MOODLE LEARNING MODEL FOR NURSING STUDENTS OF ...

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MOODLE LEARNING MODEL FOR

NURSING STUDENTS OF POLTEKKES

A Thesis Presented to

The Graduate Program in English Language Studies

in Partial Fulfilment of the Requirements

for the Degree of

Magister Humaniora (M.Hum)

in

English Language Studies

by

Dian Fransiska Maharani

116332037

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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To my husband and daughter,

you are my greatest motivation in life…




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ACKNOWLEDGEMENTS

First of all I would like to express my praise and greatest gratitude to Alloh

Subhanahu wa Ta’ala for the blessings, guidance and for always listening to my

prayer and making my wishes come true.

I am also very much indebted to Dr. B.B Dwijatmoko, M.A. my thesis

sponsor for his guidance, patience, careful correction and criticism. I thank him

for supporting and motivating me to finish my thesis. I would also like to thank

F.X. Mukarto, Ph.D. and Dr. J. Bismoko for reviewing my thesis and giving very

useful feedback for the betterment of my thesis. My deepest thank also goes to Dr.

Ir. Gatot Hari Priowirjanto and SEAMOLEC’s team for the funding and their

dedication in teaching and promoting technology in education.

My deepest gratitude goes to my mother in Heaven, who always inspired

me and said my name in her prayers. The touch of her hands had carved me into

who I am now. My deepest gratitude also goes to my father, mommy, my mother

in law and my sister for their great love, support and never ending prayers. Special

for my sister Tika, thank you so much for being the best escort ever when my

husband was working.

I also give my greatest appreciation to Om Indarto, S.Pd., M.Kes for

giving me the opportunity to do my research in POLTEKKES Surakarta. I also

thank Ibu Novi and Ibu Desy Krisdianti from POLTEKKES for giving me the

great opportunity to observe their class and use their class for the research. I thank

them for the input and for being so kind with me. I would also like to thank Desy


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Rochmawati, S.S from POLTEKKES Yogyakarta and Puspaningtyas S. Adi, S.T,

M.T. for giving feedback on the Moodle learning model.

My special thanks go to my SEAMOLEC friends. Uke, Dias, Risang,

Daniel, Hebi, Pak Joko, they are more than friends to me. They are my second

family. My special thanks also go to all my classmates that I cannot mention one

by one. They have been very supportive and cooperative.

I would like to express my gratitude for Mr. C.H. Asta Nugraha, S.E, M.M

and family for the greatest support like my own father and own family. My

gratitude also goes to all my friends at Speak First, especially all the

coordinators, Ms. Vonny, Ms. Ayun, Ms. Nia, Ms. Ratih and Ms. Bunga for

handling all the things at the office and school when I was too busy finishing my

study.

Last but not least, my special gratitude goes to my husband Arwanto and

my daughterDahayu Veda Saisharani for the love, patience, supports and the

lovely days we share. Both of them have taught me so much about life and have

been the greatest motivation in my life.

May God bless us all.



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TABLE OF CONTENTS

TITLE PAGE .............................................................................................. i

APPROVAL PAGE ...................................................................................... ii

DEFENSE APPROVAL PAGE ................................................................... iii

DEDICATION PAGE .................................................................................. iv

STATEMENT OF ORIGINALITY .............................................................. v

LEMBAR PERNYATAAN PERSETUJUANPUBLIKASI............................... vi

ACKNOWLEDGEMENTS .......................................................................... vii

TABLE OF CONTENTS .............................................................................. ix

LIST OF TABLES ........................................................................................ xi

LIST OF FIGURES ...................................................................................... xii

LIST OF APPENDICES ............................................................................... xiii

ABSTRACT .................................................................................................. xiv

ABSTRAK ...................................................................................................... xv

CHAPTER I: INTRODUCTION .............................................................. 1

A. Background ............................................................................................. 1

B. Problem Identification ............................................................................. 1

C. Problem Limitation ................................................................................. 4

D. Research Questions ................................................................................. 4

E. Research Objectives ................................................................................ 4

F. Research Benefits .................................................................................... 5

CHAPTER II: LITERATURE REVIEW…………… ............................. 7

A. Theoretical Review ................................................................................. 7

1. English for Specific Purpose ............................................................. 7

2. Nursing Program ............................................................................... 11

3. Instructional Design Model ............................................................... 12

4. CALL Theories ................................................................................. 14

5. Moodle .............................................................................................. 20

a. User Management ....................................................................... 21

b. Course Management.................................................................... 23

6. Related Studies .................................................................................. 27

B. Theoretical Framework ........................................................................... 29

CHAPTER III:RESEARCH METHODOLOGY .................................... 31

A. Research Method ..................................................................................... 31

B. The Nature and the Sources of Data ....................................................... 31

1. Research Design ................................................................................ 32

2. Strategy of Collecting and Organizing Data ..................................... 35

C. The Research Setting and Participants .................................................... 36


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D. Data CollectionTechniques ..................................................................... 38

E. Accountability of the Instruments ........................................................... 39

F. Data Analysis Technique ........................................................................ 41

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ............. 44

A. Process of Designing the Learning Model .............................................. 44

1. Need Analysis ................................................................................... 44

2. Design ............................................................................................... 54

3. Development ..................................................................................... 56

a. Preliminary Form of Product Development ................................ 56

b. Preliminary Field Testing ............................................................ 59

1) The Descriptive Statistics of Respondents’ Opinions on the

Prototype Learning Model .................................................... 60

2) The Respondents’ Comments and Suggestions on the Learning

Model .................................................................................... 63

4. Implementation ................................................................................. 65

5. Evaluation ......................................................................................... 69

B. Presentation of the Iconic Model ........................................................... 70

1. The Presentation of the Units ............................................................ 71

2. The Presentation of the Activities ..................................................... 74

C. Supported Pedagogical Aspects .............................................................. 79

CHAPTER V: CONCLUSION AND SUGGESTIONS .......................... 86

A. Conclusion .............................................................................................. 86

B. Suggestion ............................................................................................... 88

BIBLIOGRAPHY ......................................................................................... 90

APPENDICES .............................................................................................. 93


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LIST OF TABLES

Table 3.1. Stages, Data, Participants, and Instruments ................................ 38

Table 3.2. The Result of the Need Analysis Questionnaire .......................... 41

Table 3.3. The Description of the Evaluation of the Designed Material ...... 42

Table 3.4. Conversion Table of the Raw Scores into the Converted Score .. 42

Table 3.5. The Interpretation of the Degree of Agreement ........................... 43

Table 4.1. The Working Concepts of the Needs Analysis Questionnaire ..... 48

Table 4.2.The Needs of English and English in the Classroom .................... 49

Table 4.3.Language Skills and Components ................................................. 50

Table 4.4.Feedback ....................................................................................... 51

Table 4.5.Technology and Preference in Learning English .......................... 52

Table 4.6.Topic, Basic Competence and Learning Indicators. ..................... 54

Table 4.7.CALL Principles as the Basis of Choosing Learning Activities ... 57

Table 4.8.The Description of the Preliminary Product Testing of the Material

Design Respondents ...................................................................................... 60

Table 4.9.Meaning of Point of Agreement.................................................... 61

Table 4.10.Conversion Table of the Raw Scores into the Converted Scores 61

Table 4.11.The Descriptive Statistics of Experts’ Opinions ......................... 61

Table 4.12.The Interpretation of the Degree of Agreement .......................... 63

Table 4.13. The Interpreted Questionnaire Result ........................................ 67


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LIST OF FIGURES

Figure 2.1. ADDIE Model ........................................................................... 13

Figure 2.2.Help Your Classroom Come ALIVE ........................................... 15

Figure 3.1. The Research Design .................................................................. 34

Figure 3.2.The Researcher’s R&D Cycle Combined with ADDIE model ... 35

Figure 4.1.Front Page .................................................................................... 71

Figure 4.2.Unit 1 ........................................................................................... 72

Figure 4.3.Unit 2 ........................................................................................... 73

Figure 4.4.Unit 3 ........................................................................................... 74

Figure 4.5.Pinned Resources ......................................................................... 75

Figure 4.6.Link to International Nurse Forum. ............................................. 76

Figure 4.7.List of the Activities .................................................................... 77

Figure 4.8.Making a Dialogue ...................................................................... 78

Figure 4.9.Video Comments ......................................................................... 78

Figure 4.10.Quiz ........................................................................................... 79

Figure 4.11. Comments Supporting the Third Principles ............................. 82


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LIST OF APPENDICES

Appendix 1.Need Analysis Questionnaire .................................................... 93

Appendix 2.Need Analysis Interview ........................................................... 95

Appendix 3.Field note of the Class Observation .......................................... 99

Appendix 4.Expert Validation Questionnaire ............................................... 101

Appendix 5. The Construct Mapping of the Expert Validation Quest .......... 104

Appendix 6. User Evaluation Questionnaire ................................................. 106

Appendix 7. Syllabus .................................................................................... 108

Appendix 8. Lesson Plan .............................................................................. 113

Appendix 9.The Result of Expert Validation Evaluation Questionnaire ...... 119

Appendix 10. The Result of Students’ Need Analysis Questionnaire .......... 121

Appendix 11.Photo Documentation .............................................................. 137


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ABSTRACT

Maharani, Dian Fransiska. 2013. A Moodle Learning Model for Nursing

Students of POLTEKKES. Yogyakarta: The Graduate Program inEnglish

Language Studies, Sanata Dharma University.

The profession of nurse has been increasingly popular nowadays in

Indonesia because there are many opportunities for nurses to work abroad.

Despite the high demand, most nurses in Indonesia cannot comply with the

demand yet. One of the constraints is their low English communicative

competence. Thus, the researcher was interested in designing a Moodle learning

model for the nursing students of POLTEKKES as the supplementary materials to

improve students’ competence in English. There were two research questions

presented in this thesis. The first research question is what the iconic Moodle

learning model for nursing students of POLTEKKES Surakarta looks like.The

second research question is according to the experts’ and users’ opinion, how the

Moodle learning model for the nursing students of POLTEKKES Surakarta

supports the ten pedagogic principles of e-learning.

To answer the two questions, an instructional design called ADDIE which

consisted of five stages, namely: Analysis, Design, Development, Implementation

and Evaluation were employed. The ADDIE instructional design was combined

with the R&D cycle by Borg and Gall (1983). The necessary data were obtained

through survey, questionnaire and observation done in the English class of the

nursing program in POLTEKKES Surakarta.

Answering the first research question, the learning model provided

learning materials in the form of link, Word file, PDF, video file, online quiz, and

online discussion. They were presented in three units with different topics.

Eachunit was broken downinto eight sections; namely Sample Video, Sample

Dialogue, Useful Vocabulary, Grammar Practice, Making a Dialogue, Role

Play Video Comments, Medical Technology and Quiz. Besides that, there were

also News Forum, Grammar Reference, International Nurse Forum and Chat

Room which were pinned above every unit. The answer of the second research

question was based on the analysis of the experts’ and users’ opinion, the Moodle

learning model supported eight out of ten pedagogic principles of e-learning

namely: (1) match to the curriculum, (2) inclusion, (3) learner engagement, (4)

innovative approaches, (5) effective learning, (6) formative assessment, (7)

coherence, consistency and transparency, and (8) ease of use. The designed

learning model would hopefully provide more opportunity to learn English and

increase the students’ motivation.


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ABSTRAK

Maharani, Dian Fransiska. 2013. A Moodle Learning Model for Nursing

Students of POLTEKKES. Yogyakarta: The Graduate Program in English

Language Studies, Sanata Dharma University.

Profesi perawat akhir-akhir ini menjadi profesi yang populer di Indonesia

karena banyak kesempatan bagi para perawat untuk bekerja di luar

negeri.Meskipun permintaan tenaga perawat di luar negeri cukup tinggi, namun

banyak perawat Indonesia belum bisa memenuhi permintaan tersebut.Salah satu

kendalanya adalah rendahnya penguasaan dan ketrampilan bahasa Inggris

mereka.Maka dari itu, peneliti tertarik untuk mendesain pembelajaran Bahasa

Inggris menggunakan Moodle sebagai materi tambahan untuk mengembangkan

kemampuan berbahasa Inggris mahasiswa keperawatan di POLTEKKES.Ada dua

pokok permasalahan yang dibahas di penelitian ini.Pokok permasalahan pertama

yaitu seperti apakah bentuk pembelajaran Bahasa Inggris yang menggunakan

Moodle untuk siswa keperawatan POLTEKKES Permasalahan kedua adalah

menurut pendapat responden yaitu para ahli dan siswa, bagaimana model

pembelajaran Bahasa Inggris yang menggunakan Moodle untuk siswa

keperawatan POLTEKKES mendukung sepuluh prinsip pedagogis e-learning.

Untuk menjawab dua permasalahan tersebut, peneliti

mengimplementasikan model perancangan ADDIE yang terdiri dari lima tahap

yaitu: Analysis, Design, Development, Implementation dan Evaluation. Model

perancangan ADDIE tersebut dikombinasikan dengan R&D cycle oleh Borg and

Gall (1983).Data yang diperlukan didapat melalui survey, kuesioner dan observasi

yang dilaksanakan di kelas Bahasa Inggris di keperawatan POLTEKKES

Surakarta.

Jawaban dari permasalahan pertama adalah, model pembelajaran Moodle

menyediakan materi pembelajaran dalam bentuklink, Word file, PDF, video file,

online quiz, dan online discussion. Materi pembelajaran tersebut dipresentasikan

dalam tiga unit dengan topic yang berbeda tiap unitnya.Tiap unit dibagi menjadi

delapan bagian yaituSample Video, Sample Dialogue, Useful Vocabulary,

Grammar Practice, Making a Dialogue, Role Play Video Comments, Medical

Technology and Quiz. Selain itu, juga ada News Forum, Grammar Reference,

International Nurse Forum dan Chat Room yang terdapat di tiap unit. Jawaban

dari permasalahan kedua adalah, berdasarkan pendapat responden yaitu para ahli

dan siswa model pembelajaran menggunakan Moodle yang telah dikembangkan

mendukung delapan dari sepuluh prinsippedagogise-learning yaitu (1) sesuai

dengan kurikulum, (2) inklusi, (3 ) keterlibatan siswa, (4)pendekatan inovatif, (5)

pembelajaran efektif, (6) penilaian formatif, (7) koheren, konsistensi dan

transparansi dan (8) mudah digunakan. Model pembelajaran menggunakan

Moodle yang telah dikembangkan diharapkan agar dapat memberikan kesempatan

yang lebih bagi para mahasiswa keperawatan untuk belajar Bahasa Inggris dan

mengembangkan kemampuan dan motivasi mereka.


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CHAPTER I

INTRODUCTION

This chapter will describe the background of the research, problem

identification, research benefits, research questions, research objectives and

problem limitation.

A. BACKGROUND

The profession of nurse has been increasingly popular nowadays around

the world because there are many opportunities for nurses to work abroad. Despite

the high demand, most nurses in Indonesia cannot comply with it yet. One of the

constraints is their low English competence. According to Ade Adam Noch, the

Deputy of National Agency for Placement and Protection of Indonesian Worker,

the US until the year of 2020 needs 1.4 million nurses, Japan needs 600,000 nurse

until 2015, European Union and Asia Pacific needs 500,000 and Middle East

needs 100,000 nurses until 2015 (Suara Pembaruan, 27 April 2011). However,

those countries demand high quality of nurse including high competency of

English. Ade Adam Noch also added that Indonesia has not been able to take an

advantage of the opportunity maximally. It is because Indonesian nurses have not

yet had the competency certificate as “Registered Nurse” and have not yet had

high English competence.

The curriculum of Nursing Academy in Indonesia has included English to

be one of the obligatory subjects. However, the problem of nurses‟ low English

competency still exists. The main cause is the insufficient input and intake that the


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nurses get when they only rely on the English class. "Intake" is, simply, where

language acquisition comes from, that subset of linguistic input that helps the

acquirer acquire language (Krashen, 1981). Therefore, more English exposure is

needed to provide more input and intake to improve the English mastery of the

nurses. Because of the very limited time of contact hours, the nursing students

need supplementary materials which are accessible at anytime from anywhere.

With the rapid increase of technology every educational institution has the

opportunity to make use of the Internet as a communication medium for

instruction. The use of internet or technology is popularly addressed as CALL

(Computer Assisted Language Learning) learning environment. This facility

makes education independent of time and location and supports the students to

effectively learn in the CALL environment as active, independent, self-reflected

and collaborative participants. Moreover, web-based design education enables

flexibility for time and place constraints in collaborative teaching and learning.

However, the nature of CALL compared to face to face language learning

is of course different. There are many reasons of using internet for learning media.

Warschauer, et.al. (2000) mention five main reasons to use the Internet for

English teaching. Taken together, these reasons help bring English teaching

ALIVE, which stands for Authenticity, Literacy, Interaction, Vitality and

Empowerment. Because of these reasons, systems (LMS) are developed in

attempt to fulfill the conditions for optimal CALL environment. Some of them are

Moodle, Edmodo, Lectora, Schoology, etc.


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Moodle has been increasingly popular nowadays. According to Stanford

(2009) Moodle is the fastest growing free, open source VLEs (Virtual Learning

Environment) which is also commonly referred to as an LMS (Learning

Management System). Many institutions have been using Moodle to facilitate the

learning. It allows students to communicate with instructors and team members,

give and take online critiques, download course materials, and do some quizzes.

What differentiates Moodle from the other Learning Management Systems is that

it is the safest place to put academic works because only those who are registered

in the course who can download them. The utilization of Moodle for language

learning purposes seems quite appropriate, since the main premise underlying a

course management system like Moodle is learning through interaction. The

design and development of Moodle is guided by “social constructionist

pedagogy”. According to this view, learners actively construct new knowledge as

they interact with others in social settings (Moodle-Docs, 2013).

In addition, there are ten pedagogic principles of e-learning offered by

Anderson and McCormick (2005). The ten principles are (1) match to the

curriculum, (2) inclusion, (3) learner engagement, (4) innovative approaches, (5)

effective learning, (6) formative assessment, (7) summative assessment, (8)

coherence, consistency and transparency, (9) ease of use, (10) cost-effectiveness.

These principles were offered to open a dialogue and help people reflect on the

role of the learning citizen in the 21st century.


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B. PROBLEM IDENTIFICATION

This setting of this research was at POLTEKKES Surakarta. The Nursing

students of POLTEKKES Surakarta only have English lesson once a week in their

second and third semester. They need to master the terms and useful expressions

for health care and need to practice the language. The problem is they do not get

enough time to practice their speaking skills because the teacher uses the meeting

to discuss the terms and useful expressions about health. They need

supplementary materials which they can access in their free time and can do

written practice of health terms and useful expression in their free time. They also

need more opportunity to communicate in English with fellow nursing students.

C. PROBLEM LIMITATION

The research will deal with developing a Moodle learning model as

supplementary materials in POLTEKKES to help the third semester of nursing

students to prepare for the next class. The students can learn the useful

vocabulary, the useful expression and some examples of dialog. The students can

also do the exercises and quizzes online. By doing so, the class will have more

time to have speaking practice.

D. RESEARCH QUESTIONS

The research questions of this study are:

1. What does the iconic Moodle learning model for nursing students of

POLTEKKES look like?


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2. According to the experts‟ and users‟ opinion, how does the Moodle learning

model for the nursing students of POLTEKKESsupport Anderson‟s and

McCormick‟s ten pedagogic principles of e-learning?

E. RESEARCH OBJECTIVES

This research has two objectives. The first objective of this research is to

present the final version or the iconic model of the Moodle learning model for

nursing students of POLTEKKES. In this study, the researcher employed the

R&D cycle (Borg and Gall, 1983) which happened to be in line with the ADDIE

process (Rodgers, 2002).

The second one is to find out the opinion of the nursing students of

POLTEKKES about the Moodle learning model. From the opinion, the researcher

can gather information of how the Moodle supports the ten pedagogic principles

of e-learning. The opinions would also be the consideration in the final product

revision process.

F. RESEARCH BENEFITS

This research is expected to give some benefits to English for Specific

Purposes (ESP) especially English for Nurses. The research‟ benefits of the study

cover the theoretical benefits and practical benefits. Theoretically, this research is

expected to provide useful materials for nursing students. It may function

ascomprehensible input in the development for education in general and

intendedfor teaching and learning English at nursing schools.

Practically, this research provides the learning model that is important to

nurses or nursing students who intend to practice English. This research


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encourages the students to get more English practices using technology.It is

expected that by utilizing Moodle, the nursing students are able topractice

theirEnglish without the boundaries of time. Moreover, this study provides

information about information technology that is very important in this era. This

study provides materials that are useful to practice students‟ English proficiency

by means of Moodle. Here, the students are expected to be autonomous learners

who are able to direct themselves to successfully achieve their learning goal by

having peer learning through Internet. As a result, the use of internet in language

teaching will be developed and be better from time to time.


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CHAPTER II

LITERATURE REVIEW

In this chapter, theoretical description would be provided to serve as the

basis and ground for the whole research itself. Beside the theoretical description, I

a theoretical framework would also be presented to provide the theoretical

answers towards the research questions.

A. THEORETICAL REVIEW

The theoretical description includes the English for Specific Purpose, Nursing

Program, Instructional Design models, Computer-Assisted Language Learning,

Moodle, and some related studies.

