CHAPTER I

INTRODUCTION
A. Background

Today classroom provides unique challenges for the teachers. Teacher has

to know content matter, teacher has many responsibility, such as to students itself,

their parents, community members and also expected to show the result of

learning appropriate with responsive era. Students come to class with much

information that they can access anytime from their gadget. May be they have

learnt the content before come into classroom or some of our lovely students

sometimes have difficulty in learning with the traditional pedagogies used in

teaching.

Based on my preliminary research, students disregard when they are asked

for reading the material that would be explained. Some students can’t participate

well when only teacher explain the material, they feel bored with the method they

get in learning process. The students also sometimes not suitable with the way the

teacher delivered of the material. The teaching and learning process is how to

understand An effective guide that can handle a variety of learning styles and

backgrounds academic (Lyon in Winata, 2016).

Based on those reason, Instructional model, particularly instruction in

teaching and learning process, has the important role to solve it. Instruction itself

refers to anything that is done purposely to facilitate learning (Reigeluth & Carr-

Chellman, 2009).Instructional model refers to the process of arranging for

learning to happen safely, certainly, thoroughly, and expeditiously(Allen, 2007).

What’s more, An instructional model is a step-by-step procedure that leads to

1
specific learning outcomes (Estes & Mintz, 2016). Here, Instructional model is

step by step process will be used in teaching and learning grammar, not the lesson

plans (RPP) which will be used in teaching.

There is some important of using instructional model in teaching and

learning .An instructional model helps teachers understand how to design and

deliver effective learning opportunities for students (Hubbell et al., 2019).

Teaching will be being systematic process. Dick & Carey (1996) explained

Instructional design plays an important role in language teaching due to the fact

that instruction is “a systematic process in which every component (i.e., teacher,

learners, materials, and learning environment) is crucial to successful learning”. It

can be concluded that the use instructional model can help teacher in design and

deliver the material, instruction give systematic process which will make

successful learning.

Various researches have been conducted a research related developing

instruction. Such as Tian & Suppasetseree (2013), investigated instructional

model for online task based interactive listening. The result of study is that model

instruction can be served to promote students’ listening ability. İŞMAN (2017)

develop instructional design. The result shows that during teaching and learning

activities, learner is active and uses cognitive, constructivist or behaviorist

learning to construct new knowledge by using technology. Vladimirova (2016)

has conducted effective instructional model for teaching English language. He

used Golberg and Sheltered Instruction. Best practices in teaching English

Language Learners will result in higher motivation, involvement, and

2
understanding of the grade level content areas. And the last is Fitriani (2018). His

research is about to give the review of TBLT framework in grammar instruction.

From those explanations, the researcher will develop instructional model

in teaching grammar by adapting Task Based Language teaching (TBLT). This

TBLT also will use with Moodle. So not only implementing TBLT itself but also

using Moodle to support the instructional model. There are some step will be

conducted, such as to find out the students need toward instructional model. It is

also beneficial to discover design of instructional model for English grammar

through Moodle. Moodle is abbreviation for Modular Object-Oriented Dynamic

Learning Environment, which means a dynamic learning place by using object-

oriented models (Cole & Foster, 2007). Since the above problems and reasons are

in, the researcher is interested in conducting a research entitled: “Developing

Instructional model of teaching grammar to English education students

through Moodle”

B. Research Question

The problems that are going to be discussed in this research paper can be stated as

follows:

1. What are students’ instructional needs in learning basic grammar?

2. How are the designs of instructional model for English grammar using

Moodle?

C. Research Objective

Related to the research problems above, the objectives of this research

were presented below.

3
 1. To identify the students’ instructional need toward the instructional

model in teaching basic grammar through Moodle.

2. To describe the developing of instructional model in teaching basic

grammar through Moodle.

D. Research Significance

The research is expected to give significant contribution in terms of theoretical

and practical as follow:

1. Theoretical contribution

The result of this research will be expected to give contribution in education

as a method for learning English.

2. Practical contribution

a. For students

From this research, hopefully the students get one alternative media, more

enjoyable and easy in learning English grammar

b. For the lecturers

Through this research, hopefully, this research will be meaningful for the

lecturers to recognize their lecturing process in English grammar.

c. For other researchers

Other researchers can use the result of this research as a comparative study

E. Research Scope

In this research, the researcher only focus on developing instructional model of

teaching basic grammar to English education students through Moodle. Develop

means the way of the researcher present the basic grammar using instructional

4
model combining with Moodle and some tools that we will use to support

lecturing process. English grammar here is the material which is given to the

second semester of English students in Muhammadiyah University of Makassar.

