Online moodle as e learning media in teaching english for industrial internship students

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ONLINE MOODLE AS E-LEARNING MEDIA IN TEACHING

ENGLISH FOR INDUSTRIAL INTERNSHIP STUDENTS

A THESIS

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

in English Language Studies

by

Akbar Mubarrak Student Number: 106332038

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2014

ii A THESIS

ONLINE MOODLE AS E-LEARNING MEDIA IN TEACHING ENGLISH FOR INDUSTRIAL INTERNSHIP STUDENTS

by

Akbar Mubarrak Student Number: 106332038

Approved by

F.X Mukarto, Ph.D.

iii A THESIS

ONLINE MOODLE AS E-LEARNING MEDIA IN TEACHING ENGLISH FOR INDUSTRIAL INTERNSHIP STUDENTS

Presented by Akbar Mubarrak Student Number: 106332038

Defended before the Thesis Committee and Declared Acceptable.

THESIS COMMITTEE

Chairperson : F.X Mukarto, PhD. __________________

Secretary : Dr.B.B.Dwijatmoko, M.A. __________________

Member : Paulus Kuswandono, M.Ed., Ph.D. __________________

Member : JaslinIkhsan, Ph.D. __________________

Yogyakarta, March 3rd, 2014 The Graduate Program Director Sanata Dharma University

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DEDICATION PAGE

I dedicate my thesis to

my beloved parents and family, my beloved wife and my children,

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STATEMENT OF WORK‘S ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas,

phrases, and sentences of the thesis writer. The writer understands the full consequences

including degree cancellation if he took somebody else’s ideas, phrases, sentences without proper references.

Yogyakarta, March 3rd, 2014

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Akbar Mubarrak NIM : 106332 038

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

ONLINE MOODLE AS E-LEARNING MEDIA IN TEACHING ENGLISH FOR INDUSTRIAL INTERNSHIP STUDENTS

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal : 3 Maret 2014

Yang menyatakan

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ACKNOWLEDGEMENTS

Foremost, Alhamdulillahirabbil’alamin, I praise to Allah SWT, the Most Gracious and the Most Merciful who has given me the greatest love, grace, and blessing that I have finished this thesis.

My deepest gratitude and appreciation goes to F.X. Mukarto, Ph.D. as my advisor, who gave me advice and guidance during the writing of this thesis especially in GRP class. I would also like to extend my gratefulness to all lectures, Dr. J. Bismoko, and Dr. B.B. Dwijatmoko who have taught, guided, and helped me during the study.

Iwant to express my gratitude to Dr. Ir. Gatot Hari Priowirjanto, Pak JaslinIkhsan, Ph.D., Pak Zubeir, Bu Cahya, Pak Taufik, Bu Dewi, Pak Jarwo, Pak Aritonang and Pak Rizal for the scholarship they have given, the knowledge and the valuable experience they have shared to the students of SEAMOLEC class.

My greatest appreciation also goes to Budiono, M.Pd. the head of State Vocational 1 Purworejo, for permitting me to conduct this study. I would like to thank the English teachers of State Vocational 1 Purworejo as well for their cooperation and suggestions to improve this thesis. I also would like to than the grade three Technique of Light Vehicle for spending their time practicing the designed materials and filling in the questionnaire.

Many thanks are addressed to all of my SEAMOLEC friends, Puri, Patricia, Mega, TanteSiska, Ary, Edward, Pram and Muji for willingly sharing the joy and spirit during my study in this university. I also thank Mbak Lely and Pak Mul for their countless service and help during my study.

My endless love and appreciation are presented to my beloved parents and my parents in law for their never ending support and prayer, my sisters and my brother who have supported me to accomplish my study.

I would like to give my deepest love and special thanks to my beloved wife Nani Winarti, my beloved daughters Ashma Mubarrak, Fadhilah Mubarrak, Syahidah

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Mubarrak and Fatimah Az Zahra Mubarrak. You have been there for me and helped me to get through every happy and sad moment in my life.

Finally, my gratitude also goes to those whom I cannot mention by names. May all of them be blessed with health and happiness in life.

Akbar Mubarrak

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

PAGE OF DEDICATION ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

ABSTRACT ... xv

ABSTRAK ... xvii

CHAPTER I. INTRODUCTION ... 1

1.1.Background ... 1

1.2.Problem Identification ... 4

1.3.Problem Limitation ... 5

1.4.Statement of Research Questions ... 5

1.5.Goal of Research and Development ... 5

1.6.Product Specification ... 5

1.7.Benefit Research and Development ... 6

CHAPTER II. LITERATURE REVIEW ... 7

2.1.Theoretical Review ... 7

2.1.1. Moodle ... 7

2.1.2. General Aspect on E-Learning ... 9

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2.1.2.2. Teaching, Instructing and Evaluating in

online Learning ... 14

2.1.3. Industrial Internship ... 15

2.1.4. English Language in Vocational School ... 16

2.1.5. Instructional Design Model ... 17

2.2.Theoretical Framework ... 20

CHAPTER III. METHODOLOGY ... 24

3.1.Research Method ... 24

3.2.Research Participants ... 27

3.3.Research Instrument ... 28

3.3.1. Questionnaire ... 28

3.3.2. Interview ... 29

3.4.Data Gathering Technique ... 30

3.5.Data Analysis Technique ... 31

CHAPTER IV. RESEARCH AND DISCUSSION ... 35

4.1. The Process of Designing Online Moodle ... 35

4.1.1. Analysis ... 35

4.1.1.1. Students’ Needs ... 36

4.1.1.2. Teacher’s Needs ... 40

4.1.2. Design ... 41

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4.1.4. Implementation ... 55

4.1.5. Evaluation ... 60

4.2. The Designed Online Moodle ... 60

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 65

5.1.Conclusions ... 65

5.2.Suggestions ... 66

REFERENCES ... 68

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LIST OF TABLES

Page

Table 3.1. The Data Needed by the Researcher ... 30

Table 3.2. The Template of the Needs Analysis Questionnaire ... 32

Table 3.3. Template of Descriptive Statistics of Experts’ Opinion on Online Moodle ... 33

Table 3.4. The Interpretation of the Degree of Agreement ... 33

Table 4.1 The Need of English and English in the Classroom ... 36

Table 4.2 English in National Final Examination ... 37

Table 4.3 Students and Technology ... 38

Table 4.4 Task and Topic Needed ... 40

Table 4.5 Rough Estimate of Connection Speeds Required by Various E-Learning Formats ... 43

Table 4.6 The Description of Competency Standard, Basic Competency, Indicator, Instructional Strategy and Delivery Strategy ... 44

Table 4.7 Web Pages Functions and Content Description ... 47

Table 4.8 Meaning of Point Agreement ... 48

Table 4.9 The Interpretation of the Degree of Agreement ... 48

Table 4.10 The Descriptive Statistics of Expert’s Opinions ... 49

Table 4.11 The Point of Agreement of Main Field Testing Questionnaire ... 56

Table 4.12 The Meaning of Score Criteria ... 57

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LIST OF FIGURES

Page

Figure 2.1 ADDIE Instructional Design ... 20

Figure 2.2 The Flowchart of the Theoretical Framework ... 21

Figure 3.1 ADDIE Combined With R and D Cycle ... 25

Figure 4.1 C Panel ... 46

Figure 4.2 Front Page ... 46

Figure 4.3 Error ... 52

Figure 4.4 Revision in Learning Material ... 52

Figure 4.5 Disabled Email Based Self Registration ... 54

Figure 4.6 Added Plugin Moodbile (Mobile Learning for Moodle) ... 54

Figure 4.7 Hacked Online Moodle ... 60

Figure 4.8 Login Menu ... 61

Figure 4.9 Available Course ... 61

Figure 4.10 The Course ... 62

Figure 4.11 Download Material ... 63

Figure 4.12 The Movie ... 63

Figure 4.13 The Quiz ... 64

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LIST OF APPENDICES

APPENDIX 1 Syllabus ... 71

APPENDIX 2 Questionnaire for Students’ Need ... 73

APPENDIX 3 TheResult of Students’ Need ... 82

APPENDIX 4 Interview Result With English Teacher (teacher’s need) ... 84

APPENDIX 5 Result of Expert Validation Questionnaire ... 86

APPENDIX 6 Result of User Validation Questionnaire ... 88

xv ABSTRACT

Mubarrak, Akbar. 2012. Online Moodle as E-Learning Media in Teaching English for Industrial Internship Students. Yogyakarta. The Graduate Program in Language Studies.Sanata Dharma University.

