada Moodle. Kami bisa menyesuaikan waktu belajar kami sendiri.

 

Flexibility Technology



Informative



Flexibility

 

Helpful Layout

  

Helpful Flexibility Learner’s Autonomy

Question 4: Apakah kekurangan dari Moodle (www.iceportal.tk) sebagai materi penunjang di kelas ICE level 2? Siswa 1 Susunannya perlu diperbaiki, karena saat  Layout pertama kali saya masuk websitenya saya agak bingung. Mungkin karena saya orangnya suka yang simple simple saja. Siswa 2 Pada saat mengakses untuk test pertama,  Internet banyak pengunjung yang mengakses Connection secara bersamaan sehingga Moodle menjadi lambat merespon dan error selama beberapa saat. Siswa 3 Materi untuk menjawab soal masih agak  Content kurang jadi kadang masih ingin mencoba soal yang lain. Jadi bikin penasaran Miss.  Siswa 4 Sepertinya butuh lebih banyak hiburan di  Features dalamnya, perlu ditambahkan game yang  Content lain, atau soal lain dan selalu di update. Selebihnya sudah cukup baik.


185 Siswa 5

Siswa 6

Siswa 7

Siswa 8

Siswa 9

Siswa 10

Waktu yang diberikan kepada mahasiswa untuk mengerjakan tugas perlu ditambahkan lagi. Tampilannya dibuat lebih simple sehingga membuat mahasiswa lebih termotivasi untuk membukanya terus menerus. Kekurangan dari iceportal menurut saya tidak ada, hanya saja siswa selalu harus dimotivasi untuk mau mengerjakan portal. Kadang jawaban yang kita isi sudah dirasa benar, tapi nilai yang diperoleh kurang karena jawabannya harus benar-benar tepat. Adanya waktu dalam mengerjakan soal-soal essay yang perlu ditambahkan.. Kurangnya fitur yang ada di dalamnya,seperti kosakata dan kamus Inggris Indonesia. Adanya keterbatasan waktu dan kesempatan dalam mengisi soal yang ada. Mungkin waktu mengerjakannya ga usah dibatasi, Miss. Tampilannya bisa diperbaiki lagi agar bisa lebih menarik. Desainnya bisa diberikan background foto murid dan kegiatan ICE.



Time Management



Layout



Student’s Motivation

 

Content Time Management

 

Features Time Management



Layout

Question 5: Apakah kelas yang memanfaatkan Moodle (www.iceportal.tk) memfasilitasi Anda untuk lebih belajar mandiri dibandingkan dengan kelas konvensional sebelumnya (tanpa Moodle)? Siswa 1

Siswa 2

Siswa 3

Siswa 4

Iya, karena saat belajar dengan Moodle saya bisa memahaminya dengan lebih baik, karena saya mencari jawabannya dengan sungguhsungguh. Ya, karena Moodle dapat diakses ketika berada dimana saja dengan jaringan internet sehingga kita tidak terpaku pada pengajar saja. Ya, karena saya malas jika belajar textbook sedangkan Moodle memanfaatkan belajar visual juga. Moodle membantu saya untuk mengulang

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Content

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Flexibility

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Flexibility

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Content


186

Siswa 5 Siswa 6 Siswa 7

Siswa 8

materi dengan topic-topik yang lebih menarik. Ya, karena saya bisa belajar sendiri diluar kelas. Ya, karena kita lebih bisa mengetahui materi yang diajarkan untuk kelas selanjutnya. Iya, dengan adanya kelas iceportal, kami lebih memahami tentang bagaimana cara belajar melalui internet. Ya, dengan adanya iceportal, mahasiswa dapat mengejar ketertinggalan dalam kelas.

Siswa 9

Iya, karena dapat belajar tambahan, ketika sedang tidak mengikuti kelas ICE.

Siswa 10

Dengan adanya Moodle kami memang belajar mandiri, tapi juga kadang juga agak membingungkan kalau cuma sendirian. Jadi lebih asyik kalau dikerjakan secara mandiri tapi dalam kelompok kecil/berpasangan.

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Learner’s Autonomy Content

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Learning Technology

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Content Helpful

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Content Helpful Learner’s Autonomy Collaborative Learning

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Question 6: Apakah Anda lebih termotivasi untuk belajar mandiri dan mengulang materi yang diberikan di kelas melalui Moodle (www.iceportal.tk) sebagai materi penunjang di kelas ICE level 2? Siswa 1

Siswa 2

Siswa 3

Siswa 4

Ya, karena dengan video yang ada, saya dapat mengulang pelajaran di kelas. Selain itu saya juga bisa mencari kata-kata yang susah melalui kamus online. Ya, karena dengan iceportal materi dapat diulang dengan video ataupun dengan menjawab pertanyaan. Selain itu saya juga bisa melihat pengumuman dari PPBA ataupun dari dosen. Ya, saya lebih termotivasi karena cara belajar materi disajikan dengan berbagai macam media (video, power point atau document) dan cara menjawab soal juga unik. Ada comment boxnya juga. Asyiik deh. Moodle sangat memotivasi saya, soal-soal dan materi di moodle sangat menarik

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Features

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Features

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Features Content Interaction

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Features


187 untuk dipelajari. Selain itu juga ada berita dalam Bahasa Inggris yang selalu di update, jadi kita tidak ketinggalan informasi. Siswa 5 Ya, termotivasi, karena di iceportal kita bisa langsung tahu nilai kita dan itu membuat saya termotivasi. Saya juga bisa berinteraksi dengan dosen dan temanteman lain. Saya bisa juga melihat tulisan teman lain. Siswa 6 Ya, quiz-quiz yang ada di Moodle sangat membantu saya untuk mengulang materi yang diberikan. Gambar-gambar yang ada juga lucu-lucu. Senang deh ada pembelajaran seperti ini di kelas ICE. Siswa 7 Iya, saya sangat termotivasi karena kita bisa selalu mengulang material kapanpun saya mau dan di materi tertentu yang saya inginkan. Siswa 8 Ya, namun alangkah baiknya apabila ada materi baru selain materi yang sudah ada di syllabus agar pengalaman dan penambahan ilmu makin akurat. Siswa 9 Iya, cukup termotivasi karena tampilan dalam iceportal sangat menarik. Siswa 10 Ya, saya termotivasi karena iceportal memberikan tempat untuk mahasiswa belajar lebih santai diluar kelas. Jika pusing belajar bisa bermain game dulu atau mendengarkan radio luar negeri. Keren!

