EDMODO mediated English speaking materials for nursing students novice leve

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

EDMODO MEDIATED ENGLISH SPEAKING MATERIALS

FOR NURSING STUDENTS NOVICE LEVEL
A Thesis Presented to
The Graduate Program in English Language Studies
in Partial Fulfillment of the Requirement
for the Degree of
Magister Humaniora (M.Hum)
in
English Language Studies

by
Matius Hebi Anjarmoko
Student Number: 116332036

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017

i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGMENT
I would like to express my deepest gratitude to The Almighty God for always
providing me with strength, guidance and blessings during the completion of my study.
My gratitude also goes to Drs. F.X. Mukarto, M.S., Ph.D. as my thesis sponsor for his
patience and wisdom in showing me the way to finish my thesis. Pak. Mukarto as a gentle
and caring person tried his best to help me during my study.
My deepest thank also goes to Dr. Ir. Gatot Hari Priowirjanto and SEAMOLEC’s
team for the funding and chance through the scholarship. I thank them for their dedication in

giving us another paradigm in using technology for educational purposes.
I am deeply grateful to Dr. J. Bismoko and Dr. B. B. Dwijatmoko, M.A., for sharing
their knowledge when I was in their classes and experiencing their profesional competence.
The most special gratitude goes to my most special girl in life, Siska Estri Pangestika,
S.Pd.SD. She is the one behind all my thesis completion. She is the one who always provides
love and support for me. Thanks for all her prayers. Love you so much.
Next, my gratitude goes to Mas Putut, Mbak Pipit, Pak. Koko, and my colleagues at
KinderStation Primary for always reminding me when to get married.
I owe a very important debt to Om Bambang Dwi Purnomo, M.B.A. for his time and
words that gave me positive energy.
Last but not least. I would like to offer my special thanks to my family. My mother,
sister, brother. Thanks also to my niece and nephew for fullfilling my day with smile.Thank
you for all your countless support and prayers.

Matius Hebi Anjarmoko

vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS
TITLE PAGE ......................................................................................................

i

APPROVAL PAGE .............................................................................................

ii

DEFENSE APPROVAL PAGE ..........................................................................

iii

STATEMENT OF ORIGINALITY .....................................................................

iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ....................................

v

ACKNOWLEDGEMENTS .................................................................................

vi

TABLE OF CONTENTS .....................................................................................

viii

LIST OF TABLES ...............................................................................................

ix

LIST OF FIGURES .............................................................................................

x

LIST OF APPENDICES ......................................................................................

xi

ABSTRACT .........................................................................................................

xii

ABSTRAK .............................................................................................................

xiii

CHAPTER 1: INTRODUCTION .....................................................................

1

A. Background ...................................................................................................

1

B. Problem Identification ..................................................................................

7

C. Problem Limitation .......................................................................................

8

D. Problem Formulation ....................................................................................

8

E. Research Objectives ......................................................................................

8

F. Product Specification ....................................................................................

9

G. Research Benefits .........................................................................................

9

CHAPTER 2: LITERATURE REVIEW ........................................................

10

A. Theoretical Review .......................................................................................

10

1. Instructional Design ................................................................................

10

2. ADDIE Design Model ............................................................................

16

3. Nursing Academy ...................................................................................

18

4. Computer Assisted Language Learning (CALL) ....................................

20

5. Speaking ..................................................................................................

20

6. EDMODO ...............................................................................................

26

B. Theoretical Framework .................................................................................

32

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 3: RESEARCH METHODOLOGY ............................................

40

A. Research Method ..........................................................................................

40

B. Research Design ...........................................................................................

41

C. Research Setting and Participants .................................................................

45

D. Technique of Data Collection .......................................................................

45

E. Data Analysis Technique ..............................................................................

47

CHAPTER 4: RESEARCH FINDINGS AND DISCUSSION .......................

49

A. Research Finding ..........................................................................................

49

1. Needs Analysis .......................................................................................

49

2. Design .....................................................................................................

52

3. Development ...........................................................................................

56

a. Preliminary Field Testing .................................................................

56

b. Main Field Testing ............................................................................

61

4. Implementation .......................................................................................

63

5. Evaluation ...............................................................................................

65

B. Discsussion ...................................................................................................

65

CHAPTER 5: CONCLUSION AND SUGGESTIONS ..................................

69

A. Conclusion ....................................................................................................

69

B. Discussion .....................................................................................................

73

BIBLIOGRAPHY ................................................................................................

76

APPENDICES .....................................................................................................

78

viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES
Table 3.1.: PAP Conversion Table .....................................................................

