Research and Information Collecting

97 learning theories, the use of technology in language learning, and the principles in higher education.

4.1.1 Research and Information Collecting

In this phase, the researcher conducted library study, interview and survey to collect the data needed in planning and designing the portal for ICE class level 2. Some various aspects related to the teaching learning process in PPBA, such as the curriculum, the students, and the lecturers, were also considered. The researcher analyzed and investigated the curriculum and the syllabus which are used by PPBA in running ICE program. After considering the big goals of ICE program at Duta Wacana Christian University, the researcher then focused on the syllabus of ICE class level 2. The need analysis was also conducted by interviewing the Coordinator of PPBA and distributing need analysis questionnaires to the ICE students of level 2 and four lecturers at PPBA Duta Wacana Christian University. The results of Research and Information Collecting phase would be described as follows: 4.1.1.1The Result of Curriculum Investigation First, the researcher used the curriculum and the syllabus of ICE programs in PPBA, Duta Wacana Christian University as the guideline to develop the learning materials for the content of the portal. The researcher studied the whole curriculum of ICE programs and the syllabus of ICE Level 2. The complete syllabus and the description of the grading competence of ICE level 2 is presented in appendix 1 and 2. The general objectives of the course are the students would 98 be able to comprehend English texts and communicate actively under the topics of describing people appearance personalities, describing places, describing food, describing technology development and describing changes. The students are also expected to apply reading strategies including predicting, surveying previewing, scanning, guessing meaning, understanding contextual references and identifying main ideas and supporting details. The researcher then decided to manage to the targeted topics in level 2 and chose the first three topics to be made into the content of Moodle learning model. The researcher decided to present the topic about describing people appearance personalities, describing things in the house and describing places in the portal as the content for an online supplementary material for ICE students in level 2. The researcher only limited the topic into three topics because the researcher anticipated the students‟ readiness in learning using technology. The fact that not all of ICE students had computer and internet skills became the issue to make the decision. 4.1.1.2 The Interview with the Coordinator of PPBA The need analysis was conducted by interviewing the Coordinator of PPBA and distributing need analysis questionnaires to the ICE students of level 2 and four lecturers at PPBA Duta Wacana Christian University. When the researcher started this research, the Coordinator of PPBA was Paulus Widiatmoko, M.A. The researcher interviewed him for some basic questions about the ICE classes, especially about the curriculum and material development. According to Widiatmoko 2012, the curriculum development and the theory of learning used in ICE program is Blended Learning Theory. He also added that 99 actually the ICE program is changing from time to time. The material developers are still trying to find better and more suitable learning model for the ICE students at Duta Wacana Christian University. In relation to the characters of the students as adult learners at higher education, then he thought that Communicative Language Teaching and Blended Learning are good combination to make English learning easier and fun for the students. The material development for ICE program was managed by three permanent lecturers at PPBA. The material for ICE class level 1 was developed by Andreas Winardi, M. Hum. The material for ICE class level 2 was developed by Fransiska Endang Lestariningsih, M.Hum. The material for ICE class level 3 was developed by Paulus Widiatmoko, M.A. The general objectives and expected outcomes of each level in ICE program was presented in Table 4.1 below. Table 4.1 General Objectives and Expected Outcomes of Each Level in ICE Programs Level 1 Level 2 Level 3 General Objectives Students who pass this level have basic abilities in English to understand and respond to rudimentary language needed in daily life concerning self- introduction, family, daily routine activities, jobs, places, past Students who pass this level can comprehend English texts and communicate actively under the topics of personalities and personal background, cultures, places and traveling, entertainment, and problem solving. Students who pass this level has English language competence which enable them to communicate with only occasional errors related to language accuracy and appropriateness, and to familiarize themselves with academic situations. 