As a vocational school, SMK Negeri 1 Purworejo has industrial internship program as an integral part of the process in vocational education and training to prepare learners to work in a particular field. The implementation of industrial internship in State Vocational School 1 Purworejo is performed by the third-grade students for 3months from June to September, whereas the teaching and learning activities begin in July. As a result they will do not get any teaching learning material for 2months. So it will be difficult for the English teacher to teach their students especially to prepare for the national final examination.

Meanwhile the growth of information and communication technology has brought big impact in all aspects of our lives including in education. In language learning, information and communication technology brings many advantages that are very useful in teaching and learning process. One of the advantages that can be seen clearly today is that teacher and students are familiar with internet. They use internet to search teaching learning material, answer difficult question in their homework, and communicate by sending e-mail or chatting with friends.

Considering those things, this study attempts to address research questions. How is online Moodle as e-learning media in teaching English for industrial internship student designed?

The question was answered through incorporating the five phases of instructional design model named ADDIE (Analysis, Design, Development, Implementation and Evaluation) into Educational Research and Development (R & D) cycles(Research and Information Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing and Operational Product Revision) as the framework. The Research and Development cycles are used to ease the description of the material designing process. The data were obtained through questionnaires and interview, which were distributed to the grade three Technique of Light Vehicle students of SMK Negeri 1 Purworejo, an English teacher of SMK Negeri 1 Purworejo and also an expert from SEAMOLEC (Southeast Asian Ministers of Education Organization Regional Open Learning Center)

The result of the research is online Moodle which is used by English teacher as e-learning media in teaching English for industrial internship student. All features in online Moodle could be easily used by teacher to give materials, assignments and scores as well. The design of online Moodle could be also easily accessed by students in internet café or through mobile phone. By using online Moodle teacher could keep in touch with his students, discussion, and monitor their learning progress such as the

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media in teaching English for the industrial students could be accessed on www.cc.pakakbar.com.

xvii ABSTRAK

Mubarrak, Akbar. 2012. .Online Moodle as E-Learning Media in Teaching English for Industrial Internship Students.Yogyakarta. Program Pasca Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Sebagai sekolah kejuruan, SMK Negeri 1 Purworejo memiliki program magang industri sebagai bagian integral dari proses pendidikan kejuruan dan pelatihan untuk mempersiapkan pesertadidik guna bekerja dalam bidang tertentu. Pelaksanaan magang industri di SMK Negeri 1 Purworejo dilakukan oleh siswa kelas tiga selama 3 bulan dari bulan Juni sampai bulan September, sedangkan kegiatan belajar mengajar dimulai pada bulan Juli. Akibatnya siswa tidak akan mendapatkan materi pembelajaran selama 2 bulan. Jadi akan sulit bagi guru bahasa Inggris untuk mengajar siswa mereka terutama untuk mempersiapkan ujian akhir nasional.

Sementara itu pertumbuhan teknologi informasi dan komunikasi telah membawa dampak besar dalam semua aspek kehidupan kita, termasuk dalam pendidikan. Dalam pembelajaran bahasa, teknologi informasi dan komunikasi membawa banyak keuntungan dalam proses belajar mengajar. Salah satu keuntungan yang dapat dilihat dengan jelas saat ini adalah bahwa guru dan siswa yang terbiasa menggunakan internet. Mereka menggunakan internet untuk mencari materi mengajar dan pembelajaran, menjawab pertanyaan yang sulit dalam tugas mereka, dan untuk komunikasi dengan mengirim surat elektronik atau bercakap-cakap dengan teman.

Menyadari hal-hal tersebut, maka penelitian ini bertujuan untuk menjawab pertanyaan tentang bagaimana merancang Moodle dalam jaringan sebagai media pembelajaran elektronik dalam pengajaran bahasa Inggris untuk siswa yang magang di industri.

Pertanyaan itu dijawab dengan memasukkan lima fase model desain pembelajaran bernama ADDIE (Analisis, Design, Pengembangan, Implementasi dan Evaluasi) ke siklus Penelitian dan Pengembangan Pendidikan (R & D) yang meliputi penelitian dan pengumpulan informasi, perencanaan, pengembangan bentuk awal produk, pengujian awal, revisi, pengujian dan revisi setelah pengujian. Siklus Penelitian dan Pengembangan digunakan untuk memudahkan dalam proses perancangan material. Data diperoleh melalui wawancara dan kuesioner yang dibagikan kepada siswa kelas tiga Teknik Kendaraan Ringan SMK Negeri 1 Purworejo, seorang guru bahasa Inggris SMK Negeri 1 Purworejo dan juga seorang ahli dari SEAMOLEC (Organisasi menteri pendidikan di Asia tenggara yang menangani pendidikan terbukadan pendidikan jarak jauh)

Hasil dari penelitian ini adalah Moodle dalam jaringan sebagai media pembelajaran elektronik yang digunakan oleh guru bahasa Inggris pengajaran bahasa Inggris untuk siswa yang magang di industri. Semua fitur di Moodle dalam jaringan dapat dengan mudah digunakan oleh guru untuk memberikan materi, tugas dan juga memberikan nilai. Moodle juga bisa dengan mudah diakses oleh siswa di warung internet atau melalui telepon genggam. Dengan menggunakan Moodle dalam jaringan guru bisa tetap berhubungan dengan murid-muridnya, berdiskusi dan memonitor

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kemajuan belajar mereka seperti partisipasi siswa dalam belajar dan mengerjakan kuis. Moodle dalam jaringan sebagai media pembelajaran elektronik dalam pengajaran bahasa Inggris untuk siswa yang magang di industri dapat diakses pada

www.cc.pakakbar.com.

CHAPTER I INTRODUCTION

This research is concerned to design and implement online Moodle as

e-learning media in teaching English for students who undergo industrial internship

out of town. This chapter discusses the general explanation of this research. There

are seven sections to be discussed in this chapter i.e. background, problem

identification, problem limitation, statement of research question, goal of research

and development, product specifications, and benefit of research and

development.

1.1. Background

Vocational School (SMK) as a sub-national education system which is

responsible for the preparation of middle-level skilled human resources requires to

apply the principle of demand-driven, job oriented, and dual-based program,

which is oriented to the market needs. Implementation of industrial internship is a

part of the dual system of education which is an innovation in vocational

programs where the students do practical work (internship) in a business or

industry as an integral part of the process in vocational education and training.

Dual system of education was inspired by the two systems (dual-based programs)

conducted in German. This system entered into force in Indonesia based

vocational curriculum in 1994, sharpened with a vocational curriculum edition of

English in vocational school was divided into three competency standards.