48

Table 4.1: Topic, Basic Competence, and Learning Indicator .........................

51

Table 4.2: Result of Spark: First Meeting (Start) ..............................................

61

Table 4.3: Expert’s Respondent Description ....................................................

62

Table 4.4: Result of Spark: Personal Information (Start) ..................................

62

Table 4.5: Result of Spark: Introducing Others (Start) .....................................

63

Table 4.6: Students’ Response Distribution of the Closed-Ended Questionnaire

64

Table 4.7: Result of Pre-Test ............................................................................

67

Table 4.8: Comparison of Pre-Test and Post-Test Result .................................

68

ix

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF FIGURES
Figure 1.1: Dick and Carey System Approach Model ................................ ......

11

Figure 1.2: Morrison, Ross, and Kemp Model ........................................... ......

13

Figure 2.1: ADDIE Model .......................................................................... ......

18

Figure 2.4: CALL Principles .............................................................................

37

Figure 3.1: Writer’s Design Model ...................................................................

43

Figure 4.1: Start First Meeting ..........................................................................

58

Figure 4.2: Ignite Introducing Others ...............................................................

58

Figure 4.3: Insert Personal Introdcution (situation 2) ........................................

59

x

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF APPENDICES
Appendix 1. Needs Analysis Questionnaire
Appendix 2. Expert Validation Questionnaire
Appendix 3. Syllabus
Appendix 4. Design Model

xi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Anjarmoko, Matius Hebi. 2017. EDMODO Mediated English Speaking Materials for
Nursing students Novice Level. Yogyakarta: The Graduate Program in English
Language Studies, Sanata Dharma University.

Profession of nurse nowadays is required to be a professional nurse who has the
competence to give good medical service to patients. This medical service includes the
competence to communicate with patients with different background and nations in English.
This competence needs to be taught to nursing students despite many obstacle faces by the
students in terms of time and exercise in learning English. In order to accommodate the goal
to be a professional nurse the writer is interested in designing online English speaking
materials through EDMODO. There are two research question presented. The first question is
How is EDMODO Mediated English Speaking Materials for Nursing students Novice Level
designed and the second what are the students’ perceptions towards the designed EDMODO
Mediated English Speaking Materials Novice Level.
The two questions were answered using ADDIE model in justification to R&D and
Mixed method research. ADDIE model consists of 5 cycles namely: Analysis, Design,
Development, Implementation and Evaluation. ADDIE model was combined with R&D
model Borg and Gall (1983). The combinantion results in writer’s design model. The model
then works as the umbrella in the designing process. Meanwhile mixed method research
combines quantitative and qualitative data taken from questionnaire given to the nursing
students novice level.
The process of designing is done using ADDIE which is in justification to R&D
model which then transformed into EDMODO as the Online Learning Management System.
Need analysis reveals that students wants to have more English speaking exercises that they
can do at home or during their free time.Nursing students realies that to be able to speak in
English is important for their career as nurses. The materials given to the student are
communicative speaking which allow them to learn based on the real situation they will face
later on as nurses. Students’ access to internet through mobile phones becomes the answers
to provide online learning through EDMODO. The design consists of several cycles namely:
Insert, Ignite, Start, and Go. The writer makes 3 topics which include videos on each topic.
The topics were Spark: First Meeting, Spark: Personal Information, and Spark:
Introducing Others. Insert serves as the first cycle in the design, here the students are asked
to watch videos on related topics and asnwer questions based on the videos they watch. Ignite
serves as the guided exercise for the students. They have to do phrases matching activities.
The next cycle, Start, serves as semi-guided exercise. Students are asked to supply replies
related to the expressions presented based on each topic. In Go cycle, the students have to
create their own dialogs and create videos which then they have to upload to Youtube. Once
the students upload their videos, they embed link of their Youtube video link to their
EDMODO course.
Mixed method is applied in the research to know students’ perceptions towards the
designed materials thorugh EDMODO. Mixed method combines qualitative data taken from
open-ended questionnaire and quantitative data taken from the comparison of students’ pretest and post-test results. The writer took the data from the students of Notokusumo Nursing
Academy Yogyakarta Novice Level. The participants taking part in the research were 19
nursing students. The open-ended questionnaire reveals that the English speaking materials
helps them in exercising their speaking skill, while the acitivities provides in EDMODO are
helpful and interactive for them to learn. The students are also able to do the course activities
xii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

outside the class. The result of pre-test and post-test reveals that the students gain more in
terms of their score after taking the online course. Most of the participants show
improvements in their understanding. In the end, the writer hopes that the designed model can
become a medium to help the students learn English speaking skill better.

