A MOODLE LEARNING MODEL
FOR INTENSIVE READING AT THE UNIVERSITY LEVEL
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree
in English Language Studies
by
FX. Risang Baskara 116332034
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
i
A MOODLE LEARNING MODEL
FOR INTENSIVE READING AT THE UNIVERSITY LEVEL
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree
in English Language Studies
by
FX. Risang Baskara 116332034
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
YOGYAKARTA
vi
ACKNOWLEDGEMENTS
I would like to deliver my sincere gratitude to God and people who have
been supporting me during the thesis writing.
I would like to extend my deepest gratitude to My Savior Jesus Christ for
His endless blessings. Without Him and His blessings, I would never have
finished my thesis. I also give my thanks to my parents for their prayers,
encouragement and support.
I am most grateful to my thesis advisor FX. Mukarto, Ph.D., for his
patience, hospitality, and guidance during my thesis writing. His criticisms and
advice have been very supportive and helpful.
I am also indebted to Dr. B.B. Dwijatmoko and Dr. J. Bismoko, for their
creditable inputs and suggestions during the Grand Thesis Seminar. I am also
thankful to Dr. Novita Dewi, M.S., M.A. (Hons), for the knowledge she shares
during my study in KBI.
I would like to give my special thanks to my SEAMOLEC classmates – Mbak Sisca, Pak Joko, Mbak Dita, Daniel, Hebi, Uke, and Diaz for their support
and care. I am glad we are friends as I learn a lot from them. I also thank all my
2011 classmates and Mbak Lely for the warm and friendly environment.
vii
This graduate thesis is dedicated to
My beloved mother My generous father
viii
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF ORIGINALITY ... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... v
ACKNOWLEDGEMENTS ... vi
DEDICATION PAGE... vii
TABLE OF CONTENTS ... viii
LIST OF TABLES ... xii
LIST OF FIGURES ... xii
LIST OF APPENDICES ...xvi
ABSTRACT ...xvii
ABSTRAK...xviii
CHAPTER I: INTRODUCTION A. Research Background ... 1
B. Problem Identification ... 5
C. Research Limitation ... 8
D. Research Delimitation ... 8
ix
F. Research Goals ... 9
G. Product Specification ... 9
H. Research Benefits ... 10
CHAPTER II: LITERATURE REVIEW A. Theoretical Review ... 11
1. Review of Related Research ... 11
2. Reading ... 15
a. Nature of Reading ... 15
b. Approaches in reading EFL classrooms..………...……..………… 16
c. Types of reading ... 18
d. Reading Strategies………..19
3. Computer-Assisted Language Learning Theory... 23
4. E-Learning (Electronic Learning)... 27
a. Definition of E-Learning ... 27
b. Learning Concepts in E-Learning ... 28
5. MOODLE ... 28
a. Definition……….28
b. Features of Moodle………..29
6. Instructional Design Model………...31
x CHAPTER III: RESEARCH METHODOLOGY
A. Research Method ... 41
B. Research Respondents ... 46
C. Research Instruments ... 47
D. Data Gathering Procedures ... 57
E. Data Analysis Procedures ... 58
F. Research Procedure………. 60
CHAPTER IV: RESULTS AND DISCUSSION A. Theoretical Model of the Moodle Learning Model ... 62
1. Research and Information…….. ... 62
2. Planning ... 67
B. Iconic Model of the Moodle Learning Model ... 71
1. Preliminary Form of Product Developing ... 73
2. Preliminary Field Testing ... 81
3. Main Product Revision ... 86
4. Main Field Testing ... 89
5. Operational Product Revision………..123
xi
BIBLIOGRAPHY...137
xii
LIST OF TABLES
Table Page
3.1 Needs Analysis Questionnaire Blueprint ... 50
3.2 Expert Validation Questionnaire Blueprint ... 51
3.3 User Validation Questionnaire Blueprint ... 54
3.4 Data Collection ... 57
3.5 Data Gathering Techniques ... 58
3.6 Degree of Agreement ... 59
3.7 Research Procedures ... 61
4.1 The Results Summary of Needs Analysis Questionnaire ... 67
4.2 Topics of the Learning Model ... 68
4.3. The Organization of Subject Contents ... 68
4.4 The General Purposes ... 69
4.5 The Learning Indicators ... 70
4.6 Summary of the First Part of Expert Validation Questionnaire ... 82
4.7 Meanings of the First Part of the Expert Validation Questionnaire ... 84
4.8 Results of Essay Questions of Expert Validation Questionnaire ... 85
4.9 The Statements in the Questionnaire for User Validation... ..94
4.10 Meanings of the First Part of the User Validation Questionnaire ... ..96
xiii
LIST OF FIGURES
Figure Page
2.1 ADDIE Instructional Design Model ... 34
2.2 Theoretical Model and Iconic Model Development ... 35
3.1 R & D Adopted Cycle Collaborated with ADDIE Model ... 45
4.1 File Feature ... 73
4.2 Folder Feature ... 74
4.3 Label Feature ... 75
4.4 URL Feature ... 75
4.5 True / False Quiz ... 76
4.6 Forum Feature ... 77
4.7 Clock Widget ... 78
4.8 Calendar Widget... 78
4.9 Mini-game Widget ... 79
4.10 Dictionary Widget ... 80
4.11 Pictures in the Learning Model ... 80
4.12 Revision on Interface ... 87
4.13 Revision on Instruction ... 88
4.14 Revision on Activities ... 88
4.15 First Topic ... ..90
4.16 Second Topic ... ..91
xiv
4.18 Fourth Topic ... 93
4.19 Mode of Statement Nineteen ... 98
4.20 Mode of Statement Twenty ... 99
4.21 Mode of Statement Twenty-One ... 100
4.22 Mode of Statement Twenty-Two ... 101
4.23 Mode of Statement Twenty-Three ... 102
4.24 Mode of Statement Twenty-Four ... 103
4.25 Mode of Statement Twenty-Five ... 104
4.26 Mode of Statement Twenty-Six ... 105
4.27 Mode of Statement Twenty-Seven ... 105
4.28 Mode of Statement Nine ... 107
4.29 Mode of Statement Fourteen ... 107
4.30 Mode of Statement Fifteen ... 108
4.31 Mode of Statement Seventeen ... 109
4.32 Mode of Statement One ... 110
4.33 Mode of Statement Three ... 111
4.34 Mode of Statement Five ... 111
4.35 Mode of Statement Six ... 112
4.36 Mode of Statement Eight ... 113
4.37 Mode of Statement Twelve ... 113
4.38 Mode of Statement Sixteen ... 114
4.39 Mode of Statement Four ... 115
xv
4.41 Mode of Statement Two ... 117
4.42 Mode of Statement Ten ... 117
4.43 Mode of Statement Eleven ... 118
4.43 Mode of Statement Thirteen ... 119
4.45 Mode of Statement Eighteen ... 119
4.46 Advertisements in Moodle ... 124
4.47 Pictures in the activities ... 125
4.48 Google custom search engine... 126
4.49 Wikipedia widget ... 126
4.50 Pac man original widget ... 127
4.51 Remote RSS Feeds block ... 128
xvi
LIST OF APPENDICES
Appendix Page
Appendix A: Questionnaire for Needs Analysis ... 142
Appendix B: Questionnaire for Expert Validation... 144
Appendix C: Questionnaire for User Validation ... 149
Appendix D: The Results of the Questionnaire for Expert Validation ... .154
Appendix E: The Results of the Questionnaire for User Validation ... 159
Appendix F: The Intensive reading Course Syllabus ... 165
xvii
Baskara, FX. Risang. 2014. A Moodle Learning Model for Intensive Reading at the University Level. Yogyakarta: Graduate Program on English Language Studies,Sanata Dharma University.
