Electronic lexicon on nursing (e-lon): a Computer Assisted Vocabulary Learning (CAVL) model to enhance nursing students` lexical retention.

ABSTRACT

Kristanto, Barlian. 2016. Electronic Lexicon on Nursing (e-lon): A Computer Assisted Vocabulary Learning (CAVL) Model to Enhance Nursing Students’ Lexical Retention. Yogyakarta: Graduate Program on English Language Studies, Sanata Dharma University.

Vocabulary is an essential element of a language. A significant amount of vocabulary affects the language fluency of learners. In nursing study program, the students need to master a larger number of words to enable them in understanding nursing textbooks or journal articles in their courses. In fact, time limitation and lack of motivation in vocabulary learning are the main problems. Electronic Lexicon on Nursing (e-lon) was developed to accommodate the students’ needs. E-lon is as Computer Assisted Vocabulary Learning (CAVL) model used to enhance nursing students’ lexical retention that can be transferred into LMS, Web-site, and CD. In terms of words retention, acquisition of new words from reading texts by means of strategies such as contextual deduction is not enough to extend their vocabulary. Applying explicit learning can be the solution to provide deeper mental process of vocabulary acquisition. The words to be learned presented in context and then in isolation. The theoretical concept was then integrated into the selected program application namely iSpring Suite. This study aimed at discovering CAVL model that enable to enhance nursing students’ lexical retention. The research problem discussed in this study was what does a CAVL Model to enhance nursing students’ lexical retention using iSpring Suite look like?

This study focused on designing e-lon. The researcher employed mix-method of two instructional design models and development research in developing e-lon. There were four units containing reading text, glosses, and exercises based on the topic. The target population was 62 nursing students in semester four in the academic year 2015/2016. The research was conducted in STIKes Harapan Bangsa Purwokerto. The data were taken in three steps: need analysis, design and development, and implementation and evaluation. The data were collected by distributing questionnaire, doing interview, and vocabulary tests. In collecting the data for preliminary field testing, the researcher involved some experts such as material development expert, English lecturers, nursing lecturers, and IT experts. They were asked to give their feedback and suggestions towards the preliminary e-lon design. A trial of the initial design of e-lon was done to 10 nursing students out of the targeted users. After getting the feedback from the respondents, the researcher did some revisions on the e-lon. It was about the contents and the layout of the e-lon. The efficacy of e-lon was tested by conducting postest and delayed-test and then analyzed by using paired-sample t-test. The result showed that e-lon was effective to enhance the vocabulary retention (p = .094 > .05).

The result of this study was the final version of the CAVL model containing three stages of vocabulary learning process: 1) guessing the words in context; 2) consulting the meaning of the words with glosses; and 3) retrieving the words with the exercises.

ii ABSTRAK

Kristanto, Barlian. 2016. Electronic Lexicon on Nursing (e-lon): A Computer Assisted Vocabulary Learning (CAVL) Model to Enhance Nursing Students’ Lexical Retention. Yogyakarta: Graduate Program on English Language Studies, Sanata Dharma University.

Kosakata merupakan unsur yang penting dari sebuah Bahasa. Banyaknya jumlah kosakata mempengaruhi kelancaran berbahasa para pelajar. Dalam Program Studi Keperawatan, mahasiswa perlu menguasai kosakata yang lebih banyak untuk bisa memahami buku teks keperawatan atau jurnal artikel dalam Bahasa Inggris di perkuliahan mereka. Pada kenyataanya, keterbatasan waktu dan kurangnya motivasi dalam belajar kosakata merupakan masalah yang utama. Electronic Lexicon on Nursing (e-lon) dikembangkan untuk memenuhi kebutuhan mereka. E-lon sebagai model pembelajaran kosakata berbassis computer untuk meningkatkan daya ingat kosakata mahasiswa keperawatan bisa diunggah kedalam sistem managemen pembelajaran (LMS), Website, dan CD. Dalam hal daya ingat kata, pemahaman kosakata baru dari teks bacaan sebagai strategi belajar seperti pengenalan konteks diawal dirasa belum cukup untuk meningkatkan kosakata mereka. Penerapan pembelajaran langsung bisa memjadi jalan keluar untuk memberikan proses mengingat yang lebih dalam untuk penguasaan kosakata. Kata-kata yang dipelajari ditampilkan dalam konteks dan kemudian dipisahkan. Koncep teori kemudian digabungkan kedalam aplikasi program yang tersedia yakni iSpring Suite. Penelitian ini bertujuan untuk mencari model pebelajaran kosakata berbasis computer untuk meingkatkan daya ingat kosakata mahasiswa keperawatan. Adapun permasalahan yang dibahasa di penelitian ini yakni seperti apakah bentuk dari model pembelajaran kosakata berbasis computer dengan menggunakan iSpring Suite untuk meningkatkan daya ingat kosakata mahasiswa keperawatan?

Penelitian ini fokus pada mendisain e-lon. Peneliti menggunakan metode gabungan dari dua model disain pembelajaran dan penelitian pengembangan dalam mengembangkan e-lon. Ada empat unit yang berisi teks bacaan, daftar kata disertai artinya, dan latihan-latihan berdasarkann topik. Target populasinya adalah 62 mahasiswa keperawatan semester empat tahun akademik 2015/2016. Penelitian ini dilakukan di STIKes Harapan Bangsa Purwokerto. Data yang diambil dalam tiga tahapan: analisa kebutuhan, disain dan pengembangan, serta penerapan dan evaluasi. Pengumpulan data melalui membagikan kuesioner, interview dan test kosakata. Dalam pengumpuln data dari uji awal, peneliti melibatkan para ahli yang meliputi pengembang materi, dosen Bahasa Inggris, dosen Keperwatan, dan orang IT. Mereka diminta untuk memberikan masukan dan saran terhadap disain awal dari e-lon. Uji coba disain awal e-lon dilakukan pada 10 mahasiswa keperwatan diluar dari jumlah target pengguna. Setelah mendapatkan masukan dari para responden, peneliti melakukan revisi terhadap e-lon. revisi tersebut berkaitan denga isi dan tampilan e-lon. Keefektifan e-lon diuji dengan melakukan post-test dan delayed-test yang kemudian hasilnya dianalisa dengan menggunakan paired-sample t-test. Hasil menunjukkan bahwa e-lon efektif untuk meningkatkan daya ingat koskata (p = .094 > .05).

iii

Hasil penelitian ini adalah versi akhir dari model pembelajaran kosakata berbasis komputer yang meliputi tiga tahapan proses pembelajaran kosakata: 1) menebak arti kata dalam konteks; 2) mengkonsultasikan arti kata dengan glosses; dan 3) menerima kata-kata tersebut dalam bentuk latihan.

ELECTRONIC LEXICON ON NURSING (e-lon):

A COMPUTER ASSISTED VOCABULARY LEARNING

(CAVL) MODEL TO ENHANCE NURSING STUDENTS’

LEXICAL RETENTION

A THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora (M. Hum.) in English Language Studies

by

Barlian Kristanto

Student Number: 146332026

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

ELECTRONIC LEXICON

ON IYURSING (e-lon):

A

COMPUTER ASSISTED VOCABTJLARY

LEARNING

(CAYL) MODEL

TO

ENIIANCE

I{URSING STIJI}ENTS'

LE)ilCAL

RETENTION

by

Brrlian Krlstanto Student Numben 146332026

Approved by,

Dr. B. B.Ilwiiatmoko. M. A, Thesls Advlsor

fi

_fb"'{

A TEESIS

ELECRONIC―

CON ON NMINGcdonD:

AC ASSISTED VOCJ田

…

LEARNING

cCAVLb MODEL TO ENEANCE NURSINGttEWS'

LEXICAL RETENT10N

by

… 146332026…

Was Defendedin tt oftt nesis c。

_im

andttctt AcOmble

TEESIS COMMII―

―

mm

…

MembeB

8FX MuhFt09 m.

:L.BIB.D嗜8節戯毎工

A

81.D襲 ユ

BmL●

2h・

L…

,‐

・

m.

Yogyaksrts, October 2 I 1, 2016

”

iv

DEDICATION

I dedicate this thesis to my beloved wife - Diannike Putri, my

adorable son – Alvaro Graviel Bratajaya, my little sunshine who is still

STAflET&ilT.ffi .OffiGilNALITY

This ic to c€fiirythat all

ieEffuW,

scntsffi, unlcsi orkg,ise chte4 are ths idcs, pkares tad sentcrces of

f ikk

uriter.

