Figure 4.50: Pac Man Original Widget The last aspect was the relevance. In terms of the relevance, there was
only one suggestion. The suggestion was to add external link so that the students can have more exercises on scanning and skimming in one reading activity. Some
students were afraid that they will have less exercise from the learning model only. In response to this issue, a remote RSS feeds block was added to the
learning model. The RSS feeds block enables RSS feeds from external websites to be displayed within Moodle. As the information on the other site in this case,
reading comprehension exercises is changed the block will update to show the latest information. The screen shot of a remote RSS feeds block in the learning
model could be seen in figure 4.51 below.
Figure 4.51: A remote RSS feeds block In conclusion, there were five changes made in the revision of the learning
model based on the results of the user validation. The first was adding pictures in the exercises so that it would be more interesting and not too simple. The second
revision was the addition of a Google search engine widget to ease the students to find anything they needed without having to leave Moodle and open a new tab.
The third change was to add Wikipedia widget on each page to help them understand the meanings of new information from the reading. The fourth revision
was too add more entertainment features such as in the form of games so that they could have more options to refresh their mind when they felt tired while using
Moodle. The last revision was to add external link so that the students can have more exercises on scanning and skimming in one reading activity. The iconic
learning model produced as the final product of this research could be accessed on www.readingclass.mdl2.com. The screen shot of the front page of the iconic
learning model could be seen in figure 4.52 below.
Figure 4.52: Front Page
130
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions. In the first part, the researcher concludes the summary of the study. The summary of the study is
drawn based on the previous chapters. Meanwhile, in the second part discusses the suggestions for the learning model users and for the further research.
A. Conclusions
In this part, the researcher would like to sum up the result of the study which has been presented in the previous chapter. This research was conducted to
answer two research questions: a what the theoretical model of the Moodle learning model for intensive reading at the university level is like, and b what
the iconic model of the Moodle learning model for intensive reading at the university level is like. This research was included in the field of Research and
Development. What was researched and developed was the same thing, which was the Moodle learning model.
To answer the first research question, which is included into the Research part, the first two steps of R D that incorporated 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 theories of intensive reading, CALL and Moodle were collected from
the books, the internet, and the syllabus that was provided by the university. Needs analysis questionnaire was also distributed to the targeted users who were
the intensive reading course’ students to figure out their need, lack and want to be adjusted with the theories collected in order to design an appropriate theoretical
learning model. The second step for the Research part is Planning that includes the Design
phase of ADDIE. The topics, subject contents, general purposes, and learning indicators based on the syllabus and the theories of intensive reading were
determined in this part. There were four topics as the planned content of the learning model: modeling, outlining, first drafting, and peer feedback. The topics
were the results of the synthesizing of the intensive reading syllabus and the intensive reading process.
To answer the second research question which is included into the Development part, five steps of the R D cycle that incorporated the
Development, Implementation and Evaluation phases of ADDIE were conducted. 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 that were suitable with the goal of the course and the
principles of CALL were selected and developed. The result of this step was the initial iconic model of the Moodle. The first feature used in the theoretical
learning model was resources in the form of File, Folder, Label and URL. The second feature was quiz in the form of truefalse. The last feature used was forum.
The widgets added to the theoretical learning model were clock, calendar, game, online dictionary. The features were developed and put under the three parts
created to help showing the flow of the course. Those three parts were Pre reading activities, While-reading activities
and Post reading activities. The next step for the Development part is Preliminary Field Testing that
includes the formative Evaluation phase of ADDIE. The expert validation questionnaire was distributed to the lecturers of the English Letters Study
Program of Sanata Dharma University. The third step for the Development part is Main Product Revision that includes the Development phase of ADDIE. Based on
the feedback from the expert validation, the learning model was revised by making three changes: adding more images within the page so that the interface
will look more interesting of the theoretical learning model, give more detailed and specific instructions in every section of the unit and the exercises of the initial
iconic learning model., and providing more warming up activities in each meeting.
The fourth step for the Research part is Main Field Testing that includes the Implementation phase of ADDIE model. In this part, the revised learning
model was implemented in the last four meetings of the intensive reading course. The fifth and the last step for the Research part is Operational Product Revision.
This was carried out to revise and to develop the learning model into a final practical model. Based on the feedback from the user validation, the learning
model was revised by making six changes: adding pictures in the exercises,
adding a Google search engine widget, adding Wikipedia widget, adding more entertainment features such as in the form of games and adding external link so
that the students can have more exercises on scanning and skimming in one reading activity.
The results of the research are the theoretical model and the iconic model of the Moodle learning model. The theoretical model presents the features and the
widgets that were selected according to their suitability with the theory of intensive reading as well as with the CALL principles. The first feature used was
resources in the form of File, Folder, Label and URL. The second feature was quiz in the form of multiple choice, and essay. The last feature used was forum. The
widgets added were clock, calendar, game, and online dictionary. The iconic model was developed by making some revisions based on the results of the expert
validation and the user validation. The revisions made after the expert validation were adding more images in the page, adding and providing detailed instructions
for every unit and adding warm up exercises in each unit. The revisions made after user validation were adding pictures in the exercises, adding a Google search
engine widget, adding a Wikipedia widget, adding more entertainment features and providing external links of intensive reading exercises. The iconic learning
model could be accessed on www.readingclass.mdl2.com. In general, it can be concluded that the iconic Moodle learning model is
well-developed. It has undergone series of steps and revisions in order to produce a good practical model. The iconic learning model has successfully combined the
Moodle features and the CALL principles to achieve the goal of the intensive reading course. It was proven by the satisfying results and the positive comments
from the expert validation and also from the user validation as the means of evaluation.
In spite of the positive results, there are some weaknesses from this research that have to be recognized. For the first weakness, this research is
included in the field of Research and Development. Therefore, there is not any experiments conducted yet to test the effect of the iconic learning model as it ends
after the iconic learning model is finished. The second weakness is that this research only focused on developing one unit materials of reading; intensive
reading in particular. The third weakness, this research only employed Moodle to develop the learning model. The fourth weakness, Moodle has some requirements
to fulfil. The problems of physical infrastructure such as the availability of computers, electricity, internet connection and bandwidth should not be ignored.
The fifth weakness, the subjects of this research were limited to the first semester students of the English Letters Study Program of Sanata Dharma University.
There are also some weaknesses in regard to the content of the research. There had not been sufficient validation on the IT aspect. The development of the
learning model should have given more emphasis on the IT aspect aside from the aspects related to the learning materials that have been discussed in chapter IV.
