FEATURES OF A MOODLE-SITE FOR TEACHING HOW TO WWITE NARRATIVE : Texts: A Case Study at the Eighth Grade Level of a Junior High School.

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Features of a Moodle-site for Teaching How to Write Narrative

Texts: A Case Study at the Eighth Grade Level

of a Junior High School

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Master’s Degree in English Education

By:

Bambang Widyanarko 1204679

ENGLISH EDUCATION PROGRAM

SCHOOL OF POST GRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Features of a Moodle-site for Teaching How to Write

Narrative Texts: A Case Study at the Eighth Grade Level

of a Junior High School

Oleh

Bambang Widyanarko S.Pd IKIP BANDUNG, 1998

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Sekolah Pasca Sarjana

© Bambang Widyanarko 2014 Universitas Pendidikan Indonesia

Juni 2014

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPROVAL SHEET

Title : Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

DECLARATION

I hereby declare that this thesis entitled:

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

is my original research work, and that all the sources that I have used and quoted have been acknowledged by means of complete references.

Bandung, June 2014

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

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PREFACE

Modular Object Oriented Dynamic Learning Environment (MOODLE) has been acknowledged as a useful tool to create engaging online learning activities. Researchers around the globe demonstrate the ease-of-use and the flexibility of Moodle-sites; some even try to convince that Moodle is effective for enhancing language learning. These accounts intrigue the researcher of this present study to explore Moodle features and share the knowledge gained from this process.

On the other hand, one of the challenges in teaching writing to the eighth grade students of junior high school is that the need more practice and involvement during the creative process. Interestingly, most of the students in this study are found to be active Internet users. While some educators feel concerned with the negative effects of online social-media activities of our students, why not use Internet for learning?

This thesis demystifies Moodle and provides information about its features to create not only engaging language learning activities but also relevant learning stages in accordance with the curriculum used. Although other variations or suggestions about any type of settings may exist, the learning structure described in this study can inspire other teachers to create more Moodle-sites. As a part of professionalism, teachers are expected to be able to use ICT in their teaching. Using Moodle in creating web-based language learning activities is one of the alternatives to such requirement.

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

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ACKNOWLEDGEMENTS

All praise is due to Allah, the Lord of the Worlds.

This thesis is not merely done by my hands on the keyboards. Instead, the most fortunate thing in finishing it is that many individuals have supported me all the way through. Therefore, I must thank them for their precious contributions.

First and foremost, my sincere gratitude is expressed to Prof. Didi Sukyadi as my first thesis supervisor and Mr. Pupung Purnawarman Ph.D. as my second supervisor.

Secondly, my appreciations go to my parents, Ibu (Hj. Wiwi Kobtiah) and Bapa (H. Sunaryo Sarengat), my big brothers (Kaka Hari and Aa Ande) and their families, my little sisters (Eneng Sri and Yayang) and their families.

Thirdly, I shall thank Pak H. Usep Ahmad Fatsani (Principal of SMPN 1 Cianjur), the students of Class 8B 2013/2014, people at SMPN 5 Cianjur (Pak Rahman and Pak Nanang), my ICT mentors (Pak Muhammad Surya and Pak Muchamad Ridwan), beloved friends (Prof Saepudin, Pak Deni Yurfalah, Pak Endang Komara) and all my classmates of P2TK cohort.

Finally, my deepest inspiration comes from my wife (Herti Niani) for her love, understanding and sacrifice; my son (Muhammad Zaki Zakariyya) and my daughter (Sayta Sakina Maylana) for the hope and the joy they bring to my life.

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

This study aimed at describing the features of a website developed using the Modular Object Oriented Dynamic Learning Environment (MOODLE). The Moodle-site (www.widyanarko.com) provides data for the qualitative web document analysis. This exploration was expected to provide understanding on what features a Moodle-site has and how these features can be customized for enhancing the process of learning in the context of users (eighth grade students of junior high school), content (writing the narrative text), and learning theory (the genre-based approach). This presents study reveals that Moodle has an abundant of features that are useful for site administration, user administration, and course administration. In creating activities for teaching to write narrative texts using the genre-based approach, the website applied a number of customized modules. The Building Knowledge of the Filed (BKoF) stage employed the Quiz and Book Modules. Later in the Modeling of the Text (MoT) stage, the Lesson and Quiz Modules were applied. In the Joint Contruction of Text (JCot), the Collaborative Wiki was used, and for the Independent Construction of Text (ICoT), the Individual Wiki was used. This study demonstrates, through specific examples, particular Moodle features that support learning activities in the given context.

