Main Field Testing Overall Evaluation
find answers to any questions or difficulties and to give feedback to others‟
opinion. The screen shot of the third topic in the initial iconic learning model could be seen in figure 4.18 below.
Figure 4.18: Fourth Topic At the end of the course, user validation was conducted. This was included
into the summative evaluation phase of ADDIE model. User validation aimed to evaluate the learning model and to obtain feedback and suggestions that would be
useful to revise and develop the learning model into a final iconic model. User validation was conducted by distributing user validation questionnaire to the
students of intensive reading course of the English Letters Study Program of Sanata Dharma University who were the targeted users of the learning model.
Data from the user validation questionnaire is used to revise the learning model to be developed into the final practical model. The user validation questionnaire was
divided into two parts. For the first part of the questionnaire, twenty-seven statements were presented. Those statements aimed to find out whether they
experienced the benefits of Moodle in terms of the relevance, motivation, interactivity as well as peer and teacher support. There were four degrees of
agree ment to choose: “strongly agree” that was represented by number four,
“agree” that was represented by number three, “disagree” that was represented by number two, and “strongly disagree” that was represented by number one. In the
first part of the questionnaire, the respondents were required to state their degree of agreement on each of the presented statement. It could be inferred that the more
the respondents agreed with the statements, the better the learning model was. Therefore, the learning model would be considered successful if the mode of each
statement is between three to four 3 – 4. The complete statements of the first
part of the user validation questionnaire can be seen in Table 4.9. Table 4.9: The Statements in the Questionnaire for User Validation
No Statements
1. I enjoy doing the various activities presented in Moodle
2. The designed Moodle helps me to learn intensive reading
3. The well-presented Moodle makes me want to explore it
4. I gain more confidence in my IT ability by using Moodle
5. The experiences in Moodle make intensive reading more interesting to
learn 6.
I would like to be involved in more activities in Moodle during class time 7.
Moodle enables me to keep up with any learning materials that I might miss from
the class 8.
I would like to access Moodle outside class time 9.
Moodle changes and improves my learning attitude to be better 10.
I have acquired knowledge about intensive reading through Moodle 11.
I can accomplish what I want to achieve from this course through Moodle 12.
I like learning intensive reading using Moodle 13.
I have improved my intensive reading skill through Moodle 14.
Moodle trains me to be an autonomous learner 15.
Moodle has given immediate assessment and evaluation that help me to identify my weakness
16. I experience no difficulty to participate in the activities in Moodle
17. Moodle offers me flexibility in terms of time and place to learn
18. Moodle supports the classroom teaching well
19. I discuss what I have read with others
20. I ask others to discuss what they have read
21. Others ask me to discuss what I have read
22. Others respond to my discussion by giving feedback
23. The lecturer stimulates my thinking by giving feedback
24. The lecturer encourages me to participate
25. The lecturer models good discourse
26. Other students encourage my participation
27. Other students value my contribution through the comments
Those twenty-seven statements were derived from six major categories that were the benefits of Moodle. They were interactivity, lecturer and peer
support, learning attitude, motivation, other benefits and relevance. The results of the data analysis implied positive outcome. Table 4.10 below was provided to
present the summary and the meanings of the first part of the user validation questionnaire‟ results.
Table 4.10: Meanings of the First Part of the User Validation Questionnaire
Respondents’ Opinion
Central Tendency
Meaning N
Mode
Interactivity 30
3 Respondents agree that the learning
model has expanded the interaction beyond the classroom.
Adaptation to Individual
Preferences 30
3 Respondents agree that the learning
model has improved their learning attitude.
Learner Centeredness
30 3
Respondents agree that the learning model has increased their motivation
to learn.
The value of help and feedback
30 3
Respondents agree that the learning model has provided them necessary
lecturer and peer support.
Authenticity 30
3 Respondents agree that the learning
model was applicable to help them achieve the learning indicators in the
intensive reading course. Other Advantages
30 3
Respondents agree that the learning model has provided them benefits
other than what were required from the course.
The table above implied that the students agreed that the learning model could increase their motivation to learn. It was also relevant to improve their
intensive reading skill because of the various features and encouraging activities used to achieve the learning indicators. The learning model also made them
experience other benefits such as increasing their IT knowledge and helping them keep up with assignments and materials when absent. Moodle also helped them
manage their own learning so that they could learn at their own pace and therefore improve their learning attitude. Students also agreed that Moodle has successfully
expanded the interaction among the students and also with the lecturer. Through Moodle, they experienced more lecturer and peer support that was significant for
their learning. The first aspect is interactivity. One advantage that Moodle proposes is the
interactivity. E-learning, in this case Moodle, has to accommodate various environments for students with dynamic, interactive, nonlinear access to a wide
range of information text, graphics, and animation as well as to self-directed learning in online communication, for example e-mail and forum Kotzer and
Elran, 2012. In Moodle, students could send personal message and participate in the forum to communicate with their classmates and teachers. Communicating
with peers is an essential part of a learning process. Typically this communication
takes place in the classroom, between the teacher and the students. Internet, in this case was represented by Moodle, provided the ability to expand that conversation.
