Typically, this communication took place in the classroom, between the teacher and the students. Forum would provide the ability to expand that conversation.
Students would then solve problems by collecting or exchanging information, creating and responding to questions to be read by their classmates. The text
posted on the forum would form threaded discussion among the class. When students knew they were writing for public to read, they would be motivated to
write as well as possible. The discussion in the forum could be used to stimulate a number of different styles of information sharing which could facilitate different
styles and speed of learning. The screen shot of Forum feature could be seen in figure 4.6 below.
Figure 4.6: Forum Feature Moodle provided flexibility to change the website themes by using the
available templates. Several interesting themes can be instantly applied. The
„Splash‟ template was chosen because it has different choices of template color that can be adjusted for each student and also appropriate with the pictures and
widgets added in the Moodle learning model. Moodle also allows the users to add additional widgets into the template. There were five widgets added in the
learning model. A clock widget was added to beautify the template and to show the time to the students attractively. The screen shot of the clock widget could be
seen in figure 4.7 below.
Figure 4.7: Clock Widget To make the template look more attractive so that it could capture the
students‟ attention, a calendar widget was also added. The screen shot of the calendar widget could be seen in figure 4.8 below.
Figure 4.8: Calendar Widget
To add a sense of entertainment, there was a mini game where the students would be able to play with a virtual dog named Charlie. In this game, students
could throw a red ball that Charlie would chase and bring back to the user. Students could then give some snacks or a bone as a reward. Through this game, it
was expected that students would not merely just play a game, but also learn to care about animals. The screen shot of the mini-game widget could be seen in
figure 4.9 below.
Figure 4.9: Mini-game Widget To help students find out the definition or synonym along with the
contextual examples, a dictionary widget was also added to the Moodle learning model. It was expected that by adding this widget, students would be able to
enrich their vocabulary mastery and use more sophisticated items of vocabulary. The screen shot of the dictionary widget could be seen in figure 4.10 below.
Figure 4.10: Dictionary Widget Pictures that are related to the topics were also added as the last touch to
finish the initial iconic model. Besides beautifying the interface of the template, pictures were also added to give clear visualization to the students on each topic.
The screen shot of the pictures in the main page of the Moodle learning model could be seen in figure 4.11 below.
Figure 4.11: Pictures in the Learning Model
2. Preliminary Field Testing
The second step is Preliminary Field Testing. The formative evaluation phase of ADDIE model took place here. After the initial iconic model was
designed, expert validation was conducted. Expert validation aimed to evaluate the appropriateness of the initial iconic model with the attainment of the
competence in the intensive reading course. It was also done to detect possible weaknesses and revise the initial iconic model. Expert validation questionnaire
was distributed to two lecturers of the English Letters Study Program of Sanata Dharma University. The lecturers were selected concerning their experience and
expertise in English Letters teaching and technology. There were twenty-five statements in the first part of the questionnaire where the respondents were
required to state their degree of agreements from a four scale range towards each statement presented in the questionnaire. Mode was chosen to figure out the
central tendency. After the data were calculated and analyzed, it was found that the results were satisfying. The mode from the twenty-four statements in the first
part of the questionnaire was 4, while for one statement the mode was 3, indicating that the participants were under the impression that the initial iconic
model had been well-developed. The features used to achieve the learning objectives, the learning materials and the elaboration of writing process, the
various and encouraging exercises for learners, and also the attractive and well- designed layout were some of the strongest aspects of the initial iconic model. The
detailed results of the expert validation questionnaire could be seen in appendix
D. The summary of the first part of the expert validation questionnaire can be seen in Table 4.6.
Table 4.6: Summary of the First Part of Expert Validation Questionnaire
No Respondent’s Opinion on Concept Statement
Central Tendency N
Mode A.
Learning Indicator
1. The learning indicators are specific and well-formulated.
2 3
B. Learning Materials
2. The materials help students to achieve the learning
indicators. 2
4 3.
The materials are suitable with the needs on learning intensive reading.
