Indicator: Students should be able to make reservation.
Students should be able to make complaint. Students should be able to make arrangement.
Students should be able to cancel arrangement ask about detailed
information and answered correctly. Students should be able to express their wish or unreal situation
conditional sentences and subjunctive wish Instructional strategy:
Collaborative methods as instructional method which emphasize the social dimension of learning and engage learners sharing knowledge and
performing tasks in a collaborative way Delivery strategy:
E-mail, discussion forums, screens with text and images
4.1.3. Development
In this stage, the researcher developed content, storyboard, and installed Moodle as courseware. This stage also employed the experts in order
to validate the researcher’s online Moodle. The experts had an obligatory to give their opinions and suggestion by completing the provided questionnaires.
The experts were the English teacher who taught the third grade of technique of light vehicle in SMKN 1 Purworejo and the expert from SEAMOLEC.
In order to install Moodle as courseware, the researcher created sub domain in the researcher’s website and installed Moodle in the hosting. The
screen shot of Control Panel CPanel in the hosting could be seen in figure 4.1
Figure 4.1: CPanel
The researcher develop the content of e-learning based on the previous stage then make storyboard to define each part of the e-learning. The users
accessed the e-learning by accessing http:www.cc.pakakbar.com
, they would then see the homepage contained navigation menus that allowed users to access
the website contents. The screen shot of the front page could be seen in figure 4.2
Figure 4.2: Front page
The function and the description of content for each site page are stated in table 4.7.
Table. 4.7. Web Pages Functions and Content Description
Online Moodle as E-Learning Media in Teaching English for the Industrial Internship Students
Website Page and
Content Home
page This page fast loading and contains welcome message,
This page provides 3 links to download, forum and FAQ Frequently Asked Questions
Course This page presents materials, video, sound and that are
essential to build students’ knowledge about the topic in the course
This page also provides downloadable materials in form of PDF or PPT files which they can save for future recalling.
Quiz This page contains exercises of the learned topic in several
kinds of exercises.
This page aims to measure students’ understanding on the discussed topic.
This page also provides obtained score and the lecturer’s
feedback after students attempted the quiz. Forum
This page serves as a place for students to post and share their experience in.
This page offers collaborative learning activities allowing students to work together and share ideas.
Download This page provide video, sound and material to be
downloaded by students. FAQ
This page contain frequently asked questions about how to use the electronic learning.
Widget Widgets can be accessed from home page. It contains useful
additional applications embedded in the rght and left bar of the webiste to help students to:
o Chat with the teacher via Yahoo Messenger,
o Look up confusing words via Online Dictionary
Navigation This page lists all links in the site enable students to go directly to their desired page.
In order to validate the researcher’s online Moodle, the researcher in this
part presents the expert ’s opinion on the designed learning model by stating
expert’s agreement, disagreement and doubt by choosing one of five points of agreement. The expert were an English teacher of SMKN 1 Purworejo and an
expert from SEAMOLEC. The questionnaire is aimed to achieve feedback dealing with the appropriateness of designed online Moodle as e-learning media in
teaching English for students of grade three Technique of Light Vehicle SMKN 1 Purworejo. The point of agreement of preliminary field testing questionnaire was
presented on the table 4.8.
Table 4.8. Meaning of Point Agreement Point of Agreement
Meaning Score
1 Strongly disagree
1 2
Disagree 2
3 Doubt
3 4
Agree 4
5 Strongly Agree
5
The interpretation of point of agreement, which is presented on a following table:
Table 4.9. The Interpretation of the Degree of Agreement Range
Meaning
1.00 -1.99 Replace the rejected part of the design
2.00 – 2.99
Add more part or modify part of the design based on the lack on the statement.
3.00 – 3.99
Conduct more exploration on the existing part of the design based on the statement
4.00 – 5.00
No revision
Subsequently, the following is the table of the Descriptive Statistics of expert’s opinions.
Table 4.10. The Descriptive Statistics of Expert ’s Opinions
No
.
Statements Frequency of points
of agreement Central
Tendency 1
2 3
4 5
N M
1. The learning indicators in the online
Moodle are in line with the basic competences and standard competences.
1 1
2 3.5
2. The online Moodle provides learners with
the clear knowledge of the program objectives.
2 2
4 3.