The competency standard of third-grade is to communicate using English in

Intermediate Level. This competency standard is divided into seven basic

competences which are not clearly separated for the first semester and the second

semester. The time allotment is 146 lesson hours. It is because there are two

factors which influence the application of the syllabus. The first factor is that the

third year students or level twelve have a period for doing industrial internship for

about three months. They leave school and go to industrial places to have

industrial internship. The second factor is that the second semester does not fully

have effective lesson hours because the program will end in late of March by

having National Examination.

English teacher used to give students handbook to be learned while they

conducted industrial internship but he had difficulty to control the students in

order to learn autonomously as well as to give assignment and scores. As a result,

the English teacher had to work hard to achieve the target material when the

students came back from industrial internship because the students had left behind

two basic competences and unfortunately the teacher could not achieve all the

materials in the syllabus due to the time limit.

Understanding those problems, the researcher tries to solve the problems

above by designing and implementing online Moodle as e-learning media in

teaching English for the industrial internship students so that they can keep study

and do the assignment although they undergo industrial internship out of town.

The students can easily access online Moodle whenever and wherever they are by

Moreover, Beatty (2003) also states that ICT-based learning can also motivate

students to study diligently and willingly; and to develop study skills as

independent learners. The learning materials and activities can be designed so that

it can meet with the students’ needs. Meanwhile the ministry of national education in strategic plan for Year 2010-2014 also has scheduled the usage of ICT in

teaching and learning beginning from Basic Education level to Higher Education,

and extended to non-formal or informal education.

Integrating learning with information technology which is known as

electronic learning (e-learning) actually has actually been done since 1990s. The

use of computer in teaching and learning activities has grown rapidly as the

computer technology itself develops. According to Cross (2002), the use of

computer has spread widely in education. In 1990, there was e-learning

application namely Tool Book or Authorware that was used to present simulation

or training and this application was also commonly known as Computer Based

Training (CBT). In 1994, such software became more popular as there were many

commercial training and simulation softwares on the market. In 1999, many

schools and companies started to use the internet as supporting features in

education. Nowadays, web-based e-learning applications have grown rapidly. The

next generation of e-learning application has been invented and more

sophisticated than the previous version of e-learning application such as Moodle.

This growth is proven by the presence of many educational sites which use

multimedia and video streaming that enable users not only to see the content of

1.2. Problem Identification

Based on the Law on National Education System article 3 about The

National Education Goals and an explanation of Article 15 which states that

vocational school is secondary education that prepares learners to work in a

particular field. As a result, vocational school has industrial internship program

where the students can practice their skill in industry or workshop. The

implementation of industrial internship in State Vocational School 1 Purworejo

was performed by the third-grade students for three months from June to

September, whereas teaching and learning activities began in July. As a result,

they missed the material for two months so it is difficult for the English teacher to

achieve all the materials in syllabus due to the time limit. The teacher also has

limited time to prepare the students for the national examination because English

lesson at the vocational school is one of the lessons which are ended by National

Examination in March. The teacher cannot monitor and control their students to

study autonomously when they undergo industrial work practice out of town.

Meanwhile the growth of information and communication technology has

brought big impacts in all aspects of our lives including education. In language

learning, information and communication technology brings many advantages that

are very useful in teaching and learning process. The use of online Moodle as

e-learning can be suitable media in teaching English for industrial internship

1.3. Problem Limitation

To limit the research in order to be specific to conduct and to find

particular problems easier, this research was conducted for third-grade students of

Automotive department in State Vocational School 1 Purworejo which consists of

36 students who undergo industrial internship out of town. The researcher only

focuses on designing online Moodle as e-learning media in teaching English for

the industrial students.

1.4. Statement of Research Question

This study is aimed to answer the research questions: How is online

Moodle as e-learning media in teaching English for the industrial students designed?

1.5. Goal of Research and Development

The goal of this research is to design online Moodle as e-learning media in

teaching English for the industrial students.

1.6. Product Specifications

The researcher designs e-learning by using Moodle and makes it online in

webhosting so students can access by using computer or mobile phone. They just

visit www.cc.pakakbar.com and then register themselves to get username and

password to login.

The researcher develops materials and exercises according to the lesson

e-learning media in teaching English when the students undergo industrial

internship. Both teacher and students will be asked by the researcher to give

evaluation about the features or materials in the online Moodle to be revised.

1.7. Benefit of Research and Development

The result of this research is expected to give contribution to people who

concern the teaching and learning activity in vocational school in solving their

problems which occur when the student undergo industrial internship. Hence, the

teacher can still control, monitor, and give teaching materials as well as scores.

This research is also expected to encourage vocational school students to

start learning autonomously. Moreover, it can make students responsible for their

task and manage their time effectively. The research is also expected to bring

benefits for other researchers who are interested in integrating information and

communication technology and language teaching. Besides, this study is expected

to motivate them to have more research on different aspects of technology in

CHAPTER II LITERATURE REVIEW

This chapter presents the review of some supporting theories related to the

studies. It consists of two sections: theoretical review and theoretical framework.

The first section discusses Moodle as e-learning, general aspects on e-learning,

industrial internship, English language in vocational school, and instructional

design model. Meanwhile, the second section elaborates the framework

synthesized from the discussed theories.

2.1. Theoretical Review

The theoretical review discusses the theories used in this research. Those

theories are: Moodle as e-learning, general aspects on e-learning, industrial

internship, English language in vocational school, and instructional design model.

2.1.1. Moodle

Moodle stands for Modular Object-Oriented Dynamic Learning

Environment. Rice IV (2006) states that Moodle is a free learning management

system which enables programmers or teachers to create engaging learning

experiences. Moodle provides documents, graded assignments, quizzes, and

discussion forums for students. It is easy to learn and has a friendly user interface.

Moodle is designed to help teachers create an online classroom setting with

opportunities for rich interaction and collaboration with their students. Moodle

collaborate, and experience online learning in exciting multiple ways. It can be

used as additional offline courses or can be used to host completely online

courses.

Moreover, Moodle is an open-source; the programming code that runs

Moodle can be changed to meet the specific needs of users and institutions.

Moodle is also free to download and use; there is no licensing fee.

Moodle has many useful features to support students’ learning. The first is

Resource. These features can be in the form of: files that are uploaded to the

course server, pages that are created directly in Moodle, or links that are

connected to external web pages. The second feature is Assignment. It specifies a

task that requires students to upload their work to a server. Typical assignments

include essays, projects, reports, and so on. The third feature is Chat. It will be

useful for the students because this feature facilitates them to chat directly with

the teachers online. The chat feature allows participants to have a real-time

discussion on the web. This is a useful way to understand the topic being

discussed. The fourth feature is Forum. This facility enables students to discuss

the learning materials with the teachers and their classmates online. The general

forum is an open forum where anyone can start a new topic at anytime. The

learning forum is where students might post a discussion response to a question

posed by the teacher or peers’ postings. Students in the class are then required to

comment to a specific number of posts. The next feature is Quiz. This feature is

2.1.2. General Aspects on E-Learning

Online learning is learning which takes place in a network; it could be the

Internet or just a school’s internal/closed net. Ally (2004) wrote that there are at least the following synonyms used for online learning: online learning, Internet

learning, distributed learning, networked learning, tele-learning, virtual learning,

computer-assisted learning, web-based learning, and distance learning. So it can

be said that in online learning the learner is at a distance from the tutor or

instructor and the learner uses some form of technology to access the learning

materials. According to Ally (2004), online learning can be divided into three

classes: contact learning supported by the internet, multiform learning in the

internet, and self studying in the internet.

