One of the ways the nursing students to identify the meaning of the word was through dictionaries. The majority of the nursing students mentioned that they
preferred to use the English-Indonesian dictionary. There were several purposes of using dictionary. The highest score came from using the dictionary to find
pronunciation of word 3.28, followed by finding out the meaning 3.26, usages of the word in context 3.11, and the least was looking at grammatical patterns of the
word 3.05.
Table 4.8. Students’ Responses on Note Taking Strategies
No Statements
SD D
A SA
Total Respondent
Total Score
Mean Total
Mean
21. I have a vocabulary note
book to list down new word.
8 41
24 7
80 190
2.38
2.61
22. I write down the English
word and Indonesian translation of the word.
1 16
45 18
80 228
2.85 23.
I only take note the meaning of the word.
3 29
41 7
80 212
2.65 24.
I take note of the usages of the word example
sentences, part of speech, etc.
3 20
45 12
80 226
2.83
25. I take note of the
synonym or antonym of the word.
15 33
21 11
80 188
2.35
There were various note taking strategies employed by the nursing students. About 31 nursing students reported that they did not a vocabulary notebook. The
most common was the writing of unknown English word and its Indonesian translation mentioned by 53 nursing students. In addition, they also listed the
usages of the word with the mean score was 2.65 and meaning of the word with the mean score was 2.5. It was interesting to note that only 33 nursing students
reported to note synonym or antonym of the word as compared to 48 of them who mentioned that they did not do so. This data could imply that they were unaware of
the impact of note taking or keeping a vocabulary note book for vocabulary enhancement purposes.
Table 4.9. Students’ Responses on Note MemoryRepetition Strategies
No Statements
SD D
A SA
Total Respondent
Total Score
Mean Total
Mean
26. To remember a
word, I repeat it aloud to myself.
4 30
33 12
80 211
2.64
2.53
27. To remember a
word, I write it repeatedly.
4 33
40 3
80 202
2.53
28. I create a mental
image of the new word to
help me remember the
word. 1
15 52
12 80
235 2.9
29. To remember a
word, I analyse the word by
breaking it into different parts
prefix, root, suffix.
3 37
22 5
80 163
2.04
In terms of memory strategies, the nursing students were discovered to employ the strategy of oral repetition and creating metal images mnemonic most
often. It was interesting to note that about 45 nursing students employed the strategy of repeating the word aloud whereas 43 of them used written repetition of a
word to aid in memory of the word. However, 40 nursing students seemed to have problems in analyzing words by breaking them into parts. The data could imply that
the nursing students get difficulties in identifying the root word as well as separating the root word from the affixes.
To conclude, the findings of the data showed that the strategies most often used the nursing students in this study were guessing strategies using linguistics
clues with total mean score was 3.32 and dictionary strategies with total mean score was 3.10. However, the least used strategy discovered was memorization.
The implications of these findings that nursing students would need to engage more strategies to enhance their learning and memory of the vocabulary.
4. The Result of Vocabulary Levels Test VLT
VLT measured the participants’ receptive knowledge of vocabulary at five different levels: starting with the 2,000 words level, progressing to the 3,000 and
the 5,000 word levels, then the Academic Vocabulary level, and finally the 10,000 words level. VLT was administered via online website www.lextutor.ca. It was
given after the target users completed the questionnaire. The number of students who joined this test was also 60 participants. The other participants did not submit
the results of their on-line test. The figure below shows the result of VLT.
Figure 4.1. The Result of Vocabulary Size Level Test
The data obtained from the test showed that the average vocabulary size level of fourth semester students of Undergraduate Nursing Program was about 2,000 to
3,000 word-level. There were 27 students who reached on that level. There were only five nursing students that could get vocabulary size level over 5,000. It could
27
18
10
3 2
5 10
15 20
25 30
2,000-3,000 words Level
3,100-4,000 words level
4,100-5,000 words level
5,100-6,000 words level
6,100-7,000
be concluded that the targeted users had got low vocabulary level. They needed effective strategies to improve their vocabulary. Nation 2006 stated that to
understand written text, learners need to have understanding of at least 8,000 to 9,000 English word-families and around 6,000 to 7,000 for comprehension of
spoken language. Therefore, a significant amount of vocabulary is important for fluent and appropriate language use in various situations Nation, 2001.
5. The Result of Vocabulary Breadth Test
The vocabulary bread th test served to verify the target users’ lack of
familiarity with the certain words in each text. The number of words to be tested in each text was various. The following table shows the detail information about the
vocabulary breadth test.
Table 4.10. The Result of Vocabulary Breadth Test
Unit Title of the
Text Total
number of words in the
text The number
of selected words to be
tested Unfamiliar words
Text 1
Text 2
Text 3
Text 4
1 Assessing
Pulse Rate 753 words
44 words 15
2 Assessing
Respiratory Rate
590 words 32 words
17 3
Assessing Temperature
622 words 43 words
17 4
Assessing Blood
Pressure 1111 words
72 words 34
The number of words to be tested was selected by the researcher. Those words then were put into vocabulary breadth test. The total number of words to be tested which
were from all texts was 191 words. The test required the target users or nursing students of 4
th
semester to translate the words that they recognize. There were 82 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
students who joined in this test. To minimize time consumed, the students might to skip the words which were unfamiliar with them.
