Lesson and Forum Modules of Http://daviqr.com in the Subject of Discourse Analysis in the Faculty of Teacher Training and Education, UIN Walisongo Semarang

Sampai saat ini UIN Walisongo Semarang tidak memiliki sebuah laman berbasis Moodle yaitu sebuah aplikasi hybrid online course yang diperuntukkan bagi mahasiswa dan dosen. Oleh karena itu, sebuah laman yang beralamatkan http://daviqr.com berbasis model Moodle diciptakan dan dikembangkan. Penelitian ini merupakan penelitian dengan desain Research and Development. Partisipan dalam penelitian ini adalah 90 mahasiswa Pendidikan Bahasa Inggris semester 6, Fakultas Ilmu Tarbiyah dan Keguruan, IAIN Walisongo Semarang yang mengambil mata kuliah Discourse Analysis pada tahun akademik 2015/2016. Instrumen yang digunakan dalam penelitian ini berupa kuesioner dengan model open-ended and closedended questions. Merujuk pada hasil penelitian sebelumnya, siswa mempunyai ketertarikan tinggi pada forum-forum diskusi online, kuis berbasis daring, dan materi ajar berbasis daring. Mahasiswa berpendapat bahwa konsep modul materi yang terdiri atas materi ajar dan modul forum dapat diimplementasikan untuk pengajaran lainnya. Mereka berpendapat bahwa dosen tidak hanya mengajar dan memberikan materi di ruang kelas, tetapi mereka dapat memberikan kebebasan pada mahasiswa untuk belajar dari sumber materi online. Hal ini dapat membuat hubungan dosen dan siswa menjadi lebih kuat dan dekat. Kata Kunci: Moodle-based websites, hybrid online courses, discourse analysis, discussion forum, quiz, reading materials A. Background of the Study So far UIN Walisongo Semarang has not been ready yet for a Moodle-based website for students and lecturers. Hence, http://daviqr.com/ was created and installed with Moodle 3.0. There are some main reasons why most students agree that the blended learning course is an interesting course and why they prefer the hybrid online course or the combination between online and traditional classroom. First, the course outline and objectives were made clearly. Second, they learned a lot from this hybrid course. Third, the reading materials were clear and informative. Fourth, the METATHESIS, Vol. 1, No. 1, April 2017 p-ISSN: 2580-2712 e-ISSN: 2580-2720 Journal of English Language, Literature, and Teaching 63 level of this hybrid course is just right. Fifth, the total study load of this hybrid course is in proportion to the number of semester credits is just right. Sixth, the amount of the interaction with other students is a little better. Seventh, the quality of their interaction with other students is a little better. Eighth, the amount of their interaction with the instructor is a little better. Ninth, the quality of their interaction with the instructor is a little better and about the same. Tenth, compared to a faceto-face (traditional) class of equal credits, the workload of this online course is somewhat more (Daviq Rizal, 2015). Based on the previous research (Daviq Rizal, 2015), students enjoy hybrid online learning. Indeed on average they spent less than three hours on this course including reading materials, online discussions, quizzes, and assignments. However, most students had not enrolled in any classes previously and more female than male participated in the survey. In terms of the components of hybrid online course students like was mostly online discussion forum. What students disliked from blended learning varied. Some students disliked the assignment every week. Also, they had limited time to do the quiz so that they had to rush. Students also expected help from the faculty. Some of them expected more Wifi hot-spots to improve the data connection speed. They expected the faculty to provide many computers and access to the Internet. Mostly, students were complaint about the Internet connection in the faculty. Students thought that the hybrid online courses should continue. Moreover, based on my last year research on online assessment, most students agreed that the access to online assessment of http://daviqr.com was very good. Besides, the online assessment in quizzes helped students to develop their knowledge and skills in the subject of Discourse Analysis. Moreover, the online discussions helped students to improve their writing and analytical skills. The tests in http://daviqr.com were specified sufficiently for students to know what they had to do for their needs. The answer keys of the quizzes in http://daviqr.com were very helpful to their learning. The relationship between examinations and learning activities was excellent. Appropriateness of assigned materials such as reading materials and teacher presentation to the nature of online assessment was above average. Online assessments in http://daviqr.com made students cheat and not cheat p-ISSN: 2580-2712 e-ISSN: 2580-2720 METATHESIS, Vol. 1, No. 1, April 2107 64 Journal of English Language, Literature, and Teaching during quizzes and examinations. The duration of the quizzes and tests was very short. The availability of necessary online resources in http://daviqr.com was above average. Honestly interestingly there were 2 students admitted that they cheated their friends’ work during online assessment. However, most students admitted neutral. Online assessment was the same as offline assessment. Compared to other college assessments, the intellectual challenge of the online assessment presented in http://daviqr.com was average. Compared to other college assessments, the amount of efforts required to succeed in this online assessment was average. On average, students spent 31 – 45 minutes on the online assessments. Students overall evaluation of the online assessment in http//:daviqr.com was good. In brief, the needs of creating Moodle websites for students and lecturers are a must as quick as possible. Besides, the needs for researching such Moodle are an option for English language teachers and lecturers of other subjects. B. Research Questions 1. How is the creation and development of Lesson and Forum module in Moodle 3.0 of http://daviqr.com in the subject of Discourse Analysis in the Faculty of Teachers Training and Education UIN Walisongo Semarang? 2. How is the implementation of Lesson and Forum module in Moodle 3.0 http://daviqr.com towards students of English Department in the Faculty of Teachers Training and Education UIN Walisongo Semarang? 3. How do students of English Department respond towards the implementation of Lesson and Forum module in Moodle 3.0 http://daviqr.com in the subject of Discourse Analysis in the English Department in the Faculty of Teachers Training and Education UIN Walisongo Semarang ? C. Objectives of the Study The objectives of the study are to describe the creation and development of Lesson and Forum module in Moodle 3.0of http://daviqr.com in the subject of Discourse Analysis in the Faculty of Teachers Training and Education UIN Walisongo Semarang, the implementation of Lesson and Forum module in Moodle 3.0 http://daviqr.com towards students of English Department in the Faculty of Teachers Training and Education UIN Walisongo Semarang, and students’ METATHESIS, Vol. 1, No. 1, April 2017 p-ISSN: 2580-2712 e-ISSN: 2580-2720 Journal of English Language, Literature, and Teaching 65 responses of English Department respond towards the implementation of Lesson and Forum module in Moodle 3.0 http://daviqr.com in the subject of Discourse Analysis in the English Department in the Faculty of Teachers Training and Education UIN Walisongo Semarang. D. Limitation of the study The research is limited to the population of the English Departments students of UIN Walisongo Semarang taking the subject of Discourse Analysis in the academic year of 2015 / 2016 with the researcher. E. Review of Related Literature