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CHAPTER IV RESULTS AND DISCUSSION
This chapter provides the research findings and discussion of what has been planned in Chapter III. This chapter is divided into two major parts. The first
part presents the theoretical model of the designed Moodle. The second part presents the iconic model of the designed Moodle.
A. Theoretical Model of the Moodle Learning Model
This sub chapter presents the process of developing the theoretical learning model of the Moodle learning model. The first two steps of Research and
Development steps collaborated with Analysis and Design stages of ADDIE model are used as the framework. To answer the research questions, the steps of
how to create final version of the learning model were elaborated in this sub chapter. By elaborating each step clearly, it would describe the answer of the first
question of how the learning model designed. There were two steps in this sub chapter, namely 1 research and information and 2 planning.
1. Research and Information
The first step is Research and Information Collecting. The Analysis stage of ADDIE model was conducted here. In this sub chapter, the essential data and
theories were collected. Needs analysis was also conducted by distributing questionnaires to the targeted users to be able to develop an applicable Moodle
learning model for the students.
Initially, the syllabus of the intensive reading course in the English Letters Study Program, Sanata Dharma University was used as the parameter to develop
the learning materials for the content of the designed learning model. According to the syllabus, the intensive reading course deals with the intensive reading
mastery, covering scanning and skimming, making inferences, and reading comprehension. It provides students with models of those skills and requires them
to read 16 reading passages. It focuses on giving the students practice to find looking at main ideas versus details, understanding what is implied versus stated,
making inferences, looking at the order of information and how it effects the message, identifying words that connect one idea to another, and identifying
words that indicate change from one section to another. On completing the course,
the students will be able to improve reading skills, especially speed and understanding textual meaning comprehension and understand textual meaning
from a variety of different texts. The complete syllabus of the intensive reading course is presented in appendix F. As what have been stated in the research
limitation, the focus of this research is the intensive reading, speed reading in particular.
Next, theories from the Internet and textbooks related to the intensive reading nature itself were collected. Brown 1989 describes that intensive reading
calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications,
rhetorical relationships, and the like. He makes a comparison to intensive reading
as a zoom lens approach. Long and Richards 1987 say it is a detailed in- class analysis, led by the teacher, of vocabulary and grammar points, in a short
passage. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text.
Intensive reading is a slow reading of a text aimed to explain every unknown word, grammar structure and style. It also very often involves translation of the
read passage. As the main emphasis is on features of the text, rather than on its semantic cont
ext, the reader‟s interest in the story may be reduced. The main goal of intensive reading, however, is complete and detailed understanding of the text,
thus it is made use of when the reader encounters a more difficult foreign language text. Though intensive reading requires a lot of patience and attention, it
helps strengthen the reader‟s knowledge. The first step is prediction that functions as pre-reading preparation. The second step is skimming where students can get
the general meaning gist of the story without trying to decode exactly what each word means. The third step is scanning where students can extract specific pieces
of information. The fourth step is reading intensively where students can understand the text globally and have a thorough comprehension of the text.
During this step, after the students have skimmed and scanned, there will still be stretches of text that offer vocabulary or grammatical difficulties students cant
overcome easily. In those cases, reading intensively detailed, word-by-word decoding is necessary.
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