xiii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Anjarmoko, Matius Hebi. 2017. EDMODO Mediated English Speaking Materials for
Nursing students Novice Level. Yogyakarta: The Graduate Program in English
Language Studies, Sanata Dharma University.
Profesi perawat saat ini dituntut untuk dapat menjadi perawat yang profesional yang
mampu memberikan pelayanan kesehatan terbaik bagi pasien. Pelayanan medis yang
dimaksud termasuk pelayanan dalam hal berkomunikasi dengan pasien dengan berbagai latar
belakang dan dari manca negara dalam bahasa Inggris. Kemampuan ini perlu untuk diajarkan
kepada siswa keperawatan meskipun banyak faktor yang menghambat proses belajar
termasuk waktu dan latihan yang didapat siswa. Oleh karena itu, penulis tertarik untuk
membuat desain materi Speaking yang dapat diakses secara online melalui EDMODO.
Terdapat dua pertanyaan diajukan dalam penelitian ini. Bagaimana desain materi speaking
untuk siswa keperawatan level 1 melalui EDMODO dibuat dan yang kedua adalah Pendapat
siswa keperawatan level 1 mengenai desain materi speaking melalui EDMODO.
Kedua pertanyaan tersebut dijawab dengan menggunakan model ADDIE. Model
ADDIE terdiri dari 5 tahapan, yaitu: Analysis, Design, Development, Implementation and
Evaluation. Model ADDIE lalu dikombinasikan dengan model R&D oleh Borg and Gall
(1983). Kombinasi dari kedua model di atas menjadi dasar dari proses membuat desain
melalui EDMODO. Selain diatas, Mixed method juga digunakan untuk mendapatkan data
baik secara kuantitatif dan kualitatif dari kuesioner yang diberikan kepada siswa Akademi
Keperawatan Notokusumo Yogyakarta level 1.
Dalam proses penyusunan desain materi melalui EDMODO sebagai Sistem
Manajemen Pembelajaran Daring, penulis menggunakan model ADDIE yang
dikombinasikan dengan model R&D. Pada tahapan Analisa kebutuhan, penulis menemukan
bahwa siswa menginginkan latihan berbicara dalam bahasa Inggris lebih banyak yang bisa
mereka gunakan di rumah atau di saat waktu senggang mereka. Siswa keperawatan
menyadari pentingnya kemampuan untuk berbicara dalam bahasa Inggris demi karir mereka
pada masa yang akan datang. Materi yang disediakan pada penelitian ini merupakan materi
komunikatif dimana siswa diberikan materi yang sesuai dengan topik yang nantinya akan
mereka hadapi. Kemampuan dan ketersediaan siswa dalam mengakses internet melalui
telepon genggam mereka menjadi jawaban akan pembelajaran daring melalui EDMODO.
Desain materi terdiri dari beberapa tahapan yaitu, Insert, Ignite, Start, dan GO. Penulis
membuat desain materi dalam tiga topik yang disertai video dalam tiap topiknya. Ketiga topik
tersebut adalah Spark: First Meeting, Spark: Personal Information, dan Spark:
Introducing Others. Insert merupakan tahapan pertama pada desain materi, pada tahapan ini
siswa diminta untuk menonton video yang disediakan sesuai topik yang sedang dipelajari.
Pada tahapan ini pula, siswa diberikan pertanyaan berdasarkan video yang mereka tonton.
Tahapan Ignite menuntun siswa untuk mengenali frasa-frasa yang digunakan dalam topik
yang sedang dipelajari melalui kegiatan mencocokkan. Tahapan selanjutnya yaitu Start
adalah tahapan dimana siswa dipandu untuk menjawab pertanyaan berkaitan dengan topik
yang dipelajari. Tahapan akhir, yaitu Go memberi kesempatan pada siswa untuk membuat
dialog mereka sendiri berdasar perintah yang disediakan. Setelah membuat dialog, siswa
diajak untuk membuat video yang nantinya harus mereka upload pada Youtube. Setelah
proses upload selesai, siswa diminta untuk menyediakan link video Youtube mereka pada
kelas EDMODO.
Guna mengetahui pendapat siswa mengenai desain materi melalui EDMODO, penulis
menggunakan Mixed method. Metode ini menggabungkan data kualitatif yang diambil dari
kuesioner terbuka dan data kuantitatif dari perbandingan nilai saat pre-test dan post-test. Data
xiv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

