117 26. Layout in the AFORN interesting.
29 44
1.18 Very
high
27. AFORN is a cheap learning media. 41
44 1.18
Very high
28. Generally, AFORN is well designed. 40
44 1.14
Very high
The statistic result presented in the table above is interpreted based on the score criteria which were obtained from the converted scores in table 4.10. The
following table is interpretation of the score.
Table 4.16 The Interpretation of Score Criteria No.
Criteria Score
Meaning
1. Very high
1.27 – 1.13
Most respondents strongly agree with the statement
2. High
1.12 – 0.98
Most respondents agree with the statement
3. Fair
0.97 – 0.83
Most respondents are not sure with the statement
4. Low
0.82 – 0.68
Most respondents disagree with the statement
5. Very low
0.67 – 0.53
Most respondents
strongly disagree with the statement
Table 4.15 implied that most of the statements were agreed by the students. Only statements number 4 and 22 that shows disagreement from the
students. The students thought that after learning by using AFORN would not improve their fluency in speaking English in short time 0.80. The students also
disagree that they could monitor their own progress 0.59. They were busy students and have tight schedule so, since in the learning media there is no
recorded data to save the accumulative score in every trial, it would be difficult for them to monitor their own progress. But, In the AFORN, there are some
118 exercises which are provided by feedback and some exercises which are provided
by score as seen in Review multiple choices. The other statements as seen in
table 4.15 are interpreted as very high, high, and fair. The opinions from the nursing students as seen in the Likert Scale were
also supported by the statements of the students in essays. As has been stated in the previous paragraph, the questionnaire was completed with essays. Most of the
students thought that AFORN is an innovative learning media which is interesting, easy of use, and so helpful for nursing students whose tight schedule
Appendix 19. They also thought that AFORN in a portable learning media so that they can learn English at anytime and anywhere Appendix 19. According to
the nursing students, AFORN has some strengths such as AFORN has provided by listening, speaking, vocabulary, and grammar activities. The other strengths are
AFORN has integrated technology in learning process Appendix 19. Some students said that there were no difficulties in using AFORN, they only felt the
difficulty in pronouncing vocabulary that should connect to the internet to access Google voice Appendix 19. The suggestions for the learning media focused on
the adding of vocabulary and the use of human sounds in Useful Expression.
5. Evaluation
Based on the gathered data and by identifying the strengths and weaknesses of the learning media, the researcher was able to evaluate the learning
media. In the evaluation, the researcher did not conduct significant revision of the learning media. The researcher only added her own voice in pronouncing
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expressions in Useful Expressions, add the variety of vocabulary, the font, adding Forum zone and Recorded Data which contains the identity of each student.
B. The Presentation of The Iconic Model
This part will answer the first research question that is to present the iconic model of AFORN that was developed for nursing students of Poltekkes
Yogyakarta. The materials contained in the AFORN were created by considering the basic competence, objectives of English subject, and learning indicators which
were combined with the principles of Universal Instructional Design UID for Mobile Learning Elias, 2011 and the Characteristics of Well-Designed Software
Egbert Hanson-Smith ‟s, 1999. At the beginning, the researcher did the need
analysis or research and information collecting which was followed by preliminary field testing to five experts to gain feedback. The feedback then was
used as the basics to revise the learning media to become a functional learning media for nursing students in Poltekkes Yogyakarta.
The AFORN was an application that should be installed in any kind of mobile devices with Android operating system Android Os. Mobile device with
Android Os is very popular in the society. So, the researcher developed an application in smart phones or tablets as a supporting learning media for nursing
student of Poltekkes Yogyakarta. In the learning media, the students can always get through to English lesson at anytime and anywhere. This is suitable with the
characteristics of nursing students of Poltekkes Yogyakarta who are active in learning, but they are in hectic situation with their tight schedule for completing
their study in Nursing Program of Poltekkes Yogyakarta. Active English for
120 Nursing AFORN is an application which contains English materials to support
students‟ speaking competence.
Figure 4.2 The Home Page Figure 4.3 The Lesson Unit
1. Units Presentation
Material content in the AFORN are related with healthcare situations. All the topics in AFORN are talking about some how to in give health treatment from
the nurse to the patients. There are five units in the AFORN; Unit 1 Asking The Dimension of Symptom, Unit 2 Starting An Intervention, Unit 3 Giving
Injection, Unit 4 Applying Infusion, and Unit 5 Taking The Lab Sample.
Each unit, there are some activities and tasks. It also has similar format among units.
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Figure 4.4 The Unit 1
In the beginning of every unit, the students will have the description of each unit completed with a picture that representing the topic discussed in the
unit. The title of Unit 1 is Asking The Dimension of Symptom. The students
were given vocabulary needed when asking the dimensions of symptoms, the pronunciation, the expressions to have conversations with patient, grammar in the
form of rearranging the jumbled words, listening activities, pronunciation drill, group assessment in the form of making dialog between a nurse and a patient.
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Figure 4.5 The Unit 2 The title of Unit 2 is Starting An Intervention. The students were
description of what they were going to learn throughout the unit. In this unit, the students learned vocabulary needed when starting an intervention, the
pronunciation, the expressions to have conversations with patient, grammar, listening activities, pronunciation drill, group assessment in the form of making
dialog between a nurse and a patient.
