Research Instruments RESEARCH METHODOLOGY

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 facilitated the students the ways to find specific information quickly. The Reading Intensively part has facilitated the students the ways to practice the reading in detail with specific learning objective. 2 lecturers of English Letters Study Program, Sanata Dharma University Opinion on the features and activities Structured 10,11, 12,13, 14,15, 16,17, 18,19, 20 The activities enable learners to understand the topic more. The activities are various and encourage learners to participate. The activities are relevant with the discussed topic. The activities are fun and motivating. The features have encouraged learners to share their thought freely. The features used in the learning model are able to improve the learners’ writing ability. The features have facilitated learners to monitor their own progress. The activities in the Pre reading activities help students to get important knowledge on the topic. The activities in the While- reading activities help students to understand the reading passage better. The Post reading activities help students to discuss the reading passage and to get the materials from the meeting. Overall Structured 21,22, Instructions in every evaluation 23,24, 25 activity are helpful and easy to comprehend. The pictures help learners to visualize the topic. The learning model facilitates the learners’ different learning styles. The learning model is easy to navigate. The learning model is able to improve learners’ motivation in learning intensive reading. Overall, the learning model is well-developed. 2 lecturers of English Letters Study Program, Sanata Dharma University Comment on the initial iconic learning model Unstructured 26 What is your comment on the theoretical learning model? 2 lecturers of English Letters Study Program, Sanata Dharma University Positive things from the initial iconic learning model Unstructured 27 What are the good things to maintain from the theoretical learning model? Negative things from the initial iconic learning model Unstructured 28 What things need to be improved from the theoretical learning model? The same as the expert validation questionnaire, the user validation questionnaire also consisted of two parts. In the first part, the respondents stated their degree of agreement on the statements constructed to assess the interactivity, adaptation to individual preferences, learner-centeredness, the value of help and feedback, and authenticity. 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 revised initial iconic learning model. The results of both parts would be used as the input to revise and improve the revised initial iconic learning model into the final iconic model. The blueprint of the user validation questionnaire could be seen in table 3.3, while the complete user validation questionnaire could be seen in appendix C. Table 3.3 User Validation Questionnaire Blueprint Target respondents Information Required Question Type Items Question wording Semester 1 students of English Letters Study Program, Sanata Dharma University Experience interactivity in the learning model Structured 19,20, 21,22 I discuss what I have read with others I ask others to discuss what they have read Others ask me to discuss what I have read Others respond to my discussion by giving feedback Experience of the value of help and feedback in the learning model Structured 23, 24, 25, 26, 27 The lecturer stimulates my thinking by giving feedback The lecturer encourages me to participate The lecturer models good discourse Other students encourage my participation Other students value my contribution through the comments Semester 1 students of English Letters Study Program, Sanata Dharma University Experience of the learner- centeredness while using the learning model Structured 9,14, 15,17 Moodle changes and improves my learning attitude to be better Moodle trains me to be an autonomous learner Moodle has given immediate assessment and evaluation that help me to identify my weakness Moodle offers me flexibility in terms of time and place to learn Experience the adaptation to individual preferences Structured 1 3,5, 6,8, 12,16 I enjoy doing the various activities presented in Moodle The well-presented Moodle makes me want to explore it The experiences in Moodle make intensive reading more interesting to learn I would like to be involved in more activities in Moodle during class time I would like to access Moodle outside class time I like learning intensive reading using Moodle I experience no difficulty to participate in the activities in Moodle Semester 1 students of English Letters Study Program, Sanata Dharma University Authenticity of the learning model Structured 2,10, 11,13, 18 The designed Moodle helps me to learn intensive reading I have acquired knowledge about intensive reading through Moodle I can accomplish what I want to achieve from this course through Moodle I have improved my intensive reading skill through Moodle Moodle supports the classroom teaching well Experience of other benefits while using the learning model Structured 4,7 I gain more confidence in my IT ability by using Moodle Moodle enables me to keep up with any learning materials that I might miss from the class Semester 1 students of English Letters Study Program, Sanata Dharma University Comment on the revised initial iconic learning model Unstructured 28 Please describe your comments on the learning model. Negative things from the revised initial iconic learning model Unstructured 29 Please describe the things that still need improvement from the learning model. Semester 1 students of English Letters Study Program, Sanata Dharma University Things that should be provided by the revised initial iconic learning model Unstructured 30 Name at least one thing that you would like Moodle to do. What features should the Moodle provide? Please describe your answer. In order to describe how the instruments used in the research could support in answering the research questions, the data collection details was presented in table 3.4 below. Table 3.4 Data Collection Instruments Items Participants Data Obtained Aim Research problem Need analysis questionnaire 3 unstructured questions Semester 1 students of English Letters Study Program, Sanata Dharma University Descriptions of the students’ needs, lacks, and wants. To design the theoreti cal learning model. Research problem one Questionnaire for Expert Validation 25 structured questions and 3 unstructured questions 2 lecturers of English Letters Study Program, Sanata Dharma University Reviews, comments, and suggestions from the experts to the designed learning model. To revise the initial iconic learning model Research problem two Questionnaire for Expert Validation 27 structured questions and 3 unstructured questions Semester 1 students of English Letters Study Program, Sanata Dharma University Reviews, comments, and suggestions from the experts to the designed learning model. To improve the revised initial iconic learning model into the final learning model Research problem two

