The Preliminary Field Testing

effective to support vocabulary acquisition the mean is 4.09. This is in line with one of CAVL design principles proposed by Qing Ma 2009 that the design should present the linguistic information, visual and aural. In terms of vocabulary learning activities which provide repetition and make the learning challenging and fun, the mean scores for that aspect are 4.54 and 4.09. Levy 1997 and Nation 2001 believe that vocabulary items should be acquired through repeated exposure to language either in textual reading or audio-visual presentation. From the statement number fifteen and sixteen with the mean scores of 4.18 and 4.00, the designed model is assumed to be helpful for nursing students in improving their vocabulary. However, there are some parts to be modify. The means for the target words presented in suitable context and the content organization are 3.72 and 3.90 which need more improvement. The mean score for quiz that is expected to help learners in generating the targets words noticed and retrieved through the previous activities is 3.45. The quiz menu was expected to help learners in rehearsing the target words. Qing Ma 2009 state that explicit focus should be put on the target items so that learners can rehearse, manipulate or organize the lexical information. The last aspect is the monit oring of learners’ performance. This includes the feedback and treatment of error that is provided to learners Nation, 2001. The following tables are the descriptive statistics of e xperts’ opinions on the vocabulary learning model of e-lon. Table 4.15c. The Descriptive Statistic of Experts’ Opinions on The Monitoring of Learners’ Performance No Statements Mean 17. e-lon acts as tutor to guide the learning 3.72 18. e-lon acts as a tool to facilitate learners’ performance. 4.27 19. e-lon includes the feedback and treatment of error that is provided to learners. 3.45 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Related to the ability of the model that could facilitate leaners’ performance, the mean was 4.27 which indicated no revision. However, in terms of providing feedback and treatment of error and acting ass tutor, the program should be explored further. The means were 3.45 and 3.72. Except the three aspects above, the rest of questions asks the experts’ opinion whether the program encourages users to be autonomous learners or not. The descriptive statistics of the result is presented in Table 4.15d. Table 4.15d. The Descriptive Statistic of Experts’ Opinions on e-lon as a self- learning tool No Statements Mean 20. e-lon is easy to operate. 3.81 21. e-lon increases learners’ motivation in learning vocabulary. 4.63 22. e-lon offers user flexibility in terms of time and place to learn. 4.09 23. e-lon is possibly as self-learning tool. 4.18 The first item was the model ease of use to be operated without any significant difficulties. The mean was 3.81, and it indicated that the model needed to be explored on this feature. The second item was that the model could motivate learners in vocabulary learning. The mean was 4.63, and it indicated that e-lon encouraged learning motivation of learners. Lastly, the experts agreed that the model offered the flexibility of place and time which supported to be a self-learning tool the means were 4.09 and 4.18. In addition, the validation of e-lon was also conducted from computer and technology side. To review the model, 18 closed-ended and 3 open-ended questions were posed. The questions were to the theory of good -learning media which were presented by Clark and Meyer 2008 and Krisnadi 2009. The result of closed- ended questions is presented in Table 4.16. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.16. The Descriptive Statistic of IT Experts’ Opinions No Statements Mean 1. e-lon is easy to operate. 4.5 2. e-lon can be used offon-line. 5 3. e-lon is possibly as self-access learning. 5 4. The homepage of e-lon is interesting. 3 5. The selected colors on the front page are appropriate. 3.5 6. The features in e-lon were various and interactive 4 7. e-lon can be opened both computer or androids. 3.5 8. The sounds are audible. 4 9. The quality of images is good. 4 10. The quality of videos is good. 4 11. The display of e-lon is suitable. 4 12. The reading text in “Lesson” feature is well organized. 4 13. The Quizzes were various and challenging. 4 14. The content of “Lexicon” is well developed words list, audio recording, meaning, images, and sample sentence. 3.5 15. The font size is readable. 3.5 16. The font style is appropriate. 4 17. e-lon can be transferred into LMS, Web, or Flash. 5 18. e-lon is presented systematically and logically. 