Students would then solve problems by collecting or exchanging information, and created and responded to questions. From the twenty-seven statements provided in
the first part of the questionnaire, four of them focused on the interactivity aspect of the learning model. They were statements number nineteen, twenty, twenty-one
and twenty-two. Statements number nineteen and twenty focused to figure out their effort to interact with other peers. The mode of those statements was 3,
indicating that the respondents had initiated an action to interact with their peers. The mode from statement number nineteen could be seen in figure 4.19.
Figure 4.19: Mode of Statement Nineteen The total
of 4 respondents were strongly agree to the statement “I discuss what I have read with others
“. There were 24 respondents who stated that they agreed to the statement. Only 2 respondents disagreed with the statement while no
respondents were strongly disagree to the statement. The mode from statement number twenty could be seen in figure 4.20.
Figure 4.20: Mode of Statement Twenty The total
of 2 respondents were strongly agree to the statement “I ask others to discuss what they have read
“. There were 21 respondents who stated that they agreed to the statement. Only 7 respondents disagreed with the statement
while no respondents were strongly disagree to the statement. Statements number twenty-one and twenty-two focused to figure out their
peers‟ response towards the invitation for interaction. The mode of those statements was also 3. It showed that their peers had responded back and thus,
there was continuous interaction happening through the use of Moodle. Through this interactivity, students could get more understanding on the topic being
discussed. The mode from statement number twenty one could be seen in figure 4.21.
Figure 4.21: Mode of Statement Twenty One The total
of 2 respondents were strongly agree to the statement “Others ask me to discuss what I have read
“. There were 21 respondents who stated that they agreed to the statement. Only respondents disagreed with the statement
while no respondents were strongly disagree to the statement. The mode from statement number twenty two could be seen in figure 4.22.
Figure 4.22: Mode of Statement Twenty Two
The total of 11 respondents were strongly agree to the statement “Others
respond t o my ideas by giving feedback“. There were 18 respondents who stated
that they agreed to the statement. Only 1 respondent disagreed with the statement while no respondents were strongly disagree to the statement.
The value of help and feedback is the most frequently mentioned feature of online learning. Support includes periodic face-to-face contact, online tutorial
supervision, peer support, advice from experts, and feedback on performance, support services and software tools Alexander, 1999. Thus, five statements out
of the twenty-seven statements presented in the first part of the questionnaire focused on the lecturer and peer support aspect of the learning model. They were
statements number twenty-three, twenty-four, twenty-five, twenty six and twenty- seven. Lecturer and peer support was closely related with interactivity. Interaction
would not be meaningful and useful without the support from the lecturer and peers. It was through the constructive feedback given by their classmates as well
as the lecturer, the students could then gain more knowledge and understanding about the topic. By giving and responding to feedback, students could identify
their weakness and make necessary improvement. Statements number twenty- three, twenty-four and twenty-five focused to figure out whether the lecturer had
given the students sufficient support. The mode of those statements was 3 and 4, indicating that the respondents had benefited from the support given by the
lecturer. The mode from statement number twenty three could be seen in figure 4.23.
Figure 4.23: Mode of Statement Twenty Three The total
of 23 respondents were strongly agree to the statement “The lecturer stimulates my thinking by giving feedback“. There were 7 respondents
who stated that they agreed to the statement. No respondent chose disagree and strongly disagree to the statement. The mode from statement number twenty four
could be seen in figure 4.24.
Figure 4.24: Mode of Statement Twenty Four
The total of 13 respondents were strongly agree to the statement “The
lecturer encourages me to participate“. There were 17 respondents who stated that they agreed to the statement. No respondent chose disagree and strongly disagree
to the statement. The mode from statement number twenty five could be seen in figure 4.25.
Figure 4.25: Mode of Statement Twenty Five The total
of 10 respondents were strongly agree to the statement “The lecturer models good discourse“. There were 20 respondents who stated that they
agreed to the statement. No respondent chose disagree and strongly disagree to the statement. The mode from statement number twenty six could be seen in figure
4.26.