E-Learning settings have a role in the teaching and learning process. Designing adapted e-learning materials requires great requirements on web design, software design skills, and time. A substitution to this can be an organization of materials within learning management systems. Moodle, as a form of e-learning, is “open source”, allowing teachers to adapt the materials to individual needs. It also connects very well with many web-based resources, allowing teachers creativity and versatility. Therefore, it is considered necessary to develop a Moodle learning model, especially for intensive reading at the university level. Two research problems were formulated: (1) What is the theoretical model of the Moodle learning model for intensive reading at the university level like? (2) What is the iconic model of the Moodle learning model for intensive reading at the university level like?
To answer the research questions, the ADDIE Instructional Design model consisting of five phases: Analysis, Design, Development, Implementation and Evaluation was employed. The model were combined with the Borg and Gall’s cycles of Research and Development: Research and Information Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing and Operational Product Revision. The data were obtained through questionnaires, which were distributed to the intensive reading class students of the English Letters Study Program of Sanata Dharma University and also to two lecturers of the English Letters Study Program of Sanata Dharma University.
The results of the research are the theoretical model and the iconic model of the Moodle learning model. The theoretical model presents the features and widgets that were selected according to their suitability with the theory of intensive reading as well as with the CALL principles. The first feature used was
resources in the form of File, Folder, Label and URL. The second feature was
quiz in the form of multiple choice. The last feature used was forum. The widgets added were clock, calendar, game, and online dictionary. The iconic model was developed by making some revisions based on the results of the expert validation and the user validation. The iconic learning model could be accessed on readingclass.mld2.com.
xviii
Baskara, FX. Risang. 2014. A Moodle Learning Model for Intensive Reading at the University Level. Yogyakarta: Graduate Program on English Language Studies,Sanata Dharma University.
Situasi e -learning memiliki peran dalam proses belajar mengajar . Merancang materi e-learning yang sudah diadaptasi membutuhkan tuntutan tinggi pada desain, keterampilan pemrograman, dan waktu. Sebuah alternative yang lain bisa dengan sebuah kumpulan materi dalam sistem manajemen pembelajaran. Moodle, sebagai salah satu bentuk e-learning, adalah “sumber terbuka", yang memungkinkan para guru untuk mengadaptasi bahan-bahan untuk kebutuhan individu . Moodle ini juga terhubung dengan sangat baik dengan banyak sumber berbasis web, yang memungkinkan kreativitas dan fleksibilitas para guru. Oleh karena itu, dipandang perlu untuk mengembangkan model pembelajaran Moodle, terutama untuk membaca intensif di tingkat universitas. Terdapat dua rumusan masalah: (1) Seperti apakah model teoritis dari model pembelajaran Moodle untuk membaca intensif di tingkat universitas? (2) Seperti apakah model ikonik dari model pembelajaran Moodle untuk membaca intensif di tingkat universitas?
Untuk menjawab rumusan masalah tersebut, digunakan model perancangan instruksional ADDIE yang terdiri dari lima fase, yaitu: Analisis, Perancangan, Pengembangan, Implementasi dan Evaluasi. Model perancangan tersebut digabungkan ke dalam siklus Penelitian dan Pengembangan milik Borg dan Gall: Penelitian dan Pengumpulan Informasi, Perencanaan, Pengembangan Bentuk Awal Produk, Pengujian Awal di Lapangan, Revisi Produk, Pengujian Utama di Lapangan dan Revisi Produk Operasional.. Data diperoleh melalui kuesioner yang dibagikan kepada siswa kelas membaca intensif di Program Studi Sastra Inggris, Universitas Sanata Dharma dan juga untuk dua orang dosen dari Program Studi Sastra Inggris Universitas Sanata Dharma.
1
CHAPTER I INTRODUCTION
This chapter provides general explanations of what the researcher discuss in
this thesis. The introductory part contains several subheadings, namely: Research
Background, Problem Formulation, Problem Limitations, Research Objectives,
Product Specification, and Benefits of the Study. The research background gives
the reason why the research is necessary to study. The problems limitation
explains the theoretical and technical limitations of the study. The problem
formulation specifies the questions that the study wants to answer. The research
objectives state the goals that the study aims to achieve. The research benefits
state the advantage that readers will gain by reading the thesis.
A. Research Background
The Internet is a worldwide network of computer networks. It provides
language teachers with network-based teaching environments in which they can
create meaningful responsibility and use diverse materials for language learners.