100 experience and future plans. Expected Outcomes This achievement will be shown through the presentation of student ‟s result from interviewing other people that includes personal information, personal interests, daily routines, childhood memories, present abilities and future plans dreams This achievement will be shown through project presentation on one of the following topics: 1. Someone‟s profile 2. NeighborhoodCity profile 3. Culinary tour 4. Travel experience 5. Shopping This achievement will be shown through the students‟ ability to make a summary paragraph and perform oral presentation on one of the following issues: 1. Learning foreign languages being multilingual speakers 2. Someone‟s success story 3. Life habits of successful personchangin g habits to be a successful person 4. Reporting and analyzing news 5. Describing and proposing solutions of local or global issues 4.1.1.3 The Result of the Questionnaire from ICE students in Level 2 As clearly stated in chapter 3, in order to collect the data needed in the need analysis phase, the researcher distributed questionnaire to the ICE students. The need analysis taken from the student group was conducted in two batches. 101 The participants used in the first batch were the ICE students level 2 in the odd semester period, namely: 2C and 2D classes. There were 32 students who participated in filling in the need analysis questionnaire. In the second batch, the participants used were the ICE students evel 2 offered in the even semester period in January-May 2013, namely: 2C and 2E classes. There were 41 students who filled in the need analysis questionnaire. The description of the questionnaire result is presented in Figure 4.1 below. Figure 4.1 Result of Students’ Learning Types in Need Analysis Questionnaire from ICE Students Level 2 1 st and 2 nd Batches Based on the result of the questionnaire presented in Figure 4.2, the researcher found out that eventhough the students feel comfortable with face to face F2F method, but they also have a very good response if the method of learning in ICE class would be combined with the use of web-designed material as the supplementary online material. 26 15 22 23 23 39 31 28 32 38 Traditional F2F Online Learning Learners Autonomy Blended Learning Web-Supported Learning Types Batch2 Batch1 102 From the questionnaire, the researcher also found out that most of the participants were practical, sociable and curious to find information from different resources. However, the students were not really discipline and well-motivated. The students still depend on the the teaching learning process in the classroom. The results of learners types presented in Figure 4.2. Figure 4.2 Result of Learners Types in Need Analysis Questionnaire from ICE Students Level 2 1 st and 2 nd Batches Figure 4.3 described the interaction types preferred by the students. Most of the students had good relationship with the lecturer and classmates. However, the students were still reluctant and pessimistic to have a class which was accomodated by using the Internet technology only and without a real meeting with their peer and the lecturer. 18 27 25 23 24 26 30 20 4 28 9 22 36 40 Independent Well-Motivated Curious Discipline Logical Sociable Pratical Learners Types Batch2 Batch1 103 Figure 4.3 Result of Interaction Types in Need Analysis Questionnaire from ICE Students Level 2 1 st and 2 nd Batches In relation with the use of technology in teaching and leaning ICE classes, the students and the teachers were familiar with the Internet technology. They also have good computer literacy. The students felt comfortable to do the tasks by email. The students thought that the Internet and the smart phone technologies were helpful devices to support their study and social life. The students also agreed that the use of technology in educational field helped them in increasing their motivation to join ICE programs.The students believed that the Internet technology would increase their motivation and the online learning was helpful for them, too. By using a web-designed material to support their study in ICE class, the students believed that it would help them to manage their study time and to have better relationship with the lecturer outside class. The result of the need analysis is shown in Figure 4.5. 27 14 13 14 25 17 10 18 26 16 9 34 35 7 with the lecturer inside class with the lecturer in every meeting with the lecturer only if necessary with the lecturer outside class with classmates in the same class and time using Internet without F2F Interaction Types Batch2 Batch1 104 Figure 4.4 Result of the Use of Technology in Need Analysis Questionnaire from ICE Students Level 2 1 st and 2 nd Batches From the questionnaire, the researcher also found that the result of the students ‟ learning autonomy was not really good. Not all of the students revised the material given in ICE program outside class. Only a small amount of students had the initiative to revise the material again. Some of the students reviewed the material outside class, but only few students joined a study club and they did not really feel that they need additional material that might help them in understanding ICE material. 