Research Respondents RESEARCH METHODOLOGY
The needs analysis questionnaire consisted of three open questions where the respondents had to elaborate their answers to the questions. The complete needs
analysis questionnaire could be seen in appendix A. The results of the needs analysis questionnaire would be used as the input to design the learning model.
The blueprint for the needs analysis questionnaire can be seen in the table below.
Table 3.1 Needs Analysis Questionnaire Blueprint
Target Respondents
Information Required
Question Types
Items Question Wording
Semester 1 students of
English Letters Study
Program, Sanata
Dharma University
Students’ needs Unstructured 1
Please describe the materials you need to get
from the Moodle
Students’ lacks Unstructured 2
Please describe the difficulties that you
experience with reading
Students’ wants Unstructured 3
Describe the things or features that you want
Moodle to provide
The expert validation and user validation questionnaire consisted of two parts. In the first part, the respondents stated their degree of agreement on the statements
constructed to assess the essential aspects in the learning model, such as the relevance of the contents with the learners’ needs, the elaboration, the activities,
and the outlook of the designed learning model. There were four degrees of agreement to choose: strongly agree, agree, disagree, and strongly disagree. The
more the respondents agree with the statements, it can be inferred that the better
the learning model was developed. In the second part, there were essay questions enquiring the respondents to write their comments and suggestions to improve the
initial iconic learning model. The results of both parts would be used as the input to revise and improve the initial iconic learning model before implementing it to
the targeted users. The blueprint of the expert validation could be seen in table 3.2, while the complete expert validation questionnaire could be seen in appendix
B. Table 3.2 Expert Validation Questionnaire Blueprint
Target respondents
Information Required
Question Type
Items Question wording
2 lecturers of English
Letters Study Program,
Sanata Dharma
University Clarity of the
learning indicator
Structured 1
The learning indicators are specific and well formulated
Relevance of the learning
materials Structured
2,3,4, 5
The materials help learners to achieve the learning
indicators. The materials are suitable
with the needs on learning intensive reading.
The materials in each section are relevant to the
topic. The materials are arranged
systematically.
Elaboration of intensive
reading theory
Structured 6,7,8,
9 The
Making Prediction
part has given the students
adequate informations to anticipate what they are
about to read.
The skimming part has facilitated the students the
ways to get the general ideas
from a
reading passage.
The
Scanning
part has