The hypermedia nature of the Internet, specifically, has greatly expanded the
power of computer-assisted language learning (CALL) by permitting learners to
explore and discover their learning ways themselves and offering them easy
access to an on-line database of resources. With a variety of hyperlinked
Web can support language teachers to integrate Web resources into the language
classroom (Warschauer, 2001). It could be moreover a virtual library that has a
huge measure of qualified data valuable to English as a second language (ESL)
teaching (Warschauer & Healey, 1998). Moreover, Web-based language learning
has the potential to increase learner cause and engage learners in habitually
authentic and remarkably interactive language experience (Chun & Plass, 2000).
The unique attributes of networked multimedia environments, such as instant
access to the abundant information on the Internet, the capabilities of synchronous
and asynchronous communication, and the use of nonlinear forms of information
presentation, make the Internet a strong candidate for use in language learning and
acquisition (Chun & Plass, 2000). Therefore, web based learning is becoming
increasingly utilized by educators as a supplement to traditional, face-to-face
instruction. Moreover, Felix (2002) pointed out that what really matters in web
based learning is the communication among users of the web. Similarly, Hoven
(2001) indicated that a learning environment is the essentially intangible conflux
of teachers, learners, physical resources (e.g. technology and library), soft
technology (e.g. Internet facilities), and the network among all of these. Only
when such a learning environment is established, can learning be fostered through
exploration, communication, and collaboration. He also (2001) stressed that
learners must develop skills to access information from appropriate sources,
effective and creative decision-making. Many universities worldwide have
attempted to identify similar qualities they aim to inculcate in their graduates.
These days with the fast dispersion of the Internet, frameworks furnishing
whenever and at whatever location electronic learning have ended up being
conceivable. This sort of online is one of the best systems to supplement up close
and personal lessons in classrooms. For instance, electronic learning has favorable
circumstances in that self-regulated and agreeable learning between learner and
educator is conceivable. In the not so distant past, electronic learning apparatuses
of different sorts or composing devices that might be used for instructing and
learning have been presented diversely. However, as a matter of fact, in Indonesia
is old fashioned, making it almost innovatively unlikely to execute a framework
where instructors can make substance, and transfers to the server and performs
nonstop upgrades, and therefore the framework would not be able to convey
online substance of exceptional value. One such framework improved for
educators for operating learning, which attempts to beat this imperfection and give
online substance of exceptional value, is the Moodle.
As one of prominent universities in Yogyakarta, Sanata Dharma
Univeristy attempts to facilitate students with the Internet connection through
establishing computer laboratories and providing hotspot area for both teachers
and students. It is intended to conduct a better teaching and learning process at
campus. However, the web-based tool which specifically utilizes the Internet and
web-based Learning Management Systems (LMS) that support teaching/learning
process and MOODLE is one of them. It has some useful features which facilitate
the students to share links to relevant sites that support their writing (link sharing),
publish students’ writings into threaded form (conferencing) and give students
opportunity to have individual consultation (personal messaging). Considered as a
useful site, the researcher has not found any instructional materials which utilize
this tool which becomes the main reason for conducting this research.
Moodle is an application program that can change the learning media into
the form of a web. This application enables learners to enter a “digital classroom” to access the learning materials. Moodle provides interactivity which is able to
provide interaction room for the user (student) with the program. This interaction
is undertaken in two conditions, first, the effectiveness of the program in
providing clear instruction, and second, how the program could give feedback on
students’ learning. Furthermore, usability or flexibility is the second requirement
to justify Moodle as media to teach language particularly the teaching reading. Usability refers to easiness and interest the program might offer to the students to
conduct the distance learning via internet. In addition, the usability or flexibility
of CALL program is seen on side where students could easily explore the learning
materials on the website. The next aspect is performance. The performance is
viewed as images used by the application to lead students’ interest. In developing
with sounds, picture and video as well. The presence of images, sound and video
might be beneficial to assist students comprehend the reading passages. This
multimedia of course would be a value for students’ further learning particularly in reading lesson. Those aspects will be very beneficial in learning reading. All
the reasons above have become the motivation to design a Moodle learning model
for intensive reading in particular. It was because Reading is one of the English
language skills aside from Listening, Speaking and Writing. Therefore, it is one of
the subjects offered in the study program in which this research will take place.
Access to teach has also become one contributing reason since it would certainly
ease the procedure regarding the permission to teach
B. Problem Identification
The open source LMS is a framework for administering learning based on an
open-source model that opens the source code of the system to unspecified people
for utilization, correction, and redistribution. Recently, among the LMSs in
utilization free of charge appropriation on the groundwork of open-root
programming, frameworks for administering learning are reconciled by Moodle
LMS (Shin, 2008). The Moodle LMS open-source programming could be thought
about to be programming consenting to the rationality of Network 2.0 in that it
indicates the starting of an Internet in which the user absolutely cooperates and
produces and imparts informative content and learning (Min, 2008). Along these
for educators for maintaining learning, which can furnish electronic online
addresses of great value. The Moodle LMS utilizes constructivism-learning
hypothesis as the organization in examination with different LMS frameworks.
Even though in light of the fact that the record plan is isolated, boosting user
benefit, and flexibility, it has offers that are advantageous for educators to use.
Moreover, the security and administration tools are unyielding and the IMS /
SCORM standard of educational content improvement is supported (Park, 2008).
There are two approaches in teaching students to understand information
in the context of reading; namely an extensive approach and intensive approach
(Aebersold and Field, 1997: 42-46). According to Aebersold and Field (1997: 43),
an extensive approach in teaching reading is mainly relied on “the belief that
when students read for general comprehension large quantities of text of their own
choosing their ability to read will consequently improve.” Thus, most activities of teaching and learning reading are mostly applied outside of the classroom. In
addition, the other intensive teaching reading approach puts teacher’s role to
monitor students’ reading activities particularly in providing direction and
assistance just before the activities are applied. When students start doing their
reading activities, teacher is urged to make sure that students might have arrived
on proportional understanding toward the materials they select. Teacher is
determined to make some reading exercises to find certain level of students’
reading comprehension, understanding what is either implied or stated in the
within the reading (Aebersold and Field, 1997: 45). In addition, teacher is to be
observer where he keeps himself away from students’ reading activity. Teacher in
this space is expected to record students’ progress that later he might have it as
valuable information in organizing feedback to their students.
