as well as with the CALL principles. iSpring Suite offered various interesting features that could be used to create an e-learning in all subjects. The features
which were suitable for e-lon were Course, Directory, Timeline, and Graded Quiz Maker. Those features were selected because of their functions and supported-sub-
feature.
c. Designing Preliminary Form of CAVL Model
To design the prototype of
e-lon
the researcher referred to the theoretical literature and the result of need assessment. Qing Ma and Peter Kelly 2006 argued
that language learning theory or research findings specific to vocabulary learning as the basis for the program designers in designing CALL programs. Regarding to the
literature review, the researcher believed that vocabulary learning would be effective when it was presented both implicitly and explicitly. The combination of a
large quantity of written input, explicit lexical instruction and learning strategies were valuable for a number of reasons.
First, the explicit temporary study of decontextualized vocabulary is valuable in the EFL reading classroom and early studies of decontextualized
vocabulary learning have been replicated by a variety of contemporary researchers and results have consistently shown explicit learning to be effective Prince, 1996;
Laufer and Shmueli, 1997. In addition, program that incorporate direct vocabulary instruction have been found to be more effective for vocabulary development than
those that rely exclusively on indirect means Folse, 2004; Zimmerman, 1997. These positive findings may have occurred because explicit lexical learning
strategies enhance noticing and provide opportunities for recycling, two factor that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
permit learners integrate newly met vocabulary effectively into long-term memory provided that they attend to form and meaning Prince, 1996.
The other reason was from the difficulties of increasing vocabulary size through inferring unknown word meaning, especially for less proficient learners.
The result of vocabulary level test showed that the average vocabulary level of target users was 2,500 to 5,000. It meant that the target users in this study were less
proficient learners. According to Nation 1992, successful inferencing technique might be improved when learners knew 98 or more of the surrounding target
word. The obstacles included a lack of vocabulary and textual clues led to faulty word analysis and multiple meanings. Therefore, the CAVL model design mediated
with iSpring Suite application would integrate decontextualized lexis into contextualized and meaning-based tasks in order to develop and strengthen
connections among individual lexical items. The combination of reading text as the main input as the implicit vocabulary
learning and explicit learning strategies was used in designing e-lon. The empirical studies of Wesche and Paribakht 2000 showed that the use of reading elaborated
with explicit vocabulary training could help learners to learn vocabulary both qualitatively and quantitatively better than by simply relying on context alone. To
realize this concept, the target words would be presented into three forms; 1 reading text; 2 glossary; 3 quiz. The following table provides the outline of the
preliminary form of e-lon. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