Tb

usitcr md€ffitaodg thc full cons€$renocg imhrdiry dcgErce

rcll*ion

if

hc took somebody elae, idcas, phrases, or rc,nhnces withor* prropcr rcftrcrccs.

fttober7t,2016

:'.:i

UNTTIK KEPENTINGAIT AKADEMIS

Yang bertanda tangan dibawah inin saya _{mahasiswa Universitas Sanata Dharma:}

Nama

: Barlian Kristanto

NomorMahasiswa :146332026

Demi pengembangan _{ilmu pengetahuan, saya memberikan kepada perpustakaan} Universitas Sanata Dharma karya itniah $aya yang berjudul:

ELECTRONTC _{LE)ilCON ON NURSING (e-ton):} A COMPUTERASSISTED _{VOCABULARY LEAR]\UNd}

TCAWI MODEL TO ENHANCE NURSING STUDENTS' LE)ilCAL RETENTION Beserta _{perangkat yang diperlukan dengan demikian saya memberikan}

kepada Perpustakaan universitas sanata Dharma hak untuk meyimpano mengalihkan dalam bentuk media

lain,

mengeroranya _{dalam bentuk pangkalan datq}

mendistribusikan secara terbatas, dan _{mernpublikasilannp di intemet atau media} lain untuk kepentingan akademis tanpa perlu meminta

ijin

dari saya maupun memberikan royalti _{kepada saya selama tetap meneantumkan nama saya sebagai} penulis.

Demikian penryataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada _{tanggal: October idn,2016}

vii

ACKNOWLEDGEMENT

In this wonderful opportunity for me, I would like to deliver my sincere gratitude to God and people who have given support, love, care, suggestion, and prayer for me during the thesis writing. I really thank all of them.

First of all, my greatest gratitude goes to Allah SWT for His blessing, guidance, and for always listening my prayers and granting my wishes. Alhamdulillahirobbil alamin, finally I can complete my thesis.

Second of all, I am most grateful to my thesis advisor Dr. B. B. Dwijatmoko, M.A. for his patience, hospitality, and guidance during my thesis writing. His feedback and advice have been very supportive and helpful. Thank you very much for being kind and encouraging me so that I can complete my thesis. I am also indebted to FX. Mukarto, Ph. D., Dr. J. Bismoko, and Dr. E. Sunarto, M. Hum. for reviewing my thesis and giving their credible inputs and suggestions. My greatest gratitude also goes to J. S. M. Pudji Lestari, S. Pd. M. Hum. who is willing to be my respondents as material development expert and to give valuable feedback toward the development of e-lon.

I would like to give my special thanks to Yadi Fakhruzain Terangjaya, M.M., Iis Setiawan Mangkunegara, S. Kom., M. TI., and Ida Dian Sukmawati, S.S. (The committee of Dwi Puspita Education Foundation) for the scholarship and the support during my study in Graduate Program of English Language Studies at Sanata Dharma University. I would also thank to dr. Pramesti Dewi, M. Kes. (The Chairperson of STIKES Harapan Bangsa Purwokerto) and Yuris Tri Naeli, S.H., Kn. for offering me to take Master Degree Program and supporting me during my study.

viii

My deepest gratitude also goes to Reza Rahardian (IT Staff of STIKES Harapan Bangsa Purwokerto) who was really helpful for me in developing the e-lon. Thank you very much for being patient and guiding whenever I got confused about the iSpring suite application.

I express my warm thanks to Mas Thomas and Mbak Junko for being kind and welcoming me in their house during my study in Sanata Dharma University. It has been a very wonderful time to be part of your family.

I would like to give my special thanks to my parents and my sisters. For my mother and father thank you for everything. Thank you for your love, care and prayers. My greatest thank also goes to Ambar Sukesih and Intan Prestia Dewi. Thank you for your support and prayers. May Allah bless all of you.

Last but not least, I would like give my deepest love and gratitude for my little family, to my wife Diannike Putri, I thank her for her prayers, never ending love, support, and care as always. Alvaro Graviel Bratajaya and little baby in the womb, my beloved children, thank you for inspiring me and giving me spirit. My life is only for you and may Allah bless us.

ix

Table of Contents

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE... iii

DEDICATION PAGE... iv

STATEMENT OF ORIGINALITY ...v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS... ix

LIST OF TABLES ... xiii

LIST OF FIGURES ...xv

LIST OF APPENDICES ... xvi

ABSTRACT... xviii

ABSTRAK ... xix

CHAPTER I. INTRODUCTION ...1

A. Background ...1

B. Problem Limitation ...5

C. Research Questions ...5

D. Research Goal ...6

E. Research Benefits...6

CHAPTER II. LITERATURE REVIEW...7

A. Review of Related Study ...7

B. Theoretical Review ...10

1. ESP Vocabulary ...10

2. English for Nursing Program ...12

3. Vocabulary Acquisition ...13

a. Aspects of Vocabulary Knowledge ...13

b. The Nature of Vocabulary Acquisition ...15

c. Memory Retention in Vocabulary Acquisition ...17

x

a. Implicit Vocabulary Learning ...18

b. Explicit Vocabulary Learning ...19

5. Theoretical Principles of CAVL Designs ...20

6. An Overview of iSpring Suite Application ...23

7. Instructional System design ...26

a. A Taxonomy of Instructional Designs ...27

b. Product-oriented Models ...30

c. The Adapted Product-oriented Model ...33

C. Theoretical Framework ...34

CHAPTER III. RESEARCH METHODOLOGY ...37

A. Research Method ...37

B. Research Procedure ...40

1. Phase I: Need Analysis ...40

a. Research Respondents ...40

b. Research Instruments ...41

1) Need Analysis Questionnaire ...41

2) Interview ...43

3) Vocabulary Size Level Test ...44

4) Vocabulary Breadth Test ...45

c. Data Gathering Procedure ...45

d. Data Analysis Procedure ...46

2. Phase II: Design and Development ...47

a. Research Respondents ...48

b. Research Instruments ...49

c. Data Gathering Procedure ...50

d. Data Analysis Procedure ...51

3. Phase III: Implementation and Evaluation ...52

a. Research Respondents ...52

b. Research Instruments ...52

1) User Validation Questionnaire ...53

xi

c. Data Gathering Procedure ...54

d. Data Analysis Procedure ...55

CHAPTER IV. RESULT AND DISCUSSION ...56

A. Phase I: Need Analysis ...56

1. Syllabus Investigation in English for Nursing Course ...57

2. The Results of Interview ...58

3. The Results of Need Analysis Questionnaire...60

a. Learners’Beliefs about Vocabulary Learning ...61

b. Vocabulary Learning Strategies ...63

4. The Result of Vocabulary Levels Test (VTL) ...69

5. The Result of Vocabulary Breadth Test ...70

B. Phase II: The Process of Design and Development ...71

1. The Process of Designing CAVL Model ...71

a. Stating Goal, Learning Objectives, and Topics of e-lon ...72

b. Integrating the Computer Technology into the Design ...73

c. Designing Preliminary Form of e-lon ...74

2. The Process of Developing e-lon ...76

a. The Preliminary Field Testing ...77

b. The Trial of Preliminary Form of e-lon ...86

c. Revision ...88

C. Phase III: Implementation and Evaluation ...89

1. The Implementation of Revised e-lon ...89

2. The Evaluation of Revised e-lon ...90

a. The Result of User Validation Questionnaire ...91

b. The Result of Lexical Retention Test ...94

D. Presentation of The Final Form of e-lon ...95

1. Homepage ...97

2. Lesson ...98

3. Lexicon ...100

xii

CHAPTER V. CONCLUSIONS AND SUGGESTIONS...104

A. Conclusions ...104

B. Suggestions ...106

BIBLIOGRAPHY ...108

xiii

LIST OF TABLES

Table Page

Table 2.1. A taxonomy of instructional design models based on selected

characteristics (Adapted from Gustafson and Branch, 2002) ... 28

Table 3.1. A Summary of the Two Types of Developmental Research (Richey, Klein, and Nelson: 2007, p.1103)………. 39

Table 3.2. The Most Common Participants in Type 2 Developmental Research………... 39

Table 3.3. Needs Analysis Questionnaire Blueprint………. 42

Table 3.4. The Working Concept of Need Analysis Interview ……… 43

Table 3.5. Expert Validation Questionnaire Blueprint………. 50

Table 3.6. Interpretation Table of Agreement ……….. 51

Table 3.7. User Validation Questionnaire Blueprint……… 53

Table 4.1. EFN 1 Syllabus for the 4th Semester of Nursing Students…….. 57

Table 4.2. Students’ Responses on Memorizing Words ………... 61

Table 4.3. Students’ Beliefs on Acquiring Words in Context ……….. 62

Table 4.4. Students’ Beliefs on Using Top-down Strategy to Acquire the Words……….. 62

Table 4.5. Students’ Responses on Metacognitive Strategies ……….. 64

Table 4.6. Students’ Responses on Guessing Strategies ………... 65

Table 4.7. Students’ Responses on Dictionary Strategies ……… 66

Table 4.8. Students’ Responses on Note Taking Strategies ………. 67

Table 4.9. Students’ Responses on Note Memory/Repetition Strategies …. 68 Table 4.10. The Result of Vocabulary Breadth Test……….. 70

Table 4.11. The List of Target Words (or Lexicon)………... 71

Table 4.12. The Topics and Learning Objectives of CAVL Model Package 73 Table 4.13. The Outline of Preliminary Form of e-lon………... 76

