BLENDED LEARNING; INCORPORATING MOODLE INTO CLASSROOM READING COMPREHENSION ACTIVITIES : A Case Study At A Senior High School In Pangkal pinang.

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BLENDED LEARNING; INCORPORATING MOODLE INTO

CLASSROOM READING COMPREHENSION ACTIVITIES

(A CASE STUDY AT A SENIOR HIGH SCHOOL IN PANGKALPINANG)

A THESIS

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

by Sri Wantoro

1201575

ENGLISH EDUCATION DEPARTMENT SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

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APPROVAL SHEET

SRI WANTORO

BLENDED LEARNING; INCORPORATING MOODLE INTO CLASSROOM READING COMPREHENSION ACTIVITIES (A CASE STUDY AT A

SENIOR HIGH SCHOOL IN PANGKALPINANG) This thesis has been approved by supervisors:

Main Supervisor

Dr. Iwa Lukmana, M.A.

Co-supervisor

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ACKNOWLEDGEMENTS

Alhamdulillahirabbil’alamin, because of Allah SWT, my study is finally completed. In this section, I would like to express my gratitude to people who have given me valuable helps and supports during my study.

First, my great appreciation and heartfelt thanks are dedicated to my supervisors, Dr. Iwa Lukmana, M.A. and Pupung Purnawarman, M.S.Ed., Ph.D. for their continuous encouragement, kindness, tireless assistance, and valuable advice that motivate me very much during this thesis.

Second, my great respects and special thanks are also addressed to Prof. Emi Emilia, M.Ed, Ph.D., the Head of English Department, Dr. Odo Fadloli, M.A., my academic advisor, Prof. Didi Suherdi, M.Ed., the first examiner, and Dr. Dadang Sudana, M.A., the second examiner, for their suggestions, encouragements, and motivations during my study.

Third, I would like to address special gratitude to my beloved wife Erni Yulianti and daughters Jihan and Putri, Papa Sumino and Mama Marsiyah, for their supports, encouragements, never-ending understandings, loves, encouragements, and prayers throughout my study.

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DECLARATION

I hereby certify that the thesis entitled “Blended Learning; Incorporating Moodle into Classroom Reading Comprehension Activities (a case study at a

senior high school in Pangkalpinang)” is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources and they are all properly acknowledged.

Bandung, September 2014

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table of Contents

Page

Approval sheet ... i

Acknowledgments ... ii

Declaration ... iii

Abstract ... iv

Table of Contents ... v

List of Tables ... viii

List of Figures ... ix

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Research Questions ... 4

1.3 Purposes of the Study ... 4

1.4 Definition of Terms ... 4

1.5 Significance of the Study ... 5

1.6 Scope of the Study ... 6

1.7 Organization of Thesis ... 6

1.8 Concluding Remark ... 7

CHAPTER II LITERATURE REVIEW 2.1 Reading Comprehension ... 8

2.1.1 Processes of reading comprehension ... 10

2.1.2 Models of learning reading comprehension ... 12

2.1.3 Classroom reading comprehension ... 14

2.2 Blended Learning ... 15

2.2.1 Characteristics of blended learning ... 17

2.2.2 Elements of blended learning ... 18

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

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

2.2.4 Administering blended learning ... 20

2.2.5 The concept of attitude toward moodle as a form of blended learning ... 23

2.3 Moodle ... 24

2.3.1 Moodle for blended learning ... 24

2.3.2 Moodle as course management system ... 25

2.3.3 Moodle classroom management ... 27

2.3.4 Moodle Features ... 29

2.3.4.1 Forum ... 30

2.3.4.2 Quiz ... 32

2.3.4.3 Grade ... 33

2.3.5 Moodle development ... 34

2.3.6 Moodle course formats ... 38

CHAPTER III METHODOLOGY 3.1 Research Design ... 41

3.2 Research Site and Participants ... 42

3.3 Data Collection Procedures ... 43

3.3.1 Observation ... 43

3.3.2 Interview ... 44

3.3.3 Questionnaire ... 45

3.3.4 Document Analysis ... 48

3.4 Data Analysis Procedures ... 48

3.4.1 Analysis of observation data ... 48

3.4.2 Analysis of interview data ... 49

3.4.3 Analysis of questionnaire data ... 49

3.4.4 Analysis of documents data ... 50 CHAPTER IV DATA PRESENTATION AND ANALYSIS

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

Comprehension Activities ... 53

4.1.1 Developing moodle forum ... 53

4.1.2 Developing moodle quiz ... 59

4.1.3 Managing students’ grades ... 63

4.1.4 Managing course categories ... 66

4.2 Shaping Students’ Learning Environment for Reading Comprehension through Three Pedagogical Phases in Blended Learning ... 69