1. English for Specific Purpose

ESP is a branch of English as a Foreign Language (EFL) and English as a

Second Language (ESL) which are branches of English Language Teaching

(ELT) in general. ESP itself is viewed as an approach not a product (Hutchinson

and Waters, 1987). A product can be produced by copying and pasting but it

needs to take a process in ESP. That‟s why ESP is called as an approach not a

product. ESP is an approach to language teaching. It means that the important

thing in ESP is a process of how to acquire the target language. Learners will get

maximum result if they use an appropriate approach.

ESP contains word „special‟. Special here has two meanings, special aim

and language. The purpose of ESP is to help learners acquire English based on

their fields. This opinion is supported by Hutchinson and Waters (1987: 8). They


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give brief explanation about principle of ESP. The main point of their statement is

that learners have to know what they need English for. So, ESP will help the

learners by providing English that they need.

Halliday (1985) in Chen (2008) adds that language can be viewed as

interactive and interpersonal because it has to serve a certain function. The

function here proves that everyone has different interest in fulfilling their needs in

English. It all depends on which fields they stand for.

In addition, Chen (2008) states that ESP is viewed as a cover term for

teaching and learning English for multiple specific purposes. Business English

learners in EFL and ESL countries for example are required to master English for

business which encourages foreigners in that field and uses English for

communicating. ESP provides English for business to solve their problems. They

will learn English that they need, especially business English terms and business

English expressions.

Another example is from Howe (1993) in Chen, Sin & Li (2008). He

develops English material for law students. He focuses on the problem questioned

in law and analyzes the features of scripts from criminal law, contract law, and

tort in fulfilling law English learners‟ needs.

The existence of ESP cannot be separated from English as lingua franca.

Chen (2008) has the same opinion in Asian TEFL journal. English is known as an

international lingua franca which has to be acquired in almost any field of study.

As lingua franca, English has a function as communication in social contexts.

That function has much contribution to the dignity of ESP. In line with Chen,


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Dalton (2008: 38) states that English as Lingua Franca of international

communication makes the field of ESP has grown exponentially since 1860‟s, the

time when the emergence of ESP started.

To conduct ESP course, it is necessary to design a syllabus, to know how

the language is used by the learners, and to make the ESP course relevant to

learners‟ needs. To make the ESP course relevant to learners‟ needs, it is better to

know some information about the learners. The information can be provided by

doing needs analysis. Through needs analysis, motives and backgrounds of the

learners will be identified. The questions which are asked to the learners are about

who is going to be involved in the process, why and what the students need to

learn, where and when the learning is to take place, and how the learning will be

achieved. Then, a relevant syllabus can be designed based on the information.

In designing materials, the designer should do needs analysis. It is one of

parts of procedures in designing materials. By doing needs analysis, the designer

can get information about learners‟ personality, their educational backgrounds,

their social cultures, their expectations and interests, their English levels, what

they need to do in the program they have chosen, and in which context they will

do it. The identification and description will form the syllabus of the ESP.

The purposes of needs analysis according to Richards (2001, p. 52) are:

a. to find out what language skills a learner needs in order to perform a particular

role, such as sales manager, tour guide, or university students,

b. to help determine if an existing course adequately addresses the needs of

potential students,


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c. to determine which students from a group are most in need of training in

particular language skills,

d. to identify a change of direction that people in a reference group feel is

important,

e. to identify a gap between what students are able to do and what they need to

be able to do,

f. to collect information about a particular problem learners are experiencing.

According to Basturkmen (2010) the needs analysis process involves

target situation analysis, discourse analysis, present situation analysis, learner

factor analysis and teaching context analysis. Target situation analysis covers

identification of tasks, activities and skills learnerswill be using English for; what

the learners should ideally know and beable to do.Discourse analysis is the

descriptions of the language used. Present situation analysis is the identification of

what the learners know and do notknow and can or cannot do in relation to the

demands of the target situation. Learner factor analysis is the identification of

learner factors such as their motivation, how they learn and their perceptions of

their needs. Teaching context analysis is the identification of factors related to the

environmentin which the course will run. Consideration of what realistically the

ESP course and teacher can offer.

Hutchinson and Waters (1987) suggest some ways to gather the

information about learners, namely questionnaires, interview, observation, and

data collection such as gathering texts, informal consultation, learners and others.


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2. Nursing Program

Nursing is both an art and a science. It blends a scientific mind,

technological know-how, a compassionate heart, and healing hands. Register

nurses help sick people return to health and keep people healthy and prevent

disease. Nurses are concerned with the physical aspect of health and illness, as

well as with the psychological, social, and the spiritual dimensions of health and

wellness. Nurses use a holistic (complete) approach to care for the entire

individual‟s needs. As professionals who are responsible for coordinating patient

care 24 hours a day, 7 days a week, nurses have a unique relationship with

patients and must understand all aspects of their care.

Nursing courses include classroom instruction and supervised clinical

hands-on experience in health care settings. Students need good study habits and

the ability to analyze and think through problems (critical thinking) to be

successful in nursing school. At the end of the nursing program, graduates must

pass the state board licensure examination to become licensed as a registered

nurse.

In EFL context, the biggest challenge of the nursing program students is

the number of the vocabulary that they have to master in order to be fluent in

medical English. Paltridge and Starfield (2013) stated that even by the standards

of other disciplines, medicine is well known for its largecorpus of technical or

specialized terms, mostly borrowed from Greek and Latin, sometimes with little

morphological adaptation.


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3. Instructional Design Model

In this research, ADDIE instructional design models are presented. Rogers

(2002) develops ADDIE model into instructional design phases. This model

consists of five phases (Rogers, 2002). They are performing a need analysis

(Analysis), identifying instructional goals and course content (Design), choosing

teaching strategies and instructional media (Development), teaching the course

(Implementation), and doing evaluation and revision (Evaluation).

In the analysis phase, the learning problems and learner characteristics are

identified. Analysis also considers the audience‟s needs, learning environment,

any constraints, the delivery options, existing knowledge, and any other relevant

characteristics.

The design phase deals with learning objectives, assessment instruments,

exercises, content, subject matter analysis, lesson planning, and media selection.

The design phase should be systematic and specific. Systematic means a logical,

orderly method of identifying, developing, and evaluating a set of planned

strategies targeted for attaining the project‟s goals. Specific means each element

of the instructional design plan needs to be executed with attention to details.

Detailed content and user-interface are determined here.

In the development phase, materials are written and produced according

to specifications derived during the design phase. The purpose of this phase is to

generate the lesson plans and lesson materials. During this phase you will develop

the instruction, all media that will be used in the instruction. This may include


13

hardware (e.g., simulation equipment) and software (e.g., computer-based

instruction).

Implementation is the presentation of the learning experiences to the

participants utilizing the appropriate media. Materials are delivered or distributed

to the student group, whether it is classroom-based, lab-based, or computer-based.

After delivery, the effectiveness of the training materials is evaluated.

The evaluation phase consists of (1) formative and (2) summative

evaluation. Formative evaluation is presented in each stage of the ADDIE process.

The objective is to evaluate whether the steps have served its best to produce the

best version of the learning model. Summative evaluation consists of tests

designed for criterion-related items and providing opportunities for feedback from

the users. Revisions are made as necessary. The five steps ADDIE‟s design

model proposed can be seen in the following figure:

Figure 2.1 ADDIE Model (Rogers, 2002)

The product of this research requires the teacher and students to have training in

how to use the media. Thus, students need to equip themselves with skills in the


14

area of Moodle. The training involves the instruction of using Moodleand a new

way of conducting teaching/learning process.

4. Computer-Assisted Language Learning (CALL) Theories

The advance development of the technology has produced many

breakthroughs in the way people learn. One of the products of technology advance

which touches language learning is called Computer-Assisted Instruction (CAI)

which is currently known as Computer-Assisted Language Learning (CALL).

This section provides information about the definition of CALL and Internet in

Language Classroom which includes reasons of using Internet in language

classroom, the roles of Internet in language classroom, and types of

communication using Internet in language classroom.

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 (Warschauer, 1996). From

the definition of CALL, it can be assumed that computer is the main aid in

conducting teaching and learning activities.

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).


15

Internet has become more important in the language classroom.

Classroom use of the Internet can be classified in four main categories which are

adapted from Grey (1999) as cited in Cavallaro & Krishnan (2007). The first

category is as a resource. Search, browse, and retrieve/download are now terms

inseparable from the Internet. The second category is as a means of

communication: e-mailing, discussing (in forums), chatting, and more recently,

video conferencing are everyday activities for many people around the world.The

third category is as a means to ease collaboration: certain software now allows

users on different computers to share and work on documents through the World

Wide Web. The fourth is as a publishing medium: with an increasing number of

providers offering free or very cheap space on their servers it has never been

easier to create your own material and publish it on the Internet.

In developing CALL materials, there are some principles or conditions to

be taken into considerations in order to create optimal language learning

environment. Warschauer, et.al. (2000) mention five main reasons to use the

Internet for English teaching. Taken together, these reasons help bring English

teaching ALIVE.

Authenticity

Literacy

Interaction

Vitality

Empowerment

Figure 2.2. Help Your Classroom Come ALIVE (Warschauer, 2000:7)

The first reason is authenticity. Language learning is most successful when

it takes place in authentic, meaningful contexts. It provides students 24-hour


16

access to vast amounts of authentic material, authentic communication and

publishing.The second reason is the literacy. The ability to read, write,

communicate, research, and publish on Internet helps students to master the skills

they will need for academic and occupational success.

Interaction as the third reason is the major means of acquiring a language

and gaining fluency. Interaction in language helps learners to gain input in

language learning process. Interaction in language helps learners to gain input in

language learning process (Kitao, 1998). The fourth reason is vitality. The Internet

can inject an element of vitality into teaching and motivate students as they

communicate in a medium that is flexible, multimodal, constantly changing, and

connected to their real-life needs. For the fifth reason which is the empowerment,

mastery of the Internet increases the personal power of teachers and students. It

allows them to become autonomous lifelong learners who can find what they need

when they need it to construct new knowledge.

In addition, there are ten pedagogic principles of e-learning proposed by

Anderson and McCormick (2005): (1) match to the curriculum; (2) inclusion; (3)

learner engagement; (4) innovative approaches; (5) effective learning; (6)

formative assessment; (7) summative assessment; (8) coherence, consistency and

transparency; (9) ease of use; (10) cost-effectiveness.

The first principle is match to the curriculum. The e-learning should be

matched with and aligned to the appropriate curriculum through clear objectives,

the relevance of content covered, the appropriateness of student activities and the

nature of the assessment. However, Anderson and McCormick states that it is


17

accepted that there may not be a simple division among some of these elements;

for example, the student activities may have assessment elements or be part of the

„content‟.

Next, the second principle is inclusion. The pedagogy should support

inclusive practice seen in terms of different types and range of achievement

(including special needs). It should also support physical disabilities that can be

particularly supported by e-learning (e.g. those with visual impairment). Besides

that, the e-learning should also accommodate different social and ethnic groups

and gender.

The third pedagogic principle is learner engagement. The e-learning

should engage and motivate learners. This engagement should be evident in an

ethos of being educational, i.e. have a „worthwhile‟ educational aim, and not just

be used to occupy or entertain learners, although it might employ „game-like‟

approaches to learning. It should also be motivating. It means that it should be both

enjoyable for learners and makes them want to continue using ICT or want to carry

on with learning the topic. Motivating also means thatit improves the class

atmosphere for learning and makes it a good experience for teachers and learners

alike.In addition, the e-learning should not produce adverse emotional reactions

that are likely to cause reduced motivation to learn in general, or to use ICT in

particular.

For the fourth principle, namely innovative, it should be evident why

learning technologies are being used, rather than a non-technological approach

which achieves the same end as effectively. Digital forms should be used where


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they bring an innovative approach which cannot be achieved in any other way. E-

learning should, in other words, be fit for purpose. The design and implementation

of the digital material or environment may also be innovative, in the sense that it

takes an approach that is new and has not been taken either by previous non-

technological or by digital material for this particular topic or area of the

curriculum.

The fifth principle is effective learning. This principle can be demonstrated

in a variety of ways. Effective learning can be demonstrated by the use of a range

of approaches that will allow the learner to chose one that suits her, or can be

personalized to her, or will extend the learner‟s repertoire of approaches to

learning (such as „learning how to learn‟). It can also be demonstrated by

providing empirical evidence of effective outcomes of the digital material. The

next is by satisfying a number of the characteristics of good learning. Lastly,

Anderson and McCormick also mention that effective learning can be achieved by

by providing authentic learning that also exhibits multiple perspectives on a topic

(this could be seen as another aspect of authenticity).

The sixth principle is the pedagogy should provide formative assessment,

i.e. assessment that is primarily aimed at improving learning. This may be

achieved in a number of ways. The first is by providing rapid feedback that helps

learners to see how they can improve and what they must do to improve. The

second is by providing opportunities for peer assessment, with appropriate

understanding of the criteria or standards of performance required. The third is by


19

providing opportunities for self assessment, with appropriate understanding of the

criteria or standards of performance required.

According to Anderson and McCormick, the seventh principle which is

thesummative assessment here is understood as that which is used to grade

students for guidance as to, or selection for, future educational or work

opportunities. Although not all e-learning will have summative assessment where

it does, it must be valid and reliable, i.e. assess what is aimed at in the objectives.

Principle number eight is coherence, consistency and transparency. The

pedagogy must be internally coherent and consistent in the way the objectives,

content, student activity and assessment (where present) match to each other. It

must be open and accessible in its design. This implies that the components of e-

learning should each match and that the match should be transparent in its

intention; for example, the activities should be consistent with the objectives and

the assessment should assess these objectives (and not un-stated or unknown ones).

It should be clear to the user what they are expected to do.

The ninth principle is ease of use. As well as being transparent in its

intention, e-learning should be transparent in its ease of use through being open

and accessible and being intuitive and not requiring guidance on use (for either the

teacher or the learner). In addition, the provision of appropriate guidance for the

learner or the teacher and, in the case of the learner, should not require extensive

training or instructions that are not themselves part of the educational aims of the

e-learning. The tenth principle is cost-effectiveness. It should be affordable by the

institution, teacher and students.


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5. MOODLE

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, Schoology, Edmodo, and

Nicenet. This section discusses the nature of Moodle and the features of Moodle.

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 epistemology of teaching and learning within Internet-based

communities of reflective inquiry.” It is a course management system for

developing and delivering Internet-based courses. It is used by a growing number

of universities, schools, and corporations.

Moodle is designed to provide a tool that is very easy to use and navigate.

It only requires a web browser and a connection to the Internet, so there is no

software to install or servers to manage. The simple format of the system is highly

intuitive with a very low learning curve, requiring no formal training. The

interface has low graphical content to make it easy to use through a standard

modem.

According to Rice (2006), Moodle is designed to support a style of

learning called Social Constructionist Pedagogy. This style of learning is

interactive. The social constructionist philosophy believes that people learn best

when they interact with the learning material, construct new material for others,

and interact with other students about the material. He also adds that the


21

difference between a traditional class and the social constructionist philosophy is

the difference between a lecture and a discussion.

The use of Moodle does not require the use of the social constructionist

method the courses. However, it best supports this method. There are five kinds of

static course material. This is course material that students read, but do not

interact with, namelya text page, a web page, a link to anything on the Web

(including material on your Moodle site), a view into one of the course's

directories and a label that displays any text or image.

However, Moodle also enables you to add six types of interactive course

material. This is course material that a student interacts with, by answering

questions, entering text, or uploading files, namely assignment (uploading files to

be reviewed by the teacher and/or students), choice (a single question), journal (an

online journal), lesson (a conditional, branching activity), quiz (an online test),

and survey (with results available to the teacher and/or students). These features

would be discussed more under the Course Management sub-subchapter. Moodle

has many features which support collaborative distance learning and independent

learning. The features will be discussed in User Management and Course

Management parts (Moodle Docs, 2013).

a. User Management

The admin can manage the users of the Moodle and limit the role of each

user. Students can create their own login accounts using standard email method.

The email addresses are then verified by confirmation. Students are encouraged to

edit their profile by adding their photos and description. Users can specify their


22

own time zone, and every date in Moodle is translated to that time zone (e.g.

posting dates, assignment due dates etc).

After a user has been authenticated by the site or allowed in as a guest,

they can self enroll in courses. However, this kind of student self enrollment can

also be turned off.An "enrolment key" in a course only allows certain student to

enter. These keys can be give out face-to-face or via email and can be changed.

Teachers, with permissions, can manually enroll students or cancel the enrollment

of students in their courses. Course completion is a course prerequisite feature of

Moodle 2.0 that allows scaffolding of courses.

There are several roles that the admin can put the users into.

Roles combine specific permissions for specific types of participants. A user can

be assigned a different role for each context, such as a specific course.

The administrator (admin) user account controls the creation of courses and

creates teachers by assigning users to courses and giving them a role in that

context. New roles can be created, copied from existing roles and edited. Some

standard roles include: Course creator (can create courses, teach in them, and

assign others to teacher roles), Teachers (edit and teach a specific course), Non-

editing teacher, Students (can participate and view activities but not create them)

and Guests (view only users).

b. Course Management

Typically, a teacher has a full control over all settings for a course. This

can include assigning other teachers roles with less privilege. According to

Moodle Docs, There are 12 features that can be modified in Moodle, namely


23

Course Reports, Assignment Module, Chat Module, Choice Module, Forum

Module, Glossary Module, Lesson Module, Quiz Module, Resource Module,

Survey Module, Wiki Module, and Workshop Module.

Assignments can be specified with a due date and a maximum

grade.Students can upload their assignments in any file format to the server. The

teacher can see the submission time. Late assignments are allowed, but the

amount of lateness is shown clearly to the teacher. For each particular assignment,

the whole class can be assessed (grade and comment) on one page in one form.

Teacher feedback is appended to the assignment page for each student, and

notification is mailed out. The teacher can choose to allow resubmission of

assignments after grading (for re-grading). Allowing resubmissions can allow the

teacher to progress monitor student projects/assignments as they evolve.

Advanced assignments can allow multiple files to be uploaded. This could keep

together preplanning maps, outlines, research papers and presentations.

The Chat Module allows smooth, synchronous text interaction. They can

be limited to group members or roles, or be for anyone in the course. The chat

includes profile pictures in the chat window and supports URLs, smilies,

embedded HTML, images etc. All sessions are logged for later viewing, and these

can also be made available to students.

The Choice Module is like a single question poll. It can either be used to

vote on something, or to get feedback from every student. Teacher can see

intuitive table view of who chose what. Students can also optionally be allowed to

see an up-to-date graph of results.


24

In the Forum Module, different types of forums are available, such

as course news, open-to-all, one-thread-per-user and question/answers

types.Forum posts can be emailed in several ways and it can have the author‟s

photo attached. Discussions can be viewed nested, flat or threaded, oldest or

newest first.Individual forums can be subscribed to by each person but teacher can

force subscription for all members of the course, either initially or permanently.

Groups features allow options for more entry and viewing limitations for students.

The teacher can choose not to allow replies to their posts if the posts are intended

as announcements. Discussion threads can be moved between forums or split by

the teacher.Attachments can be made to posts and shown as part of message.

The Glossary Module is one of the modules that best illustrate the way that

MOODLE can fundamentally improve upon the experience of a traditional

classroom. When students contribute to a course in a public place like the

glossary, their ideas are given weight and attention and often result in a greater

pride or ownership of the assignment. This feature allows participants to create

and maintain a list of definitions, like a dictionary. However, student entries can

be previewed by instructors before publishing. Entries can be searched or browsed

using alphabet, category, date, and author. A glossary of terms can be easily

referenced by students because any module of Moodle can be set to hyperlink

automatically to any word or phrase that is stored in or added to the glossary. The

glossary items can even be grouped in categories. Participants can also comment

on glossary entries.


25

In Lesson Module, a lesson is a single activity where a series of pages are

presented to the student, usually based upon a student's choice. Content seen by

the student is created with Moodle's HTML editor tool. Students make choices by

their answers to questions or by selecting a button with a description. Their

choices are linked to other pages in the lesson. This allows for a simple slide show

type of presentation, with content and questions. It allows for a branching,

adaptive presentation based upon a student's specific choice. Navigation through

the lesson can be straight forward or complex, logical or random. Jumps are

associated with each choice that link to other lesson pages. Question pages include

Multiple choice, Multi-answer, T/F, numeric, short answer and essay. Lesson

settings offer the teacher many options such as: different scoring and grading

potentials, prerequisite lessons, student attempts setting, time limits setting,

minimum score setting, retakes setting, progress bars, running score, and feedback

on students‟ answers, password, start and end times, and other restrictions can be

placed on students.

In Quiz Module, there are many types of standard questions formats that

can be used. Quiz offers many scoring methods and ways to present itself to

students. Quizzes are automatically graded when a student has finished doing the

quiz. An entire quiz or specific questions will be re-graded, if the teacher changes

an answer's score. There are more than 10 question types, each with different

scoring methods, such as: Multiple-choice questions supporting single or multiple

answers, Short Answer questions (words or phrases), True-False questions,

Matching questions, Random Short answer questions, Numerical questions (with


26

allowable ranges), Embedded-answer questions (cloze style) with answers within

passages of text, Embedded descriptive text and graphics. Quiz questions can

come from specific question in a specific category or drawn randomly from a

category. These can be mixed and matched to suit the teacher.

Resource Module can display many types of media content files by a

single link on the course page, such as: Word, PowerPoint, Flash, Video formats,

Audio formats, Internal web pages (HTML formatted), Internal Text pages (no

formatting). Files can be stored locally or the link point to remote

locationsand can be uploaded and managed (zipped, unzipped, renamed, moved)

in the course.

