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CHAPTER V CONCLUSIONS AND SUGGESTIONS
The conclusions and suggestions of the Research and the Development part are presented in this chapter. The conclusion is the summary of the planned
and the actual research procedure. Then, in the second part, the researcher presented some suggestion regarding with designing online material using Moodle
application.
5.1 Conclusions
The study was aimed to design a Moodle Learning Model for Introduction to College English ICE. In this study, the researcher formulated two problems.
Those problems were: a What is the theoretical model of the Moodle learning model for ICE class Level 2 like? And b What is the iconic model of the Moodle
learning model for ICE class Level 2 like? In order to answer the first question, the first two steps of R D that
integrated the Analysis and Design phases of ADDIE were conducted. The first step for the Research part is Research and Information Collecting that includes the
Analysis phase of ADDIE. Necessary data on the nature of ICE classes, CALL, the adult learning principles, the theory of instructional design and Moodle were
collected from the books, the internet and the syllabus that was provided by PPBA at Duta Wacana Christian University. The researcher managed the goals,
objectives, and topics of the materials in accordance with the curriculum and syllabus in ICE Level 2 in designing the content in the Moodle Learning Model.
132 Needs analysis was then conducted by interviewing the Coordinator of PPBA at
Duta Wacana Christian University and distributing questionnaires to the ICE students in level 2 and to four lecturers of PPBA at Duta Wacana Christian
University. To answer the second research question, the researcher conducted six steps
of the R D cycle that incorporated the Development, Implementation and Evaluation phases of. The first step for the Development part is Developing
Preliminary Form of the Product that includes the Development phase of ADDIE model. In this part, the features of Moodle and external widgets were selected and
developed. The result of this step was the iconic model of the Moodle called Introduction to College English Portal.
The portal could be accessed in the address http:www.iceportal.tk
. The features used in theoretical learning model were Resource Module, Assignment,
Quiz, Forum and Chats . The widgets added to theoretical learning model were
BBC World news, Test Your English, Cambridge online dictionary, clock, game,
on-line radio, Yahoo Messenger and Facebook. Preliminary Field Testing that
includes the Evaluation phase of ADDIE is also the next step for the Development part. The user validation and the expert validation questionnaires were distributed
to evaluate the appropriateness of theoretical learning model. The strength and the weakness of the portal as well as the feedback from the s
tudents‟ response and the expert judgment were the aspects that could be used in revising and improving the
product.
133 The third step for the Development part is Main Product Revision. The
researcher did some revision and improvement based on the feedback and the suggestions given by the the ICE students and the expert participants. The
researcher eliminated unrelated widgets so that the user interface home page looked much simpler. The fourth step for the Research part is the Implementation
phase. The revised version of the learning model was implemented to the targeted users. Here, the researcher gave enough information for the user to get to know
Moodle application first. The ICE students of ICE Level 2 used the Introduction to College English
Portal for the first three topics. The researcher conducted user validation at the end of the implementation. The summative evaluation phase of ADDIE model
happened here. This phase aimed to evaluate the learning model and to get the feedback that would be useful to improve and develop the portal into a final iconic
model. Ten students were chosen to implement the final version of the iconic model. The data gathered using an open-ended questionnaire.
5.2 Benefits
Kategori