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CHAPTER II LITERATURE REVIEW
This chapter is divided into two main sections; those are theoretical review and theoretical framework. In the theoretical review, there is a review of some
theories and literatures that supports the process in conducting the research for Introduction to College English ICE program in Foreign Language Training
Center PPBA of Duta Wacana Christian University UKDW. In the theoretical framework, the framework of this research will be elaborated based on the
discussed theories that support this research.
2.1 THEORETICAL REVIEW
In the theoretical review, the researcher provides the theoretical descriptions which are related and relevant to support this research. They are used
as a guideline to design the Moodle learning model for ICE class level 2 at UKDW. Therefore, The Nature of Introduction of College English ICE, Theory
of Learning and Language Learning, Adults Learning Principles, Computer Assisted Language Learning CALL and Electronic-learning E-Learning,
Blended Learning, Instructional Design Model, Moodle, Learning Model and Review of Related Study are presented in this section.
2.1.1 The Nature of Introduction to College English ICE
UKDW is one of outstanding universities in Yogyakarta which concerns about high quality of its graduates to be able to compete both in local and
international circumstances. This statement is stated in the UKDW‟s website at
www.ukdw.ac.id . It is clearly stated that UKDW graduates are expected to be able
16 to compete both in local and international circumstances. One of the requirements
to succeed in the global marketplace is to master foreign languages. Realizing that mastering foreign languages has become the biggest need and one of the
requirements to succeed in the global marketplace in the globalization era, thus, UKDW established a center for foreign language training or Pusat Pelatihan
Bahasa Asing PPBA. PPBA has vision and mission to support the success of
UKDW‟s vision that is to be an excellent Christian University that produces highly independent
and professional graduates for the pluralistic world fortified by love. The missions are managing English language training for UKDW students through ICE
program and English for Specific Purposes, training UKDW lecturers and staff based on special needs, running other programs for non-UKDW community
private courses, cultural events, running non-English language training Mandarin, Korean, and maintaining the quality and services of the programs, as
well as the quality of the teachers continually. The organizational structure at PPBA consists of a coordinator, some permanent lecturers and two administration
staffs. PPBA has been chosen to run language training programs to improve the
students‟ ability in mastering English as one of international languages since January 2000. The program is called as the Introduction to College English ICE
program. This is a compulsory non-credit program for all Duta Wacana Christian University students except for Theology Faculty that has their own remedial
program for enhancing the students‟ English skill. Besides managing ICE and
17 Remedial programs, today PPBA also administers other training programs open to
the public such as General English, English for Specific Purposes, English for Academic Purposes, Mandarin courses, Korean courses, and Drop-in English.
ICE program is a training program which is set to improve the students‟ language in all skills comprehensively with a special emphasis on reading and
speaking skills. Starting from the students in the batch of 19992000 academic year onwards, the program is a compulsory but non- credits. ICE classes are
considered as matriculation programs for basic level of English. This program is a prerequisite of the credit-bearing in each Faculty of Applied English Study
Program. Each semester PPBA trains ICE students in three different levels. Each
level is based on placement test results when they follow the Admissions Test. Then, they will be categorized into three levels: Level 1, Level 2, Level 3. The
ICE students will get a certificate after they complete one level. Each level consists of 24 sessions and the duration is 100 minutes per session. The maximum
number of students is 30 students. The ICE classes are offered 3 times per year, namely the odd semester,
semester and short semester. In odd and even semesters, the sessions are held twice a week for 12 weeks. There are two lecturers who teach in one class who
work as a team.In short semester time, the program was held 8 times a week for 3 weeks. There are three lecturers who teach in one class. The training program is
more intensive and shorter even though the total number of meetings per level remains the same.
18 The materials for ICE classes are based on the syllabuses which are
managed by the coordinator and the permanent lecturers at PPBA. The materials are designed based on blended learning theory and topic-based method. The
general objectives for each level in ICE classes can be described in the following
figure. Table 2.1 General Objectives of ICE Classes Level 1-3 PPBA, 2011
Level 1 Level 2
Level 3
Students who pass this level are expected
to have basic abilities in English to
understand and respond to
rudimentary language needed in daily life
concerning self, family, daily
activities, jobs, places, past experience and
future plans.
Students are able to make a project using
the topics given and present it orally in
class. Students who pass this
level are expected to be able to comprehend
English texts and communicate actively
under the topics of describing people and
personalities, places, food, technologies and changes.
Students are expected to be able to equip
themselves with reading skills such as predicting,
surveyingpreviewing, scanning, guessing
meaning, understanding contextual references,
identifying main ideas and supporting details.
Students are able to make a project using the topics
given and present it orally in class.
Students who pass this level are expected to
have English language competences which
enable them to communicate with only
occasional errors related to language accuracy
and appropriateness, and to familiarize
themselves with academic situations.
Students are expected to be able to
comprehend some paragraphs and to
make a summary paragraph from
English texts and present it orally in
class.
In fact, there are some problems that need to be considered and solved in running ICE classes. Based on the questionnaire and the interview with the
coordinator of PPBA and also some colleagues, the main problems in conducting
19 ICE program are the students and also the lecturers. The students‟ low motivation
and willingness to be active in learning English are two great challenges in ICE classes. Because of the students‟ low motivation, then the students feel that ICE
program is only a compulsory subject with no credit so they just attend the class without strong motivation to learn English.
