CHAPTER III

RESEARCH METHOD

A. Model of Development
This research is undertaken to develop Moodle-based interactive
online media to teach reading. To gain the purpose, it is needed a research
approach that highlights an effort to produce the interactive online media.
Therefore, in designing the model, the researcher uses Research and
Development approach by adapting Borg and Gall Model.
Educational research and development (R & D) is a process used to
develop and validate educational products. The steps of this process are
usually referred to as the R & D cycle , which consists of studying
research findings pertinent to the product to be developed, developing the
product based on the finding, field testing it in the setting where it will be
used eventually, and revising it to correct the deficiencies found in the
field testing stage. In indicate that product meets its behaviorally defined
objectives. 1

Borg and Gall model consists of ten major steps. They are as follows:
step 1 involves research and information collecting or need analysis. It
includes review of literature, classroom observations, and preparation of report
of state of the art. Step 2 and 3 consists of planning and develop preliminary
form of product. Planning includes defining skills, stating objectives
determining course sequence, and small scale feasibility testing. Develop
preliminary form of product includes preparation of instructional materials,
handbooks, and evaluating devises. Then step 4 involves preliminary field
testing. It concludes interview, questionnaire data collected and analyzed from
the school. For step 5 and 6 conduct main product revision and main field
testing. Main product revision uses quantitative data on subjects’ course as
evaluation. Operational product revision is happened in step 7, revision of
product as suggested by main field-test result. Next, for step 8 and 9 involve
operational field testing and final product revision. And the last step or step 10

1
Gall, M, D., Gall, J. P., & Borg, W. R. Educational Research an Introduction;
Third Edition. (USA: Pearson Education, 1983), p.772

24
 involves dissemination and implementation. It is a report on product at
professional meeting and journals. Work with publisher who assumes
2
commercial distribution. Monitor distribution to provide quality control.

Develop Preliminary Form of Product

Need Analysis Planning

Main Field Testing Main Product Revision Preliminary Field Testing

Revision of Product Operational Field Testing Final Product Revision

Dissemination and
Implementation

Figure 3.1: Bog & Gall Steps Scheme

However, to ease and make shorter the process of designing the

product, the researcher limits the development just to six steps. Besides, the
researcher also adapts the process with the needs of development.

2
Gall, M, D., Gall, J. P., & Borg, W. R. Educational Research an Introduction,
p.775-776

25
B. Procedure of Development

Need Analysis Review the

literature

Planning
Planning

Developing
preliminary Moodle- Implementation Design
based interactive
online media Planning
Planning
Testing:
Preliminary field testing Expert Validation
of Moodle-based
interactive online media

Moodle-based interactive
online media revision

Main field testing of

Moodle-based
interactive online media

Figure 3.2: Borg and Gall model steps scheme

The chart explained about the procedure of development in this

research is based on Borg and Gall development model. This model includes
ten steps as the researcher said before, but the researcher just took six steps in
this research based on limited time and money.
1. Need Analysis
The first step is need analysis. This step was done to search
information how is important the product will be developed. It consisted of
review the literature.
A literature review is undertaken to collect research findings and other
information pertinent to the planned development. As in basic or

26
 applied research, one purpose of the literature review is to determine
the state of knowledge in the area of concern.3

The literature review in this research was concerned with

interviewing as a foundation of knowledge upon which to develop a given
educational product. In this step, the researcher interviewed the vice
principal of curriculum areas, teacher of English subject and students.
Related to the developing Moodle-based interactive online media,
need analysis consisted of describing use case diagram of Moodle.
2. Planning
The next literature review concerned with the formulating of
learning material narrative text, lesson plan and validation instruments as
the planning. The researcher also determined local host for offline
installation and purchased hosting and domain website. The more specific
product of Moodle in this research was developing the content of Moodle.
3. Developing Preliminary Moodle –Based Interactive Online Media
After the initial planning has been completed, the next major step
in the R & D cycle is to build a preliminary form of the educational
product that can be field testing.4 Before making a Moodle-based
interactive online media, the researcher made this media offline. It was
done to learn it more. So, the developing of the content of Moodle would
be easier and faster.
Developing the content of Moodle have done in steps. The first
step, the researcher started the installation of Bitnami as local host and
then proceeded Moodle installation. Installation was done requires several
stages. It was starting from the selection of Moodle version until the
determination of the corresponding PHP version.
The next stage, the researcher designed the system planning of the
interactive online media. System planning was implemented by using use
3
Gall, M, D., Gall, J. P., & Borg, W. R. Educational Research an Introduction,
p.777
4
Gall, M, D., Gall, J. P., & Borg, W. R., Educational Research an Introduction,
p.781

