A moodle learning model for intensive reading at the university level.

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Baskara, FX. Risang. 2014. A Moodle Learning Model for Intensive Reading at the University Level. Yogyakarta: Graduate Program on English Language Studies, Sanata Dharma University.

E-Learning settings have a role in the teaching and learning process. Designing adapted e-learning materials requires great requirements on web design, software design skills, and time. A substitution to this can be an organization of materials within learning management systems. Moodle, as a form of e-learning, is “open source”, allowing teachers to adapt the materials to individual needs. It also connects very well with many web-based resources, allowing teachers creativity and versatility. Therefore, it is considered necessary to develop a Moodle learning model, especially for intensive reading at the university level. Two research problems were formulated: (1) What is the theoretical model of the Moodle learning model for intensive reading at the university level like? (2) What is the iconic model of the Moodle learning model for intensive reading at the university level like?

To answer the research questions, the ADDIE Instructional Design model consisting of five phases: Analysis, Design, Development, Implementation and Evaluation was employed. The model were combined with the Borg and Gall’s cycles of Research and Development: Research and Information Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing and Operational Product Revision. The data were obtained through questionnaires, which were distributed to the intensive reading class students of the English Letters Study Program of Sanata Dharma University and also to two lecturers of the English Letters Study Program of Sanata Dharma University.

The results of the research are the theoretical model and the iconic model of the Moodle learning model. The theoretical model presents the features and widgets that were selected according to their suitability with the theory of intensive reading as well as with the CALL principles. The first feature used was

resources in the form of File, Folder, Label and URL. The second feature was

quiz in the form of multiple choice. The last feature used was forum. The widgets added were clock, calendar, game, and online dictionary. The iconic model was developed by making some revisions based on the results of the expert validation and the user validation. The iconic learning model could be accessed on readingclass.mld2.com.

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Baskara, FX. Risang. 2014. A Moodle Learning Model for Intensive Reading at the University Level. Yogyakarta: Graduate Program on English Language Studies, Sanata Dharma University.

Situasi e -learning memiliki peran dalam proses belajar mengajar . Merancang materi e-learning yang sudah diadaptasi membutuhkan tuntutan tinggi pada desain, keterampilan pemrograman, dan waktu. Sebuah alternative yang lain bisa dengan sebuah kumpulan materi dalam sistem manajemen pembelajaran. Moodle, sebagai salah satu bentuk e-learning, adalah “sumber terbuka", yang memungkinkan para guru untuk mengadaptasi bahan-bahan untuk kebutuhan individu . Moodle ini juga terhubung dengan sangat baik dengan banyak sumber berbasis web, yang memungkinkan kreativitas dan fleksibilitas para guru. Oleh karena itu, dipandang perlu untuk mengembangkan model pembelajaran Moodle, terutama untuk membaca intensif di tingkat universitas. Terdapat dua rumusan masalah: (1) Seperti apakah model teoritis dari model pembelajaran Moodle untuk membaca intensif di tingkat universitas? (2) Seperti apakah model ikonik dari model pembelajaran Moodle untuk membaca intensif di tingkat universitas?

Untuk menjawab rumusan masalah tersebut, digunakan model perancangan instruksional ADDIE yang terdiri dari lima fase, yaitu: Analisis, Perancangan, Pengembangan, Implementasi dan Evaluasi. Model perancangan tersebut digabungkan ke dalam siklus Penelitian dan Pengembangan milik Borg dan Gall: Penelitian dan Pengumpulan Informasi, Perencanaan, Pengembangan Bentuk Awal Produk, Pengujian Awal di Lapangan, Revisi Produk, Pengujian Utama di Lapangan dan Revisi Produk Operasional.. Data diperoleh melalui kuesioner yang dibagikan kepada siswa kelas membaca intensif di Program Studi Sastra Inggris, Universitas Sanata Dharma dan juga untuk dua orang dosen dari Program Studi Sastra Inggris Universitas Sanata Dharma.

Hasil dari penelitian ini adalah model teoritis dan model ikonik dari model pembelajaran Moodle . Model teoritis menyajikan fitur dan aplikasi yang dipilih sesuai dengan kecocokan mereka dengan teori membaca intensif serta dengan prinsip-prinsip CALL. Fitur pertama adalah resources dalam bentuk File, Folder, Label dan URL. Fitur kedua adalah quiz dalam bentuk pilihan ganda. Fitur terakhir adalah forum. Aplikasi yang ditambahkan adalah jam, kalendar, permainan dan kamus online. Model ikonik dikembangkan dengan membuat beberapa revisi berdasarkan hasil validasi ahli dan validasi pengguna. Model pembelajaran ikonik dapat diakses pada readingclass.mld2.com.

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A MOODLE LEARNING MODEL

FOR INTENSIVE READING AT THE UNIVERSITY LEVEL

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

FX. Risang Baskara 116332034

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2014

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A MOODLE LEARNING MODEL

FOR INTENSIVE READING AT THE UNIVERSITY LEVEL

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

FX. Risang Baskara 116332034

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2014

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ACKNOWLEDGEMENTS

I would like to deliver my sincere gratitude to God and people who have been supporting me during the thesis writing.

I would like to extend my deepest gratitude to My Savior Jesus Christ for His endless blessings. Without Him and His blessings, I would never have finished my thesis. I also give my thanks to my parents for their prayers, encouragement and support.

I am most grateful to my thesis advisor FX. Mukarto, Ph.D., for his patience, hospitality, and guidance during my thesis writing. His criticisms and advice have been very supportive and helpful.

I am also indebted to Dr. B.B. Dwijatmoko and Dr. J. Bismoko, for their creditable inputs and suggestions during the Grand Thesis Seminar. I am also thankful to Dr. Novita Dewi, M.S., M.A. (Hons), for the knowledge she shares during my study in KBI.

I would like to give my special thanks to my SEAMOLEC classmates – Mbak Sisca, Pak Joko, Mbak Dita, Daniel, Hebi, Uke, and Diaz for their support and care. I am glad we are friends as I learn a lot from them. I also thank all my 2011 classmates and Mbak Lely for the warm and friendly environment.

