Data in Table above indicated that there was no significant difference between post- and delayed-test. The p-value was greater than .05 p = .094 .05. This value was
substantially greater than the specified alpha value of .05. Therefore, it can be concluded that there was no significant difference between the post- and delayed-
test scores. The result indicated that the nursing students could still remember the target vocabulary learned previously through the CAVL model designed.
D. Presentation of The Final Form of CAVL Model
The stages of CAVL model design and development described above create a final product of e-lon. This program is dedicated to nursing students. It aims to
provide an optimal vocabulary learning environment mediated with a computer. The e-lon takes the learners systematically through the sequence of mental
operations which make up the acquisition process. The word to be acquired is presented in contexts selected in such a way as to ensure an efficient. To secure
learner involvement, the program is interactive through the design feature selected. The e-lon program presents the words in units, each consisting of 15 words. The
program not only covers each word in three sections which embody the various stages of the word acquisition process. The learning process is composed of three
stages in sequential order: 1 guessing the target words in context, 2 Consulting the meaning of the target words with glosses, and 3 retrieving the target words
with the exercises. The following figure is the framework of vocabulary learning process in e-lon.
Figure 4.2. Vocabulary Processing Procedure of e-lon
In the first stage, guessing the meaning of the words in context, the learners will pay attention to the target lexical item in language input via reading text. The
video and pictures are provided to help the users comprehend the reading text. The second stage of vocabulary development is consulting the meaning with the glosses.
To avoid incorrectness of inferencing or the risk of failing in vocabulary learning, the users may consult the meaning to the glosses. This stage is similar with a
noticing stage of vocabulary development. Nation 2001 states that noticing can take place when a learner is looking up a word in dictionary. The last stage is
retrieval where the users would meet the lexical items subsequently and repeatedly. According to Nation 2001 the word can be retrieve either receptively or
productively. Each successful retrieval will strengthen the form-meaning mapping and memory trace of the item in the mental lexicon. In the exercises, the users are
involved to meet the lexical item after initial learning in different contexts. Min and Hsu 2008 state that reading plus vocabulary enhancement
activities is more effective than narrow reading in vocabulary acquisition and retention. These vocabulary enhancement tasks and activities draw learner
s’ attention to a particular word and enable them to understand the meaning and
Guessing the target words in context
OralPictorialTextual Consulting the meaning of
the target words with glosses AuralPictorialTextual
Retrieving the target words with the exercises
textual
AuralPictorialTextual
function of the word and result in vocabulary learning Min Hsu, 2008. Hence, using different exercises is essential and beneficial for vocabulary learning and
retention. Paribakht and Wesche 1994 developed a hierarchy of vocabulary exercise
types. There are five types of vocabulary exercise. The first is selective attention. In this type, the learners will be provided a list of target words to retain. It aims to gain
their attention towards a specific vocabulary item. The second, recognition type of exercise requires the learners to deal with the word form and its meaning. The third
is manipulation where the learners have to rearrange the elements of phrases by refereeing to their morphological and grammatical knowledge. The forth is
interpretation that the learners are asked to make a relationship between vocabulary items with other words appeared in the text. The last is production exercises. This
type of exercises encourages the learners to retain and reconstruct the vocabulary items, and then retrieve and make suitable word in context. Some of these types are
presented in vocabulary learning stages of e-lon. The following provides an overview of the features of e-lon.
a. Homepage
The homepage functions as a cover of the units which provides short introduction and explanation of features offered by e-lon. From the homepage, a
user can go to several links: About e-lon is the link where the description of the program is presented; Features is the link that gives information of the
componentsactivities in e-lon; Instruction is the link that information on what should the user do in learning using e-lon; and the Unit will bring the user to each
certain topic and automatically to start vocabulary learning process. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 4.3. Homepage of e-lon b. Lesson
In the Lesson, the reading texts were displayed to expose the contextualized lexis. This is the application of implicit learning approach. The selection of this
approach is based on the results of nursing students’ responses on the beliefs of vocabulary learning. Implicit learning takes place in all areas of life and it is
therefore reasonable to assume that it takes place in the realm of vocabulary learning as well Gass, 1999.
The target words were bolded and typed in red color in order that the students could notice the words emphasized in the text. The texts were adapted
from Taylor’s Clinical Nursing Skills book 3
rd
Ed. written by Pamela Lynn 2011 and
www.wikihow.com . Each Lesson consisted of learning objectives
stated firstly to inform the users what they must achieve after finishing the learning program. The next was reading text itself which segmented into three parts:
introduction, assessment and implementation. The Introduction provided an overview of the related topic, continued with the Assessment part telling about
what need to check or prepare before conducting the certain vital sign checking. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