27
 case system diagram. In the use case diagram there are three actors related
to this online media system. They are student, teacher and admin.
Furthermore, the researcher made the planning design of the
display in the Moodle-based interactive online media. The researcher did
some assessment of the appropriate template with Moodle version being
worked on. Finally the researcher has chosen the essential template. This
online media design was done gradually. It was starting from the selection
of slide images, writing the menu, and the topics that will be displayed on
the home page.
Next, the researcher conducted the developing product. It was the
product design that would be applied in field testing. In this Moodle –
based interactive online media consists of narrative reading material,
discussion forum topic and questions quiz and game form. Especially for
making quiz, the researcher used hot potatoes software. Hot Potatoes is not
a part of Moodle but it can be used in Moodle in a very simple and
effective manner. Many teachers actually prefer it to the homegrown
Moodle version. It has five types of activities that can be created while
5
staying offline on your computer, and uploaded later to Moodle. Hot
potatoes have module that is suitable of Moodle application. The
materials and the quiz has previously been examined and assessed by
English lecturer of IAIN Walisongo Semarang and has gained a wide
range of input and guidance. Determination of the course material
originated from the determination of SK and KI Standard Competence
(SK) and the Core Competence (KI) on the subjects of English grade X. It
is based on 2013 curriculum. KI were selected namely (3.9) Analyze the
social function, the generic structure, and language feature in a simple
narrative text in legend form. Furthermore, the basic competence
developed and structured into a lesson plan, teaching materials, and
assessment instruments.

5
Mary Cooch, Moodle 1.9 for Teaching 7-14 Year Olds Beginner's Guide, (Birmingham,
UK:Packt Publishing Ltd, 2009), p. 72

28
 The next step, the validation was done by online media expert of
IAIN Walisongo Semarang and the online media expert of SMAN 13
Semarang. Based on the inputs and evaluation experts, then the online
media Moodle-based was revised to further improve quality and get a
decent product to be applied. It can be seen at http://elen.airybelle.com.
This site used ELEN as the site name. ELEN is an English Learning
Environment Network.
4. Preliminary Field Testing of Moodle-Based Interactive Online Media
ELEN
The purpose of the preliminary field test is to obtain an initial
qualitative evaluation of the new educational product.6 The field trials
consisted of a small group trial in order to determine the feasibility and
appropriateness of the use of instructional design. At this stage the subjects
visited and learned the online media Moodle-based.
5. Moodle-Based Interactive Online Media Revision
In all phases of the R & D cycle involving product evaluation. It is
important to establish field sites similar to those in which the product will
be used when it is fully developed.7 After the preliminary field test of this
online media, all data were compiled and analyzed. From these results to
re plan the site and then went on to make the revision called for.
6. Main Field Testing of Moodle-Based Interactive Online Media ELEN
The purpose of the main field test in R & D cycle is to determine
whether the product under development meets its performance objectives.
Generally an experimental design is used to answer this question.8

6
Gall, M, D,. & Borg, W. R. Educational Research an Introduction, p.782
7
Gall, M, D., & Borg, W. R. Educational Research an Introduction, p.782
8
Gall, M, D., & Borg, W. R. Educational Research an Introduction, p.783

29
C. Research Subject
The subject of this research is students of SMAN 13 Semarang at the X
grade students of X MIA-1 and X IBBU in the academic year of 2014/2015.
This subject was determined using cluster random sampling technique.

D. Data Collection Technique

This section will discuss data collection technique and the research
instrument used in this research. The researcher used two data collection
techniques namely descriptive qualitative data and quantitative data.
Qualitative data and quantitative results were obtained from questionnaire
validation expert, reviews of material expert and online media expert. The data
were from the field trials obtained from the comments or responses,
questionnaire result and test results.
Questionnaire of validation is for instructional design expert and
teacher. Questionnaire of validation is made in order that the researcher knows
some suggestions and revisions should be made by the researcher. It was
created to gather information about validity of the product prototype. Besides,
it can help researcher know the weakness of the product. The questionnaire
was given to the expert reviewer consisting of instructional design expert and
teacher. They assess the prototype and give suggestion to revise the prototype.
The test was under took from the questionnaire validation of the test expert.
After the test was valid based on the questionnaire validation, the test would
be given to the subjects.
Besides data from the result of the test, the documentation was needed
to help the researcher run the research. According to Arikunto, the
documentation method is used to look for the data concerning matters or the
variable that took the form of the note, transcript, book, newspaper, magazine,
inscription, notes of a meeting, agenda, etc.9 The Researcher used the
documents related to the object of research such as students’ name list and
lesson plan.