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This graduate thesis is dedicated to

My beloved mother

My generous father

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... v

ACKNOWLEDGEMENTS ... vi

DEDICATION PAGE... vii

TABLE OF CONTENTS ... viii

LIST OF TABLES ... xii

LIST OF FIGURES ... xii

LIST OF APPENDICES ...xvi

ABSTRACT ...xvii

ABSTRAK...xviii

CHAPTER I: INTRODUCTION A. Research Background ... 1

B. Problem Identification ... 5

C. Research Limitation ... 8

D. Research Delimitation ... 8

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F. Research Goals ... 9

G. Product Specification ... 9

H. Research Benefits ... 10

CHAPTER II: LITERATURE REVIEW A. Theoretical Review ... 11

1. Review of Related Research ... 11

2. Reading ... 15

a. Nature of Reading ... 15

b. Approaches in reading EFL classrooms..………...……..………… 16

c. Types of reading ... 18

d. Reading Strategies………..19

3. Computer-Assisted Language Learning Theory... 23

4. E-Learning (Electronic Learning)... 27

a. Definition of E-Learning ... 27

b. Learning Concepts in E-Learning ... 28

5. MOODLE ... 28

a. Definition……….28

b. Features of Moodle………..29

6. Instructional Design Model………...31

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x CHAPTER III: RESEARCH METHODOLOGY

A. Research Method ... 41

B. Research Respondents ... 46

C. Research Instruments ... 47

D. Data Gathering Procedures ... 57

E. Data Analysis Procedures ... 58

F. Research Procedure………. 60

CHAPTER IV: RESULTS AND DISCUSSION A. Theoretical Model of the Moodle Learning Model ... 62

1. Research and Information…….. ... 62

2. Planning ... 67

B. Iconic Model of the Moodle Learning Model ... 71

1. Preliminary Form of Product Developing ... 73

2. Preliminary Field Testing ... 81

3. Main Product Revision ... 86

4. Main Field Testing ... 89

5. Operational Product Revision………..123

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions... 130

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BIBLIOGRAPHY...137

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xii

LIST OF TABLES

Table Page

3.1 Needs Analysis Questionnaire Blueprint ... 50

3.2 Expert Validation Questionnaire Blueprint ... 51

3.3 User Validation Questionnaire Blueprint ... 54

3.4 Data Collection ... 57

3.5 Data Gathering Techniques ... 58

3.6 Degree of Agreement ... 59

3.7 Research Procedures ... 61

4.1 The Results Summary of Needs Analysis Questionnaire ... 67

4.2 Topics of the Learning Model ... 68

4.3. The Organization of Subject Contents ... 68

4.4 The General Purposes ... 69

4.5 The Learning Indicators ... 70

4.6 Summary of the First Part of Expert Validation Questionnaire ... 82

4.7 Meanings of the First Part of the Expert Validation Questionnaire ... 84

4.8 Results of Essay Questions of Expert Validation Questionnaire ... 85

4.9 The Statements in the Questionnaire for User Validation... ..94

4.10 Meanings of the First Part of the User Validation Questionnaire ... ..96

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xiii

LIST OF FIGURES

Figure Page

2.1 ADDIE Instructional Design Model ... 34

2.2 Theoretical Model and Iconic Model Development ... 35

3.1 R & D Adopted Cycle Collaborated with ADDIE Model ... 45

4.1 File Feature ... 73

4.2 Folder Feature ... 74

4.3 Label Feature ... 75

4.4 URL Feature ... 75

4.5 True / False Quiz ... 76

4.6 Forum Feature ... 77

4.7 Clock Widget ... 78

4.8 Calendar Widget... 78

4.9 Mini-game Widget ... 79

4.10 Dictionary Widget ... 80

4.11 Pictures in the Learning Model ... 80

4.12 Revision on Interface ... 87

4.13 Revision on Instruction ... 88

4.14 Revision on Activities ... 88

4.15 First Topic ... ..90

4.16 Second Topic ... ..91

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4.18 Fourth Topic ... 93

4.19 Mode of Statement Nineteen ... 98

4.20 Mode of Statement Twenty ... 99

4.21 Mode of Statement Twenty-One ... 100

4.22 Mode of Statement Twenty-Two ... 101

4.23 Mode of Statement Twenty-Three ... 102

4.24 Mode of Statement Twenty-Four ... 103

4.25 Mode of Statement Twenty-Five ... 104

4.26 Mode of Statement Twenty-Six ... 105

4.27 Mode of Statement Twenty-Seven ... 105

4.28 Mode of Statement Nine ... 107

4.29 Mode of Statement Fourteen ... 107

4.30 Mode of Statement Fifteen ... 108

4.31 Mode of Statement Seventeen ... 109

4.32 Mode of Statement One ... 110

4.33 Mode of Statement Three ... 111

4.34 Mode of Statement Five ... 111

4.35 Mode of Statement Six ... 112

4.36 Mode of Statement Eight ... 113

4.37 Mode of Statement Twelve ... 113

4.38 Mode of Statement Sixteen ... 114

4.39 Mode of Statement Four ... 115

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4.41 Mode of Statement Two ... 117

4.42 Mode of Statement Ten ... 117

4.43 Mode of Statement Eleven ... 118

4.43 Mode of Statement Thirteen ... 119

4.45 Mode of Statement Eighteen ... 119

4.46 Advertisements in Moodle ... 124

4.47 Pictures in the activities ... 125

4.48 Google custom search engine... 126

4.49 Wikipedia widget ... 126

4.50 Pac man original widget ... 127

4.51 Remote RSS Feeds block ... 128

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xvi

LIST OF APPENDICES

Appendix Page

Appendix A: Questionnaire for Needs Analysis ... 142

Appendix B: Questionnaire for Expert Validation... 144

Appendix C: Questionnaire for User Validation ... 149

Appendix D: The Results of the Questionnaire for Expert Validation ... .154

Appendix E: The Results of the Questionnaire for User Validation ... 159

Appendix F: The Intensive reading Course Syllabus ... 165

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Baskara, FX. Risang. 2014. A Moodle Learning Model for Intensive Reading at the University Level. Yogyakarta: Graduate Program on English Language Studies,Sanata Dharma University.

resources in the form of File, Folder, Label and URL. The second feature was

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Baskara, FX. Risang. 2014. A Moodle Learning Model for Intensive Reading at the University Level. Yogyakarta: Graduate Program on English Language Studies,Sanata Dharma University.

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CHAPTER I

INTRODUCTION

This chapter provides general explanations of what the researcher discuss in this thesis. The introductory part contains several subheadings, namely: Research Background, Problem Formulation, Problem Limitations, Research Objectives, Product Specification, and Benefits of the Study. The research background gives the reason why the research is necessary to study. The problems limitation explains the theoretical and technical limitations of the study. The problem formulation specifies the questions that the study wants to answer. The research objectives state the goals that the study aims to achieve. The research benefits state the advantage that readers will gain by reading the thesis.

A. Research Background

The Internet is a worldwide network of computer networks. It provides language teachers with network-based teaching environments in which they can create meaningful responsibility and use diverse materials for language learners. The hypermedia nature of the Internet, specifically, has greatly expanded the power of computer-assisted language learning (CALL) by permitting learners to explore and discover their learning ways themselves and offering them easy access to an on-line database of resources. With a variety of hyperlinked multimedia documents and computer-mediated communication (CMC) tools, the

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Web can support language teachers to integrate Web resources into the language classroom (Warschauer, 2001). It could be moreover a virtual library that has a huge measure of qualified data valuable to English as a second language (ESL) teaching (Warschauer & Healey, 1998). Moreover, Web-based language learning has the potential to increase learner cause and engage learners in habitually authentic and remarkably interactive language experience (Chun & Plass, 2000).