22 23 23 25 24 21 23 22 31 11 37 31 32 36 28 37 Students Computer Usage Students Computer Literacy Access the internet Browsing material Online learning is helpful Increasing students motivation Need to e e ouraged to use… Lecturers computer literacy The Use of Technology Batch2 Batch1 105 Figure 4.5 Result of Learners Autonomy in Need Analysis Questionnaire from ICE Students Level 2 1 st and 2 nd Batches Most of the students relied on the lecturers when they had problem in learning English. They preferred to discuss their problems with their classmates. Besides, there was also a good result that the students also find other references from e-learning material, books and the Internet. Figure 4.6 Result of Students’ Problem Solving in Need Analysis Questionnaire from ICE Students Level 2 1 st and 2 nd Batches 10 23 8 36 11 7 Review the material outside class Need additional material Study Club Learners Autonomy Batch2 Batch1 14 29 32 23 25 36 41 34 From books and the Internet From classmates From the lecturer From e-learning material Students Problem Solving Batch2 Batch1 106 From the need analysis in the 2 nd batch, the researcher added a question about Moodle features that would be included in the Moodle learning model. The students‟ orequest for some features in Moodle is shown in Figure 4.1 below. Figure 4.7 Result of the students’ preference towards Moodle features and external widgets The researcher then accommodated the students‟ request and included the features in the portal. The students‟ highest request was online dictionary. The researcher searched some related widgets which could be used in Moodle learning portal from the Internet. The widgets were installed in the portal and could be used based on the students‟ preference. 4.1.1.4 The Result of the Questionnaire from PPBA Lecturers The researcher conducted Need Analysis phase by distributing the questionnaire to the lecturers at PPBA Duta Wacana Christian University. Four Video Online Dictionary Online News PPBA News Online Games Online Radio Forum 80,5 97,6 48,8 39,0 63,4 61,0 70,7 The Students Request for Some Features in Moodle Series1 107 lecturers were used as the participants in this stage. Figure 4.8 illustrated the result of the lecturer ‟s need analysis questionnaire. Based on the result from the questionnaire, the researcher found out that the ICE lecturers thought that syllabus in ICE program was well- managed and suitable to meet the students‟ needs. The syllabus in ICE programs including the grading system and the teaching system was believed to be in a good system in regards of its function as the preparation programs for the students before they join Applied English in each department. Figure 4.8 Result of the lecturers’ need analysis Syllabus The lecturers thought that the teaching system in ICE programs was very good. They enjoyed co-teaching system with other fellow teachers as their partners. They also could communicate well with their partner and had no difficulties with this system. Figure 4.9 describes the result of the teaching system in ICE classes. 100 100 75 75 100 Well-managed Meet the students need In accordance with other levels Suitable for the students Communicative functions Syllabus of Level 2 Percentage 108 Figure 4.9 Result of the lecturers’ need analysis Teaching System The lecturers believed that using computer and other multimedia in ICE classes could increase the students‟ motivation. They also thought that the Internet could really help them in teaching ICE classes more effectively. They agreed that the use of a variety of teaching media, including a web-design material, could enhance the students‟ motivation in ICE classes. Figure 4.10 Result of the lecturers’ need analysis The Use of Multimedia in Teaching 100 100 100 Enjoy teaching ICE with partners Communicate well with partners Clear and well-managed grading system Teaching System Percentage 100 100 50 100 75 Confident in using computer The use of technology in teaching Communicate with students using the Internet Lecturers belief in technology Excited in teachers training using technology The Use of Multimedia in Teaching Percentage 109 The lecturers noticed that the students‟ motivation was still the biggest problem in ICE classes. Figure 4.11 Result of the lecturers’ need analysis Students’ Motivation Besides the close-ended questions, the researcher also used open-ended questions in the lecturer‟s questionnaire to get the information needed to plan and design the portal. The result of the questionnaire was described in Table 4.7 below. Table 4.4 Open-ended questions of Lecturers Need Analysis Questionnaire No. Questions Narrative Theme 1 What are the greatest challenges and concerns related to teaching English in ICE classes? 1. How to keep the students‟ motivation high. 2. How to motivate students to manage their self-learning. 3. Students‟ motivation and their study load. 4. Students‟ lack of motivation.  Students‟ Motivation 2 What factors are the most influencing factor 1. Students‟ willingness to learn and use English both  English Practical 50 25 100 75 Well-motivated students Excited students The important role of the leacturer Lecturers belief to enhance the students motivation Students Motivation Percentage 110 i the stude ts’ success rates in ICE classes? inside and outside the class. 2. Motivation, Attitude, Self - learning strategy 3. Progress tests 4. Their attendance. Most students fail because of their absence. Usage  Students‟ Motivation Behavior  Material and Tests  Students‟ Attendance 3 What are the stude ts’ iggest problems in ICE class? 1. To understand ICE material 2. Practicing English intensively 3. Realizing the importance of learning English and applyput it into well- planned effort to uselearn English 4. Students‟ study load 5. Yes, students‟ motivation  Material  English Practical Usage  Other  Students‟ Motivation 4 Do you think the students still find some difficulties in understanding ICE material? Please explain why is it so? 1. Yes, because some of them have very limited vocabulary 2. Yes, because:  The material needs to be more varied and adjusted with their learning styles  The material does not provide enough chances for self-learning 3. Some Yes, especially the “old students” because sometimes the “hate” English. 