Keyword: Moodle features, teaching EFL writing, genre-based approach, narrative text

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

This study aimed at describing the features of a website developed using the Modular Object Oriented Dynamic Learning Environment (MOODLE). The Moodle-site (www.widyanarko.com) provides data for the qualitative web document analysis. This exploration was expected to provide understanding on what features a Moodle-site has and how these features can be customized for enhancing the process of learning in the context of users (eighth grade students of junior high school), content (writing the narrative text), and learning theory (the genre-based approach). This presents study reveals that Moodle has an abundant of features that are useful for site administration, user administration, and course administration. In creating activities for teaching to write narrative texts using the genre-based approach, the website applied a number of customized modules. The Building Knowledge of the Filed (BKoF) stage employed the Quiz and Book Modules. Later in the Modeling of the Text (MoT) stage, the Lesson and Quiz Modules were applied. In the Joint Contruction of Text (JCot), the Collaborative Wiki was used, and for the Independent Construction of Text (ICoT), the Individual Wiki was used. This study demonstrates, through specific examples, particular Moodle features that support learning activities in the given context.

Keyword: Moodle features, teaching EFL writing, genre-based approach, narrative text

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

APPROVAL SHEET DECLARATION PREFACE

ACKNOWLEDGMENTS ABSTRACT

TABLE OF CONTENTS

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Research Question ... 5

1.3 Purposes of the Study ... 5

1.4 Scope of the Study ... 5

1.5 Definition of Terms ... 6

1.6 Significance of the study ... 7

1.7 Thesis Organization ... 7

1.8 Summary ... 8

CHAPTER II LITERATURE REVIEW ... 9

2.1 Introduction ... 9

2.2 An Overview of EFL Writing ... 9

2.3 The Genre-based approach in Indonesian EFL writing instruction ... 15

2.4 The Genre taught in Junior High School Level ... 19

2.5 The Narrative Texts ... 21

2.6 Teaching the Narrative texts ... 26

2.7 Moodle’s Features and Language Learning ... 28

2.8 Previous Studies ... 33

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

Bambang Widyanarko, 2014

Features of a Moodle-site for Teaching How to Write Narrative

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CHAPTER I INTRODUCTION

1.1 Background of the study

This study explored the features of a Moodle-site used in teaching how to write narrative texts in English as a foreign language (EFL) context at the eighth grade level of Indonesian junior high school.

Over the years, the teaching of writing at Junior High School level in Indonesia has been confronted by a number of problems such as the poor writing abilities of most of the students and teachers‟ negative attitude towards the teaching of writing (Alwasilah, 1997). Researchers in the field of teaching English as a second or foreign language in this country have spent a considerable amount of time attempting to investigate the impetus for the problems. One of the reports says that the problems are concerned with the factors related to teachers, students, curriculum, class size and cultures (Sahirudin, 2013).

Other accounts suggested that the problems found in learning to write in English as a subject at school have something to do with limited time allocated for teaching English, lack opportunity to actually practice English in the classroom, less authentic materials and lack opportunity to socialize English outside the classroom (Dardjowijoyo, 2000; Musthafa, 2001; Nur, 2004). Similarly, Nagatomo (2006, p. 774) conceived that in order to develop proficiency in writing students need to spend a lot of time in practice. This study addressed the

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Features of a Moodle-site for Teaching How to Write Narrative

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importance of creating engaging online learning activities for students to invest a great deal of time and practice in learning to write.

To overcome some of the problems in teaching writing in English as a foreign language, the teaching of writing can be enhanced by incorporating the web-based language learning (Brandl, 2002). According to Son (2008), web-based language learning or WBLL is the language learning that “involves the use of the Web and exploits Web materials, resources, applications or tools” (p. 34). Further, Son (2008) suggested, with the Internet and computer networks language teachers are provided with network-based teaching environments in which they can create meaningful tasks and use various materials for language learners.

Warschauer et al (2001) supported this assumption adding that with a variety of hyperlinked multimedia documents and computer-mediated communication (CMC) tools, the Web can support language teachers to integrate Web resources into the language classroom. In addition, Web-based language learning (WBLL) has the potential to increase learner motivation and engage learners in culturally authentic and highly interactive language experience (Chun & Plass, 2000; Osuna & Meskill, 1998; Rico & Vinagre, 2000).