In the first class, some parts of a course can be in the net for example the

delivery of learning material and the teachers are given as contact learning. The

second class is multiform learning which means using multiple options in learning

for example: forum discussions, help from tutors and learning objects (e-books,

videos). The third class means that the learner studies alone in the net or in a

virtual learning environment without outside help. With online learning, the

traditional close learning lessons do not exist but the course material is available

in the internet for the students. E-learning is a form of distance learning where the

teacher has more or less a tutor’s role and student’s contribution to his learning is

greater than in a normal studying situation. Therefore it is considered to be

e-learning and not e-teaching. E-e-learning is more difficult compared to the

traditional method for both teacher and student. Courses can be totally in the

exercise material are in the internet. Using the virtual learning environment as a

part of teaching poses an extra duty for the teacher. Less time is left for updating

the material than when the whole course is in the internet. This lowers the quality

of the course.

Ally (2004) also states that there are five points of view when considering

the suitability of online learning and web courses with constructive learning

theory. When the matters to be learned are connected with earlier knowledge and

experiences, the things to learn should be bonded to the student’s own empirical

world. Students’ capacity for information is limited and therefore new information has to be in proportion to the receiver’s capacity. Different interpretations of information bring challenges to learning if the student’s interpretations differ

largely from other students’ points of view. Learning is bound by culture which

should be taken into account when organizing the learning environment. A

dynamic view of learning leads to the fact that information is changing and

recurrent. There are various different available versions of the same learning

concept in the learning process and the learners should have good skills to be able

to select and direct their learning behavior.

The use of online learning in engineering education is a natural continuum

to development of study methods. Although new technology has been attached to

learning, the reason for doing so has not been studied very well. The know-how to

use technology among tech-students is high, but it does not directly mean that it is

useful for learning. Their ability in using technology is more in practice, so they

still face difficulties in dealing with language learning. The whole concept of

Environment) in studying should be taught to obtain the best possible learning

level. There are several studies about the Web-based learning but most of them

are done in the humanities. The studying process is basically the same in the

technology field but the learned matters are completely different.

Studying in the internet does not mean just sitting next to a computer

“doing nothing”. It gives the student the independency of time and place for

studying but also the responsibility to gather the needed information instead of the

teacher bringing the material into one’s lap. Although academy level students are used to academic freedom, studying in the internet brings an extra step towards

freedom and hence challenge students to a new learning method. This freedom

also means the responsibility for students about their own studies. The students’ own motivation and awareness on their learning style must be in order to achieve

good learning results in e-learning. It is hard to affect student’s motivation but for example a handy learning environment and bringing the course content

interestingly up have a raising status in student’s motivation. The learning

environment should support motivation and the course material should be easy to

reach to maintain the quality of learning. Here the environment’s usability should be considered as an adequate factor for learning. The teacher has as great

importance of a virtual course, if not even greater, as on a contact teaching course.

In e-learning, the face-to-face contact is missing between the student and the

teacher but it should not mean that a contact is missing between them. The student

needs support and motivation in his/her studies and the most suitable person for

this is the teacher. Questioning and feedback possibilities should be provided for

responds to students’ questions. It could be presupposed that teaching in the

internet brings more time for the teacher to do other activities and relieve the

workload since there is no more lectures or exercises to be given. However,

putting up a virtual course itself is a time consuming process when all the course

material has to be created to the internet. On the other hand, once the course has

been created it does not vanish and it is easier in the following years. However,

the updating of the material and keeping it up to date takes a lot of time. The

course has to be updated all the time and the teacher has to participate in the

forum discussions. Besides, revising and evaluating the exercises and other

assignments that students have returned also takes time.

2.1.2.1. Strengths and Weaknesses on Online Learning

There are some strengths and weaknesses of implementing online learning.

The strengths of using online learning are:

1. The students can access the e-learning material anywhere and anytime

they want. Space commitment is not relevant and students can freely

study whenever they have time. The coordinator of an e-course can be

for example in Purworejo and the participants in other cities in

Indonesia or even in other countries. Everything that has to be learnt is

on the Internet and the material and other participants of the course can

be accessed via the website. When the online learning occurs, resources

and ideas are shared between students themselves and between students

and instructor. There is a dynamic interaction among the students and

using asynchronous discussion structures (for example forums) because

participants have more time to consider their responses than in the

face-to-face conversation. Interactivity is often self-evidently connected to

working on the internet.

According to Illinois Online Network (2006) to bring about

target-oriented collaborative learning is a major issue in online learning.

It is a problematic issue and hard to realize and therefore an essential

problem in online learning. The way the students see learning should

change so that other students are seen also as a source of information

and comprehension.

2. Online learning can be easily adapted to Indonesian society. Online

learning is based on technology. Nowadays, technology plays an

enormous part in many countries, including Indonesia. Computers and

internet connections are easy to find. Students can easily access the

internet in the internet café (Warnet), broadband connection through

modem, and mobile phone. Moreover there are many free hotspot as

public services so that students have possibility to participate in online

course.

3. Online learning brings a lot of responsibilities to students. Everyone is

of course responsible for his own learning but in e-learning there are no

authorities and strict schedules when and how to work. The facilitator

of an online course must be capable to compensate the lack of physical

presence with other methods to be accessible. Otherwise alienation

Some strengths of e-learning have been presented above. However, there

are some weaknesses of this learning method such as the online environment itself

can limit the levels of synergy. With large groups (more than 20 people), the

dialog becomes somewhat limited. The virtual environment is not suitable to all

kinds of education, for example public speaking, surgery, or sports. Putting up an

online curriculum and learning environment cannot directly transfer the old

courses into virtual ones to obtain a high quality e-course. The need of qualified

professionals to develop distance education programs is often overlooked.

2.1.2.2. Teaching, Instructing and Evaluation in Online Learning

According to Fahy (2004), online learning teaching and instructing can be

used as synonyms because the interaction is often delayed and happens through an

interface. Routines related to teaching are made mainly beforehand in an online

environment and many traditional teacher’s tasks and roles are replaced by hypermedia objects and communication tools. Ally (2004) proposes five

important roles for the teacher in an online learning environment as presented

below.

1) The teacher’s role as a motivator is emphasized because the online environment lacks the typical motivation aspects of the traditional learning.

To maintain the motivation, the teacher should provide: enough challenging

tasks, current and quality learning material, versatile interactions, and social

contacts.

2) The teacher is also a networker who creates communication and expert

3) The teacher is an organizer. S/he organizes the didactic challenges

according to learning such as the used tools and applications.

4) A communicator is one of teacher’s roles in the online environment. Communication in online learning is done via e-mails, chat groups, forums,

and the Internet pages.

5) The teacher should actively follow and guide the students and act as a tutor

because there is no chance of face-to-face communication. Guiding is very

important in the online learning and it is based on discussion.

Online learning demands strong self-steering, motivation, and empirical

atmosphere. Therefore new ways of acting are needed in evaluation. How can

learning be evaluated comprehensively when the teacher and the student may

never meet? Practices on evaluation should be in the same line with other actions

in an online course. In the online learning, it is possible to use various evaluation

methods by using information from forum discussions, exercises, quizzes,

feedback questionnaires, learning diaries, and portfolios. One form of evaluation

is a web-examination. It is an evaluation that is done by the students by

completing or doing the tasks in the website. Self-evaluation is a practical tool and

also peer evaluation can be used where students evaluate each other.

2.1.3. Industrial Internship

Industrial internship is a part of the dual system of education which is an

innovation in vocational programs where the students do practical work

(internship) in a business or industry as an integral part of the process in

professional expertise, which combines a systematic and synchronized between

education programs in schools and exploitation program obtained through

direct work activities in the workplace to achieve a level of professional expertise.