Table 4.14. Description of Respondents in Preliminary Field Testing……... 77

Table 4.15a. The Descriptive Statistic of Experts’ Opinions on The Vocabulary Content of the Material……… 79

Table 4.16b. The Descriptive Statisticof Experts’ Opinions on The Presentation of the Material………. 80

xiv

Table 4.15c. The Descriptive Statisticof Experts’ Opinions on The

Monitoring of Learners’ Performance ………. 81 Table 4.15d. The Descriptive Statisticof Experts’ Opinions on e-lon as a

self-learning tool………... 82 Table 4.16. The Descriptive Statisticof IT Experts’ Opinions ……….. 83 Table 4.17. The Results Summary of Essay Questions Response of the

Experts Validation Questionnaire……… 84 Table 4.18. The Results Summary of Essay Questionnaire in The Trial of

Preliminary Form of e-lon………... 87 Table 4.19. The Revisions of the Preliminary Form of e-lon………. 89 Table 4.20. The Descriptive Statistic of User Validation Questionnaire…... 92 Table 4.21. The Comparison of the Post- and Delayed-test Scores………... 94

xv

LIST OF FIGURES

Figure Page

Figure 2.1. iSpring Naration Editor………... 23

Figure 2.2. iSpring QuizMaker………... 24

Figure 2.3. Book-iSpring Visuals………... 25

Figure 2.4. Timeline Interactions……….. 25

Figure 2.5. iSpring Directory……… 26

Figure 2.6. The Model of Berman and Moore……….. 31

Figure 2.7. The Model of Seels and Glasgow………... 32

Figure 2.8. Adapted Product-Orientated Models for Designing CAVL Model……….. 33

Figure 2.9. Theoretical Framework of CAVL Model Development……. 36

Figure 3.1. On-line Test of Vocabulary Size Level……….. 44

Figure 4.1. The Result of Vocabulary Size Level Test………... 69

Figure 4.2. Vocabulary Processing Procedure of e-lon………... 96

Figure 4.3. Homepage of e-lon……….. 98

Figure 4.4. The Sample of Video in Lesson Feature……… 99

Figure 4.5. The Sample of Reading Text Elaborated with Picture in Lesson Feature……… 99

Figure 4.7. The Front page of Lexicon ……….. 101

Figure 4.8. The Outlook of Lexicon Feature……… 101

Figure 4.9. Quiz A: Multiple Choice Text……… 103

Figure 4.10. Quiz B: WordBank ……… 103

xvi

LIST OF APPENDICES

Appendix Page

Appendix 1. The Working Concept of Need Analysis Questionnaire 114 Appendix 2. Need Analysis Questionnaire………... 115 Appendix 3. The Working Concept of Need Analysis Interview with

English Lecturers………. 117 Appendix 4. Transcript of Need Analysis Interview with English

Lecturers……….. 118

Appendix 5. The Construct Mapping of Need Analysis Interview for

Students……… 120

Appendix 6. Transcript of Need Analysis Interview with Students…. 121 Appendix 7. The Result of Vocabulary Size Level Test……….. 122 Appendix 8. The Vocabulary Breadth Test……….. 123 Appendix 9. The Result of Breadth Test……….. 127 Appendix 10. The Working Concept of Expert Validation

Questionnaire………... 132

Appendix 11. The Questionnaire for Material Development Expert,

English Lecturers, and Nursing Lecturers………... 133 Appendix 12. The Questionnaire for IT Experts……… 136

Appendix 13.

The Result of Expert Validation Questionnaire (Material Development Expert, English Lecturers, and Nursing

Lecturers)………. 139

Appendix 14. The Result of Expert Validation Questionnaire (IT

Experts)……… 141

Appendix 15. The Summary of Experts’ Responses on the Essay

Questions ………. 142 Appendix 16. The Working Concept of User Validation Questionnaire 144 Appendix 17. The User Validation Questionnaire ………. 145 Appendix 18. The Result of User Validation Questionnaire ………….. 147 Appendix 19. The Vocabulary Post-test and Delayed-test of Unit 1 …. 151 Appendix 20. The Result of post-test of Unit 1 ……….. 154

xvii

Appendix 21. The Result of Delayed-test of Unit 1 ………... 155 Appendix 22. The Analysis Result of Paired Sample T-test ………….. 156

xviii ABSTRACT

Kristanto, Barlian. 2016. Electronic Lexicon on Nursing (e-lon): A Computer Assisted Vocabulary Learning (CAVL) Model to Enhance Nursing Students’ Lexical Retention. Yogyakarta: Graduate Program on English Language Studies, Sanata Dharma University.

Vocabulary is an essential element of a language. A significant amount of vocabulary affects the language fluency of learners. In nursing study program, the students need to master a larger number of words to enable them in understanding nursing textbooks or journal articles in their courses. In fact, time limitation and lack of motivation in vocabulary learning are the main problems. Electronic Lexicon on Nursing (e-lon) was developed to accommodate the students’ needs. E-lon is as Computer Assisted Vocabulary Learning (CAVL) model used to enhance nursing students’ lexical retention that can be transferred into LMS, Web-site, and CD. In terms of words retention, acquisition of new words from reading texts by means of strategies such as contextual deduction is not enough to extend their vocabulary. Applying explicit learning can be the solution to provide deeper mental process of vocabulary acquisition. The words to be learned presented in context and then in isolation. The theoretical concept was then integrated into the selected program application namely iSpring Suite. This study aimed at discovering CAVL model that enable to enhance nursing students’ lexical retention. The research problem discussed in this study was what does a CAVL Model to enhance nursing students’ lexical retention using iSpring Suite look like?

This study focused on designing e-lon. The researcher employed mix-method of two instructional design models and development research in developing e-lon. There were four units containing reading text, glosses, and exercises based on the topic. The target population was 62 nursing students in semester four in the academic year 2015/2016. The research was conducted in STIKes Harapan Bangsa Purwokerto. The data were taken in three steps: need analysis, design and development, and implementation and evaluation. The data were collected by distributing questionnaire, doing interview, and vocabulary tests. In collecting the data for preliminary field testing, the researcher involved some experts such as material development expert, English lecturers, nursing lecturers, and IT experts. They were asked to give their feedback and suggestions towards the preliminary e-lon design. A trial of the initial design of e-lon was done to 10 nursing students out of the targeted users. After getting the feedback from the respondents, the researcher did some revisions on the e-lon. It was about the contents and the layout of the e-lon. The efficacy of e-lon was tested by conducting postest and delayed-test and then analyzed by using paired-sample t-test. The result showed that e-lon was effective to enhance the vocabulary retention (p = .094 > .05).

The result of this study was the final version of the CAVL model containing three stages of vocabulary learning process: 1) guessing the words in context; 2) consulting the meaning of the words with glosses; and 3) retrieving the words with the exercises.

xix ABSTRAK

Kristanto, Barlian. 2016. Electronic Lexicon on Nursing (e-lon): A Computer Assisted Vocabulary Learning (CAVL) Model to Enhance Nursing Students’ Lexical Retention. Yogyakarta: Graduate Program on English Language Studies, Sanata Dharma University.

Kosakata merupakan unsur yang penting dari sebuah Bahasa. Banyaknya jumlah kosakata mempengaruhi kelancaran berbahasa para pelajar. Dalam Program Studi Keperawatan, mahasiswa perlu menguasai kosakata yang lebih banyak untuk bisa memahami buku teks keperawatan atau jurnal artikel dalam Bahasa Inggris di perkuliahan mereka. Pada kenyataanya, keterbatasan waktu dan kurangnya motivasi dalam belajar kosakata merupakan masalah yang utama. Electronic Lexicon on Nursing (e-lon) dikembangkan untuk memenuhi kebutuhan mereka. E-lon sebagai model pembelajaran kosakata berbassis computer untuk meningkatkan daya ingat kosakata mahasiswa keperawatan bisa diunggah kedalam sistem managemen pembelajaran (LMS), Website, dan CD. Dalam hal daya ingat kata, pemahaman kosakata baru dari teks bacaan sebagai strategi belajar seperti pengenalan konteks diawal dirasa belum cukup untuk meningkatkan kosakata mereka. Penerapan pembelajaran langsung bisa memjadi jalan keluar untuk memberikan proses mengingat yang lebih dalam untuk penguasaan kosakata. Kata-kata yang dipelajari ditampilkan dalam konteks dan kemudian dipisahkan. Koncep teori kemudian digabungkan kedalam aplikasi program yang tersedia yakni iSpring Suite. Penelitian ini bertujuan untuk mencari model pebelajaran kosakata berbasis computer untuk meingkatkan daya ingat kosakata mahasiswa keperawatan. Adapun permasalahan yang dibahasa di penelitian ini yakni seperti apakah bentuk dari model pembelajaran kosakata berbasis computer dengan menggunakan iSpring Suite untuk meningkatkan daya ingat kosakata mahasiswa keperawatan?