In this regard, one of the web-based learning that can be applied is the use of a Moodle-site or a website created using the MOODLE (Modular Object-Oriented Dynamic Learning Environment) software package.

The use of Moodle in teaching English has captured a vast interest from teachers during the last two decades (see Al-Jarf, 2005, Brandl, 2005, Tsai & Liou, 2006, Wu, 2008, Robertson, 2008). With the rapid development of ICT in

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Features of a Moodle-site for Teaching How to Write Narrative

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nowadays life and especially in education, a huge challenge is before the teacher‟s eye. While being a salient object of skepticism, the use of Moodle in teaching English is a great opportunity to apprehend the need to develop teacher‟s skill in using ICT in learning suggested by the regulation as a part of professionalism, the urge to make the most of benefit of ICT infrastructure available at schools, and the concern to create good attitudes of students in using virtual or online environment.

As an open-source Virtual Learning Environment (VLE) application, Moodle was reported as an effective aid in teaching English. It has been used by many language practitioners and linguistic researchers (see Al-Jarf, 2005, and Brandl, 2005). Moodle has also been applied to ESP teaching practices (Baskerville & Robb, 2005). More specifically, Robertson (2008), Wu (2008) and Chen & Miao (2010) stated that Moodle was effective for teaching writing. These accounts provide the assumption that Moodle can be used for improving the teaching of writing in Indonesian context.

The teaching of writing in the Indonesian junior high school settings, especially in the eighth grade level, is based on the School based curriculum or also known as the 2006 Curriculum. This curriculum contains the standard of competence of English Subject for Junior High school. In relation to teaching writing, the standard of competence states that junior high school students are expected to be able to write not only to certain extent of skills but also in various genres such as Descriptive, Recount, Narratives, and Report (Depdiknas, 2006). In this study, the teaching of writing focused on the Narrative Texts for it was considered as the most difficult among other genres (Grabe, 2002).

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Features of a Moodle-site for Teaching How to Write Narrative

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The 2006 curriculum of English Subject follows the genre-based approach (Emilia, 2005). With reference to such approach, this curriculum encourages the teaching writing to follow four stages of learning: Building Knowledge of the Field, Modeling of Text, Joint Construction of Texts, and Independent Construction of Texts (Emilia, 2011).

An abundance of inquiries have investigated the effectiveness of using of Moodle in teaching English as a foreign language outside Indonesia (see Al-Jarf, 2005; Brandl, 2005; Tsai & Liou, 2006; Baskerville & Robb, 2005; Nagatomo, 2006; Robb, 2004; Yates & Delgado, 2008; Chen & Miao, 2010). Most of the studies suggested that the use of Moodle is helpful and effective in creating effective learning environment for writing instruction. However, this effectiveness is mostly sought from the perceptions of students and teachers as the users (Walker et al, 2011; Ahmad & Al-Khanzari, 2011; Miyazoe & Anderson, 2010; Richardson et al, 2012; Meurant, 2010; Kennedy, 2005; Yates & Delgado, 2008; Al-Ani, 2013). Review of previous literature reveal that the methodologies employed in the studies of Moodle were colored by surveys, questioners, interviews and product-wise assessment (Su, 2006; Wu, 2008; Robertson, 2008).

In Indonesian junior high school setting, a study conducted by Jati (2011) attempted to elaborate the use of Moodle in teaching English. Jati‟s web-based Model was aimed at facilitating the learning activities in English in general. Although there was a claim that the model was appropriate for the teaching English at junior high school level, little was known about how it can be used for teaching writing particularly in the genre-based approach. This was the entry point

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Features of a Moodle-site for Teaching How to Write Narrative

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for the present study. It was expected that this study will fill the gap of how a web-based learning is designed for teaching writing using the genre-web-based approach.

Based on the aforementioned background, this present study was designed to explore the possibilities of using the features of Moodle as a support for teaching to write in English with the genre-based based approach. For this challenge, a dedicated Moodle-site was created and hosted on http://www.widyanarko.com. To set the focus of this research, the exploration of the site was targeted on illustrating the features of Moodle in relation to users, content, and use. In conclusion, this present study presents the results of an exploration of a website to seek for appropriate features to be used in teaching EFL writing for a certain context.