All the reasons above has built up the researcher’s way of thinking to
design a web-based tool to teach Intensive Reading subject, that is one of the
obligatory subjects offered in the first semester in English Letters Study Program
of Sanata Dharma University, with the use of information technology that focus
on an Open Source website, so-called MOODLE. How is a web-based learning
tool using Moodle designed? What kind of attitudes come up while they are
learning Intensive Reading by using information technology? What are the
advantages and disadvantages of the use of Moodle in teaching and learning
Intensive Reading subject? In further learning, they can automatically learn by
themselves, autonomous after several times, so it investigated „how to’, „why’ and „what’ questions.
In conducting the research, the researcher identify how MOODLE can be
applied toward the students of English Letters Study Program in learning
intensive reading subject. By applying the media, hopefully, they can engage in
asynchronous collaboarative forums where they present and share their paper
topics with peers, thus they become autonomous, empowered and get
C. Problem Limitation
In order to make constraints of this research, the researcher determines
some limitations. First, this research focuses only on the developing materials for
English Reading skill, not discussing the material design of other skills, such as
Speaking, Writing, and Listening. Second, the research employs the theory of
reading, and Computer Assisted Language Learning Theory in designing the
materials. Third, the goals, general purposes, and topics of the materials are
arranged in accordance with the curriculum as formulated in the syllabus for
Intensive Reading subject. Fourth, the tool which is utilized in this study is Online
MOODLE which is one of many web-based Learning Management Systems
(LMS). One reason why the researcher chooses Moodle as the tool and not other
electronic tools is because no HTML or PHP or any form of web knowledge or
skills needed by users. Thus, teachers and students will access it easily. The
population used in the sampling of the research is also limited to forty eight
students of semester I from two chosen classes of English Letters USD. Further
explanation about the research subject will be elaborated later on in the Chapter
III.
D. Research Delimitation
There are some recommended programs used to enhance the students’ learning. Among those recommended programs, Moodle is chosen because
reading. Moodle offers so many features to help conveying the materials.
However, in this research, only some of those features will be used due to the
limitation of time.
E. Research Questions
The researcher proposes two questions to be answered, and thus being the
guideline of the process of research and the writing. Those questions are:
1. What is the theoretical model of the Moodle learning model for Intensive
Reading at the university level like?
2. What is the Moodle learning model for Intensive Reading at the university
level like?
F. Research Goals
First, this research aims to present the theoretical model that will serve as
the basis for the development of the iconic model. Next, this research aims to
develop the practical or ready-to-use model that will be implemented to the
students.
G. Product Specifications
The name of the model is Moodle-based Intensive Reading Model for
University Level. The targeted users are the second semester students of English
to improve the students’ ability read intensively. The materials that will be presented in the model are mainly the theories on intensive reading and the skills
in the intensive reading. This model is in the form of a website. Moodle software
is used to design the model. The allocated time is four meetings.
H. Research Benefits
The results of this research are expected to be beneficial theoretically and
practically. For the theoretical benefit, the model is expected to give the readers
and also the future researchers a thorough knowledge on the result of this research
in order to expand the use of Moodle for other subjects or English skills. As for
the practical benefit, this research produces an iconic model-gadget on intensive
reading that is ready to use. The gadget functions to familiarize future students to
the use of Moodle and also to help students learn intensive reading in particular.
The practical benefit will be independent students who are able to utilize
11
CHAPTER II LITERATURE REVIEW
This chapter discusses the theories and how they are used in answering the
questions in the problem formulation. The chapter of literature review is divided
into: (1) theoretical review; (2) theoretical framework. The theoretical review
covers the relevant theories, which are essential for the analyses. The theoretical
framework gives description on how the reviewed theories are used in the
analyses.
A. THEORETICAL REVIEW
This theoretical review would discuss the theories used in this research.
Those theories are the (1) Review of Related Research, (2) Reading, (3) CALL
Theory, (4) E-learning, (5) Moodle, and (6) Instructional Design Model.
1. Review of Related Research
There is a similar research that was conducted by a colleague, Patricia
Angelina Lasut, S.Pd., M.Hum. There are some similarities between the
researches. Both researches aim to develop a Moodle learning model to learn
English language skill. Both researches are also conducted at Sanata Dharma
University, Yogyakarta. The difference between these researches lies in the
particular skills and materials learned by the students. This research will develop a
essay writing. The product of this research will be able to be used by the
university where the research was conducted. This research can also serve as a
model for future researchers to develop a learning model that focuses on the other
English skills: speaking, reading and listening. In general, this research is
important as it will provide a learning model that can be used locally, nationally
and globally in relation to essay writing learning and as a model for developing a
learning model for the other skills.
Some researchers have already done similar research although they discussed
different aspect of the use of Moodle. The first is titled A Study Concerning the Use of Moodle at Kanda University of International Studies written by Nicholas Yates and Roman Delgado (2011). The result of the study was that the English
Letters Studies in Kanda University of International Studies is on ongoing belief
in the potential that Moodle has to positively enhance language learning has
warranted a study being conducted on Moodle usage. They also stated that there
were limitations with regards to be the effectiveness of the survey, for example
only those educators who had already implemented Moodle into their courses who
were selected to participate in the survey (Yates and Delgado, 2011).
The second research is titled Building a lexical syllabus on Moodle with web concordancers for EFL productive academic vocabulary written by Ming-Chia Lin (2010). She focused her research on the study examined the usefulness of an
e-referencing tools, the learners seem to expand their productive AWL uses to some
extent. The results indicate that the lexical syllabus is relatively effective in
enhancing the depth of learners’ academic vocabulary, while the growth of
vocabulary size is less significant. Lin (2010) also highlighted that the productive
uses of AWL items in the learners’ essays also expand to some extent. This appears to contribute to the learners’ overall writing quality, according to the
rating of the ESL Composition Profile. Besides the quantitative testing results, the
learners also expressed positive attitudes towards the design and functions of the
online lexical instruction.
