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 Inggrissemester 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 closed-ended 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.

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.

Lesson Modules a. Quiz
Evaluation on students' performance is a critical part of a learning environment, and assessment is one of the most important activities in education.
As lecturers, we can't tell what's going on inside students' heads, so we need a way for them to demonstrate what they comprehend and what they don't. A wellmade test, even a multiple-choice test, can give you valuable information about students' misconceptions. If the feedback is rapid enough, it can also be a critical tool for students to measure their own performance and help them become more successful.
Moodle's quiz module is one of the most complex pieces of the system.
The community has added a large number of options and tools to the quiz engine, making it extremely flexible. You can create quizzes with different question types, randomly generate quizzes from pools of questions, letting students retake quizzes multiple times, and get the computer score everything. These features signal a number of strategies that usually aren't practical with paper-based testing. It's hard enough to score one batch of quizzes, and nearly impossible to score it 10 times for each student. When the computer does the work for you, it is not hard to give students a chance to practice taking a test or give frequent small quizzes.
Moodle quizzes contain two major components: the quiz body and the question pools. Quiz bodies act as containers for various types of questions from Forums allow the lecturer and students to communicate with each other at any time, from anywhere with an Internet connection. Students don't have to be logged in at the same time to communicate with you or their classmates. The technical term for this type of communication is asynchronous or "not at the same time." Asynchronous communications are contrasted with synchronous forms such as chat rooms, instant messaging, or face-to-face conversations .
Because forums are asynchronous, students can get their time composing replies. They can sketch and redraft until they are pleased with the results instead of feeling under pressure to reply instantly. The asynchronous nature of the forums creates many opportunities for students not only to duplicate the conversations you have in class, but also to produce totally new activities that are difficult in a classroom setting (Jason Cole & Helen Foster, 2008, p. 69).
Forums are obviously powerful learning tools only if students engage with them. However, student participation in forums is rarely as complete as one would hope, without considering the formative benefits that could be gained Thomas (2002, p. 356) found "limited activity in the first weeks", but increased  (2009) also found a low initial engagement rate, namely two out of 140. Su et al. (2005) refer to different levels of interaction in learning. Of particular interest in this study is their 'learner-content' interaction, where students engage with the problem content, rather than with the tutor or other students. Su et al. (2005) indicate a lack of research into learner-content interaction, and, therefore, a need for more research into engagement within forums, especially in terms of engagement with content of the forum problem. This is supported by Guzdial and Turns (2000, p. 437) who identify "effective discussions as those that are sustained and are focused on topics related to class learning goals."

c. Grades and Scales
Grades are a necessary tool in modern education (Jason . They take a complex task and reduce it to a single measure. Grades can motivate students and they are the primary measure of success in a course.
Tracking and calculating grades are serious and tedious tasks. Fortunately, Moodle has a great tool to help.
The Moodle grades area is a stylish tool for tracking student scores in your course. You can use it for scored activities both in the classroom and in Moodle.
Moodle introduces a number of useful improvements, including options to assign extra credit, grade on a curve, and exclude a particular score from a student's total grade.

d. Assignment
Assignments are an extremely easy method for collecting student work.
They are a simple and flexible catch-all for things you want to grade. The assignment module gives you an easy way to let students upload digital content for grading. Students can be asked to submit essays, spreadsheets, presentations, web pages, photographs, or small audio or video clips. Anything they can save on their hard drives can be submitted in response to an assignment. Assignments don't have to consist of file uploads. You can create off line assignments they need to complete. Alternatively, you can ask students to answer directly into the assignment itself.
Assignments are a useful tool you can utilize in creative ways to gather more authentic responses from your students than is possible with the quiz engine (Jason Cole & Helen Foster, 2008, p. 123).

Discourse Analysis a. Mood Analysis i. Mood Analysis
In Systemic Functional Linguistic, context of situation is arranged in three categories 2 . Field refers to what is happening, to the nature of the social action that is taking place. Tenor refers to who is taking part, to the nature of the participants, their statuses and roles. Mode refers to what part of the language is playing.
Furthermore, language has to be analyzed into three metafunctions 3 .
First, it is the interpersonal metafunction to enact relationships. Second, it is the ideational metafunction to represent experiences. Third, it is the textual metafunction to organize texts.
The grammatical system of 'mood' is considered to be centrally related to the expression of interpersonal meanings while 'process type' is related to the expression of experimental meanings, and 'theme' is related to the Finite can also be uttered through the use of modality and polarity. Modality is viewed as the space between "yes" and "no" (Thompson 1996, p. 57).
Polarity, as well as modality, is commonly used to encode the writer's attitudes and judgments (Thompson, 1996, p. 57).
Residue may consist of a predicator, a complement, and an adjunct. The residue is another element, which is realized in interpersonal meaning as a part of the lines which is not included as mood. The second element of Residue, which has been discovered, is complement. According to Thompson (1996, p. 51), a complement is an element in the residue, which typically realized by nominal group, could have been chosen as a subject, but was not.
The complements shown in the stories are used to answer the question "is/had what", "to whom", and "did to what" (Thompson, 1996, p. 51).
The next residue element is adjuncts. Adjuncts are the element of residue, which have not got a potential of being a subject. Thus, they are commonly performed by an adverbial group or a prepositional phrase. There are five types of adjuncts found in the stories. They are Circumstantial Adjunct, Conjunctive Adjunct, Comment Adjunct, Mood Adjunct, and Continuity Adjunct (Thompson, 1996, p. 51).