tersebut diambil dari siswa keperawatan Akademi Notokusumo Yogyakarta level 1.
Partisipan yang ikut serta dalam penelitian ini sebanyak 19 siswa keperawatan. Kuesioner
terbuka menunjukkan bahwa desain materi membantu mereka dalam melatih kemampuan
berbicara dalam bahasa Inggris. Kegiatan pembelajaran melalui EDMODO juga dirasa
membantu dan menarik bagi siswa dalam proses pembelajaran mereka. Siswa juga dapat
menggunakan EDMDO untuk belajar di luar kelas. Hasil perbandingan nilai pre-test dan
post-test menunjukkan bahwa siswa mendapat pencapaian yang lebih baik dalam hal nilai
mereka setelah menggunakan pembelajaran daring. Sebagian besar partisipan menunjukkan
peningkatan dalam hal pemahaman mereka akan materi yang dipelajari. Penulis berharap
bahwa desain yang dihasilkan dapat menjadi sarana bagi siswa dalam mengembangkan
kemampuan berbahasa Inggris mereka dengan lebih baik

xv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 1
INTRODUCTION

In this study, I would like to investigate the implementation of my designed online
English materials through EDMODO. The study focuses in the designing of the materials in
order to provide materials which then can contribute to the nursing students novice level’s
English improvement. Moreover, the study will investigate students’ perception toward the
designed materials whether it gives positive contribution to the students in terms of
improvement in their English speaking skill. This chapter provides seven sections; they are
background to the research, problem identification, problem limitation, statement of the
research question, product specification, research objective, and research benefit.
A. Background
Speaking skill is chosen to make sure that students are able to communicate in their daily
practices and to prepare them for the global era. This is also to answer the challenges for
better qualified graduates who are able to compete with other graduate nurses around the
globe. Speaking in English as part of global communication skill needs to be well taught to
students to help them with the current development in technology and learning as well.
With the current development of globalization, nursing academies worldwide are to keep
up with the latest methods in nursing which later on require them to be able to implement
their English skill for their daily services including how to give good services in English and
also to explain to patients about their medications. As front line guard in hospital, nurses are
the one who becomes the face of hospital and their services means that they are the quality
control of hospital’s services. For that reason, nurses are also required to have up to date
medical techniques and services to provide excellence medical care. Those services not only
about giving medical treatment but also providing the patients with good communication to

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

make sure that they get the best treatment in the hospital. Global expansion in many areas
also shows that more foreigners coming to Indonesia which later on opening wide
possibilities of medical services. In the end, English has become of one the subjects taught in
Nursing Academy in order to make sure that they have competitive graduates.
The fact that English is one of the subjects taught in Nursing Academy has led the
students to a different level. Students are now to prepare themselves with the necessary
communication skills that they need. In the working world too, students will need to perform
this skill to ease them in their daily work and also to allow them to access information they
need to give the best services to their patients. Nowadays, nurses are required to perform
English skill since they will have patients from other countries. Their other competences are
also needed to be improved by exchanging information with other nurses or hospital globally.
In the end, it is hoped that the students will have the ability to use English to support their
future career in the working world.
The process of teaching and learning of English in Nursing Academy has always been an
interesting area since learning is an ongoing process where there are always new things to
discover and consider in the process. In Notokusumo Nursing Academy Yogyakarta, where
the research took place, the teaching and learning process takes places in the classroom.
Lecturers use books and students’ workbook during their teaching process and also
presentation. In the class, the teaching and learning processes is done classically which means
the students get the information directly from the teacher in class. The lecturers also make use
of paper based teaching activities in class. This sometimes leads to confusion to students who
have little understanding on the materials they are learning. Meanwhile, English in
Notokusumo is put in second after the primary materials which is the nursing skill. Students
sometimes have low level of attention when it comes to afternoon English lesson, this
influence the outcome expected by the academy.

2

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The history of computer being used for language teaching started back in 1960’s, from
that moment there are many researches under Computer Assisted Language Learning
(CALL). Computer Assisted Language Learning is “The search for and study of applications
of the computer in language teaching and learning” (Levy, 1997:1). The development of
technology, especially computer leads to the creation of CALL. CALL provides lecturers
with a framework on how to use technology in the classroom. It guides lecturers to make use
of computer as the product of technology to support their teaching process and to maximize
the result. CALL also gives teachers who plan to utilize computers in their teaching activities
with a set of parameters so that the goals of learning activities can be achieved. Nowadays,
the popularity of computer has decreased over time with the presence of mobile phones.
Mobile phones which are cheaper and more compact compared to personal computers have
gained its popularity in society. Nevertheless, mobile phones which act like personal
computer require CALL when it comes to the use in teaching and learning activities.
The development of technology and the invention of various communication tools have
shaped the way we live and think. Nowadays, people are presented with many gadgets which
offer many features to do many things we couldn’t do in the past. The vast development of
technology surely affects many aspects in life especially the way we learn something. It also
affects the development of mobile technology. At present, mobile technology is surprisingly
increase and mobile users are given many advantages from it. One of the area infected by the
development of mobile technology is the area of education. In the field of education, the
phenomenon has been a great help for lecturers since they can have more resources for their
teaching activities. Teachers can present their materials in such a way that will promote
students’ learning motivation. Teachers can also manage the learning activities to adjust
students’ learning needs and also time. Mobile technology provides teachers with endless
possibilities of learning. In real life, the presence of mobile technology and internet enable