The unique attributes of networked multimedia environments, such as instant access to the abundant information on the Internet, the capabilities of synchronous and asynchronous communication, and the use of nonlinear forms of information presentation, make the Internet a strong candidate for use in language learning and acquisition (Chun & Plass, 2000). Therefore, web based learning is becoming increasingly utilized by educators as a supplement to traditional, face-to-face instruction. Moreover, Felix (2002) pointed out that what really matters in web based learning is the communication among users of the web. Similarly, Hoven (2001) indicated that a learning environment is the essentially intangible conflux of teachers, learners, physical resources (e.g. technology and library), soft technology (e.g. Internet facilities), and the network among all of these. Only when such a learning environment is established, can learning be fostered through exploration, communication, and collaboration. He also (2001) stressed that learners must develop skills to access information from appropriate sources, critically analyze and evaluate information, and then apply information for

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effective and creative decision-making. Many universities worldwide have attempted to identify similar qualities they aim to inculcate in their graduates.

These days with the fast dispersion of the Internet, frameworks furnishing whenever and at whatever location electronic learning have ended up being conceivable. This sort of online is one of the best systems to supplement up close and personal lessons in classrooms. For instance, electronic learning has favorable circumstances in that self-regulated and agreeable learning between learner and educator is conceivable. In the not so distant past, electronic learning apparatuses of different sorts or composing devices that might be used for instructing and learning have been presented diversely. However, as a matter of fact, in Indonesia is old fashioned, making it almost innovatively unlikely to execute a framework where instructors can make substance, and transfers to the server and performs nonstop upgrades, and therefore the framework would not be able to convey online substance of exceptional value. One such framework improved for educators for operating learning, which attempts to beat this imperfection and give online substance of exceptional value, is the Moodle.

As one of prominent universities in Yogyakarta, Sanata Dharma Univeristy attempts to facilitate students with the Internet connection through establishing computer laboratories and providing hotspot area for both teachers and students. It is intended to conduct a better teaching and learning process at campus. However, the web-based tool which specifically utilizes the Internet and integrates it with classroom activities is not created yet. Internet offers many

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web-based Learning Management Systems (LMS) that support teaching/learning process and MOODLE is one of them. It has some useful features which facilitate the students to share links to relevant sites that support their writing (link sharing), publish students‟ writings into threaded form (conferencing) and give students opportunity to have individual consultation (personal messaging). Considered as a useful site, the researcher has not found any instructional materials which utilize this tool which becomes the main reason for conducting this research.

Moodle is an application program that can change the learning media into the form of a web. This application enables learners to enter a “digital classroom” to access the learning materials. Moodle provides interactivity which is able to provide interaction room for the user (student) with the program. This interaction is undertaken in two conditions, first, the effectiveness of the program in providing clear instruction, and second, how the program could give feedback on students‟ learning. Furthermore, usability or flexibility is the second requirement to justify Moodle as media to teach language particularly the teaching reading. Usability refers to easiness and interest the program might offer to the students to conduct the distance learning via internet. In addition, the usability or flexibility of CALL program is seen on side where students could easily explore the learning materials on the website. The next aspect is performance. The performance is viewed as images used by the application to lead students‟ interest. In developing

Moodle, Moodle could be designed and managed by applying template presentation which later teacher could equip their teaching and learning materials

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with sounds, picture and video as well. The presence of images, sound and video might be beneficial to assist students comprehend the reading passages. This multimedia of course would be a value for students‟ further learning particularly in reading lesson. Those aspects will be very beneficial in learning reading. All the reasons above have become the motivation to design a Moodle learning model for intensive reading in particular. It was because Reading is one of the English language skills aside from Listening, Speaking and Writing. Therefore, it is one of the subjects offered in the study program in which this research will take place. Access to teach has also become one contributing reason since it would certainly ease the procedure regarding the permission to teach

B. Problem Identification

The open source LMS is a framework for administering learning based on an open-source model that opens the source code of the system to unspecified people for utilization, correction, and redistribution. Recently, among the LMSs in utilization free of charge appropriation on the groundwork of open-root programming, frameworks for administering learning are reconciled by Moodle LMS (Shin, 2008). The Moodle LMS open-source programming could be thought about to be programming consenting to the rationality of Network 2.0 in that it indicates the starting of an Internet in which the user absolutely cooperates and produces and imparts informative content and learning (Min, 2008). Along these lines, the Moodle LMS could be recognized a sort of address framework advanced

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for educators for maintaining learning, which can furnish electronic online addresses of great value. The Moodle LMS utilizes constructivism-learning hypothesis as the organization in examination with different LMS frameworks. Even though in light of the fact that the record plan is isolated, boosting user benefit, and flexibility, it has offers that are advantageous for educators to use. Moreover, the security and administration tools are unyielding and the IMS / SCORM standard of educational content improvement is supported (Park, 2008).

There are two approaches in teaching students to understand information in the context of reading; namely an extensive approach and intensive approach (Aebersold and Field, 1997: 42-46). According to Aebersold and Field (1997: 43), an extensive approach in teaching reading is mainly relied on “the belief that when students read for general comprehension large quantities of text of their own choosing their ability to read will consequently improve.” Thus, most activities of teaching and learning reading are mostly applied outside of the classroom. In addition, the other intensive teaching reading approach puts teacher‟s role to monitor students‟ reading activities particularly in providing direction and assistance just before the activities are applied. When students start doing their reading activities, teacher is urged to make sure that students might have arrived on proportional understanding toward the materials they select. Teacher is determined to make some reading exercises to find certain level of students‟ reading comprehension, understanding what is either implied or stated in the reading materials, justifying the inferences, identifying grammatical properties

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within the reading (Aebersold and Field, 1997: 45). In addition, teacher is to be observer where he keeps himself away from students‟ reading activity. Teacher in this space is expected to record students‟ progress that later he might have it as valuable information in organizing feedback to their students.

All the reasons above has built up the researcher‟s way of thinking to design a web-based tool to teach Intensive Reading subject, that is one of the obligatory subjects offered in the first semester in English Letters Study Program of Sanata Dharma University, with the use of information technology that focus on an Open Source website, so-called MOODLE. How is a web-based learning tool using Moodle designed? What kind of attitudes come up while they are learning Intensive Reading by using information technology? What are the advantages and disadvantages of the use of Moodle in teaching and learning Intensive Reading subject? In further learning, they can automatically learn by themselves, autonomous after several times, so it investigated „how to‟, „why‟ and „what‟ questions.

In conducting the research, the researcher identify how MOODLE can be applied toward the students of English Letters Study Program in learning intensive reading subject. By applying the media, hopefully, they can engage in asynchronous collaboarative forums where they present and share their paper topics with peers, thus they become autonomous, empowered and get self-fulfillment.

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C. Problem Limitation

In order to make constraints of this research, the researcher determines some limitations. First, this research focuses only on the developing materials for English Reading skill, not discussing the material design of other skills, such as Speaking, Writing, and Listening. Second, the research employs the theory of reading, and Computer Assisted Language Learning Theory in designing the materials. Third, the goals, general purposes, and topics of the materials are arranged in accordance with the curriculum as formulated in the syllabus for Intensive Reading subject. Fourth, the tool which is utilized in this study is Online MOODLE which is one of many web-based Learning Management Systems (LMS). One reason why the researcher chooses Moodle as the tool and not other electronic tools is because no HTML or PHP or any form of web knowledge or skills needed by users. Thus, teachers and students will access it easily. The population used in the sampling of the research is also limited to forty eight students of semester I from two chosen classes of English Letters USD. Further explanation about the research subject will be elaborated later on in the Chapter III.

