After that, needs analysis questionnaire was distributed to find out the students‟ characteristics, needs, lacks, and wants. This was useful to define the
additional contents aside from the ones taken from the syllabus and the kinds of features that would make the students motivated to learn. The materials for the
content of the learning model were mostly taken from the syllabus. There were three essay questions where they were required to elaborate their answers. The
first question was about what materials they wanted to learn from the learning model. Most of their answers were in line with the competence required in the
syllabus. The second question was about what difficulties they experienced in reading, all of them answered that they always had difficulty in deciding what
strategy they must employ when it comes to reading. The third question asked them about the things or features they wanted the learning model to provide. It
could be concluded that most of the students were visually attracted. They stated that they would like the learning model to have an interesting appearance and
things such as games that could increase their motivation to study. After that, they also wanted the learning model to provide additional materials aside from the
main materials that they would study, including various exercises along with the answers. In addition, they hoped to be able to get constructive feedback from the
features provided in the learning model. Furthermore, the students also wanted the learning model to provide some links that would enable them to download
handouts ask questions and get the answers to their questions. The complete results of the needs analysis questionnaire could be seen in appendix G. The
summary of the results from the needs analysis questionnaire are presented in
Table 4.1 below.
Table 4.1: The Results Summary of Needs Analysis Questionnaire
Questions Respondents
Please describe what materials you want to learn from the learning model
Vocabulary exercise Grammar exercise
How to read quickly Description of intensive reading and
its example Please describe your difficulties with
reading How to improve vocabulary
Finding the gist of the reading text Understanding grammar in the
reading text Please describe the things of feature
that you want the learning model to provide
Games to improve reading skills Online Dictionary
Fascinating user interface More reading exercise
Intensive reading materials Question and answer sections
2. Planning
The second step is Planning. The Design phase of ADDIE model was conducted here. Obtaining the necessary data, the next thing to do was to develop
the framework of the materials to be designed, which consisted of stating the goal, objective, learning topics, and general purposes, learning indicators and
organizing subject contents. All of them were taken from the syllabus provided by the English Letters Study Program, Sanata Dharma University. The goal of the
designed learning model was to improve the intensive reading skill of the students of the English Letters Study Program, Sanata Dharma University. The most
important aspect of planning a research-based educational product is the statement
of the specific objectives to be achieved by the product. Objectives are the specific outcomes or products of courses that are outlined in a syllabus and
provide the best basis for developing an instructional program, since the program can be field tested and revised until it meets its objectives. The objective of the
Moodle was for students to have rapid reading practice, interpreting text by using
word attack skills, text attack skills and non-text information. They were all
derived from the writing process theory. After the topics were set, the general purposes for each topic were developed. The learning topics were stated in Table
4.2 below.
Table 4.2: Topics of the Learning Model
No Learning Topics
1. Making Predictions
2. Skimming
3. Scanning
4. Reading Intensively
The learning topics were then developed into the subject contents specified for each topic. The organization of the subject contents from the topics were
presented in the following table. Table 4.3: The Organization of Subject Contents
Meeting Unit Name Subject Contents
1 Making Predictions
using knowledge of the subject matter to make
predictions about
content and
vocabulary using knowledge of the text type and
purpose to make predictions about a reading text
using knowledge about the author to make predictions about writing style, vocabulary,
and content 2
Skimming understanding the definition of skimming
using a quick survey of the text to get the main idea
3 Scanning
understanding the definition of scanning formulating and answering questions by
scanning materials for specific information 4
Reading Intensively 1.
Developing intensive reading skills 2.
Improving vocabulary concerning fine differences between related vocabulary
terms
The topics and their subject contents were then developed into some general purposes for each topic. The general purposes from the selected topics
were then presented in the following table. Table 4.4: The General Purposes
Topics General Purposes
Making Predictions
1. The students know how to use knowledge of the subject
matter to make predictions about content and vocabulary 2.
The students know how to use knowledge of the text type and purpose to make predictions about a reading text
3. The students know how to use knowledge about the author to
make predictions about writing style, vocabulary, and content Skimming
1. The students know the definition of skimming
2. The students know how to use a quick survey of the text to
get the main idea Scanning
1. The students know the definition of scanning
2. The students know how to formulate and answer questions by
scanning materials for specific information Reading
Intensively 1.
The students know how to develop intensive reading skills 2.
The students know how to improve vocabulary concerning fine differences between related vocabulary terms
After stating the goal, objective, topics, subject contents and general purposes, the learning indicators were specified. Learning indicators define the
performance students should be able to demonstrate in order to be categorized as successful in achieving the general purposes. The learning indicators for each
general purpose were presented in Table 4.5. Table 4.5: The Learning Indicators
General Purposes Learning Indicators
1. The students know how to use
knowledge of the subject matter to make predictions about content and
vocabulary
2. The students know how to use
knowledge of the text type and purpose to make predictions about a
reading text
3. The students know how to use
knowledge about the author to make predictions about writing
style, vocabulary, and content At the end of the unit, the learners are
able to: 1.
Identify the ways to use the knowledge of the subject matter to
make predictions about content and vocabulary
2. Identify the ways to use knowledge
of the text type and purpose to make predictions about a reading text
3. Identify the ways to use knowledge
about the author to make predictions about writing style, vocabulary, and
content
1. The students know the definition of
skimming 2.
The students know how to use a quick survey of the text to get the
main idea At the end of the unit, the learners are
able to: 1.
Mention the definition of skimming 2.
Identify the generic characteristics of skimming
3. Identify the ways to use a quick
survey of the text to get the main idea
1. The students know the definition of
scanning 2.
The students know how to formulate and answer questions by
scanning materials for specific information
At the end of the unit, the learners are able to:
1. Mention the definition of skimming
2. Identify the generic characteristics
of skimming 3.
Identify the ways to formulate and answer
questions by
scanning materials for specific information
1. The students know how to develop
intensive reading skills 2.
The students know how to improve vocabulary
concerning fine
differences between
related At the end of the unit, the learners are
able to: 1.
Identify the ways to develop intensive reading skills
2. Identify the ways to improve
vocabulary terms vocabulary
concerning fine
differences between
related vocabulary terms
Features that would be used in the learning model were selected by taking into account the students‟ want obtained from the needs analysis. Since graphics
were found to be very essential for them, then the designed learning model should have attractive layout and interesting pictures that could capture their attention.
Additional widgets that could support learning and related to the topic should be added to increase their motivation in learning. There should be features that
enabled them to interact with their classmates and the teacher to fulfill their need of getting constructive feedback. Various exercises and features providing
additional materials should be developed to help them understand better as well as to explore new knowledge on their own. Furthermore, there should be features
that would enable them to download the materials. In conclusion, all the features that would be selected to be provided by the theoretical Moodle learning model
should be in line with the principles of CALL. The students‟ want should also be
taking into consideration when selecting the features and designing the theoretical Moodle learning model.
B. Iconic Model of the Moodle Learning Model
This part presents the process of developing the iconic learning model or the learning model that would be ready to use. The next five steps of Research and