The material itself, based on the lesson plan (RPS) that talk about Personal

Pronoun and To be, Article and Noun, Adjective and Adverb, Pronouns and

Determiner, Simple Present Tense and Present Progressive, Simple Past Tense

and Past Continuous Tense, Present Perfect Tense and Past Perfect Tense,

Questions, Passive Voice and Modals. Those materials will be taken

from―Fundamentals of English Grammar books as main resource based on the

RPS. Also, it will be taken from some resources. Moodle is instructional media

which will be used in this research. This e-learning tool allows students to

continue learning outside the classroom, help students to more understand the

material by doing exercise. The E-learning Moodle has two main components,

namely activities and resources. The activities include assignment, chat, choice,

Database, External Tool, Forum, Glossary, Hotpot, lesson, Quiz, SCORM

Package, Survey, Wiki, and Workshop. Besides, because of the limitation of the

time and fund, the researcher only does not do the implementation step, this

research end in the formative evaluation. From those explanations, instructional

model is using Moodle application in teaching grammar.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Some Previous Related Research Findings

Some research about developing instructional model has been conducted

by some researchers. For instance, Petchtone (2014) has conducted a research

entitled instructional model integrated with thinking skills and constructivism.

The purpose of that research is to develop the instructional model. The research

procedures had 2 steps, first, developing the instructional model and

supplementary materials, second, testing testifying the developed model.

Vladimirova (2016) has conducted a research An Effective Instructional.

The researcher stated that there are specific instructional practices that should be

used within a mainstream classroom in order to teach language to non-native

English speakers that yield the highest academic and language gains.

Fadilasari & Ahmad (2020) in research entitled “Developing Instructional

Material based on Inquiry Model”. The development model used by the researcher

was ADDIE model. The aim of the research is developing instructional English

materials. The result of study found the result indicated that based on experts

judgment as well as product development result, the developed basic competency

3.1 & 4.1 and basic competency 3.2 & 4.2 were applicable to be taught at the

seventh grade students of Junior High School as topic in English.

Tian & Suppasetseree (2013) conducted research with entitled

“Development of an Instructional Model for Online Task-Based Interactive

Listening for EFL Learners”. The study aims at developing an instructional model

6
for online task-based interactive listening (OTIL Model) for English as a Foreign

Language (EFL) learners and investigating the effects of using OTIL. As the

results seem to suggest that the OTIL Model can be served to promote students’

listening ability.

The last is known as ISMAN model (İŞMAN, 2017). He develops the

foundation of instructional activities for learning and teaching. The main goal of

new model is to organize long term and full learning activities. It is occurred

within the five stages. These are input, process, output, feedback and learning.

The other research in using Moodle Application has been conducted by

some researchers. For instance, Sari et al., (2017)conducted a research “The Use

of Learning Media with MOODLE Approach to Improve the Quality of

Education”. The study used literature study. They were taken from twenty

journals that were accessed through online websites related to the discussion of

Moodle. Based on the data that researcher got By using Moodle, a teacher can

make learning material, quiz, electronic journal, etc. Students can also access it

easily so that it can be more effective and efficient, There are eight factors that

can influence the effectiveness of Moodle viewed from students’ perspective:

intention, communication, format, information quality, performance result,

benefit, satisfaction and system quality., And Moodle can make an effective and

efficient learning, Moodle can improve the education performance, Moodle can

give problem solution to the learning difficulties, Moodle is easier to use, Moodle

is a good tool for education, Moodle can be a simple way to improve education.

7
 Hakim (2018) has conducted a research entitled “pengembangan E-

Learning berbasis Moodle sebagai media pengelolaan pembelajaran” the aim of

this research is to find out the feasibility and effectiveness of Moodle-based E-

learning as a media for learning management.

Khoir et al (2020) have conducted a research entitled “pengembangan

media pembelajaran E-learning berbasis Moodle pada kuliah metodologi

penelitian” the model that researchers use Research and Development (R&D).

The result of this research is the form of some material called Courses that are

arranged according to Rencana Program Kegiatan Pembelajaran Semester

(RPKPS) which is can be accessed on website.

The use of instructional model can help teacher in design and deliver the

material. An instructional model helps teachers understand how to design and

deliver effective learning opportunities for students (Hubbell et al., 2019).

Teaching will be being systematic process. Dick & Carey explained Instructional

design plays an important role in language teaching due to the fact that instruction

is “a systematic process in which every component (i.e., teacher, learners,

materials, and learning environment) is crucial to successful learning”(Tian

&Suppasetseree, 2013). In short, instructional models can help teachers meet the

needs of many different students ().