The online Moodle has friendly user interface
2 2
4 4..
The explanation of the lesson in each topic has been well described in the online
Moodle 2
2 4
5. The instruction of the course is clear and
easy to follow . 2
2 4
6. Multimedia
features video,
sound, pictures
help learner
build their
understanding 2
2 4
7. Downloadable materials enrich students
knowledge in each topic. 1
1 2
4.5 8.
The instruction of the quizzes are clear and easy to follow
1 1
2 4.5
9. The quizzes are able to support the topic
being discussed. 2
2 4
10. The types of quizzes are varied, thereby
obviating the students from boredom in doing the exercises
2 2
4 11.
The forum instructions are clear and easy to understand.
2 2
4 12.
The forum activity is able to engage the students
2 2
5 13.
The forum activity is related with the discussed topic.
2 2
4 14.
The provided links can be accessed flawlessly.
2 2
4
15. The provided links can gain attention and
maintain motivation of the learners while helping learners understand the materials
deeper. 2
2 4
16. a. The Moodle
Learning Model
is appropriate to be implemented for second
semester students of Technique of Light Vehicle
2 2
4
17. The Moodle Learning Model provides
learners with frequent and varied learning activities that increase learning success.
1 1
2 4,5
18. The web provides supporting tools
dictionary, YM Chat, comment box, etc 1
1 2
4,5 19.
The Moodle Learning Model is easy to navigate
provide clear instruction 2
2 5
20.. The Moodle Learning Model is free from
technical problem. 1
1 2
3.5 21..
The Moodle Learning Model has a consistency
colour, layout, font and capitalization are consistent from screen
to screen. 2
2 4
22.. Generally, the learning model is well
designed 2
2 5
Total 2
32 10 44
92 Total score
184 Mean
4,2
After the data were calculated and analyzed, it was found that the results were satisfying. From the
expert’s opinions on the electronic learning, it was found out that the average point of the central tendency is 4.2 from the scale 5.0. It
indicates that the designed materials are good and acceptable for students of grade three Technique of Light Vehicle SMKN 1 Purworejo.
The following step was elaborating the experts’ suggestion for revision.
The discussion would be divided into two parts. The first part was the revision of the learning materials in the e-learning by an English teachers of SMK Negeri 1
Purworejo who had experience in teaching learning process and developing learning content and curriculum. The second part was the revision of the system
of the Moodle as electronic learning by an expert from SEAMOLEC who had experience in designing and developing online distance learning.
In the revision of the learning materials in the e-learning the experts stated that the material was too complicated and some materials also did not match with
basic competence and not reflected with the indicator in the syllabus. It would be better to simplify the material and it should refers to basic competence and the
indicator. The experts also gave suggestions to add assignment to practice some expressions about reservation.
Meanwhile in the revision of the system of the Moodle as electronic learning, the expert stated that email based self registration in login menu should
be disabled because everybody could make an account in the online Moodle and it would make bandwidth of the server limited. The expert also gave suggestion to
add plugin Moodbile Mobile Learning for Moodle so that online Moodle would be easily accessed by students who use mobile phone. The expert found an error
when he accessed the online Moodle. The screen shot of the error could be seen in figure 4.3.
.
Figure 4.3: Error
Having gathered the data from the experts to gain the validity of the online Moodle, the researcher started revising the designed product. The revision
themselves were based on the experts’ suggestions and criticisms.
The revision started from the syllabus. The first step was adjusting the basic competences with the aim of meeting the students’ needs. In the second step,
the researcher added assignment in unit 2 and asked student to recorded the expression of reservation and upload it. The screen shot of revision in learning
material could be seen in figure 4.4.
Figure 4.4: Revision in learning material
The following revisions were conducted for the system of the Moodle as electronic learning. Firstly the researcher disabled email based self registration
then added plugin Moodbile Mobile Learning for Moodle in the plugin menu. The next revision dealt with error in database connection, the researcher then
asked the webhosting to restart the server to fix the error. The screen shot of disabled email based self registration could be seen in figure 4.5.
Figure 4.5: Disabled email based self registration
The screen shot of added plugin Moodbile Mobile Learning for Moodle in the plugin menu could be seen in figure 4.6.
Figure 4.6: Added plugin Moodbile Mobile Learning for Moodle
4.1.4. Implementation
