The five steps of ADDIE’s design model can be seen in the following figure:
Figure 2.1. ADDIE Instructional Design Rogers, 2002
2.2. Theoretical Framework
This section tried to answer the research questions theoretically using the discussed concepts. There are a number of factors that should be considered by
the researcher in designing the online Moodle in order to meet the students’ needs
and to facilitate the students in learning English. The flowchart of the theoretical framework can be seen in the following figure:
Figure 2.2. The flowchart of the theoretical framework
To begin with, as what had been discussed earlier, vocational high school is a sub-system of the Indonesian national educational system whose main goal is
to prepare the students so that they become competent to fulfill the need for
Implementation
Evaluation Industrial Internship
English Language In Vocational School
Moodle as E-Learning Analysis
Teacher’s Need Student’s Need
Design
Learning Objectve Course Sequence
Instructional Strategy Delivery Strategy
Evaluation Strategy
Development
Develop Content Storyboard
Installed Moodle Evaluation Strategy
Theoretical Model
Iconic Model
middle level of labors Sutrisno, 2005: 1. In addition, based on the Law on National Education System article 3 about The National Education Goals and an
explanation of Article 15 which states that vocational school is secondary education that prepares learners to work in a particular field. As a result,
vocational school has industrial internship program where the students can practice their skill in industry or workshop.
The theory of English language in vocational school defines the competency standard and basic competency. The competency standard of third-
grade was to communicate using English in Intermediate Level. This competency standard was divided into seven basic competences which are not clearly
separated for the first semester and the second semester. The time allotment is 146 lesson hours. It is so because there are two factors which influence the application
of the syllabus. The first factor is that the third year students or level twelve have a period for doing industrial internship for about three months. They leave school
and go to industrial places to have industrial internship. The second factor is that the second semester does not
fully have effective lesson hours because the program will end in late of March by having National Examination. The problem
emerges due to the limit of the time for English teacher to achieve all the materials in syllabus and prepare the students to face National Examination.
Meanwhile
Moodle as e-learning can make the teaching and learning process not limited by time and space. An educator will be able to deliver the
learning materials from anywhere. In addition, students can also learn the materials from anywhere. Activities such as tests or quizzes can be done from
distant. Questions for the tests can be made online. It is also possible to do the test
online so that students do not have to gather in one place. They can do the test from their houses, internet cafes, even at road using mobile phones and laptops.
In order to overcome the problem which occurred in the implementation of industrial internship
, the researcher designed and implemented online Moodle as e- learning media in teaching English for the industrial internship students by using
ADDIE as instructional design model which consists of five phases. The first step is need analysis as the initial step in designing the materials adopted from ADDIE.
Need analysis is important in order to identify the students’ needs and the teacher’s need. The second step is design. In this step, the researcher designed
Moodle by defining learning objective, course sequence, instructional strategy, delivery strategy, and evaluation strategy based on the previous stage. The third
step is development. In this step, the researcher developed content, storyboard, and installed Moodle as courseware. The fourth step is implementation of the
learning materials. It was the opportunity for the researcher to conduct the implementation to the third grade of technique of light vehicle in SMKN 1
Purworejo.The fifth step is the evaluation and revision of the materials. It was the phase where the researcher evaluated and revised the materials after getting
feedback from the participants’ questionnaires based on the implementation of the designed materials.
CHAPTER III METHODOLOGY
This chapter gives detailed information about how the research was conducted. It gives information of how the data were gathered and analyzed to
answer the research question. This chapter consists of research method, research participants, research instrument, data gathering technique, data analysis
technique, and research procedure.
3.1. Research Method
In order to answer the problem stated in the problem formulation, the researcher employed Research and Development R D. According to Borg
and Gall1983,the goal of R D is to develop the research knowledge and to incorporate it into a product that combines educational research and educational
practice rather than to discover new knowledge or to answer specific questions about practical problems. Borg and Gall 1983 also stated that Research and
Development is used to design new products and procedures, which then are systematically field tested, evaluated, and refined until they meet certain criteria.
Due to the limitation of the research, the researcher combinedthe five phases of ADDIE Instructional Design into Research and Development R D
cycles. It consists 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 combined ADDIE
