Although there are a number of studies investigating the use of CALL that promotes vocabulary acquisition, most of them only investigate how effective
computer assisted vocabulary learning CAVL to enhance learners’ vocabulary
mastery and their attitudes in using CAVL application Dewan, 2013; Ma, 2008; Joseph, 2009; Hunt Beglar, 2005. Moreover, there is limited literature in CALL
studies that investigate how a vocabulary learning using CALL application designed to help second language learners acquire and retain the target vocabulary.
Hence, to response this need, the study aims to design an effective computer- assisted vocabulary learning model on lexical retention. In addition, it is expected
to motivate learners in vocabulary learning.
B. Problem Limitation
The limitation of this study aims to constrain the research. There are some limitations determined by the researcher. First, the focus of this study is on
developing computer assisted vocabulary learning to enhance nursing student s’
lexical retention. Second, the researcher employs the vocabulary learning theories that concern on lexical retention. Third, the available application, iSpring Suite, is
used to present the vocabulary learning materials as supplementary materials especially designed for nursing students. Forth, the goals, objectives, and topics in
this application are arranged in accordance with the syllabus and reference books used in nursing programs in STIKes.
C. Research Questions
The research question in this study is: What does a CAVL Model to enhance nursing students’ lexical retention using iSpring Suite application look
like? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
D. Research Goals
This study aims to design a CAVL model using available application namely iSpring Suite and to see its efficacy on enhancing
nursing students’ lexical retention. The contents of the application are in accordance with the syllabus used
in English for nursing programs.
E. Research Benefits
This study provides both theoretical and practical benefits. In terms of theoretical benefit, the study addresses on what vocabulary learning approaches
can be used to enhance lexical retention and how the pedagogical implication is presented into a CAVL. Furthermore, it is expected to give the readers and also the
future researchers a thorough knowledge on the result of this study to expand the use of CAVL for other subjects. The instructional design model used can be the
consideration in designing computerized vocabulary learning with various activities.
As for the practical benefit, this study attempts to provide nursing students with opportunity to build their vocabulary through a CAVL. The designed model
of CAVL is expected to enhance the vocabulary retention and to motivate nursing students in the vocabulary learning. Moreover, the use of CAVL encourages
nursing students to be independent learners who are able to utilize technology in general and vocabulary learning tool in specific to achieve their learning
objectives. In addition, the product of this study is also expected to be a prospective supplementary learning material to overcome the obstructions in
learning vocabulary. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II
LITERATURE REVIEW
This chapter explains the theories and their implication to answer the questions in the problem formulation. It is divided into three sections: 1 review of
related study; 2 theoretical review; and 3 theoretical framework. The theoretical review covers the relevant theories which are essential for the analyses. The
theoretical framework gives description on how the theories are used in the analyses.
A. Review of Related Study
Vocabulary teaching and learning has been in a highly popular subject matter in computer assisted language learning applications since the early history of
computer assisted language learning CALL. There are a number of studies investigating CALL environment that promotes vocabulary acquisition. Some
studies Tokaҫ , A., 2005; Ghabanchi, Z., Anbarestani, M., 2008; Li, J., 2009; Hassan, R.E.H., 2010; Shao, J., 2012; Dewan, G., 2013; Basoz, T., 2014 have
examined the efficacy of a computer assisted vocabulary learning CAVL in enhancing students’ vocabulary acquisition. One of those studies compares the
paper-based vocabulary instruction materials with the computerized vocabulary instruction materials to see which one is more effective Li, J., 2009. Three of
them extend the investigation on students’ attitudes on the use of CALL in vocabulary learning Hassan, R.E.H., 2010; Shao, J., 2012; Dewan, G., 2013.
Firstly, the effectiveness of CAVL applications in vocabulary learning has been proved successfully by the studies above. Tokaҫ 2005 investigated the
effectiveness of CALL on vocabulary teaching and learning. The results of the study supported the hypothesis that the experimental group liked working with
computers and they learned and retained more vocabulary than control group. The study of Ghabanchi and Anbarestani 2008 probed the effect of CALL on
vocabulary learning. They discussed more on the use of computer for lexical skill development. The result indicated that in using CALL program, learners have an
intensive mental processing and learners retain the target words longer. Moreover, short period of time and the purpose of learning new vocabulary become the
consideration in implementing CALL to extend lexical knowledge. The study of Hassan 2010 is a bit different with the others since the researcher implemented a
computer- aided vocabulary learning to learn Arabic called “ArabCAVL” in
blended learning setting. However, the result shows that students’ vocabulary recognition and usage were clearly higher than those who were not exposed with
ArabCAVL software. The next study Basoz, 2014 applied in 52 freshmen of English Language Teaching Department of Balikesir University in Turkey. Two
groups were randomly chosen; Computer Assisted Vocabulary Instruction CAVI group and Communicative Language Teaching CLT group. A Moodle as learning
management system LMS was used in vocabulary learning in CAVI group. Though both groups had improvement in their vocabulary, there was no significant
difference between the groups in vocabulary gains. This study reported different result comparing with the other studies above.
Secondly, students’ attitudes andor perceptions are important on the implementation of CALL in vocabulary learning Hassan, 2010. Therefore, the
other studies not only examine the effectiveness of CALL on vocabulary learning PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
but also discuss students’ attitudes toward the use of CALL in their vocabulary learning Hassan, R.E.H., 2010; Shao, J., 2012 and Dewan, G., 2013. Hassan
2010 sur veyed students’ perceptions on what extent the computer-aided
vocabulary learning improves their vocabulary. The result shows positive responses. The majority of students reported that they like using the software in
studying vocabulary. The students felt that the software support the learning process especially in terms of introducing word knowledge in different context,
instant feedback, multiple word retrieval, and recognition for comprehension. In the study of Shao, multimedia application-based vocabulary acquisition has been used
to explore the effectiveness of multimedia application and the interest level of Chinese college students with multimedia software they work with. This study also
gives reflections on the shift of teacher’s role from conventional teaching at classroom setting to teaching with multimedia environment. Likewise, the study of
Dewan 2013 shows that the CAVL package were helpful for students to learn and retain vocabulary knowledge. Dewan focused more on students’ behaviour in using
CAVL package. This study reported that there was no relationship between test- scores and the frequency of word look up features though there were a large
number of the students’ look-up clicks on the word features in the CAVL package. The previous studies have generally supported the idea that computer
assisted vocabulary learning facilitates second language vocabulary acquisition and has provided with some practical and theoretical insights to understanding the
computer assisted vocabulary learning. All of them used experimental research to investigate the effectiveness of CAVL in vocabulary learning and some of them
conducted a survey to know students’ attitudesperceptions. The results of those PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