4.2.1 Online preview ... 70

4.2.2 Onsite instruction ... 74

4.2.3 Online lab tutorial ... 80

4.2.4 Summary ... 83

4.3 Students’ Attitude toward Moodle for Reading Comprehension Activities ... 86

4.3.1 Learning through moodle ... 87

4.3.2 Technical aspects of accessing moodle ... 92

CHAPTER V CONCLUSION AND RECOMMENDATION 5.1 Conclusion ... 99

5.2 Recommendation ... 101

References ... 102

Appendixes Appendix A Map of questionnaire items ... 109

Appendix B Questionnaire items ... 111

Appendix C Semi structure interview guide ... 113

Appendix D Sample of transcribe of interview ... 117

Appendix E Sample of lesson plan ... 119

Appendix F Sample of observation ... 122

Appendix G Validity and reliability of questionnaire items ... 126

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

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

This study investigates the use of moodle to support face-to-face classroom reading-comprehension activities since managing reading as single classroom reading activity is not sufficient. Teacher needs to enable students to read outside the classroom (Lems et al., 2010). This can be realized by incorporating moodle in teaching-learning activities as a form of blended-learning. More specifically, this study examined (1) how moodle was developed to support classroom reading comprehension activities, (2) how moodle shaped students’ learning environment in blended learning context, and (3) what advantages and disadvantages of incorporating moodle were to support classroom reading comprehension activities. This study employs qualitative research design (Yin, 2003; Hancock & Algozzine, 2006). Students at one of senior high schools in Pangkalpinang are participants in this study. This study employed four techniques in data collection; they were observation, interview, questionnaires, and document analysis. Data from observations were analyzed qualitatively (Hancock & Algozzine, 2006) to investigate their actual interaction in incorporating moodle for reading comprehension activities. Data from interviews were transcribed and analyzed simultaneously to find pattern of themes that emerge during and after data analysis (Kvale, 1996; Hancock & Algozzine, 2006) in accordance to research questions. Data from questionnaires were analyzed by using Likert Scales. Data from document analyses–in the form of students’ portfolio in reading activities stored in moodle platform–were used as a part of data triangulation to see the students’ reading process. The study reveals that three moodle features, Forum, Quiz, and grade are developed to support classroom-reading comprehension activities. Moodle shapes students’ reading learning environment through three phases (online preview, onsite instruction, and online lab tutorial) of utilizing moodle platform in blended learning context. Students’ attitude toward the use of moodle for reading comprehension activities is positive. It means that moodle facilitated them in learning process, supported their outside classroom learning activities, supported classroom reading-comprehension activities, was a new way in learning English, supported social interaction among students-students, students-teacher, and teacher-students. Based on the findings above, it is recommended that moodle is an alternative technique to support face-to-face classroom reading comprehension activities in blended learning context.

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

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

Penelitian ini mengkaji tentang pemanfaatan moodle untuk mendukung kegiatan pembelajaran tatap muka membaca pemahaman karena pengajaran membaca yang dilaksanakan hanya didalam kelas belumlah cukup. Guru perlu mendorong siswa untuk membaca diluar kelas (Lems et al., 2010). Ini dapat direalisasikan dengan memanfaatkan moodle dalam kegiatan belajar mengajar dalam bentuk blended

learning. Lebih spesifiknya, penelitian ini mengkaji (1) bagaimana moodle

dikembangkan untuk menunjang kegiatan pembelajaran membaca pemahaman didalam kelas, (2) bagaimana moodle membentuk lingkungan belajar siswa dalam kontek blended learning, dan (3) apa kelebihan dan kekurangan memanfaatkan moodle untuk mendorong pembelajaran membaca pemahaman tatap muka didalam kelas. Penelitian ini menggunakan model penelitian kualitatif (Yin, 2003; Hancock & Algozzine, 2006). Siswa-siswi di salah satu SMA di Pangkalpinang sebagai partisipan dalam penelitian ini. Penelitian ini menggunakan empat tehnik dalam pengumpulan data; observasi, wawancara, angket, dan analisis dokumen. Data dari observasi dianalisa secara kualitatif (Hancock & Algozzine, 2006) untuk menginvestigasi interaksi yang terjadi dalam proses pembelajaran dengan menggunakan moodle untuk pembelajaran membaca pemahaman. Data dari wawancara ditrasnkrip dan dianalisa secara terus menerus untuk menemukan pola tema yang serupa selama proses penelitian (Kvale, 1996; Hancock & Algozzine, 2006) berkesesuaian dengan pertanyaan penelitian. Data dari angket dianalisa dengan menggunakan sekala Likert. Data dari analisa dokumen–dalam bentuk portofolio siswa dalam proses membaca pemahaman yang tersimpan di dalam moodle–digunakan sebagai bagian dari triangulasi data untuk melihat process membaca pemahaman siswa. Ditemukan dalam penelitian ini tiga fitur moodle