2 3
4. The materials in each section are relevant to the topic.
2 4
5. The materials are arranged systematically.
2 4
C. Reading Process
6 The Making Prediction part has given the students
adequate informations to anticipate what they are about to
read. 2
4
7 The Skimming part has facilitated the students the ways to
get the general or main ideas from a reading passage. 2
4 8
The Scanning part has facilitated the students the ways to find specific information quickly.
2 4
9 The Reading Intensively part has facilitated the students
the ways to practice the reading in detail with specific learning objective.
2 4
D. Features and Activities
10 The images help students to visualize the topic. 2
3 11 The activities enable students to understand the topic
more. 2
4
12 The activities are various and encourage students to participate
2 4
13 The activities are relevant with the discussed topic. 2
4 14 The activities are fun and motivating.
2 3
15 The features have encouraged students to share their thought
2 4
16 The features used in the learning model are able to improve the students‟ reading ability.
2 4
17 The features have facilitated students to monitor their own progress.
2 3
18 The activities in the Pre reading activities help students to get important knowledge on the topic.
2 4
19 The activities in the While-reading activities help students to understand the reading passage better.
2 4
20 The Post reading activities help students to discuss the
reading passage and to get the materials from the meeting.
2 4
E. Overall Evaluation
21 Instructions in every activity are helpful and easy to comprehend.
2 3
22 The learning model facilitates the students‟ different
learning styles. 2
3
23 The learning model is easy to navigate. 2
4 24 The learning model is
able to improve students‟ motivation in learning intensive reading.
2 4
25 Overall, the learning model is well-developed. 2
3
Table 4.7 below was provided to present the meanings of the first part of the expert validation questionnaire‟ results.
Table 4.7: Meanings of the First Part of the Expert Validation Questionnaire
Respondent’s Opinion On Concept Statement
Central Tendency
Meaning N Mode
Learning Indicators 2
3 Respondents agree that the learning
indicators are clear and well-formulated. Learning Materials
2 4
Respondents strongly agree that the learning materials are relevant to achieve
the intensive reading course‟ goal.
Reading Process 2
4 Respondents strongly agree that the theory
of writing process has been elaborated well into clear topics.
Features and Activities 2
4 Respondents strongly agree that the
features and activities are useful and have helped students learn the topics.
Overall Evaluation 2
3 Respondents agree that the initial iconic
learning model is useful for the students.
In the second part of the questionnaires, there were three essay questions requiring the respondents to elaborate their answers. The first question asked
about the respondents‟ comments on the initial iconic model. Their answers were also found to be sufficient and positive. There was no negative comments
obtained. The respondents stated that the initial iconic model was well- developed. The interface of the initial iconic model was attractive. In addition, the
widgets provided in the initial iconic model were unique, interesting, and helpful. Furthermore, the exercises were considered various and interesting. The second
essay question required the respondents to mention the good things from the initial iconic learning model. In general, the respondents stated that the strengths
of the initial iconic model were the various features and exercises as well as the
great and attractive interface. In terms of the things needed to be improved from the initial iconic learning model asked in the third question, some constructive
feedback was obtained. First, both participants agreed that more images within the page so that the interface will look more interesting. The second suggestion from
the respondents of expert validation was to give more detailed and specific instructions in every section of the unit and the exercises of the initial iconic
learning model. The third and last suggestion was to provide more warming up activities in each meeting. The results of the essay questions of the expert
validation questionnaire are presented in Table 4.8. Table 4.8: Results of Essay Questions of Expert Validation Questionnaire
Statements Respondents
Lecturer 1 Lecturer 2
Comments on the initial iconic learning model
1. Interesting exercise
and widgets 2.
User-friendly navigation within the
page 1.
Moodle was well- developed.
2. Additional widgets
are unique, interesting and helpful.
Good aspect to maintain from the
initial iconic learning model
Nice organization of exercises
The various features and exercises provided.
Aspects that need improvement from the
initial learning model
1. Give more pictures,
so that the interface is better
2. There should be more
warming up activities before
the actual
reading 3.
The instruction is not really clear. Clearer
example will help. 1.
Give more detailed instructions in every
meeting, especially on the exercises.
2. There is less images
in the page. Provide more pictures in the
page.