ii. Constituents of Mood
Eggins noted that mood is an element of the clause, which functions to carry the argument (Eggins, 2004, p. 150). Generally, the constituents of the mood consist of two items, those are subject and finite. Subject is the pivotal participant in the clause, the person or thing. For example: I read a novel. I in this clause is the subject. Finite expresses the process part of the clause that makes it possible to argue about the Subject participant. For example: I read a novel. Read in this clause is the finite.

iii. Constituents of Residue
Residue is the part of the clause, which is somehow less essential to the rest of the clause than the mood component (Eggins, 2004, p. 155 In the experiential metafunction, the grammar of the clause was seen as representation. With the clause as exchange, there is one major system of grammatical choice involved in this kind of meaning, the system of transitivity or process type. The transitivity system can be illustrated in the examples below. blood. Second, participants is realized in the nominal groups, i.e. Last year Maria gave blood. Third, the circumstantial meanings are realized through adverbial groups or prepositional phrase, i.e. Last year Maria gave blood.

Research Approach
This research is a research and development. Research and development (R&D) is also recognized in Europe as research and technical (or technological) development (RTD), which is a broad term for activities related to the enterprise of corporate or governmental innovation. The activities classified as R&D vary from company to company, but there are two primary models, with an R&D department being either staffed by engineers and tasked with directly developing new products, or staffed with industrial scientists and tasked with applied research in scientific or technological fields which may assist future product development. R&D differs from the vast majority of corporate activities in that it is not often intended to make immediate profit, and generally carries greater risk and an uncertain return on investment.

Time and Place
This

Population and Sample a. Population
The population is all third-semester English department students of the As the number of the population is 90, the purposive sampling is used. The sampled participants will be chosen from those, who participate actively in online questionnaires of daviqr.com. Those answering the instruments are only those involved in the questionnaires.

Research Instruments
Research is systematic investigation to answer problems. Tuckman (1978, p.1) stated that "research is a systematic attempt to provide answers to questions". To

b. Documentation
Documentation refers to the method where the researcher investigates written object such as student attendance, online reading materials, online discussion forum, scores of quiz and assignment, etc (Akurikunto, p. 158). Observation is carried out in the face-to-face classroom and online classroom.

Data Collection
Each of the three data collection such as survey, observation and documentation produced different kinds of data. The type of data in the survey was collected through the online survey at http://daviqr.com/. The observation covered the students' participation in the online discussion forum, reading materials and quiz or assignment. The documentation included student attendance in the online and offline class, scores of quizzes and assignments and reading materials of each session.

Data Analysis
The survey with closed questions was analyzed based on the percentage. Open questions on the survey, similar to interview in nature, was analyzed in a more detail description. After that, the documentation including the reading materials, scores of quiz, online discussion forum was discussed as well. The documentation completed the data. Afterwards, the analysis of observation was described.  In Forum auto-subscribe, If a user subscribes to a forum, new posts will be sent in the digest as specified. This setting sets whether a user is automatically subscribed to forums or if a manual click on the subscription button in each forum is required.

