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