D. Data Gathering Procedures

The data gathering was conducted once in the Research part and two times in the Development part. In the Research part, the data were gathered during the research and information collecting stage. The data were gathered by distributing the questionnaire to the students of the intensive reading course of the English Letters Study Program, Sanata Dharma University. In the Development part, the data were gathered during the preliminary field testing stage and in the main field testing stage. In the preliminary field testing stage, the data were gathered by distributing the expert validation questionnaire to two lecturers of the English Letters Study Program, Sanata Dharma University. In the main field testing stage, the data were gathered by distributing the user validation questionnaire to the students of the intensive reading course of the English Letters Study Program, Sanata Dharma University. Those procedures were used to obtain necessary data to improve the learning model into a final practical model that is ready to be used for experiment. Table 3.5: Data Gathering Procedures Data Gathering Procedures Purposes Conducting needs analysis To answer the first problem Conducting expert validation To answer the second problem Conducting user validation To answer the second problem

E. Data Analysis Procedure

In order to draw conclusions, the data obtained from the questionnaires distributed in the Research part and in the Development part were presented and analyzed. Three unstructured questions were composed in the needs analysis questionnaire conducted in the Research part. Data analysis of the unstructured questions was done by summarizing and presenting the respondents’ inputs, opinions and suggestions into some paragraphs. The results of the needs analysis questionnaire were used to design the learning model. In the Development part, expert validation and user validation questionnaires were distributed. Expert validation questionnaire provided twenty-five structured statements in the first part of the questionnaire, and three unstructured questions in the second part of the questionnaire. User validation questionnaire provided twenty-seven structured statements in the first part of the questionnaire, and three unstructured questions in the second part of the questionnaire. In the first part of the questionnaires, there were four points of agreement provided to figure out the respondents’ degree of agreement of each statement. The description of each score would be as follows: Table 3.6: Degree of Agreement Points of Agreement Meaning 1 Strongly disagree with the statement 2 Disagree with the statement 3 Agree with the statement 4 Strongly agree with the statement The designed learning model would be considered as an acceptable design if the central tendency for each statement in the questionnaire were between the scales of three to four. After the distributed questionnaires were collected, the results were analyzed to find out how well the learning model was developed. The data analysis of the first part of the expert validation and user validation questionnaire would be about the respondents’ agreement toward the given statements. It was done to figure out the central tendency, the trend of a set of numbers that clusters around a particular value, which is a convenient way of summarizing data of nominal categories such as the Likert scale Brown Rodgers, 2002. In this research, the central tendency was measured using mode. Mode is the value that occurs most often. It is used to find a single statistic that characterizes the entire set of numbers. Mode was chosen because it was useful when the most common characteristic or value of data is required, as in this research. Analyzing the data of the second part of the expert validation and user validation questionnaire which were in the form of e ssay questions was done by summarizing and presenting respondents’ inputs, opinions, suggestions and criticisms into some paragraphs. The results of the preliminary field testing and main field testing questionnaires were used to revise the learning model into a final practical model.

F. Research Procedure

Some steps were used as the procedures of conducting the research. The first procedure was to design the learning model based on the gathered data by distributing needs analysis questionnaire and selecting tasks and activities to be included in the learning model. After that, expert validation was conducted by distributing questionnaires to two lecturers of the English Letters Study Program to obtain feedback for the improvement of the learning model. The next procedure was revising the learning model based on the feedback from the expert validation questionnaires. The revised learning model was then implemented to the students of the intensive reading course for four weeks. Lastly, user validation questionnaire was distributed to the students to improve the learning model into a final practical model that would be ready to use for experiment. Table 3.7: Research Procedure Steps Outcome Designing Moodle Learning Model by using Theory of Intensive Reading, Principles of CALL and E-Learning and Features of Moodle Pre Iconic Model Expert Validation 1 st revision of the pre iconic learning model Implementation and User Validation Gathering Feedback and Opinion 2 nd revision of the pre iconic learning model Final Step A Revised Moodle Learning Model