In Survey Module, built-in surveys (COLLES, ATTLS) have been proven

as instruments for analyzing online classes. Online survey reports are always

available, including many graphs. Data is downloadable as an Excel spreadsheet

or CSV text file. Survey interface prevents partly-finished surveys. Feedback is

provided to the student of their results compared to the class average.

Wiki Module is a series of web pages that anyone can add to or edit. It

enables document pages to be authored collectively. Thus, it supports

collaborative learning. Workshop module allows peer assessment of documents,

and the teacher can manage and grade the assessment.

6. Related Studies

I read some other related studies. There were several studies put Moodle as

its subject. Although Moodle is not designed particularly for language teaching, it

provides a number of useful learning tools that can be used in EFL/ESL settings


27

or teacher training projects. CALL Researchers and practitioners in the world

have been participating in the further development and improvement of Moodle in

a collaborative learning.

As cited by Nozawa (2011), Naddabi (2007) reports an example of design

and implementation of Moodle in EGAP instruction in Oman, there are

advantages to integrate it by making use of the features such as forum, resource

links of dictionaries and newspapers, quiz, and journal in teaching EFL. He claims

the following five advantages: (1) Enhancing student-student interactions and

teacher-student interactions; (2) Finding a real audience to interact with; (3)

Helping students do their research for their independent study project; (4)

Fostering students‟ independence; (5) A change of routine. These advantages

would commonly be found in any CMS, but it‟s still the basic usefulness of

Moodle.

On the other hand, he states four problems and concerns in its

implementation: (1) Logging a large number of students for the first time was a

difficult task; (2) Because of a non-assessed course component in a large program,

only a small number of students participated in Moodle activities; (3) Lack of

computer literacies of both some teachers and many students who used Moodle

inefficiently; (4) Jamming students‟ email accounts with unwanted messages

when they used sharing forums. These problems are common among less

computer literate teachers as well as lower level EFL students even in Japan.

Wulandari (2012) designed Moodle learning model for paragraph writing

at the university level. Oktapuri (2012) developed a Moodle Speaking Learning


28

Model for Hotel Accommodation Students of Vocational School. Another

researcher is Pramudita (2012) who designed a blended English instructional

using Moodle.

Just like Wulandari (2012), the researcher also uses the five underlying

principles mentioned by Warschauer (2000) namely Authenticity, Literacy,

Interaction, Vitality and Empowerment. Oktapuri (2012) investigated whether the

designed model matched the eightpedagogical aspects stated by Egbert (1999).

Her study showed that seven of the aspects were clearly appear in the designed

learning model. The designed learning model provided an interaction

andnegotiation of the meaning, learners‟ interaction with the target language as

theauthentic audience, learners‟ involvement in authentic tasks, learners‟

productionwithin the varied and creative language use, learners fulfillment with

enough time toemploy the task and to gain feedback from the teacher, learners

were able to work inan ideal atmosphere with an ideal stress/ anxiety level and

learners autonomy wassupported also by implementing this designed learning

model. Different from Oktapuri (2012), the researcher used more recent

pedagogic principles of e-learning proposed by Anderson and McCormick (2005).


29

B. THEORETICAL FRAMEWORK

This section synthesizes the theories discussed in the previous sub

chapter and describes their relationship in supporting this research. This research

used an ADDIE instructional design model with a few adaptations which is the

result of combination with the R&D process. Below are the steps for developing

the materials.

This first step in designing the materials is adopted from ADDIE initial

step which is doing needs analysis. At this step the researcher collects information

about the teacher‟s and student‟s problem faced in the English for nursing class,

identify the source of the problem and determine possible solutions for both the

teacher and the students. The output of this step is learners‟ characteristics,

description of the constraints, the teacher and the students‟ needs.

The second step is the design stage. In this stage, the teaching technique,

materials and activities are selected. This stage also relates to the selection of

appropriate resources for the materials. The third stage is to develop the Moodle

learning model. The theory of Computer-Assisted Language Learning and ESP

are used mainly to identify the teaching-learning activities and select the

appropriate media to conduct the English learning for nursing students.

The fourth stage namely the implementation is adopted from the fourth

stage of ADDIE Instructional Design. In this stage, the user interface training of

Moodle is prepared for the teacher and the students. The training involves the way

to create and join a virtual class. Afterwards, the designed materials are tried out

to the participant. Then, questionnaires are distributed and representative


30

participants are interviewed to obtain the information about students‟ response

toward the implementation of the designed materials.

Evaluation stage is the fifth step of ADDIE model. It is to determine how

successful the instructional design package is in facilitating effective participant

learning by having a survey designed for criterion-related items and providing

opportunities for feedback from the experts. In conducting this, the researcher

takes two stages, as follow:

a. Preliminary Field Testing

In order to measure the quality of the material design, the designer should get

feedbacks of the designed materials for the purpose of making adequate

adjustments in the implementation.

b. Main Product Revision

After getting respondents‟ opinions, suggestion and comments about designed

materials in preliminary field test, the researcher revises, improves, or changes

some parts based on the result of preliminary field test result.

The two research questions would be answered in the process of developing the

iconic Moodle learning model for the nursing students of POLTEKKES.


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CHAPTER III

RESEARCH METHODOLOGY

The objective of discussing research methodology is to qualify the use of

technique and method in response to the kind of the research so that the researcher

can meet the goal of the study. This chapter presents the research method, the

nature and the sources of data, the research setting and participants, technique of

data collection, accountability of the instruments and data analysis technique.

A. Research Method

This research in particular is focused on designing Moodle learning model

for nursing students. The researcher developed this research by using ADDIE

model and Research and Development cycle (Borg and Gall, 1983). The research

and Development cycle is aimed to develop and validate educational products.

The researcher adopted seven stages of the R&D cycle which in line with the

ADDIE process for the materials design. They are (1) research and information

collecting (Analysis), (2) planning (Design), (3) develops preliminary form of

product (Development), (4) preliminary field testing (Development), (5) main

product revision (Development), (6) main field testing (Implementation), and (7)

operational product revision (Evaluation).

B. The Nature and the Sources of Data

The research aimed to design a product which is called a Moodle learning

model for the nursing students of POLTEKKES. Research and development is

used to design new products and procedures, which then are systematically field


32

tested, evaluated and refined until they meet a certain criteria (Borg and Gall,

1983). There were ten steps of R&D, but due to the limitation of the research, the

researcher employs seven stages which were also in line with the ADDIE process.

The elaboration of those stages will be discussed on the following discussion.

1. Research Design

The stages taken by the researcher in conducting the research were

research and information collecting including review of literature, classroom

observationsand survey. The survey was conducted by observation, interview

andquestionnaires. The researcher conducted need survey by interviewing the

English teacher and distributing the questionnaire to the students.

Planning included defining skills, stating objectives based on the needs

analysis. The researcher chose and prepared the material for the Moodle and

developed the product and also determined the instructional goals, topic, and

general purposes.

Develop preliminary form of product included preparation of instructional

materials and evaluation devices. In this step the researcher designed the suitable

model of instructional design for the learning model. After collecting the data

from the two previous steps, the researcher made the form of product based on the

gathered data.

For preliminary field testing expert verification was required in this step.

In the process of validation, qualitative data from experts‟ judgment were

collected and used as the basis of revision of the product being developed (Latif,

2007). In the empirical process, data were collected from students‟ opinion and


33

achievement and were analyzed to give feedback for revision of the final product.

The researcher distributed questionnaires to the English lecturers of POLTEKKES

Surakarta and Yogyakarta and one IT lecturer from Sanata Dharma University.

The purpose of this step is to gain opinion, comments, suggestion and criticism as

an evaluation. Main product revision was the final product which was edited

based on the result of the preliminary field testing. The researcher revised the

material based on the evaluation result.

In the main field testing, the researcher held the implementation to the

nursing students of POLTEKKES. As the implementation had finished, the

researcher distributed questionnaires to the nursing students.

The final step was operational product revision. In this step the researcher

revised the product as suggested by main field testing. The researcher distributed

the questionnaire and interviewed the research participants about the response

toward the implementation. The questionnaire and interview served to provide the

answer to the second research question that is what the opinion of the nursing

students about the Moodle learning model. The researcher revised the design to

produce the final version of the Moodle learning model. The research design and the

process of answering the research questions are shown in the figure on the next page.


34

Figure 3.1The Research Design

Nursing Program

Moodle Learning Model

Principles of CALL

Expert Validation

Implementation 1st revision

2nd revision

Gather Feedback

and Opinion

Pre Iconic model

1STRESEARCH

QUESTION

ANSWERED

User Validation

The Iconic Model

2NDRESEARCH

QUESTION

ANSWERED

Theories of Moodle

ESP


35

In developing the learning model, the researcher combined the stages of

R&D and the ADDIE Instructional Design. The researcher made a figure showing

the stages of R&D cycle which combine with the instructional design models of

ADDIE, as follow:

R & D cycles ADDIE Model

Figure 3.2 The Researcher’s R & D Cycle Combined with ADDIE Model

2. Strategy of Collecting and Organizing Data

Seliger and Shohamy (1989) state that questionnaire is a printed list for the

data collection, which contained questions or statement for the subject to respond.

Attitudes, motivation, and self-concepts are kinds of data that usually be gathered

by questionnaire because they considered not easily observed. There are some


36

benefits by employing questionnaire: can be given in a large group, the gathered

data are more uniform and standard, and the data are more accurate because it

given to all respondent in the same time.

Interview is conducted to obtain information by actually talking to the

subject as stated by Seliger and Shohamy (1986). By conducting an interview the

gathered data would be more personal. This instrument can also be used for

obtaining information on learners‟ language proficiency.

The last instrument is observation. Seliger and Shohamy (1989) state that

observations are most often used to collect data on how learners use language in a

variety of settings, to study language learning and teaching processes in

theclassroom, and to study teachers‟ and students‟ behavior. The advantages of

employing observation can also turn into its disadvantages. Observation was

ableto cope with many unseen variables but the closeness of it may lead biases

which may affect the researcher‟s objectivity. Thus, based on the accuracy the

researcher chose questionnaire, interview and observation as the research

instruments.

C. The Research Setting and Participants

The researcher is aimed to make a Moodle learning model for nursing

students of POLTEKKES. This learning model is intended to be used by the

nursing students of POLTEKKES. In developing the learning model, the

researcher should collect the data from various research participants. Those

research participants were the target learners, the lecturers and the experts. Thus,


37

the settings of the research were in POLTEKKES Surakarta, POLTEKKES

Yogyakarta and Sanata Dharma University.

In conducting the need analysis the researcher had to interview the

lecturer, conduct the observation, and distribute questionnaire to the target

learners. Thus, the setting would cover POLTEKKES Surakarta. In the

preliminary field testing the researcher had to find some experts in order to

validate the preliminary form of product designed. The experts were the English

lecturers of POLTEKKES Surakarta, POLTEKKES Yogyakarta and IT lecturer of

Sanata Dharma University. The settings in conducting this stage were in, Sanata

Dharma University and POLTEKKES Surakarta and POLTEKKES Yogyakarta.

For the main field testing stage the participants were the nursing students of

POLTEKKES Surakarta. Thus, the implementation would be done in

POLTEKKES Surakarta.

The participants of this research were divided into three; those were

research and information collecting participants, preliminary field testing

participants, and implementation participants.

The research participants in research and information collecting were two

English lecturers of POLTEKKES Surakarta and the 3rd

semester nursing students

of POLTEKKES Surakarta. The English teachers and the 3rd

semester of nursing

students of POLTEKKES Surakarta were chosen because they were closely

related to the curriculum and the syllabus that is employed in the nursing major of

POLTEKKES Surakarta.


38

The participants in preliminary field testing were two English lecturers of

POLTEKKES Surakarta, 2 English lecturer of POLTEKKES Yogyakarta and one

lecturer of Informatics Engineering of Sanata Dharma University. The teachers

and lecturers were involved in this research because the researcher considered

them the experts in the application of the theories that are related to this research.

Those theories were teaching and learning on medical topics and informatics

technology. They evaluated the designed learning model and gave suggestions to

the researcher or so-called expert validation.

The participants in main field testing were the 3rd

semester nursing

students of POLTEKKES Surakarta. The students were involved in this step due

to their participation on the implementation of the designed learning model. The

students gave feedback after the designed learning model was implemented.

D. Data Collection Technique

The data were collected from the three instruments used in the research as

elaborated in the previous part. The research was conducted to the 3rd

semester of

nursing students of POLTEKKES Surakarta. The needed data were classified into

the stages based on the combination of R&D and ADDIE model. The stages,

needed data, participants and instruments were clearly shown on table 3.1.

Table. 3.1 Stages, Data, Participants and Instruments

Steps Data Needed Participants Instruments

1. Research

and

information

collecting

(Analysis)

- The students‟ perceived

needs.

- The students‟ real needs.

- Students‟ difficulties in

learning English moreover

for medical English.

- Identifying the gap

- Nursing students

of POLTEKKES

Surakarta

- English lecturers

of POLTEKKES

Surakarta

Observation

Questionnaire

Interview


39

between the students‟

needs and the fulfillment

of that needs in English

teaching and learning daily

activity.

- The method and technique

used by teacher in

conducting English

- teaching and learning

activity

- Students‟ motivation and

participation in learning

English in the class.

- The use of technology in

teaching and learning

activity.

2. Preliminary

Field Testing

(Development)

- The fulfillment of good

learning software

requirements.

- Feedback from the

participants to ensure the

validity of the product

- Opinion from the


validity of the product.

- Suggestion from the


validity of the product

- two English

lecturers of

POLTEKKES

Surakarta

- two English lecturer

of POLTEKKES

Yogyakarta

- one lecturer of

Informatics

Engineering of

Sanata Dharma

University

Questionnaire

Interview

3. Main Field

Testing

(Implementatio

n)

- Feedback from the

participants deal with the

final version of the

materials, the opinion of

the nursing students about

the design learning model.

- Nursing students of

POLTEKKES

Surakarta

Questionnaire

Interview

E. Accountability of the Instruments

In order to collect valid and reliable data, the researcher used some

instruments for the research. The instruments were questionnaire, interview and

observation.


40

The instruments for research and information collecting step were

observation, questionnaire and interview. The aim was to gather information

about the students‟ needs, interests, and characteristics. Questionnaire was

distributed to the learners in order to gain the students needs. The data needed for

the questionnaire were concerned on the students‟ needs of particular English

skill, the students‟ background knowledge, the interaction of students and

technology and the gap of the real needs and the ability to facilitate those needs

that occurred in students‟ daily English teaching and learning activities. The

questionnaire was written in Indonesia in order to get the valid data from the

students.

Instruments for preliminary field testing step were questionnaire and

interview. The questionnaire was distributed to two English lecturers of

POLTEKKES Surakarta, two English lecturer of POLTEKKES Yogyakartaand

one lecturer of Informatics Engineering of Sanata Dharma University. The

instrument was used to obtain the opinions in evaluating the designed materials.

The opinions and evaluations were used as the source of revising the designed

materials. The questions were written in English and using closed and opened

questions. The needed data were concerned on the conformity of the designed

learning model with the syllabus, the fulfillment of the characteristic of well

designed software, the content of the designed learning model, the conformity of

the designed learning model with the characteristic of the students, feedbacks and

suggestions to improve the designed learning model.


41

Instruments for main field testing step were questionnaire and interview.

The questionnaire contained evaluation and feedback from the nursing students of

POLTEKKES Surakarta after the researcher implemented the learning model. The

purposes of distributing the questionnaires were to acquire some reliable

feedbacks as the revision and improvements for the design. The researcher

conducted the informal interview after the implementation was done to gain

information about students‟ response and opinion about the Moodle learning

model.

F. Data Analysis Technique

As the data needed have been gathered, it was then analyzed.The

participants‟ opinions in the form of closed questions were shown statistically. In

analyzing the need analysis questionnaires, the data collected would be calculated

using percentage as follow:

Notes:

n = The total number of the students who choose a certain answer

N = The total number of the students

Table 3.2 The Result of the Need Analysis Questionnaire

Question Response Number Percentage


42

The data from materials evaluation were obtained through questionnaires that are

in the form of scores. The classification was adapted from Likert Scale proposed

by Best (1977). There are five agreements are applied as follows:

Strongly disagree = 1

Disagree = 2

Not sure = 3

Agree = 4

Strongly agree = 5

Table 3.3. The Description of the Evaluation of the Designed Material

No Questions and

Statements

Answers Number

(N)

Value

(V)

Mean Converted

Score

(The mean (M))

(ΣN)

(ΣV)

Notes:

Number = number of respondents

Value = the amount of number times the answer agreement

Mean = the average value

The formula to get Mean is:

The scores of the questionnaire were calculated using descriptive statistic.The

result would be classified into some classifications based on the converted score.

The converted scores would describe the result in order to show the clearer data.

The conversion score could be recorded in the Table 3.4.


43

Table 3.4 Conversion Table of the Raw Scores into the Converted Scores

Raw Scores Meaning of Scores Converted Scores

5 Strongly agree with the statement 2

4 Agree with the statement 1

3 Not sure with the statement 0

2 Disagree with the statement -1

1 Strongly disagree with the statement -2

Best (1977) classified the range of the point of agreement between 1–5.Table 3.5

was the interpretation of the degree of agreement adapted from Best (1970).

Table 3.5 The Interpretation of the Degree of Agreement Adapted from Best

(1970)

Range Meaning

(-2) – (-1) Replace the rejected part of the

designed learning model

-1 – 0 Modify part of the designed learning

model

0 – 0,9 Conduct more exploration on the

existing part of the design

1 – 2 No revision

The designed learning model were considered as good and acceptable if the range

of the converted score is 0.75 – 2. The designed learning model were considered

good but needed revisions if the range of the converted score is (-1) – 0.74. The

designed learning model was considered poor design if the range of the converted

score is (-2) – (-1).


44

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter discusses the answers of the two research questions that

emerged as the results of this study. The discussions are divided into process of

designing the learning model, the supported pedagogical aspects of the designed

learning model based on the experts‟ and users‟ opinion and the presentation of

the iconic model of the designed learning model.

A. Process of Designing the Learning Model

The researcher adapted the steps of Research and Development cycles

which were combined in the ADDIE model in the process of designing the

learning model. To answer the question of to find out how MOODLE learning

model for nursing students of POLTEKKES is designed, the steps of how to

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

elaborating each step clearly, it would describe how the learning model was

designed. There were five steps, namely (1) needs analysis, (2) design, (3)

development, (4) implementation in the form of demo, (5) evaluation.

1. Needs Analysis

As suggested by Long (2005), multiple measures and multiple sources will

increase the quality of information gathered for the needs analysis. The needs

analysis was conducted by doing an interview with the lecturer, observing the

class, and distributing questionnaire to the students. The Construct Mapping for

Needs Analysis Interview covers the students‟ competence, the characteristics of


45

the students, the teaching learning, the obstacles in the teaching and learning

process, the English language use, the needs of the students, the materials that the

Nursing Program had. From the interview, the researcher attained some

information which was very useful in analyzing the needs of the Nursing students.

The result and the analysis of the interview and class observation are presented in

the following paragraphs.

The first question was how the competence of the students was. The

lecturer said that the students‟ Basic English is mostly good. However, they still

lack of medical vocabulary. Their sentence structure also needed lots of

improvement. The lecturer also said that if the students wanted to work abroad,

they have to take some tests which require good structure, like TOEFL or IELTS;

therefore, the students‟ grammar must be well developed, too. The result of the

observation also showed that the students‟ Basic English was quite good.

Well, their basic English is mostly good. But, you know, basic

English. It’s different from English for medical. Err… They still lack of

medical vocabulary. Their sentence structure also still needs lots of

improvement. If they want to go abroad, they have to take some tests and

their structure must be good, you know. (App2No3)

The next important aspect to be analyzed is the learners‟ characteristic.

The class consisted of 48 students. They were around 18-20 years old. Based on

the interview and the observation, it can be concluded that most of the students

were highly motivated in learning English. They were confident enough to

communicate in English. However, they still mixed their English with Indonesian,

especially when they are talking about medical topics and they have to use

medical terms.


46

Hmm…nice. They are nice students… Very active and motivated. They like

English lesson… Mostly have high confidence but some are passive too…

Maybe because they do not have enough vocabulary so they are stuck

when speaking. That’s why I have vocabulary test for them every meeting.

(App2No4)

In addition, the lecturer also said that some students were also passive and lack of

confidence. This confirmed that the students‟ need to build their medical

vocabulary.

The teaching and learning process were conducted consistently every

meeting. The teacher gave vocabulary test at the beginning of the class, then the

students and teacher discussed the topic together. The students then make a

dialogue in groups based on the topic and present the dialogue in front of the

class. The teacher gave feedback on the students‟ performance. One problem is

that not all groups had the chance to perform because of the limited time (see

App3No8).

Another problem is some students come to the class without or with less

preparation whereas in fact the teacher had given them the handout materials to

study before hand but the students lost it. The teacher also felt that it is somehow

burdensome for her to check the vocabulary test. She sometimes asked the class to

check together but then it would reduce the time. For the mid and final test, the

teacher asked the students to do a written test as well as speaking test. The

speaking test was in the form of role play video based on the topics presented

during the course (see App2No5, App2No6 and App2No7).


47

The next thing discussed in the interview was the language use. The

teacher tried to use English all the time but she said that it was difficult to

maintain her consistency in using English when some students do not understand.