forum, quiz dan grade dikembangkan untuk mendukung proses pembelajaran

membaca pemahaman didalam kelas. Moodle membentuk lingkungan pembelajaran membaca pemahaman melalui tiga tahapan, yakni: online preview,

onsite instruction, dan online lab tutorial. Sikap siswa terhadap pemanfaatan

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

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

INTRODUCTION

This study attempts to present a thorough description of a web browser system, moodle platform, for facilitating educational collaboration in teaching reading comprehension activities, which is called blended learning, where face-to-face classroom management is still predominant method of administering students’ reading comprehension activities, at one of senior high schools in Pangkalpinang. This chapter outlines eight elements. They are background of the study, research questions, purposes of the study, definition of terms, significance of the study, scope of the study, organization of thesis, and concluding remark.

1.1 Background of the Study

Reading receives great interest in foreign language teaching situation at senior high school actual curriculum implementation. “Many foreign language students often have reading as one of their most important goals. They want to be able to read for information and for study purpose,” (Richards & Renandya, 2002: 273). Moreover, Harmer (2007) also states that there are many reasons for students to read English, either for careers or for study purposes. One of students’ purposes in learning reading is comprehension. Reading without comprehension would be empty and meaningless (Casper et al., 2008).

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Previous studies in teaching reading comprehension have been conducted. Various techniques are administered to enhance students’ reading comprehension. Empirical evidence from recent studies (Santoso, 2007; Susanti, 2009; Clarke et al., 2010; Wei et al., 2012), demonstrate that reading comprehension are administered as students’ single classroom reading activities. Those studies examined various techniques to enhance students’ comprehension of a text, such as, interactive reading-aloud, three phases of reading comprehension, three intervention designs, and guided reading. One of suggestions from those studies is that there opens up another strategy to enable students to act more reading comprehension practices and effective suitable teachings to enhance students’ reading comprehension activities outside their classroom as an alternative strategy in teaching and learning reading comprehension.

Actually, students need to do more reading outside their classroom, because “any reading program that substantially increases the amount of reading will affect their reading achievement” (Routman, 2002:83). Nevertheless, it is warned, improving student’ amount of reading activities by giving them more time to read, students will not have significance reading comprehension improvement when their progresses toward it are not monitored. Routman also says that there opens up computerized reading-incentive programs which it possibly monitors and works to enhance students’ reading activities.

Based on the theoretical perceptions of Routman (2002), Santoso (2007), Susanti (2009), Clarke et al. (2010) and Wei et al. (2012) above, utilizing technology opens up a strategy to enhance students’ classroom reading comprehension activities by enabling students to read outside their classroom where computerized reading-incentive program monitors students’ outside reading comprehension activities.

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

First, Brine et al. (2007) examines moodle on English as a Foreign Language (EFL) to promote group work at Japanese class to enhance students’ reading comprehension. The study reveals that utilizing moodle platform has not only enabled teacher to structure individual and group tasks effectively but also given an account on effective contribution to EFL reading comprehension activities. Detail description of moodle implementation to enable teacher to structure individual or group tasks and to promote group work will be provided in chapter two.

Second, Robb & Kano (2013) investigate reading process at a classroom at a university setting in Japan where a group of students is required to read outside class time as part of their course requirement while another group is not, as will further be discussed in chapter two. A moodle platform is utilized to hold the students accountable for their reading. The comparative study shows that the implementation of moodle platform to those who read outside class time as part of their course requirement highly significant gains. As Lems et al. (2010: 88) state, “in order to develop reading, teachers enable students to read English outside the classroom.”

Finally, Mei et al. (2009) propose three pedagogical phases in utilizing moodle for reading comprehension activities. They are online preview, onsite instruction, and online lab tutorial as will further be discussed in chapter two.

In other words, managing traditional reading as a classroom single reading comprehension activity is not enough as there opens up another way for teacher to enable students to read outside their classroom as an alternative strategy to enhance their reading activities by utilizing technology. Utilizing moodle platform to enhance students’ outside reading activities is another strategy where moodle implementation has been proven that it can enhance students’ reading activities and their comprehension (see Brine et al., 2007; Mei et al., 2009; Robb & Kano, 2013) in higher educational context.

