124
Figure 4.7 The Unit 4 The title of Unit 4 is Applying Infusion. The students were description of
what they were going to learn throughout the unit. In this unit, the students learned vocabulary needed when applying infusion, the pronunciation, the
expressions to have conversations with patient, grammar, listening activities, pronunciation drill, group assessment in the form of making dialog between a
nurse and a patient.
125
Figure 4.8 The Unit 5 The title of Unit 5 is Taking The Lab Sample. The students were
description of what they were going to learn throughout the unit. In this unit, the students learned vocabulary needed when taking the lab sample, the
pronunciation, the expressions to have conversations with patient, grammar, listening activities, pronunciation drill, group assessment in the form of making
dialog between a nurse and a patient.
126
Figure 4.9 The Review on Nursing Equipments
In the end of units, student would come to Review which contain multiple choices question on nursing equipments. After finishing the Review exercise, the
student will have the feedback that let them know whether their answer is correct or not; the result score and the correct answers.
2. Activities Presentation Each unit was broken down into four activities; namely Vocabulary,
Useful Expression, Tasks, Pronunciation Drill. Besides, there were also Forum zone and About zone. Tasks section then were break down into three exercises;
Jumbled Words, Listening Practice, and Group Assessment.
127
Figure 4.10 The Activities in AFORN
In Vocabulary section as seen in Figure 4.10, there were some vocabulary related with the topic in each unit. This section was also completed with the
example of correct pronunciation and a Speech Recognizer feature to practice student‟s pronunciation. The feedbacks were also provided to let the student know
whether their pronunciation is correct or not. If the pronuciation was wrong, the feedback would be
, if the answer was correct, it would be . The
activity is like in the following figure.
128
Figure 4.11 Vocabulary Activity Useful Expression activity as seen in Figure 4.11 consists of some
expressions that might be needed to have conversation with the patient related with the topic in each unit. The correct pronunciation were also provided in this
part, but since there were weakness of App Inventor that Player feature could not be used more than five, the sounds were only from the device not from the
researcher voice. The figure 4.10 below is the format of this activity.
129
Figure 4.12 The Useful Expression Activity
In Task section as seen in those three figures below, there were three kind
exercises; Jumbled Words, Listening Practice, and Group Assessment. In
Jumbled Words, students must arrange the jumbled words into a good sentence. In Listening practice, the students would listen to a conversation or monolog, then
they must complete the text. The last part is Group Assessment in which the students should make a dialog. The topicS for the dialog were related with the
topic in each unit, then the dialog must be submitted to the lecturer in MP3 or MP4 format file.
130
Figure 4.13 The Jumbled Words
Exercise Figure 4.14 The
Listening Practice Figure 4.15 The Group
Assessment
The following exercise as seen in Figure 4.15 is the Pronunciation Drill where the students were given exercise in pronouncing some vocabulary related
with the topic presented in each unit. It can be seen from the previous discussion about the unit and the activities
that each unit has the same template. Each unit as seen in figure 4.9 consists of
four activities; Vocabulary, Useful Expression, Tasks Jumbled Words, Listening Practice, Group Assessment, and Pronunciation Drill. In each
activity, there are some exercises that accommodate the user to have practice in speaking. The use of similar template for all the units are related with one of the
characteristics of well-designed software that the terminology used in prompts and menus is consistent from one part to another Egbert Hanson-Smith, 1999.
131 This format wouls also help the learners to get easy and simple format to operate
the learning media.
Figure 4.16 The Pronunciation Drill Exercise
The following figures show that at the end of each topic, they could enter the data then they would see the record data which consist the student‟ name and
student number.
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Figure 4.17 The Column of Entering Data
Figure 4.18 The Record Data
Besides, activities and exercises in the AFORN, The following figure
shows the Forum zone and About zone. Forum zone enable the students to interact with their peers or lecturer, whereas the About zone consists of
information about the application, the author of the application, and also the references.
133
Figure 4.19 The Forum Zone Figure 4.20 The About Zone
C. The Role of AFORN in Enhancing Speaking Skill
Active English for Nursing AFORN contains materials which focus in enhancing students‟ speaking skill. Brown 2000 states that in enhancing
speaking skill there should be some other skills which are integrated in supporting speaking skill. Some of the skills are producing chunks in different length,
pronunciation, vocabulary, grammar and structure, expressions, and listening as the input model for learners. AFORN, therefore, consists of activities and tasks
which help the nursing students to enhance their speaking skill and their communication ability.
134
1. The Advantages of Using the Learning Model In Vocabulary activities, there are some vocabulary which are needed for
certain topic. It helps the students in vocabulary mastery. As being stated by Thornburry 2005 that in learning speaking, the learner should be skilful. It
means that the learner should have some kind of knowledge such as pragmatic knowledge, grammar, vocabulary, and phonology. One of the knowledge is
vocabulary knowledge. Vocabulary knowledge is important for being able to speak because in a conversation, there must be words and short phrases. In spoken
language, a word might occur nine times more often than in writing, for example the word „well‟. Thornburry also claims that spoken language has proportion of
words and expressions that express the speaker‟s attitude p. 22. This is the reason why the researcher develops vocabulary activity in the learning media.