All of the researches above have similarities with this research. First, the

research design of those researches is research and development. Second, those

researches develop or design Learning Materials using instructional model. Third,

the product is developed based on the need analysis by the researchers. Those

8
similarities, this research also has several differences with those previous

researches. The first is the development models used in this research is ADDIE

Model. The second is the product designed in this research is an instructional

model using Moodle. The researcher will modify Moodle‘s show and learning

content. And the third is the materials design in this research is English grammar.

B. Some Pertinent Ideas

1. The concept of Instructional Model

a. Definition

Instruction itself refers to anything that is done purposely to facilitate learning

(Reigeluth & Carr-Chellman, 2009). Instruction is defined as the whole process

which is applied for teaching and for behaviour development for learners ()that

Instructional model is the process of arranging for learning to happen safely,

certainly, thoroughly, and expeditiously(Allen, 2007). What’s more, An

instructional model is a step-by-step procedure that leads to specific learning

outcomes (Estes & Mintz, 2016). The use of instructional model can help teacher

in design and deliver the material. An instructional model, on the other hand,

helps teachers understand how to design and deliver effective learning

opportunities for students (Hubbell et al., 2019). Dick & Carey explained

Instructional design plays an important role in language teaching due to the fact

that instruction is “a systematic process in which every component (i.e., teacher,

learners, materials, and learning environment) is crucial to successful

learning”(Tian & Suppasetseree, 2013).

b. Characteristic of Instructional Model

9
 When we make correlation between instruction and teaching, both of them

are inseparable. There are nine practices to make best support the language learner

in classroom. Explanation of language, make correlation with previous

knowledge, practice of language and breve sentences frame, the use of first

language, the way in delivering instruction using oral language, visual, written

language or acting out, the awareness about the function of language that the

students will use, multiple chance to use new vocabulary, and ongoing assessment

about students’ understanding(Akdeniz, n.d.).

According to (Estes & Mintz, 2016) best instructional model have several

characteristic:

 Reflect about how learners learn

 It can be used more than one times

 Stimulate the learner participation during learning process

 Take the students to specific steps, sequential, and predictable.

 It can be adaptable for diversity students or grade level.

 Support the development of critical thinking skills, academic content

and skills.

 Instruction as professional tools which is need time and attention to be

learnt.

Nunan (2003), identifies that there are 5 key the aims of instruction which help

students to introduce language learning skills, they are: to provide efficient

learning strategy for students, to help students in identifying their ways in

10
learning, to develop skills which is needed to negotiate the curriculum, to

encourage students their own objective, and to develop skill in self-evaluation.

2. Task Based Language Teaching

Task Based Language Teaching is one approach can be used in teaching

language. In simple, TBLT is model where the students should understand the

material first then the material delivered by the teacher. The role of the teacher as

supervisor can be optimized through understanding the concept of right or wrong.

Willis & Willis (2007) define Task Based Language Teaching as providing

activities for students’ importance which can increase student’s interest and

interaction during learning process. The focus of instruction is on process rather

than product; basic elements are purposeful activities and task that emphasize

communication and meaning: learners learn language by interacting community

a. Definition of task

Some expert also has explained the definition of task. Long (1995) define

task as as a piece of work undertaken for oneself or for others, freely or for some

reward. Task is an activity which requires learners to arrive to an outcome from

given information through some process of thought and also teachers to control

and regulate that process (Prabhu, 1987). Task is mean kind of activity in learning

process which require the students to get a result from information that given to

them through thinking process.

A goal oriented activity with real outcome it implies that giving a task to

the learners mean to involve the learner to a goal oriented activity when the using

the language to achieve a real outcome such as to solve the problem, do a puzzle,

11
play a game or share or compare experience (Willis: 1996). Activity in which

meaning is primary ; learner are not given other people meaning to repeat; there

are some short of relationship to comparable real world activities task completion

has some priorities: and the assessment of task performance is in term of task

outcome (Peterkehan, 1998). Furthermore, Nunan (2004) defines task as a piece

of classroom work which involves learner in comprehending , manipulating,

producing, or interacting in the target language while their attention is principally

focused on meaning rather than form.

According to Nunan (2004), there are 8 principles of TBL:

a) Scaffolding: Lesson and material should provide support to the

students.

b) Task Chains: each activities, exercise and task should build upon

the ones that have gone before

c) Recycling: recycling for language can give opportunities for

learning

d) Organic learning: language ability grows gradually

e) Active learning: learners learn best by actively using the language

they are learning. They learn by doing

f) Integration: the lesson should teach grammatical for and how the

form is used for purpose f communication

g) Reflection: learners should be given opportunities to think about

what they have learned and how well they are doing.

h) Copying to creation: learners should not only chill and practice

12
 what has been written for them, but also be given the opportunity

to use their creativity and imagination and what they have earned

to solve real world task.

