2 Vocabulary Delayed-Test
Vocabulary delayed-test or retention test as known as recognition test Waring, 1997 cited in Laufer and Goldstein, 2004: 405 was used to measure
whether the designed CAVL model could enhance the lexical retention or not. The test would contain all target words being learned which would be presented in
sentences. Then, it would require the targeted users to select the correct answer from several word forms for a given meaning. In addition, this test was the
implementation of vocabulary active knowledge testing where required for the L2 equivalent of synonym of the target words. Therefore, the vocabulary recall test
would be given after the implementation of the designed CAVL model to the target users. It was administered immediately after they finished learning the target words
in each unit and two weeks after the implementation of the designed CAVL model.
c. Data Gathering Procedure
The CAVL model which had been revised ad validated based on the experts’ judgement then was implemented to the target users. The implementation
was conducted at STIKes Harapan Bangsa Purwokerto. After the implementation, the students were asked to fill the user validation questionnaire. It aimed to validate
the model from users’ view point. Moreover, the CAVL model was also used to indicate the enhancement of vocabulary retention.
Their feedback collected from the questionnaire which were distributed to the nursing students were used to revise the mode. The result of the questionnaire
would show which parts of the model needed to improve or revised. The model which had been revised then became the final product of CAVL model for nursing
students. The validity of the model was presented by confirming it to the related PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
theory. It showed how the model had met the theories of CAVL model designs to enhance vocabulary retention. To prove the efficacy of the final product in
extending the vocabulary retention on nursing students, the vocabulary delayed-test was conducted two weeks after the post-test was conducted at the end of the lesson
unit.
d. Data Analysis Procedure
The user validation questionnaire consisted close-ended and open-ended questions. In analysing the close-ended question, the researcher applied the same
steps as in the need analysis phase. The result was then converted into score and recapitulated into a table. Whereas, 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. The quantitative data gathered from the post-test and delayed-test were
analysed using SPSS 20.0 software. The results of post-test scores and delayed post-test retention test were compared using independent-samples t-test. It aimed
to evaluate the efficacy of e-lon as CAVL model designed in enhancing the nursing students’ lexical retention.
CHAPTER IV RESULT AND DISCUSSION
This chapter presents the findings and discussion of the process in designing the CAVL model. The findings of data analyses are discussed to address the
research questions. To design the CAVL model, the researcher adapted two product-oriented instructional design models taken from Seels
– Glasgow and Berman
– Moore’s and elaborated with the procedure of development research. There are three major phases in designing the CAVL model: 1 need analysis, 2
process of design and development, and 3 implementation and evaluation. Finally, the result of this study, the final form of e-lon, is presented.
A. Phase I: Need Analysis
Needs analysis in language teaching has a vital role in the process of designing and carrying out any language course, whether it is English for Specific
Purposes ESP or a General English course to meet the learning needs of a particular group of learners. It is the first essential step in a course design and it
provides relevancy for all course design activities. It places the learners purposes in the central position within its framework. Regarding to this study, it aims to gain
the information for designing the CAVL model for nursing students. This step includes investigating the syllabus of English for Nursing Courses, interviewing
ESP lecturers, conducting vocabulary tests, and distributing the need analysis questionnaire to the targeted users.