1.2 Research Question

Sensing potential benefits a Moodle-site offers to enhance language learning, this study was guided by the following question: What features does a Moodle-site have to support the teaching of writing using the genre-based approach to the eighth grade students of a junior high school?

1.3 Purpose of the Study

The purpose of this study was to describe the features of a Moodle-site that can be used for writing activities in teaching English with the targeted population of eighth grade junior high school students in an Indonesian context. In attempting to accomplish the purpose, the researcher reviewed some theories such as Moodle and language teaching, writing instruction using the genre-based approach, and the

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Features of a Moodle-site for Teaching How to Write Narrative

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nature of narrative texts. Afterwards, a Moodle-site was created and developed using understanding from such theories. Subsequently the researcher observed, described and presented the Moodle features in relation to the research question being posed.

1.4 Significance of the Study

The significance of present study can be elaborated in three perspectives. Theoretically, this study was expected to provide information on the issues of using web based materials in teaching English. With the growing awareness of the use of genre-based approach in teaching EFL writing in the Indonesian context, this study illustrated a web based model of the implementation of the approach especially in teaching a particular genre.

Practically, this study would be beneficial to other teachers as this study offers the knowledge of using Moodle from start to finish. Additionally, this study would be beneficial to material developers as this study would provide the necessary information on the different web based activities which they can contribute to the content. This would open the collaboration among teachers, materials designers and IT specialists.

To the future researchers, this study can provide baseline information on how to take advantage of students‟ interest in using online activities such as chatting and browsing transferred into a‟ learning by doing‟ experience. Once this study on using Moodle site on conventional computers and Internet environments was disseminated, the next area of research could be the „Moodle for EFL mobile learning.‟

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Features of a Moodle-site for Teaching How to Write Narrative

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.5 Definition of Terms

The following are some important terms used in the present study.

(1) A website is a group of related web pages stored in a web server. A web page can take the form of text, graphics, audio, video, or a searchable database. A web server is a computer or a network of computers that store web pages and make them available on the web. (Mitchell, 2005; Downing, Covington, & Covington, 2009)

(2) Moodle is the acronym that stands for Modular Object-Oriented Dynamic Learning Environment. Moodle was a software package for creating and managing an educational website. It was developed by Martin Dougiamas to provide educators and students with an opportunity for online interaction and collaboration (Dougiamas & Taylor, 2003).

(3) A Moodle-site is defined as a website using Moodle as the Course Management System (Dvorak, 2011)

(4) A feature is defined as a tool, functionality, or capability (Rice, 2008). (5) A narrative text is a text written for the purpose of entertaining or gaining

readers‟ interest in a story (Derewianka, 1990) and dealing with “actual or vicarious experiences in different ways” (Gerrot & Wignell, 1994, p. 204).

1.7 Thesis Organization

As a report for the present study, this thesis was divided into five chapters. Chapter I introduced the problem, the drive and the motive, and the expectation from this study. Chapter II addresses the available related literature as the map for

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the study. Chapter III gives insight on how this study is set including the research site and participants, the approach and method used, the data collection procedures and the data analysis. Chapter IV deliberates the results and discussions. Chapter V enunciates the lessons learned from this study as a whole.

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CHAPTER III RESEARCH METHOD

3.1 Introduction

This third chapter discusses the methods used to conduct the study. It begins with the research question; all of these were covered in section 3.2. The questions also served as the focus as well as determining the scope of the research. As the questions were introduced, a research design as the plan to answer them was elaborated in section 3.3. It provides a specific reference to the qualitative philosophy and the concept of 'case study' as the strategy of inquiry. The chapter concludes by presenting the strategies and methods of data collection, the kinds of instruments used and the different phases of the research.

3.2 Research Question

This study was directed towards describing issues related to innovative design and development processes. It focused upon exploring the features of a website as a set of learning materials. Therefore, it was guided by the following question: What features does a Moodle-site have to support the teaching of writing using the genre-based approach at the eighth grade level of Junior high school?

For this purpose, a website was developed using Moodle. This Moodle-site was hosted as http://www.widyanarko.com. Then, the exploration was initiated to answer the research question.