Task as central role in applying task based-language teaching approach. It

prepares a context that activities learning process and promote second language

learning. As a conclusion dealing with principle of TBLT, i can be defined task as

activity in the learning process that drive the learner into learning process that

intended to the pragmatic language use.

b. Task Components

There are 5 components of task (Nunan, 2004):

1) Goals

Goals provide a connection point between the task and the broader

curriculum. Goals may relate to a range of general outcomes (communicative,

affective, and cognitive) or may directly describe teacher or learner’s

behavior. In some condition, it is rarely a one-to-one relationship between goal

and task. But in other condition, a complex task involving a range of activities

may simultaneously move learner toward several goals. In the teaching of

grammar, goal may function to get learners to find the detailed information

topic that students learn or to enable students to carry out their communication

purpose.

2) Input

Input for task specially in grammar can be derived from a wide

range of sources. The aim to learn language is to use in the real world.

13
3) Activities

Nunan suggested three general ways in characterizing activities:

rehearsal for the real world, skill use, and fluency or accuracy.

4) Teacher and learners’ roles

Nunan (2004) suggest that the meaning role refer to the part that

learners and teachers are expected to play in carrying out learning task as

well as the social and interpersonal relationship between the participants.

Richards & Rodgers (1986) propose that learner roles are closely related to

the function and status of the teacher. Giving the learners a different role

requires the teacher to adopt different role. The teacher is no longer a

passive recipient and implementer of other’s people syllabus and methods

but an active creator of his or her own materials, classroom activities and so

on.

Bren and Candlin (1987) suggest there are three main roles of

teacher in the communicative classroom: (1) to act as facilitator of the

communicative process. (2) to act as a participant, and (3) to act as an

observer and a learner.

In the first place, the teacher should be the facilitator of learning

grammar and the designer of the task. Secondly, the teacher should be the

observer and guide. Learners may be confused about learning grammar

activity during task, so the teacher should monitor the learner learning

process, so the teacher can have time to guide and observe the performance

of the learners carefully. The teacher can recommend to the students to

14
 improve their performance.

5) Settings

Setting refers to the classroom arrangements specify or imply in the

task and it also requires consideration of whether the task is to be carried out

wholly or partly outside the classroom. Setting is an important factor

influencing roles and relationship. Either the task is individual, pair, group,

or the whole class basis decides the relationship between learners or

between the teacher and learner.

c. Type of task

There are six types of task (Willis & Willis, 2007), they are:

1) Listing. Listing is a type of task that can generate a lot of talk of

students to explain their idea. Listing processes such as brainstorming

and fact finding. Brainstorming refers to activities where the students

draw on their own knowledge and experiences; meanwhile, fact

finding refers to learners find something out by asking each other and

referring to book.

2) Ordering and sorting

These types of task include four main process. The first is sequencing

items (actions in logical order, the second is ranking item (according to

personal values or specified criteria), the third is categorizing item, and

the last is ranking.

3) Comparing.

It is comparing information of a similar but from different sources or

15
 version which has purpose to find common points or differences.

4) Problem solving.

This type of task is increase students intellectual and reasoning power,

and also thinking challenging.

5) Sharing personal experiences.

This task has purpose to make learners talk more freely about

themselves and share their experiences to another.

6) Creative task.

Creative task has correlation with project which has involve pair or

group work of students in some kind of free creative work. Students

may tend to have stages and can make combination of task types.

d. The methodology of task-based language teaching

Thre are three basic phase in TBLT, Pre-task-Task Phase-Post

Task (Willis & Willis, 2007). In pre task, the activities are brainstorming

or introduction by giving the class instruction of the task. In task Phase is

about the use of communicative skill and the give of guidance to improve

skill, and Post-Task is following-up the performance of the task.

1) Pre task.

Activity that introduce the students about the topic and task, activating

topic related word and phrase. The teacher should give brief instruction

and prepare. Teacher explores the topic with the class, highlights useful

words and phrases. The point of introductory focus on topic is to boost

16
 students' in handling the task (Jane，Willis, 1996). Teacher can do some

activities during in this step, such as led brainstorming activity. When

students think of the topic, write something in whiteboard that related to

the topic. If the students stuck during the task, other students can help

them out. Pre task need about 20-25 minutes. There are some examples

of pre task language activities, such as; Classifying word and phrases (the

teacher can jumbled up word and phrase connected with topic and task),

odd one cut (write set of related words and phrases on the word, inserting

one item in each set that doesn't fit), matching phrase to picture, memory

challenge (take a picture or video in one until two minutes and students

must match the phrase or caption to the picture from memory),

brainstorming and mind maps (write the main topic words in the board

and they can fit the picture and the word or phrase).

