The last was Implementation that gave step by step instruction in doing the certain vital sign checking. In each segment, a video is inserted to make this feature more
interactive and give options for the users. They can watch the video only, read the text, or even watch the video while reading the text as its transcription. The video
screen shot of Lesson in e-lon can be seen below.
Figure 4.5. The Sample of Video in Lesson Feature
Moreover, the texts are elaborated with pictures to help the students understand the content of text. The example of Lesson in
e-lon
can be seen in the screen shot below.
Figure 4.6. The Sample of Reading Text Elaborated with Picture in Lesson
The Learning Objectives, Introduction, Assessment, and Implementation were separated in different pages. The students just needed to click the widgets above
those words. The widgets were set in different colors to make it easier to find. Moreover, the students could also click each part randomly whenever they wanted
to look back or forward.
c. Lexicon
The Lexicon was kind of mini dictionary or glossary. It would be given after reading the text. In other words, Lexicon was the implication of explicit lexical
instruction and learning strategies where the users can use dictionary and infer vocabulary from context. It would help the students to learn new words more
effectively and encourage them to use the words actively in contexts instead of recognizing them. Presenting a list of words and ask the learners to read the words
and pay attention where these words appear in the text. This activity can be classified into selective attention. This type of exercise draws
learners’ attention to a particular vocabulary item Paribakht and Wesche, 1994.
In the front page of the Lexicon, the explanation of how important to understand the use of selected words and to have correct pronunciation. The
Lexicon served the students with sound of the words and their phonetic transcription, so they could imitate how to pronounce the words correctly. They
could repeat to play the sound as many as they like. The sounds of the words were downloaded from some online dictionaries such as
http:www.merriam- webster.com, http:www.thefreedictionary.com, and http:www.thesaurus.com.
This was to ensure that the user would get the correct and natural pronunciations. The screen shots of the front page of Lexicon can be seen below.
Figure 4.7. The Front Page of Lexicon
Furthermore, the definition and an example sentence were also presented. The definitions were taken from Online dictionaries mentioned before. Only the
definitions which had cloze meanings with the contexts were included. Some target words were also added with the pictures to give visualization of the definition in
order to help students easier to understand and remember. The following screen shot shows the example of lexicon.
Figure 4.8. The Outlook of Lexicon Feature
The example sentences were given to understand for the students and to what extent they were explanatory about the use of the target words in a context. it is very
important for learners to see target words in a phrase or sentence Nation, 2001. First of all, example sentences would help learners to notice the target words in
which they were the first step of learning vocabulary Nation, 2001. Second of all, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
they would make the learning process easier for learners and affect the retention process in positive way. By means of example sentences, learner would learn more
about the word. After students look at the example sentence and the definition of new word, the target word is also presented in the Quiz.
d. Quiz
Quiz was the third feature that was selected. Quiz feature would contain the exercises on the learning topics. This feature would serve as a mean of assessing
the students’ understanding on target words related to the topics being learned. The exercises in the Quiz feature would be in various form though they have the same
difficulty level. The forms of Quiz chosen were Multiple Choices, Multiple Choice Text, and Word Bank although iSpring Suite application offered several interesting
types of Quiz. Each unit applied three types of Quizzes. It aimed to motivate the students
so that they would not be bored due to the constant form of Quiz they needed to do. For all typ
es of quiz, a specified “right” answer would be set so that the system would provide immediate feedback right after they chose an answer and submit it.
In each quiz, there were 15 incomplete sentences in which the students were required to complete it by choosing the appropriate words. In other words, they
needed to select the suitable word to complete the sentence. the sentence provided clues such as synonym or description of the target word so that the students
indirectly were guided to select the correct word. The incorrect answers as the options were mostly the antonyms of the target word. According to Paribakht and
Wesche 1994, this type is categorized into recognition type. As they assert in this type of exercise, the users have to associate the word form and its meaning. Hence,
the users just need partial knowledge of the words. Here is the detailed explanation on the vocabulary exercises in e-lon.
1 Quiz A: a multiple-choice test Quiz A, a multiple-choice test, is graded question where students have to choose
one word from a drop-down list for the blank.
Figure. 4.9. Quiz A: Multiple Choice Text
The users are required to match a vocabulary item with synonym or definition of the word, and choosing the correct meaning of a word in a multiple-choice test. The
following screen shot shows the example of Quiz A. 2 Quiz B: Word
The Quiz B was Word Bank as shown in figure 4.10. Word Bank Quiz was graded question in which the students had to drag and drop to corresponding the field.