Where the professional expertise can only be established through the three main

elements: knowledge, technique and experience. Knowledge and technique can be

learned and mastered at school but experience only can be got directly by practice

in the workshop.

Wena (1996) stated that the objective of implementation of education and

training at vocational school with industrial internship are created professional

employments that have the expertise, the manpower that have the knowledge,

skills, and work ethic accordance with the demands of employment. Improve and

strengthen linkages and conformity (link and match) between educational

institutions and the world of work. Improving the efficiency of education and

training the process to create qualified and professional employments. Give

recognition and appreciation of work experience as a process of education.

2.1.4. English Language in Vocational School

In vocational high schools, the lessons are grouped into three groups:

normative, adaptive, and productive. The lessons in the normative group focus to

teach the students learn norm, attitude, and behavior so that the students can be

accepted and live together in the society. The subjects are religions, Indonesian

language, Sports, and Civics. The students learn the English language as an

adaptive lesson, together with mathematics, physics, chemistry, entrepreneurship,

that can be applied in their daily lives or that become basis of working

competencies. The third group is productive lessons which are given to students

according their skill programs. The skill programs are based on the National

Standard of working competencies.

The objectives of English language for vocational education are to make

students understand the basic skills of English to help them reach the vocational

competence and to make the students able to apply their abilities and skills in

English to communicate spoken and written.

Vocational Schools in Indonesia uses a curriculum called School Based

Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). English syllabus is

divided into three levels based on the standards of competencies. The first level is

Novice Level. Normally it is for level ten grade or the first year students of

vocational school. For the first semester it has eight basic competencies and for

the second semester it has seven basic competencies. The second level is

Elementary Level. It is for the second year students or level eleven grade. It has

ten basic competencies in the first semester and nine basic competencies in the

second semester. The third level is Intermediate Level for twelve grade students.

For this level there are seven basic competencies which are not clearly separated

for the first semester and the second semester because there are two factors which

influence the application of the syllabus. The first factor is that the third year

students or level twelve have a period for doing internship for three months. They

leave school and go to industrial places to have internship. The second factor is

that the second semester does not fully have effective lesson hours because the

2.1.5. Instructional Design Model

In this part, the researcher uses ADDIE as Instructional Design Model in

creating e-learning. Instructional Design is the strategic planning of a course. It is

a blueprint that is designed and followed. Rogers (2002) develops ADDIE model

into five phases. They are Analysis (process of defining what is to be learned),

Design (process of specifying how it is to be learned), Development (process of

authoring and producing the materials), Implementation (process of installing the

project in the real world context), and Evaluation (process of determining the

adequacy of the instruction). Each step has an outcome that feeds into the next

step in the sequence. One of its benefits is that this model allows the idea of

receiving continual or formative feedback while instructional materials are being

created.

Need analysis should be conducted in the first phase to identify the

learning problems, learners’ needs, learning environment, learners’ background knowledge, and any other characteristics. Richards (2007) states that different

types of students have different language needs and what they are taught should

be restricted to what they need. Analysis also is needed to determine the course

content and this phase is the foundation for all other phases of instructional design

process. The outputs of this phase often include the instructional goals and a list

of tasks to be instructed.

The Design phase involves using the outputs from the Analysis phase to

plan a strategy for developing the instruction. The design stage encompasses

formulating a set of learning objectives, defining the order in which the objectives

and delivery strategies. The outcome of the design stage is a blueprint that will be

used as a reference to develop the course. The blueprint illustrates the curriculum

structure, the learning objectives associated with each unit and the delivery

methods and formats (interactive self-paced materials, synchronous and/or

asynchronous collaborative activities) to deliver each unit.

The Development phase builds on the Analysis and Design phases. In this

stage, the e-learning content is actually produced. All contents in the e-learning

such as instruction, all supporting media, and assessment test are developed in this

phase.

The Implementation phase refers to the actual delivery of the course

materials. At this stage, the course is delivered to learners. The Moodle is installed

on a server and made accessible for learners. In facilitated and instructor-led

courses, this stage also includes managing and facilitating learners’ activities.

The Evaluation phase measures the effectiveness and efficiency of the

instruction. Evaluation is not limited to this phase. Plans to evaluate the training

should occur in the first phase, Analysis, with ongoing evaluation throughout the

Design phase. Incorporating evaluation throughout the design (formative

evaluation) will ensure a better end result (summative evaluation). Formative

Evaluation is ongoing during and between phases. The purpose of this type of

evaluation is to improve the instruction before the final version is implemented.

Summative Evaluation usually occurs after the final instruction. This type of

The five steps of ADDIE’s design model can be seen in the following

figure:

Figure 2.1. ADDIE Instructional Design (Rogers, 2002)

2.2. Theoretical Framework

This section tried to answer the research questions theoretically using the

discussed concepts. There are a number of factors that should be considered by

the researcher in designing the online Moodle in order to meet the students’ needs and to facilitate the students in learning English. The flowchart of the theoretical

Figure 2.2. The flowchart of the theoretical framework

To begin with, as what had been discussed earlier, vocational high school

is a sub-system of the Indonesian national educational system whose main goal is

to prepare the students so that they become competent to fulfill the need for

Implementation

Evaluation Industrial Internship

English Language In Vocational School

Moodle as E-Learning

Analysis Teacher’s Need

Student’s Need

Design

Learning Objectve Course Sequence Instructional Strategy

Delivery Strategy Evaluation Strategy

Development

Develop Content Storyboard Installed Moodle Evaluation Strategy

Theoretical Model

middle level of labors (Sutrisno, 2005: 1). In addition, based on the Law on

National Education System article 3 about The National Education Goals and an

explanation of Article 15 which states that vocational school is secondary

education that prepares learners to work in a particular field. As a result,

vocational school has industrial internship program where the students can

practice their skill in industry or workshop.

The theory of English language in vocational school defines the

competency standard and basic competency. The competency standard of

third-grade was to communicate using English in Intermediate Level. This competency

standard was divided into seven basic competences which are not clearly

separated for the first semester and the second semester. The time allotment is 146

lesson hours. It is so because there are two factors which influence the application

of the syllabus. The first factor is that the third year students or level twelve have

a period for doing industrial internship for about three months. They leave school

and go to industrial places to have industrial internship. The second factor is that

the second semester does not fully have effective lesson hours because the

program will end in late of March by having National Examination. The problem

emerges due to the limit of the time for English teacher to achieve all the materials

in syllabus and prepare the students to face National Examination.

Meanwhile Moodle as e-learning can make the teaching and learning process not limited by time and space. An educator will be able to deliver the

learning materials from anywhere. In addition, students can also learn the

materials from anywhere. Activities such as tests or quizzes can be done from

online so that students do not have to gather in one place. They can do the test

from their houses, internet cafes, even at road using mobile phones and laptops.

In order to overcome the problem which occurred in the implementation of industrial internship, the researcher designed and implemented online Moodle as e-learning media in teaching English for the industrial internship students by using

ADDIE as instructional design model which consists of five phases. The first step

is need analysis as the initial step in designing the materials adopted from ADDIE.

Need analysis is important in order to identify the students’ needs and the

teacher’s need. The second step is design. In this step, the researcher designed Moodle by defining learning objective, course sequence, instructional strategy,

delivery strategy, and evaluation strategy based on the previous stage. The third

step is development. In this step, the researcher developed content, storyboard,

and installed Moodle as courseware. The fourth step is implementation of the

learning materials. It was the opportunity for the researcher to conduct the

implementation to the third grade of technique of light vehicle in SMKN 1

Purworejo.The fifth step is the evaluation and revision of the materials. It was the

phase where the researcher evaluated and revised the materials after getting

feedback from the participants’ questionnaires based on the implementation of the designed materials.

