96 which
are related
with nursing,
4. Listen to a report on nursing issues.
4. Use the correct grammar in sentence in the context of
starting an intervention. 5. Understand the oral text
from listening practice. 6. Make a dialogue about
starting an intervention with appropriate term, expression,
and correct grammar. 7. Identify many kind of
nursing equipments as review.
3. Giving
Injection In the context of giving
injection, students are able to: 1.Understand
English conversation well,
2.Write a report of nursing education in English,
3.Brief
Present topic
on nursing activity and situation
which are
related with
nursing, 4. Listen to a report on
nursing issues. By the end of the unit,
students are able to: 1. Use the vocabulary of
giving injection appropriately. 2. Pronounce the vocabulary
correctly. 3. Use the expression of
giving injection. 4. Use the correct grammar in
sentence in the context of giving injection.
5. Understand the oral text from listening practice.
6. Make a dialogue about giving injection with
appropriate term, expression, and correct grammar.
7. Identify many kind of nursing equipments as review.
4. Applying
Infusion In the context of applying
infusion, students are able to: 1.Understand
English conversation well,
2.Write a report of nursing education in English,
3.Brief
Present topic
on nursing activity and situation
which are
related with
nursing, 4. Listen to a report on
nursing issues. By the end of the unit,
students are able to: 1. Use the vocabulary of
applying infusion appropriately.
2. Pronounce the vocabulary correctly.
3. Use the expression of applying infusion.
4. Use the correct grammar in sentence in the context of
applying infusion. 5. Understand the oral text
from listening practice. 6. Make a dialogue about
applying infusion with appropriate term, expression,
and correct grammar.
97 7. Identify many kind of
nursing equipments as review. 5.
Taking The Lab Sample
In the context of taking the lab sample, students are able
to: 1.Understand
English conversation well,
2.Write a report of nursing education in English,
3.Brief
Present topic
on nursing activity and situation
which are
related with
nursing, 4. Listen to a report on
nursing issues. By the end of the unit,
students are able to: 1. Use the vocabulary of
taking the lab sample appropriately.
2. Pronounce the vocabulary correctly.
3. Use the expression of taking the lab sample.
4. Use the correct grammar in sentence in the context of
taking the lab sample. 5. Understand the oral text
from listening practice. 6. Make a dialogue about
taking the lab sample with appropriate term, expression,
and correct grammar. 7. Identify many kind of
nursing equipments as review.
3. Development
The development step of the ADDIE process was collaborated with three phases in R D process. The phases are preliminary form of the product
developing, preliminary field testing, and main product revision. In preliminary form of the product developing phase, the topic, the activities in for each topic,
and the features for each topic were selected as the contents of AFORN according to their appropriateness with the basic competences, general purposes, and
learning indicators as seen in the English subject syllabus of Nursing Program. After developing the first version of the product, the product was evaluated by
some experts and users. The experts were from IT experts, English lecturer, Nursing lecturers who also teach English subject, and users. Based on the
evaluation of those experts and users, the main product revision was conducted.
98 a. Preliminary Form of Product Development
After considering the basic competences, the general objectives, the topics and formulating the learning indicators, the next step was choosing learning
activities for each unit. There are five units and a Review in the AFORN. Each
unit was broken down into four sections, namely Vocabulary, Useful Expression, Tasks, and Pronunciation Drill. In Tasks consists of three
activities; Jumbled Words, Listening Practice, Group Assessment. Besides, there are also Forum zone and About zone which are available in the home
screen. There are three parts in About zone, about the application, about the
author, and the last is references. Those sections and activities were chosen by referring to Universal Instructional Design UID principles by Elias 2010.
The following table is the Universal Instructional Design UID principles which were served as the underlying principles for choosing the learning activities
and the features. Actually, there are eight principles in UID, but the researcher only takes six of the eight UID principles.
Table 4.8 UID Principles As The Basis of Choosing Learning Activities
UID Principles Learning Activities
Name of Sectionactivity
1. Equitable use
Students are able to access all
the activities
or features in the AFORN
All the activitiesfeatures
2. Flexible use Students are able to learn
from some
kinds multimedia features such
as audio, small talks, and pictures.
Useful Expression Listening Practice
Vocabulary Review Multiple Choices
Forum
3. Simple and intuitive
Students are
able to
practice the
learning activities
even though
there is
no internet
Vocabulary Pronunciation Drill
Jumbled Words Listening Practice
99 connection.
Useful Expression Review Multiple Choices
Forum
4. Tolerance for error
Students are able to edit posts and they are also
provided by feedback for the activities.
Jumbled Words Vocabulary
Pronunciation Drill Review Multiple Choices
5. Low physical and
technical effort
Students are able to input text as the answer of the
activities into the devices in easy way.
Jumbled Words Listening Practice
6. Community of learners and
support Students
are able
to communicate one another
as a group discussion. Forum
There are four exercises in AFORN; 1 Vocabulary, 2 Useful Expression, 3 Tasks, and 4 Pronunciation Drill. All the activities and features
can be accessed by the students in simple way. This is based on principle of
equitable use. Vocabulary practice provides the learner pictures or medical terms
dealing with the topic being discussed in each unit. In this section, students can also hear the correct pronunciation of the term and practice it with the feedback
after it. The students can still do this activity even though there is no internet connection. If the students make mistakes they can revise it or try again the
activity. Useful Expression provides the students with some expression which are
usually used in the conversation with the patients. The expressions help the students to produce proper dialog with patients. The students can also hear the
spoken expressions . The students can only click the button „play‟ to hear the
correct pronunciation. They can do it in many times. Tasks section consists of three exercises, namely; Jumbled Words, Listening Practice, and Group
Assessment. In Jumbled Words, student should arrange the jumbled words into
