of e-lon. It was very important to navigate the students in order to have effective implementation on the targeted users. The students were informed to bring their
laptopnotebook to have a practice of vocabulary learning using e-lon. The implementation was conducted in the classrooms which were supported with
Internet connection. The implementation of the revised preliminary CAVL model spent two weeks; twice in a week. In every meeting, they had one different unit
practice. During the implementation, the researcher left them classroom and then monitor the students via the TV which connected to the CCTV of the used
classrooms. It aimed to see whether the developed CAVL model, e-lon, supports self-learning method for the students or not. At the end of learning unit, the
vocabulary test was administered to evaluate the short-term memory of the nursing students, while the delayed test was given two weeks after the students had
finished all units. The post-test and delayed-test were used to measure the efficacy of e-
lon in enhancing the nursing students’ lexical retention. In addition, the user validation questionnaire was also distributed to the nursing students validate the
final product design of e-lon.
2. The Evaluation of Revised CAVL Model
The summative evaluation is conducted with the final product to test whether the program can achieve its intended purpose. It was divided into two
types: judgmental and empirical evaluation Chapelle, 2001. Those evaluations were done after testing the final product to the target users the end-users.
Judgmental evaluation provides the hypotheses about the efficiency of e-lon, then empirical evaluation was the process for testing those hypotheses. The judgmental
evaluation was gathered through distributing the questionnaire to the targeted PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
users. This provided the opinions of the targeted users after experiencing vocabulary learning through e-lon. Whereas, the data of empirical evaluation was
testing scores o f the users’ lexical retention.
a. The Result of User Validation Questionnaire
At the end of the course, user validation was conducted. User validation aimed to evaluate the learning model and to obtain feedback and suggestions that
would be useful to revise and develop the learning model into a final form of e-lon as CAVL model to enhance nursing students’ lexical retention. User validation was
conducted by distributing user validation questionnaire to 62 nursing students of English for nursing course 1 of Undergraduate Nursing Study Program of STIKES
Harapan Bangsa Purwokerto who were the target users of the learning model. The user validation questionnaire was similar with the questionnaire used in the
preliminary form testing to the small group. The questionnaire consists of two parts. For the first part of the questionnaire, 21 statements were presented. Those
statements aimed to find out whether they experienced the benefits of e-lon in the several aspects such as the clarity of learning objectives, the relevance of the
learning materials, the effectiveness of implicitexplicit vocabulary learning application on e-lon design, and leading to be autonomous learners.
The questionnaire was provided using Likert Scale and the data analysis process was similar to the data analysis process in expert validation. The data was
analyzed based on the mean of each statement. If the mean was between 1.00-1.99, it means the part of the design should be replaced. If it was 2.00-2.99, it means that
the part needs to be modified. The 3.00-3.99 value means the part needs to be explored. Finally, the 4.00-5.00 value means the part was acceptable and did not
need to be revised. The following table is the complete statement of the
questionnaire and its result.
Table 4.20. The Descriptive Statistic of User Validation Questionnaire
Aspects No
Statements Mean
The clarity of learning
objectives 1.
e-lon provides clear learning objectives 4.05
Relevance of the learning
materials 2.
The materials in e-lon are suitable for 4
th
semester of nursing students.
4.06 3.
e-lon uses an appropriate vocabulary level. 4.11
4. e-lon provides interesting and new information.
4.43
Implicit learning
paradigm 5.
Reading the texts is effective strategy for vocabulary development.
4.35 6.
The reading texts in Lesson menu are comprehensible. 4.40
7. The reading texts are effective to introduce the target words
4.44 8.
The reading texts are helpful to guess the meaning of the target words in contexts.
4.37 9.
The combination of text, video, and picture gives more understanding on the content of the text
4.44 10.
The use of picture in the reading texts helps to guess the meaning of the target words the words typed with red
color 4.48
Explicit learning
paradigm 11.
The glosses in Lexicon menu are helpful to give the meanings of the target words directly.
4.06 12.
The use of pictures in some target words is effective to acquire the meaning of the target words.
4 13.
e-lon help me self-correct my spelling and pronunciation. 4.16
14. The quizzes in each unit are properly presented to recall the
target words 4.02
15. The quizzes in each unit provide sufficient rehearsal for
vocabulary retention. 4.16
The role as self-learning
tool 16.
e-lon offers me flexibility in terms of time and place to learn
4.05 17.
e-lon is easy to operate 4.51
18. e-
lon increases learners’ motivation in learning vocabulary. 4.59
19. e-lon trains me to be an autonomous learner.
4.60 General
Feedback 20.
The designed model helps me to improve my vocabulary. 4.14
21. e-lon helps me to retain the vocabulary that I have learned
in this course. 4.13
