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