-----------------------------------------------------------------------------------------------------------------ENGLISH EDUCATIONAL MOODLE-BASED ENVIRONMENT ON ACTUALIZING PERSONALIZATION VIRTUAL COURSE

: The study aims to explore, analyze, and determine the possibility of Moodle platform accommodating English learning personalization. The study applied a convergent parallel design mixed-method and was concerned with a quantitative survey and qualitative case study (deductive approach). The findings indicated and determined the personalization of English learning Moodle-based, and those elements included adjustable material and mechanism, concentrated instruction, component-based decisions, and English language learner observation. The adaptability Moodle system accommodated the personalization approach to learning Moodle-based English. The feature involved disk, file, folder, IMS Content Package, Label, Page, URL (Resources) and Choice, Database, Feedback, Forum, Glossary, Lesson, (LTI) External tool, Quiz, SCORM, Wiki, Workshop (Activities). According to the findings, the Moodle environment became a relevant system to accommodate English pedagogy with a personalization approach. Online learning personalization choices range from simple settings to applications and Moodle capabilities to offer intelligent assistance. This scenario includes modifying developed on interactivity and communication Moodle settings


INTRODUCTION
Indonesian universities and colleges adopted Moodle to supplement their study and training due to the Covid-19 Pandemic. LMSs have advantages over traditional classrooms because LMSs provides a various model of learning platforms (Hockly & Dudeney, 2018). Learning English was not restricted to a classroom where an instructor presented the course to all PJEE discussed during office hours. It is critical to consider asynchronous student conversations (Cooke et al. (2018). MOODLE is one of the most popular and free LMS software packages for Indonesian universities and Higher Education during the pandemic (Putri et al., 2020).
Social constructivism is the guiding principle of Moodle's design. Interaction is a vital component of this learning approach. According to Mykolaiovych et al. (2018)) in pedagogical principles, students learn more effectively when actively engaged in their studies, create valuable products for their peers, and converse with their instructors regarding course material and other students' experiences. The distinction between a conventional class and a class that adheres to the concept of social constructivism makes the difference.
Chat allows synchronized real-time conversations. Scholars found that this setting is a practical way to get a fresh perspective on each other and the topic at hand (Bulaeva et al., 2017). Other scholars argued that the internet's asynchronous nature favors discussion forums (Dascalu et al., 2020). Forum subscribers get emails when new posts are published. Teachers may utilize a forum to communicate with all students in a course if they choose to enforce membership. This activity helps students create and maintain a dictionary-like glossary.
Experts explained that teachers might create conditional routes using Lessons. Each page of this paper has a question and many answers (Finnegan & Ginty, 2019). There is no online submission for this project, just a deadline. This site is for homework and offline worksheets.
Professors may construct and administer quizzes using the Quiz module's question types and reporting settings.
Apart from serving as a central repository for course materials and readings, Moodle includes discussion boards. Utilizing these threads could encourage reflection questions or ask students to discuss the course or university issues. Samia and Amirat (2017) enhanced that personalized English online learning is based on the learners' choices and allows for more speed and location flexibility. Learners of English may choose to study on the move and at their speed. Learners did not have to go through training material they already knew well.
Instead, learners may concentrate on addressing their skill development requirements. Jin and Yan (2018) revealed that personalization of online training is a growing trend in the learning platform, and as online learning grows more popular than face-to-face learning. Therefore, it will the need for customized learning. Personalization of online learning comes with an attractive and takes more time and effort. Network-based English training is personalized to each student's learning style. Behaviourism guides personalized learning, and students may choose their learning path depending on their personality attributes in a focused atmosphere. Learners may practice multimedia devices such as photographs, music, and cartoons on the Moodle platform for English language learning (Jeong, 2017). English This improves four language abilities. Teaching English Moodle systems might provide electronic dictionaries to define terms. Learners may repeat advancement examinations as needed, and the results are immediate. Scholars found that examinations and assessments were done on Moodle and structured after university exams.
The context should recognize that Moodle was not originally designed as a tool for language learning. Expectedly, it did not offer the ideal paradigm for online education, despite its many benefits and sophisticated learning techniques. Apoki (2021) concluded that students and instructors frequently encountered opposition regarding the English language pedagogy process. Some technical and pedagogical obstacles must be overlooked when using the Moodle platform in the classroom. Gundu and Ozcan (2017) asserted that the most significant obstacles that English language instructors challenges are fundamentally technological. These include computer literacy, training, and sophisticated new technologies that were regularly unmanageable for English lecturers to discover and implement. The affirmation of learners' identities during online testing and the problem of handling errors involves determining which types of mistakes should be noted and how to provide relevant feedback to other students about their errors.
Moodle's online English teaching lacks instructional resources, according to reports.
Scholars disproved that the Moodle platform provides detailed instructions for teachers on how to post and organize English language learning materials and assess and grade posted tests. Teachers should still have a high level of computer literacy and specific knowledge of the university server and its technical capabilities (Yurzhenko, 2019). Some scholars said that if educators could not match all platform expectations, they could hate this type of teaching.
Learners' experiences matter for Moodle-based ESL (Amer & Daher, 2019). They may face the same problems as English professors (Iwata et al., 2017). These circumstances included a lack of computer literacy, IT abilities, technical training to utilize the platform, and personal drive. These learners find it more challenging to organize independently and set aside time for solo English study using the platform than attending lectures and participating in teams.