Figure 4.26: Mode of Statement Twenty Six The total
of 2 respondents were strongly agree to the statement “Other students encourage m
y participation“. There were 22 respondents who stated that they agreed to the statement. Only 6 respondents disagreed with the statement
while no respondents were strongly disagree to the statement. The mode from statement numbertwenty seven could be seen in figure 4.27.
Figure 4.27: Mode of Statement Twenty Seven
The total of 5 respondents were strongly agree to the statement “Other
students value my contribution through the comments“. There were 24 respondents who stated that they agreed to the statement. Only 1 respondent
disagreed with the statement while no respondents were strongly disagree to the statement.
The next aspect was about the adaptation to individual preferences. Besides the benefits of interactivity and support from the lecturer and peers,
Moodle could also help students to improve their learning styles and strategies. It is also expected that using Moodle will increase students learning responsibility
through social interaction Bruner, 1990. By using Moodle, students were exposed to many new things and experience that would train them to be better
learners. There were four statements composed on to figure out the adaptation to individual preferences aspect they experienced from Moodle. Statements number
nine, fourteen, fifteen and seventeen were the statements designed to figure it out. The mode of those statements was 3, indicating that the respondents agreed that
the Moodle learning model had improved their learning styles and strategies. Every student has different learning style and learning speed. Moodle allows them
to set their own pace that suits them due to its‟ flexibility. They could access Moodle anytime and anywhere. Without disrupting the class, they could repeat
difficult lessons and explore what they found interesting. By the freedom they had to manage their own learning pace as well as the opportunity to explore additional
materials and knowledge from the internet, Moodle had trained them to be
autonomous learners. In addition, Moodle could be set to give immediate assessment after each attempt done by students in doing the exercises. Students
found this useful because they were able to know the correct answers as well as the parts that they still needed to improve. The mode from statement number nine
could be seen in figure 4.28.
Figure 4.28: Mode of Statement Nine The total
of 3 respondents were strongly agree to the statement “Moodle changes and improve my learning attitude to be better“. There were 20
respondents who stated that they agreed to the statement. Only 7 respondents disagreed with the statement while no respondents were strongly disagree to the
statement. The mode from statement number fourteen could be seen in figure 4.29.
Figure 4.29: Mode of Statement Fourteen The total of 4 respondents were strongly
agree to the statement “Moodle trains me to be an autonomous learner“. There were 25 respondents who stated
that they agreed to the statement. Only 1 respondents disagreed with the statement while no respondents were strongly disagree to the statement. The mode from
statement number fifteen could be seen in figure 4.30.
Figure 4.30: Mode of Statement Fifteen
The total of 6 respondents were strongly agree to the statement “Moodle
has given immediate assessment and evaluation that help me to identify my weakness“. There were 22 respondents who stated that they agreed to the
statement. Only 2 respondents disagreed with the statement while no respondents were strongly disagree to the statement. The mode from statement number
seventeen could be seen in figure 4.31.
Figure 4.31: Mode of Statement Seventeen The total
of 7 respondents were strongly agree to the statement “Moodle offers me flexibility in terms of time and place to learn“. There were 23
respondents who stated that they agreed to the statement. No respondent chose disagree and strongly disagree to the statement.
Learner-centered teaching Weimer, 2002 represents a paradigm shift from traditional teaching methods by focusing on how students learn instead of
how teachers teach. Thus, there were seven statements composed in terms of
learner-centeredness. Statements number one, three, five, six, eight, twelve and sixteen in the questionnaire were the statements designed on the learner-
centeredness aspect of the Moodle learning model. Moodle offers many possible kinds of activities that provide variety in the way students learn.
Aside from the helpful features of Moodle itself, Moodle also provides flexibility to change the website themes by using other templates and to add any
external widgets to make Moodle more attractive. External widgets were added in the form of the calendar, the clock, an online dictionary widget enabling students
to check new definition and a mini game with a virtual pet. The additional widgets aimed to entertain the students when they were using Moodle. The mode of all the
seven statements on motivation was 3. It showed that the students were motivated to use Moodle and to participate in Moodle due to its‟ well-designed layout and
various activities provided. The mode from statement number one could be seen in figure 4.32. below.
Figure 4.32: Mode of Statement One
The total of 14 respondents were strongly agree to the statement “I enjoy
doing the various activities presented in Moodle“. There were 16 respondents who stated that they agreed to the statement. No respondent chose disagree and
strongly disagree to the statement. The mode from statement number three could be seen in figure 4.33.