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

high school level in Indonesian context, especially at the research site. This study seeks to examine the implementation of moodle in terms of blended learning to support face-to-face classroom reading-comprehension activities at a senior high school level in Indonesian context. A descriptive case study at one of senior high schools in Pangkalpinang is administered. Describing the implementation of moodle in blended learning environment, this study contributes to support previous theories, provides enlightening inputs for further research, and gives practical source in teaching profession at the school, which in turn becomes an informative contribution to teachers who consider utilizing moodle platform in blended learning to support their face-to-face classroom reading comprehension activities.

1.2 Research Questions

a. How is moodle developed to facilitate students’ reading comprehension activities in blended learning context?

b. How does moodle shape students’ learning environment for reading comprehension activities in blended learning context?

c. What are the strengths and the weaknesses of moodle for reading comprehension activities in blended learning context?

1.3 Purposes of the Study

a. To describe how moodle is developed to facilitate students’ reading comprehension activities in blended learning context.

b. To describe how moodle shapes students’ learning environment for reading comprehension activities in blended learning context.

c. To describe what the strengths and the weaknesses of moodle are for reading comprehension activities in blended learning context.

1.4 Definition of Terms

a. Blended Learning

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

accessible by using web browser system online (Mei et al, 2009; Latchem &Jung, 2010).

b. Moodle

Moodle is an open source software, which stands for Modular Object-Oriented Dynamic Learning Environment as a Course Management System (CMS), which is running on server and is accessible by using a web browser system online (Nedeva, 2005; Cole & Foster, 2008). c. Moodle Development

Moodle development refers to activities of developing and administering standard moodle features (forum, quiz, and grade) for facilitating students and teacher to support face-to-face classroom reading-comprehension activities.

d. Features of Moodle

Features of moodle refers to modules within a course, such as, forum, quiz, grade, etc. (Cole & Foster, 2008; Wikipedia, Free online encyclopedia, 2014).

e. Reading Comprehension

“Reading comprehension is an active process, directed by intentional thinking that allows readers to make connections between their thinking processes, the textual content, and their own knowledge, expectations, and purposes for reading,” (Block et al., 2004: 3)

f. Learning Environment

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

safe and secure environment (Musthafa, 2003; Thorne, 2003; Richards & Rodgers, 2006; Latchem & Jung, 2010).

1.5 Significance of the Study

The result of this study (blended learning; incorporating moodle into classroom reading-comprehension activities) contributes to three following aspects: theories, practices, and further studies, as follow:

First, the result of this study can be used to support previous theories underpinning this study about incorporating moodle for reading comprehension activities in blended learning context and to enrich the existing literatures on blended learning implementation.

Second, utilizing moodle at the school where the study takes place has never been evaluated before. The report, therefore, contributes to practical source in teaching profession at the school and particularly adds to English teachers, which in turn, becomes an enlightening input to teachers who intend to utilize moodle in blended learning for reading comprehension activities.

Finally, this study is helpful for researchers since the result of this study provides some enlightening inputs to carry out another exploration in a different context at the same field.

1.6 Scope of the Study

This study is intended to portray the English Foreign Language (EFL) teaching and learning process by utilizing standard moodle platform for reading comprehension activities in blended learning environment at a senior high school in Pangkalpinang.

The limitation to this qualitative study is that the findings are to be true only to the respondents involved in this study. It means that there is not an attempt to generalize the research findings to broader context. Therefore, there may be different additional interpretation to the issue raised in this study.

1.7 Organization of Thesis

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

background of the study, the research questions, the purposes of the study, the definition of terms, significance of the study, scope of the study, organization of thesis, and concluding remarks. Chapter II explores conceptual frameworks that shape this study. The conceptual frameworks deal with the concept of reading comprehension, blended learning and moodle. Chapter III describes research methodology that covers description of research design, research site and participants, data collection procedures, and data analysis procedures. Chapter IV focuses on describing research findings and analyzing data from observations, questionnaires, interviews, and document analysis to portray how moodle is developed for reading comprehension activities, how moodle shapes students’ learning environment for reading comprehension activities in blended learning context, and to describe what the strengths and weaknesses of utilizing moodle are for reading comprehension activities. Chapter V draws some conclusions of this study. This chapter also provides recommendations relating to the research findings in this study.

1.8 Concluding Remarks

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

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

METHODOLOGY

Chapter II has presented four main theoretical foundations, such as: theoretical of reading, theories of blended learning, theories of moodle, and the concept of attitude. This chapter describes methodology aspects of this study. The methodology covers research design, research site and participants, data collection procedures, and data analysis.

