hacked by hacker. Therefore the researcher had to contact the hosting service and restore the database. The screen shot of hacked online Moodle could be seen in
figure 4.7.
Figure 4.7: Hacked online Moodle 4.1.5. Evaluation
By having the gathered data and knowing the strength and weaknesses of the online Moodle, the researcher was able to evaluate the learning model. In
evaluating the designed online Moodle, the researcher did not make significant changes because the result of main field testing questionnaire obviously showed
that the designed learning online Moodle had been satisfactory enough.
4.2. The Designed Online Moodle
This part would elaborate the features online Moodle. The address of the designed online Moodle was www.cc.pakakbar.com. Front page would appear
when the users browsed that address. From the front page, users could see four links; download, forum, FAQ Frequently Asked Question and login.
The students had to click the login link and fill the username and password that already given by researcher to the students. The screen shot of the login
menu could be seen in figure 4.8.
Figure 4.8: Login Menu
After the students successfully login into online Moodle, there are two available courses i.e. Unit 1 and Unit 2, that should be taken by the students. The
screen shot of the available courses could be seen in figure 4.9.
Figure 4.9: Available Courses
The students can click one of the available courses. The course page presents the topic outline and a set of activities. In the topic outline, the students
can read what they should do while learning through this learning site. At the end of the topic outline, the users can see
“things to do” list that should be done by the students. The screen shot of the course could be seen in figure 4.10.
Figure 4.10: The Course
The development of the designed online Moodle was based on the syllabus that was employed in the vocational school. Scoring criteria was included
into the designed learning model in order to provide the information of the minimal requirements that the students should achieve. Therefore the online
Moodle provided material to be downloaded, video for simulation and quiz. The students could download the material to be read by clicking the link
provided under things to do list. The screen shot of downloaded material could be seen in figure 4.11.
Figure 4.11: Download Material
The students also could click the video link to see it. The screen shot of the movie could be seen in figure 4.9
Figure 4.12: The movie
Quiz link would contain the exercises on the learning topics. This feature would serve as a mean of assessing the students’ understanding on the topics
being learned. The exercises in the Quiz feature were in various forms so that students would be motivated to do them. There were only there attempts allowed
and used highest grade for grading method. The screen shot of the quiz could be seen in figure 4.13.
Figure 4.13: The quiz
The quiz would automatically graded by online Moodle. The screen shot of the score could be seen in figure 4.14,
Figure 4.14: The Score
The features which are included in the Moodle were well-implemented. The Moodle contains two courses. Each course consists of course materials which
can be downloaded, videos, and quizzes. Besides, the interface of the Moodle is friendly and it can load fast. As a result, the students who have industrial
internship can access the Moodle easily.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions. In the first part, the researcher concludes the summary of the study. The summary of the study is
drawn based on the previous chapters. Meanwhile, the second part discusses the suggestions for the learning model users and for the further research.
5.1. Conclusions
The study was conducted to design an online Moodle as e-learning media in teaching English for the industrial internship students. In this study, the
researcher formulated one problem. The problem was how online Moodle as electronic teaching learning media for industrial internship student is designed.
This research was categorized as the field of Research and Development, or what is popular as R and D.
In designing online Moodle, the researcher employed five steps from ADDIE. The first step was A
nalysis. It consisted of identifying learners’ characteristics and surveying the available support services. The second step was
Design. This step included defining learning objective, course sequence, media, instructional strategy, delivery strategy, and evaluation strategy. In this step, the
researcher also selected webhosting, domain name, template and designed user interface for e-learning. The outcome of the design stage was a blueprint that
would be used as a reference to develop the course. The third step was
