28 presentation
in
English
Interaction manageme
nt -
Provide a
feature which students can
listen to
a conversation.
The practice
of conversation can be
conducted in
separated instruction by the lecturer
Students can
do appropriate
dialog especially
an interaction between
a nurse and a patient
Discourse organizati
on -
Provide a feature that train
grammatical competence of the
students -
Provide vocabulary
exercises Students can create
extended discourse
in various spoken genres
through lexical
and grammatical choices.
In the table above, the learning objectives are taken from the syllabus for English lesson in Nursing department as being discussed in the previous part in
this chapter, then with core in speaking skills, they perform as the fundamental for creating features in the AFORN.
In creating contents in the AFORN, the researcher also use some books as her references. The books are English for the Professional Nurses 2 and
Cambridge English for Nursing Pre-intermediate. The first book, English for Professional Nursing 2 is a book that contains English materials special for
nursing program. This book focuses on speaking practice for nursing program and nursing activities as well. Many exercises are provided in this book such as
vocabulary, language focus, listening activity, pronunciation, etc. The second book, Cambridge English for Nursing Pre-intermediate aims at improving
nurse‟s communication skills both at academic setting and at work in key areas of
29 nursing. This book contains some units which includes discussion, listening
activities, communication practices, medical focuses, and documentations.
6. Instructional Design Model
The ADDIE model is used in this research. Instructional design is systematic approach to Analysis, Design, Development, Implementation, and
Evaluation of learning materials and activities. In this research, they are performing the process of defining what is to be learned Analysis, specifying
how it is to be learned Design, authoring and producing the materials Development, installing the project in the real world Implementation, and
determining the adequacy of the instruction Evaluation Rogers, 2002. In the Analysis step, it is the phase where the process of defining what is to
be learned occur. In this phase, the writer identifies the needs of the students in nursing department, the learning problems, learning environment, existing
knowledge and the learners‟ characteristics found in nursing students. In Design, it deals with learning objectives, developing the test
instruments, planning instruction and identifying resources. The learning objectives must be specific f
or improving nursing students‟ ability particularly in communicative skills. Developing the instruments include the media selection
that is by using m-learning media in the form of Android application and how the user interface should be. Planning the instruction will cover the prototype
specification Development deals with the process of authoring and producing the
materials. In this phase, the researcher develops the product, start from
30 storyboarding, arranges the material and creating some exercises. During this
phase, the researcher prepare the hardware, it can be any gadget with Android operating system such as smart phones or tablets. The software are the Android
application and App inventor. The next phase is Implementation. It deals with installing the project in the
real world context. In this phase, the product is implemented to the learners. The application The AFORN is installed in the students‟ gadget smart phone or
tablet. After that, the students can try to use the application as a learning media, they can read the materials and do some exercises there. Then, the data or
feedback from the users will be obtained to have evaluation process. Evaluation is the process of determining the adequacy of the instruction.
In this phase, the evaluation to the product is done to obtain the best version of product. During this phase, the researcher records time data, interpret the results
or feedback from the users, do a survey graduate and then do revision activities. This phase also consists of two kinds of evaluation; 1 formative evaluation and
2 summative evaluation. Formative evaluation is to evaluate whether the steps have met its best version of the learning model. Summative evaluation consists
of tests designed for criterion-related items and providing opportunities for feedback from the users. The five phases of ADDIE‟s design model proposed
can be seen in this picture below;
31
Figure 2.1 ADDIE Model Rogers, 2002
The ADDIE model is an interactive instructional design process, where the results of the formative evaluation of each phase may lead the instructional
designer back to any previous phase. The end product of one phase is the starting product of the next phases Rogers, 2002.
7. Mobile Learning
The development of communication technology is going up rapidly. It is also in accordance with the development of mobile devices such as mobile phones
with high capabilities that is now more popular with the product of smart phones or tablet. The mobile devices have high capabilities such as the capability to be a
kind of learning media too. The widespread of mobile devices has changed the changed the landscape of e-learning. So, mobile learning m-learning can be
considered as the next generation of e-learning Miangah Nezaret, 2012.