Well, 90% I guess. I try to use English all the time but when my students

don’t understand I sometimes use Indonesian. They (the students) use

mixed language. (App2No7)

Therefore, English is used 90% during the teaching learning activity. During the

observation, the students also used mixed language (see App3No5). The need of

vocabulary enrichment for the students was also clarified by the teacher in the

interview. In addition, the lecturer also said that the students need to get reading

tasks because most of journals and resources about medical are written in English.

The materials used in the class did not follow certain curriculum from the campus.

The lecturer developed her own syllabus and lesson plan and found the materials

herself. She said that she would like to have the access to materials from good

international publisher like Longman, Cambridge or McGraw Hill in the

MOODLE site (see App2No9).

Questionnaires were also distributed among the students to find out what

the students need from their own point of view and also to find out the

characteristics of the nursing students of POLTEKKES Surakarta. The

questionnaires were distributed to 48 students. The questionnaire of needs analysis

was developed based on the current concept of needs analysis by Dudley-Evan

and St John (1998). On the following page is the working concept of the needs

analysis questionnaire:


48

Table 4.1 The Working Concepts of the Needs Analysis Questionnaire

No

Dudley-Evan’s

and St John’s

Current Concept

of Needs

Analysis (1998)

Questions and statements

Categorization

1. Attitude to

English

In my opinion, English

lesson is…

The Needs of English

and English in the

Classroom

2. Previous learning

experiences

So far, the way we learn

English at campus is…

3. Attitude to

English

Learning English is

important for my future

career.

4. Effective ways of

learning

In my opinion, preparation

before class (learning

vocabulary related to health

and medical) is important.

Language Skills and

Components


learning

In my opinion, doing

grammar practice is…


learning

In my opinion, the ability to

read English articles about

health is…

7. Attitude to

English

I am… to improve my

English speaking ability.


experiences

In the English lesson so far,

I get enough opportunity to

practice my speaking skills.


learning

In my opinion, feedback

from the lecturer is

important so that I know

things to improve.

Feedback


experiences

The learners‟

lacks

In the English lesson so far,

I have got enough feedback

from the lecturer.


experiences

The learners‟

lacks

I have used technology

(electronic dictionary,

YouTube, online English

learning, Google) in

learning English.

Technology and

Preferences in

Learning English

12. What is wanted

from the course

Information about

how the course

Watching videos as a way to

improve medical English.


49

will be run

Technology and

Preferences in

Learning English

13. What is wanted

from the course

Information about

how the course

will be run

Watching and giving

comments to videos

uploaded by my classmates.

14. What is wanted

from the course

Information about

how the course

will be run

Record drama (role play)

using video facilities in the

cell phones, tabs or handy

cam.

15. What is wanted

from the course

Learning English in small

groups to improve English

speaking ability.

The following table shows the options of each question or statement and presents

the result of the needs analysis questionnaire:

Table 4.2 The Needs of English and English in the Classroom

No Questions and

statements

Answers Number Percentage

1. In my opinion, English

lesson is…

a. Very easy

b. Easy

c. Average

d. Difficult

e. Very difficult

0

9

13

26

0

0%

18.75%

27.08%

54.17%

0%

2. So far, the way we learn

English at campus is…

a. Really fun

b. Fun

c. So-so

d. Boring

e. Really boring

0

26

19

3

0

0%

54.17%

39.58%

6.25%

0%

3. Learning English is

important for my future

career.

a. Strongly agree

b. Agree

c. Average

d. Disagree

e. Strongly disagree

25

23

0

0

0

52,08%

47,92%

0%

0%

0%


50

Apparently, English was difficult for more than half of the students in the

class (54.17%). However, more than half of the students perceived that the

English learning in the class so far is fun (54.17%). The rest thought that the

learning is just so-so (39.58%) and boring (6.25%). In addition, all of the students

strongly agree (52.08%) and agree (47.92%) that English was important for their

future career as a nurse.

Table 4.3 Language Skills and Components

No Questions and

statements


4. In my opinion,

preparation before class

(learning vocabulary

related to health and

medical) is important.

a. Strongly agree

b. Agree

c. Average

d. Disagree


15

33

0

0

0

31.25%

68.75%

0%

0%

0%

5. In my opinion, doing

grammar practice is…

a. Very important

b. Important

c. Not so important

d. Not important

e. Not important at all

12

35

1

0

0

25%

72.92%

2.08%

0%

0%

6. In my opinion, the

ability to read English

articles about health

is…

a. Very important

b. Important

c. Not so important

d. Not important

e. Not important at all

12

27

9

0

0

25%

56.25%

18.75%

0%

0%

7. I am… to improve my

English speaking

ability.

a. Very interested

b. Interested

c. Not so interested

d. Not interested

e. Not interested at all

29

19

0

0

0

60.42%

39.58%

0%

0%

0%

8. In the English lesson so

far, I get enough

opportunity to practice

my speaking skills.

a. Strongly agree

b. Agree

c. Average

d. Disagree


4

37

5

1

1

8.33%

77.08%

10.42%

2.08%

2.08%

What differentiates ESP from general English is the specific terms and

vocabulary. All of the students strongly agree (31.25%) or agree (68.75%) that


51

learning the vocabulary related to health and medical before the class is important.

They also perceived that doing grammar practice is very important (25%) or

important (72.92%). There were only 9 out of 48students who thought that the

ability to read English articles about health is not so important. The rest thought

that the ability to read English articles about health is important (56.25%) or very

important (25%). All of the students were either interested (39.58%) or very

interested (60.42%) in improving their English speaking ability. However, not all

students thought that they got enough opportunity to practice their speaking skills.

Table 4.4 Feedback

No Questions and

statements


9. In my opinion, feedback

from the lecturer is

important so that I

know things to improve.

a. Strongly agree

b. Agree

c. Doubt

d. Disagree


19

28

1

0

0

39.58%

58.33%

2.08%

0%

0%

10. In the English lesson so

far, I have got enough

feedback from the

lecturer.

a. Strongly agree

b. Agree

c. Doubt

d. Disagree


10

29

7

2

0

20.83%

60.42%

14.58%

4.17%

0%

The students either strongly agreed (39.58%) or agreed (58.33%) that

feedback from the lecturer was important. There was only 1 student who doubted

that feedback was important. Although majority of the students either agreed

(60.42%) or strongly agreed (20.83%) that they had got enough feedback from the

lecturer, there were 9 students who doubted (14.58%) and disagreed (4.17%).


52

Table 4.5 Technology and Preferences in Learning English

No Questions and

statements


11. I have used technology

(electronic dictionary,

YouTube, online

English learning,

Google) in learning

English.

a. Strongly agree

b. Agree

c. Average

d. Disagree


6

36

5

1

0

12.5%

75%

10.47%

2.08%

0%

12. Watching videos as a

way to improve medical

English.

a. Very interested

b. Interested

c. Usual thing

d. Not interested


14

31

3

0

0

29.17%

64.58%

6.25%

0%

0%

13. Watching and giving

comments to videos

uploaded by my

classmates.

a. Very interested

b. Interested

c. Usual thing

d. Not interested


7

36

5

0

0

14.58%

75%

10.42%

0%

0%

14. Record drama (role

play) using video

facilities in the cell

phones, tabs or handy

cam.

a. Very interested

b. Interested

c. Usual thing

d. Not interested


3

34

10

1

0

6.25%

70.83%

20.83%

2.08%

0%

15. Learning English in

small groups to improve

English speaking

ability.

a. Very interested

b. Interested

c. Usual thing

d. Not interested


17

28

3

0

0

35.42%

58.33%

6.25%

0%

0%

Most of the nursing students had used technology in learning English

(82.5%). Most of them were also either interested 64.58%) or very interested

(29.17%) in watching videos to improve medical English. When asked about

giving comments to their classmates‟ uploaded video, most of them were also

interested (75%) and very interested (14.58%). None of the students answered not

interested for this question. In addition, there was only 1 student who answered

that he/she was not interested in recording drama or role play using video facilities


53

in cell phones, tabs or handy cams. Most of the students were also interested in

learning English in small groups to improve their speaking ability.

In conclusion, from the result of the interview, class observation and the

questionnaire, most of the 48 nursing students of POLTEKKES Surakarta were

active and highly motivated. Some of the students were also passive and lack of

confidence, though. They could understand instructions in English and produce

novel utterances. Therefore, intermediate level of material would be suitable for

them.

The students needed to enrich their vocabulary on medical topics and to

get grammar practice so that they were ready for standardized tests that they

would have had to take when they wanted to be a registered nurse. More

importantly, they also needed to get more opportunity to practice their reading and

speaking skills, especially on health and medical topics. The practice and

resources needed to be easily accessed and re-accessed anytime and anywhere

they like because there was a problem that some students often lost the handouts

given by the lecturer.

In addition, the students were interested to work in groups to make role

play video and share it with their friends on line. This would really save time and

give the opportunity for all the students to perform and to get feedback from both

the lecturer and their peers. Therefore, Moodle would facilitate the fulfillment of

the students‟ needs.


54

2. Design

In this stage, the researcher designed the learning model based on the

result of need analysis. Teaching learning resources and tasks for each learning

topic were selected based on the suitability with the objective of competency

standard, basic competences and learning indicators. The Competency standard of

the course is: Students are able to use the appropriate vocabulary and grammar

both in written and spoken form in the context of health care and hospital

service.Here is the table that shows the topics, basic competence and the learning

indicators:

Table 4.6 Topic, Basic Competence and Learning Indicators

No Topic Basic Competence Learning Indicators

1.

Admitting

a Patient

Students are able to use

the appropriate

vocabulary and grammar

both in written and

spoken form in the

context of admitting a

patient.

By the end of the Unit, students

are able to:

1. Use the vocabulary of

admitting a patient

appropriately.

2. Use the expression of

admitting a patient

appropriately.

3. Use the Simple Present

Tense appropriately in the

context of admitting a

patient.

4. Make a dialogue about

admitting a patient with

good choice of diction and

expressions with a correct

grammar.

5. Give an opinion about the

modern technology used in

admitting a patient

6. Record a mini role play

about admitting a patient.

2. Caring for

Patient

Post


the appropriate



are able to:



55

Operation both in written and

spoken form in the

context of caring for

patients post operations.

caring for patients post

operations appropriately.

2. Use the expression of caring

for patients post operations

appropriately.

3. Use the quantifiers and

adjective appropriately in

the context of caring for

patients post operations.



operations with good choice

of diction and expressions

with a correct grammar.




operation.


about caring for patients

post operations.

3. Caring for

Terminally

Ill Patients


the appropriate


both in written and

spoken form in the


terminally ill patients.


are able to:


caring for terminally ill

patient appropriately.

2. Use the expression of caring

for terminally ill patient

appropriately.

3. Use the present continuous

tense and Wh-questions

appropriately in the context

of caring for terminally ill

patient.



patient with good choice of

diction and expressions with

a correct grammar.




patient.


about caring for terminally

ill patient.


56

The lesson plan of the syllabus is developed consistently from unit to unit

to make it easier for the students to follow (see Appendix 3). Based on the

competency standard, topics, basic competence and learning indicators above, the

MOODLE design model were then developed. The development of the design

model used the principle of CALL and based on the needs analysis.

3. Development

The Development step of the ADDIE process includes 3 phases of the

R&D process, namely preliminary form of product developing, preliminary field

testing and main product revision. In the preliminary form of product developing

phase, the features and activities in the Moodle site were chosen. After the first

version of the product was developed, the product was evaluated by some experts.

Based on the evaluation, main product revision was done.

a. Preliminary Form of Product Developing

After the competency standard, topics, basic competence and learning

indicatorshave been formulated, the next step was choosing teaching and

learningactivities.Eachunit was broken downinto eight sections; namely Sample

Video, Sample Dialogue, Useful Vocabulary, Grammar Practice, Making a

Dialogue, Role Play Video Comments, Medical Technology and Quiz. Besides

that, there were also News Forum, Grammar Reference, International Nurse

Forum and Chat Room which were pinned above every unit. Those activities and

features were chosen by referring to five reason of using internet for learning

proposed by Warschauer (2000) commonly abbreviated into ALIVE.


57

The summary of the CALL Principles which served as the underlying

theory for choosing the learning activities is presented in table 4.6 on the next

page.

Table 4.7 CALL Principles as the basis of choosing learning activities

No. CALL

Principles Learning Activities Name of Section

1 Authenticity Students are able to access

authentic examples and able

to interact with authentic

audience.

International Nurse

Forum

Sample Video

2 Vitality Students are able to access

materials, theories 24 hours a

day.

Sample Dialogue

Useful Vocabulary

Medical Technology

Grammar Reference

3 Interactivity Students are able to publish/

share their role play video,

provide feedback for their

peers, discuss and consult

with both peers and the

lecturer.

Role Play Video

Comments

Chat Room

News Forum

4 Literacy Students are able to access

pre-selected links to

relevantvideos

Sample Video

5 Empowerment Students are able to assess

their understanding through

some numbers of exercises.

Making a dialogue

Grammar Practice

Quiz

Sample Video provided learners with a link to YouTube video which has

the same topic with the Unit that they are learning. This activity was chosen based

on the principle of authenticity and literacy. Sample Dialogue helped students in

creating the dialogue for their role play video. Students were able to access the

sample dialogue anytime they like. Students can either read the Useful

Vocabulary online or download it for offline references. Based on the lecturer‟s

request the Grammar Practice was downloadable and learners were supposed to


58

do it offline and submit it to the lecturer. In Making a Dialogue, the nursing

students were asked to make a role play dialogue which they will record. Students

submit the dialogue online and could receive online feedback from the lecturer.

The lecturer gave the link to the role play videos recorded by the students in Role

Play Video Comments. Then, students could give comments to their own video

and to their peers‟.

In the Medical Technology the nursing students could download authentic

articles about the latest technology in health and medical field. Each unit ends

with a Quiz. Pinned above each unit News Forum provided information from the

lecturer. Students could give comments and asked further clarifying questions in

the news forum. The Grammar Reference is a downloadable file which will be

helpful for the students in doing both online and offline tasks. The International

Nurse Forum and Chat Room facilitated the nursing students to communicate

spontaneously with their peer, lecturer and the member of the international nurse

forum.

The choice of the task and activities also considered Nation‟s Four

Strands‟ of a Language Course (1996). There are four types of activities to build a

balanced language course. The first is that a language course should have an

activity that gives the learners opportunity to learn through meaning-focused input

that is through listening and reading. The Sample Video, Sample Dialogue, and

the Medical Technology parts were developed to give the learners opportunity to

watch and listen to the sample video, read the sample dialogue about the topic and

read an article about the latest technology in medical field.


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The second strand is that a language course should facilitate learning

through deliberate attention to language items and language features by providing

the activity of direct vocabulary study and grammar exercise. The Useful

Vocabulary provided the students with direct vocabulary study before they do the

vocabulary exercise in the Quiz. The students could have grammar exercise in the

Grammar Practice and learn from the Grammar Reference.

The third strand is that a language course should facilitate learning through

meaning-focused output which can be conveyed by writing and speaking

activities. In Making a Dialogue, the students should write a dialogue based on

the topic and Grammar Focus. Then, the students would have speaking activities

by practicing the dialogue in the class.

A balanced language course should develop fluent use of known language

items and features through listening, speaking, reading and writing activities. The

Role Play Video Comments activity supported this fourth strand. The students

should record the dialogue and submit it to the lecturer who would then gave the

link in the Moodle site. Students must watch the other students‟ videos and give

comments. The other supporting activity were the International Nurse Forum

and Chat Room where students could communicate spontaneously with their

classmates and nurses from around the world.

b. Preliminary Field Testing

After designing the materials, the researcher administered the post-design

survey that was an evaluation of the designed materials. In this study, the


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researcher gathered the evaluators‟ opinions, feedbacks, and suggestions as the

basis from the experts for revising and producing final product of the materials.

In this section, the researcher presents the data gathered from the

evaluation. Five questionnaires were distributed to five evaluators. The evaluators

were chosen based on their expertise. The researcher distributed questionnaires to

two English lecturers of POLTEKKES Surakarta, two English lecturers of

POLTEKKES Yogyakarta and one IT lecturer from Sanata Dharma University.

The description of the preliminary field testing of the material design respondents

is presented in the table 4.8.

Table 4.8 The Description of the Preliminary Field Testing of the Material Design

Respondents

Respondents

Sex Educational

Background

Teaching Experience

F M S1 S2 S3 5-10 10-15 15-20

3 2 3 2 - 3 2 -

The data for this section is acquired from the evaluation of the material

design by distributing the evaluation questionnaires. There are two parts that will

be discussed in this subsection, namely the Descriptive Statistics of Respondents‟

opinions on the Designed Materials and the Respondents‟ Comments and

Suggestions on the Designed Materials.

1) The Descriptive Statistics of Respondents’ Opinions on the Prototype

Learning Model

This part presents the respondents‟ opinion on the designed materials by

stating their agreement, disagreement, and doubt by choosing one of five points of

agreement. The questionnaire is intended to obtain feedback about the


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appropriateness of the Moodle Learning Model for Nursing Students. The

following table is the Table of point of Agreement on the Designed Materials.

Table 4.9 Meaning of Point of Agreement

Point of Agreement Meaning

1 Strongly disagree

2 Disagree

3 Doubt

4 Agree

5 Strongly Agree

The points of agreement were then converted based on the conversion

table below.

Table 4.10 Conversion Table of the Raw Scores into the Converted Scores

Raw Scores Converted Scores

5 2

4 1

3 0

2 -1

1 -2

Subsequently, on the following page is the table of the Descriptive

Statistics of respondents‟ opinions.

Table 4.11The Descriptive Statistics of Experts’ Opinions

No Statements Respondents Total Mean

1 2 3 4 5

1 The Syllabus is well developed. 2 2 1 1 0 6 1.2

2 The Lesson Plan is well developed. 2 2 1 1 0 6 1.2

3 The pictures help the learners in

recognizing the topic.

0 2 2 1 1 6 1.2

4 The videos help the learners in

getting familiar with the topic.

0 2 1 1 0 4 0.8

5 The Vocabulary List and Grammar

Practice are good resources for the

learners.

1 2 1 1 1 6 1.2


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Practice help the learners prepare

for the next meeting.

2 2 1 1 1 7 1.4

7 The Making Dialogue Task helps

the learners prepare for the next

meeting.

2 2 1 1 1 7 1.4

8 The Medical Technology resource

helps the learners prepare for the

next meeting.

2 2 1 1 1 7 1.4

9 The quiz helps learners to be more

familiar with the topic.

1 2 1 1 1 6 1.2

10 The instruction in each task is clear. 2 2 2 1 1 8 1.6

11 The web-based learning material is

suitable for 3rd

semester of Nursing

Students (Pre-Intermediate Level).

0 2 1 1 1 5 1

12 The web based material allows the

students to learn in different

learning styles.

1 2 1 1 1 6 1.2

13 The students are able to monitor

their own progress.

1 2 1 0 0 4 0.8


interesting.

2 2 2 1 1 8 1.6

15 The web-based learning material

has a consistency (color, layout,

font and capitalization) are

consistent.

1 2 1 1 1 6 1.2


easy to navigate (provide clear

instruction)

2 2 1 2 1 8 1.6


able to improve learners‟

motivation in learning English.

0 2 1 1 1 5 1


promotes interactions between

learners.

0 2 2 1 0 5 1


promotes teacher-learner

interactions.

1 2 1 2 0 6 1.2

20 Generally, the learning model is

well designed.

1 2 1 1 1 6 1.2

Total Score 122

Mean 1.22


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After the data were calculated and analyzed using the table 4.11 below, it

was found that the results were satisfying.

Table 4.12 The Interpretation of the Degree of Agreement Adapted from Best

(1970)

Range Meaning

(-2) – (-1) Replace the rejected part of the

designed learning model

-1 – 0 Modify part of the designed learning

model

0 – 0,9 Conduct more exploration on the

existing part of the design

1 – 2 No revision

From the respondents‟ opinions on the designed materials, it was found

out that the average point of the central tendency is 1.22 from the scale 2. It

indicates that the designed materials are good and acceptable for semester

3nursing students of POLTEKKES Surakarta. However, there were still two items

which scores were lower than 1. Statement number 4 and statement number 13

scored 0.8. Based on table 4.11, the researcher must conduct more exploration

whether the videos help the learners in getting familiar with the topic and whether

the students are able to monitor their own progress. Therefore, there was a need to

conduct more exploration on the existing part of the design based on the

respondents‟ comments and suggestions.

2) The Respondents’ Comments and Suggestions on the Learning Model

All of the experts thought that this kind of model was innovative. It would

facilitate the nursing students to prepare their English class so that they would

follow the lesson well. It promoted learning independence as well as interaction


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between learners and between learner and teacher. It saved the time spent in the

class so that the class interaction could be effective.

One expert questioned about the syllabus and lesson plan which were

similar from one topic to the others. However, it was made in such a way that it

was consistent from Unit to Unit because most of the time the students work on

their own. Consistency led to habit formation. Moreover, it would be a bit difficult

if the activities were varied from week to week because then every meeting the

lecturer would have to explain what to do during the online class. In conclusion, it

was made consistent so that students would be able to know what to expect and

what was expected from them from week to week.

One expert suggested enlarging the font of the topic to make it clear. This

suggestion was finally accommodated by the researcher. Another expert

commented on the video. She commented that it would be much better if the

videos were showing people doing conversation about the topic like a role play.

She also added that it would be much better if the videos were completed with

subtitles. The statement clarified why the score for the video was 0.8. Based on

the interpretation by Best (1970), it does not need any revision, though. However,

the researcher had tried to find that kind of video and couldn‟t find any yet.