4 The result of the questionnaire shows that the model had met the criteria of good e- learning media. The mean for the statement about the homepage was 3.00. Therefore, the appearance of the homepage should be adjusted to make the model interesting. The other aspects that need revision are the font size and colors selection since the means of both were around three. In the second part of the questionnaire, three essay questions were composed in order to obtain comments and feedback on the preliminary form of e- lon. The first question asked about the respondents’ comments on the preliminary form of e-lon. Their answers were also found to be sufficient and positive. The respondents argued that the preliminary form of e-lon was well-developed which could motivate learners to improve their vocabulary. The interface of e-lon was attractive. The second question required respondents to mention the good things PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI from the preliminary form of e-lon. In general, the respondents sated that the strengths of the preliminary form of e-lon were the presentation of words which elaborated with nursing topics and it was interactive learning media supported with various features. The third question asked about the things needed to be improved from the preliminary form of e-lon asked. Some constructive feedback was obtained. The result summary of essay question response of Expert Validation Questionnaire is presented in Table 4.17. Table 4.17. The Results Summary of Essay Questions Response of the Experts Validation Questionnaire Field Experts CommentSuggestion Material Development Expert • Revise the learning objectives • Provide explicit instructions or some consideration in operating the program. • Provide a videoaudio of the text in Lesson menu • Provide explanation of how to do the quizzes • Give the same quiz types in each unit • The quiz should function as rehearsal to extend the process of vocabulary acquisition • There is a missing audio of pronounced-word in “lexicon” English Lecturers • Providing more exercise maybe give better retention for example the exercise of spelling word. • Please recheck some mistypes in the reading texts. • The phonetic transcription in Lexicon needs to be consistent either it provides US and UK version or one of them only. Nursing Lecturers • The example sentences in the “lexicon” need to be consistent whether the language used is in medical viewpoint or pati ent’s, or the combination of both providing two sample sentences for each target word IT Experts • The homepage needs to add ‘about e-lon’ and other information about the features in e-lon. • The color selected in each unit should be consistent. • The font size needs to be larger. The majority of the respondents gave valuable feedbacks that could be used to revise the preliminary design of e-lon. There were some comments and suggestions in terms of the content and the presentation of learning materials given by material development expert, English lecturers, and nursing lecturers. There were some main points to revise such as the learning objectives, the homepage, the Lesson feature, the Lexicon feature, and the Quiz feature. According to material development expert, the learning objectives should be more specific to vocabulary learning rather than to understanding on nursing knowledge and skills. It was also important to give an overview to the users what they could do with e-lon. Therefore, the information about the product along with the supported features were necessarily provided. IT experts also gave the same suggestions related to the Homepage. Adding a back sound in the Homepage would give good first impression for the users. Related to the Lesson feature, the material development expert suggested to provide listening recording or video recording to support the reading texts though the use of some pictures in the reading texts were helpful enough in understanding the content of the texts. The reasons were to make this part more interactive and to get the users attention on the reading part which encourages the users to notice the target words in contexts. Converting the texts into audio could also expose the users with pronunciation of the target words. The other comment was about the Lexicon feature that came from English lecturers and nursing lecturers. The English lecturers emphasized on the use of phonetic transcription which should be consistent whether would be given with US or UK version, or both versions. The nursing lecturers commented that the language style used in example sentences would be better to have the same style e.i., whether the language used tended to medical or general language. The last but not least, material development expert stated that the available quiz was not enough as the rehearsal to the users. In addition, the English lecturers suggested to provide more exercises in the Quiz feature e.g., spelling exercise. The feedback related to the computer and IT side was also collected. Some conclusions could be drawn from the responds. Some positive points were noted by the experts. The first was the model had met the criteria of e-learning media. The second was that the model was interactive and interesting. The learners could practice and know their score even when it was off-line. The third was when it was transferred into Learning Management System LMS such as Moodle, then it could record the students’ activities. Moreover, one of them stated that e-lon has potential to be used as distance learning media if it is well developed. Although the model was acceptable generally, the experts also suggested some improvements. Related to the performance such as the font size and the selected colors. The font size especially for the texts became smaller when e-lon was uploaded on LMSMoodle. As the consequence, the user would probably feel uncomfortable when using e-lon. In addition, there were two comments related to the color selection. The first was that it would be much better if each unit had got different color. It aimed to help the user in distinguishing the units in e-lon. The second was that the selection of the colors in each unit must be consistent and consider the color combination used in the front page of each unit.