Penelitian ini fokus pada mendisain e-lon. Peneliti menggunakan metode gabungan dari dua model disain pembelajaran dan penelitian pengembangan dalam mengembangkan e-lon. Ada empat unit yang berisi teks bacaan, daftar kata disertai artinya, dan latihan-latihan berdasarkann topik. Target populasinya adalah 62 mahasiswa keperawatan semester empat tahun akademik 2015/2016. Penelitian ini dilakukan di STIKes Harapan Bangsa Purwokerto. Data yang diambil dalam tiga tahapan: analisa kebutuhan, disain dan pengembangan, serta penerapan dan evaluasi. Pengumpulan data melalui membagikan kuesioner, interview dan test kosakata. Dalam pengumpuln data dari uji awal, peneliti melibatkan para ahli yang meliputi pengembang materi, dosen Bahasa Inggris, dosen Keperwatan, dan orang IT. Mereka diminta untuk memberikan masukan dan saran terhadap disain awal dari e-lon. Uji coba disain awal e-lon dilakukan pada 10 mahasiswa keperwatan diluar dari jumlah target pengguna. Setelah mendapatkan masukan dari para responden, peneliti melakukan revisi terhadap e-lon. revisi tersebut berkaitan denga isi dan tampilan e-lon. Keefektifan e-lon diuji dengan melakukan post-test dan delayed-test yang kemudian hasilnya dianalisa dengan menggunakan paired-sample t-test. Hasil menunjukkan bahwa e-lon efektif untuk meningkatkan daya ingat koskata (p = .094 > .05).

xx

Hasil penelitian ini adalah versi akhir dari model pembelajaran kosakata berbasis komputer yang meliputi tiga tahapan proses pembelajaran kosakata: 1) menebak arti kata dalam konteks; 2) mengkonsultasikan arti kata dengan glosses; dan 3) menerima kata-kata tersebut dalam bentuk latihan.

1

CHAPTER I

INTRODUCTION

This chapter is about general explanation on what will be discussed in this study. It consists of the background of the study, problem limitation, problem formulation, research goals, and benefits of the study. The background section not only provides the reason why this study is worth to carry out but also situates the proposed study in the context of previous relevant studies to clarify the originality of the study. The Problem limitation explains the scope of the study. The Problem formulation specifies research questions to answer in this study. Research goals are the aims that this study wants to achieve. Finally, the research benefits state the theoretical and practical advantages for readers after reading this study.

A. Background

The importance of vocabulary in language acquisition has been greatly emphasized among most of researchers. It is widely accepted that vocabulary is one of the main constituents of a language. In other words, acquiring second language vocabulary is the prerequisite in learning second language. It contributes a lot on how good learners listen, read, speak, and write. The more vocabulary learners acquire the better language they perform. According to Eizadpanah, Abedi, and Ghaedrahmat (2014), vocabulary is the building block of language learning meaning that learners will have difficulty performing the tasks required without sufficient knowledge of vocabulary. Thus, a significant amount of vocabulary learners is essential for fluency and appropriate language use in

various situations, for example listening to academic lectures, communicating with others, reading books, and writing essays (Nation, 2001).

Generally, foreign or second language learners are aware of the fact that the vocabulary knowledge limitations affect their fluency both in spoken and written language. Moreover, Hunt and Beglar (2005) argue that foreign language learners have a deficiency in developing their lexicons to an adequate level which would enable them to function properly in different language contexts (Barrow, Nakanishi, and Ishino, 1999; Nurweni and Read, 1999, as cited in Hunt and Beglar, 2005). The learners have not found any effective vocabulary learning techniques yet to improve their vocabulary. Furthermore, they often complain about the difficulty in learning vocabulary. Some motivated learners keep trying to overcome their difficulty of vocabulary learning by memorizing words list or making their vocabulary notes. In contrast, those with low motivation in vocabulary learning will just ignore vocabulary learning which affect their overall language proficiency. Although, many researchers suggest explicit vocabulary instruction, vocabulary building is given less priority in second language (L2) classroom on assumption that learners will learn on their own through natural exposure to language or by necessity. In order to resolve this conflict over the limited amount of class time available, there is a growing interest among second language acquisition researchers and teachers in using technology for vocabulary instruction in and outside the classroom.

The development of technology and the widespread access to computers and electronic devices have influenced foreign/second language teaching and learning generally, and vocabulary teaching and learning specifically. It shifts

teacher-centered of book-teacher-centered to student-teacher-centered or classroom-based instruction (Hai-peng & Li-jing, 2007). A computer-assisted language learning (CALL) is an example of the technological implication in language learning environment. It aims to help learners acquire foreign/second language learning better. Fox (1984) notes that CALL program with exercises can provide a rich and simulating learning environment to second language learners. Moreover, CALL promotes students to be more autonomous in learning (Beaty, 2003: p. 45). In other words, a teacher is no longer as the key factor in the learning process. The emergence and popularity of computer and internet facilitate students to get more language exposures and language practices. As the consequence, many universities or even schools facilitate their students with language laboratory and multimedia supports to gain the advantages of CALL in language learning.

The use of CALL in vocabulary learning helps teachers to provide various activities which are effective to improve students’ vocabulary. It is possible for material developers or teachers to make interesting vocabulary learning by inserting audio, video, image, and text. Therefore, vocabulary learning activities do not only involve memorizing and monotonous practicing such as looking up meanings on dictionary, but also various other activities to enhance understanding and usage (Hai-peng & Li-jing, 2007). For instance, the combination of visual (images or videos) and verbal (audio and textual information) annotation to present words gives positive effect on L2 vocabulary retention (Thomson and Paivio, 1994; and Jones, 2004).

However, designing a vocabulary learning mediated with computer is not easy to do. According to Moore and Kearsley (2005), there are basic considerations

in instructional design. They are: 1) what the content is; 2) how the materials should be sequenced; 3) what the best media to present the materials is; 4) what teaching strategies need to be used; 5) How the students’ learning materials can be measured; 6) what systems for feedback are available; and 7) what methods should be used to create the learning materials. Sometimes, instructional designers or teachers expect more to have a good choice of learning tools or media to present the course materials and to have full control of it. In fact, the choices of learning tools or media are limited. These limitations must be solved and the course design must meet the learners’ needs. Hence, choosing the right instructional design model can help instructional designers or teachers to select the suitable tools, media, or applications.

The one of useful applications to design vocabulary learning is iSpring suite. It is rapid learning software, which allows the instructional designers or teachers to create and to publish learning objects or SCORM packages starting from a PowerPoint file. It is embedded with quizzes, flash, and interactions to create a professional e-learning course. The quizzes created with ‘Quiz Maker’ which offers various question types. This feature helps the instructional designers or teachers to create various vocabulary exercises or tests and to sequence them in enhancingstudents’ lexical retention. Moreover, it enables the students or users to see the quiz review and to print the test result. The final package can be published on the Web or Learning Management System (LMS) such as Moodle which is as the platform. However, there is no guideline how to create a vocabulary learning course using this application.

Although there are a number of studies investigating the use of CALL that promotes vocabulary acquisition, most of them only investigate how effective computer assisted vocabulary learning (CAVL) to enhance learners’ vocabulary mastery and their attitudes in using CAVL application (Dewan, 2013; Ma, 2008; Joseph, 2009; Hunt & Beglar, 2005). Moreover, there is limited literature in CALL studies that investigate how a vocabulary learning using CALL application designed to help second language learners acquire and retain the target vocabulary. Hence, to response this need, the study aims to design an effective computer-assisted vocabulary learning model on lexical retention. In addition, it is expected to motivate learners in vocabulary learning.

B. Problem Limitation

The limitation of this study aims to constrain the research. There are some limitations determined by the researcher. First, the focus of this study is on developing computer assisted vocabulary learning to enhance nursing students’ lexical retention. Second, the researcher employs the vocabulary learning theories that concern on lexical retention. Third, the available application, iSpring Suite, is used to present the vocabulary learning materials as supplementary materials especially designed for nursing students. Forth, the goals, objectives, and topics in this application are arranged in accordance with the syllabus and reference books used in nursing programs in STIKes.

C. Research Questions

The research question in this study is: What does a CAVL Model to enhance nursing students’ lexical retention using iSpring Suite application look like?

D. Research Goals

This study aims to design a CAVL model using available application namely iSpring Suite and to see its efficacy on enhancing nursing students’ lexical retention. The contents of the application are in accordance with the syllabus used in English for nursing programs.

E. Research Benefits

This study provides both theoretical and practical benefits. In terms of theoretical benefit, the study addresses on what vocabulary learning approaches can be used to enhance lexical retention and how the pedagogical implication is presented into a CAVL. Furthermore, it is expected to give the readers and also the future researchers a thorough knowledge on the result of this study to expand the use of CAVL for other subjects. The instructional design model used can be the consideration in designing computerized vocabulary learning with various activities.

As for the practical benefit, this study attempts to provide nursing students with opportunity to build their vocabulary through a CAVL. The designed model of CAVL is expected to enhance the vocabulary retention and to motivate nursing students in the vocabulary learning. Moreover, the use of CAVL encourages nursing students to be independent learners who are able to utilize technology in general and vocabulary learning tool in specific to achieve their learning objectives. In addition, the product of this study is also expected to be a prospective supplementary learning material to overcome the obstructions in learning vocabulary.