CHAPTER III METHODOLOGY

This chapter gives detailed information about how the research was

conducted. It gives information of how the data were gathered and analyzed to

answer the research question. This chapter consists of research method, research

participants, research instrument, data gathering technique, data analysis

technique, and research procedure.

3.1. Research Method

In order to answer the problem stated in the problem formulation, the

researcher employed Research and Development (R & D). According to Borg

and Gall(1983),the goal of R & D is to develop the research knowledge and to

incorporate it into a product that combines educational research and educational

practice rather than to discover new knowledge or to answer specific questions

about practical problems. Borg and Gall (1983) also stated that Research and

Development is used to design new products and procedures, which then are

systematically field tested, evaluated, and refined until they meet certain criteria.

Due to the limitation of the research, the researcher combinedthe five

phases of ADDIE Instructional Design into Research and Development (R & D)

cycles. It consists of research and information collecting, planning, developing

preliminary form of product, preliminary field testing, main product revision,

instructional design into research and development can be seen in the following

figure:

Figure 3.1 ADDIE Combined with R & D Cycle

As we can see in the figure above, there are five steps in ADDIE

instructional design that the researcher used in creating online Moodle as

electronic learning.

The first step of ADDIE instructional design is Analysis which is the

same as the first step in R & D cycle that is Research and Information Collecting.

In this step, the researcher conducted need analysis, target audience analysis, and

Analysis

Design

Development

Implementation

Evaluation

Research and Information Collecting

Planning

DevelopingPreliminary Form of Product

Preliminary Field Testing

Main Product Revision

Main Field Testing

Operational Product Revision

ADDIE

task and topic analysis, by conducting interviewsand distributing questionnaires

to the students.

The second step of ADDIE phases is Design, which is known as Planning

in R & D cycles.The Planning step includes defining learning objective, course

sequence, media, instructional strategy, delivery strategy, and evaluation

strategy. In this step, the researcher also selected webhosting, domain name,

template, and designed the user interface for e-learning. The outcome of the

design stage was a blueprint that would be used as a reference to develop the

course.

The third step of ADDIE phases is Development. Meanwhile the next step

in R&D cycle areDeveloping Preliminary Form of Product, Preliminary Field

Testing andMain Product Revision.In these stages, the researcher installed

Moodle in the web hosting, developed its contents, and uploaded it.

The fourth step of ADDIE phases is Implementation, while in R & D

cycle is Main Field Testing. At this stage, the researcher asked the students and

the expert to try the online Moodle.Then, the researcher interviewed them and

gave them questionnaires to get thefeedback.

The last step of ADDIE phrases is Evaluation or Operational Product

Revision in R & D cycle. In this step, the results from the interviews and the

questionnaires were used by the researcher to evaluate the achievement of the

learning objectives and to revise the online Moodle.

By following the steps which were combined from R & D cycles and

ADDIE phases, the final product i.e. online Moodle is expected to meet the

3.2. Research Participants

In conducting the research, the researcher divided the participants into

three categories: research and information collecting participants, preliminary

field testing participants, and implementation participants.

The research participants in the research and information collecting were

the English teachers of SMK Negeri 1 Purworejo, thirty six students of grade

threeof Technique of Light Vehicle SMKN 1 Purworejo and an expert from

SEAMOLEC. The English teacher was chosen since he had experiences in

teaching learning process and developing learning content and curriculum. The

students of grade three Technique of Light Vehicle SMKN 1 Purworejo were

chosen since they were the targeted users of online Moodle. They were expected

to describe theirneeds, lacks, and wants, through the distributed questionnaires

and interviews. An expert from SEAMOLEC was chosen since he had

experiences in designing and developing online distance learning.

The participants in the preliminary field testing were the English teachers

of SMKN 1 Purworejo and an expert from SEAMOLEC. They were involved in

this research because the researcher considered them the experts in the

application of the theories that are related to this research. Those theories were

Moodle as e-learning, industrial internship, English language in vocational school,

and instructional design model.They were expected to give comments, feedback,

and evaluations on the pedagogic aspect and IT aspect which were significantly

beneficial to revise and improve the designed online Moodle.

The participants in main field testing were thirty six students of grade

involved in this step due to their participation on the implementation of the

designed online Moodle. The students gave feedback after the designed learning

model was implemented.

3.3. Research Instrument

This study required data from the research participants to be collected

and then to be analyzed. In conducting the study, theref ore, the researcher

used research instrument to collect valid and reliable datafrom the research

participants. The research instruments were questionnaire and interview.

3.3.1. Questionnaire

A questionnaire is a list of questions to be answered by the research

participantsin order to obtain the data required to answer the research question.

According to Ary et al. (2002) there are two kinds of questionnaire, structured

and unstructured questionnaires. In structured questionnaires, both questions and

answers are provided. Respondents have to choose the response(s) that best

represent their own opinions. In unstructured questionnaires, the respondents

have to elaborate their beliefs and suggestions using their own words. This study

used both structured and unstructured questionnaires because by utilizing those

two methods, the process of data gathering were more effective. The first

method where there were choice of statements that was already presented eased

students to answer the questions quickly and eased the researcher to measure

using the Likert scale. Meanwhile the second method gave opportunity to the

The questionnaire was designed in Indonesian to ease the students in

answering each item in the questionnaire. Besides allowing respondents to tick

the answer based on their condition, the respondents were also allowed to state

their opinion by writing their opinion in the provided space.

In this study, the researcher employed the structured questionnaire in

needs analysis. Meanwhile in evaluation the researcher use both structured and

unstructured questionnaire.The needs analysis questionnaire was distributed to the

third grade students of Technique of Light Vehicle SMKN 1 Purworejo during

the Analysis phase. The expert validation questionnaire was distributed to the

English teacher who taught the third grade of technique of light vehicle in SMKN

1 Purworejo and the expert from SEAMOLEC during the Evaluation phase. The

needs analysis questionnaire served as the way to give contribution for the content

and features of the online Moodle, while the expert validation served as the

evaluation sheets for the respondents to assess the designed online Moodle.

3.3.2. Interview

Interview is conducted to obtain information by actually talking to the

subject as stated by Seliger and Shohamy (1986:166). By conducting an

interview, the gathered data would be more personal. In this study, the interview

with anEnglish teacher who taught the third grade of technique of light vehicle in

SMKN 1 Purworejo was conducted to gather the data about students’ proficiency, the applied teaching strategies, and the curriculum.

3.4. Data Gathering Technique

The data were gathered from the two instruments used in the research as

elaborated in the previous part. The research was conducted to the third grade of

technique of light vehicle in SMKN 1 Purworejo on 20 Mei 2012 to 30 September

2012. The needed data classified into the stages based on the combination of

R&D and ADDIE model. The stages, needed data, participants and instruments

were clearly shown on table 3.1.

Table. 3.1 The Data Needed by the Researcher

Stages Needed Data Participants Instruments

1. Analysis (Research and information collecting)

The students’ perceived needs.

The students’ real

needs.

Students’ difficulties in

learning English.

Identifying the gap between the students’ needs and the fulfillment ofthat needs in English teaching and learning daily activity.

The method and technique used by teacher in conducting English teaching and learning activity

Students’ motivation

and participation in learning English in the class.

The use of technology inteaching and learning activity.