b. The Trial of Preliminary Form of e-lon

A trial of the preliminary e-lon design aimed to know whether there were any technical problems in operating e-lon or not. In testing the preliminary CAVL model, 10 fourth semester students of Diploma Nursing Program were involved as the participants. The researcher explained how to operate e-lon to the group. The trial of e-lon was done in one day. It took about three hours. The participants used their own laptopnotebook to operate e-lon. They were informed to access the e-lon in a course that had been provided in SCALSA LMS. At the end of the trial, the user validation questionnaire was distributed. The questionnaire consisted of three essay questions which were to obtain comments and feedback on the preliminary CAVL model design. Their responses were then summarized into some categories to ease the analysis of the obtained data. The detailed responses of the participants can be seen in the appendix 15. The results summary of the second part of the user validation questionnaire could be seen in Table 4.18 below. Table 4.18. The Results Summary of Essay Questionnaire in The Trial of Preliminary Form of e-lon Statements Responses Comment on the preliminary of CAVL model Positive comments: - Interesting way to learn vocabulary - Helpful - Motivating - Something new in vocabulary learning Negative comments: - No an explicit guidance for user - Unreadable font size used in the Homepage Things that need improvement from the learning model - Add audio in the Lesson feature - Revise some difficult sentences in Quiz feature Features that e-lon need to provide - Games - Indonesian translation of the target words in the Lexicon feature In the first question, the respondents were required to write their comments on the e-lon. Some of the participants gave negative comments. They reported the confusion in operating e-lon in the beginning since there was no guidance in the homepage. They also complained of the font size used in the Homepage which was a bit small on their monitor screen of their notebook. In contrast, the other students gave positive response toward the e-lon. They stated that e-lon was interesting and something new in vocabulary learning because they had never got this learning model in their English class. They also mentioned that the appearance of e-lon was eye-catching and it could motivate them to learn vocabulary. Moreover, the availability of Lexicon feature was helpful in giving them direct meaning of the target words and in correcting their pronunciation. The second question required the respondents to mention the things that still need to be improved from e-lon. Three respondents suggested to put an audio in each text in Lesson feature. They needed variation of learning vocabulary instead of reading text. Five respondents had difficulty in doing the quizzes. Therefore, they suggested to revise some difficult ones. The rest of the students felt fine with the learning model and did not have any problems. In the third question, the respondents were asked to give suggestions on what feature they would like the e-lon to provide. According to seven respondents, e-lon was already good and provided adequate features to support vocabulary learning. However, there were some helpful suggestions. Most of them expected to have Indonesian translation of the target words in the Lexicon feature. Four respondents expected that e-lon could provide more entertainments such as games.

c. Revision

The conclusion drawn from the result of expert validation became the base to conduct initial product revisions. There were seven revisions conducted to the preliminary product. Besides the feedback from the experts, the revisions were also conducted based on the related theories and the tryout result. Table 4.19. The Revisions of the Preliminary Form of e-lon No. Revisions 1. Adding back sound in the first pagehome page 2. Adding description of e-lon and the featuresmenu offered such as about e- lon, features, and instruction 3. Adjusting the front page of each unit 4. Adjusting the learning objectives of each unit 5. Using different color for each unit to be more consistent e.g., purple for unit 1, green for unit 2, yellow for unit 3, and red for unit 4 6. Adding videos covering the content of the texts in each unit 7. Adding more exercises in Quiz menu for each unit

C. Phase III: Implementation and Evaluation

The implementation and evaluation phase was the last stage done after conducting some revisions based on the feedback and suggestions from the respondents of expert validation and the tryout results of initial CAVL model in small group.

1. The Implementation of Revised CAVL Model

The revised preliminary CAVL model was then implemented to the target users. The targeted users were nursing students in semester 4 from Undergraduate Nursing Program of STIKes Harapan Bangsa Purwokerto. To begin with, it was transform into SCORM and uploaded into Learning Management System LMS as its platform. The LMS used by STIKes Harapan Bangsa Purwokerto was Moodle named SCALSA. The students had already been familiar with how to access SCALSA since the lecturers often used it for uploading assignments or learning materials and for conducting Computer-based Test CBT in Midterm Tests or Final Examination. Therefore, the researcher just needed to inform how to access the e-lon in SCALSA. The researcher also explained in general the contents of e-lon. It was very important to navigate the students in order to have effective implementation on the targeted users. The students were informed to bring their laptopnotebook to have a practice of vocabulary learning using e-lon. The implementation was conducted in the classrooms which were supported with Internet connection. The implementation of the revised preliminary CAVL model spent two weeks; twice in a week. In every meeting, they had one different unit practice. During the implementation, the researcher left them classroom and then monitor the students via the TV which connected to the CCTV of the used classrooms. It aimed to see whether the developed CAVL model, e-lon, supports self-learning method for the students or not. At the end of learning unit, the vocabulary test was administered to evaluate the short-term memory of the nursing students, while the delayed test was given two weeks after the students had finished all units. The post-test and delayed-test were used to measure the efficacy of e- lon in enhancing the nursing students’ lexical retention. In addition, the user validation questionnaire was also distributed to the nursing students validate the final product design of e-lon.

2. The Evaluation of Revised CAVL Model

The summative evaluation is conducted with the final product to test whether the program can achieve its intended purpose. It was divided into two types: judgmental and empirical evaluation Chapelle, 2001. Those evaluations were done after testing the final product to the target users the end-users. Judgmental evaluation provides the hypotheses about the efficiency of e-lon, then empirical evaluation was the process for testing those hypotheses. The judgmental evaluation was gathered through distributing the questionnaire to the targeted PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI