Instructional Design Models THEORETICAL REVIEW
theoretical model would then be reviewed by the experts for improvement. After revision, the learning model would then be reviewed by the users in order to
obtain feedback to improve it. Revision based on the feedback would be conducted in order to produce the final iconic model. The model development
framework could be seen in the following figure.
Figure 2.2: A Moodle Learning Model Development To begin with, as what had been discussed in the previous part, reading is a
skill that generally has to be learned and practiced as it is stated on the theory of the nature of reading. The theory helps the researcher to differentiate the practice
of the reading skill whether it is intensive reading or extensive reading. CALL is an approach to language teaching and learning in which computer
technology is used as an aid to the presentation, reinforcement and assessment of material to be learned. Typical CALL programs present a stimulus that may be
presented in any combination of text, images or videos to which the learner has to respond by typing or clicking. The computers will offer feedback, indicating
whether the learner‘s response is right or wrong. More sophisticated CALL programs attempt to analyze
the learner‘s response and to pinpoint errors. According to Hartoyo 2008, there are some basic principles of CALL that
need to be present for a successful learning. The first is interactivity because it helps learners to gain input in language learning process. Typically this
communication takes place in the classroom, between the teacher and the students. Students will then solve problems by collecting or exchanging information, and
create and respond to questions. Internet provides the ability to expand the interaction.
The second is authenticity. Internet provides access to incredible quantity of information constantly updated which can be accessed anytime and also functions
as a storage that allows students to keep up with the learning materials if they are unable to attend classes. Although students can still use their textbooks, they are
given the chance to discover new information on their own. The third is learner-centeredness. Internet is popular among students because
it is associated with fun offered in various activities and games. Student motivation is therefore increased, especially when a variety of activities are
offered, which make them feel more independent. The fourth is adaptation to individual preferences. Every student has different
learning style and learning speed. Internet will allow them to set their own pace
that suits them without disrupting the other students. They can repeat difficult lessons and explore what they find interesting.
Moodle was chosen due to the useful features that could support students‘ learning. The first is assignment that enables students to access and submit their
assignments by downloading and uploading them. Chat is the second feature. It allows participants to have a real-time discussion on the web. The third is choices.
It is useful as a quick poll to stimulate thinking about a topic. Next is forum that enables students to discuss the learning materials with the teachers and their
classmates online. Glossaries is the fifth feature. It allows participants to create and maintain a list of definitions. Moodle also has HotPot feature. It allows
teachers to create multiple-choice, short-answer, jumbled-sentence, crossword, matchingordering and gap-fill quizzes using Hot Potatoes software. The next
feature is lesson that delivers content in an interesting and flexible way. Quiz is also a feature that Moodle offers. It allows the teacher to design and set quiz tests,
consisting of multiple choice, true false, and short answer questions and more. Wiki is another feature in Moodle. It is a web that anyone can add to or edit. The
last feature is survey. It can be used to find out the students‘ opinion on something
that might be useful for future learning. Teachers can use this feature to gather data from their students.
This research was included in the field of Research and Development, or what is popular as R and D. What was researched and developed was the same thing,
which was the Moodle learning model. Research on the learning model would be
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