The Implementation of Revised CAVL Model

The first four statements in the user validation questionnaire testified the clarity of the learning objectives and relevancy of the vocabulary learning material to the fourth semester students of Undergraduate Nursing Study Program. The mean score for the clarity of learning objectives was 4.05. It means that the learning objectives were acceptable. For the statements related to the relevancy of vocabulary learning materials, the means were between 4.06 to 4.43. This indicated that the learning material and the used of vocabulary were relevance to the targeted users. They also agreed that the learning materials were informative and interesting. Related to the implication of the implicit learning paradigm on the learning model, the means sores were high. They agreed that the reading texts elaborated with images were effective to introduce the target words and to guess the meaning of them the mean scores were 4.44 and 4.48. They also thought that reading texts was effective strategies in developing their vocabulary 4.35 and was helpful for them to guess the meaning of the word in context 4.37 as long as the reading texts were comprehensive. The mean score for the statement on the combination of videos and pictures in the reading texts was 4.44. It indicated that strategy was effective. These positive feedbacks mean that various language contexts with reading as the major source of input was strongly supported the vocabulary acquisition. However, the vocabulary and vocabulary learning strategies were also presented explicitly. The respondents agreed they need some extra helps to build up an adequate vocabulary and to acquire the strategies necessary to comprehend the reading context. The respondents agreed that the use of glosses in Lexicon feature was helpful to consult the meaning of the target word directly 4.06. In addition, Lexicon feature was also supported with audio record that helped them to pronounce the target words correctly. The mean score of this part was high which was 4.16. The quizzes were properly presented 4.02 and gave adequate practices to memorize the target words 4.16. Those parts did not need any revision. In terms of e-lon as a self-learning tool in vocabulary learning, the targeted users agreed that e-lon could encourage them to be autonomous learners 4.60. This opinion supported with several reasons. First, they thought that e-lon could motivate them in vocabulary learning 4.59. Second, they argued that e-lon offered flexibility in terms of time and place to learn vocabulary 4.05 and was easy to operate 4.51. Generally, they agreed that e-lon was helpful to improve their vocabulary 4.14 and to retain the target words 4.13.

b. The Result of Lexical Retention Test

The effect of the CAVL model towards the nursing students’ lexical retention was measured twice: immediately after the learning session and two weeks later to determine the long-term retention effect. Subject had not been told about the delayed test to prevent them from paying more than usual attention to the words after the learning session, which might invalidate the results. However, the test used was the same. Considering the availability of time limitation during the research, the delayed test only covered the target words presented in Unit 1. It was expected to represent the significant impact in all Units. The results of post- and delayed-test were compared using paired-samples t-test as shown in Table 4.21. Table 4.21. The Comparison of the Post- and Delayed-test Scores Tests N Mean Std. Dev. t-value Sig 2-tailed Post-test 62 79.243 11.135 1.691 .094 Delayed-test 62 78.706 10.580