The Vocabulary section is also completed with pronunciation and
pronunciation practice. Pronunciation is included as phonology knowledge that the learner of English speaking should have in order to able to speak well and
fluently Thornburry, 2005. In this activity, the students could know the correct pronunciation and after that they could practice it. A feedback would appear after
practicing the pronunciation. The feedback could be the evaluation for this activity. The existence of the feedback has accommodated one of ten pedagogic
principles, namely formative assessment. The learners may see their improvement. By practicing this activity, they would know the correct
pronunciation and practice it. It would train students‟ pronunciation.
The second section is Useful Expression which contains expressions
which were usually needed for conversation between the nurse and the patient.
135 The expressions might role as the references for the students, for example when
they have a kind of procedural text in healthcare situation. The expressions were completed with Text to Speech feature that enables the students to hear the
pronunciation.
Tasks section consists of three exercises; namely Jumbled Words, Listening Practice, and Group Assessment. Jumbled Words exercise helps the
students in arranging the jumbled words into a correct sentence. In this part, students should have grammar knowledge that was applied in this exercise. They
should arrange the jumbled words into a good sentence. This activity, therefore, helps the students in grammar and structure practice. As seen in Thornburry
2005, he claims that grammar knowledge should be possessed by the learner of language. Grammar in needed to generate a much more sophisticated range of
meanings p. 21. With a good grmmar and structure, the expressions will be clear and understandable. Moreover, AFORN is used by candidates of professional like
a nurse. They should produce correct utterances and expressions when having conversation with the patient in doing healthcare procedures. So, grammar
practice in Jumbled Words exercise helps the students in improving their
grammar knowledge.
Listening Practice in Tasks section provides native speak
ers‟ conversations and monologs. The activities are listening to the conversations or
monologs and completing the texts or fill in the blank columns. Native speakers‟ conversations and monologs roles as input model for language learners like the
nursing students in Poltekkes Yogyakarta. From the native speakers‟ talks, the
students would hear the kinds of correct pronunciation and kind of expressions for
136 certain situation. Besides, the students have listening comprehension practice. It
was so important for second language learners to understand what other people say considering with the accent, pitch and intonation. After having listening
knowledge which is a receptive skill, the students were supposed to have productive skill. The productive skill is speaking skill or communication using
English language. Ellis 2008 claims that second language input for language learner could be obtained from foreigner talks. Schmidt 1990 as seen in
Richards 2008 states that in his study of acquisition of Portuguese, he found that there was a close connection between his noticing features of the input and their
later in emergence in his own speech. He also argues that consciousness of features of the input can trigger the first stage in the process incorporating new
lisnguistic features into one‟s language competence p. 15. So, by listening to any conversation, monolog, or speech from the native speakers for many times can
trigger the learners of English speaking to produce correct words and expressions.
Group Assessment let the students to have a kind of assessment after
doing the activities and exercises. The students must make a conversation or dialog between a nurse and a patient, then the dialog must be recorded and
submitted to the lecturer. For the lecturer, this activity is useful to know the extent to which the students‟ speaking competence after doing the activities and
exercises in AFORN. This activity accommodates the principle of summative assessment in ten pedagogic principles Anderson McCormick, 2005. This
activity encourages the students to be confidence in speaking up. By doing this activity, each student should speak confidently. As seen in the objectives of
137 English subject that students should be able to communicate using English
language.
The last section is Pronunciation Drill. The activity, in this section is
almost similar with the Vocabulary practice, but in this section there are no pictures which illustrate the vocabulary. This section provides the correct
pronunciation that can be heard by the user, the Speech Recognizer feature which enables the students to practice and also the feedback. As seen in Thornburry
2005, phonology is also a knolwege that should be possessed by learners of English speaking. Goh Burns 2012 suggest the Four Categories of Core
Speaking Skill, in which one of the catories is pronunciation. They also state that language learners need to know about grammar, vocabulary, pronunciation, and
discourse. All of them should be acted and practiced. In Pronunciation Drill section, students can hear the correct pronunciation the practice it using Speech
Recognizer feature. The learning outcomes also have been presented in the previous part as
seen in table 4.7 that by the end of the unit the students are able to use correct terms or vocabulary in the conversation, pronounce the vocabulary correctly, use
the expression for having conversation with certain topic, understand the spoken text from the conversation or monolog by the native speakers in the recording,
conduct correct dialog with correct terms, expressions, and grammar. The learning outcomes are relatively similar from one unit to another, the differences are only
in the topic and situation. Generally, all the activities and exercises in the AFORN accommodate the students to have practices which are very useful to enhance their
speaking skill.