3.1 Research Design

This study employed a qualitative approach that is considered appropriate to

“explore attitudes, behavior, and experiences” (Dawson, 2007: 15). This is a case study research design because it “investigates a contemporary phenomenon within its real-life context” (Yin, 2003: 3). Furthermore, according to Emilia (2009: 191), this study also refers to case study because “it was carried out in a small scale and a single case”and “it focused on one particular instance of educational experience or practice.” The single case in this study refers to the implementation of moodle to support face-to-face classroom reading comprehension activities.

Case study research design in this study, which seeks to present a complete description of a phenomenon within its context, refers to descriptive case study.

“Descriptive case study designs attempt to present a complete description of a phenomenon within its context,” (Hancock & Algozzine, 2006: 33).

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

The processes of moodle features development are observed, analyzed, and interpreted to understand how the moodle features facilitate students-students, students-teacher, and teacher-students discussion, how moodle features shape

students’ learning environment, and what the strengths and weaknesses of

utilizing those moodle features are to support face-to-face classroom reading comprehension activities within its context. Moreover, classroom observations, interviews, questionnaires, document analyses are administered in this study.

Classroom observations, interviews, questionnaires, and document analyses in this study are aimed to get deeper understanding of phenomenon of utilizing

moodle in blended learning from participants’ point of view. As McNamara

(1999) states that qualitative approach is to understand participants’ phenomenon

from their point of views. The classroom observations, interviews, questionnaires, and document analysis are employed as multiple source of evidence to allow for in-depth study. As Emilia (2009:191) states, “case study research employed multiple sources of evidence–converging from the set of issues or multiple data collections and analytic procedures to allow for in-depth study.”

3.2 Research Site and Participants

The research site of this study is a Senior High School in Pangkalpinang, Bangka Belitung Province. The school is chosen as the research site since there has been moodle infrastructure. Sugiyono (2012: 61) stated, “the population is a generalization area comprising: an object / subject that have certain qualities and characteristics that was determined by the researchers to be learned and then drawn conclusions.”

From the three grades at the school, there are seven classes from the second grade. Every class contains about twenty-five student. The students are assigned into three parallel classes of science major and four parallel classes of social major at the second years academic. Then, one group from the three parallel classes of science major is assigned to be the research sample. The purposive sample is assigned to obtain the sample from the population in this case study research.

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natural setting and its use of purposive sampling techniques,” (Hancock & Algozzine, 2006: 72).

Utilizing moodle in blended learning needs computer devices to support the learning process. Based on initial information, there are 23 students from 26 (88 %) students in the class science one (IPA1) having laptops. The class consists of

19 female students and 7 male students. They are familiar with computers technology for they use them to support their daily learning activities at school. The class is chosen as the sample of this study.

3.3 Data Collection Procedures

Data collections are administered simultaneously during and after data collection stage because qualitative data constantly evolves (Anderson & Arsenault, 2005: 138). The data collection procedures seek to describe how moodle features, forum, quiz, and grade, are incorporated to support face-to-face classroom learning environment for reading comprehension activities. The data collection in this study is based on main data from observations, semi-structured interviews, questionnaires, and document analyses. All the data are transcribed and categorized to find central themes. Then, the data are interpreted in a condensed body of information in accordance with research questions and lastly conclusions could be drawn.

Furthermore, the data collection procedures (observation, interview, questionnaire, and document analysis) in this study are discussed below.

3.3.1 Observation

Class observations are administered for 90 minutes twice a week for approximately two months. Information is identified in class observations to get

rid of information “to shed light on possible answers to the research questions.”

Then, observation guide contained a list of features to be addressed during

particular observation such as “time/date/location of the observation,

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

interpretations of the activities and events under observation” (Hancock & Algozzine, 2006: 46).

This study employs participant observer who “becomes much more involved in the lives of the people being observed,” (Dawson, 2007: 33) and attempts to gain thorough description of three aspects. First, describing how modules on moodle are developed for reading comprehension activities, second,

how moodle shapes students’ learning environment in reading comprehension

activities, and third, investigating the strengths and weaknesses of moodle in reading comprehension activities.

Avoiding bias in observation, according to Emilia (2009: 198) one teacher, Mr. Anwar (pseudonym), who works at the same school is invited to observe the class. This is aimed to check the observation administered by researcher where

observation notes are written immediately after each session whiles “the memory of the observation was still fresh,” as participant observer against his.