Figure 4.33: Mode of Statement Three The total of 4 respondents were strongly agree to
the statement “The well presented Moodle makes mewant to explore it“. There were 20 respondents who
stated that they agreed to the statement. Only 6 respondents disagreed with the statement while no respondents were strongly disagree to the statement. The mode
from statement number five could be seen in figure 4.34.
Figure 4.34: Mode of Statement Five The total
of 10 respondents were strongly agree to the statement “The experience in Moodle make intensive reading more interesting to learn“. There
were 19 respondents who stated that they agreed to the statement. Only 1 respondent disagreed with the statement while no respondents were strongly
disagree to the statement. The mode from statement number six could be seen in figure 4.35.
Figure 4.35: Mode of Statement Six
The total of 10 respondents were strongly agree to the statement “I would
like to be involved in more activities in Moodle during class time“. There were 17
respondents who stated that they agreed to the statement. Only 3 respondents disagreed with the statement while no respondents were strongly disagree to the
statement. The mode from statement number eight could be seen in figure 4.36.
Figure 4.36: Mode of Statement Eight The total
of 8 respondents were strongly agree to the statement “I would like to access Moodle outside the class“. There were 22 respondents who stated
that they agreed to the statement. No respondent chose disagree and strongly disagree to the statement. The mode from statement number twelve could be seen
in figure 4.37.
Figure 4.37: Mode of Statement Twelve
The total of 3 respondents were strongly agree to the statement “I like
learning intensive reading using Moodle“. There were 23 respondents who stated that they agreed to the statement. Only 3 respondents disagreed with the statement
while only 1 respondent was strongly disagree to the statement. The mode from statement number sixteen could be seen in figure 4.38.
Figure 4.38: Mode of Statement Sixteen The total of 2 respondents were strongly agree to the state
ment “I experience no difficulty to participate in the activities in Moodle“. There were 21
respondents who stated that they agreed to the statement. Only 7 respondents disagreed with the statement while no respondents were strongly disagree to the
statement. In addition to the interactivity, the value of help and feedback, the
adaptation to individual preferences and the learner-centeredness, there were still two other benefits of Moodle presented in the questionnaire. Statement number
four tried to figure out whether they could improve their IT ability in operating the Moodle and used the features in it. The mode of that statement was 3, indicating
that the respondents agreed that the Moodle learning model had improved their IT ability. The mode from statement number four could be seen in figure 4.39.
Figure 4.39: Mode of Statement Four The total
of 5 respondents were strongly agree to the statement “I gain more confidence in my IT ability by using Moodle“. There were 18 respondents
who stated that they agreed to the statement. Only 7 respondents disagreed with the statement while no respondents were strongly disagree to the statement. The
mode from statement number seven could be seen in figure 4.40.
Figure 4.40: Mode of Statement Seven
The total of 14 respondents were strongly agree to the statement “Moodle
enables me to keep up with ay learning materials that I might is from the class“. There were 16 respondents who stated that they agreed to the statement. No
respondent chose disagree and strongly disagree to the statement. The last issue was the relevance between the Moodle learning model with
the intensive reading course. As stated by Aroyo and Kommers, Intelligent or intuitive agents or software tools that anticipate needs, provide ease of access to
relevant information at the right time, acknowledge personal learning styles, facilitate self-management of progress and forward planning, will make it easier
for the teacher to assume a less directive role Aroyo and Kommers, 1999. There were five statements composed for this issue. Those were statements number two,
ten, eleven, thirteen and eighteen. The mode of those five statements was 3, indicating that the respondents agreed that the Moodle learning model was
relevant to support the classroom teaching as well as their intensive reading learning. Moodle had also helped them to acquire significant knowledge intensive
reading, to improve their intensive reading skill and also to accomplish what they would like to achieve from the course. The mode from statement number two
could be seen in figure 4.41.
Figure 4.41: Mode of Statement Two The total of 3 respondents were strongly agree
to the statement “The designed Moodle helps me to learn intensive reading
“. There were 24 respondents who stated that they agreed to the statement. Only 3 respondents disagreed with
the statement while no respondents were strongly disagree to the statement. The mode from statement number ten could be seen in figure 4.42.
Figure 4.42: Mode of Statement Ten The total of 4 respondents were strongly agree
to the statement “I have acquired knowledge about intensive reading through Moodle
“. There were 25 respondents who stated that they agreed to the statement. Only 1 respondents
disagreed with the statement while no respondents were strongly disagree to the statement. The mode from statement number eleven could be seen in figure 4.43.
