Features of Moodle MOODLE

Implementation is the presentation of the learning experiences to the participant. During implementation, the plan is put into action. Materials are delivered or distributed to the student group. The purpose of this phase is to apply the designed learning model to the students. This phase has to promote the students understanding of material, support the students mastery of objectives, and ensure the students transfer of knowledge from the instructional setting. The evaluation phase aims to evaluate the designed learning model. The evaluation should occur throughout the entire instructional design process - within phases, between phases, and after implementation. It consists of 1 formative and 2 summative evaluation. Formative evaluation is present in each stage of the ADDIE process; it is ongoing during and between phases. The purpose is to improve the instruction before the final version is implemented. Summative evaluation occurs after the final version of instruction is implemented. It consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. This type of evaluation assesses the overall perception of the designed learning model. Data from the summative evaluation is often used to make a decision about the learning model as well as for necessary improvements. The five steps of ADDIE‘s design model can be seen in the following figure: Figure 2.1: ADDIE Model Braxton, Bronico, Looms, 2000

B. Theoretical Framework

This section discusses the synthesis of the theories discussed in the previous sub chapter as well as their relationship in supporting this research. The researcher has to understand the underlying principles of the theories in this study as mentioned in the previous discussion. In relation to the answer of the first research question, it was necessary to discuss the theory of reading, the pedagogical aspects of CALL and the Moodle features. Features used in the learning model would be based on the CALL principles and the theory of writing, and so the theoretical model of the Moodle learning model could be developed. The theoretical model would then be reviewed by the experts for improvement. After revision, the learning model would then be reviewed by the users in order to obtain feedback to improve it. Revision based on the feedback would be conducted in order to produce the final iconic model. The model development framework could be seen in the following figure. Figure 2.2: A Moodle Learning Model Development To begin with, as what had been discussed in the previous part, reading is a skill that generally has to be learned and practiced as it is stated on the theory of the nature of reading. The theory helps the researcher to differentiate the practice of the reading skill whether it is intensive reading or extensive reading. CALL is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned. Typical CALL programs present a stimulus that may be