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3.3 Research Design

3.3.1 Overview on the concept of Qualitative research

The nature of the research questions led to the assumptions similar to the characteristics of a 'qualitative research' put forward by Sherman and Webb (1988). They summarize that the aim of a qualitative research is to "understand the experience as nearly as possible as its participants feel it or live it" (Sherman & Webb, 1988 p. 7). With reference to such an understanding, a plan or blueprint giving procedural details on how to accomplish the aim was required. Creswell (2009, p. 3) uses the term 'research design' for such plan or procedure. The term 'research design' is also viewed as 'the logic involves the links among the research questions, the data to be collected, and the strategies for analyzing the data (Yin, 2011, p.75).

Given the above explanation, this study incorporated the concept of "qualitative research design." Unlike the quantitative research, the one with explicit design often stated beforehand, Yin (2011) states that research design is a 'choice' in qualitative research as there is no consensus among researchers on whether there is value in creating research designs before data collections begins.

3.3.2 Defining the term 'case study'

With the purpose of exploring the process of developing a website as a set of instructional materials, this research uses the term 'case study' as strategy of inquiry which Creswell (2009) defines it as 'a strategy of inquiiy in which the researcher explores in depth a program, event, activity, process, or one or more

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individuals (p. 13). The case as the central object in this study was the development of the site. With this in mind, this case study also has the following characteristics, such as:

a. Qualitative because it "aims to explore and to discover issues about the problerh on hand, because very little is known about the problem." (Domegan & Flemming, 2007, p. 24).

b. Naturalistic for it "attempts to make sense of, or to interpret, phenomena in terms of the meaning people bring to them (Denzin and Lincoln, 2003, p. 4) c. Intrinsic since it "represents a unique case, deserving to be studied on its own right" (Stake, 1995 quoted by Yin, 2011, p.18).

d. Single case as it is "the representative or typical case...to capture the circumstances and conditions ... represent a typical project among many different projects..." (Yin, 2009, p. 48)

e. Illustrative since it is "intended to open up points, ideas, or situations for discussions and understanding" (Reardon, 2006, p. 184)

f. Descriptive as it 'presents a complete description of a phenomenon within its context." (Yin, 1993 cited in Bassey, 1999, p. 29)

3.3.3 A qualitative case study in educational technology research

Among other experts of educational technology research, Savenye and Robinson (2004, p. 1047), proposes the traditional term of qualitative research for a study such as this one for it may use qualitative perspectives and data collection methods as well as qualitative methods to evaluate and describe the use of media

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in the classroom. Moreover, Savenye and Robinson indicated that there was a more specific term of a qualitative case study which better fit the approach to this present study. They commented:

Researchers often conduct a case study to learn more unobtrusively about students, teachers, and trainers who use a new technology. Case studies present detailed data that create a picture of perceptions, use, attitudes, reactions, and learner/teacher environments. Case study data cannot be generalized, however, they may be used to derive questions later to be investigated in an experiment. Evaluation researchers have long used qualitative methods, in particular, surveys, interviews, observations, and historical and document analyses.

(Savenye and Robinson, 2004, p. 1047).

3.4 Research Site

For this present study, the term research site refers to at least two concepts. First, the virtual research site is the exemplary website (www.widyanarko.com) where the exploration of Moodle features took place. In this virtual site, the web pages were described in relation to the available features. Second, the physical website was the school where the try-out sessions were implemented. All in all, these virtual and physical sites provided various types of data for this research.

3.5 Research Participants

The research was carried out at a state Junior High School in Cianjur, West Java, Indonesia. There were nine classes of the eighth graders. A class consisted of 26 students (male: 9; female: 17; age range: 12-14 years old). These students took English as a subject with the time allotted of 4 lesson periods per week or

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approximately 160 minutes in a week. The English lessons delivered for them was guided by a school based curriculum under the competencies stipulated by a government issues called Peraturan Menteri Pendidikan Nasional No. 26 in 2006 concerning the national standard for content.

The students were asked to participate in answering the questionnaire, think- aloud protocol and interviews. They were considered as the users with the given role as student in the Moodle site. They were also expected to discover the difficulties they may have when using the site to perform certain tasks. The eighth grade students were chosen because they have been introduced to use the computer laboratory for language learning activities in their seventh grade. Moreover the subject on computer technology and information and connection to the internet also became a very important basis for the site selection because the subject and the internet connection would make online interactions possible. This ensured the researcher that the students were familiar with the use of computer and internet.