D. Research Delimitation

There are some recommended programs used to enhance the students‟ learning. Among those recommended programs, Moodle is chosen because Moodle offers features that are suitable and beneficial for learning intensive

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reading. Moodle offers so many features to help conveying the materials. However, in this research, only some of those features will be used due to the limitation of time.

E. Research Questions

The researcher proposes two questions to be answered, and thus being the guideline of the process of research and the writing. Those questions are:

1. What is the theoretical model of the Moodle learning model for Intensive Reading at the university level like?

2. What is the Moodle learning model for Intensive Reading at the university level like?

F. Research Goals

First, this research aims to present the theoretical model that will serve as the basis for the development of the iconic model. Next, this research aims to develop the practical or ready-to-use model that will be implemented to the students.

G. Product Specifications

The name of the model is Moodle-based Intensive Reading Model for University Level. The targeted users are the second semester students of English Letters Study Program, Sanata Dharma University, Yogyakarta. This model aims

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to improve the students‟ ability read intensively. The materials that will be presented in the model are mainly the theories on intensive reading and the skills in the intensive reading. This model is in the form of a website. Moodle software is used to design the model. The allocated time is four meetings.

H. Research Benefits

The results of this research are expected to be beneficial theoretically and practically. For the theoretical benefit, the model is expected to give the readers and also the future researchers a thorough knowledge on the result of this research in order to expand the use of Moodle for other subjects or English skills. As for the practical benefit, this research produces an iconic model-gadget on intensive reading that is ready to use. The gadget functions to familiarize future students to the use of Moodle and also to help students learn intensive reading in particular. The practical benefit will be independent students who are able to utilize technology in general and Moodle in specific to achieve their learning goals.

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CHAPTER II

LITERATURE REVIEW

This chapter discusses the theories and how they are used in answering the questions in the problem formulation. The chapter of literature review is divided into: (1) theoretical review; (2) theoretical framework. The theoretical review covers the relevant theories, which are essential for the analyses. The theoretical framework gives description on how the reviewed theories are used in the analyses.

A. THEORETICAL REVIEW

This theoretical review would discuss the theories used in this research. Those theories are the (1) Review of Related Research, (2) Reading, (3) CALL Theory, (4) E-learning, (5) Moodle, and (6) Instructional Design Model.

1. Review of Related Research

There is a similar research that was conducted by a colleague, Patricia Angelina Lasut, S.Pd., M.Hum. There are some similarities between the researches. Both researches aim to develop a Moodle learning model to learn English language skill. Both researches are also conducted at Sanata Dharma University, Yogyakarta. The difference between these researches lies in the particular skills and materials learned by the students. This research will develop a Moodle learning model for intensive reading, while the other research focuses on

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essay writing. The product of this research will be able to be used by the university where the research was conducted. This research can also serve as a model for future researchers to develop a learning model that focuses on the other English skills: speaking, reading and listening. In general, this research is important as it will provide a learning model that can be used locally, nationally and globally in relation to essay writing learning and as a model for developing a learning model for the other skills.

Some researchers have already done similar research although they discussed different aspect of the use of Moodle. The first is titled A Study Concerning the Use of Moodle at Kanda University of International Studies written by Nicholas Yates and Roman Delgado (2011). The result of the study was that the English Letters Studies in Kanda University of International Studies is on ongoing belief in the potential that Moodle has to positively enhance language learning has warranted a study being conducted on Moodle usage. They also stated that there were limitations with regards to be the effectiveness of the survey, for example only those educators who had already implemented Moodle into their courses who were selected to participate in the survey (Yates and Delgado, 2011).

The second research is titled Building a lexical syllabus on Moodle with web concordancers for EFL productive academic vocabulary written by Ming-Chia Lin (2010). She focused her research on the study examined the usefulness of an Internet-based lexical syllabus in enlarging college learners‘ academic vocabulary store for their writing abilities. With a series of literacy practices and

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e-referencing tools, the learners seem to expand their productive AWL uses to some extent. The results indicate that the lexical syllabus is relatively effective in enhancing the depth of learners‘ academic vocabulary, while the growth of vocabulary size is less significant. Lin (2010) also highlighted that the productive uses of AWL items in the learners‘ essays also expand to some extent. This appears to contribute to the learners‘ overall writing quality, according to the rating of the ESL Composition Profile. Besides the quantitative testing results, the learners also expressed positive attitudes towards the design and functions of the online lexical instruction.

The third research is titled How Moodle can help Saudi Arabian universities create online communities for collaboration, learning and social knowledge

management written by Osman Z. Barnawi (2008). He focused his research on the improvement of the use of Moodle. He dedicated his research for teachers particularly the language teacher. Based on the research that he did, he proposed nine ideas to enhance the Moodle usage. Barnawi also highlighted that Moodle, with its emphasis on constructivist and social constructionist approaches to education, offers media tools to achieve the objectives of a social constructivist-based classroom. It is a platform to access and manage collaborative materials for teaching and learning online. It is a platform where teachers and students can learn together. Innovative teachers should not wait for their institutions to install a perfect CMS; instead, they should join the Open Source movement to construct and co-construct knowledge using Moodle. More importantly, they should join the

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Moodle online community of be updated by participating, interacting, and sharing their experiences, needs and interests (Barnawi, 2008).

The previous studies enrich the researcher‘s point of view in developing the designed learning model. It was stated that learning reading utilizing technology would improve the students‘ confidence. The use of blended learning which combines online and traditional create was more effective experience for students‘ learning. Another researcher stated there are many ways to improve the Moodle‘s performance. By reviewing those three studies, the researcher tries to explore more in developing the designed learning model. This research is intended to make a learning model, which is concerned about the practice of students‘ intensive reading skill using Moodle. The users of this learning model will be the students of English Letters, Study Program, Sanata Dharma University. The researcher conducts the research with thirty students of English Letters, Study Program, Sanata Dharma University, and two lecturers of English Letters, Study Program, Sanata Dharma University. Each participant will be given different research instrument based on the research step that they are going to engage with. In developing the learning model, the researcher adopts the materials development‘s step from ADDIE (Rodger, 2002) which is put under the umbrella of R & D (Borg and Gall, 1983). There are some parts in the learning model provided for the users. The users will learn from the presented materials as the main activity and practice by the provided quizzes and exercises. Then the users will produce their discussion about the reading passage at the end of each unit. It

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is expected that the users or so called the students are able to practice the intensive reading skills in order to be more competence as the part of students of English Letters department.

2. Reading

Reading is the main skill that will be learned in this research. Therefore, it is important to know about reading in depth.

a. Nature of Reading

As described by Grabe (1997) reading is a communication between reader and text. Grabe states that reading involves efficient knowledge of world and a given topic also an efficient knowledge of the language. As it is described, reading requires a rich background, and also some ability to comprehend the texts. In contrast, Rebecca & Sadow (1985) claim that reading is related to language and it requires being efficient in L2. Reading is one of the four main skills in language learning and also one of the hardest one for a foreign language learner. Moreover, this situation is stated by writers: According to Susser and Robb (1990), reading is a skill, that is most emphasized in a traditional FL teaching.