9
Suharsimi Arikunto, Prosedur Penelitian ..., p.274

30
 Before the researcher used the instruments to collect data, the
instruments were consulted to the instructor who guided the researcher in
conducting the research so that the content validity of the instrument can be
achieved.
Online media validation criteria was based on expert team of learning
media contest, Romi Satria as the expert team of software, LIPI experts,
IlmuKomputer.com, Pustekkom in Dikmenum Learning media contest in
200610 and also based on Alpha testing criteria from Alesi and Trollip in the
result of report whose title Pengembangan Model E-Learning Adaptif
Terhadap Keragaman Gaya Belajar Mahasiswa Untuk Peningkatkan
Efektivitas Pembelajaran by Herman Dwi Surjono, Ph.D. Nurkhamid,
M.Kom.11 It could be concluded that the aspect of online media validation
instrument are as follows:
Table 3.1 Instruments of online media questionnaire validation
Questionnaire
No Aspects Indicators Numbers
numbers
1 Material a. The learning material on Moodle- 1, 2, 3, 4 4
based interactive online media
suitable with syllabus
b. The sequence of managing the
content Moodle – based
interactive online media was good
c. The language was understandable
and clear
d. The image and video related to the
topic in narrative text

2 Interface a. Front page was good display. 6, 7 2

b. Course design was good.
3 Informatio There are clear instructions in each 5 1
n topic.
4 Reliable a. The questions in form of 8, 9 2
assignment, quiz and discussion
could be accessed easily.
b. The Moodle- based interactive
online media could be accessed
easily

10
Romi Satria Wahono, Aspek Rekayasa Perangkat Lunak dan Media Pembelajaran, at
http:// RomiSatriaWahono.Net, accessed on November, 17th 2014.
11
Herman Dwi Surjono, Ph.D. and Nurkhamid, M.Kom., Pengembangan Model E-
Learning Adaptif Terhadap Keragaman Gaya Belajar Mahasiswa Untuk Meningkatkan Efektivitas
Pembelajaran, (Yogyakarta:UNY, 2008), p. 32-33

31
 In the instrument of material expert pointed about aspects related to
instructional media materials covering aspects learning materials and contents.
Here the instruments of learning material expert.
Table 3.2 Instruments of material questionnaire validation.
Aspect Indicators Number Numbers
Standard a. Conformity with the formulation of 1, 2, 3, 4, 5 5
competence the basic competencies
b. The accuracy of the translation of
basic competence indicators
c. Clarity formulation indicator
d. measurable indicators
e. Conformance with indicators of
cognitive development of students

Learning a. Truth content / learning materials 6,7,8, 7

material and b. Systematic preparation of lesson 9,10,
process plans 11,12,
c. Conformance of learning materials
with indicators
d. The selection of strategies,
approaches, methods and means of
learning is done appropriately, thus
enabling students actively learn
e. The clarity of the activities of
teachers and students at every stage of
learning.
f. Activities of teachers and students
defined clearly and operational, so it
was easy to be implemented by the
teacher in the learning process
g. Provide opportunities for students to
ask questions and submit ideas
Language a. The use of language in terms of the 13,14 2
rules of English usage
b. The simplicity of the sentence's
structure
Time a. Compatibility of time allocation 15, 16 2
b. Details of the time for each stage of
the learning
Closing a. Directing students to make a 17, 18 2
summary of learning materials
b. Giving homework assignments

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 The instrument of test validation is as follows:
Table 3.3 Instrument of test questionnaire validation
Questionnaire
Aspects Indicators Numbers
Number
Material a. The content of material based on the 1, 2, 3 3
Core Competence and Basic
Competence in terms of the
determination indicator
b. The questions appropriate with the
indicator
c. Limitation of the question appropriate
with the expected answer
Construction a. The instructions on how to answer the 4, 5 2
questions appropriate with the
questions provided

b. scoring guidelines appropriate with

the question assessment criteria
logically
Language a. The question items using the English 6, 7, 8, 9 4
grammatically
b. The formulation of the questions did
not use the word / phrase that raises
multiple interpretations or
misunderstandings
c. The formulation of the questions did
not contain words that might offend
the learners

Students in the field trial gave their judgment in Moodle – based

interactive online quality. It used this questionnaire instruments:
Table 3.4 Instrument of student’s questionnaire
Questionnaire
Aspects Indicators Numbers
Number
Motivation Interest 1, 2, 3 3
Appearance Appearance quality 4, 5 2
Material Understanding material 6, 7, 8 3
Utility Impact to the students 9, 10 2

E. Data Analysis Technique

The type of data this study is qualitative data and quantitative data, the
data were statistically analyzed descriptively. Qualitative data in the form of
comments and suggestions for improvement of the product matter experts and
media experts then analyzed and described in qualitative descriptive to revise
the products developed. Qualitative data was also derived from the opinions

33
and suggestions of the student. Then the quantitative data obtained from the
assessment scores matter experts and online media experts.
After that, the researcher looked for the score average of all of the
quantitative data from all validation questionnaires used this formula below:

P
X  100%
X i

Where :
P : Percentage
∑ : Sum of validation score (was given from validator)
∑ : Sum the highest score
Validation criteria which used in the program validation are shown in
the table below.
Table 3.5 Program validation criteria 12
Percentage (%) Validation Criteria
76-100 Valid
56-75 Valid enough
40-55 Less valid
0-39 Invalid

12
Arikunto, S.. Dasar-dasar Evaluasi Pendidikan. (Jakarta : Bumi Aksara, 2009), p.245

34