expected to give information about students’ characteristics including their English proficiency levels, learning goals of English for nursing courses, and the problems
in teaching vocabulary. Since this study concern of nursing students’ vocabulary
retention, nursing lecturers were involved to give information and suggestion on the selected words for nursing students.
b. Research Instruments
The four instruments were used to find out the learners’ need. The first was
questionnaire which was intended to gain the information about learners’ beliefs in vocabulary learning and the vocabulary learning strategies applied. The second
instrument used was interview to gain more detail information from the questionnaire. The vocabulary size level test was also used to measure the level of
learners’ vocabulary level. The last instrument was vocabulary breadth test given to the target users in the preliminary research before designing the CAVL model.
1 Need Analysis Questionnaire
The questionnaires used were in a printed form with the combination of closed answer and opened question. The benefit of using questionnaire was that the
ability to collect data from a large number of respondent efficiently and quickly. According to Ary, Jacobs, and Razaveih 2002, there were two types of
questionnaire which were structured and unstructured questionnaires. In structured questionnaire, the questions and answers were provided. The respondents had to
determine the level of their agreement or preferences towards the statements which represent their opinions. Each level on the scale was assigned a numeric value or
coding. Likert scale was applied in structured questionnaire. There were two possible response scales. In the need analysis questionnaire, the Likert scale with a
four- point scale started from “Strongly Disagree” to “Strongly Agree”. A four-
point scale was the agreement levels with no neutral or undecided option that could lead inclusive response of respondents. Whereas, a five-point scale was used in
expert and user validation questionnaires. In unstructured questionnaires, the respondents had to elaborate their beliefs and suggestions using their own words.
Although it was easier to construct, it was harder to analyse. Need analysis questionnaire wa
s to collect information on nursing students’ needs of vocabulary learning. There were 40 items of statement in the
questionnaire. The questionnaire would be distributed to fourth-semester nursing students of both undergraduate and diploma study programs in the analysis phase.
The results of needs analysis questionnaire would be the input to design CAVL model. The blueprint for the needs analysis questionnaire was presented below.
Table 3.3. Needs Analysis Questionnaire Blueprint No
Aspects Purposes
Items References
1 Learner’s
Beliefs on
Vocabulary Learning
To know the targeted
users’ opinion on the
vocabulary learning
• Memorizing words
• Acquiring words in
context •
Using top down strategy to acquire the words
• Gu Johnson
1996
2 Vocabulary
Learning Strategies
Observing learners’
vocabulary learning
strategies to know the
lacks of vocabulary
learning •
Metacognitive Strategies
– Self Initiation Strategies
• Metacognitive
Strategies – Selective
Attention •
Guessing Strategies –
Use Background Knowledge
• Guessing Strategies
– Using Linguistic Clues
• Dictionary Strategies
• Note Taking Strategies
• MemoryRepetition
Strategies •
Jones, R. 2006. Vocabulary
learning strategy use among
tertiary students in the United
Arab Emirates. Perspective,
141, 4-8.
• I.S.P. Nation
2001: Learning Vocabulary in
Another Language
2 Interview
In this research, interview was to gain more detail information from the questionnaires. Borg 1983 stated that interview gave greater clarity and deeper
response as the feedback towards the designed product. In the need analysis phase, the interview had been done with English lecturers to get information about the
learning objectives and learning contents of English for nursing course, learner characteristics, and technique in teaching vocabulary. The following table was the
working concept of interview in the need analysis phase.
Table 3. 4. The Working Concept of Need Analysis Interview with English Lecturers Concept
Construct Question
Dudley Evan’s and St John’s Current Concept of
Need Analysis 1998 Learning Objectives
• What is the objectives of English subject
in Nursing program? Students’ competence
level •
How is nursing students’ vocabulary level? Students’
characteristic •
What is the students’ characteristic? •
How do you encourage the students to be more active in vocabulary learning?
Students’ motivation in learning English
• What is the students’ motivation and needs
in learning English? Nation’s Principles in
Teaching Vocabulary Technique in teaching-
learning •
How do you teach vocabulary to your students?
Teaching-learning process
• How is teaching and learning process in
your class? Obstacles in teaching-
learning vocabulary Problem solving
• Do you find any problem in teaching
vocabulary? •
How do you solve it? Learning material and
tools •
In teaching vocabulary, what material or tool do you use?
Joseph, S. R. 2009. Key Aspects of Computer
Assisted Vocabulary Learning CAVL:
Combined Effects of Media, Sequencing and
Task Type. The use of technology
in teaching-learning process
• Have you use technology in teaching
vocabulary? •
Will it give benefit in vocabulary learning process?
Teacher’s opinion of CAVL in vocabulary
learning •
What is your opinion of CAVL in vocabulary learning?
3 Vocabulary Size Level Test
Vocabulary size level test was to identify st udent’s vocabulary size. The
online computer assisted test CAT performance, recognition test, was used to obtain a diagnostic vocabulary size score. The test was developed by Thomas
Michael Cobb. It was displayed in a website that could be accessed freely on http:www.lextutor.catestslevelsrecognition1_14k
. Hubbard 2009 stated that Thom Cobb’s Lextutor site
www.lextutor.ca was the most useful set of
vocabulary tools including vocabulary level tests for English language learners, teachers, and researchers. Hence, the researcher used this site to test the target
users’ vocabulary levels and to get the accurate result. The screen shot of the test can be seen the figure 3.6 below.
Figure 3.1. On-line Test of Vocabulary Size Level The efficiency and accuracy of vocabulary test offered by this website was
one of the considerations to use in this study. The result of the vocabulary test was administered automatically. Moreover, the students would directly know how many
words they had. In this vocabulary test, there were 40 questions, ten at each of 14 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