In the context of second (ESL) or foreign language (EFL) learners, reading is considered as a complicated process because they usually don‘t have enough language background and knowledge that they can get to the task of obtaining literacy as do first language learners. Therefore, reading comprehension strategies must be taught directly with modeling to reveal how reading tasks can be accomplished by a proficient reader. A well-planned comprehension strategy for

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instruction that involves directly teaching reading strategies is especially recommended for second or foreign language readers (Ediger, 2001). English language learners in an EFL context, such as Indonesia, do not have much exposure to foreign language use. Therefore, reading English texts plays a vital role for Indonesian students to improve their English skills as a whole.

Reading is categorized into two categories: initial reading and reading comprehension. Initial reading is a work made by readers who have not been able to learn reading, while reading comprehension is an activity meant to understand the messages of a particular text (Williams, 1998). The teaching of reading as a foreign language (EFL reading) in Indonesia can be commonly involved in the teaching of reading comprehension. This is because it goals to develop the skills of learners, who have been able to read in their first language and in EFL, in understanding the meaning of a written text. Thus, the term reading in this context refers to the nature of reading in this sense, not to the initial reading.

b. Approaches in reading in EFL classrooms

Some scholars believed in the bottom-up approach in order to define the condition of the reader. In this approach reader puts together letters to form words, clauses, sentences, and paragraphs to understand the meaning. Thus, by doing this, reading activity is conducted by the structure of the text that is read by language learners. In line with Miller (2007) bottom-up processing assists students to become a fast and good reader but on the other hand, without having any well-organized knowledge on the second language, this processing does not

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be effective. In the contrary, other researchers focus on the top-down approach that is theoretically driven. This encourages students to use their background knowledge in order to make predictions about the texts they read (Carrel, 1998). In the top-down understanding of foreign language reading, not only is the reader an active participant in the reading process, making predictions and processing information, but all in the readers‘ previous understanding or background information has a substantial part in the process. Miller (2007) in his study traces upon reading strategies; he offers evidence about thirty years ago and recent times also. Miller also states that reading was constructed on top-down skills about thirty years ago, the main concern of reading was "meaning". In this technique, teachers were supporting students to use their background knowledge in order to improve their reading comprehension. On the other hand, Miller states that there has been a modification from bottom-up skills to top-down ones recently; it emphases on firstly the exact, literal comprehension of the text.

Hayashi, who investigated university students in Japan (1999), states that students in his research may have used numerous reading strategies while performing reading activity, he highlights the "top-down" and "bottom-up" strategies. In addition, he also states that, after his research with Japanese students, in their first stages of learning they use dictionary, memorization of words, taking notes and translation word-for-word into L1. In the advanced stage, they refer to guessing the meaning of the word from the context. In the final

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stages students use strategies such as "transitional words", "finding clues" and using background knowledge.

c. Types of Reading

The theories on foreign language teaching commonly divides two skills of reading: intensive and extensive reading. Intensive reading is a slow reading of a text meant to identify each unidentified word, grammar structure, and style. Intensive reading is related with short texts used to make students discover the meaning and get familiar with the writing tools. It also frequently includes translation of the read passage. It is used to practice or focus on specific lexical, syntactical or discoursal aspects of the target language or to practice a selected reading strategy (Hedge, 2003). However, Hedge (2003) states that it is "only through more extensive reading that learners can gain substantial practice in operating these strategies more independently on a range of materials." As the main importance is on structures of the text, rather than on its semantic context, the reader‘s attention in the story may be reduced. The main objective of intensive reading, though, is complete and thorough understanding of the text, thus it is made use of when the reader encounters a more challenging foreign language reading. However, intensive reading requires a lot of patience and attention, it helps strengthen the reader‘s knowledge.

In contrast, extensive reading emphases on the gist of the story, and very little consideration is paid to details. Some authors define it as activities of skimming and scanning. For others, it is the amount of reading of material. The

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reader predicts the meanings of words and uses a dictionary only to translate key words essential for the general meaning of the text. This sub skill supports to get the sense of the language. While intensive reading deals with shorter texts, extensive reading is generally related with reading large amounts of material. Until, however, students read in quantity only, they will not become fluent readers. Extensive reading inspired by Krashen"s Input Hypothesis, has been readopted in various EFL schools and universities since students are asked to read independently using available material online or at their reach (Hedge, 2003). As stated by Hedge, extensive reading differs according to students‘ motivation and school resources. Then, the teacher has to find the appropriate material to meet the students‘ needs. Extensive reading is an individual activity that can be not only in class but also at home. It helps students to find their way to be independent. Learners can be allowed to select their own reading materials according to their interests and level of language they have. Hedge (2003) describes the advantages of extensive use in the following lines: Learners can build their language competence, progress in their reading ability, become more independent in their studies, acquire cultural knowledge, and develop confidence and motivation to carry on learning. Thus, both intensive and extensive reading should be applied in the learner‘s reading skills development.

d. Reading Strategies

Achievement in reading comprehension is not a natural ability and it can be studied. Therefore, to learn how to read effectively, four variables preparing

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the progress of reading process have to be taken into consideration. The variables are the reader, the text, the strategies, and the goal. As far as the reader is concerned, his reading skills are vital, as well as his interest in the topic. Factors as laziness or ignorance play a substantial role as well. All these factors influence the success in reading. Furthermore, the type of the text has an effect on the reading process, as there is a certain point of difference in difficulty between a number of types, e.g. between a novel and a scientific text. The most significant factor, however, are reading strategies, as they affect reading in the most significant way. Either unsuccessful language learners can use too few reading strategies, or they can use them in a confused way, which obviously weakens reading effectiveness. Furthermore, the reader‘s purpose for reading is vital, as various purposes apply the use of specific strategies. If the reader only wishes to collect general information, he will engage strategies appropriate for this goal, e.g. skimming. If, for example, he looks for more specific information, the best strategy to apply would be scanning.

There are many different reading strategies, but they are all based on the same basic assumptions. Initially, the reader should think about the objective for which he is going to comprehend the text. Then, the reader should find the title, headings, pictures, or any other visual cues accompanying the text. Next, the reader is directed to read the introduction and conclusion, or to read the first line in every paragraph, and only then the whole text. Then, the entire reading should be scanned to look for the most important parts to focus on during detailed

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reading. Next, the reader should take notes as he reads. Then, when the reader has problems with understanding a passage, he should stop and reread it once more. Next, long texts need to be divided, as the longer the reader works with the text, the less he can focus on it entirely. Lastly, the reader ought to retell difficult material in his own words, and possibly answer the questions concerning the contents of the text. After the reading has been completed, the text should be considered in three ways. The reader ought to think about the basic information provided on the printed page, and then he should draw additional information from between the lines, and finally, ponder on the meaning of the text referring it to his own experience (King, 1999). The description of some reading strategies shall be provided in the subchapters below to illustrate particular steps they entail.