Figure 4.43: Mode of Statement Eleven
The total of 3 respondents were strongly agree to the statement “I can
accomplish what I want to achieve from this course through Moodle“. There were
23 respondents who stated that they agreed to the statement. Only 4 respondents disagreed with the statement while no respondents were strongly disagree to the
statement. The mode from statement number thirteen could be seen in figure 4.44.
Figure 4.44: Mode of Statement Thirteen The total of 4 respondents were strongly agree
to the statement “I have improved my intensive reading skill using Moodle
“. There were 21 respondents who stated that they agreed to the statement. Only 5 respondents disagreed with
the statement while no respondents were strongly disagree to the statement. The mode from statement number eighteen could be seen in figure 4.45.
Figure 4.45: Mode of Statement Eighteen The total of 12 respondents were strongly agree to the statement
“Moodle supports the classroom teaching well“. There were 18 respondents who stated that
they agreed to the statement. No respondent chose disagree and strongly disagree to the statement.
In the second part of the user validation questionnaire, three essay questions were composed in order to obtain comments and feedback on the
learning model. The complete results of the second part of the user validation questionnaire could be seen in appendix E. Their answers were then summarized
into some categories to ease the analysis of the obtained data. The results summary of the second part of the user validation questionnaire could be seen in
Table 4.11. below.
Table 4.11: The Results Summary of Essay Questions
Statements Responses
Comment on learning model Positive comments:
1. Interface
Easy to navigate between pages 2.
Features Various and interesting exercises
Great external links Interesting mini game
Materials can be downloaded 3.
Relevance Fits with the students‟ need
Helps to understand intensive reading better
Good collection of materials Negative comments:
None Things that need improvement from the
learning model 1.
Interface Remove the advertisements
Add pictures in the activities and exercises
Fix broken links 2.
Features Add more games
3. Relevance
Materials on
scanning and
skimming in one exercise Features that the learning model need to
provide Search engine
Games Wikipedia
Link to reading exercises
In the first question, the respondents were required to write their comments on the learning model. There were no negative comments given by the
respondents. Instead, some positive comments were obtained related to the Moodle learning model‟s interface, features and relevance. Many respondents
gave positive response toward the interface of the Moodle. Fourteen respondents stated that website is easier to navigate so that they likely wants to explore the
website in more details. Eight respondents stated that the appearance of the website is eye-catching and it motivates them to learn from the website. Eight
respondents stated that the web design is nice. In terms of the features, ten respondents stated that the mini pet game is interesting and easy to play. Four
respondents stated that external links is very useful. Six respondents stated that the online dictionary is quite helpful. Five respondents stated that the website is
helpful when they can download material from the website. Five respondents stated that the exercises and activities are well-designed. In terms of relevance,
four respondents stated that the website has understandable instructions and explanations. Five respondents stated that the website is quite thorough, because
we have file, video, exercises, and other activities. Eight respondents stated that the website helps to understand the intensive reading better.
The second question required the respondents to mention the things that still needed to be improved from the learning model obtained some useful inputs
and suggestions. In terms of the Moodle‟s interface, there were seventeen respondents who stated that they wanted to remove the advertisements, since there
were too many advertisements in the Moodle learning model as they often distracted their attention. Five respondents suggested to also add some pictures in
the exercises so that it would be more interesting. In terms of features, there was only one respondent who stated that the Moodle learning model should provide
more games in it. The final input was on the category of relevance. There were two respondents who suggested to add external link of collection of scanning-
skimming exercise. In the third question, the respondents were asked to give suggestions on
what features they would like the learning model to provide. According to seven respondents, the Moodle learning model was already good and provided complete
features. Nevertheless, there were some helpful suggestions. First of all, ten respondents expected the Moodle to have a search engine in it in order to ease
them search for anything without having to open a new tab. Next, three respondents also stated that the Moodle need to provide Wikipedia to help them
understand new informations from the reading. Lastly, there was only one respondent who expected Moodle to provide more entertainments in the form of
games. Based on the data analysis from the user validation questionnaire, it could
be inferred that the learning model was considered good. First of all, the mode of the twenty-seven statements in the first part of the questionnaire was 3, indicating
that most respondents agreed to the presented statements. Overall, the respondents agree that they had experienced meaningful interaction, support from the lecturer
and peers, improved learning styles and strategies, and increased motivation to learn intensive reading. They agreed that the learning model was relevant to the
intensive reading course and it could really help them achieve the goal of the course. Secondly, there were many positive comments from the open questions in
the second part of the questionnaire. In general, the respondents stated that the learning model was well-developed and useful to support the classroom teaching.
Therefore, the Moodle learning model was able to improve their intensive reading skill.