3.6 The researcher's role

According to Creswell (1994), another feature to consider was that the use qualitative approach led this study to be interpretive research where biases, values, and judgments of the researcher have to be stated explicitly. He went on stating that in the discussion of the researcher's role gaining entiy to the research site and ethical issues become the elements (p. 147).

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Access to the research site, a state junior high school in Cianjur, was obtained naturally since the researcher was registered as a teacher therein. He had been teaching English for about five years at the school continuing his fifteen years of experience in teaching English in other school before moving into this school. Therefore as a matter as subject being taught at school, English was not hard to explore. He had been teaching Information and Communication Technology (ICT) as well including frequent use of ICT in teaching English. Therefore, it can be concluded that he was familiar with the topic (English and ICT), the setting (the school) and the participants (the students).

As the entry to the research site was achieved, the ethical issues were addressed by asking permissions to the 'gatekeepers', in this case the headmaster and the teachers. For their approval written letters were sent with the following statements, such as the reason for choosing this site, activities done during the research study, this research will not be disruptive, any name included will be pseudonyms, and benefits for the gatekeepers from this study.

Practically, the roles of the researcher 'change over time' (Cohen, Manion, & Morrison, 2007, 179). Apart from acting the generic role as a researcher, several precise roles were taken during the study, they are:

1. Designer: creating flow of activities, organizing the activities according to the context of user and the context of use, setting the layout.

2. Developer: installing the Moodle software package both in offline and online environment with features relevant to the objectives.

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Features of a Moodle-site for Teaching How to Write Narrative

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4. Teacher: creating courses and managing students and activities in the Moodle system.

5. Student: trying out the functionalities during the design and development phases.

6. Administrator: conducting and managing the evaluation stage. 7. Analyst: managing data gained from the evaluation stage

8. Interpreter: making sense of results and recommendations from the evaluation stage.

9. Designer and developer of the final product based on the results and recommendations from the evaluation and revision stages.

3.7 Validity

A case study, as a kind of empirical study, should address the matter of validity unless it would be considered worthless (Cohen, Manion, & Morrison, 2007, p. 133). For the concept of validity, other writers use the term 'quality control issue' (Nunan & Bailey, 2009, p. 170) and 'trustworthiness and authenticity" (Creswell 1994, p. 158). In more details Winter (2000) as cited Cohen, Manion, & Morrison, (2007) claims that validity can be addressed through the "honesty, depth, richness and scope of the data achieved; the participants approached, the extent of triangulation; and the disinterestedness or objectivity of the researcher" (p. 133) Yin (2009) believes that there are four types of validity in relation to a case study, viz. construct validity (the concepts being studied are identified correctly), internal validity (certain causal relationships being proven by

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Features of a Moodle-site for Teaching How to Write Narrative

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the study), external validity (the domain in which the study can be generalized), and reliability (the operations of a study—such as the data collection procedures—are replicable with the same results). However, he claims that for a descriptive case study internal validity is not a matter of concern (see also Nunan & Bailey, 2011, p. 171).

To follow Yin's proposal, in this study construct validity is achieved through extensive explanation of the concepts mainly discussed in Chapter II.. For the 'internal validity', a plan for triangulation presented in section 3.9 (consisting source of information, different investigators, and different data collection methods) was introduced. In addressing the 'external validity', this study represents a unique case. The nature of this single-case study led to its limited generalizability. Any interpretation made would fit the case only both in terms of the product (the website) and the process (designing, developing, and evaluating). The extent of reliability is described in the following section.

3.8 Reliability

For the concept of reliability, this study was limited to the uniqueness of the case, the participants, the setting, and the values of the researchers on investigators involved (Creswell, 1984, p. 159). Therefore, this study would be replicable if any following researchers considered the central assumptions, the selection of participants and the detailed protocol for data collection. This is relevant to the arguments from LeCompte and Presslie (1993). They state that replication should include repeating the status position of the researchers

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Features of a Moodle-site for Teaching How to Write Narrative

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- the social situations and conditions

- the analytic constructs and premises that are used - the methods of data collection and analysis"

LeCompte and Presslie (1993) in Cohen, Manion, & Morrison, (2007, p. 148).

3.9 Triangulation

The concept of triangulation in this study is viewed as "a strategy for improving the validity of research or evaluation findings" (Mathison, 1988, p. 13). Denzin (1978) defines the tern triangulation as "the combination of methodologies in the study of the same phenomena." According to Jick (1979), the basic assumption for triangulation is founded on the premise that the weaknesses in each single method will be compensated by the counter-balancing strengths of another; or any bias resulted in particular data sources, investigators, and method would neutralized when used simultaneously with other data sources, investigators and method."