1) Skimming and scanning

If the task of the reader is merely to get an overall idea of the passage, he is most likely to use the strategy called skimming. This strategy enables the reader to say what kind of text it is and what kind of information it contains. Thus, the learner can expect what the passage is about and, consequently, he can activate appropriate schemata. Skimming is also helpful in deciding whether a text is relevant for particular reader‘s purposes, as the reader can quickly estimate the relevance of the text by skimming it. Since this technique provides the reader with the main ideas of the text, it affords a logical framework for details to be fitted into it during reading that is more intensive. What is significant to add, during

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skimming the reader does not pay attention to details and can skip new words providing the text can still be understood.

If the reader‘s task, however, is to quickly look for facts or key words and phrases, scanning should be applied. During scanning, the reader runs his eyes down the page in search for particular information. If unfamiliar words are encountered, the reader should look them up in a dictionary, as they can be key words in the text. Scanning is also very helpful if the reader needs to search out statements, definitions etc. To sum up, the use of both skimming and scanning improves retention of important details contained in a reading passage, as well as the speed of completing a reading task.

2) Speed reading

The aim of speed-reading is to improve the speed at which a text is read and understood. The second aim is also to improve text comprehension itself. Owing to speed reading more information can be acquired in a shorter period. To enhance the pace at which the reader reads and comprehends the text, one should take such steps as reducing skip-back, reducing fixation time, and expanding the complex zone.

During reading, the reader does not process a text letter-by-letter, or word by word, but rather blocks of words by blocks of words. To read blocks of words effectively, the reader‘s eyes should be fixed on blocks as long as possible. Therefore, the larger the fixation zone, the more effective speed-reading will be. The fixation time during which the eye is focused at a given complex zone, is also

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very important, as the shorter complex time, the more reading speed will improve. Since the reader processes the text in blocks of words by blocks of words manner, it may happen that at some point he will fail to understand a block of words, thus, he will have to move back to it. Such ‗returns‘ are called ‗skip-backs‘. The aim of speed-reading then is to reduce skip-backs to a minimum, as they slow down the process of reading.

As it emerges, the reading process can be affected by many factors. All of those factors, however, are reader-dependent. What important is the reader‘s proficiency, and what results from it, his knowledge of vocabulary. As vocabulary is kept in the learner‘s memory, also memory plays a very substantial role in the whole process. Its supplementary task is to activate cognitive schemata. Appropriate reading strategies, however, are of crucial significance, as they make the success in the overall comprehension.

3. Computer-Assisted Language Learning Theory

As it is described by Warschauer (1996), CALL is an approach to teaching and learning foreign languages whereby the computer and computer-based resources such as the Internet are used to present, reinforce and assess material to be learned. From the definition of CALL, it can be assumed that computer is the main aid in conducting teaching and learning activities. Computer assisted language learning (CALL) is a system of computer-based learning which brings two significant aspects: bidirectional learning and individualized learning. It is not

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a technique. The emphasis of CALL is learning, and not teaching. The process itself is a student-centered learning material, which encourages self-paced learning.

The emergence of Internet brings about a change in which language can be authentically used through the interactive function provided by Internet. The Internet is a media which allows students to build communication, specifically, synchronous (real-time) and asynchronous (delayed-time) communication of ESL learners (Warschauer & Healey, 1998). The Internet, with the ability to connect users throughout the world, has also been extensively examined for its potential to aid in the development of second language learners‘ skills (Davis, 2006).

CALL materials are used in teaching to assist the language learning process. CALL has also been identified by some other terms such as technology-enhanced language learning (TELL), computer assisted language instruction (CALI) and computer-aided language learning, but the main point is the same. The main point of CALL is that the instructions should enable the learners to learn on their own using structured and/or unstructured interactive lessons. Structured interactive lessons is the type that had been systematically organized before and has scaled through the performance scale, while unstructured interactive lessons is an spontaneous programs that are formulated and are yet to be subjected to performance scale.

There are several essential basic assumptions about technology and language learning. The first assumptions is interactivity. Interactive in CALL

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means responses given after learners' inputs are assessed by the method to help learners develop their language competency, which may consist of language skills. Furthermore, interactive features in CALL guarantee that learning process takes place when learners involve in the lessons. Well-programmed interactive CALL lessons will provide feedbacks in terms of scores, guidelines, and customized lessons that are suitable for individual learners to move on. The designer of CALL lessons must take into considerations some language pedagogical principles which may be derived from learning theories (behaviourism, cognitive, and constructivism) and second language learning such as Krahshen's Monitor Theory. CALL is not a method. It is a tool that helps teachers to facilitate language learning process. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficiency.

The next assumption is the value of help and feedback. It is still related to the aspect of interactivity. CALL most prominent feature is the ability to generate

highly specific feedback whether in form of error analysis or of responses to learner initiatives. By now it‘s not very much known about the extent to which help and feedback actually contribute to the language development ofthe average learner. There is evidence that many, perhaps even most, learners ignore the availability of help materials even in tasks where itcan be seen clearly that they need them. Furthermore it‘s not known when learners actually do use them

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whether that use results in learning (that means in change of their knowledge state) or whether it merelyhelps them over a momentary difficulty.

The next assumption is adaptation to individual preferences. The individualization of instruction, that is the individualization of the learning process, is one of the most important advantages claimed for CALL generally and for I-CALL from a more specific point of view. This is possible when the students work independently for their own purposes and at their own pace. It should be considered that learners vary widely in their learning styles and strategies, that is their aptitude, motivation, personality or whatever. This is quite an important advantage of technology: it has the potential to adapt itself and the material it delivers.

The next assumption is centeredness. The issue of learner-centeredness is closely related to the idea of individualization. In contrast, in a teacher-centered classroom the teacher controls all language interactions; almost all dialogue is between the teacher and one student at a time. In a learner-centered classroom the students talk to each other as much as to the teacher and they have a fair degree of autonomy in participating in classroom activities. With teacher-centered material design everything the student does is scripted and anticipated by the teacher in the person of the lesson designer. In learner-centered materials the student can make many more choices about what to work on.

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4. E-Learning (Electronic Learning)

Moodle is a Course management system (CMS), a software package designed to help educators easily create quality online courses, thus it is also one example of e-learning form. Therefore, it is necessary to understand this term in depth.

a. Definition of E-Learning

E-learning is a method of teaching in electronic form Internet system with the use of management system. In order to accomplish the technical and material aspect, approaches for computer and electronic education usage, standards for the establishment of electronic course and multimedia textbooks, trained teachers for its realization are needed.

Courses happen online over the use of applications that have distinctive classroom features such as discussion forums, calendars, and "chat rooms" where students can connect in real time with one another, with quiz and other activities. Files, such as word processing documents, sound files, pictures, and videos can be uploaded to the virtual classroom for observing by students. Therefore, the "platform" itself is fundamentally a place that looks like a private website and is intended to work like an electronic classroom. The classes delivered on these platforms are accessible via the Internet, and are usually private, meaning that only individuals who are registered for the class can see the password protected website. A platform for online courses may also be called an LMS (Learning Management System) or LCMS (Learning Content Management System).