Perhaps after the students submitted their videos, the teachers could choose the

best and put it as the sample for the next semester students.

Another input was to add a comment block for the students so that they

can share their feeling about the course and give input to the course along the

way. The researchers accommodated this suggestion and created a comment block


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to share students‟ opinion about the Moodle learning model. Moreover, it was also

beneficial for the sake of the research itself. The score on the statement “The

students are able to monitor their own progress” scored 0.8. Unfortunately, none

of the experts commented about whether the students could monitor their progress

or not.

c. Main Product Revision

The statistic result of the evaluation on the design material revealed that

the mean was 1.22 out of 2 total converted score and based on table 4.11, the

model did not need any revision. However, based on the experts‟ input in the

open question of the questionnaire, some changes were finally made for the

betterment of the design model.

The first adjustment was the size of the font. One expert suggested

enlarging the font of each unit heading. The second one is to add comments block

for the students. The comment block addition was eventually beneficial for the

students and the research itself because besides gaining feedback about the

Moodle learning model from the distributed questionnaire, the researcher could

also refer to the comments by the students in the comment block.

4. Implementation

After conducting some revisions based on the feedback and suggestions

from the respondents of expert validation, the learning model was then

implemented to the targeted users in the five meetings of the English course for

the nursing students of POLTEKKES Surakarta. Initially, the students were

familiarized with the online setting by being informed on how to use Moodle and


66

what they would do in Moodle before the implementation. It was important to do

in order to avoid students from being overwhelmed by any possible technical

issues. Afterward, the student registered themselves to enroll at the online course.

After logging in, the students could find detailed instructions provided in

each unit section. Students were given the chance to familiarize themselves with

Moodle and all the features. Students were able to review the lesson taught in the

classroom through the features provided in the learning model. After that, the

students were required to work on the exercises. Students could also download all

materials and open the link provided. They were also encouraged to join the

international nurse forum. The students also submitted role play video and gave

comments on their friends‟ role play video.

At the end of the implementation, user validation was conducted. This was

included into the summative evaluation phase of ADDIE model. User validation

aimed to evaluate the learning model and to obtain feedback and suggestions that

would be useful to revise and develop the learning model into a final iconic

model. User validation was conducted by distributing user validation

questionnaire to the nursing students of POLTEKKES Surakarta who were the

targeted users of the learning model. Data from the user validation questionnaire

is used to revise the learning model to be developed into the final iconic model. In

addition, the opinions from the users were also used to answer the third research

question that is whether the Moodle learning model supported the ten pedagogic

principles of e-learning. The user validation questionnaire was divided into two

parts.


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For the first part of the questionnaire, twenty statements were presented.

Those statements aimed to find out whether they experienced the benefits of

Moodle. The rules aim to gain scores of the students‟ answer for each item

provided using the Likert Scale. The number of the respondents was 48nursing

students to give opinion on the use of the Moodle learning model. The scores were

represented from 2 as the highest score to -2 as the lowest score in order to make

clear distinction in the result. The scores were used to analyze how the technical

issue and the functional issue matter for the students. The degree of agreement

and the converted score were presented on table 4.8 and table 4.9 subsequently.

In the first part of the questionnaire, the respondents were required to state

their degree of agreement on each of the presented statement. It could be inferred

that the more the respondents agreed with the statements, the better the learning

model was. The complete statements of the first part of the questionnaire can be

seen in Table 4.13.

Table 4.13The Interpreted Questionnaire Result

No Statement Total N Mean

1 I am more motivated to learn English using

Moodle.

64 48 1.36

2 Learning English is more interesting and fun

using Moodle.

72 48 1.53

3 The topics presented in Moodle match with

what I need as a future nurse.

57 48 1.21

4 The learning materials in the Moodle fit with

what I need as a future nurse.

59 48 1.26

5 The video linked from youtube gives me clue

of what the topic is about in each unit.

67 48 1.43

6 The materials (vocabulary list and grammar

practice) downloadable from the Moodle

helped me prepare the next class.

67 48 1.43

7 Moodle is able to fulfill my needs in mastering

English for health and medical service.

62 48 1.32


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8 Moodle gives me more opportunity to enhance

my vocabulary related to medical and health.

69 48 1.47

9 Moodle gives me more practice and

opportunities to improve my grammar

accuracy.

72 48 1.53

10 Moodle gives me opportunity to practice my

speaking skills.

62 48 1.32

11 The making dialogue task makes me ready for

the next class.

65 48 1.38

12 The task of recording role play video gives me

opportunity to practice more.

65 48 1.38

13 Watching other groups‟ video is interesting. 75 48 1.60

14 Giving and receiving comments on my

groups‟ video is a good learning for me.

74 48 1.57

15 From the progress bar, I know how far I have

accomplished the task.

74 48 1.57

16 Learning using Moodle introduce me to new

technology.

84 48 1.79

17 Moodle supports independent learning. 78 48 1.66

18 The instructions in the Moodle are easy to

understand.

61 48 1.30

19 The use font, background and color in each

unit are consistent.

60 48 1.28

20 I want to learn English using Moodle. 70 48 1.49

The statistic result presented in the table above showed that the

respondents agreed with all the statements (the mean is 1 – 2). The students

agreed that they were more motivated to learn English using Moodle (1.36). They

also thought that learning English is more interesting and fun using Moodle

(1.53). In addition, the topics and the learning materials presented in Moodle

matched with what the students need as a future nurse (1.21). The students also

agreed that the video linked from YouTube gives me clue of what the topic is

about in each unit (1.43).

The materials (vocabulary list and grammar practice) downloadable from

the Moodle helped the students prepare for the next class (1.43). Moreover,


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students also agreed that Moodle was able to fulfill the students‟ needs in

mastering English for health and medical service (1.32). Students thought that

Moodle gave them more opportunity to enhance their vocabulary related to

medical and health (1.47). Moodle also gave them more practice and opportunities

to improve their grammar accuracy and to practice their speaking skills (1.53).

The making dialogue task makes them ready for the next class (1.38).The

task of recording role play video gives the students opportunity to practice more

(1.38). Watching other groups‟ video is interesting for the students (1.60). Giving

and receiving comments on my groups‟ video was a good learning for the students

(1.57). From the progress bar, the students know how far they have accomplished

the task (1.57). It clarified the experts‟ doubt about whether the students could

monitor their progress or not. Learning using Moodle introduce the students to

new technology (1.79). The students agreed that Moodle also supported

independent learning (1.66). The students thought that the instructions in the

Moodle were easy to understand (1.30). The use font, background and color in

each unit were also consistent (1.28). Last but not least, the students wanted to

learn English using Moodle (1.49).

5. Evaluation

By having the gathered data and by knowing the strength and weaknesses

of the designed web, the researcher was able to evaluate the learning model. In

evaluating the designed learning model the researcher did not make significant

change because from the result of post implementation questionnaire obviously


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that the designed learning model had been satisfactory enough. The only revision

was enlarging the font of each topic title and adding comment block.

B. Presentation of the Iconic Model

This part will answer the first research question that was to present the

design of Moodle learning model for nursing students of POLTEKKES Surakarta.

After determining the competency standard, topics, basic competence and learning

indicators, the Moodle learning model were then developed by also regarding the

principles of CALL. In the development phase, the first version of the design

model was also evaluated by 5 experts to gain feedback. After considering the

feedback from the experts, the Moodle site was then revised to become the iconic

Moodle learning model for the nursing students of POLTEKKES Surakarta.

The address of the designed learning model was

www.poltekkes.mdl2.com. The front page would appear when the users browsed

that address. The theme used was Moodlebook because Facebook had been

popular social media that all the students had. By being familiar with the theme

which was similar to Facebook, the students would perceive that the Moodle site

was as easy and as fun as Facebook. From the front page, users could go directly

to the available course. There were navigation, calendar, log in box and available

courses. The available course is English for Nursing Students. The students must

login in order to be able to access the course.


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Figure 4.1 Front Page

Following the syllabus and the lesson plan, the MOODLE learning model

were developed consistently from Unit to Unit. This aimed to make the students

get used to the instructions and activities during the online course. Therefore, the

teacher did not have to explain what to do every meeting.

1. The Presentation of the Units

There were three units in the iconic Moodle learning model. The

beginning of each unit started with a picture that related to the topic of the Unit

like in Figure 4.2, Figure 4.3 and Figure 4.4 on the following pages.


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Figure 4.2Unit 1

The title of Unit 1 is Admitting a Patient. The students were given the description

of what they were going to learn throughout the unit. In this Unit, the students

learned the vocabulary needed when admitting a patient. They also learned to use

present simple in the context of admitting a patient. The topic was for two

meetings.


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Figure 4.3 Unit 2

The title of Unit 2 is Caring for Patients Post Operation. The students

were given the description of what they were going to learn throughout the unit. In

this Unit, the students learned the vocabulary needed when caring for patients post

operation. They also learned to use adjectives and quantifiers in the context of

caring for patients post operation. The topic was for two meetings.


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Figure 4.4 Unit 3

The title of Unit 3 is Caring for Terminally Ill Patients. The students were

given the description of what they were going to learn throughout the unit. In this

Unit, the students learned the vocabulary needed when caring for terminally ill

patient. They also learned to use Present Continuous and Wh-Question in the

context of caring for terminally ill patient. The topic was for two meetings.

2. The Presentation of the Activities

Eachunit was broken downinto eight sections; namely Sample Video,

Sample Dialogue, Useful Vocabulary, Grammar Practice, Making a Dialogue,


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Role Play Video Comments, Medical Technology and Quiz. Besides that, there

were also News Forum, Grammar Reference, International Nurse Forum and

Chat Room which were pinned above every unit.

Figure 4.5 Pinned Resources

Pinned above each unit News Forum provided information from the

lecturer. The teacher can post general news and announcement about the course

Students could give comments and asked further clarifying questions in the news

forum. In the Grammar Reference, students could download grammar reference

which would be useful for the students during the course. It would be helpful for

the students in doing both online and offline tasks. The International Nurse


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Forum provided the learner with a link to www.allnurses.com where students

could register themselves and communicate with nurses and nursing students from

all around the world. The International Nurse Forum and Chat Room facilitated

the nursing students to communicate spontaneously with their peer, lecturer and

the member of the international nurse forum.

Figure 4.6 Link to International Nurse Forum

Sample Video provided learners with a link to YouTube video which has

the same topic with the Unit that they are learning. This activity was chosen based

on the principle of authenticity and literacy. Sample Dialogue helped students in

creating the dialogue for their role play video. Students were able to access the

sample dialogue anytime they like.


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Figure 4.7List of the Activities

Students can either read the Useful Vocabulary online or download it for

offline references. Based on the lecturer‟s request the Grammar Practice was

downloadable and learners were supposed to do it offline and submit it to the

lecturer. In Making a Dialogue, the nursing students were asked to make a role

play dialogue which they will record.


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Figure 4.8 Making a Dialogue

Students submit the dialogue online and could receive online feedback

from the lecturer. The lecturer gave the link to the role play videos recorded by

the students in Role Play Video Comments. Then, students could give comments

to their own video and to their peers‟.

Figure 4.9 Video Comments


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In the Medical Technologythe nursing students could download authentic

articles about the latest technology in health and medical field. Each unit ends

with a Quiz. There were ten matching questions about medical vocabulary.

Figure 4.10 Quiz

C. Supported Pedagogical Aspects

The second research question was to find out how the Moodle learning

model for the nursing students of POLTEKKES Surakarta supports Anderson‟s

and McCormick‟s ten pedagogic principles of e-learning as follows: (1) match to

the curriculum; (2) inclusion; (3) learner engagement; (4) innovative approaches;


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(5) effective learning; (6) formative assessment; (7) summative assessment; (8)

coherence, consistency and transparency; (9) ease of use; (10) cost-effectiveness.

The first principle is match to the curriculum. This could be identified

from the expert questionnaire statement number 1, 2 and 11 (see Table 4.11). The

statistic result of the questionnaire shows that the experts agreed that the syllabus

and lesson plan of the learning model was well developed. The experts also agreed

that the web-based learning material was suitable for the 3rd

semester of nursing

students. In conclusion, it supported the first pedagogic principle of e-learning.

From the questionnaire distributed to students, the result for question number 3 and

4 also statistically showed that the students agreed that the topics and learning

materials in the Moodle learning model matched with what they need as a future

nurse. One of the experts who filled in the evaluation questionnaire stated that “It‟s

good and well structured. The learning model is designed to improve students‟

skill in real place, hospital.”

The second principle is inclusion. The learning material should support

inclusive practice seen in terms of different types and range of achievement

(including special needs). It should also support physical disabilities that can be

particularly supported by e-learning (e.g. those with visual impairment). Besides

that, the e-learning should also accommodate different social and ethnic groups

and gender. However, fortunately there were no disabled learners in the class.

Therefore, this aspect was not one of the concerns. The learners also came from

the same social and ethnic group (Javanese). For gender issue, none of the learner

complained that the material or the user interface look too feminine or masculine.


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The experts agreed that the web-based learning material allow the students to learn

in different learning styles. It showed that the Moodle learning model supported

the second pedagogic principle of e-learning which is inclusion.

The third pedagogic principle is learner engagement. The e-learning

should engage and motivate learners. It means that it should be both enjoyable for

learners and makes them want to continue using ICT or want to carry on with

learning the topic. The statistic result of the statement in the questionnaire showed

that the learners agreed that they were more motivated to learn English using

Moodle (table 4.13). They also agreed that learning English was more interesting

and fun using Moodle. Besides that, the activity of watching other groups‟ role

play video was also interesting and engaging for them. They also wanted to learn

English using Moodle in their next semester.

From the open question in the questionnaire, many students stated that

learning English using Moodle was fun and very interesting (appendix 9). One of

the students stated that:

I think learning using Moodle is very interesting for me. I want to

learn (English) using Moodle. Learning (English) using Moodle

introduced me to the development of technology (in learning). (Q1N12)

Students‟ comments in the Moodle site also showed that they enjoy

learning with the Moodle site. They like learning using the Moodle learning

model.


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Figure 4.11 Comments Supporting the Third Principle

The result of the questionnaire for the experts also showed they agreed that the

web-based learning material is interesting and able to improve learners‟ motivation

in learning English (table 4.11).

The fourth principle is innovative. From the result of the open questions in

the questionnaire for both the experts and the students, some of them said that

Moodle learning model is a new and an innovative way in language teaching and

learning (Q1N4). It supports asynchronous interaction between learners and

between learners and teacher. That kind of interaction was possible to do using

web-based learning.

The fifth principle is effective learning. Based on the result of the survey,

the experts agreed that the web-based learning material especially the Vocabulary

List and Grammar Practice helped the learners prepare for the next meeting. The

Making Dialogue Task and the Medical Technology resource also helped the


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learners prepare for the next meeting. (Table 4.11, point 5, 6, and 7).Anderson and

McCormick also mentioned that effective learning can be achieved by providing

authentic learning that also exhibits multiple perspectives on a topic (this could be

seen as another aspect of authenticity). The international nurse forum served as a

link to authentic communication with nurses around the world. Effectiveness can

also mean that the students could choose the best time for them to learn. From the

students‟ questionnaire, there was one student stated that:

Learning (English) using Moodle gives us new way of learning

which can be done anywhere we like. Not monotonous, only in the class. I

think it interested me! (Q1N33).

Another student stated that “We can learn English whenever and wherever we like

as long as there is internet connection” (Q3N4)

The sixth principle is that the e-learning should provide formative

assessment, i.e. assessment that is primarily aimed at improving learning. One of

the ways is by providing rapid feedback that helps learners to see how they can

improve and what they must do to improve. The progress bar helped the learner

see how far they had progressed in doing the task in the Moodle site. The second

way is by providing opportunities for peer assessment which was achieved by

giving them opportunity in giving comments and feedback on the other groups‟

video. The third is by providing opportunities for self assessment which is

provided in the quiz. Here were some statements of the students related to the sixth

principle:

Learning with Moodle is fun. We not only learn English but we

can socialize with our friends and check our progress (Q1N28).It’s really

fun, because we can share with our friends and giving feedback to each


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other and answer the quiz (Q1N34). I know where I have progressed, easy

to understand and it’s a good learning (Q3N35).

The experts also agreed that the quiz helped the learner to be more familiar with

the topic.

According to Anderson and McCormick, the seventh principle which is the

summative assessment here is understood as that which is used to grade students

for guidance as to, or selection for, future educational or work opportunities.

Although not all e-learning will have summative assessment where it does, it must

be valid and reliable, i.e. assess what is aimed at in the objectives. This principle

was not well addressed by both the experts and the students in answering the open

questions in the questionnaire. In the Moodle itself, the researcher used the grades

only for quiz. The written final or summative assessments were done off line.

Principle number 8 is coherence, consistency and transparency. The

pedagogy must be internally coherent and consistent in the way the objectives,

content, student activity and assessment (where present) match to each other. It

should be clear to the user what they are expected to do. The result of the

questionnaire distributed to the experts showed that the experts agreed that the

Lesson Plan was well developed; the pictures helped the learners in recognizing

the topic, the instruction in each task is clear and the web-based learning material

has a consistency (color, layout, font and capitalization are consistent).

The ninth principle is ease of use. As well as being transparent in its

intention, e-learning should be transparent in its ease of use through being open

and accessible and being intuitive and not requiring guidance on use (for either the


85

teacher or the learner). This is the reason why the researcher did not make any

guidebook or handout of how to use the Moodle because it should be intuitive in

the first place. There were 4 students out of 47 students who stated that it was

rather difficult.

I found some difficulties because this is a new method of learning

for me so I need time to be familiar with it. (Q2N22).

However, most students stated that they did not find any difficulties in using the

Moodle. They just needed some time to get familiar with the Moodle site.

At first, of course I found some difficulties but then after I tried to

open and get familiar with it, Moodle turns out to be very easy to use.

(Q2N10).

The tenth principle is cost-effectiveness. It should be affordable by the

institution, teacher and students. POLTEKKES Surakarta has internet connection

but the speed of the internet when the students used it together was slow.

Consequently, some students used their own modem to access the Moodle site.

There were 27 students out of 47 who stated that they had problem with internet

connection.


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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions and suggestions. In the first part, the

researcher concludes the summary of the study. The summary of the study is

drawn based on the previous chapters. Meanwhile, in the second part discusses the

suggestions for the learning model users and for the further research.

A. Conclusion

In this part, the researcher would like to sum up the result of the study

which has been presented in the previous chapter. The Moodle learning model

was developed to help the nursing students of POLTEKKES Surakarta prepare for

the next class and to facilitate the vocabulary quiz given by the teacher regularly.

Therefore, the teaching and learning activity in the class could focus on building

the oral skills of the students. Besides that, when the nursing students were

scheduled to have internship program in a certain hospital, they can still maintain

their English and communicate with the English teacher and friends using the

Moodle site.

The first question was about the iconic Moodle learning model for nursing

students of POLTEKKES Surakarta. It consisted of three units and each unit

consisted of eight tasks and activities. The features used in the iconic Moodle

learning model were URL, Page, Files, Assignment, Forum, and Quiz. It also

made use of the Progress Bar and Comment Block. The last version of the

MOODLE learning model was considered good and acceptable by the students.


87

However, the implementation of the program would need the willingness from the

teacher.

The Moodle learning model for nursing students of POLTEKKES

Surakarta was designed using Rodger‟s (2002) ADDIE process which was

combined with the steps in R&D process. The theories of CALL and ESP were

the underlying theories of the Moodle learning model development. The second

research question was according to the experts‟ and users‟ opinion, how the

Moodle learning model for the nursing students of POLTEKKES Surakarta

supported the ten pedagogic principles of e-learning. The Moodle learning model

matched with what the nursing students needed. This was the first supported

principle. For the second principle, namely inclusion, the researcher did not find

any negative comments on gender issue and different social background from the

experts and students. Inclusion in terms of disability was not investigated deeply

because fortunately there were no students with disability.

The third principle which was the learner engagement was shown to be the

highlighted principle. Many students commented that this kind of learning model

was interesting for them. They wanted to learn English using Moodle. They also

commented that this kind of learning model was innovative. Thus, it supported the

fourth pedagogic principle of e-learning, namely innovative. The fifth principle is

effective learning. Based on the result of the survey, the experts agreed that the

web-based learning material helped the learners prepare for the next meeting.In

addition, the international nurse forum served as a link to authentic


88

communication with nurses around the world. Effectivenes can also mean that the

students could choose the best time for them to learn.

For the sixth principle which was having formative assessment, the expert

and the students agreed that the quiz helped the learner to be more familiar with

the topic. The seventh principle of having summative assessment was not well

addressed by both the experts and the students in answering the open questions in

the questionnaire. For the eighth principle, the result of the questionnaire

distributed to the experts showed that the experts agreed that the Lesson Plan was

well developed. Most students stated that they did not find any difficulties in

using the Moodle. They just needed some time to get familiar with the Moodle

site. Thus, it supported the ninth principle which was the ease of use. Lastly, there

were 27 students out of 47 who stated that they had problem with internet

connection. Therefore, cost effectiveness still became a problem for some

students.

B. Suggestions

In this part the researcher would like to give the designed learning model

users and the future researchers some suggestions related to the study in the

similar field. Firstly, the teacher control was necessary because without any

assistance from the teacher in the beginning of the implementation, the students

would easily get some difficulties. Secondly, when assigning the students with the

video, teachers should give the encouraging feedback regularly and optimally.

Thirdly, teacher must be aware of the risk in using internet for learning. Although

students can have many positive experiences when the Internet is used as an


89

educational tool, they can also be exposed to inappropriate material and can

become the targets of crime and exploitation (Mills, 2006: 36).