The students’ devices

in access online Moodle

The third grade of Technique of LightVehicle in SMKN 1 Purworejo

English teacher

Questionnaire

2.Development (Preliminary Field Testing)

The fulfillment of good E-learning software requirements.

Feedback from the participants to ensure thevalidity of the online Moodle.

Opinion from the participants to ensure the validity of the online Moodle.

Suggestion from the participants to ensure the validity of the product

English teacher

The expert from SEAMOLEC

Questionnaire

3.Implementation (Main Field Testing)

Feedback from the participants deal with the final version of the online Moodle.

The third grade of technique of light vehicle in SMKN 1 Purworejo

Questionnaire

3.5. Data Analysis Technique

In order to make conclusions, the data obtained from interview and

questionnaires distributed were presented and analyzed. To analyze the interview

results, the recorded interviews were put into a transcript.

In analyzing the questionnaires, the researcher followed several steps.

First, the data collected from questionnaires were recapitulated in the form of

table. Then, the researcher counted the percentage of each response. The result

was obtained by dividing the number of the students who chose certain answer

with the total number of the students, then multiplied by 100%. The data collected

Note:

n = the total number of the students who chose certain answer

N = the total number of the students

A table presented the data in the form of computation of the collected

answers from the questionnaires which had been distributed to the research

participants. Then, the researcher made the interpretation of the result in the form

of written paragraphs.

Table 3.2: The Template of the Needs Analysis Questionnaire

No Questions and statements Answer Number Percentage

The data from materials evaluation were obtained through questionnaires

that are in the form of scores. The classification was adapted from Likert

Scaleproposed by Best (1970). There are five agreements are applied as follows:

Strongly disagree = 1

Disagree = 2

Not sure = 3

Agree = 4

Strongly agree = 5

The score of the questionnaire was calculated using descriptive statistics to

the source of variance. The source of variance here was number of cases and

mean. The central tendency of the respondents’ opinion on the designed set of

Table 3.3 Template of Descriptive Statistics of Experts’ Opinions on Online Moodle

No Respondents’ opinions on

Frequency of points of agreement Central tendency 1 2 3 4 5 N Mn

Notes:

N = Number of cases (the number of respondents)

Mn = Mean (indicators of central tendency of the set of sources)

The formula to get Mean is:

Best (1970) classifies the range of the point of agreement from 1 – 5. He also provides the interpretation of point of agreement, which is presented on a

following table:

Table 3.4. The Interpretation of the Degree of Agreement

Range Meaning

1.00 -1.99 Replace the rejected part of the design

2.00 – 2.99 Add more part or modify part of the design based on the lack on the statement.

3.00 – 3.99 Conduct more exploration on the existing part of the design based on the statement

4.00 – 5.00 No revision

In order to judge whether the designed materials were acceptable or not,

the researcher gave description to categorize the result. The maximum points were

five. The materials designed were considered as good and acceptable if the total

points were more than seventy-five percent from the total maximum points. It

considered good but needed crucial revisions if the total of central tendency was

fifty percent up to seventy five percent or 2.5 - 3.74. The materials designed were

considered poor designed if the total number of central tendency was below fifty

CHAPTER IV

RESULTS AND DISCUSSION

This chapter is essentially the realization of what has been planned in

Chapter III. This chapter is divided into two major parts. The first part presents

the process of designing online Moodle as e-learning media in teaching English

for the industrial internship students. The second part presents the designed online

Moodle.

4.1. The Process of Designing Online Moodle

The researcher adapted the steps of Research and Development cycles and

also employed ADDIE model in the process of designing the learning model. To

answer the research question of how is online Moodle as e-learning media in

teaching English for the industrial students designed, the steps of how to create

final version of the learning model were elaborated in this section. By elaborating

each step clearly, it would describe the answer of the research question. There

were five steps, namely analysis, design, development, implementation,

evaluation.

4.1.1. Analysis

The researcher conducted need analysis started on June to September

2013. In conducting the need analysis, the researcher employed questionnaire and

interview as the instruments in order to obtain reliable data by distributing need

analysis questionnaires to students of grade three Technique of Light Vehicle

Purworejo. The researcher collected the necessary information for developing the

designed learning model.

4.1.1.1. Students’ Needs

The students who participated in answering the questionnaire were thirty

five students of grade three Technique of Light Vehicle SMKN 1 Purworejo.

This questionnaire was distributed in the analysis step in order to find out the

students’ needs. The explanation of the questionnaire result was presented below.

Table 4.1. The Needs of English & English in the Classroom

No Questions and statements Answers Number Percentage

1 What do you think about English lesson?

a. Very easy b. Easy c. Average d. Difficult e. Very difficult

0 1 6 25 3 0 3 17 71 9 2 How is English lesson

conducted in classroom?

a. Very exciting b. Exciting c. Average d. Bored e. Really bored

1 3 30 1 0 3 9 86 3 0 3. English is important for my

future job.

a. Really agree b. Agree c. Average d. Disagree e. Really disagree

28 6 1 0 0 80 17 3 0 0 4. I need learning English while

I undergo industrial internship.

a. Really agree b. Agree c. Average d. Disagree e. Really disagree

27 6 2 0 0 77 17 6 0 0 5. Teacher gives printed

handout to be learnt by students when the students undergo industrial internship.

a. Really agree b. Agree c. Average d. Disagree e. Really disagree

0 2 4 29 0 0 6 11 83 0

The researcher concerned on the students’ experience of English in the

beginning part of the questionnaire. Based on the result of the need analysis

questionnaire, 25 students stated that English was difficult (71%). Therefore the

researcher interviewed some students and they said that the most difficult part of

learning English was when they did not know the meaning of the word and they

also had to memorize the grammatical function and pattern. Then, 30 students

stated that English teaching and learning activities were averagely attracted the

students’ motivation (86%). Based on the interview result with the English teacher, it was because English teaching and learning activities began after the

students finished practice in the school workshop due to the English teaching and

learning activities concern on the grammar mastery (75%). Most of the students

(80%) really agreed that English was important for their future job because almost

every year there were many big factory such as Astra and Daihatsu who came to

school to conduct recruitment. There were 27 students (77%) who really agreed

that they need learning English while they undergo industrial internship. Based

on the indirect interview to the students, almost of the students wanted to prepare

for the National Examination. Then, 29 students (83%) disagreed with printed

handout to be learnt by students when they undergo industrial internship.

Table 4.2 English in National Final Examination

No Questions and statements Answers Number Percentage

6 What is the most difficult subject in National Final Examination?

a. Mathematic b. Bahasa c. English d. Technical

10 0 25

0

29 0 71

7 In order to face the National Final Examination, I need extra lesson

a. Really agree b. Agree c. Average d. Disagree e. Really disagree

28 5 2 0 0 80 14 6 0 0

Related to English in National Final Examination, 25 students (71%)

stated that English was the most difficult subject in National Final Examination.

Based on the interview result with English teacher, it was because there were two

sections in National Final Examination, listening and reading. Listening section is

divided into four parts, namely picture, question and response, short dialogue, and

short talk. Reading section is divided into three parts, namely incomplete

dialogues, error recognizing, and reading material. Most students (80%) really

agreed that extra lesson is needed to prepare the National Final Examination.