The ICE students also come from different background and area throughout Indonesia. This means that their level in English competence is varied,
too. Therefore, there is a placement test system to put the students into three different levels, namely Level 1, Level 2 and Level 3. However, in certain cases,
this placement test system unfortunately still cannot successfully put the students into the same level. So, some students need to put really hard efforts to pass the
class and have to retake the same level again. Wati 2006 also stated another problem in ICE program is about the time
that the students needed to complete this program because the students have to repeat the same level. The time required to complete this program is not in
accordance with what is planned, namely a maximum of 4 semesters for the lowest level. Another issue that stands out is the fact that there are students who
repeat the same level, between 1 to 10 times. One of the reasons that have been successfully revealed from Puspindika the unit in UKDW for gathering the
students‟ data is the lack of students‟ attendance in class. The students who are absent then miss the class and cannot do the progress tests or the final test.
Because the number of tests is not complete, it affects the final value that does not meet the criteria to pass the level.
20 This research is aimed to develop a product of a web-designed material
utilizing Moodle application as an online supplementary material for ICE program level 2. The content of the web are based on the topics presented in the syllabus of
ICE program in level 2. The general description of the course in ICE program level 2
covers the materials which can be used to develop the students‟skills in listening, speaking, reading and writing. Th
e emphasis is in building the students‟ skill in speaking and reading from various interesting activities and drilling the
language components so that the students will be trained to use their English more actively under certain topics.
The general objectives of the ICE program level 2 are training the students so that they will have basic competences in using English related to certain topics
given in the syllabus. By the end of the course, the students are expected to be able to describe people‟s appearance and personality, describe places, describe food,
describe technology development and describe changes. The students are also expected to apply reading strategies, such as predicting, surveyingpreviewing,
scanning, guessing meaning, understanding contextual references, and identifying main ideas and supporting details. The evaluation of ICE program in level 2
consists of 5 Progress Tests 50, Reading Test 15 and Final Test 35. The topics given in the syllabus of ICE class level 2 is presented in Table
2.2 below.
Table 2.2 Topics Presented in the Syllabus of ICE Level 2
Meet Topics
Sources Describing People
1 Introduction
World Link 1, pp. 2-
6
2 What does he look like?
World link 1, pp. 7-
21
Meet Topics
Sources
11 3
What are you like World link 1, pp:
61-65
Reading 1: Predicting
4
Beyond the body’s limits Progress Test 1: Group discussion
Active Skills for Reading: Book 2, pp.
64-68
Describing Places 1
5 Home sweet home
World Link Intro, pp. 104-108
6 The bank is on the corner
First Choice pp 60- 65
Reading 2: SurveyingPreviewing
7 Where’s that music coming from?
Active Skills for Reading: Book 2, pp.
88-92
Describing Places 2
8 Around the world
World Link 1, pp. 41-45
9 What’s your city like?
Progress Test 2 Preparation Homework
World Link Intro, pp. 17-21
Reading 3: Scanning
10
Safe travel Progress Test 2: Short Speech
Active Skills for Reading: Book 2, pp.
22-25
Describing Food
11 It’s so spicy
World Link 2, pp. 12-16
12 Eating out.
World Link 2, pp. 17-21
Reading 4: Guessing Meaning
13 The history of chocolate
Progress Test 3: Guessing meaning
Active Skills for Reading: Book 2, pp.
108-111
Describing Technology Development
14 What’s this for?
Smart Choice 3, pp. 38-45
15 Crazy about cell phones
Progress Test 4: Role Playing World Link 2, pp.
109- 113
Reading 5: Understanding Contextual References
16 Wireless: Bhutan’s hills are alive with sound of
cell phones Effective Academic
Writing 2, pp. 80 –
83
Describing Changes
17 Technology today
World Link 2, pp. 114-118
22
Meet Topics
Sources
18 Life is all about change.
Progress Test 5: Free writing about a specific invention that has changed your life
World Link 3, pp. 12-16
Reading 6: Identifying Main Ideas and Supporting Details
19 How advertising uses psychology
Active Skills for Reading: Book 2,
pp. 130-134 20
Reading TEST + teachers evaluation Homework: bring samples of vacation brochure, city profile, house
advertisement, gadget promotion, etc for group project.
Group Project
21 Checking artwork vacation brochure, city
profile, house advertisement, gadget promotion, etc and writing draft for the
project. Homework: Bring all the equipment needed
for the artwork Teachers’ sources
22 Designing the artwork vacation brochure, city
profile, house advertisement, gadget promotion, etc
Students’ sources 23
Peer- feedback of students’ project draft
24
Final Test
: Final presentation of students’ project
The arrangement of the course in the portal is topic-based arrangement. The topics are arranged into eight major topics, namely: 1 describing people, 2
describing things in the house, 3 describing places, 4 building up your reading skill, 5 describing food, 6 describing technology development, 7 sharpen your
reading skills and 8 group project. However, as mentioned in the problem limitation, the discussion of Moodle designed model in this research only covers the
first three topics.
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2.1.2 Theories of Learning and Language Learning 2.1.2.1 Theory of Learning
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