For the future research, the researcher suggest other researchers may find

fix schedules in conducting the similar research, since having the fix coordination

with the institution would make the implementation achieve a better result and the

implementation process able to run smoothly. The researcher also suggests that

the other researchers who conduct the similar research to prepare training for the

teacher and student based on the new learning media which utilize technology.

The other researchers may develop this design which covers only three units by

enriching the activities and utilize the most updated technology with the aim of

producing a proper program that suitable with the latest demands.


90

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http://www.clayton.edu/health/nursing

http://www.suarapembaruan.com/ekonomidanbisnis/kadin-pacu-peningkatan-

kualitas-perawat-indonesia/6067


93

Appendix 1. Need Analysis Questionnaire

KUESIONER

Nama :________________________________ Jenis Kelamin : L / P

Umur :_______ Semester : _________

Berilah pendapat dan harapanmu tentang kelas Bahasa Inggris yang kamu

dapatkan di kampu sini dengan cara menjawab pertanyaan – pertanyaan di bawah

ini. Ada dua macam pertanyaan yaitu:

PERTANYAAN PILIHAN : Lingkarilah pilihan yang mewakili pendapatmu

terhadap suatu pernyataan.

PERTANYAAN ISIAN : Tulislah pendapat atau saranmu pada tempat yang

tersedia.

1. Menurut saya pelajaran bahasa Inggris itu...

a. Sangat mudah d. Sulit

b. Mudah e. Sangat sulit

c. Biasa saja

2. Cara mempelajari bahasa Inggris di kampus selama ini...

a. Sangat menyenangkan d. Membosankan

b. Menyenangkan e. Sangat membosankan

c. Biasa saja

3. Menurut saya, persiapan sebelum kelas (mempelajari kosakata bahasa Inggris

dalam bidang kesehatan) itu penting.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

Alasannya:______________________________________________________

_______________________________________________________________

4. Belajar bahasa Inggris sangat penting dalam mendukung karir saya kelak.



c. Biasa saja

5. Menurut saya, kemampuan untuk membaca artikel kesehatan dalam bahasa

Inggris itu…

a. Sangat penting d. Tidak penting

b. Penting e. Sangat tidak penting

c. Biasa saja

6. Mengerjakan soal latihan grammar menurut saya…

a. Sangat penting d. Tidak penting

b. Penting e. Sangat tidak penting

c. Biasa saja

7. Saya ……. untuk meningkatkan kemampuan berbicara dalam bahasa Inggris.

a. Sangat berminat d. Tidak berminat

b. Berminat e. Sangat tidak berminat

c. Biasa saja


94

8. Dalam kegiatan perkuliahan bahasa Inggris selama ini, saya mendapat

kesempatan yang cukup untuk melatih kemampuan berbicara bahasa Inggris

saat di kelas.



c. Biasa saja

9. Menurut saya, feedback (umpan balik/ masukan) dari dosen itu sangat penting

agar saya tahu hal-hal apa saja yang perlu saya perbaiki dan tingkatkan.



c. Biasa saja

10. Dalam kegiatan perkuliahan bahasa Inggris selama ini, saya pribadi sudah

mendapat feedback (umpan balik/ masukan) yang cukup dari dosen.



c. Biasa saja

11. Saya telah menggunakan teknologi (kamus elektronik, video di You Tube,

pelajaranbahasa Inggris secara online, mencari data bahasa Inggris melalui

Google) dalam belajar bahasa Inggris.



c. Biasa saja

12. Menonton video sebagai sarana meningkatkan kemampuan bahasa Inggris

dalam bidang kesehatan.



c. Biasa saja

13. Menonton video yang telah diunggah oleh teman dan memberi komentar.



c. Biasa saja

14. Merekam drama (permainan peran) menggunakan video di telepon seluler.



c. Biasa saja

15. Belajar dalam kelompok sebagai sarana meningkatkan kemampuan belajar

berbicara bahasa Inggris.



c. Biasa saja

Terimakasih


95

Appendix 2. Need Analysis Interview

Interview with the lecturer in the Nursing Program of POLTEKKES

Surakarta

Construct Mapping for Need Analysis Interview

a. How is the competence of the students?

b. How is the characteristic of the students?

c. How is the teaching learning process so far?

d. What are the obstacles in the teaching and learning process?

e. How does the English language use?

f. What are the needs of the students?

g. What materials does the Nursing Program have?

Number Question and answer Remarks

1 S: Good morning Bu Novi.

N: Morning.

S: I‟m sorry for bothering you so early in the morning.

N: Nevermind. You will join my class at 8, right?

S: Yes, Bu. Because of the limited time, should we go

to the point, Bu?

N: Oh, sure.

Greeting

2 S: Okay, how long have you been teaching here?

N: Hmm… about 3 years in here.

S: Do you teach in other places?

N:Yes, I teach in one of vocational school in Yogya

for 8 years. I also teach in STIKES Duta Gama.

S: Nursing program, too?

N: Yes.

S: Oh, I see.

Teachers‟

experience

3 S: How is the competence of the students here, Bu?

N: You mean their ability? Well, their basic English is

mostly good. But, you know, basic English. It‟s

different from English for medical. Err… They are

still lack of medical vocabulary. Their sentence

structure also still needs lots of improvement. If they

want to go abroad, they have to take some tests and

their structure must be good, you know.

S: I see. You want your students to go abroad?

N: (laugh) Of course, Mbak. I will feel proud of them.

Students‟

competence

4 S: Okay, my second question how is the characteristic

of your students here?

N: Hmm…nice. They are nice students.

S: Are they active in the class?

N: Oh, yes. Very active and motivated. They like

Characteristics

of the students


96

English lesson.

S: How old are they?

N: They are around 18-20 years old.

S: How many students in the class? There are more

boys or…

N: 28, more girls. But boys…many, too..

S: What about their confidence in speaking?

N: Mostly have high confidence but some are passive

too.

S: What makes them unconfident and passive do you

think?

N: Maybe because they do not have enough

vocabulary so they are stuck when speaking. That‟s

why I have vocabulary test for them every meeting.

5 S: Okay then, it relates to my next question. How do

you conduct the teaching and learning process so far?

N: Like I said before, I have vocabulary test for them

every meeting. I usually give them vocabulary list to

memorize then I will test them the next meeting. And

then, I will ask them to make dialogues based on the

topic, and they will perform in front of the class.

S: Is the time enough for all the students to perform in

the class?

N: That‟s the problem. Because we have vocabulary

test at the beginning, sometimes not all groups get

their turn.

S: Do you give feedback on their performance?

N: Sometimes yes. Depending on the time.

Teaching and

learning process

6 S: So, what are other obstacles do you and your

students face in the teaching and learning process?

N: The time is so limited, mmm…. Some students

come in class with no preparation. What else ya? The

vocabulary test correction..hahahaha….

S: hahahaha…. Yes, you should spend time to check

their test, right?

N: Yes, sometimes I feel, you know it‟s wasting my

time. But that is a teacher‟s job… hahaha…

S: Do you give the result to the students?

N: Yes so that they get the feedback, you know.

S: Why don‟t you check together in the class?

N: I sometimes do that but it will reduce the time.

Teaching and

learning

obstacles

7 S: Oh, yes, you‟re right. Oh ya, is the test only

vocabulary test?

N: No, they have final written test and speaking too. I

ask them to record a video role play.

S: Wow, that‟s interesting.

The use of

English

language


97

N: Yes, I‟ll show you later, ya.

S: Okay. Mm…. do you use English all the time in the

class?

N: Well, 90% I guess. I try to use English all the time

but when my students don‟t understand I sometimes

use Indonesian.

S: What about the students?

N: They use mixed language. Hehehe..

8 S: Hehehe…Okay. What is the need of the students do

you think?

N: They need lots of practices. They need enough

vocabulary in medical topics. Hm… They also need to

understand reading texts about medical.

S: Oh, yes.

N: In medical, many information and books are

written in English, right. So they have to understand it

if they want to be a good nurse.

S: Yes, I agree with you. Do you give them reading

passage?

N: Yes, sometimes. But again, my consideration is the

time. 100 minutes per week is not enough to cover all

of them.

S: Why don‟t you give the reading passage as their

homework?

N: I do. But some of them lose the handout on the next

meeting and I don‟t like that. You said that using

Moodle, they can download material right?

S: Oh, yes Bu. They can download materials and

submit their work too.

N: Great, it is a solution for us.

S: Alhamdulillah, then. Hehehehe..

N: Yes, Alhamdulillah. Hehehe…

The needs of

the students

9 S: So, what materials do you use, Bu?

N: I use whatever I get. As long as it is about medical,

nursing, and in English. Hehehe…

S: Do you have any suggestions about the materials

that I shall use in my program?

N: (think) Do you have materials from International

Publishers? Like Longman, Cambridge, or

McGrawHill?

S: Not yet, not for now actually. Why Bu?

N: I think they have English for Nurse. If you have

them, or one of them, maybe you better use it in your

progam. I think they have good quality.

S: Alright, I‟ll try to find them.

Materials


98

10 N: Yes.

S: Okay Bu, It‟s almost 8.

N: Oh, yes. My students are waiting in the class.

S: Thank you very much for the information and I will

join your class.

N: Sure. Come on, you can sit at the back with the

students.

Closing


99


99

Appendix 3. Field note of the Class Observation

No Time

(approx.)

Teacher Students Remark

1 08.05 Greeted the students

Introduced the observer

Greeted the teacher and the

observer. Most students look enthusiastic.

2 08.10 Asked if the students were ready for the

vocabulary test.

Asked some students to distribute the

test sheet.

Most students said “yes” but

some also said “No, Bu!” -

3 08.15 Asked the students to start the test. Started the test. The test was matching vocabulary

with the description. There were

only 10 questions. When I asked

about this form of test, the teacher

said that matching test was less

threatening for the students. The

students could also read the

definition which was a good

practice for reading.

4 08.30 Asked the students to submit the test. Submitted the test. -

5 08.35 Introduced the topic: Checking Patients

Vital Signs by explaining.

Asked the students how to check

patients’ vital signs.

Listened.

Some answered using English

mixed with Indonesian.

No media when explaining, only

gestures.

Some students at the back were

chatting with their friends.

6 08.45 Asked the students about the handout

on checking vital signs (list of useful

Asked the teacher about the

difficult word. Some students lost the handout.

Most students read the handout


100

vocabulary and sample dialogue).

Asked the students whether they found

difficult words.

carefully.

7 09.00 Assigned the students to work in

groups to make a dialogue about

checking vital signs.

Worked in groups. Some students in the groups did

not really contribute in making

the dialogue.

8 09.20 Asked some groups to perform the

dialogues.

Performed the dialogue in front

of the class with gestures and

simple properties (stethoscope,

chairs, table)

There were 12 groups but only 4

who performed.

Most students did not bring their

notes when performing.

The students performed the role

play confidently.

Some groups who were not

performing were busy

memorizing their dialogue but

they gave applause to the

performing group at the end of

their performance.

9 09.45 Give comments to the groups that had

performed.

Closed the lesson.

Listened, getting ready to

finish the class. The teacher commented on the

overall performance.


101

Appendix 4. Expert Validation Questionnaire

Expert Validation Questionnaire

Attachments:

1. Web-based learning model

2. English Syllabus of

3. Lesson Plan

4. Questionnaire sheets

Dear respondent,

To complete the research titled A Moodle Learning Model for Nursing Students of

Poltekkes Surakarta, I would really appreciate your cooperation to evaluate the

learning model I have developed and answer the questions provided in the

questionnaire. The focus of the evaluation is the appropriateness of the learning

model for the Nursing students. There are two parts of the questionnaire. For the

first part, please state your overall judgment on the learning model. For the second

part, please give comments and suggestions for the betterment of the learning

model. Your evaluation and feedback will be used as the inputs for improving and

revising the learning model. Finally, I would like to express my gratitude for your

time and your willingness to participate in this study.

Regards,



102

Identity

Name : ______________________________

Sex : ( ) Male ( ) Female

Degree : D3 / S1 / S2 / S3

Teaching experience: ______ years

A. Closed Questions

Please give a tick on the degree of agreement that best represent your

position on the statements below:

1: Strongly Disagree/ Very Poor

2: Disagree/ Poor

3: Doubt

4: Agree/ Good

5: Strongly Agree/ Very good

A. Closed Questions

No Statements Score

1 2 3 4 5

1 The Syllabus is well developed.

2 The Lesson Plan is well developed.

3 The pictures help the learners in recognizing the topic.

4 The videos help the learners in getting familiar with the

topic.

5 The Vocabulary List and Grammar Practice are good

resources for the learners.

6 The Vocabulary List and Grammar Practice help the

learners prepare for the next meeting.

7 The Making Dialogue Task helps the learners prepare for

the next meeting.

8 The Medical Technology resource helps the learners

prepare for the next meeting.

9 The quiz helps learners to be more familiar with the

topic.

10 The instruction in each task is clear.

11 The web-based learning material is suitable for 3rd

semester of Nursing Students (Pre-Intermediate Level).

12 The web based material allows the students to learn in

different learning styles.

13 The students are able to monitor their own progress.

14 The web-based learning material is interesting.

15 The web-based learning material has a consistency

(color, layout, font and capitalization are consistent).

16 The web-based learning material is easy to navigate

(provide clear instruction)


103

17 The web-based learning material is able to improve

learners’ motivation in learning English.

18 The web-based learning material promotes interactions

between learners.

19 The web-based learning material promotes teacher-

learner interactions.

20 Generally, the learning model is well designed.

B. Open Questions. Please elaborate your answers.

1. What is your opinion to the designed learning model in general?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

…………………………………………………………………………....................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

2. Please mention the good things related to the designed learning model?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

……………………………………………………....................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

3. Please mention the things that have to be improved related to the designed

learning model!

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

…………………………………………………………………………………........

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

Thank you


104

Appendix 5. The Construct Mapping of the Expert Validation Questionnaire

Principle 1: match to the curriculum

Principle 2: inclusion

Principle 3: learner engagement

Principle 4: innovative approaches

Principle 5: effective learning

Principle 6: formative assessment

Principle 7: summative assessment

Principle 8: coherence, consistency and transparency

Principle 9: ease of use

Principle 10: cost-effectiveness

No Statements Principle

Number(s)

1 The Syllabus is well developed. 1

2 The Lesson Plan is well developed. 1, 8

3 The pictures help the learners in recognizing the

topic.

8

4 The videos help the learners in getting familiar with

the topic.

8

5 The Vocabulary List and Grammar Practice are

good resources for the learners.

3

6 The Vocabulary List and Grammar Practice help the

learners prepare for the next meeting.

5

7 The Making Dialogue Task helps the learners


5

8 The Medical Technology resource helps the learners


5

9 The quiz helps learners to be more familiar with the

topic.

6, 7

10 The instruction in each task is clear. 8, 9

11 The web-based learning material is suitable for 3rd

semester of Nursing Students (Pre-Intermediate

Level).

1

12 The web based material allows the students to learn

in different learning styles.

2

13 The students are able to monitor their own progress. 4, 5

14 The web-based learning material is interesting. 3

15 The web-based learning material has a consistency

(color, layout, font and capitalization are consistent).

8

16 The web-based learning material is easy to navigate

(provide clear instruction)

9

17 The web-based learning material is able to improve 3


105

learners’ motivation in learning English.

18 The web-based learning material promotes

interactions between learners.

3

19 The web-based learning material promotes teacher-

learner interactions.

3

20 Generally, the learning model is well designed. 1-10


106

Appendix 6. User Evaluation Questionnaire

Nama : ___________________________ P / L (lingkari salah satu)

Jawablah pertanyaan berikut ini sesuai dengan keadaan yang sebenarnya.

Bagian I: isilah pernyataan sesuai dengan penilaian di bawah ini:

1. Sangat tidak setuju

2. Tidak setuju

3. Biasa saja

4. Setuju

5. Sangat setuju

No Pernyataan 1 2 3 4 5

1 Saya lebih termotivasi untuk belajar bahasa Inggris

menggunakan Moodle.

2 Belajar bahasa Inggris menjadi lebih menarik dan

menyenangkan menggunakan Moodle.

3 Topik yang digunakan dalam Moodle cocok dengan

yang saya butuhkan sebagai seorang calon perawat.

4 Materi belajar yang terdapat di Moodle sesuai dengan

yang saya butuhkan sebagai seorang calon perawat.

5 Video yang di-link dari youtube memberikan

gambaran tentang topic yang akan dipelajari di tiap

unit.

6 Materi (vocabulary list and grammar practice) yang

dapat diunduh melalui Moodle membantu saya

mempersiapkan kelas selanjutnya.

7 Moodle mampu memenuhi kebutuhan saya dalam

penguasaan kemampuan berbahasa Inggris dalam

bidang pelayanan kesehatan.

8 Moodle memberikan saya kesempatan untuk

memperbanyak kosakata dalam bahasa Inggris yang

berhubungan dengan kesehatan.

9 Moodle memberikan saya latihan dan kesempatan

untuk meningkatkan kemampuan saya menggunakan

tata bahasa yang akurat.

10 Moodle memberi saya kesempatan untuk melatih

kemampuan berbicara saya.

11 Tugas membuat dialog membuat saya lebih siap untuk

menghadapi kelas selanjutnya.

12 Tugas merekam video role play memberikan saya

kesempatan untuk berlatih lebih banyak.

13 Melihat video grup lain menarik bagi saya.

14 Memberi dan menerima komentar tentang video yang

saya unggah merupakan pembelajaran yang baik bagi

saya.


107

15 Melalui bagian progress saya mengetahui

perkembangan belajar saya sampai dimana.

16 Belajar dengan Moodle mampu mengenalkan saya

pada teknologi lebih jauh lagi.

17 Moodle dapat membuat saya belajar mandiri.

18 Instruksi yang digunakan dalam Moodle mudah untuk

dimengerti.

19 Penggunaan jenis huruf, background, warna dari tiap

Unit konsisten.

20 Saya ingin belajar menggunakan Moodle.

Bagian II: jawablah pertanyaan sesuai dengan pendapat anda!

1. Secara umum, bagaimanakah menurut anda pembelajaran dengan

menggunakan Moodle?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Apakah anda menemukan kesulitan dalam pembelajaran dengan menggunakan

Moodle?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. Apakah keuntungan dari penggunaan Moodle sebagai sarana pembelajaran?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. Apakah kekurangan dari penggunaan Moodle sebagai sarana pembelajaran?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

5. Jika pembelajaran menggunakan teknik ini akan diaplikasikan, apa yang harus

diperhatikan atau diperbaiki? Berikan saran atau masukan untuk pembelajaran

dengan Moodle ini!

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

^.^Terima kasih^.^


108

Appendix 7. Syllabus

Syllabus

Institution : POLTEKKES

Faculty : Nursing

Semester : III

Subject : English

Time Allocation : 6 weeks

Competency Standard : Students are able to use the appropriate vocabulary and grammar both in written and spoken form in

the context of health care and hospital service.

Basic

Competence

Learning Material Learning Activities Indicators Assessment Time References

Students are

able to use

the

appropriate

vocabulary

and grammar

both in

written and

spoken form

in the context

of admitting a

patient.

- Video related to

admitting a patient

- Useful vocabulary

about admitting a

patient

- Simple Present

Tense in the context

of admitting a

patient

- Text related to

modern technology

in admitting a

patient.

1. Students watch a

video related to

admitting a patient.

2. Students learn the

useful vocabulary

about admitting a

patient.

3. Students do the

exercise in using

simple present

tense in the context

of admitting a

patient.

4. Students make a

By the end of the Unit,

students are able to:

1. Use the vocabulary

of admitting a

patient

appropriately.

2. Use the expression

of admitting a

patient

appropriately.

3. Use the Simple

Present Tense

appropriately in the

context of admitting

- Quizzes

- Uploaded

dialogue

- Recorded

performa

nce

2 weeks,

2 meetings

x 100

minutes

Professional

English in Use

Medicine by Eric

H. Glendinning and

Ron Howridge.

Cambridge English

for Nursing Pre-

Intermediate by

Cambridge

University Press

2010.

www.youtube.com


109

dialogue about


5. Students record a

role play and

upload it.

6. Students give

comments on their

friends’ role play

video.

7. Students discuss

about a modern

technology used in


8. Students do a quiz

related to the topic.

a patient.

4. Make a dialogue

about admitting a

patient with good

choice of diction

and expressions

with a correct

grammar.

5. Give an opinion

about the modern

technology used in

admitting a patient

6. Record a mini role

play about


Students are

able to use

the

appropriate

vocabulary

and grammar

both in

written and

spoken form

in the context

of caring for

patients post

operations.

- Video related to

caring for patients

post operations

- Useful vocabulary

about caring for

patients post

operations

- Simple Present


of caring for

patients post

operations

- Text related to

1. Students watch a

video related to

caring for patients

post operations.


useful vocabulary

about caring for

patients post

operations.

3. Students do the

exercise in using

quantifiers and

adjective in the




of caring for

patients post

operations

appropriately.


of caring for

patients post

operations

appropriately.

3. Use the quantifiers

- Quizzes

- Uploaded

dialogue

- Recorded

performa

nce

2 weeks,

2 meetings

x 100

minutes

Professional

English in Use

Medicine by Eric

H. Glendinning and

Ron Howridge.

Cambridge English

for Nursing Pre-

Intermediate by

Cambridge

University Press

2010.


110

modern technology

in caring for patients

post operations

context of caring

for patients post

operations.

