THE STUDENTS’ LIVED EXPERIENCE IN WEB-BASED
VOCABULARY LEARNING
A Thesis Presented to
the Graduate Program in English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of Magister Humaniora (M.Hum)
in English Language Studies
by
Dian Prawesti
136332006
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i
THE STUDENTS’ LIVED EXPERIENCE IN WEB-BASED
VOCABULARY LEARNING
A Thesis Presented to
the Graduate Program in English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of Magister Humaniora (M.Hum)
in English Language Studies
by
Dian Prawesti
136332006
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
II
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A THESIS
THE STUDf:NTS' LIVED EXPERIENCE IN WEB-BASED
VOCABULARYLEAR1aNG
Presented by
Dian PrawestiStudent Number 136332006
Defended before the Thesis Committeeand Declared Acceptable
Yogyakarta, June 14,2016
111
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK'S ORIGINALITY
This is to certify that all the ideas, phrases, and sentences, unless otherwise/
stated, are the ideas, phrases, sentences of the thesis writer. The writer
understands the full consequences including degree cancellation if she took
somebody else's ideas, phrases, or sentences without proper reference.
.'
Yogyakarta,6June2016
D an Prawesti
IV
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNY ATAAN PERSETUJUAN
PUBLIKASI KARY A ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:/
Nama : Dian Prawesti
NIM : 136332006
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
.'
THE STUDENTS' LIVED EXPERIENCE IN WEB-BASED VOCABULARY
LEARNING
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin maupun memberikan royalty kepada saya selama tetap
mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 6 Juni 2016
Yang menyatakan
DIan Prawesti
v
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vi
ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude to Allah SWT for giving
me the strength and guidance during my study and thesis completion. Without the
mercy of Allah, this would not be possible.
I would also like to thank Dr. B.B. Dwijatmoko, MA, my thesis sponsor,
for his full guidance and patience during the thesis completion. His endless
supports never failed to light up my spirit again every time I felt like giving up. I
also thank him for giving me the chance to do research in his vocabulary class. I
do really appreciate this chance. Without his help and supports, I would not be
able to finish this thesis.
My sincere appreciation also goes to the lecturers in KBI, Dr. J. Bismoko,
FX. Mukarto, Ph. D, Dr. Fr.B. Alip, Paulus Sarwoto, Ph. D, F. Widya Kiswara,
M. Hum. And Josephine Puji Lestari, M. Hum. for all knowledge shared during
my study in English Language Studies.
My deepest gratitude goes to my father, Agus Rachmadi, who always
believes that his little girl will not give up to any battles; my late mother, Sri
Handayani, whom I believe that she keeps watching over me from heaven – I
finally finished it and I dedicate this to you, Mom. I love you! To my brothers and
sister, thank you for the supports and prayers. To my most favorite men, Nico Arif
Murdika Wibawa and Rajendra Kenzie Wibawa, thank you for the amazing love
and life lessons – we’ve been such a great team, aren’t we?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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I would like to thank Dipta and Martha for being my research participants.
Their sincere help is always appreciated. They have been very helpful since I
began my research until I finished it.
My gratefulness also goes to my classmates in KBI 2013 especially Dita,
mas Bayu, Aik and miss Yunita – thank you for all the help and supports. To
Balapan 58 family, mbak Suti and bu Murni. To KBI staff, Mbak Lely, Mbak
Marni, Elly and Pak Mul. Thank you for helping me during my academic time.
Finally, my gratitude also goes to those whom I cannot mention one by one. May
all of them be blessed with health and happiness in life. Namaste!