3.3.2 Interview

Interview in qualitative research seeks to describe phenomenon under studied and to portray meanings of central themes in the life world of the subjects. By having an interview, the central meaning of what the participants say can be portrayed that lead to central themes of the subjects’ world lives. In other words, the main task in interviewing is to understand the meaning of what the interviewees say (Kvale, 1996; Laforest, 2009). A qualitative research interview seeks to cover both factual and meaning level as McNamara (1999) states that

interviews are particularly useful for getting the story behind a participant’s

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Some students, considered as key participants “whose knowledge and opinions may provide important insights regarding the research questions,” (Hancock & Algozzine, 2006:39) are interviewed to gain their inner perspective on how moodle is developed, how moodle shapes students’ learning environment in reading comprehension activities and to describe strengths and weaknesses of moodle in reading comprehension activities. There are ten students from the twenty-six are interviewed. As Kvale (1996: 102) states, “in current interview studies, the number of interviews tend to be 15 ± 10,” by administering an interview guide or protocol since an interview is conversational that has a structure and purpose.

Every participant from those 10 key informants in this study is interviewed in certain place for approximately 15-minute every student once in two weeks while focus group discussion is administered twice during this study. The interviews are recorded by using recording interview data, audiotape, to avoid

losing of valuable information and then “transcribed in order to categorize information into a coding scheme” (Hancock & Algozzine, 2006: 39-40). Moreover, doing an interview conducted by participant observer may lead to bias.

To minimize bias in verbal report, Emilia (2009: 199) states that removing possibility of verbal report to pleasant teacher as the researcher, who is also the interviewer; interviews are administered by another teacher who does not participate in teaching program. The interviews are administered in Bahasa Indonesia to allow students to express their ideas in more elaborated way two weeks after interviews in stage one by inviting a mid and a high achiever.

3.3.3 Questionnaire

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single entity but that it has three aspects or components: affective, behavioral, and

cognitive.”

The questionnaires in this study use range scale which is a 5-point for strongly agree to 1-point for strongly disagree. The definitions of each of the numeric value in the scale are reflected on the questionnaires to serve as a guide for the respondents while answering the paper.

The questionnaires are tested to students who are not the sample of this research but they are still at the same level. They are students from class science two (IPA2) of the second year. Since the students have never utilized moodle to

support their classroom reading comprehension activities, then, they are train how to use moodle in reading comprehension for 3 meetings. Then, the questionnaires are administered. The result from questionnaires is analyzed to check the questionnaires reliability by doing the Cronbach-alpha coefficient test, which is typically used to test reliability or consistency. It is considered that a reliability coefficient of .70 or higher is considered acceptable. Furthermore, checking for validity, the questionnaires are checked by running a Pearson-moment r correlation coefficient test. A correlation of 0.15 or higher is considered a significant indicator of test validity. As Lucas et al. (2010:15) state, “it is

considered that a reliability coefficient of .70 or higher is considered “acceptable” while “a correlation of 0.15 or higher is considered a significant indicator of test validity.”

The result shows that questionnaire’s reliability coefficient 0.934 is considered acceptable (see appendix 1). Furthermore, checking for validity, the questionnaires were checked by running a Pearson-moment r correlation

coefficient test. The result showed that the 21 questionnaires’ items validity

ranged from 0.459 to 0.828 is considered a significant indicator of test validity with degree of significance 5 % (see appendix 1).

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

attitude toward moodle, (2) the questions are phrased clearly and unambiguously, (3) the questions refer to current attitude of these students, and (4) the questions are non-threatening, not embarrassing, and don not violate the respondents’ privacy.

In addition, the map of the questionnaire items used in this study is described, as follow:

Table 1. The map of the questionnaire items

Aspects The Questionnaire Items

Cognitive Affective Behavior 1. Learning through Moodle

a. Moodle facilitated learning process 1 2 3

b. Moodle supported learning outside environment

4 5 6

c. Moodle was a new way in learning 7 8 9

d. Moodle supported social interaction in learning process

10 11 12

2. Technical Aspects

e. Accessing forum 13 14 15

f. Accessing Quiz 16 17 18

g. Accessing Grade 19 20 21

Based on the structure of the questionnaire items above, the questionnaires portrayed three componential viewpoints. They were cognitive component, which

referred to participants’ ideas and beliefs in moodle, affective component, which referred to participants’ feeling and emotions toward moodle, and behavior

component, which referred to participants’ action tendencies to moodle. The components of the questionnaires used in this study are in line with Allport (as cited in Oskamp & Schultz, 2005: 9) who states that “an attitude is a single entity

but that it has three aspects or components: affective, behavioral, and cognitive.”