4. Students make a

dialogue about

caring for patients

post operations.


role play and

upload it.

6. Students give

comments on their


video.

7. Students discuss

about a modern

technology used in

caring for patient

post operation.



and adjective



patients post

operations.

4. Make a dialogue

about caring for

patients post

operations with

good choice of

diction and

expressions with a

correct grammar.

5. Give an opinion

about the modern

technology used in

caring for patients

post operation.


play about caring

for patients post

operations.

www.youtube.com

Students are

able to use

the

appropriate

vocabulary

and grammar

- Video related to

caring for patients

post operations

- Useful vocabulary

about caring for

patients post

1. Students watch a

video related to

caring for

terminally ill

patient.





of caring for

terminally ill patient

appropriately.

- Quizzes

- Uploaded

dialogue

- Recorded

performa

nce

2 weeks,

2 meetings

x 100

minutes

Professional

English in Use

Medicine by Eric

H. Glendinning and

Ron Howridge.


111

both in

written and

spoken form

in the context

of caring for

terminally ill

patients.

operations

- Simple Present


of caring for

patients post

operations

- Text related to

modern technology

in caring for

terminally ill

patients.

useful vocabulary

about caring for

terminally ill

patient.

3. Students do the

exercise in using

present continuous

tense and Wh-

questions in the

context of caring

for terminally ill

patient.

4. Students make a

dialogue about

caring terminally ill

patient.


role play and

upload it.

6. Students give

comments on their


video.

7. Students discuss

about a modern

technology used in

caring for

terminally ill


of caring for


appropriately.

3. Use the present

continuous tense

and Wh-questions



terminally ill

patient.

4. Make a dialogue

about caring for


with good choice of

diction and

expressions with a

correct grammar.

5. Give an opinion

about the modern

technology used in

caring for

terminally ill

patient.


play about caring

for terminally ill

patient.

Cambridge English

for Nursing Pre-

Intermediate by

Cambridge

University Press

2010.

ww.youtube.com


112

patient.




113

Appendix 8. Lesson Plan

Lesson Plan

Unit 1

Institution : POLTEKKES Surakarta

Faculty : Nursing

Subject : English

Semester : III

Time allocation : 2 meetings x 100 minutes

Competency Standard: Students are able to use the appropriate vocabulary and

grammar both in written and spoken form in the context of health care and

hospital service.

Basic Competence : Students are able to use the appropriate vocabulary and

grammar both in written and spoken form in the context of admitting a patient.

Indicators:

At the end of this lesson the students are able to:

1. Use the vocabulary of admitting a patient appropriately.

2. Use the expression of admitting a patient appropriately.

3. Use the Simple Present Tense appropriately in the context of admitting a

patient.

4. Make a dialogue about admitting a patient with good choice of diction and

expressions with a correct grammar.

5. Record a well prepared 5-minute-mini role play about admitting a patient.

6. Give feedback to the other groups’ mini role play appropriately.

7. Give an opinion about the modern technology used in admitting a patient.

8. Score minimum 70 on the online quiz.

Learning Materials:

1. A video related to admitting a patient.

2. Vocabulary list related to admitting a patient.

3. Grammar Practice related to admitting a patient.

4. Dialogues related to admitting a patient.

5. Texts related to modern technology for admitting a patient.

6. Recorded dialogues related to admitting a patient.

Learning Method:

Blended learning


114

Learning Process:

Time/

duration

Venue Students’ activities

MEETING 1

At

students’

leisure

time.

Anywhere

students feel

comfortable.

Students watch a video about admitting a patient.

Students download and learn the vocabulary list.

Students download and do the grammar practice.

Students make a dialogue about admitting a patient and

submit it on line.

5’

In the class

Opening, greeting, call roll.

10’ Teacher checks the students’ understanding about the topic

by asking students some questions about the topic and use

the webbing/ brainstorming way.

15’ Teacher discusses the vocabulary list and grammar practice

with the students.

40’ Students perform the dialogue in groups.

15’ Students give peer feedback.

15’ Teacher gives overall feedback about the students’

performance.

MEETING 2

At

students’

leisure

time.

Anywhere

students feel

comfortable.

Students work in groups and record a role play about the

topic (the role play is based on the dialogue that they made

before, which is improved based on the feedback given).

Students give comments on the other groups role play.

Students download the Medical Technology handout.

Students read the handout and answer the questions.

Students do the online quiz about the topic.

5’

In the class


20’ Students discuss the text in Medical Technology in groups of

three.

40’ In turns, students give opinion about the Medical

Technology.

15’ Teacher and students discuss the online quiz.

15’ Teacher gives students opportunity to ask about the topic.

5’ Conclusion.

Evaluation:

Technique : Performance, matching and answering questions

Instrument : web-based learning: www.poltekkes.mdl2.com

Sources:

1. Professional English in Use Medicine by Eric H. Glendinning and Ron

Howridge.

2. Cambridge English for Nursing Pre-Intermediate by Cambridge University

Press 2010.

3. www.youtube.com


115

Lesson Plan

Unit 2


Faculty : Nursing

Subject : English

Semester : III




hospital service.


grammar both in written and spoken form in the context of caring for patients post

operations.

Indicators:


1. Use the vocabulary of caring for patients post operation appropriately.

2. Use the expression of caring for patients post operation appropriately.

3. Use the quantifiers and adjective appropriately in the context of caring for

patients post operation.

4. Make a dialogue about caring for patients post operation with good choice of

diction and expressions with a correct grammar.

5. Record a well prepared 5-minute-mini role play about caring for patients post

operation.


7. Give an opinion about the modern technology used in caring for patients post

operation.


Learning Materials:

1. A video related to caring for patients post operation.

2. Vocabulary list related to caring for patients post operation.

3. Grammar Practice related to caring for patients post operation.

4. Dialogues related to caring for patients post operation.

5. Texts related to modern technology for caring for patients post operation.

6. Recorded dialogues related to caring for patients post operation.

Learning Method:

Blended learning


116

Learning Process:

Time/

duration


MEETING 1

At

students’

leisure

time.

Anywhere

students feel

comfortable.

Students watch a video about caring for patients post

operation.



Students make a dialogue about caring for patients post

operation and submit it on line.

5’

In the class


10’ Teacher checks the students’ understanding about the topic by

asking students some questions about the topic and use the

webbing/ brainstorming way.


with the students.




performance.

MEETING 2

At

students’

leisure

time.

Anywhere

students feel

comfortable.

Students work in groups and record a role play about the topic

(the role play is based on the dialogue that they made before,

which is improved based on the feedback given).





5’

In the class


20’ Students discuss the text in Medical Technology in groups of

three.

40’ In turns, students give opinion about the Medical Technology.



5’ Conclusion.

Evaluation:



Sources:


Howridge.


Press 2010.

3. www.youtube.com


117

Lesson Plan

Unit 3


Faculty : Nursing

Subject : English

Semester : III




hospital service.


grammar both in written and spoken form in the context of caring for terminally

ill patients.

Indicators:


1. Use the vocabulary of caring for terminally ill patients appropriately.

2. Use the expression of caring for terminally ill patients appropriately.

3. Use the Present Continuous and Wh-questions appropriately in the context of

caring for terminally ill patients.

4. Make a dialogue about caring for terminally ill patients with good choice of

diction and expressions with a correct grammar.

5. Record a well prepared 5-minute-mini role play about caring for terminally ill

patients.


7. Give an opinion about the modern technology used in caring for terminally ill

patients.


Learning Materials:

1. A video related to caring for terminally ill patients.

2. Vocabulary list related to caring for terminally ill patients.

3. Grammar Practice related to caring for terminally ill patients.

4. Dialogues related to caring for terminally ill patients.

5. Texts related to modern technology for caring for terminally ill patients.

6. Recorded dialogues related to caring for terminally ill patients.

Learning Method:

Blended learning


118

Learning Process:

Time/

duration


MEETING 1

At

students’

leisure

time.

Anywhere

students feel

comfortable.

Students watch a video about caring for terminally ill

patients.



Students make a dialogue about caring for terminally ill

patients and submit it on line.

5’

In the class


10’ Teacher checks the students’ understanding about the topic

by asking students some questions about the topic and use

the webbing/ brainstorming way.


with the students.




performance.

MEETING 2

At

students’

leisure

time.

Anywhere

students feel

comfortable.

Students work in groups and record a role play about the

topic (the role play is based on the dialogue that they made

before, which is improved based on the feedback given).





5’

In the class


20’ Students discuss the text in Medical Technology in groups

of three.

40’ In turns, students give opinion about the Medical

Technology.



5’ Conclusion.

Evaluation:



Sources:


Howridge.


Press 2010.

3. www.youtube.com


119

Appendix 9

The Result of Expert Validation Evaluation Questionnaire

Respondents Sex Educational

Background

Teaching Experience

F M S1 S2 S3 5-10 10-15 15-20

3 2 3 2 3 2 -

Score conversion

1: Strongly Disagree/ Very Poor : -2

2: Disagree/ Poor : -1

3: Doubt : 0

4: Agree/ Good : 1

5: Strongly Agree/ Very good : 2

No Statements Respondents Total Mean

1 2 3 4 5

1 The Syllabus is well developed. 2 2 1 1 0 6 1.2

2 The Lesson Plan is well developed. 2 2 1 1 0 6 1.2

3 The pictures help the learners in

recognizing the topic.

0 2 2 1 1 6 1.2

4 The videos help the learners in

getting familiar with the topic.

0 2 1 1 0 4 0.8


Practice are good resources for the

learners.

1 2 1 1 1 6 1.2


Practice help the learners prepare for

the next meeting.

2 2 1 1 1 7 1.4

7 The Making Dialogue Task helps

the learners prepare for the next

meeting.

2 2 1 1 1 7 1.4

8 The Medical Technology resource

helps the learners prepare for the

next meeting.

2 2 1 1 1 7 1.4

9 The quiz helps learners to be more

familiar with the topic.

1 2 1 1 1 6 1.2

10 The instruction in each task is clear. 2 2 2 1 1 8 1.6


suitable for 3rd

semester of Nursing

Students (Pre-Intermediate Level).

0 2 1 1 1 5 1

12 The web based material allows the

students to learn in different learning

styles.

1 2 1 1 1 6 1.2


120

13 The students are able to monitor

their own progress.

1 2 1 0 0 4 0.8


interesting.

2 2 2 1 1 8 1.6

15 The web-based learning material has

a consistency (color, layout, font and

capitalization) are consistent.

1 2 1 1 1 6 1.2


easy to navigate (provide clear

instruction)

2 2 1 2 1 8 1.6


able to improve learners’ motivation

in learning English.

0 2 1 1 1 5 1


promotes interactions between

learners.

0 2 2 1 0 5 1


promotes teacher-learner

interactions.

1 2 1 2 0 6 1.2

20 Generally, the learning model is well

designed.

1 2 1 1 1 6 1.2


121

Appendix 10

The Result of Students’ Need Analysis Questionnaire (Closed Questions)

Converted Score:

1. Strongly disagree : -2

2. Disagree : -1

3. Not sure : 0

4. Agree : 1

5. Strongly agree : 2

Std

No

Statement

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 1 2 2 2 1 1 1 2 2 1 1 1 2 2 2 2 2 1 1 2

2 1 2 1 1 1 2 1 2 1 1 1 2 2 2 1 2 2 2 1 2

3 2 2 2 1 2 2 2 1 2 2 1 2 2 1 2 2 2 1 2 2

4 2 2 2 1 1 2 1 1 2 2 2 1 1 2 2 2 2 2 2 1

5 2 2 2 2 2 2 1 1 1 0 1 1 0 0 1 2 2 1 1 2

6 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 1

7 1 1 1 1 1 1 1 2 1 2 1 1 1 2 1 1 2 2 1 1

8 1 2 1 1 1 1 1 0 1 1 1 1 2 2 1 2 1 1 1 2

9 1 1 1 1 1 2 1 2 2 1 1 2 2 2 2 2 2 2 2 2

10 2 2 1 1 2 1 2 1 2 1 1 1 2 2 1 2 2 1 1 2

11 1 2 1 2 1 2 1 2 2 1 2 2 2 2 1 2 2 2 2 1

12 1 1 1 1 1 1 1 2 2 1 1 2 1 2 1 2 2 1 2 2

13 2 1 1 1 2 2 1 2 2 1 1 1 2 1 2 2 2 1 1 2

14 2 2 2 2 2 2 2 2 2 2 2 1 2 1 2 2 2 2 1 2

15 1 2 1 2 2 2 2 1 2 1 1 2 2 2 1 2 2 2 2 2

16 2 2 1 2 2 2 2 1 2 2 2 2 1 1 2 2 2 2 2 2


122

17 1 1 1 1 2 1 1 2 1 1 1 1 2 2 1 1 2 1 1 1

18 1 2 1 1 1 2 2 1 1 1 1 1 2 1 1 2 1 1 2 1

19 1 2 1 1 2 1 2 1 2 1 1 2 2 2 1 2 2 1 1 1

20 1 2 1 0 1 1 1 2 2 1 1 0 1 2 2 2 0 0 2 1

21 1 0 1 0 2 2 0 2 2 1 1 1 2 2 2 2 2 1 0 1

22 1 2 1 0 2 2 1 2 2 2 2 1 1 1 2 2 2 1 0 1

23 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 1

24 1 0 1 2 2 2 2 1 2 1 2 2 1 1 2 1 1 1 1 2

25 2 2 2 2 1 2 1 2 0 2 2 1 2 1 2 2 2 1 1 2

26 1 2 1 1 2 1 1 2 2 2 2 2 2 2 2 2 1 1 1 1

27 2 1 1 1 2 1 2 1 2 2 1 2 2 2 2 2 1 2 1 2

28 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

29 2 2 1 0 1 2 1 1 2 1 2 2 2 2 2 2 2 1 1 1

30 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 2 1 1 2

31 2 2 2 2 0 1 2 2 1 1 2 2 1 1 2 2 2 2 2 2

32 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2

33 1 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1

34 1 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1

35 2 1 1 1 1 1 1 1 2 2 1 1 2 1 1 2 1 1 1 1

36 2 1 1 2 2 1 2 2 1 2 2 2 1 1 2 2 1 1 2 2

37 1 2 1 1 1 1 2 2 1 1 1 1 1 2 1 2 2 1 1 1

38 1 1 1 1 1 0 1 0 1 0 0 0 1 1 1 1 1 1 1 0

39 2 2 1 2 1 1 1 1 1 1 2 2 1 2 2 2 2 1 1 1

40 2 2 1 1 1 1 1 2 2 2 1 1 2 2 2 2 1 1 1 2

41 1 2 1 1 2 1 1 2 1 1 1 2 2 1 2 2 2 1 1 2

42 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 1 1 1 2

43 1 1 1 2 1 1 1 1 1 1 2 2 2 2 1 1 1 1 2 1


123

44 1 1 1 1 2 2 1 2 1 1 1 1 2 2 1 2 2 2 1 1

45 1 1 2 1 1 1 1 1 1 1 1 1 2 1 1 1 2 1 1 1

46 1 1 1 1 2 2 1 1 2 1 2 1 1 2 2 1 1 1 2 1

47 2 2 2 2 1 1 2 2 1 2 2 1 1 2 2 2 2 1 1 2

Total 64 72 57 59 67 67 62 69 72 62 65 65 75 74 74 84 78 61 60 70

Mean 1,36 1,53 1,21 1,26 1,43 1,43 1,32 1,47 1,53 1,32 1,38 1,38 1,60 1,57 1,57 1,79 1,66 1,30 1,28 1,49


124

Appendix 11

The Result of Students’ Need Analysis Questionnaire (Open Questions)

Principle 1: match to the curriculum

Principle 2: inclusion

Principle 3: learner engagement

Principle 4: innovative approaches

Principle 5: effective learning

Principle 6: formative assessment

Principle 7: summative assessment

Principle 8: coherence, consistency and transparency

Principle 9: ease of use

Principle 10: cost-effectiveness

Code Q1: Secara Umum, bagaimanakah menurut Anda pembelajaran dengan menggunakan Moodle? Learning

Principles

Q1N1 Sangat praktis, kita tidak perlu bawa buku, hanya dengan laptop yang dikoneksikan internet kita bisa belajar bahasa

Inggris.

9

Q1N2 Menyenangkan karena belajar menggunakan Moodle dapat menambah pengetahuan bahasa Inggris dan teknologi 3,5

Q1N3 Sangat membantu dalam proses pembelajaran dan lebih menarik dan jelas 1

Q1N4 Menarik, merupakan hal baru yang saya temui 4

Q1N5 Terobosan baru, sangat menarik, memfasilitasi dalam belajar bahasa inggris 4,3

Q1N6 Menarik, tidak membosankan,dapat mengetahui progress 3,6

Q1N7 Menggunakan moodle, pembelajaran bahasa inggris menjadi lebih menyenangkan 3

Q1N8 Sangat menarik dan tidak membosankan, sehingga lebih senang untuk belajar bahasa inggris, untuk meningkatkan 3,5


125

kemampuan saya dalam menguasai materi pembelajaran

Q1N9 Sangat menarik, bisa belajar sambil bermain 3,4

Q1N10 Pembelajaran dengan menggunakan moodle sangat menarik buat saya, saya ingin belajar menggunakan moodle.

Belajar dengan menggunakan moodle mampu mengenalkan saya terhadap kemajuan teknologi yang lebih jauh lagi

3,4

Q1N11 Menurut saya belajar menggunakan moodle sangat menarik dan menyenangkan 3

Q1N12 Menurut saya dengan menggunakan moodle ini sangat menarik,menyenangkan serta dapat mengenalkan saya pada

cara pembelajaran bahasa inggris dengan lebih mudah

3,5

Q1N13 Menarik dan asyik 3

Q1N14 Sangat menarik, menyenangkan dan sangat bermanfaat 3

Q1N15 Lebih menyenangkan, menarik dan efisien 3,10

Q1N16 Mudah dimengerti dan menyenangkan 9,3

Q1N17 Menarik dan menyenangkan 3

Q1N18 Menurut saya sangat menarik, sesuatu banget, hehehe 3

Q1N19 Simple, menarik, sesuatu yang baru dalam metode pembelajaran 3,4

Q1N20 Sangat menarik, walau tidak ada hiburan yang cocok tapi kita dapat menambah ilmu tentang grammar dan kita bisa

lebih cepat dalam belajar bahasa inggris, lucu deeh, bisa buat warna tulisan dan emoticon lucu

3,5

Q1N21 Baik, sangat baik, menarik dan menyenangkan. Selain bisa mengenal dan mengerti tentang bahasa inggris, juga

membantu mengenalkan kita dengan teknologi modern

3,4

Q1N22 Menurut saya, sebenarnya menarik karena memanfaatkan teknologi yang ada selain belajar dengan bahasa inggris,

kita juga bisa mempelajari perkembangan teknologi sekarang

3,4

Q1N23 Tidak membosankan, menarik dan mudah dimengerti 3,6

Q1N24 Lebih menarik dan lebih efisiensi waktu 3

Q1N25 Sangat menarik, tidak membosankan dan tidak terus terpancang waktu 3,5

Q1N26 Menyenangkan, lebih bisa menerapkan kemampuan dalam bahasa inggris 3,5

Q1N27 Menyenangkan dan menambah pengetahuan tentang pembelajaran bahasa inggris yang lebih modern mengikuti

perkembangan jaman

3,4

Q1N28 Belajar dengan menggunakan moodle sangat menyenangkan, kita tidak hanya dapat belajar bahasa inggris saja tapi 3,4,6


126

kita bisa bersosial dengan teman-teman dan dapat melihat kemajuan kita

Q1N29 Pelajaran menggunakan moodle lebih enak dan menyenangkan 3

Q1N30 Sangat menarik dan menyenangkan 3

Q1N31 Pembelajaran menggunakan moodle menurut saya sangat menyenangkan, dan bisa membuat kita menjadi mandiri,

dan lebih mudah dalam proses belajar

3,5

Q1N32 Sangat menarik 3

Q1N33 Pembelajaran menggunakan moodle memberikan kita wawasan baru tentang cara pembelajaran yang bisa dilakukan

dimana saja. Tidak hanya monoton di kelas. I think it interested me!