Dian Prawesti
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TABLE OF CONTENTS
TITLE PAGE………………………………………………………………… iAPPROVAL PAGE………………………………………………………….. iiDEFENSE APPROVAL PAGE……………………………………………… iiiSTATEMENTS OF ORIGINALITY………………………………………… ivLEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI………………… vACKNOWLEDGEMENTS………………………………………………….. viTABLE OF CONTENTS…………………………………………………….. viiiLIST OF APPENDICES……………………………………………………... xLIST OF ABBREVIATIONS………………………………………………... xiABSTRACT………………………………………………………………….. xiiABSTRAK…………………………………………………………………….. xiii
CHAPTER I. INTRODUCTION…………………………………………… 1
A. RESEARCH BACKGROUND………………………………………….. 1B. PROBLEM IDENTIFICATION ………………………………………… 8C. PROBLEM LIMITATION………………………………………………. 9D. RESEARCH QUESTION……………………………………………….. 10E. RESEARCH OBJECTIVES……………………………………………... 10F. RESEARCH BENEFITS………………………………………………… 11
CHAPTER II. LITERATURE REVIEW………………………………….... 12
A. THEORETICAL REVIEW…………………………………………….. 121. Vocabulary ………………………………………………………... 12
a. The Nature of Vocabulary Knowledge………………………… 12b. Teaching and Learning Vocabulary…………………………..... 17
2. Web-Based Learning Environment…...…………………………… 21a. Computer-Assisted Language Learning……………………….. 22
1) Interaction and negotiation of meaning…………………….. 232) Authentic audience………………………………………….. 243) Authentic tasks……………………………………………… 254) Language exposure and production………………………… 265) Enough time and feedback…………………………………. 266) Mindful attention to the learning process…………………… 27
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7) Atmosphere with an ideal stress/anxiety level………………. 288) Learner autonomy…………………………………………… 29
b. Web-based vocabulary class…………………………………… 29c. Features of ELTGallery………………………………………… 30
3. Lived Experience…………. ………………………………………. 35B. REVIEW OF RELATED STUDIES…………………………………… 37C. FRAMEWORK OF PRE-UNDERSTANDING………………………. 40
CHAPTER III. RESEARCH METHODOLOGY…………………………. 42
A. RESEARCH METHOD…………………………………………………. 42B. NATURE AND SOURCE OF DATA………………………………….. 43C. RESEARCH PARTICIPANTS AND SETTING………………………. 44D. DATA GATHERING TECHNIQUES AND INSTRUMENTS……….. 45E. DATA ANALYSIS…………………………………………………….. 46F. TRUSTWORTHINESS OF THE STUDY……………………………… 47
CHAPTER IV. DATA DESCRIPTION AND INTERPRETATION……. 48
A. DATA DESCRIPTION………………………………………………….. 481. Dipta’s Description…………………………………………………...
a. Dipta’s profile…………………………………………………….5050
b. Dipta’s story………………………………………………………2. Martha's Description…………………………………………………..
a. Martha's profile……………………………………………………
515555
b. Martha's story……………………………………………………... 56B INTERPRETATION……………………………………………………. 61
1. The participants' profile……………………………………………… 622. The participants' lived experience…………………………………… 63
a. Pre-figured themes………………………………………………..1) Autonomous learning with ELTGallery……………………...2) Challenging vocabulary learning with ELTGallery…………..3) ELTGallery learning atmosphere……………………………..
63636669
b. Emerging theme: Perseverance…………………………………... 72
CHAPTER V. CONCLUSIONS AND SUGGESTIONS………………….. 74
A. CONCLUSIONS ………………………………………………………… 74B. SUGGESTIONS…………………………………………………………. 79
BIBLIOGRAPHY…………………………………………………………….. 81APPENDICES………………………………………………………………… 85
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LIST OF APPENDICES
Appendix 1 Transcript of interview: Dipta………………………………...86
Appendix 2. Transcript of interview: Martha………………………………95
Appendix 3. Observation Note…………………………………………….107
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LIST OF ABBREVIATIONS
ELT : ELTGallery
Cha : challenging
Voc : vocabulary
Lea : learning
Atm : atmosphere
Aut : autonomous
DA : Dipta’s answer
MA : Martha’s answer
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ABSTRACT
Dian Prawesti. 2016. The students’ lived experience in web-based vocabularylearning. Yogyakarta: The Graduate Program in English Language Studies,Sanata Dharma University
Vocabulary knowledge is essential to support the students in improvingtheir language skills. The option of teaching vocabulary as a single subject or inan integrated way with other subjects still becomes an issue considering itsweaknesses and strengths. The main barrier of teaching vocabulary as a singlesubject is on the limitation of the class meetings which should be allocated. Toovercome it, a website is applied in vocabulary learning. The benefits of applyinga website in vocabulary learning are (1) building up a large vocabulary, (2) givingstudents control over what words to learn, (3) offering exercises to promotedeeper learning, etc. Applying a website in vocabulary learning creates a newphenomenon in English learning.