Design
The study used a convergent parallel design. One data collection technique compensates for the other's inadequacies, and getting both quantitative and qualitative data provides fundamental knowledge of a studied problem. The quantitative Likert-scale questionnaire (Very Important, Moderately Important, Not Important) was derived from (Deev et al., 2021). Dept qualitative participants' experiences were gathered using a qualitative case study (deductive technique). It was handled using semi-structured in-depth interviews and conference calls (Brown & Danaher, 2019). Quantitative and qualitative data are considered equivalent in the research. This mixed-methods study combined quantitative and qualitative research with seeing whether the two databases provide similar or dissimilar findings. The study used quantitative descriptive analysis. Each step of descriptive analysis builds on the preceding one, requiring revision and development as the researcher's understanding of the phenomenon, theory, and study progresses. The thematic analysis identifies repeating meanings in a data collection, which helps explain events. A theme is a

Participant
The mixed-method study necessitated implementing quantitative and qualitative design methods. The cluster sample design was employed for 46 respondents in the quantitative viewpoint. Meanwhile, the same number of participants were involved in purposive sampling from the qualitative perspective. The English lecturers were the subject of the study. They were from several Higher Education Universities in South Jakarta. The detailed information is shown in Moderately Important, Not Important. Self-paced learning, autonomy, motivation and focus, small-group work, teacher aid, technology, results, target level system, teacher-student connection, and teacher resource needs were altered.

Data Analysis Technique
In a survey, participants fill out and return a questionnaire. The participant answers questions and gives sociodemographic data. An interview survey collects participant replies.
The research used an interview guide to ask questions, watch responses, evaluate performance, and interpret survey data. The study included qualitative and quantitative data analysis. The study used descriptive statistics from (Schlenz et al., 2020) (Ghoreishi et al., 2017).

Result
This section revealed qualitative and quantitative research findings, and the design Resources and Activities functionality worked well.    lecturers must be flexible in delivering and adapting it. We could not establish the same teaching approach and style in the online class" (Respondent 6). In contrast to the conventional techniques and materials utilized in the recent past, web-based apps that motivate pupils to learn a language have become essential for English language learners. Eventually, Moodle has been widely adopted as an open-source virtual learning environment for that purpose by many researchers, instructors, and institutions from many areas of science worldwide. Moodle's role as a facilitator of autonomy in English language courses seems to need a greater emphasis on the literature on English teaching as a foreign or second language.   English language learners in virtual communities, where there is no physical infrastructure or face-to-face involvement, need to use technology, connect effectively with the educational environment, and self-regulate their learning. This situation will look at online teaching best practices and student help. Individual differences are ascribed to complete instructions, and these distinctions define autonomy to express and disclose identities in particular interpretations. The online teaching direction is the development of mental processes, learning outcomes, and behaviors. Both educators and learners have improved under the constructivist paradigm, which implies their practice environment, needs, and concerns have been addressed.
The online performance requirements were provided to online teachers to establish the framework for their online teaching experience and as a tool to assist in balancing their English teaching expectations. English instructors were accountable for fulfilling the same technological criteria as learners. Before beginning the course, the teacher must obtain a highspeed broadband connection for class activities and assess any course-related technologies.
The guidelines must be accessible to the online student for the course length, and it is anticipated that the online learner will: Regularly visit the online course. If learners cannot sign in to the course, notify them and the relevant administrative entities.  improve English virtual learning.    sessions this semester, and the materials were preserved for those who could not attend as many students as feasible should attend synchronous sessions.
Learners submit elements of a field project for peer critique using a rubric.
The English learner's evaluation and assessment could be vital and more manageable than other online pedagogy media. The system has a mechanism to get a comprehensive statistically of learners' achievement. The systematic gathering of information on student learning, utilizing the time, knowledge, skills, and resources available to guide student learning choices, was called assessment. English online assessment necessitated a collaborative approach between students and instructors to tell teachers how well their students understood what they were teaching.
When they talk about or utilize a mix of assessment methods designed to enhance learning, contribute to learner success, and evaluate the visible result of that learning by giving a grade, the process is often called assessment and evaluation.