Creation and development of Lesson and Forum module in
In User Picture, the user's picture can be displayed next to the user's name next to any content he/she has posted in Moodle activities such as the forum. See User pictures for details.
After usernames were created, the quizzes or other tests must be created, too.
To create a quiz, first create the quiz shell, then add questions to the shell, either creating them as you go or using existing questions in the course question bank.On the Moodle course home page, in the relevant section, click Add an activity, select Quiz from the drop-down list and click Add. Semarang must provide e-learning and online assessment. Besides, access to online assessment of http://daviqr.com was very good. Also, the quizzes in the lesson modules of http://daviqr.com often helped them to develop their knowledge and skills in the subject of Discourse Analysis. Moreover, they often joined online discussions in http://daviqr.com in the subject of Discourse Analysis. Besides, the quizzes in http://daviqr.com often helped them to know what they need. Also, they often opened the answer keys of the quizzes in http://daviqr.com. At the same time, the answer keys of the quizzes were very helpful to their learning. In terms of the relationship between quizzes and learning materials, the participants said that the relationship between the two was above average and excellent. Besides, appropriateness of learning modules (learning materials, teacher presentation in the classroom, etc) to the nature of online discussion was above average or excellent.
Also, their overall evaluation of the online discussions in http://daviqr.com is good or excellent. Moreover, their overall evaluation of the learning materials in http://daviqr.com is good or excellent. To our surprise, the availability of necessary online resources in http://daviqr.com was excellent or above average. The most interesting fact described from this survey is that the participants admitted that they often cheat their friends' work during online assessment in http:/daviqr.com.
Besides, the duration of the quizzes should be very short. Interestingly, online learning materials in the learning module were better than printed materials in the classroom. Also, the participants admitted that the challenges of the online quizzes in http:/daviqr.com were average, compared to other college quizzes. Besides, the amount of effort required to succeed in this online quizzes was average, compared to other college quizzes. Also the participants said that the challenges of the online quizzes in http://daviqr.com were average, compared to other college quizzes. waste any paper at all. They can share their opinions with their friends on the forum. Also, they can discuss the materials in the classroom with their friends in the online discussion forum although they do not have time to have face-to-face interaction.

English Department Students' Responses towards the implementation of
Students are interested in online quizzes because they can compete with their friends in terms of scores or grades. Besides, they can study very hard to compete and they think it is a very challenging activity. Although the duration is short for the quizzes, they try hard to answer them.
Students are not really interested in online reading materials. First, they do not have time to stay in front of computer too much. Second, the reading materials are sometimes unavailable. Third, they need to have internet access to read them. Online reading materials, to students, are completed and innovative although they like printed materials due to comfort.
Students think that the idea of learning modules consisting of reading materials and forum module can be implemented to other lecturers as well. They argue that lecturers do not only teach and give materials in the classroom, but they can also let students learn more materials online and make the relationship between lecturers and students more intense and close.
Finally students suggest that the hybrid online course should be simple and easy. Besides, the internet access should be available in campus. Also, the lecturer should upload all materials in the online course. Moreover, they want more duration for quizzes and also they want punishment and reward strategies for the hybrid online course.

H. Conclusion
Once the domain of daviqr.com and hosting were ready, the hosting must be installed with Moodle. After that, the user creation should be done. Lesson and forum modules were created for the hybrid online course.
In terms of the participation of hybrid online course, most participants already joined online courses, compared to less than one tenth, who said that this is their Moreover, they often joined online discussions in http://daviqr.com in the subject of Discourse Analysis. Besides, the quizzes in http://daviqr.com often helped them to know what they need. Also, they often opened the answer keys of the quizzes in http://daviqr.com. At the same time, the answer keys of the quizzes were very helpful to their learning. In terms of the relationship between quizzes and learning materials, the participants said that the relationship between the two was above average and excellent. Besides, appropriateness of learning modules (learning materials, teacher presentation in the classroom, etc) to the nature of online discussion was above average or excellent. Also, their overall evaluation of the online discussions in http://daviqr.com is good or excellent. Moreover, their overall evaluation of the learning materials in http://daviqr.com is good or excellent. To our surprise, the availability of necessary online resources in http://daviqr.com was excellent or above average. The most interesting fact described from this survey is that the participants admitted that they often cheat their friends' work during online assessment in http:/daviqr.com. Besides, the duration of the quizzes should be very short. Interestingly, online learning materials in the learning module were better than printed materials in the classroom. Also, the participants admitted that the challenges of the online quizzes in http:/daviqr.com were average, compared to other college quizzes. Besides, the amount of effort required to succeed in this online quizzes was average, compared to other college quizzes. Also the participants said that the challenges of the online quizzes in http://daviqr.com were average, compared to other college quizzes.
In terms of students' responses, students are very interested with online discussion forums because they do not waste any paper at all. They can share their opinions with their friends on the forum. Also, they can discuss the materials in the classroom with their friends in the online discussion forum although they do not have time to have face-to-face interaction.
Students are interested with online quizzes because they can compete with their friends in terms of scores or grades. Besides, they can study very hard to compete and they think it is a very challenging activity. Although the duration is short for the Online reading materials, to students, are completed and innovative although they like printed materials due to comfort.
Students think that the idea of learning modules consisting of reading materials and forum module can be implemented to other lecturers as well. They argue that lecturers do not only teach and give materials in the classroom, but they can also let students learn more materials online and make the relationship between lecturers and students more intense and close.
Finally students suggest that the hybrid online course should be simple and easy. Besides, the internet access should be available in campus. Also, the lecturer should upload all materials in the online course. Moreover, they want more duration for quizzes and also they want punishment and reward strategies for the hybrid online course.