3

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

teachers to download many learning materials over the internet to support and to vary their
teaching techniques so that it will be beneficial for the development of their students.
Mobile technology combines with internet are also able to provide teachers with the
ability to present their own materials online, even their recorded-teaching activities, so that
students will be able to learn outside the classroom. By doing this, teachers open the
possibilities of helping the students more compared to classical activities. Internet is able to
give solution to the boundary of time and space since it can be accessed at any time on
anyplace. Through internet, teachers are given a medium to interact with their students
outside the class. This is very helpful when it comes to deal with students who are less
motivated or have low self-confidence. Teachers are able to provide their materials and
learning activities online and students can ask for feedbacks and comments during the
activities.
The use of internet in the teaching and learning process is done through mobile phones as
its media. Mobile phones are included into computer area since today’s mobile phone
technologies already begins to take place of old personal computers. In fact, mobile phones
are small personal computers equipped with computer ability since it serves as computers
with more compact size. Mobile phones serve as the tool to run the internet and to present
the learning activities.
The presence of a more compact computer widens the possibility for lecturers and
students to interact each other. More compact computers in form of mobile phones allow
teachers and students to interact through applications or social media. There are many ways
establish interactions or learning activities through mobile phones, but one needs to be put
into consideration is that teachers and students have to be in the same corridor of teaching
and learning activities. Mobile phones being used in the teaching and learning process needs
to be carefully maintained since it has both advantage and disadvantage. The advantages

4

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

always come with the disadvantages since technologies especially mobile technology offers
wide possibilities of development and usage in life. The use for online teaching activities is
one of the advantages of mobile phones. Teachers can present their teaching materials online
and they can teach or guide students through online class but it also means that teachers
cannot fully control students’ real actions.
The presence of Internet nowadays is in line with the presence of mobile phone.
Mobile phone as a communication gadget which serve as a tool to communicate has become
a new ‘close friend’ for students. As technology is growing rapidly, mobile phone has turned
its purpose not only as a tool for communication but also a tool to socialize. Mobile phone as
a tool to interact with other people globally through social media is quite common in society.
As we know of, social media is part of students’ lives; their daily lives are connected to their
social media as a place to express their feelings and ideas. Other purposes of the growing
technology of mobile phone are somehow gain less attention compared to its social function.
One of the purposes is for online learning. There are many developers that make use of the
growing technology of mobile phone to do self-development through learning, games, and
many more.
The establishment of online learning in mobile phone is indeed not a new thing.
Before mobile phone grows like present days and with the presence of internet, educators
have already begun to make internet into their teaching and learning considerations. Learning
through mobile phone gets closer and closer nowadays with mobile phones and internet
connection. Learning can be done outside classes and teachers can communicate more
intensively with their students. Learning also can be done anytime whenever the students are
willing to. Many teachers also already to optimize the use of learning applications to support
their teaching activities since the applications have more benefits in terms of supporting their
ideas and teaching activities. Using learning application, teachers can maximize students’

5

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

learning progresses through continuous exercises and practices. Learning applications which
are connected to internet also can be a place to share learning problems face by the students
and also a place to have learning consultations for students who do not have a chance to share
in class. Mobile learning application for mobile phone are always be updated and the
numbers are growing every day. One of the learning applications is EDMODO.
EDMODO is a internet-based platform that provides a safe and easy way for your
class to connect and collaborate, share content, and access homework, grades and school
notices. It is founded to support learning activities and to support students who wish to learn
other skills. EDMODO’s look resembles Facebook but in a safe and controlled environment
appropriate for school. The resemblance is intended to help students accustomed to the flow
of the application and to make them easier to control and use the application. EDMODO also
provides features for lecturers and students to interact in safe way so that the goal of learning
will be achieved. It is also an LMS which provides monitoring to students’ learning progress
and activities. Monitoring is part of EDMODO to help teachers observe their students and
their learning achievements. EDMODO also help teachers in terms of regular achievement
through notifications and recorded scores after doing the learning activities. Overall,
EDMODO is a LMS to study and work with.
B. Problem Identification
Nursing students encounters difficulties in understanding and using English in context.
They have difficulties in expressing their ideas and thoughts which lead them to have a
mindset that English is difficult to learn. This situation is also being strengthened with the
fact that English language is not used in daily practices. Their daily language is Bahasa
Indonesia which makes them unable to have regular practices in using English language.