The third research is titled How Moodle can help Saudi Arabian universities create online communities for collaboration, learning and social knowledge management written by Osman Z. Barnawi (2008). He focused his research on the improvement of the use of Moodle. He dedicated his research for teachers
particularly the language teacher. Based on the research that he did, he proposed
nine ideas to enhance the Moodle usage. Barnawi also highlighted that Moodle,
with its emphasis on constructivist and social constructionist approaches to
education, offers media tools to achieve the objectives of a social
constructivist-based classroom. It is a platform to access and manage collaborative materials for
teaching and learning online. It is a platform where teachers and students can
learn together. Innovative teachers should not wait for their institutions to install a
perfect CMS; instead, they should join the Open Source movement to construct
Moodle online community of be updated by participating, interacting, and sharing
their experiences, needs and interests (Barnawi, 2008).
The previous studies enrich the researcher’s point of view in developing the
designed learning model. It was stated that learning reading utilizing technology
would improve the students’ confidence. The use of blended learning which combines online and traditional create was more effective experience for students’
learning. Another researcher stated there are many ways to improve the Moodle’s performance. By reviewing those three studies, the researcher tries to explore
more in developing the designed learning model. This research is intended to
make a learning model, which is concerned about the practice of students’ intensive reading skill using Moodle. The users of this learning model will be the
students of English Letters, Study Program, Sanata Dharma University. The
researcher conducts the research with thirty students of English Letters, Study
Program, Sanata Dharma University, and two lecturers of English Letters, Study
Program, Sanata Dharma University. Each participant will be given different
research instrument based on the research step that they are going to engage with.
In developing the learning model, the researcher adopts the materials
development’s step from ADDIE (Rodger, 2002) which is put under the umbrella of R & D (Borg and Gall, 1983). There are some parts in the learning model
provided for the users. The users will learn from the presented materials as the
main activity and practice by the provided quizzes and exercises. Then the users
is expected that the users or so called the students are able to practice the intensive
reading skills in order to be more competence as the part of students of English
Letters department.
2. Reading
Reading is the main skill that will be learned in this research. Therefore, it is
important to know about reading in depth.
a. Nature of Reading
As described by Grabe (1997) reading is a communication between reader
and text. Grabe states that reading involves efficient knowledge of world and a
given topic also an efficient knowledge of the language. As it is described, reading
requires a rich background, and also some ability to comprehend the texts. In
contrast, Rebecca & Sadow (1985) claim that reading is related to language and it
requires being efficient in L2. Reading is one of the four main skills in language
learning and also one of the hardest one for a foreign language learner. Moreover,
this situation is stated by writers: According to Susser and Robb (1990), reading is
a skill, that is most emphasized in a traditional FL teaching.
In the context of second (ESL) or foreign language (EFL) learners, reading
is considered as a complicated process because they usually don’t have enough
language background and knowledge that they can get to the task of obtaining
literacy as do first language learners. Therefore, reading comprehension strategies
must be taught directly with modeling to reveal how reading tasks can be
instruction that involves directly teaching reading strategies is especially
recommended for second or foreign language readers (Ediger, 2001). English
language learners in an EFL context, such as Indonesia, do not have much
exposure to foreign language use. Therefore, reading English texts plays a vital
role for Indonesian students to improve their English skills as a whole.
Reading is categorized into two categories: initial reading and reading
comprehension. Initial reading is a work made by readers who have not been able
to learn reading, while reading comprehension is an activity meant to understand
the messages of a particular text (Williams, 1998). The teaching of reading as a
foreign language (EFL reading) in Indonesia can be commonly involved in the
teaching of reading comprehension. This is because it goals to develop the skills
of learners, who have been able to read in their first language and in EFL, in
understanding the meaning of a written text. Thus, the term reading in this context
refers to the nature of reading in this sense, not to the initial reading.
b. Approaches in reading in EFL classrooms
Some scholars believed in the bottom-up approach in order to define the
condition of the reader. In this approach reader puts together letters to form words,
clauses, sentences, and paragraphs to understand the meaning. Thus, by doing
this, reading activity is conducted by the structure of the text that is read by
language learners. In line with Miller (2007) bottom-up processing assists
students to become a fast and good reader but on the other hand, without having
be effective. In the contrary, other researchers focus on the top-down approach
that is theoretically driven. This encourages students to use their background
knowledge in order to make predictions about the texts they read (Carrel, 1998).
In the top-down understanding of foreign language reading, not only is the reader
an active participant in the reading process, making predictions and processing
information, but all in the readers’ previous understanding or background information has a substantial part in the process. Miller (2007) in his study traces
upon reading strategies; he offers evidence about thirty years ago and recent times
also. Miller also states that reading was constructed on top-down skills about
thirty years ago, the main concern of reading was "meaning". In this technique,
teachers were supporting students to use their background knowledge in order to
improve their reading comprehension. On the other hand, Miller states that there
has been a modification from bottom-up skills to top-down ones recently; it
emphases on firstly the exact, literal comprehension of the text.
Hayashi, who investigated university students in Japan (1999), states that
students in his research may have used numerous reading strategies while
performing reading activity, he highlights the "top-down" and "bottom-up"
strategies. In addition, he also states that, after his research with Japanese
students, in their first stages of learning they use dictionary, memorization of
words, taking notes and translation word-for-word into L1. In the advanced stage,
stages students use strategies such as "transitional words", "finding clues" and
using background knowledge.
c. Types of Reading
The theories on foreign language teaching commonly divides two skills of
reading: intensive and extensive reading. Intensive reading is a slow reading of a
text meant to identify each unidentified word, grammar structure, and style.