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b. Learning Concepts in E-Learning

There are several basic learning concepts in e-learning. Nedeva (2005) proposes four learning concepts in e-learning. It is simplicity and user-friendliness. It has a simple, lightweight, efficient, compatible, low-tech browser interface. It can be adjusted and personalized to meet the demand and need of the students. Next, it is a means for feedback and evaluation. Assignments can be specified with a due date and a maximum grade. Students can upload their assignments (any file format) to the website. Next, it is summary of the work and progress of the students during the course. Lastly, it has good opportunities for communication during the course. A full teacher has full control over all settings for a course, including restricting other teachers.

5. MOODLE

The learning materials in this research will be developed using Moodle. Therefore, it is important to know about Moodle in-depth.

a. Definition

MOODLE (Modular, Object-Oriented, Dynamic, Learning Environment) is one of many web based learning management systems (LMS) through which teachers can work with students, whether in distance mode or as a supplement to face to face teaching. Some others include Blackboard, Blog and Nicenet. This section discusses the definition of Moodle, the nature of Moodle.

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Moodle stands for ―Modular Object-Oriented Dynamic Learning Environment. Moodle has already become a term of its own synonymous with a software package designed to help educators create quality online instruction. Moodle started out as a hobby for Martin Dougiamas and evolved into the topic of his Ph.D. thesis: ―The use of Open Source software to support a social constructionist epistomology of teaching and learning within Internet-based communities of reflective inquiry.‖ It was the brainchild of Martin Dougiamas. It is designed to help educators create quality online instruction (Brandle, 2005). Besides, Moodle is used interchangeably as a Learning Management System for developing and delivering Internet-based courses. It is used by a growing number of universities, schools, and corporations. Moodle is free and without advertising to anyone who finds it useful.

b. Features of Moodle

This section explains the features of Moodle environment that support the conditions of L2 learning as described below. Over the years, Moodle has evolved in a number of ways that makes it more powerful for the teacher's record keeping, as well as its power to engage the students for more interactive exercises. In the classroom, it is used to give quizzes, check student understanding of content or supply information to other useful links and resources. It includes several features such as class schedule, class assignment, participant profiles, chats, email lessons, and even workshops (Mougalian & Salazar, 2001).

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Moodle is based on the social constructivism pedagogy, which relates to contemporary achievements for increasing interaction among students. Moodle includes 15 modules – Activity, help and discussion: Assignment module, Attendance module, Book module, Chat module, Choice module, Database module, Dialogue module, Exercise module, Flash modules, Forum module, Glossary module, Hotpot module, Journal module, Lesson module, Questionnaire module, Quiz module, Resource module, SCORM Module, Survey module, WebQuest module, Wiki module, Workshop module.

The Assignment Module allows students to submit a file for assessment and feedback from the instructor. A comment box and a pull-down menu for a grade can be used for feedback. On the other hand, the quiz-making function is described as Moodle's built in functions that allow you to make different types of quizzes. Quiz types relevant to language teaching are: Multiple choice, True/False, Numerical, Matching, Description, and Cloze.

Hot-Potatoes (http://www.halfbakedsoftware.com) is a very popular authoring program that allows teachers to create browser-based activities. While "HotPot" activities can be linked as resources within Moodle, one problem until now has been the tracking of student use — an important feature if one wants to know who has or hasn't done the activities and with what degree of success.

Discussion Forums, a common component of all CMSs, is the discussion forum or "bulletin board" feature which allows the students to interact with their instructor and the other students on specified topics. Moodle differs from many

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systems in that its messages are not only archived in the course but are also sent as e-mail to the student's registered e-mail address as long as the student has subscribed to that specific forum.

The Lesson Module allows you to provide information to the students in small chunks, ask a comprehension question about what they have just learned and then conditionally branch out depending on their response. It can be used for stepwise lessons or even as a set of "flipcards" where students review items answered incorrectly until all the items have been correctly answered. They can repeat the process if the instructor has permitted multiple passes through the lesson.

The Attendance Module permits automatic attendance-taking for students with activity during the stipulated time periods, or by physically clicking on the attendance module each class period. The instructor can even specify a grade value for attendance figures, with appropriate adjustments for tardy attendance. While, the Questionnaire Module, currently under development, will provide an excellent tool for eliciting student opinions for further discussion either online or in class.

6. Instructional Design Models

In this part the researcher presents ADDIE Instructional Design Model. Rogers (2002) develops ADDIE model into five phases. They are performing a need analysis (Analyze), identifying instructional goals and analyzing tasks, and

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writing the assessment (Design), choosing teaching strategies and instructional media (Development), teaching the course (Implementation), doing evaluation and revision (Evaluation).

In the analysis phase, the goals and objectives, the students‘ needs, lacks, wants, existing knowledge, and any other relevant characteristics are identified. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project. It also deals with determining possible solutions. This phase is the foundation for all other phases of instructional design. The outputs of this phase often include the instructional goals, and a list of tasks to be instructed. These outputs will be the inputs for the Design phase.

This design phase deals with the outputs from the Analysis phase to plan a strategy for developing the instruction. Here, a systematic process of specifying learning objectives and test items, selecting a delivery system, and sequencing the instruction are conducted. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here. The outputs of the Design phase are the inputs for the Development phase.

In the development phase, the actual creation (production) of the content and learning materials is made based on the Design phase. It builds on both the Analysis and Design phases. The purpose of this phase is to generate the lesson materials and activities. The instruction, all media that will be used in the instruction, and any supporting documentation are developed here.

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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.

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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

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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

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presented in any combination of text, images or videos to which the learner has to respond by typing or clicking. The computers will offer feedback, indicating whether the learner‘s response is right or wrong. More sophisticated CALL programs attempt to analyze the learner‘s response and to pinpoint errors.

According to Hartoyo (2008), there are some basic principles of CALL that need to be present for a successful learning. The first is interactivity because it helps learners to gain input in language learning process. Typically this communication takes place in the classroom, between the teacher and the students. Students will then solve problems by collecting or exchanging information, and create and respond to questions. Internet provides the ability to expand the interaction.

The second is authenticity. Internet provides access to incredible quantity of information constantly updated which can be accessed anytime and also functions as a storage that allows students to keep up with the learning materials if they are unable to attend classes. Although students can still use their textbooks, they are given the chance to discover new information on their own.

The third is learner-centeredness. Internet is popular among students because it is associated with fun offered in various activities and games. Student motivation is therefore increased, especially when a variety of activities are offered, which make them feel more independent.

The fourth is adaptation to individual preferences. Every student has different learning style and learning speed. Internet will allow them to set their own pace

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that suits them without disrupting the other students. They can repeat difficult lessons and explore what they find interesting.

