In the modified model, there are three phases. The first phase, needs analysis, includes identifying the
learners’ characteristics proposed by both models, context that cover the analysis of constraints and resources in Seels and Glasgow’,
and the goals. The result of problem analysis is as an input for conducting the next phase. The second phase is the process of instructional development in which
vocabulary learning materials are designed according to the related theories and need assessment. There are six steps within the second phase: designing vocabulary
learning materials, transforming the designed learning materials into the available application, checking and evaluating the CAVL prototype by experts, testing the
CAVL prototype to the small group of target learners, and developing materials. The third phase is implementation and evaluation. It includes the implementation of
the developed CAVL model to the large group of target learners, formative evaluation, and the validation by doing summative evaluation for the finished
product.
C. Theoretical Framework
The review of related theories and studies enrich the understanding to do this research. Those are used to give an overview of how the research is conducted.
This section focuses on the conceptual framework related to the study. The concepts include ESP vocabulary, English for Nursing, vocabulary acquisition,
approaches to vocabulary learning, CAVL, and an overview of iSpring Suite application, and the selected instructional design. The discussion of ESP vocabulary
and English for nursing is the early step to identify the learning contexts in order to determine the target words and the goals of vocabulary learning for nursing
students. To enrich nursing students’ lexical retention, the theories of vocabulary acquisition are necessary to give the information on how new words are stored and
retained in the human memory. Those concepts then are used to develop vocabulary learning materials. The combination of implicit and explicit vocabulary learning is
believed to be effective in delivering the vocabulary learning and improving the retention. The concept of CAVL gives the principles of the computer usage in
vocabulary learning. The available application, iSpring Suite, offers interesting features which supported the vocabulary learning mediated computer. Therefore,
this study needs to explore the key features within this application. In addition, the combination of the instructional design models from
Berman – Moore and Seels – Glasgow gives a practical guideline to design CAVL
model on vocabulary retention. These models emphasize on the product orientation to produce interactive multimedia learning product. The theoretical concepts
discussed above are utilized in the process of learning model design. The figure below presents the theoretical framework of related theories and studies review in
this study. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 2.9. Theoretical Framework of CAVL Model Development Phase 1:
Need Analysis
Phase 2: Process of
Instructional Design Development
Phase 3: Implementation
Evaluation ESP and EFN
Designing CAVL Model to Enhance Nursing Students’ Lexical Retention
Vocabulary Acquisition
Memory Retention in
Vocabulary Acquisition
Approaches to Vocabulary
Learning Key Features
of iSpring suite
CAVL Model Design
Theories PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research methodology, research respondents, research instrument, data gathering technique, data analysis technique, and research
procedure.
A. Research Method
This research aims to design a computer assisted vocabulary learning model to enhance nursing students’ lexical retention using iSpring Suite application. It is
in the area of educational technology research. Traditionally, educational technology researches involve the integration of theory and practice. The
integration of theory and practice belongs to development research Richey, Klein, Nelson: 2007. Seels and Richey 1994: p.127 define development research as:
“…the systematic study of designing, developing and evaluating instructional programs, processes and products that must meet the criteria of
internal consistency and effectiveness” Seels and Richey, 1994: p.127
The definition above is presented in the use of term development. The word development in research context means the process involving planning, production,
and including comprehensive evaluation. Planning belongs to design phase where specification is constructed, while production is as development phase in which the
design specifications are actualized Seels and Richey, 1994. In development research, the evaluation itself contains formative and summative evaluation. In
addition, the word research can be defined as the process of empirical through systematic procedure to discover knowledge.