3.10 Data Collection

Data can be defined as unorganized, unanalyzed facts or figures (Davis & Botkins, 1994). It means that data is raw, unorganized facts that need to be processed. Data can be something simple and seemingly random and useless until it is organized. On the other hand, information can be degraded as data that are

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Features of a Moodle-site for Teaching How to Write Narrative

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processed, organized, structured or presented in a given context so as to make them useful. Therefore, information is "frequently generated to answer some type of question" (Pinard & Romer, 2011, p. 4).

In line with the research question presented in section 3.2, this study was directed to present information about the features of Moodle most appropriate to support the teaching of writing in the eighth grade level of junior high school.

Data for this present study were mainly obtained in the form of web pages accessed from the Moodle-site (widyanarko.com). These web pages consisted of texts, images, and interactional functionalities (hyperlinks, databases, and structures). The pages also described in terms of the function as supports for learning activities. Therefore, they were explored in relation to the purpose of teaching writing in the context given.

As this study described the web pages in the website, the data collection technique used was the document analysis. In other words, the web pages were considered as the documentary or archival data. The web pages were also considered as electronic documents which provided up-to date, dynamic information (Denscombe, 1998).

The next concern was to determine the potential supporting role the Moodle features. A series of simple try-out sessions was prepared using real participants. After several meetings were completed the participants were given questionnaires about the perception of the features. A sample of 5 students were also taken for the interview to provide more in-depth data on user perception.

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Features of a Moodle-site for Teaching How to Write Narrative

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3.11 Data Analysis

The web pages collected were displayed and described in simple narratives. Extensive explanation were given for the feature suspected as the most appropriate potentials. Another co-analyzer was also asked to give second-opinion analysis. The questionnaires provided quantitative data which were discussed in descriptive statistics. Interview results, on the other hand, were used to confirm the findings.

3.12 Summary

This chapter describes the "how' of this research. It begins with introducing the research questions as the focus followed by the research design, the approach, the setting, the participants involved and data collection techniques and analyses employed in the study. This chapter also functions as directions to present the answers for the question which will be provided in Chapter IV.

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CHAPTER V

CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS

5.1 Introduction

The exploration of some features in a Moodle website was presented in the previous chapter. This ongoing chapter enunciates the reflections on the process as a whole. It commences by presenting the conclusions as lessons learned from the principal findings. Subsequently, some limitations were also put forward to put the findings in proper objectiveness. Finally, the closing curtain was lowered as recommendations for fixture study in terms of both products and processes were suggested.

5.2 Conclusions

The prevailing objectives of this study were to describe the features of a Moodle-site and determine which of these features have the potentials to support the teaching of writing the narrative texts to the eighth grade students of junior high school. To accomplish the goals it became necessary to have adequate understanding upon the context of teaching, the content of language to teach, and the technology to implement. Therefore, the literature review presented in Chapter II was conducted to provide the ground work for the study to go forward. With reference to the nature of the research question, the Descriptive method was

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Features of a Moodle-site for Teaching How to Write Narrative

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presented in Chapter III. Subsequently, the answers for the research question were elaborated in details Chapter IV.

5.2.1 Research question answered

What are the features of a Moodle-site that have the potential to support the teaching of writing using the genre-based approach at the eighth grade level of Junior high school?

Moodle-sites have an abundant of features which can be used for learning. However, the presentation of the dedicated Moodle-site (widyanarko.com) limited the discussion within the current teaching context undergone by the researcher. The Moodle-site under investigation was designed to act as support for teaching writing in the Junior high school level with the 2006 curriculum. Therefore, the features employed were selected to meet the available contexts (users, content, curriculum, learning theory, and technical difficulty). This study focused on introducing the Quiz and the Book Module for the BKoF, the Lesson and Quiz Module for the MoT, and the Wiki Module as an alternative mode for learning the collaborative writing in the JCoT and the individual writing on the ICoT.

5.2.2 Some lessons learned

This case study was intended to introduce a Moodle-site as a learning tool to support EFL writing practice in Indonesian junior high school context. As a set of learning materials, the website as the intended product, was carefully developed to

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Features of a Moodle-site for Teaching How to Write Narrative

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meet the criteria of usefulness and effectiveness. The criteria for developing the website as an effective learning facility were also guided by related concepts from practicality, utility and functionality. However, the development itself was a complicated and resilient situation because of the multi-disciplinary status involving pedagogy, content, and technology.

