purpose was based on the result of need assessment, while selecting the topics and learning objectives were done by considering the syllabus and consulting to English
lecturers and nursing lecturers. The topics and learning objectives can be formulated as shown in table below.
Table 4.12. The Topics and Learning Objectives of CAVL Model Package
CAVL Package on Vital Signs Checking Goal
Unit Topic
Objectives
e-lon is computer
vocabulary learning
package to enhance
nursing students’
lexical retention.
1 Assessing
Pulse After completing this lesson, you should be able to:
• retain the meaning of target words and use them
into suitable contexts; •
pronounce and spell the target words on the Lexicon;
• succeed in doing vocabulary quiz with 80 correct
numbers as the passing score; •
identify locations for taking vital signs including the most common sites;
• Mentioning the proper procedures for determining
a patient’s vital signs. 2
Assessing Respiration
3 Assessing
Temperature
4 Assessing
Blood Pressure
The CAVL package designed was about vital signs checking. This package would consist of for units: 1 Assessing Pulse Rate; 2 Assessing Respiratory Rate; 3
Assessing Temperature; and 4 Assessing Blood Pressure.
b. Integrating the Computer Technology into the Design
In designing CAVL platforms and materials, feasibility and technological resource availability were some of the key consideration in creating the most
manageable and optimal CAVL program. From the previous findings on the utilization of various types of testing as a learning tool, the use of multiple modes,
and the incorporation of expanded rehearsal, application was used to design the CAVL model which was called
“e-lon” to help nursing students retain the vocabulary. Features, widgets, activities for each topic were selected according to
their suitability with the attained of the topics, subject contents, general purposes PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
as well as with the CALL principles. iSpring Suite offered various interesting features that could be used to create an e-learning in all subjects. The features
which were suitable for e-lon were Course, Directory, Timeline, and Graded Quiz Maker. Those features were selected because of their functions and supported-sub-
feature.
c. Designing Preliminary Form of CAVL Model
To design the prototype of
e-lon
the researcher referred to the theoretical literature and the result of need assessment. Qing Ma and Peter Kelly 2006 argued
that language learning theory or research findings specific to vocabulary learning as the basis for the program designers in designing CALL programs. Regarding to the
literature review, the researcher believed that vocabulary learning would be effective when it was presented both implicitly and explicitly. The combination of a
large quantity of written input, explicit lexical instruction and learning strategies were valuable for a number of reasons.
First, the explicit temporary study of decontextualized vocabulary is valuable in the EFL reading classroom and early studies of decontextualized
vocabulary learning have been replicated by a variety of contemporary researchers and results have consistently shown explicit learning to be effective Prince, 1996;
Laufer and Shmueli, 1997. In addition, program that incorporate direct vocabulary instruction have been found to be more effective for vocabulary development than
those that rely exclusively on indirect means Folse, 2004; Zimmerman, 1997. These positive findings may have occurred because explicit lexical learning
strategies enhance noticing and provide opportunities for recycling, two factor that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