Moodle was chosen due to the useful features that could support students‘ learning. The first is assignment that enables students to access and submit their assignments by downloading and uploading them. Chat is the second feature. It allows participants to have a real-time discussion on the web. The third is choices. It is useful as a quick poll to stimulate thinking about a topic. Next is forum that enables students to discuss the learning materials with the teachers and their classmates online. Glossaries is the fifth feature. It allows participants to create and maintain a list of definitions. Moodle also has HotPot feature. It allows teachers to create multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill quizzes using Hot Potatoes software. The next feature is lesson that delivers content in an interesting and flexible way. Quiz is also a feature that Moodle offers. It allows the teacher to design and set quiz tests, consisting of multiple choice, true false, and short answer questions and more. Wiki is another feature in Moodle. It is a web that anyone can add to or edit. The last feature is survey. It can be used to find out the students‘ opinion on something that might be useful for future learning. Teachers can use this feature to gather data from their students.

This research was included in the field of Research and Development, or what is popular as R and D. What was researched and developed was the same thing, which was the Moodle learning model. Research on the learning model would be

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conducted by implementing the first two phases of ADDIE‘s model: Analysis and Design. The Research part of R and D functioned to prepare the Development part of R and D, which would involve the last three phases of ADDIE‘s model: Development, Implementation, and Evaluation. The Development part of R and D was done to improve the current teaching practice. Currently, traditional teaching had to be done in the classroom and it was limited by certain amount of meetings within which the students had to learn and master so many topics in a single subject. One subject was usually taught once or twice in a week, which was often considered no enough. Every student had different learning style and learning speed. Only small numbers of students were able to keep up with the teaching and learning speed in a traditional teaching. The others were indirectly forced to take lessons outside the class by taking private courses requiring more money, time, and energy.

The designed learning model would be effective because it would enable the learning process to be more constructive. Without this learning model, interaction among the students and the lecturer would be limited only to the meetings they have in the classroom. By using this learning model, students would become more independent because they have the freedom to manage their own learning. They would be able to learn the topics according to their own pace. They would also have more time to interact with their classmates and consult with the lecturer to obtain constructive feedback for their work that leads to better understanding and result. This learning model would extend the students‘ learning beyond what is

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offered by the classroom learning. Limitation of time and place would no longer be the barrier for the students to improve their learning. This learning model would also be effective to improve the current teaching practice into better teaching because it would improve the productivity and efficiency of the class. Improvement in productivity referred to an increase in the students‘ learning result and learning process. Improvement in the students‘ learning result would be indicated by better quality of work within the same amount of time offered in a traditional teaching. Improvement in the students‘ learning process would be indicated by the increased motivation, learning attitude, interactivity, and autonomy that the students experienced. Finally, improvement in the class‘ efficiency meant that more students could be involved and more learning time was given to the students.

The theoretical results of the Research part of R and D would be the description of the effective Moodle model to learn intensive reading. First, a Moodle model to learn intensive reading would provide a clearly stated target competence and indicators. Secondly, there would be a relevant description of processes to achieve the target competence. Third, it would provide relevant materials with the process to achieve the target competence. The Moodle model would also occupy features that encourage interaction, motivation, and understanding. After that, it would facilitate different learning styles and speed. Lastly, there would be instruction to ease the navigation of the course.

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In order to use the Moodle, students needed to log in using the usernames and passwords that were announced one week prior to implementation, which they could change afterward. It was done to give the chance to familiarize the students with all the features as well as additional widgets provided in the Moodle. After they were logged in, there were detailed instructions provided in each section to ease the students in navigating through the course. As for the maintenance, there was not any special maintenance required. Students were required to log in at least once a week to be able to access the updated materials and announcement, as well as to ask and respond to questions.

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CHAPTER III

RESEARCH METHODOLOGY

The objective of discussing research methodology is to qualify the use of technique and method in response to the kind of the research so that the researcher can meet the goal of the study. The discussion involves the research methodology, research respondents, research instruments, and data gathering technique, data analysis technique and data analysis procedures of both the Research part as well as the Development part.

A. Research Method

This research in particular is focused on designing Moodle learning model for the student of English Letters Study Program, Sanata Dharma University. The researcher developed this research by using ADDIE model and Research and Development cycle (Borg and Gall, 1983). According to Borg and Gall (1983), the goal of R & D is to develop the research knowledge and incorporating it into a product that combines educational research and educational practice rather than discover new knowledge or to answer specific questions about practical problems. The R & D cycle makes it possible to adapt relevant findings and translate them into tested, usable educational products. In this cycle, findings relevant to the product to be constructed are studied; the product is developed and field-tested in

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28. Comment on the learning model Interface

Website is easier to navigate (14)

The appearance of the website is eye-catching (8) The web design is nice (8)

Features

Mini pet game is interesting and easy to play (10) External links is very useful (4)

The online dictionary is quite helpful (6)

It is helpful when we can download material from the website (5) The exercises and activities are well-designed (5)

Relevance

It has understandable instructions and explanations (4)

The website is quite thorough, because we have file, video, exercises, and other activities (5)

It helps to understand the intensive reading better (8)

29. Things that need improvement from the learning model Interface

Remove the advertisements from the website (17) Add more pictures in the exercises (5)

Features

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Add external link of collection of scanning-skimming exercise (5) 30. Features that the learning model need to improve

Google search engine (10) Wikipedia (3)

Games (1)

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APPENDIX F

The Intensive Reading Course

Syllabus

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ENGLISH LETTERS, FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

FX. RISANG BASKARA, S.S. risangbaskara@gmail.com

I. Course Objectives

The students are able to:

1. improve their reading skills, especially scanning and skimming 2. find the detailed and factual information from the reading text 3. read reading passages clearly with correct pronunciation

II. Materials and Time Allotment

No. Topics Sub-topics CH

1. Making

Predictions

Making prediction before the actual reading

2. Skimming Reading at maximum speed and

answering general questions

3. Scanning Answering detailed

comprehension questions

4. Reading aloud Reading texts with correct

pronunciation

Along with the course

III. Teaching-learning Strategies

Reading exercises, discussion, individual/group assignments.

IV. Evaluation

The fi al grade will e deter i ed y the stude ts’ parti ipatio i

class/assignments (20%), two mid-tests (25%), and one final test (30%).

V. References

Cox, Kathy. EAP Now: English for Academic Purposes. NSW: Pearson Education, Australia. 2004

Academic Skills Center, Dartmouth College 2001 www.insideout.net

(5)

APPENDIX G

The Results of Needs Analysis

Questionnaire

(6)

New vocabulary (17)

How to get the main idea of a reading passage (16) Clear definition of the reading strategies (6)

2. Difficulties with reading

The speed of reading is still low (6) Expanding the vocabulary (20)

How to find a meaning of a word (10) Differentiating reading strategies (8)

3. The things you want the learning model to provide More exercises with answer key (14)

Online dictionary (15) More reading passages (11) Fascinating appearance (6) Add simple games (5)

A moodle learning model for intensive reading at the university level.

APPENDIX F

The Intensive Reading Course

Syllabus

ENGLISH LETTERS, FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

APPENDIX G

The Results of Needs Analysis

Questionnaire

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A moodle learning model for intensive reading at the university level.

APPENDIX F

The Intensive Reading Course

Syllabus

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