First, pedagogical discipline instated that when a technological tool is used in a learning situation teachers should change the outlook on how learning should occur. Moreover, teachers should understand that the process of learning was intentional. It does not happen by chance and it was a systematically designed activity.

This study viewed learning from socio-constructionism. Learning is a process of knowledge construction involving social factors. The product should be devised to facilitate individual or self-paced learning as well as collaborative activities in small group and large group customs.

Secondly, the current practice of teaching EFL in Indonesian junior high school provided context of:

1) Content of English for this particular circumstance 2) Current policies applied in actual face-to-face class 3) Intended level of skills for the students.

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Features of a Moodle-site for Teaching How to Write Narrative

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This study was directed to handle specific situations to make the objective clear and measurable. English content area was focused on developing writing skills. The Indonesian EFL curriculum gave the notion that English was taught using the Genre based approach. The delivery of learning EFL writing lessons was based on the process approach to writing. The strategy used to sequence the activity was the project based learning.

Finally, a website is a complicated piece of technology (Garret, 2010). There are some technical factors that can influence the effectiveness of integrating a Moodle site into a language teaching situation. It was not easy to apply the Moodle-site for the current situation despite the supporting claims from other researches. However, this case study can be treated as a pilot for other researchers who are interested in carrying out another study for evaluating Moodle effectiveness in the form or experiments.

5.3 Limitations

There were at least four limitations of this present study which were related to research approach and objectivity.

5.3.1 Qualitative research approach

As a consequence of using the qualitative research, the results of this study were not generalizable to other situation. This study set its focus merely on a particular part of the instructional design; the website as a set of materials for learning.

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Features of a Moodle-site for Teaching How to Write Narrative

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Other elements of the instructional systems were not elaborated in greater details. This can be regarded as giving too much emphasis on the product. Although, this study was initiated in such a willingness to balance the elements of pedagogy, content and technology, it turned out that the last element was more dominant that others. This situation could be improved by giving more time, manpower, and supporting resources.

5.3.2 Research Objectiveness

Inevitably, this study was also suspected for lack of objectivity for certain reasons. Firstly, apart from being a researcher, a number of other roles should be taken in doing inquiry. These included the roles as teacher, test administrator, observer, developer, data annalist and decision maker. To moderate this complication, the researcher called for favors from fellow teachers, computer specialists, and friends. Secondly, the small number of participants may not be reflective of all students in the targeted group.

5.4 Recommendations

There are at least two recommendation resulted from this simple case. This case study puts forward the concerns about the future for website and the future for the similar research.

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The Moodle site of widyanarko.com was created using a great deal of time and energy. It would be useful if there is a will to document the whole process in another type of deliverables. It was obvious that widyanarko.com has been developed and tested using real users with relatively reasonable acceptance. This site should encourage other researchers who are interested in developing web- based materials or using self-made website. Anyone is welcome to collaborate in expanding and improving widyanarko.com. The researcher also dares to challenge any other risk-takers to conduct investigation in using mobile phone as an interactive learning materials, or at least to develop a Moodle site that can be folly operational via smartphones.

Another area for future research relating to instructional technology is the development of computer-based or smartphone-based educational games. Based on the informal exploration of students' favorite activity in using computers and internet, it was found that they like games quite a lot. However, as indicated thoroughly in this thesis, future researchers should prepare themselves with support from experts in pedagogy, content and technology.

5.4.2 Language learning using technology

To the researcher's knowledge, little research has been published in the area of using web-based materials for teaching EFL in general and writing in particular. Most of master and doctorate students of the Educational University engaged more in researching EFL pedagogy and content. This was directed by the fact that

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most students understand research methodology based on the paradox of traditional quantitative and qualitative paradigm-war (Denzin, 2010). The use the developmental research approach in this study presented a research from different set of perspective. Nonetheless, the case study of widyanarko.com has shown that, if carefolly embedded into existing activities where a need and a readiness exists, such an approach can be potentially advantageous. It is expected that this exercise will intrigue more inquiries into this promising domain.

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Features of a Moodle-site for Teaching How to Write Narrative Texts: A Case Study at the Eighth Grade Level of a Junior High School

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