Figure. 4.10. Quiz B: Word Bank
3 Quiz C: Spelling and Pronunciation Check The last quiz type used is Type in which requires the user to type the answer on the
box provided after listening to the audio recording. The user will get immediate feedback on their response to each question in the quizzes.
Figure. 4.11. Quiz C: Pronunciation and Spelling Exercise
104
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions which can be drawn from the research findings and discussion. It is divided into two parts. The first
deals with the conclusions of the study. The second one presents suggestions to the learners, future researchers, material developers, and teaching vocabulary using
CALL.
A. Conclusions
In this part, the researcher would like to sum up the result of the study which has been discussed in the previous chapter. Electronic Lexicon on Nursing
e-lon was developed to help nursing students to enhance their vocabulary retention. The feasibility of e-lon that can be used anytime and anywhere could be
used as self-learning tool and solution to improve their vocabulary. The availability of Learning Management System LMS can be the platform in order to record the
students’ progress when they are doing the quizzes in e-lon. Moreover, e-lon is a learning medial that is equitable and easy to operate can motivate the nursing
students in vocabulary learning. The research questions in this study were about a design model of Computer
Assisted Vocabulary Learning CAVL to enhance nursing students’ lexical retention and about the efficacy of the design in helping the users to retain the
target words. To design a CAVL model, the researcher used the combination of two instructional design models and developmental research procedure. There are three
main steps to get the design of CAVL model. The first step is need analysis which involves investigating the nursing syllabus, conducting interviews, conducting
vocabulary size level test and breadth test. Need analysis aims to get the information of the targeted users’ needs in vocabulary learning, their vocabulary
level, and to see the familiarity of the target words. The second step is design and development of the learning model. In this step, was started with designing the
initial CAVL model based on the learning theories and the results of need analysis. The next was field testing of the initial CAVL model to the experts and then trial it
to the selected respondents. The previous two steps aim to test the quality of the initial CAVL model designed. The revision was done based on the feedbacks from
the experts and the results of the trial. This can be part of the development of CAVL model design. Finally, the last main step is implementation and evaluation.
In this step, the final CAVL model design was implemented to the targeted users that then was evaluated by distributing the user validation questionnaire to get their
opinions on the product and conducting the post-test at the end of unit and delayed- test two weeks after the end of the course.
The integration of theory, computer technology, and empirical study into the design of e-lon was the attempt to provide a CAVL model. The related theories
were the basis to look for the suitable learning model in vocabulary learning. The implication of implicit and explicit learning paradigm into the design provides a
procedure to acquire the vocabulary. Moreover, language learning theory will also serve to determine which technologies to be used in designing the CAVL model.
Computer technologies, in this case was iSpring suite application, can be used in controlling users’ actions so that users can be guided in performing language
learning activities and achieve high learning potential. The empirical study is to see the effectiveness of the design towards the users’ lexical retention. Learner
performance or user actions are an important source of data for the evaluation of CAVL program.
The vocabulary learning model of e-lon involves three lexical mental processes. They are: 1 guessing the target words in contexts; 2 consulting the
meaning of the target words with glosses; and 3 retrieving the target words with quizzes. The construction vocabulary learning model in e-lon is based on the
implicit and explicit learning paradigms. Then, the selection of specific vocabulary learning theory is as a guide to choose the suitable features offered by iSpring Suit
application. The initial e-lon design is developed based on the feedback from the field experts testing and the results of e-lon implementation. Finally, the final
product of e-lon consists of three features: Lesson, Lexicon, and Quizzes.
B. Suggestions
In this part, the researcher would like to give suggestions for the users and for the next research. The first thing is to make learners notice the existence of
vocabulary learning strategies and convince them of their usefulness. In other words, the CAVL model design need to consider the effective vocabulary learning
strategies and vocabulary learning th eories in order to meet the learners’ needs. The
use of CAVL in vocabulary learning can be one of solution to motivate learners tin improving their vocabulary and encourage them to be independent learners.
Second, e-lon is better to be transformed into LMS or Website so the detailed recording of the user actions e.g., the results of quizzes done by the users can be
recorded. The third thing is that the need of further test of CAVL efficacy model. in the present study, the effectiveness of e-lon to enhance the lexical retention was
tested two weeks after the end of the implementation and only on the target words of first unit lesson. Therefore, it is recommended to conduct further research on the
efficacy of e-lon in improving lexical retention. In addition, learners’ attitudes
towards the use of e-lon also have not been touched in the present study. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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