This study focuses on the students’ lived experience in web-basedvocabulary learning. It employed hermeneutic phenomenology. Thus, this studyfocused on the description and interpretation of the students’ lived experience inweb-based vocabulary learning. There are two university students participated inthis study. To gather the data, classroom observation and in-depth interview weredone. A member check and re-interview were also done to make triangulation.The triangulation was done to improve the trustworthiness of this study.
The finding of this research is the description and interpretation of thestudents’ lived experience in web-based vocabulary class which were categorizedinto pre-figured themes and emerging theme. The pre-figured themes consists ofautonomous learning with ELTGallery, challenging vocabulary learning withELTGallery and ELTGallery learning atmosphere. The emerging theme isperseverance.
From the description and interpretation in the themes, the studentsrevealed that web-based vocabulary class offered more challenges especially inthe stress level, website layout and its technical problems. However, in some otheraspects it also benefited them with autonomous learning process. Autonomouslearning encouraged them to be more responsible with their own learningprogress. Further, during their learning process they also gained deeper valueabout perseverance. They had to be able to maintain their motivation and self-persistence to face the challenges in order to accomplish the learning goals.
Key words: vocabulary, website, lived experience, vocabulary web-basedlearning
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ABSTRAKDian Prawesti. 2016. The students’ lived experience in vocabulary web-basedlearning. Yogyakarta: Kajian Bahasa Inggris, Universitas Sanata Dharma.
Kosakata sangatlah penting untuk menunjang kemampuan para siswadalam meningkatkan kemampuan berbahasa. Pilihan untuk mengajar kosakatasebagai satu mata pelajaran atau digabungkan dengan mata pelajaran yang lainmasih menjadi permasalahan dengan menyadari kelemahan dan kekuatannya.Tantangan utama dalam mengajar kosakata sebagai satu mata pelajaran adalahterbatasnya jumlah pertemuan kelas yang harus disediakan. Untuk mengatasipermasalahan ini, sebuah website diaplikasikan dalam pembelajaran kosakata.Keuntungan mengaplikasikan sebuah website dalam pembelajaran kosakataadalah (1) meningkatkan kemampuan kosakata dalam jumlah besar, (2)memberikan siswa kendali atas kosakata yang dipelajari, (3) menawarkan latihan-latihan untuk menunjang pembelajaran yang lebih mendalam dan lain sebagainya.Mengaplikasikan sebuah website dalam pembelajaran kosakata menimbulkanfenomena baru dalam pembelajaran bahasa Inggris.
Penelitian ini fokus pada pengalaman hidup mahasiswa dalam kelaskosakata berbasis website. Penelitian ini menerapkan fenomenologi hermeneutika.Oleh karena itu, penelitian ini fokus pada deskripsi dan interpretasi padapengalaman hidup mahasiswa dalam kelas kosakata berbasis website. Duamahasiswa berpartisipasi dalam penelitian ini. Observasi kelas dan wawancaramendalam dilakukan untuk mengumpulkan data. Penyesuaian data danwawancara ulang juga dilakukan untuk mewujudkan triangulasi. Triangulasidilakukan untuk meningkatkan keabsahan penelitian ini.
Penemuan pada penelitian ini adalah deskripsi dan interpretasi pengalamanhidup mahasiswa dalam kelas kosakata berbasis website yang dikategorikanmenjadi tema yang di duga dan tema yang muncul. Tema yang diduga terdiri daripembelajaran mandiri dengan ELTGallery, pembelajaran kosakata yangmenantang dengan ELTGallery dan suasana belajar dengan ELTGallery. Temayang muncul adalah keteguhan hati.
