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