3,4,5,9

Q1N34 Sangat menyenangkan, karena kita bisa saling share dengan teman-teman, dapat saling memberi komentar, dapat

menjawab kuis

3,4,6

Q1N35 Menurut saya pembelajaran menggunakan moodle sangat menyenangkan bisa mengetahui teknologi masa kini dan

mudah dimengerti

3,9

Q1N36 Menurut saya belajar bahasa inggris menggunakan moodle lebih menikmati karena menambah vocabulary dan

menambah teman, berbagi pengalaman melatih untuk belajar menggunakan teknologi baru

3,4

Q1N37 Pembelajaran dengan moodle sangat menyenangkan,disini dapat belajar tentang penggunaan bahasa inggris

khususnya untuk bidang kesehatan yang saya geluti. Disini saya juga dapat memperkaya vocabulary saya

3,1

Q1N38 Menurut saya belajar menggunakan moodle ini lebih menarik dan menyenangkan karena moodle ini memberikan

kemudahan dalam belajar bahasa inggris

3,5,9

Q1N39 Pembelajaran menggunakan moodle menurut saya sangat menarik dan membuat lebih bersemangat ketika belajar

bahasa inggris

3

Q1N40 Sangat menyenangkan, menarik dan tidak membosankan 3

Q1N41 Menurut pendapat saya, belajar dengan moodle lebih menarik dan mudah dimengerti tentang keperawatan dalam

bahasa inggris

3,1,8

Q1N42 Sangat menarik dan menyenangkan 3

Q1N43 Menarik karena dapat menambah wawasan yang bermanfaat bagi seorang tenaga kesehatan 3

Q1N44 Menarik, asyik, menambah pengalaman teknologi baru. Moodle is very interest. I LIKE IT!! 3,4

Q1N45 Menyenangkan dan mudah dimengerti 4,9

Q1N46 Pembelajaran dengan menggunakan moodle lebih enak karena kita bisa belajar rame-rame, saling melengkapi, 3,5,6


127

belajar lebih terfokus, kesempatan latihan lebih banyak

Q1N47 Sangat menyenangkan,tidak membosankan, menarik, mudah dipahami 3

Code Q2: Apakah Anda menemukan kesulitan dalam pembelajaran dengan menggunakan Moodle? Learning

Principles

Q2N1 Ada. Mungkin masih ada kebingungan dalam menggunakan sistem/ programnya. n9

Q2N2 Tidak begitu sulit karena instruksi yang ada dalam Moodle mudah dipahami. 9

Q2N3 Akses internet sama laptop yang mempengaruhi kesulitan dalam pembelajaran menggunakan Moodle 10

Q2N4 No thanks 9

Q2N5 Tidak 9

Q2N6 Ya n9

Q2N7 Selama saya belajar moodle belum ada kesulitan yang saya temui 9

Q2N8 Belum ada kesulitan karena dijelaskan dengan jelas sebelum pembelajaran dilakukan dan diikuti praktek secara

langsung

9

Q2N9 Saat ini belum ada kesulitan tapi untuk akses internet agak lemot 9

Q2N10 Waktu pertama menggunakan moodle tentu mengalami kesulitan setelah saya mencoba untuk membuka dan

mencoba-coba moodle sangat mudah digunakan

9

Q2N11 Pada saat pertama ada tetapi selanjutnya tidak ada 9

Q2N12 Kadang saya menemukan kesulitan dalam mengaksesnya 9

Q2N13 Tidak menemukan kesulitan 9

Q2N14 Kesulitan : Harus menggunakan modem atau harus ada akses internet 9

Q2N15 Kesulitannya harus menggunakan akses internet 9

Q2N16 Tidak 9

Q2N17 Kadang ada kesulitan dalam mengaksesnya 9

Q2N18 Iya sedikit karena koneksi internet yang sedikit lola (loading lama), kalau dalam mempelajari moodle cukup mudah

untuk dipelajari

9


128

Q2N19 Ada karena moodle merupakan sesuatu yang baru tapi mudah dipelajari 9

Q2N20 Yeah..when miss siska menjelaskan saya kurang paham mungkin karena saya kurang memperhatikan. Disisi lain

kata kata bahasa inggris yang kurang saya pahami

9

Q2N21 Tidak, ya hanya saja saya kurang menguasai bahasa inggris jadi dalam setiap bab saya agak kesulitan

mengartikannya

9

Q2N22 Ada karena hal ini merupakan metode pembelajaran yang baru bagi saya jadi membutuhkan waktu untuk

mempelajari lebih dalam untuk menggunakan moodle ini

9

Q2N23 Sedikit perlu diterjemahkan kalimat yang terdengar asing n9

Q2N24 Saya tidak menemukan kesulitan 9

Q2N25 Awalnya saya ada kesulitan namun setelah mencoba saya mengerti dan bisa mengatasi kesulitannya 9

Q2N26 Awalnya ada kurang sarana dan kurang tahu juga tentang moodle tapi setelah mengikuti moodle kelas so excellent 9

Q2N27 Sampai saat ini mungkin hanya koneksi internet saja yang lama tapi dalam pembelajarannya mudah dimengerti 9

Q2N28 Enggak 9

Q2N29 Tidak ada karena materi sudah ada di moodle 9

Q2N30 Sementara ini belum 9

Q2N31 Tidak ada setelah kita memahami tetapi awalnya yang bingung 9

Q2N32 Tidak ada 9

Q2N33 Pertama saya kesulitan namun pada saat saya tahu cara penguunaanya ternyata mudah 9

Q2N34 Ada sedikit kesulitan saat modem sedang bermasalah sehingga untuk mengakses moodle mengalami kendala n10

Q2N35 Saya belum menemui kesulitan dalam pembelajaran yang menggunakan moodle 9

Q2N36 Ya ada kesulitan akses internet atau jaringan n10

Q2N37 Sampai saat ini belum 9

Q2N38 Sampai saat ini Alhamdulillah belum ada, terima kasih bu Siska telah memberikan pelajaran moodle kepada kami 9

Q2N39 Mungkin belum apabila ada karena kurangnya penguasaan vocabulary -

Q2N40 Sejauh ini tidak karena mudah dipahami instruksinya 9

Q2N41 Menurut saya, saya masih menemukan kesulitan dan kebingungan dalam menggunakan moodle tetapi sekarang

sudah mulai beradaptasi dan belajar dengan teman, semangat!

9


129

Q2N42 Iya kadang koneksi untuk mengakses moodle dirumah agak sulit n10

Q2N43 Tidak karena menggunakan moodle sangatlah nyaman 9

Q2N44 Kesulitannya mungkin dalam sarana karena menggunakan akses wifi yang sinyalnya lemot dan modem yang engga

ada pulsanya sedangkan moodle harus selalu dalam posisi online

n10

Q2N45 Tidak ada kesulitan dalam pembelajaran dengan menggunakan moodle tetapi dalam mengakses internet 9

Q2N46 Tidak ada mengakses moodle sangat mudah, unik tertata dengan baik 9

Q2N47 Tidak karena cukup mudah dalam penggunaannya 9

Code Q3: Apakah keuntungan dari penggunaan Moodle sebagai sarana pembelajaran? Learning

Principles

Q3N1 Sangat praktis dan menarik 3

Q3N2 Menambah pengetahuan berbahasa Inggris dan teknologi informasi. 4

Q3N3 Sangat menarik, jelas dalam proses pembelajaran. Membantu dalam proses pembelajaran individu (mandiri). Lebih

termotivasi dalam pembelajaran bahasa Inggris.

3,8,5

Q3N4 Kita bisa belajar about English whenever and wherever selagi ada connection to the internet 5

Q3N5 Sebagai fasilitas 4

Q3N6 Efisien tidak membosankan 3

Q3N7 Belajar menggunakan moodle tidak membosankan dan menjadi sangat tertarik untuk bisa belajar bahasa inggris 3

Q3N8 Menambah pengalaman dan mempermudah mempelajari materi 4,5

Q3N9 Pembelajaran menggunakan teknologi yang tidak membosankan 4

Q3N10 Keuntungan menggunakan moodle dapat belajar bahasa inggris dengan menyenangkan 3

Q3N11 Keuntungan menggunakan moodle dapat lebih belajar bahasa inggris 5

Q3N12 Lebih mudah dalam belajar bahasa inggris menambah kosakata melatih untuk belajar mandiri dan tentunya tidak

membuat bosan dalam sistim pembelajarannya

5,3

Q3N13 Belajar bahasa inggris lebih menarik 3


130

Q3N14 Dapat memperbanyak kosakata dapat memperdalam grammar 5

Q3N15 Pembelajarannya lebih menarik 3

Q3N16 Lebih cepat 5

Q3N17 Mempermudah mempelajari bahasa inggris menambah jaringan dalam mengakses informasi dari luar 5,4

Q3N18 Lebih cepat dicerna oleh otak sehingga lebih mudah mempelajari bahasa inggris serta lebih enjoy dalam

mempelajari bahasa inggris

5,3

Q3N19 Mudah diakses dimana-mana dan pembelajarannya tidak serius (formal) 9

Q3N20 Kita dapat chat dengan teman membuat tulisan full color, membuat file eks : foto, video dll, dapat grammar gratis 4

Q3N21 Kita dapat grammar gratis,video bahasa inggris dapat melatih kita dengan soal-soalnya, menghubungkan dengan

teman-teman (komunikasi) dapat mengupload video

4

Q3N22 Keuntungannya adalah memperoleh grammar dengan gratis, video bahasa inggris dan soal-soal yang mengandung

kesehatan

4,1

Q3N23 Dapat memanfaatkan media elektronik dan dunia maya 4

Q3N24 Lebih menarik dan lebih efisiensi waktu 3,10

Q3N25 Mudah cepat dan praktis 9,5

Q3N26 Efektif, efisien, tidak harus belajar dikelas 5,9

Q3N27 Lebih efektif dan mudah diakses sehingga pembelajaran selanjutnya dapat dipersiapkan 5,9

Q3N28 Disini ditayangkan video yang dapat memperjelas pembelajaran 5

Q3N29 Bisa belajar mandiri, jika tidak tahu bisa konsul langsung lewat moodle 5

Q3N30 Lebih mudah mempelajari bahasa inggris 5

Q3N31 Keuntungan dimoodle ini kita dapat menggunakan atau menambah pengetahuan tentang teknologi, lebih mudah

dalam belajar dan mudah dimengerti

4,5

Q3N32 Efektif, tidak perlu handout lagi dan simple 5,10

Q3N33 Bisa kita lakukan atau akses diluar kampus, memberi gambaran tentang lingkup keperawatan lebih luas melalui

videonya, megajarkan untuk melatih penguasaan bahasa inggris

5,1

Q3N34 Dapat dipelajari dimana saja kita berada, ada berbagai macam fasilitas atau aplikasi yang dapat membantu kita

dalam belajar bahasa inggris

5,4


131

Q3N35 Mengetahui sampai dimana kemampuan saya dalam bahasa inggris, mudah dimengerti dan memberikan

pembelajaran yang bagus

6,5

Q3N36 Menambah wawasan bahasa inggris sesuai kebutuhan, mengenal teknologi baru, bertukar informasi tentang bahasa

inggris kesemua pengguna

4,5

Q3N37 Pengetahuan tentang bahasa inggris untuk bidang kesehatan, missal admitting patient, dll, menambah

vocabulary(perbendaharaan kosa kata)

1

Q3N38 Keuntungannya mungkin lebih mengetahui grammar dan berlatih dalam kosakata bahasa inggris 4

Q3N39 Lebih bervariasi dan mengetahui info tentang keperawatan lebih luas 4,1

Q3N40 Belajar menjadi lebih menyenangkan dan mudah dapat diakses kapan saja dan dimana saja 3,9,5

Q3N41 Lebih mudah dipahami, menarik dan bisa mengukur seberapa jauh kemampuan kita dalam belajar bahasa inggris 5,3,6

Q3N42 Dengan moodle mahasiswa yang tidak dapat menghadiri kelas dapat tetap dapat mengakses pembelajaran 5

Q3N43 Dapat menambah kosakata dalam bahasa inggris 5

Q3N44 Simple, cara pembelajaran yang modern, menarik, buat penasaran, dan mudah untuk memahami maksudnya 4,5,3,9

Q3N45 Menambah wawasan dalam belajar bahasa inggris, menambah sarana untuk mengembangkan pembelajaran 4

Q3N46 Kita bisa belajar bersama-sama dalam moodle 3

Q3N47 Dapat lebih mandiri dalam mempelajari, dapat diakses dimana-mana, dapat mengetahui progress kita terhadap

materi

5,6

Code Q4: Apakah kekurangan dari penggunaan Moodle sebagai sarana pembelajaran? Learning

Principles

Q4N1 Kita tidak bisa mengomentari tugas yang dikirimkan teman. n9

Q4N2 Tidak ada model seperti status seperti Facebook jadi kurang bisa berinteraksi n4

Q4N3 Kesulitan ketika mengakses penggunaan Moodle (internet). n10

Q4N4 Kosakata umtuk alat kesehatan, alat dikamar operasi masih kurang, mohon dilengkapi, thanks -

Q4N5 Belum menemukan kekurangan -


132

Q4N6 Koneksi internet (media) n10

Q4N7 Kekurangan menggunakan moodle adalah akses internet yang terkadang lama n10

Q4N8 Mungkin karena harus acces internet, mungkin bila lola akan menghambat pembelajaran 10

Q4N9 Akses internet lemot 10

Q4N10 Kekurangan menggunakan moodle yaitu belum adanya video call n4

Q4N11 Tidak ada kekurangan -

Q4N12 Mungkin kekurangannya pada jaringan untuk mengaksesnya yang lemot 10

Q4N13 Wifi dan modem 10

Q4N14 Wifi harus ada dan harus ada akses internet 10

Q4N15 Wifi dan modem 10

Q4N16 Koneksi jaringan internet kurang memadai 10

Q4N17 Kekurangan insyaallah belum ada -

Q4N18 Kekurangannya hanya tampilannya yang kurang menarik, teman juga tidak terlalu banyak n3

Q4N19 Bagi yang tidak punya fasilitas(laptop,modem,akses internet) sangat mengalami kesulitan, temannya terbatas n3, n10

Q4N20 Kurang lengkap dalam mengekspresikan ex: cara membuat background (ini penting demi meningkatkan motivasi

belajar), terkadang ketika mau mengirim message keteman engga bisa berwarna, terkadang setelah kita mengupload

file document kita tidak bisa mengupload lagi dan terlalu banyak iklan

n3

Q4N21 Bila sudah mengirim tugas (salah) harus konfirmasi dengan admin (menghambat waktu), bila jaringan internet jelek,

moodle jadi susah dibuka

n5

Q4N22 Kekurangan: kalau sudah mengirim file yang salah ke dalam moodle harus menggunggu pihak admin menghapus

dahulu jadi terlalu banyak memakan waktu, kalau bisa langsung otomatis bisa mengganti file yang salah dan dikirim

lagi

n5

Q4N23 Harus online

Q4N24 Tidak bisa diakses atau susah diakses oleh mahasiswa yang tidak memiliki koneksi internet n10

Q4N25 Hampir tidak ada namun mungkin kurang pahamnya saya tentang pelajaran bahasa inggris -

Q4N26 Tatap muka kurang, kalau tidak ada sarana tidak bisa menggunakan moodle n3

Q4N27 Hanya membutuhkan internet yang sulit bagi mahasiswa yang tidak punya modem n10


133

Q4N28 I think not, mungkin untuk user interface lebih diperbaiki agar terlihat lebih menarik n3

Q4N29 Tidak bisa online tanpa modem atau wifi n10

Q4N30 Tidak bisa digunakan sewaktu-waktu karena membutuhkan koneksi internet n10

Q4N31 Tidak efektif didaerah pedesaan karena tidak ada sinyal

Q4N32 Konek internet jadi penguuna harus online n10

Q4N33 Jangkauannya sulit apabila tidak ada akses internet n9, n10

Q4N34 Mungkin kesulitannya dalam pengaksesannya,karena untuk mengaksespun harus didukung fasilitas internet yang

memadai

n9, n10

Q4N35 Belum menemukan kekurangannya -

Q4N36 Moodle tidak dapat membantu kami dalam pengartian dari bahasa Indonesia -

Q4N37 Untuk saat ini saya belum menemukan kekurangan dari moodle karena metode ini sampai saat ini cukup membantu

untuk belajar bahasa inggris

-

Q4N38 Kekurangannya adalah moodle tidak bisa membantu kami pada setiap bahasa inggris (kamus) -

Q4N39 Mungkin jangkauan dan pengguna moodle diperluas, misal satu kampus ataupun antar kampus bahkan keluar negeri n4

Q4N40 Jangkauan dari koneksi internet yang mungkin dapat menyulitkan pembelajaran dengan moodle n10

Q4N41 Sampai saat ini belum menemukan kesulitan, moodle membantu dalam proses pembelajaran -

Q4N42 Mungkin bisa dirubah backgroundnya agar tambah menarik, tidak mencantumkan emot untuk kolom comment,

untuk chatnya bisa satu persatu

n3

Q4N43 Hanya bisa dibuka lewat internet saja n9, n10

Q4N44 Kelemahannya dalam moodle : posisinya harus selalu online dan setiap mahasiswa tidak semua memiliki sarana

yang memadai

n10

Q4N45 Tidak punya pulsa modem n10

Q4N46 Moodle membutuhkan jaringan internet n9, n10

Q4N47 Tidak dapat diakses jika tidak mempunyai laptop, tidak ada hotspot atau modem n9, n10


134

Std.

No

Q5: Jika pembelajaran menggunakan Moodle ini akan diaplikasikan, apa yang harus diperhatikan atau

diperbaiki? Berikan saran atau masukan untuk pembelajaran dengan Moodle ini!

1 Sosialisasi secara mendalam tentang penggunaan Moodle.

2 Program-program dalam Moodle lebih diperbaharui.

3 Lebih banyak lagi kosakata dalam bidang kesehatan.

4 Mungkin bahannya lebih dispesifikasikan kebidangnya keperawatan medical bedah, karena jurusan kita adalah

surgeon nurse, thanks

5 Sudah cukup bagus, mungkin dalam progresnya harus menyesuaikan unit tertentu dulu dan dapat meningkat

progresnya tidak hanya sekedar membuka

6 Sudah bagus dan harus tetap mengikuti setiap kebutuhan pembelajaran

7 Mungkin formatnya lebih baik lagi

8 Isi materi lebih variatif lagi dan jaringan yang diberikan lebih luas lagi, format lebih disimpelkan

9 Ditambah fiturnya lebih banyak, akses internetnya biar lancar

10 Moodle sangat bagus dan cocok untuk pembelajaran bahasa inggris, perlu ditingkatkan, penyampaian tiap unit

disampaikan dengan pembahasan yang menyenangkan

11 Untuk saat ini belum ada masalah, tingkatkan!

12 Menurut saya lebih fariatif lagi dan diperbaiki lagi dalam pengaksesan penggunaan internetnya

13 Saran internet lebih diperbaiki lagi sehingga teknik pembelajaran dengan moodle bisa lebih cepat

14 Sarana internet lebih diperbaiki lagi biar tidak ada hambatan saat menggunakan moodle

15 Sarana internet lebih baik lagi sehingga lancar dalam pembelajaran

16 Saran internet lebih diperbaiki lagi sehingga pembelajaran moodle lebih lancar

17 Yang perlu diperhatikan jaringan dlam aksesnya karena tidak semua mahasiswa memiliki fasilitas untuk mengakses

18 Lebih dikreatifkan aja tampilannya

19 Lebih banyak kuis dan pelajarannya

20 Tambahan aplikasi warna, tambahkan hiburan seperti game, dll. Thanks

21 Koneksi jaringan, lebih diperbanyak aplikasi (agar lebih menarik)

22 Koneksi jaringan, lebih ditambah aplikasi yang lainnya yang menarik


135

23 Perlu pengenalan lebih dalam mengenai media aplikasi ini pada mahasiswa

24 Resolusi tugas atau foto yang diupload sangat kecil

25 Penjelasan jangan terlalu cepat agar kita dapat mengikuti dengan baik

26 Sosialisasi moodle, perhatikan kemampuan mahasiswa, koneksi internet. Feedback

27 Akses internet perlu diperhatikan karena kalau koneksinya lama jug akan mengganggu proses pembelajaran

28 User interface dibuat semenarik dan seefektif mungkin

29 Lebih ditambah aplikasi didalam moodle supaya tidak bosan, bisa update status juga, wifi perlu diperbaiki supaya

proses belajar lancar

30 Mungkin grammarnya lebih diperbanyak lagi

31 Moodle lebih baik lagi jika kita dapat berkomunikasi dengan Negara lain atau lebih luas lagi

32 Layanan internetnya, background harus lebih menarik lagi

33 Yang harus diperhatikan adalah fasilitas yang dimiliki

34 Akses internetnya haruslah memadai dan setiap orang kan berbeda-beda, ada yang memiliki laptop atau computer

bahkan ada juga yang tidak memiliki

35 Tambahan aja untuk bisa coment atau chat dengan orang lain diluar negeri atau diluar daerah

36 Yang perlu diperhatikan adalah akses internet, yang perlu diperbaiki adalah ada sarana lain selain laptop

37 Akses internet yang memadai perlu jika metode pembelajaran moodle diterapkan, missal wifi yang lancar

38 Jika pembelajaran menggunakan model ini berarti setiap siswa harus mempunyai laptop, maka mungkin ada

alternative lain selain laptop sarananya

39 Motivasi dari pengguna moodle sehingga mereka dapat menggunakan moodle dengan atau seefektif mungkin

(kekompakan pengguna moodle)

40 Kemauan mahasiswa untuk mengakses moodle kadang-kadang tidak semuanya mau jadi perlu ada suatu yang lebih

menarik lagi agar meningkatkan motivasi misalnya tampilan atau tambahan vitur yang lebih banyak lagi

41 Menurut saya akses internet harus memadai untuk menunjang mempermudah moodle

42 Mungkin bisa dapat dirubah backgroundnya agar tambah menarik , mencantumkan emot dikolon comment

43 Sebaiknya diberikan buku panduan dalam dua bahasa yaitu bahasa Indonesia dan bahasa inggris sehingga orang yang

mempelajarinya semakin menarik


136

44 Buat penampilannya lebih menarik, cari satu perbedaan dan memiliki satu kelebihan yang membuat orang penasaran

dan tertarik dalam moodle

45 Materi tentang kesehatan lebih diperbanyak lagi, dikembangkan

46 Sebaiknya harus ada wifi yang baik, saran fitur-fitur yang lebih bagus mohon ditambah agar mahasiswa tidak bosan

47 Memerlukan laptop,modem atau hotspot


137

Appendix 11

PHOTO DOCUMENTATION

Training of How to Use The Moodle Site

Learning How to Use the Moodle Site


138

Role Play

Filling in the Questionnaire