Table 4.3 Students and Technology

No Questions and statements

Answers Number Percentage

8 I am familiar with Information and Communication

Technology (ICT)

a. Really agree b. Agree c. Average d. Disagree e. Really disagree

29 6 0 0 0 83 17 0 0 0 9 I have already used

Information and Communication

Technology (ICT) in learning English.

a. Really agree b. Agree c. Average d. Disagree e. Really disagree

30 5 0 0 0 86 14 0 0 0 10 What gadget do you use

to connect with internet?

a. Personal Computer b. Laptop

c. Mobile phone d. PC Tablet e. I pad

0 24 8 3 0 0 69 23 9 0

11 What do you usually do when connect to internet?

a. Facebook b. Check email c. Download d. Game online e. Chatting 25 0 2 3 5 71 0 6 9 14 12 How often do you

connect to internet?

a. everyday b. once a week c. twice a week d. once a month e. twice a month

30 5 0 0 0 86 14 0 0 0

Based on the questionnaire dealing with students and technology, most of

students (83%) stated really agree that they were familiar with Information and

Communication Technology (ICT) and 30 students (86%) stated really agree

that they have already used Information and Communication Technology (ICT)

in learning English. Based on the interview result with the English teacher that

the students got computer lesson in the X dan XI grade and the English teacher

also sometimes asked the students to look for an article in internet. Then 24

students 69% used laptop and the rest used mobile phone (23%) and PC tablet

(9%) to connect with internet. Based on the indirect interview with the students,

most of students have laptop and mobile phone and sometimes they bring it to

school because the school policy allowed them to bring it and school also

provided hotspot for free internet access. Then 25 students answered that they

usually visited social media such as Facebook when they connect to internet and

Table 4.4 Task and Topic Needed

No Questions and statements Answers Number Percentage

13 I prefer work in group rather than work individual

a. Really agree b. Agree c. Average d. Disagree e. Really disagree

29 4 2 0 83 11 6 0 0 14 What is the most difficult

part in listening section

a. Pictures

b. Question and responses

c. Short dialogue d. Short talk

0 5 5 25 0 14 14 71

15 What is the most difficult part in reading section

a. Incomplete dialogues

b. Error recognizing c. Reading material 3 24 8 9 69 23

Based on the questionnaire result, it was found out that 29 students (83%)

really agree to work in group. Based on the indirect interview with the students,

they are in group of 4 or 6 students when undergo industrial internship. Then, 25

students (71%) answered that short talk is the most difficult part in listening

section and 24 students (69%) answered that error recognizing is the most

difficult part in reading section.

4.1.1.2. Teacher’s Needs

The researcher conducted an interview with an English teacher of SMK

Negeri 1 Purworejo to find out the real needs of teacher when the student

conducted industrial internship. An English teacher stated that the competence

standard of English in vocational school was divided into three and the

Intermediate. This competency standard was divided into seven basic

competences which are not clearly separated for the first semester and the second

semester. The time allotment is 146 lesson hours. It is so because there are two

factors which influence the application of the syllabus. The first factor is that the

third year students or level twelve have a period for doing industrial internship for

about three months. They leave school and go to industrial places to have

industrial internship. The second factor is that the second semester does not fully

have effective lesson hours because the program will end in late of March by

having National Exam.

English teacher used to give students handbook to be learned while they

conducted industrial internship but he had difficulty to control the students in

order to learn autonomously, give assignment and scores. As a result, the English

teacher had to work hard to achieve the target material when the students came

back from industrial internship because the students had left behind two basic

competences and unfortunately the teacher couldn’t achieve all the materials in syllabus due to the limit of the time.

4.1.2. Design

In this stage, the researcher designed Moodle by defining learning

objective, course sequence, instructional strategy, delivery strategy, and

evaluation strategy based on the previous stage.

In defining the learning objective and course sequence, the researcher

adapted School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan

competency of the materials design was the goal of the designed materials. The

basic competences were the general purposes of the designed material and then

the researcher specified the indicators of each topic. The competence standard and

basic competence describe the indicators which the students are expected to be

able to do after learning English in certain time. Therefore, the online Moodle as

e-learning media in teaching English for the industrial internship students would

be designed in a way that helps the students master these competences. By stating

the learning indicators, it was expected that the researcher know how to measure

whether or not the competences have been mastered by the students.

The researcher considered learners’ computer capabilities, infrastructure and connectivity to decide instructional strategy, delivery strategy, and

evaluation strategy applied in online Moodle. Understanding whether learners

have easy access to network systems is important. Some activities can be carried

out only with the support of good internet connection, while others can be

developed for self-paced e-learning. If there is limited internet connectivity, the

learners can use offline formats to take all or parts of the course. Knowing

bandwidth limitations helps researcher to choose the right delivery format. The

following is a rough estimate of connection speeds required by various e-learning

Table 4.5 Rough Estimate of Connection Speeds Required by Various E-Learning Formats

E-Learning Format Speed of Internet Connection to Use

Video conferencing, live webcasting From 100 Kbps to 2 Mbps

Audio conferencing From 54 Kbps to 128 Kbps

Application sharing, animation From 256 Kbps to 1 Mbps

Whiteboard, slides From 56 Kbps to 384 Kbps

Chat, instant messaging 128 Kbps

E-mail, discussion forums, screens with text

and images

From 56 Kbps to 128 Kbps

Based on the need analysis in the previous step and the information

above, the researcher used collaborative methods as instructional method which

emphasize the social dimension of learning and engage learners sharing

knowledge and performing tasks in a collaborative way. They include online

guided discussions, collaborative work and peer tutoring.

Guided discussions are designed to facilitate learning and improve

knowledge and skills. The teacher asks learners questions to stimulate and guide

reflection and critical thinking. These discussions complement other methods,

such as a presentation, research or a case-based exercise. Guided discussions also

facilitate communication and knowledge sharing among learners.

Collaborative work is designed to make students work together to

18. The web provides supporting tools

(dictionary, YM Chat, comment box, etc) 1 1 2 4,5 19. The Moodle Learning Model is easy to

navigate (provide clear instruction) 2 2 5 20.. The Moodle Learning Model is free from

technical problem. 1 1 2 3.5

21.. The Moodle Learning Model has a

consistency (colour, layout, font and capitalization) are consistent from screen to screen.

2 2 4

22.. Generally, the learning model is well

designed 2 2 5

Total 2 32 10 44 92

Total score 184

No Statements

Point of Agreement

Central Tendency

1 2 3 4 5 N Mn

The content of online moodle

1. I enjoy doing the various activities

presented in online moodle 3 27 6 36 4.08 2. I like learning English using online

moodle 33 3 36 4.08

3. The material in online moodle help

me comprehend the materials better 2 29 5 36 4.08

4. The tasks’ instructions are clear and

easy to follow 35 1 36 4.03

5. The quizzes encourage me to study

hard 35 1 36 4.03

6. The activities and tasks stimulated

my learning 34 2 36 4.06

Percentage 0 0 2 89 8 Mean 4.06

User interface

7. The layout of the online moodle is

user friendly 34 2 36 4.06

8. The online moodle provides enough

supporting content and tools 35 1 36 4.03 9. The screen displays are interesting

and easy to understand 33 3 36 4.08

Percentage 0 0 0 94 6 Mean 4.06

Flexibility

10. Online moodle is not disturb my time

in doing internship 31 5 36 4.14

11. Online moodle trains me to be an

autonomous learner 2 34 36 3.94

12. I can access Online moodle by using

my gadget 31 5 36 4.14

13. I can keep in touch with my friends

through forum in online moodle 36 36 4.00 14. Moodle offers me flexibility in terms

of time and place to learn 30 6 36 4.17 15. I experience no difficulty to

participate in the activities in online moodle

1 34 1 36 4.00

Percentage 0 0 1 91 8 0 Mean 4.06

APPENDIX 7: THE SCREENSHOTS OF THE ICONIC MODEL (FINAL VERSION)

Front Page Before Login

Course

Quiz (True answer)

Score

Server Status

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