conducted by implementing the first two phases of ADDIE’s model: Analysis and Design. The Research part of R and D functioned to prepare the Development part
of R and D, which would involve the last three phases of ADDIE’s model: Development, Implementation, and Evaluation. The Development part of R and D
was done to improve the current teaching practice. Currently, traditional teaching had to be done in the classroom and it was limited by certain amount of meetings
within which the students had to learn and master so many topics in a single subject. One subject was usually taught once or twice in a week, which was often
considered no enough. Every student had different learning style and learning speed. Only small numbers of students were able to keep up with the teaching and
learning speed in a traditional teaching. The others were indirectly forced to take lessons outside the class by taking private courses requiring more money, time,
and energy. The designed learning model would be effective because it would enable the
learning process to be more constructive. Without this learning model, interaction among the students and the lecturer would be limited only to the meetings they
have in the classroom. By using this learning model, students would become more independent because they have the freedom to manage their own learning. They
would be able to learn the topics according to their own pace. They would also have more time to interact with their classmates and consult with the lecturer to
obtain constructive feedback for their work that leads to better understanding and result. This learning model would extend the stude
nts’ learning beyond what is
offered by the classroom learning. Limitation of time and place would no longer be the barrier for the students to improve their learning. This learning model
would also be effective to improve the current teaching practice into better teaching because it would improve the productivity and efficiency of the class.
Improvement in productivity referred to an increase in the students’ learning result and learning process. Improvement in the students’ learning result would be
indicated by better quality of work within the same amount of time offered in a traditional teaching. Improvement in the students’ learning process would be
indicated by the increased motivation, learning attitude, interactivity, and autonomy that the students e
xperienced. Finally, improvement in the class’ efficiency meant that more students could be involved and more learning time was
given to the students. The theoretical results of the Research part of R and D would be the
description of the effective Moodle model to learn intensive reading. First, a Moodle model to learn intensive reading would provide a clearly stated target
competence and indicators. Secondly, there would be a relevant description of processes to achieve the target competence. Third, it would provide relevant
materials with the process to achieve the target competence. The Moodle model would also occupy features that encourage interaction, motivation, and
understanding. After that, it would facilitate different learning styles and speed. Lastly, there would be instruction to ease the navigation of the course.
In order to use the Moodle, students needed to log in using the usernames and passwords that were announced one week prior to implementation, which they
could change afterward. It was done to give the chance to familiarize the students with all the features as well as additional widgets provided in the Moodle. After
they were logged in, there were detailed instructions provided in each section to ease the students in navigating through the course. As for the maintenance, there
was not any special maintenance required. Students were required to log in at least once a week to be able to access the updated materials and announcement, as well
as to ask and respond to questions.
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CHAPTER III RESEARCH METHODOLOGY
The objective of discussing research methodology is to qualify the use of technique and method in response to the kind of the research so that the researcher
can meet the goal of the study. The discussion involves the research methodology, research respondents, research instruments, and data gathering technique, data
analysis technique and data analysis procedures of both the Research part as well as the Development part.
A. Research Method
This research in particular is focused on designing Moodle learning model for the student of English Letters Study Program, Sanata Dharma University. The
researcher developed this research by using ADDIE model and Research and Development cycle Borg and Gall, 1983. According to Borg and Gall 1983,
the goal of R D is to develop the research knowledge and incorporating it into a product that combines educational research and educational practice rather than
discover new knowledge or to answer specific questions about practical problems. The R D cycle makes it possible to adapt relevant findings and translate them
into tested, usable educational products. In this cycle, findings relevant to the product to be constructed are studied; the product is developed and field-tested in
the setting where it will be used. Field-testing feedback would be used to revise, implement, and evaluate the revised product.
There are ten major steps in the R D cycle. They are Research and Information Colleting, Planning, Developing Preliminary Form of Product,
Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision
and Dissemination and Implementation Borg and Gall, 1983. Due to the limitation of time and capacity, only the former seven steps out of the ten major
steps were employed. R D cycle provides the orderly and fixed steps for developing an educational product, but it does not specify the kinds of
information required for developing the product. On the other hand, ADDIE’s
instructional design steps specify the information required for developing the product. Therefore, this research incorporated the R D cycle into the five phases
of ADDIE as the framework. The Research part of R and D covers the Analysis and Design phases of ADDIE, while the Development part of R and D covers the
Development, Implementation and Evaluation phases of ADDIE. The ADDIE framework is used to ease the description of the learning model designing process
in chapter IV. The first step of R D cycle is Research and Information Collecting. This
step aims to collect findings and useful information for developing the product. The first phase of ADDIE, the analysis phase, was conducted here. In this step,
the underlying theories supporting the research were collected from the Internet,
books, and theses. The English Letters Study Program provided the intensive reading syllabus. Besides collecting the underlying theories, needs analysis
questionnaire was also distributed to obtain inp uts on the students’ needs, lacks
and wants for the content of the learning model that would make it an effective learning model to be implemented in the intensive reading class.
The second step of R D cycle is Planning. Planning included defining skills, stating objectives and determining course sequence. Objectives also provide the
best basis for developing an instructional program, since the program can be field- tested and revised until it meets its objectives Borg Gall, 1983. This step aims
to construct the framework of the designed materials, in which the second phase of ADDIE model: Design, was conducted. In this step, the framework of the
learning model was developed by determining the goal, objectives, general purposes, learning indicators, and the subject contents. Learning activities were
then selected based on their appropriateness with the goal of the course. The third step of R D cycle is Development of Preliminary Form of
Product. After the initial planning had been completed, the next step in the R D cycle was to build a preliminary form of the educational product that can be field
tested Borg Gall, 1983. In this phase, the Development phase of the ADDIE model was conducted. The Moodle learning model was designed here. Each of the
organized subject contents was developed into learning materials. The fourth step of R D cycle is Preliminary Field Testing. After the
development of the preliminary form of the materials was accomplished, the next
step was testing the materials. The formative evaluation phase of ADDIE was conducted in the form of expert validation. In this research, expert validation was
conducted by distributing evaluative questionnaire to two lecturers of the English Letters Study Program. The purpose is to obtain feedback, suggestions, and
comments of the designed learning model. The preliminary field test contributed greatly in improving and revising the learning model.
The fifth step of R D cycle is Main Product Revision. The feedback obtained from the preliminary field-testing was then used to revise and improve
the designed learning model. This step is still included into the Development phase of ADDIE. In this step, the learning model was revised based on the results
of the expert validation step. It was expected that the revised materials would be more applicable and ready to use in the main field testing step.
The sixth step of R D cycle is Main Field Testing. The Implementation phase of ADDIE was conducted here. This step aims to implement the revised and
improved learning model. In this step, the improved learning model was implemented to the students of the English Letters Study Program to learn
intensive reading for four meetings. The summative evaluation of ADDIE’s evaluation phase was also conducted in this step. It was in the form of user
validation that aimed to find out whether or not Moodle could improve the productivity in the intensive reading class. User validation questionnaire was used
to figure out the improvement in the learning process and learning result.
The seventh step of R D cycle is Operational Product Revision. The feedback obtained from the main field-testing was used to revise and improve the
designed learning model into a final practical model. In this step, the learning model was revised based on the results of the user validation step. The revised
learning model would then be the iconic model. The collaborated R D Cycle
with ADDIE ID Model was illustrated in the following figure.
Figure 3.1: R D Adopted Cycle Collaborated with ADDIE Model