7

CHAPTER II

LITERATURE REVIEW

This chapter explains the theories and their implication to answer the questions in the problem formulation. It is divided into three sections: 1) review of related study; 2) theoretical review; and 3) theoretical framework. The theoretical review covers the relevant theories which are essential for the analyses. The theoretical framework gives description on how the theories are used in the analyses.

A. Review of Related Study

Vocabulary teaching and learning has been in a highly popular subject matter in computer assisted language learning applications since the early history of computer assisted language learning (CALL). There are a number of studies investigating CALL environment that promotes vocabulary acquisition. Some studies (Tokaҫ , A., 2005; Ghabanchi, Z., & Anbarestani, M., 2008; Li, J., 2009; Hassan, R.E.H., 2010; Shao, J., 2012; Dewan, G., 2013; Basoz, T., 2014) have examined the efficacy of a computer assisted vocabulary learning (CAVL) in enhancing students’ vocabulary acquisition. One of those studies compares the paper-based vocabulary instruction materials with the computerized vocabulary instruction materials to see which one is more effective (Li, J., 2009). Three of them extend the investigation on students’ attitudes on the use of CALL in vocabulary learning (Hassan, R.E.H., 2010; Shao, J., 2012; Dewan, G., 2013).

Firstly, the effectiveness of CAVL applications in vocabulary learning has been proved successfully by the studies above. Tokaҫ (2005) investigated the

effectiveness of CALL on vocabulary teaching and learning. The results of the study supported the hypothesis that the experimental group liked working with computers and they learned and retained more vocabulary than control group. The study of Ghabanchi and Anbarestani (2008) probed the effect of CALL on vocabulary learning. They discussed more on the use of computer for lexical skill development. The result indicated that in using CALL program, learners have an intensive mental processing and learners retain the target words longer. Moreover, short period of time and the purpose of learning new vocabulary become the consideration in implementing CALL to extend lexical knowledge. The study of Hassan (2010) is a bit different with the others since the researcher implemented a computer-aided vocabulary learning to learn Arabic called “ArabCAVL” in blended learning setting. However, the result shows that students’ vocabulary recognition and usage were clearly higher than those who were not exposed with ArabCAVL software. The next study (Basoz, 2014) applied in 52 freshmen of English Language Teaching Department of Balikesir University in Turkey. Two groups were randomly chosen; Computer Assisted Vocabulary Instruction (CAVI) group and Communicative Language Teaching (CLT) group. A Moodle as learning management system (LMS) was used in vocabulary learning in CAVI group. Though both groups had improvement in their vocabulary, there was no significant difference between the groups in vocabulary gains. This study reported different result comparing with the other studies above.

Secondly, students’ attitudes and/or perceptions are important on the implementation of CALL in vocabulary learning (Hassan, 2010). Therefore, the other studies not only examine the effectiveness of CALL on vocabulary learning

but also discuss students’ attitudes toward the use of CALL in their vocabulary learning (Hassan, R.E.H., 2010; Shao, J., 2012 and Dewan, G., 2013). Hassan (2010) surveyed students’ perceptions on what extent the computer-aided vocabulary learning improves their vocabulary. The result shows positive responses. The majority of students reported that they like using the software in studying vocabulary. The students felt that the software support the learning process especially in terms of introducing word knowledge in different context, instant feedback, multiple word retrieval, and recognition for comprehension. In the study of Shao, multimedia application-based vocabulary acquisition has been used to explore the effectiveness of multimedia application and the interest level of Chinese college students with multimedia software they work with. This study also gives reflections on the shift of teacher’s role from conventional teaching at classroom setting to teaching with multimedia environment. Likewise, the study of Dewan (2013) shows that the CAVL package were helpful for students to learn and retain vocabulary knowledge. Dewan focused more on students’ behaviour in using CAVL package. This study reported that there was no relationship between test-scores and the frequency of word look up features though there were a large number of the students’ look-up clicks on the word features in the CAVL package.

The previous studies have generally supported the idea that computer assisted vocabulary learning facilitates second language vocabulary acquisition and has provided with some practical and theoretical insights to understanding the computer assisted vocabulary learning. All of them used experimental research to investigate the effectiveness of CAVL in vocabulary learning and some of them conducted a survey to know students’ attitudes/perceptions. The results of those

studies are helpful for the researcher to design a CAVL model to enhance students’ vocabulary retention. In the next section, the review of theoretical literature on vocabulary learning and memory retention is highly necessary to provide deeper understanding on how a word is acquired and storage in the memory. In addition, the following explanation gives foundation information before designing vocabulary learning mediated computer to improve learner’s lexical retention.

B. Theoretical Review

In this section, some related theories from different literatures are discussed. This part presents the theories of English for specific purposes (ESP) vocabulary, English for nursing, vocabulary acquisition and retention, vocabulary learning materials, computer-assisted vocabulary learning, an overview of iSpring suite application, and instructional system design models.

1. ESP Vocabulary

Specialised vocabulary in ESP has important role. It shows what kind of ESP the learners are focused on. According to Coxhead (in Patridge and Starfield, 2013), there are some reasons why vocabulary need to be specific in ESP course. Firstly, selected words in learning materials which is directly related to learners’ language needs will make their classroom time more valuable. Secondly, when learners understand and try to use this special purposes vocabulary indicates that these learners belong to a particular group. In other words, it will be helpful for ESP learners if they are exposed with useful vocabulary related to their field. The other reason is the size of specialised vocabulary is not fully established. It means that ESP learners probably face so many learning tasks to develop their

understanding and use of specialised vocabulary in their subject area at university or in a professional context. In the literature, ESP vocabulary has different terms from one study to another. The terms include special purposes, specialized, technical, sub-technical, and semi-technical vocabulary (Coxhead, 2013). Although specialized vocabulary is claimed to belong to a particular subject area at university or to a professional discipline, it does not always that technical or highly technical words are not used in everyday language. In contrast, ordinary words that usually can be found in daily language possibly have very specific meanings in particular contexts. For example, treatment and care are words that can be found in everyday language but are also used in nursing studies. Hence, ESP vocabulary covers various word levels.

Nation divides vocabulary into four levels. They are a general service vocabulary, academic vocabulary, technical vocabulary, and low frequent vocabulary (Nation, 2001). According to Chung and Nation (2003), words classified into a general service vocabulary (or high frequency words) are the most frequent 2,000 words of English. Around 80 % of this vocabulary can be found in academic texts and newspapers, and around 90 % of them typically are in conversations and novels. Nation (2001) states that a general service vocabulary includes all of the function words of English and content words such as between, early, the, is, by, and many more. The second vocabulary level is academic vocabulary which is the extension of the general service vocabulary. It consists of words that can be found in any disciplines with the same form, but the meaning is quite different. It covers average 8.5 % of academic texts, average 3.9 % of newspapers, and 1.7 % of fictions (Nation, 2001: 304). It is in between high

frequency vocabulary and technical vocabulary, but it is more closely related to high frequency vocabulary. In technical vocabulary, Nation defines that it is “a group of words particularly useful by learners with specific goals in language use such as reading academic texts in a particular discipline” (2001:316). In other words, technical vocabulary has specific use or interest to people working in specialised field such as nurses, geologists, or accountants. The last level of vocabulary, low frequent vocabulary, consists of the remaining words of English.

2. English for Nursing (EFN)

English for nursing is part of ESP which is a relatively recent specialty. Hutchinson and Waters (1987) state that ESP is “an approach to language learning which is based on learners’ need”. Therefore, the content and goals of ESP course are oriented to the specific needs of the learners. Analysing the needs of English for nurses leads the development of the course and materials in English for nursing. In contrast with doctors and other professional health-care-provider, nurses use English in specific ways. According to Bosher (in Patridge and Starfield, 2013) English as second language (ESL) students in a baccalaureate-degree nursing program use English not only in the clinical setting, but also in nursing education. In clinical setting, the use of English focuses on interaction between nurses with patients and their colleagues on the job; charting and change-of-shift reports; and conducting nursing care plan where students are required to think critically about data collected through both a physical and psychological assessment of a patient and to use theoretical information from multiple sources texts such as nursing course textbooks to support their assessment, diagnosis, and intervention plan.

Whereas in the academic setting, students need to apply reading strategies and skills to complex reading materials in their textbooks and to master specialised words in nursing to help their understanding towards reading texts.

3. Vocabulary Acquisition

This section provides an overview of related theories by first examining aspects of vocabulary knowledge, the nature of vocabulary acquisition, and the role of memory in vocabulary acquisition.

a. Aspects of Vocabulary Knowledge

A single word is composed of different aspects. Learner may think that learning a word is only about pronunciation, spelling and meaning. Schmitt (2002) argues that words have strong and complicated features which are not discrete units in a language. There are some aspects of vocabulary knowledge that learners need to know: word’s pronunciation, spelling, word parts, meaning, grammatical properties, collocations, and contextual factors affecting its appropriate use (Nation, 2001).