Lecturer sometimes uses more than the provided time to teach because students need
more time to improve their English. The students only get and use English during the

6

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

teaching and learning processes, outside the class they tend to use Bahasa Indonesia . This
kind of situation is hard to deal especially when they are supposed to accomplish the goal of
the class which is to communicate in English. Communicating in English has become a basic
requirement for many working places since it offers a bigger chance for them to face the
global. For that reason, English becomes very important to be taught in classrooms to prepare
its students to face the working world and that also what Nursing Academy is aiming for, to
prepare its students to face the working world requires its students to be able to communicate
in English.
In order to help the students to understand English in class, students need to have more
exercise so that they can practice and share their understanding. With the traditional
classroom, this can only be done during the school hour. With the limited time in the class,
lecturers and students sometimes only have little time to do more practices. The limitation of
time and exercise causes the students to have limited activities in developing their skills. The
time needed to do the exercises sometimes exceeds the given time since the students are
packed with different tasks and assignment.
C. Problem Limitation
The study deals with the designing of EDMODO Mediated English Speaking
Materials for Nursing students Novice Level. The study includes the designing of the
materials for the novice level and the exercises for the students. The exercises are the focus of
the study since the students are going to learn and practice their English skill through the
exercises.
D. Research Questions
The formulation of problems which are concluded from the main problems of the
design is as following:

7

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1. How is EDMODO Mediated English Speaking Materials for Nursing Novice Level
designed?
2. What are the students’ perceptions towards the designed EDMODO Mediated English
Speaking Materials for Nursing students Novice Level?
E. Research Objective
The objective of the researcher is to help the students of Nursing Academy novice
level practice speaking skill that they learn in class as part of their skill development. The
process is done by promoting the use of computer through EDMODO in the process of
teaching and learning of English. The study provides a design on the learning materials for
the nursing students and shows their perceptions towards the designed materials for the
improvement of the nursing students’ English speaking skill.
F. Product Specification
The product of the research helps the students of Nursing Academy novice level to
have better understanding on their English and to help them improve their speaking skill
which can be used to support their profession. The product is designed to help the nursing
students novice level to have more exercises which they can access without the limitation or
time and space. The designed product is in justification with the syllabus so that in the end
the students will have the same competence with those who are learning English in class. The
target of the product is the students of Nursing Academy grade 1 or novice level.
G. Research Benefits
The study will be beneficial to the improvement of human’s life quality especially to
both theoretical and practical part.
Theoretically, the research is hoped to be beneficial to the development of the nursing
students’ English mastery through EDMODO. EDMODO becomes the media to improve the
students’ English speaking skill which they need after they graduate later on.

8

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Practically, through the study, the students will have more exercises on speaking skill
so that that they will have the skill to do basic communication. The designed materials which
are presented through EDMODO might be able to bridge the limitation of time and space, as
we know that the use of online activities gives flexibility in doing the exercise.

9

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
THEORETICAL REVIEW

This chapter discusses the theories underlying the study. In this chapter, the writer serves
two main points in the study, namely Theoretical Description and Theoretical Framework.
Theoretical description describes the instructional design, nursing students, Computer
Assisted Language Learning (CALL), and EDMODO. The theoretical framework in the
study deals with the designing of online English learning materials.
A. Theoretical Review
Theoretical description gives the description on the instructional design, nursing
students novice level, Computer Assisted Language Learning (CALL), Speaking, and
EDMODO. The description becomes the basis in the study.
1. Instructional Design
Instructional design provides the blue print in the designing process. The aim of
instructional design is to guide material developer to design their materials so that it will be
acceptable and functional. Gustafson and Branch (1997) states that the aim of instructional
model is to collaborate designers, technicians, and clients in managing and organizing steps
for educational purposes. Instructional design makes sure that the design that we plan to
execute works and suitable for our targets. It works like a blue print for the design we have.
In instructional design we have the term model. Model is the term used in instructional
design to refer to the real product of the instructional design. The product shows us the steps
we have to go in the instructional design so that it will create a good design at the end. Model
is much influenced by the instructional situation “The application and value of a model is
dependent on the instructional situation, problem or task” (Siemens, 2002; Ryder, 2006).
Instructional design provides 3 models

