Data Analysis Procedure Phase III: Implementation and Evaluation
The exposure of the target language use was delivered into various ways such as videos, listening records, reading texts, and conversation scripts. In
addition, the variety of tasks such as role play, presentation, interview, and discussion provided the students opportunities to practice their speaking. In terms
of teaching vocabulary, it was usually drilled implicitly though there was no specific approach used. In other words, it could be implied from interviewing them
that vocabulary had not given special treatment yet. Furthermore, there were still obstacles in the process of teaching and
learning which sometimes made it difficult to reach the expected outcomes. The first problem was students’ lack of vocabulary. The low level of vocabulary size
affected students’ comprehension towards the exposures or even performing the tasks.
The second problem was students’ low motivation that influenced the progress of their English proficiency. It was agreed that intrinsic motivation had a
big impacted on their English than extrinsic motivation. One of English lecturers stated that:
“… mostly students were motivated because of their teacher’ teaching performance, classroom learning activities, or learning materials. And they
rarely extended their study outside the classroom or access English learning materials from other sources.” see appendix 4
The second interview was conducted with the students of semester four. It aimed to gain the deeper information about the difficulty in vocabulary learning,
their vocabulary learning strategies, the perspective on the use of vocabulary learning media. In the interview, the students said that they easily forgot the
vocabulary they learnt. Moreover, they often used “google translate” when they
found difficulty to understand the meaning in reading text or to do their English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
assignments. It was because the students have lack of vocabulary so that they found difficulty in English class.
“…what makes English difficult is that we have limitation in vocabulary mastery, and most of my friends like using google translate to do their English homework or
in reading activities in the classroom. Google translate is helpful though it sometimes contains grammatical mistakes in translating phrases of sentences. And
you know, our teachers often notice and even mad when they know if the students use google translate
in doing the assignment.” see appendix 6
From the interview, it could be seen that vocabulary for the nursing students had not had enough portion to train even though vocabulary has important role in
language acquisition. Therefore, the availability of vocabulary learning
supplementary was certainly needed to help nursing students in improving their English proficiency.
The use of CAVL might give solution to train nursing students’ vocabulary learning by considering time limitation and the effectiveness.