Intensive reading is related with short texts used to make students discover the
meaning and get familiar with the writing tools. It also frequently includes
translation of the read passage. It is used to practice or focus on specific lexical,
syntactical or discoursal aspects of the target language or to practice a selected
reading strategy (Hedge, 2003). However, Hedge (2003) states that it is "only
through more extensive reading that learners can gain substantial practice in
operating these strategies more independently on a range of materials." As the
main importance is on structures of the text, rather than on its semantic context,
the reader’s attention in the story may be reduced. The main objective of intensive reading, though, is complete and thorough understanding of the text, thus it is
made use of when the reader encounters a more challenging foreign language
reading. However, intensive reading requires a lot of patience and attention, it
helps strengthen the reader’s knowledge.
In contrast, extensive reading emphases on the gist of the story, and very
little consideration is paid to details. Some authors define it as activities of
reader predicts the meanings of words and uses a dictionary only to translate key
words essential for the general meaning of the text. This sub skill supports to get
the sense of the language. While intensive reading deals with shorter texts,
extensive reading is generally related with reading large amounts of material.
Until, however, students read in quantity only, they will not become fluent
readers. Extensive reading inspired by Krashen"s Input Hypothesis, has been
readopted in various EFL schools and universities since students are asked to read
independently using available material online or at their reach (Hedge, 2003). As
stated by Hedge, extensive reading differs according to students’ motivation and school resources. Then, the teacher has to find the appropriate material to meet the
students’ needs. Extensive reading is an individual activity that can be not only in
class but also at home. It helps students to find their way to be independent.
Learners can be allowed to select their own reading materials according to their
interests and level of language they have. Hedge (2003) describes the advantages
of extensive use in the following lines: Learners can build their language
competence, progress in their reading ability, become more independent in their
studies, acquire cultural knowledge, and develop confidence and motivation to
carry on learning. Thus, both intensive and extensive reading should be applied in
the learner’s reading skills development.
d. Reading Strategies
Achievement in reading comprehension is not a natural ability and it can
the progress of reading process have to be taken into consideration. The variables
are the reader, the text, the strategies, and the goal. As far as the reader is
concerned, his reading skills are vital, as well as his interest in the topic. Factors
as laziness or ignorance play a substantial role as well. All these factors influence
the success in reading. Furthermore, the type of the text has an effect on the
reading process, as there is a certain point of difference in difficulty between a
number of types, e.g. between a novel and a scientific text. The most significant
factor, however, are reading strategies, as they affect reading in the most
significant way. Either unsuccessful language learners can use too few reading
strategies, or they can use them in a confused way, which obviously weakens
reading effectiveness. Furthermore, the reader’s purpose for reading is vital, as various purposes apply the use of specific strategies. If the reader only wishes to
collect general information, he will engage strategies appropriate for this goal, e.g.
skimming. If, for example, he looks for more specific information, the best
strategy to apply would be scanning.
There are many different reading strategies, but they are all based on the
same basic assumptions. Initially, the reader should think about the objective for
which he is going to comprehend the text. Then, the reader should find the title,
headings, pictures, or any other visual cues accompanying the text. Next, the
reader is directed to read the introduction and conclusion, or to read the first line
in every paragraph, and only then the whole text. Then, the entire reading should
reading. Next, the reader should take notes as he reads. Then, when the reader has
problems with understanding a passage, he should stop and reread it once more.
Next, long texts need to be divided, as the longer the reader works with the text,
the less he can focus on it entirely. Lastly, the reader ought to retell difficult
material in his own words, and possibly answer the questions concerning the
contents of the text. After the reading has been completed, the text should be
considered in three ways. The reader ought to think about the basic information
provided on the printed page, and then he should draw additional information
from between the lines, and finally, ponder on the meaning of the text referring it
to his own experience (King, 1999). The description of some reading strategies
shall be provided in the subchapters below to illustrate particular steps they entail.
1) Skimming and scanning
If the task of the reader is merely to get an overall idea of the passage, he
is most likely to use the strategy called skimming. This strategy enables the reader
to say what kind of text it is and what kind of information it contains. Thus, the
learner can expect what the passage is about and, consequently, he can activate
appropriate schemata. Skimming is also helpful in deciding whether a text is
relevant for particular reader’s purposes, as the reader can quickly estimate the relevance of the text by skimming it. Since this technique provides the reader with
the main ideas of the text, it affords a logical framework for details to be fitted
skimming the reader does not pay attention to details and can skip new words
providing the text can still be understood.
If the reader’s task, however, is to quickly look for facts or key words and
phrases, scanning should be applied. During scanning, the reader runs his eyes
down the page in search for particular information. If unfamiliar words are
encountered, the reader should look them up in a dictionary, as they can be key
words in the text. Scanning is also very helpful if the reader needs to search out
statements, definitions etc. To sum up, the use of both skimming and scanning
improves retention of important details contained in a reading passage, as well as
the speed of completing a reading task.
2) Speed reading
The aim of speed-reading is to improve the speed at which a text is read
and understood. The second aim is also to improve text comprehension itself.
Owing to speed reading more information can be acquired in a shorter period. To
enhance the pace at which the reader reads and comprehends the text, one should
take such steps as reducing skip-back, reducing fixation time, and expanding the
complex zone.
During reading, the reader does not process a text letter-by-letter, or word
by word, but rather blocks of words by blocks of words. To read blocks of words
effectively, the reader’s eyes should be fixed on blocks as long as possible.
Therefore, the larger the fixation zone, the more effective speed-reading will be.
very important, as the shorter complex time, the more reading speed will improve.
Since the reader processes the text in blocks of words by blocks of words manner,
it may happen that at some point he will fail to understand a block of words, thus,
he will have to move back to it. Such „returns’ are called „skip-backs’. The aim of speed-reading then is to reduce skip-backs to a minimum, as they slow down the
process of reading.
As it emerges, the reading process can be affected by many factors. All of
those factors, however, are reader-dependent. What important is the reader’s proficiency, and what results from it, his knowledge of vocabulary. As vocabulary
is kept in the learner’s memory, also memory plays a very substantial role in the
whole process. Its supplementary task is to activate cognitive schemata.
Appropriate reading strategies, however, are of crucial significance, as they make
the success in the overall comprehension.