10

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Dick and Carey System Approach Model
This model provides designers with a linear design which means that the designer
have to follow the line to make sure that their design is in proper cycle. Dick and Carey
model directs designers to break down their instructions to more detail in order to reach
the objectives of the program. Brandt (2001) states that “Designer must end up with a
product containing accomplished objectives and measurable outcomes” this is to make
sure that our design is acceptable and is able to be implemented. There are 9 cycles in
Dick and Carey model, the cycles are:

1. Identify Instructional Goals - Describe what the learners are expected to perform at
the end of the instruction. Instructional goals are normally broad statements of what
you are trying to accomplish. They should describe what the learners should perform,
not what you are going to do.
2. Conduct Instructional Analysis - Identify the exact performance gap between the
present performance and the desired performance. This informs you what the learners
need to learn in order to perform. Next, identify the steps the learner must be able to
perform in order to accomplish the tasks that lead to the desired performance.
3. Identify Entry Behaviors - Identify the general characteristics of the learners,
including skills, experience, motivation levels, and basic demographics; which relate
11

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

to the skills and topics that will be taught. The information should have enough detail
to allow you to identify the correct starting point of the instruction so that they do not
waste time reviewing material they already know and does not omit content they need
to know. The goal is to start the learning process at a level they already understand so
you can scaffold the instruction by providing a structure that they can build upon.
4. Write Performance Objectives - Performance Objectives consist of a description of
the task or skills to be learned, the standards or criteria, and the conditions that the
task must be performed.
5. Develop Assessment Instruments - Tests and evaluations are created that will: 1)
ensure the learners meet the necessary prerequisites for performing the new skills, 2)
identify the learner's progress in meeting the performance objectives during the
learning process, and 3) evaluate the learning process itself to ensure it is structurally
sound.
6. Develop Instructional Strategy - Create a blueprint of the learning activities that will
transfer, develop, and reinforce the skills and knowledge formulated in the
performance objectives. Sequence the items in the blueprint in the order that will
provide the best learning environment.
7. Develop and Select Instructional Materials - Using the blueprint created in the
previous step, fully develop the instructional content and activities. To save time,
reuse existing material whenever possible.
8. Design and Conduct Formative Evaluation - Use iterative design methods, such as
prototypes, small field group trials, and/or interviews with prospective learners so that
you can collect data to identify areas in the instructional material that need
improvement before releasing the instruction for actual use.

12

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

9. Design and Conduct Summative Evaluation - Judge the worthiness of the entire
program with the focus being on the outcome: Did it work as intended? Continue the
evaluation after each class or training activity to determine if it can be approved.
10. Revise Instruction: Use the data from the two types of evaluations to examine the
validity of the instructional material and revise as needed.

b.

Morrison, Ross & Kemp Model (Kemp Model)
Kemp Model serves designer with a model with allow them to focus working on each
element. This model serves flexibility for designer to start from any element. “The
purpose is having flexibility is to ensure that the goals of learning objectives are not
compromised (Morrison, Ross & Kemp, 2004). The oval shape of the model enables
designers to have revisions on each element so that they will have strong basis for each
element. There are nine elements in Kemp model, they are:

1. First element, the focus is on defining the learning outcomes for the course. This
includes what the student needs to learn or the skills they need to acquire. For
instance, what broad concepts, new knowledge, or course-specific content should the
learner be have a fluent understanding about at course completion? What tasks

13

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

should the learner be able to perform, or what skills should the learner be able to
demonstrate?
2. Second element is phase is on the learning styles and needs of students, as well as the
germane cognitive load related to topics, tasks, and procedures.
3. Third element is similar to the third stage of the model proposed by Dick and Carey,
as well as the analysis stage in the ADDIE model. It is a very important element,
because it helps the designer to begin thinking about the overall content of the course
in relation to the characteristics of the learner.
4. Fourth element, content and task analysis is the phase that most specifically focuses
on the whole learner, and determines the depth of understanding of new material that
the learner should be able to demonstrate. Bloom’s taxonomy is a good resource for
helping ascertain the level that a learner can be expected to process new information.
5. Five (determining objectives for learners) is similar to the first stage in the Dick and
Carey model, which deals with examining the course ILOs. In this phase, the
designer analyzes the broad learning objectives of the course, and translates them
into more specific and defined goals.
6. Sixth element is the design of activities that will assist in course facilitation.
7. Seventh phase, the designer decides what instructional resources are necessary to
allow teachers to effectively teach, and students to effectively learn.
8. Eighth component is one which is unique in the Kemp model, because it takes into
account support services that are available, or that may be required, to facilitate both
teaching and learning activities. For instance, the instructional design may specify a
requirement for technological support personnel, or special education assistants.