2) Task Cycle.

Task cycle offers the learners the chance whatever of language they

know in order to doing the task and then to improve that language under

guidance of the teacher , while planning their report of the task

(Jane，Willis, 1996). In task cycle, there are three activities. The first is

task (students do the task, teacher monitor them by stop the task when

most of the students finished or comment briefly on content). The second

is planning (students prepare to report to the whole class about how the

do the task, what the discover about the task. The teacher act as linguistic

adviser, giving feedback, helping students t correct, rephrase, rehearse or

17
 draft a written report (Jane，Willis, 1996). The third is report( teachers

select some students to present their reports of task to the class, orally or

writing. Teacher act as chairperson, linking the contributions, summing

up. Teacher also gives feedback on content and form.

3) Language Focus.

This stage, include two activities, analysis and practice. Analysis

activities can start from semantic concept, words or part of a word, and

meaning or use. Analysis activities sometimes called consciousness-

raising activities, language awareness activities or meta-communicative

task(Jane ， Willis, 1996). This activities should not presenting and

practicing language item but students involve in study language form that

are actually used or need during the cycle. Teacher may give students

reading material then they will analyze the use of semantic form from the

reading material, not teaching them directly. Practice activities can

combine with analysis activities. Some practice activities can be apply

such as repetition (students repeat useful word or phrase such as certain

verb in grammar0, listen and complete (team of group or pair write a list

of useful word, phrase or sentences. One student in pair says half or little

more each item. The other way is playing audio then press pause in id

phrase), gapped example (students write out of five or ten useful phrases

or sentences from the text or transcript, omitting one word or phrase),

Progressive deletion (write some example in white board, than ask a

students to read each example loudly while the teacher erase it step by

18
 step), unpacking sentences (choose a certain word from the text, then ask

the students to write it in the different ways such as make another

example), and so on.

3. Teaching Grammar in English Learning

Grammar is description of the ways in which words can change their form

and can be combined into sentences in the language (Harmer, 2001). English

grammar is component of language that should be mastered in teaching and

learning process of language. In this research English grammar refers to basic

grammar that conducts in lecturing process at second semester at English

Education of Muhammadiyah University of Makassar. The material will choose

based on Lesson Plan (RPS).Based o the RPS, basic grammar material Include:

Personal Pronoun and To be, Article and Noun, Adjective and Adverb,

Pronouns and Determiner, Simple Present Tense and Present Progressive, Simple

Past Tense and Past Continuous Tense, Present Perfect Tense and Past Perfect

Tense, Questions, Passive Voice and Modals. Those materials will be taken from

“Fundamentals of English Grammar, Azar, Betty Schrampher”. Also it will be

taken from some resources. Basic grammar ‘s material will be chosen only some

of them.

4. MoodleApplication

a. Hystory of Moodle

MOODLE (acronym for Modular Object-Oriented Dynamic Learning

Environment) is a software package provided for internet-based learning activities
and websites that use social constructivist pedagogical principles. Moodle was
created by Martin Dougiamas who has graduated in computer science and

19
education, writing the first version in August 2002 with Moodle Version 1.0.
Dougiamas started a Ph.D to begin "the use of open-source software to support the
epistemology of consent and learning using an internet-based community."
Although social laws make Moodle difficult to distinguish from eLearning
platforms, Moodle has been accepted as an important factor of Moodle adoption.
Other Moodle users, such as the Open University in the UK, have proven a
Learning Management System that can be seen as "neutral pedagogical learning".
Moodle is currently version 3.8 which was released on 18 November 2019.
Related to Moodle with philosophy including Construction and Social
Construction for education, emphasizing learners (and not just teachers) can
contribute to educational experiences. Using pedagogical principles, Moodle
provides a flexible environment for the learning community.
b. The implementation of Moodle
Moodle is E-Learning Activities and E-Learning Resources. This e learning

tools allows students to continue learning outside the classroom, help students to

more understand the material by doing exercise. There are two main components

in Moodle, Activities and Resources. Activities in moodle include assignment,

chat, choice, Database, External Tool, Forum, Glossary, Hotpot, lesson, Quiz,

SCORM Package, Survey, Wiki, and Workshop. As stated in (Hakim, 2018),

Moodle have:

 Assignment is used to give assignment or task to students by online.

Student can access the material (content) of the assignment and collect it
by sending it directly.
 Chat is used by teacher and student for online interaction each other by
text (online text).
 Forum is online discussing forum between teacher and students for
discussing some topic that related with learning material.
 Quiz is used by teacher to do online test
 Survey is used to do for polling opinion.