Knowing a word’s pronunciation means being able to recognize the word when it is heard and also being able to produce the spoken form. Spelling knowledge refers to learner’s knowledge of a word’s written form. Knowing the written and spoken form of words helps learners understand what they read and what they hear. Another important aspect of vocabulary knowledge for language learners is a word meaning. The meaning of a word constitutes the relationship between the word and concept. In language, the spoken and written form of a word correspond to a concept in the real world. Learners need to connect the written and

spoken forms of words with the concepts successfully in order to communicate an intended message. The strength of this connection determines how effective language learners can remember the meaning of words when they encounter and use them in written and spoken language. Another essential issue regarding meanings of words in language is that words generally have more than one meaning. When learners look up a word in a dictionary, they may encounter many different meanings for the word. Thus, learners need to know the various meanings that may correspond to written and spoken forms of a single word (Nation, 2001).

Collocation is part of another vocabulary knowledge aspect. It refers to typical co-occurrence of particular words more often than that would be expected by chance. Accordingly, knowledge of collocation involves sequencing words in a way that is frequently observed in native speaker use of words in phrases and sentences (Nation, 2001). Knowledge of collocation is believed to affect fluency and the appropriate use of language (Pawley & Syder, 1983 cited in Nation, 2001 p.323). Thus, learners need to know what words typically occur together. Word parts are other important aspect of vocabulary knowledge. Word parts knowledge involves knowing how to form different words by using a root word with patterns. It is necessary for learners to know what part of speech a word is in order to place it in a grammatical pattern accurately (Schmitt 2002). The last aspect of vocabulary knowledge deals with having information about contexts in which a given word can be used appropriately (Miller, 1999 cited in Nation, 2001). The context refers to a particular situation in which the communication is taking place. Particular words and phrases can be more appropriate for a given communication context. Thus,

learners need to have knowledge about the appropriateness of a word in particular contexts in order to communicate successfully (Nation, 2001).

In this section of the literature review, the aspects of vocabulary knowledge are discussed. The literature review on the aspects of vocabulary knowledge indicates that learning a word involves learning a particular word’s pronunciation, spelling, word parts, meaning, grammatical properties, collocations, and contextual factors affecting its appropriate use (Nation, 2001). Learners need to attend to all these aspects in order to use the target language effectively and appropriately.

b. The Nature of Vocabulary Acquisition

An advanced language learner knows approximately ten thousand words (Schmitt, 2002). Although there is not a consensus on how learners learn such a large amount of vocabulary, there is a general picture of vocabulary acquisition in the literature (Schmitt, 2002). Some important features of vocabulary acquisition have been revealed through research on vocabulary acquisition.

One of those features is the incremental nature of vocabulary knowledge. Incremental nature of vocabulary acquisition refers to the gradual learning of different knowledge types that belong to a single word (Schmitt 2002). Schmitt (2002) stresses that these different types of knowledge cannot be learned entirely at one time. Moreover, some knowledge types are mastered before others. For example, in a study by Schmitt (2002), learners first learned a words’ spelling, then the meaning of the words. He also found that within a single type of word knowledge, there was also a continuum. In this continuum, the learners first learned a word’s basic meaning and then learned other meanings of the word. One

conclusion that can be drawn from Schmitt’s study is that complete mastery of a word takes time because of the incremental nature of vocabulary acquisition.

Another aspect of vocabulary acquisition is the distinction between receptive and productive vocabulary. The term receptive vocabulary refers to the type of vocabulary knowledge that lets learners recognize and understand a word when encountered in a written or audio piece of language, whereas productive vocabulary refers to the type of vocabulary knowledge that enables learners to produce a word (Melka, 2001). According to Melka (2001), although there are certain levels of knowledge about a particular word, such knowledge should not be considered as two separate systems. They should be considered as differing degrees of familiarity dependent on each other (Melka, 2001). In other words, “knowing a word is not an all-or-nothing proposition; some aspects may have become productive, while othersremain at the receptive level.” (Melka, 2001)

Another important feature of vocabulary acquisition is its retention fragility. When there is learning, there is also forgetting what has been learned. Forgetting is a natural part of learning. When it comes to second language vocabulary, according to several research studies, lexical knowledge is more likely to be forgotten than grammatical knowledge (Cohen as cited in Craik; Craik, 2002). According to Schmitt (2002, pp. 130), the fragility of vocabulary knowledge is due to the fact that “vocabulary is made up individual units rather than a series of rules.” Forgetting the learned vocabulary can mean losing all the effort put into learning them. Thus, once the vocabulary items are partly or completely learned, they should be recycled systematically to foster successful retention. In the next section of the literature review, the role of memory in vocabulary acquisition is presented.

c. Memory Retention in Vocabulary Acquisition

Memory has strong connection with language learning. Language enables humans to retain information and communicate in highly sophisticated ways. The information-processing approach to memory is based on the separate-storage model and the levels-of-processing approach (Sanatullova-Allison, 2014). In the separate-storage model, the individual is seen as an information-processing system. Once an item is perceived, it enters primary memory (PM) with short-term memory. Rehearsal is necessary for the item to remain in PM and, if rehearsal is long enough, the item may enter secondary memory (SM), which is long-term memory. According to Burning, Schraw, and Ronning (1999), the knowledge people have about their own thought process guides the flow of information through the two memory systems: short-term memory and long-term memory. Short-term memory retains information or hold information when it is being processed for only a few seconds normally. It is also known as working memory. Shcmitt (2000) states that short-term memory has small capacity to keep though it is fast and adaptive to retain information. However, information being kept in short-term memory can be extended by rehearsal. For example, repeating a phone number constantly will not be forgettable easily. Long-term memory, in another hand, has unlimited storage capacity which retains information in anything but it is relatively slow. Understanding how information is storage in memory and why certain parts of it are still stuck while the others are lost is helpful to promote more effective learning and retention of new language items.

4. Approaches to Vocabulary Learning

In this study the approaches of vocabulary learning discussed are implicit and explicit vocabulary learning. Implicit learning refers to natural learning process, while explicit learning implies that requires more mental effort.

a. Implicit Vocabulary learning

The concept of implicit vocabulary learning is that words can be acquired naturally through repeated exposure in various language contexts with reading as the major source of input. Hulstijn (2003, p.349) states that implicit learning is the process of acquiring vocabulary and grammar through meaning focused communicative activities such as reading and listening. In Krashen’s input hypothesis (1993), vocabulary can be acquired by reading as long as the input is comprehensible to the learner. According to Ma (2006, p.16), the most important feature of implicit vocabulary learning is incidental learning. The term incidental is defined here as learners’ acquisition of the meaning of words as they engage in other tasks such as comprehension of reading and listening passages.

However, acquiring vocabulary incidentally in second language acquisition is not always successful to learners. There are disadvantages for incidental vocabulary learning compared to direct learning. Hulstijn (1992) reported two ineffectiveness of incidental learning in vocabulary acquisition. First, contextual information is often ambiguous and not sufficiently reliable for learners to be able to make the correct inference. Second, learners have the risk of failing to verify the correctness of inferences and can learn words incorrectly. Wesche and Paribakhl (2000) added that the vocabulary acquired through incidental learning is mainly for recognition and hardly at all for production. This is because the nature of incidental

learning which the main language activity is reading where the focus is on meaning and content. Moreover, only limited attention is paid to the lexical and syntactic features of the new words. The quality and quantity of lexical processing in incidental learning is simply insufficient to enable the learner to grasp the precise meanings and correct usage of words that will lead to correct production.

To overcome the disadvantages of incidental learning, Hulstijn, Hollander and Greidanus (1996) propose the use of glosses as one way to enhance incidental vocabulary learning. They found that learners who had access to glosses perform better that those without glosses on a vocabulary test administered immediately after treatment. Hulstijn, et al. (1996) conducted research with Dutch students learning French as a second language and found that marginal glosses (L1) were more effective than bilingual dictionary use or Text-only condition (no glosses and no use of dictionary).

b. Explicit Vocabulary Learning

Another approach to vocabulary learning is explicit learning. Ma (2006) argues that vocabulary and vocabulary learning strategies should be learned or taught explicitly so that learning can be more efficient. However, Ma agrees with other scholars that context is the main source for acquiring vocabulary, but she claims that learners need some extra help to build up an adequate vocabulary and to acquire the strategies necessary to overcome with the problems of reading context. According to Coady (1997), there two main approaches in explicit learning: explicit instruction and strategy instruction.

In the explicit instruction, learners should be taught vocabulary explicitly by using various means including direct memorization techniques (Nation, 2001). The

concern here is mainly with low level learners who do not have enough vocabulary to read extensively. This can be done by direct teaching (teacher explanation, peer teaching), direct learning (using word cards, consulting dictionaries), and planned encounters with words (graded reading, vocabulary exercises).

5. Theoretical Principles of CAVL Designs

Theoretical principles role very important component to the design of CAVL model. Here theory mainly means vocabulary learning theory which is used to set up the key aspects of CAVL designs. The selection of specific or general vocabulary learning theory will serve as a guide in the selection of the technologies to be used. The different guidelines that are relevant to the design of CAVL applications proposed by some scholars are discussed below.