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

moodle supported social interaction in learning process. Then, the second aspect of questionnaire in this study portrayed three sub-aspects; accessing forum, quiz, and grade. Each sub-aspect realized in to three questionnaires statements that portrayed students’ attitude toward moodle for reading comprehension activities, as will further be discussed in chapter four.

3.3.4 Document Analysis

Document analysis in this study is mainly got from moodle platform where the researcher utilized the program to support classroom reading-comprehension activities. Data from document analysis are stored online and can be accessed by using internet connection and suitable web browser. Then, the data, which are considered relevant to the research questions, appeared on a screen shoot, when the data are taken as documents to support data interpretation and analysis in this study. As Hancock & Algozzine (2006: 51) state, “documents examined by a case study researcher include material extracted from the internet, private and public records, physical evidence, and instruments created by the researcher.”

3.4 Data Analysis Procedures

This section focused on data analysis procedures got from observation, interview, questionnaire, and document analysis as they are discussed, as follow:

1.4.1 Analysis of observation data

Analyzing data from observation, there are three main points applied in this study, as follow:

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

conclusion drawing and action taking in the form of narrative text, and conclusion drawing/verification involves deciding what things mean, patterns, explanations, possible configurations that conclusions appear until data collection is over.

Second, information from observation is identified to get-rid of information

“to shed light on possible answers to the research questions.” Then, observation

sheet contained a list of features to be addressed during particular observation

such as “time/date/location of the observation, names/positions of persons being observed, specific activities and events related to the research questions of person being observed, and initial impressions and interpretations of the activities and events under observation” (Hancock & Algozzine, 2006: 46).

Third, to avoid missing interpretations, data analysis from observation is done directly after the data collection. Moreover, data analysis is administered simultaneously during and after data collection stage because qualitative data constantly evolves (Anderson & Arsenault, 2005:138).

1.4.2 Analysis of interview data

Analyzing data from interview, three stages of data analysis are administered. They are transcribing, categorizing, and interpreting. According to

Kvale (1996:163), “interviews are today seldom analyzed directly from tape

recordings. The usual procedure for analyzing is to have the taped interviews

transcribed into written texts.”

Furthermore, the written texts of data from interviews are analyzed and categorized to find central meaning of what the participants’ says, then, lead to central themes (Laforest, 2009) in accordance to research questions. According to Cohen et al. (2007), the content analysis of data from interview involves coding, categorizing, comparing, and concluding from the text.

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

related conclusion that would then be selected as the final data in form of condensed body of information.

1.4.3 Analysis of questionnaire data

Analyzing data from questionnaires which is a 5-point for strongly agree to 1-point for strongly disagree, as a part of data triangulation, is described and interpreted by using Likert Scales.

Furthermore, the questionnaires, which are portrayed the students’ attitude toward moodle in terms of blended learning, are formulated into three categories (positive, uncertain, and negative) as suggested by Azwar (2012) to support data from observation and interview. The description of data analysis from

questionnaires, students’ attitude toward moodle per category and whole category,

is described, as follow:

[image:26.595.117.511.384.480.2]

a. The categories of students’ attitude toward moodle per aspect

Table 2. The categories of students’ attitude toward moodle per aspect

Categories Range of Scores

Positive > 260

Uncertain 130 - 260

Negative < 130

b. The categories of students’ attitude toward moodle the whole aspect Table 3. The categories of students’ attitude

toward moodle the whole aspect

Categories Range of Scores

Positive > 1820

Uncertain 910 - 1820

Negative < 910

The data above shows that there were two aspects: per-aspect and whole-aspect. Data questionnaires from per-aspect portrayed students’ attitude toward

moodle for reading comprehension activities for each sub-aspects (7 sub-aspects)

[image:26.595.132.509.553.633.2]

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

attitude toward moodle for reading comprehension activities in one unity, as will

further be discussed in chapter four.

1.4.4 Analysis of documents

Documents analyses are got from moodle features (forum, quiz, and grade) as a tool for tracking students’ involvement in virtual classroom discussion in a course being administered. As Cole & Foster (2008:193) sate, “you can access the grades area by clicking the Grades link in the administration block on your course page. The grade book can give your students up-to-date information about their performance in your course.” Besides forum and grade, there is also data log from moodle that contains information such as; frequently students visited the existing courses, when they visit the existing courses, what they do while accessing existing course and how long they are involving in existing virtual course. In virtual learning environment, data log in moodle are used to gather data of using virtual learning environment (Mogus et al., 2012).