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Content

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Features Scoring System Interaction

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Activity Layout

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Flexibility

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Content

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Layout

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Features

Question 7: Apakah Anda merasa puas menggunakan Moodle (www.iceportal.tk) sebagai materi penunjang di kelas ICE level 2? Siswa 1

Siswa 2

Cukup puas, karena Moodle juga memudahkan kita sehingga kita tidak perlu susah-susah untuk tulis tangan. Ya. Selain dapat memahami materi dengan baik, kita tidak perlu merasa bosan karena sudah tersedia game atau lagu.

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Flexibility

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Features


188 Siswa 3

Siswa 4

Siswa 5

Siswa 6

Siswa 7 Siswa 8

Siswa 9

Siswa 10

Ya, saya merasa puas menggunakan moodle karena terdapat games dan fasilitas untuk menghilangkan kejenuhan. Ya, sekarang ini Moodle sangat baik untuk mahasiswa ICE level 2 karena tampilannya unik dan menarik. Puas, Moodle bisa menunjang kelas ICE karena mahasiswa juga bisa tetap berinteraksi dengan dosen diluar kelas dan tugas bisa langsung dinilai, jadi tidak penasaran. Ya, saya sangat merasa puas. Menurut saya dengan iceportal dosen dan mahasiswa bisa berkomunikasi lebih sering jadi hubungannya bisa dekat. Puas, karena kita langsung bisa melihat nilai kita dan bisa mencoba beberapa kali. Sangat puas, karena iceportal dapat membantu nilai saya ketika nilai saya jelek. Saya bisa mengerjakan soal-soal lagi dan berlatih dirumah sendiri. Jadi tidak malu sama teman karena mengulang mengerjakan soal beberapa kali. Iya, cukup puas. Saya merasa tidak gaptek lagi hehe…sudah melek teknologi. Karena sekarang sudah jamannya mengerjakan tugas lewat email. Ya, saya puas. Fasilitas fitur yang ada dalam iceportal bermacam-macam. Saya pikir mahasiswa bisa memakainya untuk mempermudah belajar bahasa Inggris.

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Features

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Layout

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Interaction Scoring System

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Interaction

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Scoring System

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Helpful Flexibility Scoring System

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Technology

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Features

Question 8: Apa yang harus diperbaiki jika pembelajaran menggunakan Moodle (www.iceportal.tk) ini diaplikasikan di kelas ICE disemua level (1,2 dan 3)? Tolong berikan saran dan masukan yang jelas. Siswa 1

Tampilan home-nya jangan terlalu ramai, jadi kesannya rapih, diusahakan sistemnya tidak error dan jawaban yang

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Layout Connection


189

Siswa 2

Siswa 3

Siswa 4

Siswa 5

Siswa 6

Siswa 7

Siswa 8

Siswa 9

ada sudah pasti. Ditambahkan fitur-fitur menarik seperti foto-foto dari proses belajar mengajar di kelas ICE juga mahasiswa ICE. Kalau bisa ada Photo Gallery, jadi yang narsis bisa ikut nampang..hehehe  Yang harus diperbaiki mungkin jaringannya karena jika yang mengakses terlalu banyak akan error. Selain itu, games yang bersangkutan dengan materi perlu diperbanyak agar tidak bosan dalam belajar. Grammar itu penting, jadi akan lebih baik jika ada banyak latihan untuk berlatih grammar. Hiburan dalam versi bahasa Inggris perlu ditambahkan lagi. Waktu untuk mengerjakan soal diperpanjang saja, dan memperbanyak jumlah kesempatan untuk mengisi soal, terutama soal essay. Pembelajaran menggunakan Moodle sangat bagus tetapi jika ditambahkan lebih banyak aplikasi music /video mungkin akan menambah keinginan mahasiswa untuk membuka dan belajar di Moodle. Yang perlu diperbaiki yaitu hanya lebih berusaha untuk mempromosikan atau membujuk mahasiswa supaya lebih tertarik dengan iceportal. Jangan membatasi waktu dalam mengisi jawaban, terutama untuk soal essay karena mahasiswa membutuhkan waktu lebih panjang dalam memberi jawaban. Materi yang diberikan di iceportal harus diperbanyak, tidak harus sesuai dengan materi yang diberikan di kelas agar ilmu yang didapat bisa sangat banyak sehingga menambah ketrampilan dalam bahasa Inggris. Iya, system score yang ada harus

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Features

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Connection Features

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Content Features

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Time

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Features

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Student’s Motivation

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Time Content

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Scoring System


190

Siswa 10

diperbaiki, kesempatan dan waktu yang ada dalam mengisi soal coba dipertimbangkan. Moodle ini harus dilakukan di ICE level 2 secara merata, karena ada yang menggunakan Moodle dan ada yang tidak. Thank you  Sangat bagus, tetapi sebaiknya tampilannya dirubah menjadi lebih simple saja agar peminatnya lebih banyak.

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Time Management

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Layout

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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