3. Computer-Assisted Language Learning Theory
As it is described by Warschauer (1996), CALL is an approach to teaching
and learning foreign languages whereby the computer and computer-based
resources such as the Internet are used to present, reinforce and assess material to
be learned. From the definition of CALL, it can be assumed that computer is the
main aid in conducting teaching and learning activities. Computer assisted
language learning (CALL) is a system of computer-based learning which brings
a technique. The emphasis of CALL is learning, and not teaching. The process
itself is a student-centered learning material, which encourages self-paced
learning.
The emergence of Internet brings about a change in which language can be
authentically used through the interactive function provided by Internet. The
Internet is a media which allows students to build communication, specifically,
synchronous (real-time) and asynchronous (delayed-time) communication of ESL
learners (Warschauer & Healey, 1998). The Internet, with the ability to connect
users throughout the world, has also been extensively examined for its potential to
aid in the development of second language learners’ skills (Davis, 2006).
CALL materials are used in teaching to assist the language learning
process. CALL has also been identified by some other terms such as
technology-enhanced language learning (TELL), computer assisted language instruction
(CALI) and computer-aided language learning, but the main point is the same.
The main point of CALL is that the instructions should enable the learners to learn
on their own using structured and/or unstructured interactive lessons. Structured
interactive lessons is the type that had been systematically organized before and
has scaled through the performance scale, while unstructured interactive lessons is
an spontaneous programs that are formulated and are yet to be subjected to
performance scale.
There are several essential basic assumptions about technology and
means responses given after learners' inputs are assessed by the method to help
learners develop their language competency, which may consist of language
skills. Furthermore, interactive features in CALL guarantee that learning process
takes place when learners involve in the lessons. Well-programmed interactive
CALL lessons will provide feedbacks in terms of scores, guidelines, and
customized lessons that are suitable for individual learners to move on. The
designer of CALL lessons must take into considerations some language
pedagogical principles which may be derived from learning theories
(behaviourism, cognitive, and constructivism) and second language learning such
as Krahshen's Monitor Theory. CALL is not a method. It is a tool that helps
teachers to facilitate language learning process. CALL can be used to reinforce
what has been learned in the classrooms. It can also be used as remedial to help
learners with limited language proficiency.
The next assumption is the value of help and feedback. It is still related to
the aspect of interactivity. CALL most prominent feature is the ability to generate
highly specific feedback whether in form of error analysis or of responses to learner initiatives. By now it’s not very much known about the extent to which help and feedback actually contribute to the language development ofthe average
learner. There is evidence that many, perhaps even most, learners ignore the
availability of help materials even in tasks where itcan be seen clearly that they
whether that use results in learning (that means in change of their knowledge
state) or whether it merelyhelps them over a momentary difficulty.
The next assumption is adaptation to individual preferences. The
individualization of instruction, that is the individualization of the learning process, is one of the most important advantages claimed for CALL generally and for I-CALL from a more specific point of view. This is possible when the students
work independently for their own purposes and at their own pace. It should be
considered that learners vary widely in their learning styles and strategies, that is
their aptitude, motivation, personality or whatever. This is quite an important
advantage of technology: it has the potential to adapt itself and the material it delivers.
The next assumption is centeredness. The issue of
learner-centeredness is closely related to the idea of individualization. In contrast, in a
teacher-centered classroom the teacher controls all language interactions; almost
all dialogue is between the teacher and one student at a time. In a learner-centered
classroom the students talk to each other as much as to the teacher and they have a
fair degree of autonomy in participating in classroom activities. With teacher-centered material design everything the student does is scripted and anticipated by the teacher in the person of the lesson designer. In learner-centered materials the student can make many more choices about what to work on.
4. E-Learning (Electronic Learning)
Moodle is a Course management system (CMS), a software package
designed to help educators easily create quality online courses, thus it is also one
example of e-learning form. Therefore, it is necessary to understand this term in
depth.
a. Definition of E-Learning
E-learning is a method of teaching in electronic form Internet system with
the use of management system. In order to accomplish the technical and material
aspect, approaches for computer and electronic education usage, standards for the
establishment of electronic course and multimedia textbooks, trained teachers for
its realization are needed.
Courses happen online over the use of applications that have distinctive
classroom features such as discussion forums, calendars, and "chat rooms" where
students can connect in real time with one another, with quiz and other activities.
Files, such as word processing documents, sound files, pictures, and videos can be
uploaded to the virtual classroom for observing by students. Therefore, the
"platform" itself is fundamentally a place that looks like a private website and is
intended to work like an electronic classroom. The classes delivered on these
platforms are accessible via the Internet, and are usually private, meaning that
only individuals who are registered for the class can see the password protected
website. A platform for online courses may also be called an LMS (Learning
b. Learning Concepts in E-Learning
There are several basic learning concepts in e-learning. Nedeva (2005)
proposes four learning concepts in e-learning. It is simplicity and
user-friendliness. It has a simple, lightweight, efficient, compatible, low-tech browser
interface. It can be adjusted and personalized to meet the demand and need of the
students. Next, it is a means for feedback and evaluation. Assignments can be
specified with a due date and a maximum grade. Students can upload their
assignments (any file format) to the website. Next, it is summary of the work and
progress of the students during the course. Lastly, it has good opportunities for
communication during the course. A full teacher has full control over all settings
for a course, including restricting other teachers.
5. MOODLE
The learning materials in this research will be developed using Moodle.
Therefore, it is important to know about Moodle in-depth.
a. Definition
MOODLE (Modular, Object-Oriented, Dynamic, Learning Environment) is
one of many web based learning management systems (LMS) through which
teachers can work with students, whether in distance mode or as a supplement to
face to face teaching. Some others include Blackboard, Blog and Nicenet. This
Moodle stands for “Modular Object-Oriented Dynamic Learning Environment. Moodle has already become a term of its own synonymous with a software package designed to help educators create quality online instruction.
Moodle started out as a hobby for Martin Dougiamas and evolved into the topic of
his Ph.D. thesis: “The use of Open Source software to support a social
constructionist epistomology of teaching and learning within Internet-based
communities of reflective inquiry.” It was the brainchild of Martin Dougiamas. It is designed to help educators create quality online instruction (Brandle, 2005).