14

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

9. Final component, which deals with formative and summative evaluations and
assessment modes, is similar to at least two other models (Spector, Merrill, Van
Morrienboer & Driscoll, 2008)

c. ADDIE Model
ADDIE model starts its model from the learning outcome. It means that every step in
ADDIE is influenced by the goal of the learning. ADDIE model is dynamic, it means that
the end product of the model resembles the previous cycle. In ADDIE, formative
evaluation helps designers to move to its previous cycle so that at the end it will provide
an effective design. ADDIE model employs 5 cycles
1. Analysis
During analysis, the designer identifies the learning problem, the goals and objectives,
the audience’s needs, existing knowledge, and any other relevant characteristics.
Analysis also considers the learning environment, any constraints, the delivery
options, and the timeline for the project.
2. Design
A systematic process of specifying learning objectives. Detailed storyboards and
prototypes are often made, and the look and feel, graphic design, user-interface and
content is determined here.
3. Development
The actual creation (production) of the content and learning materials based on the
Design phase.
4. Implementation
During implementation, the plan is put into action and a procedure for training the
learner and teacher is developed. Materials are delivered or distributed to the student
group. After delivery, the effectiveness of the training materials is evaluated.
15

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

5. Evaluation
This phase consists of (1) formative and (2) summative evaluation. Formative
evaluation is present in each stage of the ADDIE process. Summative evaluation
consists of tests designed for criterion-related referenced items and providing
opportunities for feedback from the users. Revisions are made as necessary.
In this study, the writer made use of ADDIE model as the basis for developing the
design materials.
2. ADDIE Design Model
ADDIE or Analysis, Design, Development, Implementation, and Evaluation serves as the
instructional model in the study. “ADDIE Model” is a colloquial term used to describe a
systematic approach to instructional development. The term is virtually synonymous with
instructional systems development (ISD)” (Kovalchick and Dawson, 2003, p.1). The model is
used to ensure that the design fulfill the requirement of a good and systematic design to help
the students of vocational school to develop their English. ADDIE works as the umbrella for
the design and provides guidelines for the writer in the designing process. ADDIE guides the
writer through 5 phases:
a. Analysis
The first phase in ADDIE is analysis. In this phase, the writer analyzes the
characteristics needed in their research. The writer identifies the learning problems, the
goals and objectives, the needs of the learners, their existing knowledge. The result
gathered from the analysis phase gives the writer a blue print of the design.
b. Design
The data gathered from the analysis then moves to the design phase. In this phase, the
writer states the learning objectives and the course map of the design. The writer creates
the guidelines for the design by providing its layout of design and the user interface.

16

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

c. Development
The development phase is the designing phase of the materials. The writer produces
their materials, the content of the design and the exercises.
d. Implementation
In the phase of implementation, the writer implements their design to their learners.
The data gathered from this phase is very useful for the writer to reshape their design so
that the design will be useful for the development of the students.
e. Evaluation
Evaluation phase is divided into formative and summative evaluation. Formative
evaluation is the evaluation done during the process of design to make sure that every
phase is valid because in ADDIE the evaluation can be implemented on every phase as
seen of figure 2.1.

Figure 2.1: ADDIE Model, Diagram by: Steven J. McGriff,
Instructional Systems, College of Education, Penn State University

3. Nursing Academy Novice Level
Nursing Academy is part of Indonesian Educational System which prepares its students to
become professional nurse. Nursing academy lasts for 3 years and in the end they are hoped
to be able to carry out their duty as nurse in real world.

17

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Nursing is a profession in which someone takes care patients with care and performs
professional method in giving the service to patients. Henderson defines nursing as
"The unique function of the nurse is to assist the individual, sick or well, in the
performance of those activities contributing to health or its recovery or to peaceful death,
that he would perform unaided if he had the necessary strength, will or knowledge"
(Henderson, 1966)
It is clear that nursing a profession which deals with sick people and to execute method of
caring to help both sick people and people who are near the end of their lives.
One of those competences needed to have by the nursing students is the ability to
communicate in English. Nursing Academy realizes that the world today is in open mode in
which many people come and go from one country to another and that people will need
medical treatment as they are human beings. In order to provide the best service and
treatment, Nursing Academy needs to supply their students with the ability to use English so
that they can communicate with foreign patients and in the end they can provide quality
caring for the patients. Mastering English also will allow their students to be able to access
information they need and to keep up to date with the nursing world. This is also to