grading), and grades (using a Rubric, Grading guide or Simple direct grading). (Respondent 2).
Moodle's built-in virtual course builder enabled content development. Similar to any word processor in terms of skill level. Multimedia Moodle platforms must be used to build presentations with animations or text-specific feedback, and Moodle has a glossary. This approach lets English professors work alone or with students. Texts incorporated into Moodle, particularly authentic texts or resources, may be tailored to a learner's language competence level. The method separated itself from proprietary course management systems by allowing teachers to provide knowledge to students in discrete units, evaluate what they had learned, and then branch out into the extra study of content or progress to the next level of feedback.

English lecturers and learners might interact and cooperate through written-text
The English lesson module allows the design of courses that carefully govern learning advice, manage learners' instructions, and support advancement only when mastery is achieved.
English Moodle has a socio-constructivist learning philosophy. Learning activities or projects may develop teacher-student or student-student cooperation through social contact. Subgroups of English learners may interact in chat rooms or Wikis and Forums. Personalization elements in online learning include various options, from basic settings or customization to application and Moodle features that may provide intelligent help. Bradáč et al. (2015) affirmed that the context included changes to Moodle settings may include increasing the font size, altering the color scheme to enhance readability, or changing the language to make typing in a different character set easier. Rodríguez-Rodríguez et al.
English learning is an individual situation that differs from student to student. Thus, Syed et al. (2017) revealed that English learners were continuously building on their study online courses. The Moodle circumstance created an ideal scenario where each student's education was individualized while still collaborative since students collaborated and were supported by the English lecturers or instructor. Garrido et al. (2016)   .Data from English performance evaluations and assessments should be used to make instructional decisions in classrooms devoted to personalized learning. Regular formative evaluations of English lecturers are needed to identify trends and potential areas of growth and development (Levent & Ertok, 2020). In this way, they may tailor their instruction to meet the specific needs of English language learners. In rare cases, English lecturers may find that some students in their class can avoid a specific objective because they are fluent in a different language. These data may guide the creation of groups for concentrated instruction, the class's learning program, and each learner's tailored online learning objectives. It was also shown by Ayan (2015) that learners might be able to evaluate their successes and make necessary adjustments to their learning goals and plans due to the assessment and data review process. Using data analysis to make decisions is an essential skill that English lecturers may teach their students. The data may define individual goals and monitor progress toward them.

CONCLUSION AND SUGGESTION
Personalized learning can shift the emphasis of higher education from teachercentered settings to learner-centered ones. Personalized learning may build personalized online learning environments in higher education through Moodle systems, which provide a method for tailoring learners' learning toward expert mastery. However, customized online learning on Moodle is challenging without information technology platforms to assist the learning process. The need for customized teaching in higher education and the emergence of new technology has necessitated a change in English online pedagogical toward meeting each student's unique requirements and objectives. Moodle's online integration of customized learning allowed learners to direct and create their learning to accomplish their objectives.
On the other hand, personalized Moodle learning English necessitates a paradigm change in education design and the effective use of contemporary online platforms. Without technology, complete personalization was impracticable. Adjustability online learning systems enable personalized English learning by dynamically tracking and managing the English learning needs of all students and by administering Moodle platform for access to the plethora of engaging learning content, devices, and opportunities required to meet each learner's needs anywhere and at any time, but which are not all available within the traditional classroom. Learning styles in online Moodle courses might offer insight into how learning material should be delivered. A visual learning approach entails the proper use of graphs, tables, drawings, and photographs for the taught topic. In such a scenario, video recordings would also be reasonable. The main modes of knowledge presentation should be written and audio recording due to the predominance of a verbal learning style. Numerous activities and problems to complete may effectively promote the logical learning approach The actualizing personalization virtual course studies demonstrate the evidence for tailoring learning and considering the rate. It happens to accommodate unique requirements, situations, and obstacles that are circumstantial and subjective. The actualization makes it demanding for English lecturers to regard it as a persuasive component of increasing the significance of their students' experiences. Thus, more research examining fun's practical significance and educational usefulness in Distance Higher Education using a systematic and rigorous methodological approach would be desirable.

BIO-PROFILE:
Rizky Eka Prasetya earned a Master of Arts degree (Applied Linguistics) from Universitas Negeri Jakarta in Indonesia. His areas of specialization include English language teaching, English for Business, Linguistics, Literature, and translation. He is a Lecturer of English language teaching for specific purposes in Akademi Sekretari Budi Luhur. The Indonesian academic rank is Asisten Ahli (Assistant Professor -Lower) (150.00