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
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