Ellis (1995) states that design principles provide guidelines from a psycholinguistic point of view. He suggests that CAVI programs should provide language learners with both intentional and incidental vocabulary learning opportunities. Ellis argues that several features of a given word involve implicit learning while other features involve explicit learning. For example, pronunciation, spelling, and production of a word can be learned implicitly while learning and retaining a word’s meaning can be achieved through explicit learning. He also argues that as learning the meaning of words involves explicit learning and is a conscious process, it is strongly affected by the quality of the mental processing and repetition.

The implicit learning of pronunciation, spelling and production of a word can be promoted by computerized reading texts. Learners can pay brief initial attention to the words, and producing the word forms should be left to encounters in

meaning focused use. Explicit vocabulary learning, on the other hand, can be promoted trough online dictionaries, annotations containing explanations and sample uses of target words. Repetition of words’ meaning can be achieved by computerized drills and exercises which have been effectively implemented in computer-assisted vocabulary instruction programs. In line with Ellis, Goodfellow (1995) raised a few concerns regarding to the design of CAVL programs which are vocabulary learning should be explicit in CAVL and the design should be based on learning theories specific to vocabulary learning.

Levy (1997) discussed the nature of the computer technology in CALL applications, such as whether the computer acts as tutor (e.g., teacher) to guide the learning or as a tool to facilitate learners’ performance. This tutor/ tool distinction will impact on the development of CALL and CAVL. However, Levy also puts his attention on the way how vocabulary is learned whether in an implicit vocabulary learning in which vocabulary items should be acquired through repeated exposure to language (in textual reading mostly) or else learned with explicit attention paid to the word form and its various aspects (e.g., collocation or usage).

Regarding to the design of CAVL applications, Ma (2009, p.174) proposes four pedagogical criteria to ensure the quality of CAVL applications which are:

1) The learning activities should provide opportunities for learners to notice the word form and access its meaning as well as connect the two;

2) At least two types of linguistic information, visual, and aural, should be presented;

3) The program should incorporate or be linked to electronic dictionaries or lexical concordancers;

4) Explicit focus should be put on the target items so that learners can rehearse, manipulate, or reorganize the lexical information.

In designing instructional software for vocabulary teaching Josep et al (2009) suggest there are three key aspects that need to be considered: (a) what activity should the learner perform to enhance vocabulary learning? (b) through which media should the vocabulary be presented? (c) for how long and how frequently should the learner undertake the activities? These can be viewed as questions concerning task type, media, and scheduling.

Nowadays, the emergence of computer and Internet technologies does help learners in learning a second language. Vocabulary which is not discrete units of a language takes the advantages of them. Computer-assisted vocabulary learning (CAVL for short), which is a subfield of Computer-assisted language learning (CALL), should be well-constructed in order to give learners a rich and stimulating learning environment. Tokac (2005) argues that vocabulary acquisition software helps learners acquire a large vocabulary by promoting the deep processing of words and allow learners both to study and use the target vocabulary. Furthermore, vocabulary acquisition software can maximize the interaction between learners and the CAVL program. The interaction between learner and the program as well as the learner development in vocabulary acquisition, should be recorded by a learner-behavior-tracking device built into the software. This is because learner-behavior data may provide valuable insights in students’ development and effectiveness of the software. Finally, CAVL software should train learners how to use the software effectively as learners may fail to use some features of the CAVL program.

6. An Overview of iSpring Suite Application

iSpring Suite is e-learning toolkit that can convert PowerPoint presentation into e-learning courses. It has interesting features which lead the development of interactive language courses. The features offered by iSpring are Video Lectures, Interactive Assessments, Screen Recordings, Conversation Simulations, E-Learning Interactions, Character Library, and Extensive LMS Support. Teacher can create PowerPoint presentations synchronized with video into a video presentation format. iSpringNaration Editor allows teacher’s video presentation before publishing. The following figure is as an example of iSpring Naration Editor.

Figure 2.1. iSpring Naration Editor

Using Interactive Assessment, teacher possibly creates variety of assessment with rich media, video, drag-n-drops, branching, and flexible scoring and testing rules. To maximize students’ evaluation of knowledge levels and their performance, iSpring QuizMaker offers interactive tests and surveys included in Graded Question and Survey Question. It is shown in the figure below.

Figure 2.2. iSpring Quiz Maker

In terms of drilling productive skills such as speaking, TalkMaster tool within includes a library of backgrounds and characters might be used to create conversation simulations. This allows students to practice in team’s communication skills.

Another beneficial feature is that teacher can create learning materials more visual with iSpring e-Learning interactions for creating 3D books, timelines, references, glossaries, catalogs, and FAQs. The variation of delivery learning material can be in the form of e-book by simply placing the text in the book then adding images and characters.

Figure 2.3. Book-iSpring Visuals

The use of Timeline interaction is also possible to visualize the chronology of historical events. The scale can be divided into several periods.

Figure 2.4. Timeline Interactions

The availability of the Directory template, teacher can create interactive glossary or index with images, audio, and video to be combined into a list with an alphanumeric index. This feature supports to create vocabulary learning as well.

Figure 2.5. iSpring Directory

iSpring Suite application can be a toolkit to help learners acquire foreign/second language. Because teachers use iSpring for learning activities, this software also belongs to CAI (Computer Assisted Instruction) process. Moreover, it is very possible to be applied for creating vocabulary learning mediated with computer.

7. Instructional System Design Models

Instructional system design (ISD) models are systematic process applied to create any effective design projects. According to Seels and Glasgow (1997), it is a visualization of the process followed when conducting instructional design. It provides guidelines what instructional designers or teachers need to do. It guides them to work more effectively in order to produce more effective and attractive instruction which is suitable with a certain learning environment. Morrison et al (2011) also state that the goal of instructional design is to make learning less difficult and to help instructional designers conceptualize a process or system. ISD models figure out the process by showing the main elements or phases which are

interrelated. Smaldino et al (2004) state that each component in an ISD is interrelated and works together effectively and reliably within a framework to provide learning activities needed in order to accomplish a learning goal. According to Dick and Carey (2009), interacting components which are made up together produce instruction to satisfy needs expressed in the goal of its instruction. A leading definition of ISD describes it as “a systemic process that is employed to develop education and training programs in consistent and reliable fashion” (Gustafson & Branch, 2007, p.11). Dick and Carey (2009) argue that using systematic approaches to instructional design is effective since the interlocking connection between each component, especially the relationship between instructional strategy and desired learning outcomes.

a. A Taxonomy of Instructional Development Models

There are number of ISD models which have similarity and differences. Therefore, instructional designers or teachers need to be selective in choosing or adapting the suitable ISD models to design a learning program. It should not only meet the requirements of the discipline, but also strategic evaluations concerning the learning effectiveness of the design and any possible improvements. To response this situation, Gustafson created taxonomy of instructional design models in 1981 (Gustafson and Branch, 2002). It aims to help instructional designers or teachers in clarifying the assumptions of each model and identifying the condition so that the model chosen might be most appropriate used. Gustafson’s taxonomy contains three categories where those models can be placed into each category. The categories are classroom orientation, product orientation, and system orientation. The following table presents the characteristics of each category.

Table 2.1. A taxonomy of instructional design models based on selected characteristics (Adapted from Gustafson and Branch, 2002).

Selected Characteristics Classroom Orientation Product Orientation System Orientation

Goal To improve a

piece of content

To improve efficiency of production

To create an instructional system Typical Output One or few

hours of instruction

Self-instructional or instructor-delivered package

Course or entire curriculum

Approach Holistic Systematic Systemic and

systematic Resources Committed

to Develop

Very low High High

Team or Individual Effort

Individual Usually a team Team

ID Skill/Experience Low Low to Medium High/Very high Emphasis on

Development or Selection

Selection Development Development

Amount of Front-End Analysis/Need

Assessment

Low Low to Medium Very high

Technological Complexity or Delivery Media

Low Medium to High Medium to High

Amount of Try-out and Revision

(formative evaluation)

Low to Medium Very High Medium to High

Amount of Distribution/ Dissemination

None High Medium to Highs

Learner focus High Moderate: Learner characteristics are taken into account during analysis phase

Moderate: Learner characteristics are taken into account during analysis phase

The taxonomy of models above was developed by Gustafson in 1991 based on specific characteristics. It describes models as being classroom orientation, product orientation, or system orientation. In classroom-oriented models, they usually have an output of one or a few hours of instruction. The models assume an instructor, students, a classroom, and a piece of instruction that needs to be

improved. These characteristics are totally different from the other two categories of instructional design models. Product-oriented models have an output of an instructional package and focus on making production more efficient. Whereas, system-oriented models have an output of a course or curriculum and aim to provide a complete instructional system for managing learning needs.