Besides, Moodle is used interchangeably as a Learning Management System for
developing and delivering Internet-based courses. It is used by a growing number
of universities, schools, and corporations. Moodle is free and without advertising
to anyone who finds it useful.
b. Features of Moodle
This section explains the features of Moodle environment that support the
conditions of L2 learning as described below. Over the years, Moodle has evolved
in a number of ways that makes it more powerful for the teacher's record keeping,
as well as its power to engage the students for more interactive exercises. In the
classroom, it is used to give quizzes, check student understanding of content or
supply information to other useful links and resources. It includes several features
such as class schedule, class assignment, participant profiles, chats, email lessons,
Moodle is based on the social constructivism pedagogy, which relates to
contemporary achievements for increasing interaction among students. Moodle
includes 15 modules – Activity, help and discussion: Assignment module, Attendance module, Book module, Chat module, Choice module, Database
module, Dialogue module, Exercise module, Flash modules, Forum module,
Glossary module, Hotpot module, Journal module, Lesson module, Questionnaire
module, Quiz module, Resource module, SCORM Module, Survey module,
WebQuest module, Wiki module, Workshop module.
The Assignment Module allows students to submit a file for assessment
and feedback from the instructor. A comment box and a pull-down menu for a
grade can be used for feedback. On the other hand, the quiz-making function is
described as Moodle's built in functions that allow you to make different types of
quizzes. Quiz types relevant to language teaching are: Multiple choice,
True/False, Numerical, Matching, Description, and Cloze.
Hot-Potatoes (http://www.halfbakedsoftware.com) is a very popular
authoring program that allows teachers to create browser-based activities. While
"HotPot" activities can be linked as resources within Moodle, one problem until
now has been the tracking of student use — an important feature if one wants to know who has or hasn't done the activities and with what degree of success.
Discussion Forums, a common component of all CMSs, is the discussion
forum or "bulletin board" feature which allows the students to interact with their
systems in that its messages are not only archived in the course but are also sent as
e-mail to the student's registered e-mail address as long as the student has
subscribed to that specific forum.
The Lesson Module allows you to provide information to the students in
small chunks, ask a comprehension question about what they have just learned
and then conditionally branch out depending on their response. It can be used for
stepwise lessons or even as a set of "flipcards" where students review items
answered incorrectly until all the items have been correctly answered. They can
repeat the process if the instructor has permitted multiple passes through the
lesson.
The Attendance Module permits automatic attendance-taking for students
with activity during the stipulated time periods, or by physically clicking on the
attendance module each class period. The instructor can even specify a grade
value for attendance figures, with appropriate adjustments for tardy attendance.
While, the Questionnaire Module, currently under development, will provide an
excellent tool for eliciting student opinions for further discussion either online or
in class.
6. Instructional Design Models
In this part the researcher presents ADDIE Instructional Design Model.
Rogers (2002) develops ADDIE model into five phases. They are performing a
writing the assessment (Design), choosing teaching strategies and instructional
media (Development), teaching the course (Implementation), doing evaluation
and revision (Evaluation).
In the analysis phase, the goals and objectives, the students’ needs, lacks, wants, existing knowledge, and any other relevant characteristics are identified.
Analysis also considers the learning environment, any constraints, the delivery
options, and the timeline for the project. It also deals with determining possible
solutions. This phase is the foundation for all other phases of instructional design.
The outputs of this phase often include the instructional goals, and a list of tasks
to be instructed. These outputs will be the inputs for the Design phase.
This design phase deals with the outputs from the Analysis phase to plan a
strategy for developing the instruction. Here, a systematic process of specifying
learning objectives and test items, selecting a delivery system, and sequencing the
instruction are conducted. Detailed storyboards and prototypes are often made,
and the look and feel, graphic design, user-interface and content is determined
here. The outputs of the Design phase are the inputs for the Development phase.
In the development phase, the actual creation (production) of the content and
learning materials is made based on the Design phase. It builds on both the
Analysis and Design phases. The purpose of this phase is to generate the lesson
materials and activities. The instruction, all media that will be used in the
Implementation is the presentation of the learning experiences to the
participant. During implementation, the plan is put into action. Materials are
delivered or distributed to the student group. The purpose of this phase is to apply
the designed learning model to the students. This phase has to promote the
students' understanding of material, support the students' mastery of objectives,
and ensure the students' transfer of knowledge from the instructional setting.
The evaluation phase aims to evaluate the designed learning model. The
evaluation should occur throughout the entire instructional design process - within
phases, between phases, and after implementation. It consists of (1) formative and
(2) summative evaluation. Formative evaluation is present in each stage of the
ADDIE process; it is ongoing during and between phases. The purpose is to
improve the instruction before the final version is implemented. Summative
evaluation occurs after the final version of instruction is implemented. It consists
of tests designed for criterion-related referenced items and providing opportunities
for feedback from the users. This type of evaluation assesses the overall
perception of the designed learning model. Data from the summative evaluation is
often used to make a decision about the learning model as well as for necessary
improvements.
Figure 2.1: ADDIE Model (Braxton, Bronico, Looms, 2000)
B. Theoretical Framework
This section discusses the synthesis of the theories discussed in the previous
sub chapter as well as their relationship in supporting this research. The researcher
has to understand the underlying principles of the theories in this study as
mentioned in the previous discussion. In relation to the answer of the first research
question, it was necessary to discuss the theory of reading, the pedagogical
aspects of CALL and the Moodle features. Features used in the learning model
would be based on the CALL principles and the theory of writing, and so the
theoretical model would then be reviewed by the experts for improvement. After
revision, the learning model would then be reviewed by the users in order to
obtain feedback to improve it. Revision based on the feedback would be
conducted in order to produce the final iconic model. The model development
framework could be seen in the following figure.
Figure 2.2: A Moodle Learning Model Development
To begin with, as what had been discussed in the previous part, reading is a
skill that generally has to be learned and practiced as it is stated on the theory of
the nature of reading. The theory helps the researcher to differentiate the practice
of the reading skill whether it is intensive reading or extensive reading.
CALL is an approach to language teaching and learning in which computer
technology is used as an aid to the presentation, reinforcement and assessment of
