4.1.4. Implementation
Having done all revisions from the preliminary field testing, the researcher implemented the online Moodle. The participants in the main field testing were
thirty six students of grade three Technique of Light Vehicle SMKN 1 Purworejo. To begin with, the students were familiarized with the online setting
on how to use Moodle and what they would do in Moodle before implementation. It was important to do in order to avoid any possible technical issues that the
students might experience. After that, the usernames and passwords were announced to the students, which they could change afterward. After they were
logged in, there were detailed instructions provided in each unit to ease the students in navigating through the course. Students were given the chance to
familiarize themselves with Moodle and all the features as well as additional widgets provided in the Moodle.
This online Moodle functioned as electronic learning media for students who had industrial internship. By utilizing the designed learning model, the
students would learn based on their own pace due to the availability of the web to be accessed everywhere as long as there was an internet connection. The role of
the teacher in this implementation was facilitating the students’ needs, such as
giving feedbacks regularly to the student’s questions and monitoring the students in finishing the task of every section.
After the implementation was accomplished, user validation was conducted by distributing questionnaires to thirty six students of grade three
Technique of Light Vehicle SMKN 1 Purworejo. User validation aimed to
evaluate the learning model and to obtain feedback and suggestions that would be useful to revise and develop the learning model into a final iconic model. The
construct mapping for questionnaire were concerned on the suitability of the web designed model with the learning environment, the fulfillment
of students’ needs, the activities that were able to challenge the students and connect with the
communities, the assessment practices, the characteristic of well designed software, and the general opinion from the students after implementing the web
designed model. The students give their opinions and suggestion by completing the provided questionnaires. The point of agreement of main field testing
questionnaire was presented in table 4.11.
Table 4.11. The Point of Agreement of Main Field Testing Questionnaire Point of Agreement
Meaning Score
1 Strongly disagree
1 2
Disagree 2
3 Doubt
3 4
Agree 4
5 Strongly Agree
5
Then the questionnaire results are interpreted based on the score criteria which are obtained from the point of agreement of main field testing in table 4.11
and the score criteria is presented in table 4.12.
Table 4.12. The Meaning of Score Criteria
No. CRITERIA
SCORE MEANING
1 Very High
4.51 – 5.0
Most respondents strongly agree with the statement
2 High
3.76 – 4.50
Most respondents agree with the statement
3 Fair
3.26 – 3.75
Most respondents are not sure with the statement
4 Low
2.51 -3.25 Most respondents disagree with the
statement 5
Poor 00
– 2.50 Most respondents strongly disagree
with the statement
In the questionnaire, the respondents were required to state their degree of agreement on each of the presented statement. It could be inferred that the more
the respondents agreed with the statements, the better the learning model was. The statements were divided into some categories to ease the analysis of the obtained
data. The complete statements of the questionnaire can be seen in Table 4.12.
Table 4.12. The Interpreted Questionnaire Result No
Statements Point of
Agreement Central
Tendency
1 2 3 4
5 N
Mn
The content of online Moodle
1. I enjoy doing the various activities
presented in online Moodle 3 27
6 36
4.08 2.
I like learning English using online Moodle
33 3
36 4.08
3. The material in online Moodle help
me comprehend the materials better 2 29
5 36
4.08 4.
The tasks’ instructions are clear and easy to follow
35 1
36 4.03
5. The quizzes encourage me to study
hard 35
1 36
4.03 6.
The activities and tasks stimulated my learning
34 2
36 4.06
Percentage 0 0 2 89 8
Mean 4.06
User interface
7. The layout of the online Moodle is
user friendly 34
2 36
4.06 8.
The online Moodle provides enough supporting content and tools
35 1
36 4.03
9. The screen displays are interesting
and easy to understand 33
3 36
4.08
Percentage 0 0 0 94 6
Mean 4.06 Flexibility
10. Online Moodle does not disturb my time in doing internship
31 5
36 4.14
11. Online Moodle trains me to be an autonomous learner
2 34 36
3.94 12. I can access Online Moodle by using
my gadget 31
5 36
4.14 13. I can keep in touch with my friends
through forum in online Moodle 36
36 4.00
14. Moodle offers me flexibility in terms of time and place to learn
30 6
36 4.17
15. I experience
no difficulty
to participate in the activities in online
Moodle 1 34
1 36
4.00
Percentage 0 0 1 91 8
Mean 4.06
Based on the questionnaire result in category the content of online Moodle it was found out that 2 of the students doubted, 89 of the students agreed, and
8 students strongly agreed with the presented statements. Based on the interview result with the students, they stated that the instruction was clear and easy to
follow and they enjoyed learning used online Moodle but it made them lavishly because they had to buy more credit for their gadget to access internet.
Related with category user interface, the researcher found out that 94 of the students agreed and 6 of the students strongly agreed. Based on the
interview result with the students, they stated that the user interface was simple so that it made online Moodle fast loaded by their gadget. Moreover online Moodle
provided supporting content and tools and it made them easy to navigate the whole link in online Moodle.
The questionnaire result from flexibility category showed that 1 of the students doubted, 91 of the students agreed, and 8 students strongly agreed
with the presented statements. The interview that conducted with the students showed that they accessed the online learning in the afternoon and in the evening
after they have done their job in the industry. Some students honestly told the researcher that they totally did not answer the quiz by themselves but sometimes
they asked their friends because they did not know the correct answers. Then, it can be concluded that based on the result of main field testing
questionnaire, the mean of the scores was 4,06 and according to the score criteria that was presented in table 4.12, the online Moodle was categorized in high
criteria and most respondents agreed with the statement. This meant that the online Moodle was good and acceptable for the grade three of Technique of Light
Vehicle SMKN 1 Purworejo who underwent industrial internship. On the other hand, some weaknesses were also found in the
implementation of the online Moodle, such as the students should have an internet connection to access the materials, they have to go to the internet cafe. If the
students use the mobile phone the credit would be expensive. Some students stated that they could cheat the quiz by asking their friend to answer the quiz.
While learning using the web, the students opened the other irrelevant sites such as facebook and twitter. Some students also texted the researcher and reported
that the server was down and online Moodle could not be accessed because it was
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
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