The unfamiliar words were measured by calculating the large number of incorrect answers and unanswered words. To limit the number of unfamiliar words,
the percentage calculation was used. This way was also to classify the list of words in the test. There were three word categories: 1 Rarely familiar words 100 -
80 of the total number of participants with incorrect answers; 2 Fairly Familiar words 79 - 50 of the total number of participants with incorrect answers; 3
Highly familiar words 49 - 0 of the total number of participants with incorrect answers. The results could be seen in the appendix. The target words to be learn in
each unit were taken from “rarely familiar words list”. There were 15 target words
for each unit. The following tables present the target words list.
Table 4.11. The List of Target Words or Lexicon
No Unit 1
Unit 2 Unit 3
Unit 4 Lexicon
Lexicon Lexicon
Lexicon
1. Steady
100 Raspy
100 Recuperate
100 Valve
100 2.
Crease 100
Sufficient 98,8
Receptacle 100
Suspicious 100
3. Oddity
100 Distress
98,8 Discard
100 Counterclockwise
98,8 4.
Compensate 98,8
Avoid 97,6
Route 100
Tighten 98,8
5. Hollow
96,3 Alter
97,6 Disposable
95,1 Limb
97,7 6.
Oddity 95,1
Grunting 96,3
Advise 93,9
Gently 97,6
7. Throbbing
93,9 Immediately
96,3 Lesion
93,9 Faint
97,6 8.
Vessel 93,9
Conscious 95,1
Bite 93,9
Cast 97,6
9. Provide
93,9 Rapidly
95,1 Beep
91,5 Ensure
96,3 10.
Pulsation 92,7
Shallow 91,5
Scarred 91,5
Ensure 96,3
11. Jaw
87,8 Determine
89 Cavity
90,2 Gauge
95,1 12.
Pattern 86,6
Affect 85,6
Site 89
Cuff 95,1
13. Lightly
86,6 Labored
85,6 Chewing
87,8 Wrap
95,1 14.
Apical 84,2
Retraction 82.9
Heat 85,4
Deflate 93,9
15. Amplitude
82,9 Depth
80.5 Pocket
84,2 Inflate
93,9
B. Phase II: Process of Design and Development
The researcher designed the CAVL model based on the result of need analysis and theoretical literature. The result then was developed into framework
of material design which consists of general objectives, the learning topics, the learning indicators, and the organization of the subject content. The development
was done through the revising the preliminary CAVL model based on the result of field testing and tryout. The prototype was tested by the field expert such as
material development experts, IT experts, English lecturers, and Nursing lecturers. Whereas, the tryout was conducted in a small group of Diploma Nursing students
that selected randomly. The feedbacks were used to revised the prototype of CAVL model.
1. The Process of Designing CAVL Model
In this part, the CAVL model was designed. First of all, the researcher determined the vocabulary learning objectives including the basic competence and
the topics. Second of all, the integration of computer technology into the design was based on the availability features offered by iSpring Suite application. Finally,
the prototype of CAVL model was designed. During designing the preliminary form of CAVL model, the researcher also constructed a name as a brand product of
CAVL model for nursing students. It named “
e-lon
” that was an abbreviation of “electronic-lexicon on nursing”. In the early concept, e-lon could be used to
facilitate nursing student in learning vocabulary. Furthermore, it could encourage the users to be autonomous learners. The detail process of designing e-lon is
presented below.
a. Stating Goal, Learning Objectives, and Topics of e-lon
In designing a CAVL Model, the first step was determining the purpose of designing the program and selecting the learning objectives. Determining the
purpose was based on the result of need assessment, while selecting the topics and learning objectives were done by considering the syllabus and consulting to English
lecturers and nursing lecturers. The topics and learning objectives can be formulated as shown in table below.
Table 4.12. The Topics and Learning Objectives of CAVL Model Package
CAVL Package on Vital Signs Checking Goal
Unit Topic
Objectives
e-lon is computer
vocabulary learning
package to enhance
nursing students’
lexical retention.
1 Assessing
Pulse After completing this lesson, you should be able to:
• retain the meaning of target words and use them
into suitable contexts; •
pronounce and spell the target words on the Lexicon;
• succeed in doing vocabulary quiz with 80 correct
numbers as the passing score; •
identify locations for taking vital signs including the most common sites;
• Mentioning the proper procedures for determining
a patient’s vital signs. 2
Assessing Respiration
3 Assessing
Temperature
4 Assessing
Blood Pressure
The CAVL package designed was about vital signs checking. This package would consist of for units: 1 Assessing Pulse Rate; 2 Assessing Respiratory Rate; 3
Assessing Temperature; and 4 Assessing Blood Pressure.
b. Integrating the Computer Technology into the Design
In designing CAVL platforms and materials, feasibility and technological resource availability were some of the key consideration in creating the most
manageable and optimal CAVL program. From the previous findings on the utilization of various types of testing as a learning tool, the use of multiple modes,
and the incorporation of expanded rehearsal, application was used to design the CAVL model which was called
“e-lon” to help nursing students retain the vocabulary. Features, widgets, activities for each topic were selected according to
their suitability with the attained of the topics, subject contents, general purposes PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