20
c. Adventage of Moodle
There are many adventages of the learning Moodle. According to

Soliman( 2014) Moodle have many advantages such as: it supports the students to

learn independently, because every students will doing task differently and

integrated learning environment. Students can keep their personal schedule to do

their work at their own place and their own preferences (Nedeva, 2015), another

of that, By using Moodle, a teacher can make learning material, quiz, electronic

journal, etc. Students can also access it easily so that it can be more effective and

efficient.

C. Conceptual Framework

Grammar

Instructional Model

Moodle

ADDIE Step
(Analysis, Designing, Development, Implementation, Evaluation)

Instructional model of Teaching

Grammar

In lecturing process, one of the most important things that should exist is the

instruction; teaching and learning plan an activity which is learning organized. On

the other hand, the material such as grammar is also being important for English

major. Grammar is subject which studied about how to arrange the words into a

sentence with the grammatical order such as Tenses, Part of Speech, Modals and

21
Passive Voice. In learning process, teachers also need a media to deliver the

materials for the students. There are various types of media can be used by the

teachers to teach.

Not only the instruction but also the development of technology should be

used to facilitate the learning process. The existence of technology has positive

contribution in the field of leaning. Learning media should help to stimulate

students’ learning interest. One of the media can be used is LMS Moodle

application. With this application, teacher and student can access the learning

materials in a different way.

In this research, the researcher designed an Instructional Model combine with

Moodle for English grammar. The researcher will use Task Based Language

Teaching (TBLT) Gagne’s Events of Instruction. There are some steps that will

be conducting in teaching learning process:

1. Pre Task

In this step, I will Gain attention of the students. When students come to

class, their attention or focus is everywhere. So, in order to make learning

process happen, their attention or focus has to be aroused. There many

ways to aroused (we may choose one) , such as:

a) Brainstorming.

The teacher asking them question related the topic will be

discussed or providing interesting visual like reading material or

video.

b) Teacher will give instruction of the task while showing the some

22
 vocabularies and form that will be learnt.

c) Providing students with a text and ask them to make an outline.

After that, they present their understanding orally.

d) teacher give a sheet which is contain the topic that will be

discussed as introduction of the topic, continue with the teacher

will obtain from the students what they understand from the sheet

than confirmation by read the text to make the same perception of

their expectation.

e) Student is given some key ward related to the topic

2. Task

There are many kind of task that can be applied. Such as Listing, ordering

& sorting, comparing, Problem solving, Sharing Personal Experiences, or

creative task (Willis & Willis, 2007). The activity here is student describe

their idea about the topic by showing some important topic, or comparing

students’ version with the original one.

3. Post Task

The researcher will collect example from the students and explain the

grammatical rules of the forms. Students give provide feedback about the

form while practicing before reporting with orally or making their own

report in written form.

23
 CHAPTER III

RESEARCH METHOD

A. Research Design

Since the objective of this research is to describe the developing of

instructional model in teaching basic grammar through Moodle, this research is

classified as Research and Development. There are many model can be applied by

researcher such as ADDIE Model, Sugiyono Model, Borg & Gall, Kemp Model,

Dick & Carey Model and many others. Based on many model stated before, the

researcher adopted ADDIE Model, because this model has stages which are

clearly defined and make the instruction effective.

The ADDIE model generally consists of five cyclical phases—Analysis,

Design, Development, Implementation, and Evaluation (Kridel & Breault, 2012).

Comparing with the other model, this model is the most suitable for developing

instructional model for English grammar using Moodle. In this research, the

researcher conducted some steps in developing instructional model for English

grammar using Moodle as Follows:

B. Research and Development.

24
1. Research Setting.

This research will conduct in second semester of English Education students in

Muhammadiyah University of Makassar.

2. Research Participant

The subject of this research is:

1) Need analysis subject is the second semester students of English education

Muhammadiyah University of Makassar, Class X that consists of XX

students.

2) Design subject is the researchers of this research.

3) Development subject is the researchers of this research.

4) Evaluation subject is 2 experts from lecturer that will evaluate the

instructional model which will be used.

C. Instrument of the Research.

According to sugiono (2011) research instrument is a tool is used to survey

the realm and social phenomena which is observed. In this research, the

researcher will use 3 kinds of instrument. They are questionnaires and evaluation

checklist as the instruments. The questionnaire will be used in this research is

need analysis questionnaires that will be distribute to students to give respond.

Evaluation checklist is to evaluate the product. In evaluating the product, the

lecturer as the expert will evaluate the product.

D. Procedures of the Research

25
 The procedures of developing instructional model teaching grammar

which is based on ADDI Model, as follows:

1) Analysis

The main activity is analysing the need analysis of the students for the

development of instruction. The first step to develop instructional model is

need analysis. In this phase, the researcher will identify students

instruction needs. It will obtain by conducting need analysis at the second

semester of English Education students in Muhammadiyah University of

Makassar by distributing questionnaire to students in order to identify their

learning needs, preferences, problem in learning grammar. Then to obtain

deeper data, the researcher will carry out FGD with 10 students. The

students will be asked about their needs, problem and reference in

grammar. The researcher also will give students grammar test to know

their weakness.

2) Designing

The aim of this step is to identify and collect tools, materials, and

sources that can be used to develop instructional model through Moodle.

In this step, the researcher will use the result from the analysis step. The

design phase will deal with learning objectives, assessment instruments,

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

selection.

3) Development

26
 The third step is Development. This phase will be done based on

two previous phase, analysing and designing phase. The product that will

be developed in this research is instructional model for English grammar

using Moodle application. After collecting the data, the researcher will be

developing the product. The instructional model will develop based on

need analysis. The basic theory of instructional model here is Task Based

Language Teaching (TBLT). After that, the product will evaluate by the

experts. The project will be reviewed and revised according to any

feedback given.

4) Implementation

This phase deals with trying out the product. In this case, the

product will be given to the students in the real teaching situation in the

class.

5) Evaluation and revision

In ADDIE model, there always evaluation and revision in every

step on this research

E. Types of Data

In this research, there are two kinds of data. They are quantitative and

qualitative data. The quantitative data is the result of the questionnaire of students’

need analysis and expert‘s evaluation. and the student‘s evaluation. While the

qualitative data is the comment or opinion from the expert related to their

assessment of the product.

F. Data Collection Procedures

27
 In this research, the data will collect through questionnaire and evaluation

checklist. To collect the data, the researcher will conduct some procedures.

Firstly, the researcher will analyse the students’ need of instructional model

through need analysis questionnaire. Secondly, the evaluation checklist uses to

evaluate the product will be given to the experts. Opinions and suggestions from

the experts are used to find the appropriateness of the design instructional model.

The evaluation checklist uses a Likert scale to collect the data.

Thirdly, the research will do a revision to the product. After that, the product

will be showed to the second semester students. After that, the evaluation

checklist will be given to the students to know the students’ acceptability of the

product. The students’ evaluation checklist used a Likert scale to collect the data.

G. Evaluation

1. Evaluation Subject

The subjects are the second semester students of English education

Muhammadiyah University of Makassar, Class X that consists of XX students.

2. Evaluation Design

The evaluation phase consists of two parts: formative and summative. The

different of them are in formative evaluation the function is to improve and to

prove. The function of formative evaluation is to improve. It focuses on

uncovering short comings of an object during its development process with the

purpose to generate suggestions for improving it. The function of summative

evaluation is to proof. A summative evaluation is carried out to gain evidence for

the effectiveness of the intervention and find arguments that support the decision

28
to continue or terminate the project (Plomp & Nieveen, 2007). Because of the

limitation of the time and fund, the researcher will use formative evaluation.

Therefore, there are several steps in validation and evaluation phase, they are:

a) Screening

In this step, the researcher will check the product and consult with the

Researcher ‘s consultants about the product that will be prepared. The

purpose of this step is to get input, criticism, and advise from the

consultant about that is relate with quality of the instruction before

evaluated by the experts.

b) Expert Evaluation

The experts will evaluate the product to know the weaknesses of the

product. Then, the result of the expert evaluation is as the researcher

reference‘s instruction to make the revision of product.

H. Data Analysis Technique

In this research, data will be using is qualitative and quantitative data. The

qualitative data is the critics, comments, or suggestions from the experts. The

researcher will interpret the qualitative data and used the interpretation to revise

the product. Besides, the quantitative data from the experts and the students will

analyze using some steps as follows:

1. Need analysis questionnaires

The data of need analysis questionnaire will analyze using frequencies and

percentages. Each question which has the highest percentages of the answer will

29
be considered representing the students’ needs. The percentage can be calculated

by formula:

2. Evaluation Checklist

a) Calculate the total score and the mean score for each component. The mean

score can be calculated by formula:

b) Determine the interval of the interpretation of the mean score. The interval

can be formulates as follow:

30
31
 Bibliography

Akdeniz, C. (n.d.). Instructional Process and Concepts in Theory and Practice.