4. Yes, because many students are lack of vocab and grammar  Material  Learning Autonomy  Students‟ Competence 111 Furthermore, based on the results in need analysis questionnaires then the researcher determine some steps to plan and design a web-designed material for ICE class level 2. 4.1.2 Planning 4.1.2.1 Stating the Course Description of the Portal The next step was planning and developing the portal based on the results in need analysis questionnaires. To begin with, the researcher defined short description of the web on the home page. The general objective in Introduction to College English ICE course and the learning objectives in each course were stated in the portal as well. The objectives were in line with the curriculum and syllabus stated by PPBA. After that, the researcher planned to manage the offered courses in the portal into two major categories. They were: 1 Introduction to College English and 2 Miscellaneous categories. The Introduction to College English category was divided into three minor categories, namely: 1 Introduction to College English Level 1, 2 Introduction to College English Level 2, 3 Introduction to College English Level 3. Meanwhile there were 1 Grammar and 2 Vocabulary categories under the Miscellaneous category. In this research, the researcher limits the discussion in designing the theoretical model and the iconic model of Introduction to College English Level 2. In order to make the portal easier and simpler for the users, the researcher only opened the course for Introduction to College English Level 2. The course management is presented in Table 4.5 . 112 Table 4.5 Course Management in ICE Portal Major Course Category Minor Course Category Introduction to College English Introduction to College English Level 1 Introduction to College English Level 2 Introduction to College English Level 3 Miscellaneous Grammar Vocabulary 4.1.2.2 Specifying the Topics and the Learning Objectives The researcher then specified the topics and the learning objectives in each topic. The list of the topics and the learning objectives were presented in Table 4.6 below. Table 4.6 List of Topics and Objectives of ICE Level 2 in Moodle Learning Model No. Topic Objectives 1 Describing People The students are expected to be able to describe people‟s appearance and personalities. 2 Describing Things in the House The students are expected to be able to describe things in the house. 3 Describing Places The students are expected to be able to describe public places and describe a cityhometown. 4 Building up Your Reading Skill The students are expected to be able to understand some reading skills and apply those skills. 5 Describing Food The students are expected to be able to describe food. 6 Describing Technology Development The students are expected to be able to describe the use of technology and its development. 7 Sharpen Your Reading Skills The students are expected to be able to use the reading skills from various 113 articles. 8 Group Project The students are expected to be able to make a presentation in groups based on the topic given. The researcher put the material covered in ICE level 2 into eight topics. However, due to the scope limitation, the researcher only discussed the first three topics in this thesis. 4.1.2.3 Choosing Teaching Activities and Instructional Event After stating the topics and the leaning objectives, the researcher then chose appropriate resources and activities to be put in the portal. The researcher chose to use Links, PDF Files, Power Point Presentation Slides and MS Office files to be the resources in the portal. For the assignment and quiz, the researcher used multiple choice test, short answer test, and essay test. The researcher also related some links that the students could use as the exercise part. The teaching activities and the instructional events were presented in Table 4.7. Table 4.7 Types of Activities Related to Moodle Features No. Instructional Event Type of Activity Moodle Features and Widgets 1 Gain attention and personalization Personalize profiles and current status Introduction Forum 2 Inform learners objectives Post course schedule and topics that will be covered Page, Calendar 3 Stimulate recall or prior learning Provide warm-up activities Game Personal Interest, News up date, BBC News, Test Your English, Discussion Forum, Simple Listening, Game, Online Radio 4 Present the content Provide learning modules and resources Page, File, Discussion Forum 5 Provide learning Provide instructions Course Description, 114 guidance containing sets of activities that students have to follow and maintain interaction Personal Message, YM Chat, Facebook 6 Elicit performance practice Describe assignments and quiz, set due date Assignment, quiz, discussion forum 7 Provide feedback Comment on students‟ work Teacher‟s feedback and Peer feedback Reply 8 Assess performance Provide grade, scoring rubric, and award Grade book, Rating, Award, badges

4.2 The Iconic Model of a Moodle Learning Model for ICE Class Level 2