thousand-levels. In each question, the students had to choose the right meaning to go with the word in CAPITAL letters. They needed to click in the small circle
besides the best meaning. Finally, they could click “Score” on the left at any time
whenever they had already finished doing the test.
4 Vocabulary Breadth Test
The term of ‘vocabulary breadth” referred to the number of words a person knows. It aimed to know how many words had already been recognized by the
target users. According to Nation 2010:7, it could be used to know how many words were needed to read a certain book or how many words this dictionary
contains. The implementation of vocabulary breadth test in this research was inspired by James Milton 2009:72 who had ever done it in the format of checklist
test. There were advantages and disadvantages of using checklist method in vocabulary breadth test. Checklist method was very simple where students were
presented with a series of words and were asked to tick the ones they know or could use. This method was relatively effective and brief since there was less opportunity
for the students to get bored and lose concentration. However, the weakness of this method was that it would be difficult to see which students were able to guess,
when they do not really recognise a word or not sure. Therefore, the researcher modified a bit this method on the instruction. The students were not only put a tick
on the words they recognized but also to give L1 translation.
c. Data Gathering Procedure
In the need analysis phase, there were two types of data collected. The first was quantitative data which was the main data, and the second was qualitative data
to support the statistical data. The qualitative data were gathered by distributing the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
questionnaire, administering vocabulary size level test and vocabulary breadth test. The need analysis questionnaire was distributed to the targeted users. The targeted
users then were asked to response the statements by selecting the degrees of agreement. The statements were about learners
’ beliefs on vocabulary learning and vocabulary learning strategies.
The vocabulary size level tests were administrated at the same time after the users completed the need analysis questionnaire. The test was conducted online on
the website –
www.lextutor.ca recommended by Hubbard 2009. The results of the
test would give description vocabulary size level of the target users. This would be useful in selecting the texts in terms of difficulty level. In the next day, the target
users were given vocabulary breadth test. The test contained word list selected from the texts that would be used as the exposure to the target users. They were required
to find out the Indonesian equivalent meaning. The results of this test were used to determine how many target words to be presented in each unit lesson. To give the
comprehensive data from the questionnaire, the researcher also conducted interview with English lecturers learning.
d. Data Analysis Procedure
The quantitative and qualitative data were analysed differently. In this study, the statistical data was the main data to answer the research questions, while
the qualitative data was used to strengthen the main data. The qualitative data gathered from interview and open-ended questionnaire was analysed by organising,
describing, and interpreting. In analysing the needs analysis questionnaire, there were several steps. The
first was recapitalizing the data into table. The second was calculating the responses PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
for each question. The third was converting them into mean score. The next step was calculating the mean by using the formula below Bluman, 2009:
In which,
= ∑
X
After calculating the mean score and all the statistical data presented into a table, they were ready interpreted into paragraphs. The data indicated the students’ needs
which need to be accommodated in CAVL model. The calculated mean then would be interpreted based on the criteria. The
criteria were adapted from Dornyei 2003. He stated that the scale could be used to show the potentiality or strength of the designed CAVL model. In this study, the
higher scale meant that the statements represented the users. Finally, the interpretation was written in form of paragraph.
Whereas, the quantitative data gathered from wo types of vocabulary were analysed percentage and mean score. First, the percentage was used to analyse the
result of vocabulary breadth test. Second, the meanaverage score was employed to analyse the results of vocabulary size level test which was then inserted into bar
chart.
2. Phase II: Design and Development
The second phase was the process of instructional development in which vocabulary learning materials were designed according to the related theories and
need assessment. There were 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, Mn = mean
∑ X = number of responses n = number of respondents
testing the CAVL prototype to the small group of targeted learners, and developing materials.
a. Research Respondents
In the second phase, process of instructional design and development invited several experts to give valuable feedback towards the CAVL preliminary
design. Their judgements would be helpful to decide whether the preliminary design worth enough to implement or not. In this study, the experts would be
chosen from different fields but still had close relation with the topic of this study. It aimed to give a rich and accurate feedback to improve the prototype of CAVL
model. They were material development experts, English lecturers, information technology IT experts, and nursing lecturers. The material development experts
would be English textbooks writers who also were English lecturers of English Education Study Program and English language studies of Undergraduate Program
at Sanata Dharma University Yogyakarta. The second was English lecturers who taught English subjects in STIKes Harapan Bangsa Purwokerto. Third experts were
from IT field who worked as lecturers and staffs at STIKes Harapan Bangsa Purwokerto. The last one was expected to give valuable input in terms of selected
target words and learning contexts for nursing students. Therefore, nursing lecturers were involved in the process of evaluating the prototype of CAVL model. The
nursing lecturers were from different institution. It aimed to give various and accurate feedbacks.
To do the try-out of the preliminary design, the small group were selected randomly from nursing students in diploma study program. They would be asked to
use the CAVL preliminary design and to give feedback. The purpose of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
implementation of CAVL preliminary design to small group was to see the readiness before delivering it to target learners.
b. Research Instrument
The expert validation questionnaire was as an evaluation instrument of expert judgement. The questionnaire consisted of two parts. In the first part, the
respondents state the degree of their agreement on the statements constructed to assess the essential aspects in the CAVL model, such as the relevance of contents
with the learners’ needs, the vocabulary learning activities, and the outlook of the designed CAVL model. There were four degrees of agreement to choose: strongly
disagree 1, disagree 2, uncertainty 3, agree 4, and strongly agree 5. It could be inferred that the more respondents agree with the statements, the better the
CAVL model was developed. In the second part, there would be open questions enquiring the respondents to write their comments and suggestions to improve the
designed CAVL model. The result of this questionnaire would be used as the input to revise and improve the CAVL model before implementing it to the targeted
learners. The blueprint of the expert validation questionnaire could be seen in the table below.