In other words, analyzing and interpreting documents from virtual learning environment as suggested by Cole & Foster (2008) and Mogus et al. (2012) above in this study is in line with Hancock & Algozzine (2006: 51) who state,

A thorough researcher gathers information from as many relevant documents as possible. When planning to use documents, the researcher asks: Who has the information? What part of it is needed? Where is it? When was it prepared? How will it be collected? The results of document analyses are often summarized in narrative form or integrated into tables that illustrate trends and other significant outcomes.

In this study, data from moodle features (forum, quiz, and grade) and data log from moodle are selected, described and interpreted in narrative form or integrated into tables/figures that illustrate trends and other significant outcomes to support data finding from observation, and interviews. It is done to present complete description of utilizing moodle to support face-to-face reading

comprehension activities since descriptive case study “attempts to present a

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Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

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

CONCLUSION AND RECOMMENDATION

This chapter presents the conclusion of the research findings based on the questions proposed in chapter one and some recommendations. This chapter, then, is divided into two parts, the first part is concerned with the conclusions of the study and the second part deals with the recommendations relevant to the study.

5.1 Conclusion

This study seeks to examine the implementation of blended learning by incorporating moodle platform into face-to-face classroom reading comprehension activities at senior high school level in Indonesian context. The report is aimed to describe (1) how moodle is developed to facilitate students’ reading comprehension activities in blended learning context, (2) how moodle shapes students’ learning environment for reading comprehension in blended learning context, and (3) the strengths and weaknesses of moodle for reading comprehension activities in blended learning context.

It is found that three moodle features (Forum, Quiz, and Grade) are developed for reading comprehension activities. It is also found that moodle shapes students learning environment for reading comprehension activities by administering three pedagogical phases of blended learning implementation. They are online preview, onsite instruction and online lab tutorial. Finally, it is also found that students attitude toward moodle implementation for reading comprehension is positive. It means that moodle helped students comprehend texts in learning process, moodle supported outside classroom learning environment, incorporating moodle to support classroom reading comprehension activities was a new way in learning English, moodle supported social interaction among students-students, students-teacher, and teacher-students.

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by asking a question, stating a problem, and specifying an assignment while the other course participants could react to the initial forum post and to any other post in the forum. Then, developing quiz, it is developed by administering self-marking multiple-choices questions. Every question contained five options with one right answer. The multiple-choice question behavior was set into adaptive mode. Adaptive mode made up each questions were randomly shuffled each time students attempted a quiz. Students were able to attempt a quiz more than one times. Finally, developing moodle grade is done by activating Scores menu in the review options in the moodle course page setting. There were three review options of grade behavior in moodle in this study: (1) Immediately after the attempt, (2) Later, while the quiz is still open, and (3) After the quiz is closed.

Furthermore, shaping students’ learning environment for reading comprehension activities by implementing three pedagogical phases of administering blended learning (online preview, onsite instruction, and online lab tutorial) is realized through three characteristics. They are (1) administering blended learning does not replace the role of teacher in teaching learning process, (2) classroom activities still has normal portion as in face-to-face teaching learning process, and (3) part of learning instructions and materials are uploaded by course administrator and were accessible by course participants online (Dziuban et al., 2004; Cole & Foster, 2008; Bailey et al., 2013).

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e-101 Sri Wantoro, 2014

Blended Learning; Incorporating Moodle Into Classroom Reading Comprehension Activities (A Case Study At A Senior High School In Pangkalpinang)

learning which was online web-based was constrained by limited infrastructure and experience, high costs, and slow internet speeds.

5.2 Recommendation

Based on the research findings, some suggestions are proposed both for further research and for practical purposes.

This study investigates three moodle features (Forum, Quiz, and Grade) from at least six moodle features. Further research is recommended to investigate the other three moodle features (uploading and sharing materials, chats, and gathering and reviewing assignments) for reading comprehension activities. In addition, it is also worth investigating moodle implementation in terms of blended learning for other subjects taught at school.

This study also proposed some suggestions with regard to the practical of English Language Teaching (ELT), i.e. for teacher, school, and government.

For teacher, administering blended learning, by incorporating moodle to support face-to-face classroom reading comprehension activities, teachers need a friendly site administrator. Teacher also considers which part of learning materials and instructions are put and accessed online, and what activities are administered on face-to-face classroom activities. Furthermore, since moodle comes with a number of predefined roles, teacher needs to understand those roles in administering blended learning. It is also more beneficial for teacher to administer course as an editing teachers than as a non-editing teachers in blended learning context.

For school, the research finding indicates that school plays an important role in determining the success of incorporating moodle to support face-to-face classroom teaching learning activities. School needs to employ a friendly staff administrator who concerns to manage and maintain school website and moodle platform by managing course categories and courses.

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