This interpretation would be used to analyze the data whether the preliminary form of e-lon was already appropriate, or needed revision at specific or all aspects.
Finally, the interpretation was written in form of paragraph. In analysing the open-ended questions, three steps data analysis were
applied to analyse the results. They were organising, describing, and interpreting. Those steps were proposed by Best and Kahn 2006. The first step was grouping
and coding the data based on certain categories. In the second step, each data category was described and explained. Finally, it was interpreted.
3. Phase III: Implementation and Evaluation
The third phase was implementation and evaluation. It included the implementation of the developed CAVL model to the large group of target learners,
formative evaluation, and the validation by doing summative evaluation for the finished product.
a. Research Respondents
The final phase of the research was final product revision involved undergraduate nursing students in fourth semester who were the targeted users.
Their feedback collected from the questionnaire which were distributed to the nursing students were used to revise the model would be used to validate the final
CAVL model designed.
b. Research Instruments
Three research instruments were used to validate the learning model. They were user validation questionnaire and delayed-test.
1 User Validation Questionnaire
User validation questionnaire had the same format with expert validation questionnaire but with different questions aspects. This questionnaire would be
distributed in the implementation phase. The result of this questionnaire would be used as the input to revise and improve the CAVL model. The blueprint of the user
validation questionnaire could be seen in the table below.
Table 3.7. User Validation Questionnaire Blueprint No
Aspects The Purposes of question items
References
1 The clarity of
learning objectives
To get the feedback whether the students can achieve the objectives
of vocabulary learning through the designed CAVL model or not
Nation 2001
2 Relevance of the
learning materials
To get the feedback whether the contents of vocabulary learning
materials are suitable with their needs.
Nation 2001
3 Implicit learning
paradigm To get the feedback related to the
effectiveness of contextualized vocabulary learning
Hulstijn 2003
4 Explicit learning
paradigm To gain the information on the
implication of explicit vocabulary learning in the CAVL model.
Coady 1997
The role as self- learning tool
To get the opinion whether the CAVL model designed encourage
the users to be autonomous learners or not.
Beaty 2003
5 General
feedback To get the comment on the prototype
of CAVL model -
6 The strengths
To get comment on positive things from the prototype of CAVL model
- 7
The needs of improvement
To get comment on things to improve from the prototype of
CAVL model -