Allen, M. W. (2007). Designing Successful e-Learning (Michael Al). John Wiley
& Sons, Inc.
Cole, J., & Foster, H. (2007). Using Moodle: Teaching with the Popular Open
Source Course Management System. O’Reilly Community Press.
https://doi.org/10.1017/CBO9781107415324.004
Dick, W. (1996). The Dick and Carey model: Will it survive the decade?
Educational Technology Research and Development.
https://doi.org/10.1007/BF02300425
Estes, T. H., & Mintz, S. L. (2016). Instruction a Models Approch.
Fadilasari, N., & Ahmad, D. (2020). DEVELOPING INSTRUCTIONAL
MATERIALS. 2. https://doi.org/DOI:
https://doi.org/10.24252/elties.v2i1.11275
Fitriani, R. (2018). TBLT in Grammar Instruction. 4(1), 41–64.
Hakim, A. R. (2018). Pengembangan E-Learning Berbasis Moodle Sebagai Media
Pengelolaan Pembelajaran. Kodifikasia, 12(2), 167.
https://doi.org/10.21154/kodifikasia.v12i2.1516
Harmer, J. (2001). Book Review : The Practice of English Language Teaching.
RELC Journal. https://doi.org/10.1177/003368820103200109
Hubbell, E. R., Goodwin, B., & International, M. (2019). Instructional Models:
Doing the Right Things Right. McREL International.
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=ED595141&site=ehost-live
İŞMAN, A. (2017). Instructional design in education. Journal of Instructional
Design in Education, 3(2), 6–19.
Jane ， Willis. (1996). A Framework for Task-Based Learning (Longman
Handbooks for Language Teachers) by Jane Willis (z-lib.org).pdf.
Khoir, H. M., Murtinugraha, R. E., & Musalamah, S. (2020). Pengembangan
Media Pembelajaran E-Learning Berbasis Moodle Pada Mata Kuliah
Metodologi Penelitian. Jurnal Pendidikan Teknik Sipil, 9(1), 54–60.
https://doi.org/10.1017/CBO9781107415324.004
Kridel, C., & Breault, D. A. (2012). Instructional Design. In Encyclopedia of
Curriculum Studies. https://doi.org/10.4135/9781412958806.n258
Nedeva, V. (2015). SOME ADVANTAGES OF E-LEARNING IN ENGLISH
LANGUAGE TRAINING SOME ADVANTAGES OF E-LEARNING IN
ENGLISH LANGUAGE TRAINING. August 2010.
Nunan, D. (2003). Practical English Language Teaching. In McGraw-Hill
Companies. https://doi.org/10.1017/CBO9781107415324.004
Nunan, D. (2004). Task Based Language Teaching. Cambridge University Press.
Petchtone, P. (2014). The Development of Instructional Model Integrated with
Thinking Skills and Knowledge Constructivism for Undergraduate Students.
Procedia - Social and Behavioral Sciences, 116, 4283–4286.
https://doi.org/10.1016/j.sbspro.2014.01.932
Peterkehan. (1998). a cognitive approach to language learning. Oxford

32
 University Press.
Plomp, T., & Nieveen, N. (2007). An Introduction to Educational Design
Research.
Prabhu, N. . (1987). Second Language Pedagogy. In oxford university press.
Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Frameworks for understanding
instructional theory. Instructional-Design Theories and Models, 3, 1–2.
https://doi.org/10.4324/9780203872130
Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language
Teaching. In The Modern Language Journal (Vol. 70, Issue 4, p. 420).
https://doi.org/10.2307/326829
Sari, A., Baedhowi, P., & Indrawati, D. (2017). The Use of Learning Media with
MOODLE Approach to Improve the Quality of Education: A Literature
Study. 158(Ictte), 54–59. https://doi.org/10.2991/ictte-17.2017.33
Soliman, N. A. (2014). Using E-Learning to Develop EFL Students’ Language
Skills and Activate Their Independent Learning. Creative Education, 05(10),
752–757. https://doi.org/10.4236/ce.2014.510088
sugiono. (2011). metode penelitian pendidikan (pendekatan
kuwantitatif,kuwalitatif,R&D). In Alfabbeta Pres.
Tian, X., & Suppasetseree, S. (2013). Development of an instructional model for
online task-based interactive listening for EFL learners. English Language
Teaching, 6(3), 30–41. https://doi.org/10.5539/elt.v6n3p30
Vladimirova, S. V. (2016). A n Effective Instructional Model for Teaching
English Language Learners within the Mainstream Classroom. Hamline
University DigitalCommons@Hamline.
https://digitalcommons.hamline.edu/hse_all/4157
Willis, D., & Willis, J. (2007). Doing Task Based Teaching.pdf. Oxford
University Press.
Winata, H. (2016). Meningkatkan hasil belajar siswa melalui penerapan model
pembelajaran direct instruction. 1(1), 49–60.

33