The other characteristics that distinguish each model are the level of instructional design skill or experience needed to use a model, the amount of front-end analysis, the complexity of technology use and delivery media, and the amount of try-out and revision (formative evaluation). In terms of the amount of instructional design skill or experience and the amount of front-end analysis, classroom-oriented models require low level, product-oriented models are low to medium, and system-oriented models are high to very high. Next, the complexity of technology or delivery media, classroom-oriented models require low level, product-oriented and system-oriented models are medium to high. Lastly, in terms of try-out and revision (formative evaluation), classroom-oriented models require low to medium, product-oriented models are very high, and system-oriented models are medium to high.

In effort to design computerized-vocabulary learning, an appropriate ISD model is exactly important as the conceptual framework. A number of models bear the label systems approach, and all of them share most of the same basic components (Dick & Carey, 2009). In order to decide which design model to follow for the creation of this project, Gustafson’s taxonomy of instructional design models is helpful to narrow the choices. Considering the objective of this study and the outcome of the project, product-oriented models are suitable with this project.

Appendix 19. Post-test and Delayed-test for Unit 1

UNIT 1: Post-test/Delayed-test

Name : __________________

Sex : __________________

Class/Semester : __________________ Study Program : __________________

Guess the meaning of the words underlined in the sentences below. You may write the Indonesian equivalent of the underlined words.

1. Manual palpation gives a subjective assessment of amplitude, as a numerical

value cannot be calculated, and gives a description of how the pulse feels.

The word “amplitude” in the sentence above mean

s

…

...

2. If the apical rate is regular, you can usually determine an accurate rate in 30

seconds.

The w

ord “apical” in the sentence above means

…...

3. If the heart is pumping a large amount of blood with each heartbeat, the pulse

will feel

very strong. This strong pulse is called “

bounding

” pulse.

The word “

bounding

” in the sentence above means

…...

4. We agreed to compensate him for his loss.

The word “compensate” in the sentence above means

…...

5. The major crease at the wrist on the palm side is simply called the wrist flexion

crease.

The word “crease” in the sentence above means

6. To feel a pulse on the side of the neck, you can place two fingers, preferably

your index and middle finger, in the hollow between the windpipe and the large

muscle in the neck.

The word “hollow” in the sentence above means

…...

...

7. A broken or dislocated jaw is an injury to the joint that connects your lower

jawbone to the skull.

The word “

jaw

” in the sentence above means

…...

...

8. Press lightly until you feel a pulse.

The word “lightly” in the sentence above means

…...

9. If you detect a skip or other oddity about your pulse, it may be irregular.

The word “oddity” in the sentence above means

…...

10. To trained fingertips, the examiner notes a pattern of a strong pulse followed

by a weak pulse over and over again.

The word “patte

rn

” in the sentence above means

…...

11. A health professional is a person who provides preventive, curative,

promotional or rehabilitative health care services in a systematic way to people,

families or communities.

The word “provide” in the sentence above means

…...

12. you should press against the artery in your wrist and count the pulsations to

calculate your heart rate.

The word “pulsation” in the sentence above means

…...

...

13. If his/her pulse is steady, it should be marked as regular.

The word “steady” in the sentence above means

…...

14. I have a throbbing headache.

The word “throbbing” in the sentence above means

…...

15. A heart attack is caused by the blood vessels that supply the blood to the heart

muscle getting blocked.

The word “vessel” in the sentence above means

Appendix 20. The Result of Post-test of Unit 1

The Result of Vocabulary Post-test of Unit 1

No. Respondent Score No. Respondent Score

1 Amalia Lestari 93,33 32 Meri Ramayanti 86,66

2 Aliftiani Cahyaningsih 73,33 33 Nikmatul Mujahidah 93,33 3 Dwi Yuliyanti 86,66 34 Nur Indra Pangestu 93,33 4 Evi Yulianti 73,33 35 Wiliam Isya Firdaus 73,33 5 Fatimah Wulandari 86,66 36 Windi Sulistiani 86,66 6 Fitriyawan 66,66 37 Yulia Sari Ismaningsih 73,33 7 Halinda Nur Salimatul F. 93,33 38 Exa Avrista Anggi M. 73,33

8 Ida Ulfi 80 39 Aisah Yuniana 93,33

9 Ika Nur Fatmah 93,33 40 Alfian Dian Lestari 86,66

10 Imas Hartanti 73,33 41 Amalia Dewi Utari 100

11 Lukman Irawan 60 42 Dian Mirawati 53,33

12 Miftahul Ulum 60 43 Dwi Nurkhasanah 60

13 Putri Pangestu Ningsih 86,66 44 Dyah Eka Putri 86,66

14 Setiyo 73,33 45 Fenti Yunianti 86,66

15 Sutinah 80 46 Ika Rahayu 80

16 Tania 66,66 47 Muhammad Umer 73,33

17 Yuli Misnawati 73,33 48 Novika Adiyani 73,33

18 Aditiya Trias Pamungkas 60 49 Nur Fajar Fitriyani R 60

19 Arif Nur Hidayat 73,33 50 Nur Iksan 100

20 Amalia Dewi Utari 93,33 51 Rizkia Amelia Putri 93,33

21 Arman Maolana Faozi 80 52 Rundah 80

22 Bela Ardilla 66,66 53 Septika Mirna Ningrum 73,33 23 Dimas Khozinatul Asrori 60 54 Siti Nur Aminah 93,33 24 Diyah Maela Amaliya 86,66 55 Susi Febriyani 93,33 25 Enjang Rizqiyani 86,66 56 Wahyu Taruna Aji 80 26 Hana Yusri Afifah 80 57 Amanatul Ngasyaroh 86,66 27 Ika Ariska Apreliani 80 58 Binar Devara Ningrum 86,66 28 Ike Meiwati 80 59 Dery Vintina Mely Pantiya 100 29 Juliana Nur Indrianti 86,66 60 Dewi Lantasih 93,33 30 Juni Nur Lianingsih 73,33 61 Efita Yulianasari 86,66 31 Kiki Alfillaturrohman 73,33 62 Elis Ayu Nurhidayati 86,66

Appendix 21. The Result of Delayed-test of Unit 1

The Result of Vocabulary Delayed-test of Unit 1

No. Respondent Score No. Respondent Score

1 Amalia Lestari 86,66 32 Meri Ramayanti 86,66

2 Aliftiani Cahyaningsih 53,33 33 Nikmatul Mujahidah 80

3 Dwi Yuliyanti 80 34 Nur Indra Pangestu 73,33

4 Evi Yulianti 73,33 35 Wiliam Isya Firdaus 80

5 Fatimah Wulandari 73,33 36 Windi Sulistiani 60 6 Fitriyawan 73,33 37 Yulia Sari Ismaningsih 66,66 7 Halinda Nur Salimatul F. 80 38 Exa Avrista Anggi M. 86,66

8 Ida Ulfi 80 39 Aisah Yuniana 80

9 Ika Nur Fatmah 80 40 Alfian Dian Lestari 86,66

10 Imas Hartanti 80 41 Amalia Dewi Utari 60

11 Lukman Irawan 53,33 42 Dian Mirawati 60

12 Miftahul Ulum 60 Dwi Nurkhasanah 73,33

13 Putri Pangestu Ningsih 73,33 43 Dyah Eka Putri 80

14 Setiyo 73,33 45 Fenti Yunianti 80

15 Sutinah 80 46 Ika Rahayu 66,66

16 Tania 60 47 Muhammad Umer 73,33

17 Yuli Misnawati 73,33 48 Novika Adiyani 60

18 Aditiya Trias Pamungkas 60 49 Nur Fajar Fitriyani R 93,33

19 Arif Nur Hidayat 53,33 50 Nur Iksan 93,33

20 Amalia Dewi Utari 73,33 51 Rizkia Amelia Putri 80

21 Arman Maolana Faozi 73,33 52 Rundah 66,66

22 Bela Ardilla 60 53 Septika Mirna Ningrum 80

23 Dimas Khozinatul Asrori 80 54 Siti Nur Aminah 86,66

24 Diyah Maela Amaliya 80 55 Susi Febriyani 80

25 Enjang Rizqiyani 73,33 56 Wahyu Taruna Aji 80 26 Hana Yusri Afifah 73,33 57 Amanatul Ngasyaroh 73,33 27 Ika Ariska Apreliani 73,33 58 Binar Devara Ningrum 86,66 28 Ike Meiwati 80 59 Dery Vintina Mely Pantiya 86,66 29 Juliana Nur Indrianti 73,33 60 Dewi Lantasih 86,66 30 Juni Nur Lianingsih 73,33 61 Efita Yulianasari 86,66 31 Kiki Alfillaturrohman 86,66 62 Elis Ayu Nurhidayati 80

Appendix 22. The Analysis of Paired Sample T-test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Test1 79.2437 62 11.13553 1.41421

Test2 78.7063 62 10.58050 1.34372

Paired Samples Correlations

N Correlation Sig.

Pair 1 Test1 & Test2 62 .975 .000

Paired Samples Test

Paired Differences t df Sig.

(2-tailed)

Mean Std.

Deviation

Std. Error Mean

95% Confidence Interval of the Difference

Lower Upper

Pair 1

Test1 -Test2