Dari deskripsi dan interpretasi pada tema-tema, para mahasiswamengungkapkan bahwa kelas kosakata yang berbasis website menawarkan lebihbanyak tantangan khususnya dalam hal tingkat stress, penampilan website danpermasalahan teknis. Akan tetapi, di beberapa aspek pembelajaran kosakatadengan ELTGallery juga menguntungkan mereka dengan proses pembelajaranmandiri. Terlebih lagi, selama proses pembelajaran para mahasiswa jugamendapatkan nilai yang lebih dalam tentang keteguhan hati. Mereka harus bisamenjaga motivasi dan kebulatan tekad untuk menghadapi tantangan-tantanganuntuk meraih tujuan pembelajaran.
Kata kunci: kosakata, website, pengalaman hidup, pembelajaran kosakataberbasis website
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CHAPTER 1
INTRODUCTION
This chapter presents the research background which becomes the reason
of conducting this study as well as its importance. It also presents the problem
identification, problem limitation, research question, research objectives and
research benefits.
A. Research Background
Vocabulary knowledge shifted its role based on the development of teaching
method. During Grammar Translation Method era in the 19th century, vocabulary
was taught to help students to read literature. It was because the purpose of the
Grammar Translation Method was to make students able to read literature written
in the target language (Larsen-Freeman, 2000). Therefore, translation was the
main activity in this teaching method. There were not any systematic ways of
choosing and teaching vocabulary items. Vocabulary was taught and discussed
based on the literature given in a class. Pronunciation was given the least attention
and even none.
Recently, by the coming of communicative language teaching era,
vocabulary knowledge is considered more necessary since the focus of language
teaching shifted from the command of structures to communicative proficiency.
Yet, it still leaves an issue in language teaching field. The issue is the necessity of
teaching vocabulary as a single subject or along with other subjects such as
reading, writing, listening and speaking. Some teachers and language practitioners
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who believe that vocabulary learning is more effective when it is taught separately
still allocate the time to conduct vocabulary subject in the class. Some others who
believe that vocabulary can be learnt in an integrative way with other subjects,
help students to develop their vocabulary knowledge through reading, writing,
listening or speaking class. The limitation of the class meetings is also one of the
reasons why vocabulary is taught in an integrated way with other skills.
Some vocabulary learning researches have been done to give some insights
about the issue of learning vocabulary in context and out of context. Baumann,
Kame’enui and Ash (2003) prove that people can learn word meanings
incidentally from reading or listening contexts, but such learning most often does
not come easily. The research shows that students are able to learn vocabulary
more effectively when the learning process is done separately from the other skills
than learning it in an integrated way. Another research by Nielsen (2003)
discusses the implication of teaching vocabulary to second language learners in
context and out of context. Many language practitioners believe that
contextualized vocabulary learning is more effective than learning words in lists.
The consideration of this belief is that having learned vocabulary through
extensive reading or listening, learners will not only memorize the meaning of the
words but also have the ability to use the words in a proper context. Meanwhile,
learning vocabulary out of context or from the word lists will only help learners to
memorize the words for the test. However, this belief is not absolutely true. A
further research done by Nation and Newton (1997) verifies that learning
vocabularies in context is more effective at later stages of language development.
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At early stages of language development, learners still need some helps to learn
vocabulary out of context.
As a teacher, I also experienced the difference when vocabulary was taught
in an integrative way with speaking, reading, writing or listening skill and when it
was taught separately as a single subject. The students showed quite significant
difference in their study result. Those who learnt vocabulary in speaking, reading,
listening or writing class performed low vocabulary retention. Yet, when they
learnt the vocabulary, they could directly know how to use it contextually since it
was used in speaking, reading, listening or writing context. On the contrary, those
who learnt vocabulary as a single subject performed higher vocabulary retention
but they still needed more exposures in using the vocabulary contextually to
improve their vocabulary depth. It shows that each teaching technique has its own
strength and weaknesses. Personally, as a teacher and a student, I would rather
students have an explicit vocabulary study to enrich their vocabulary mastery and
then expose them with exercises to expand their vocabulary knowledge.
Furthermore, Laufer (1997) suggests the importance of helping beginners to
explicitly learn the basic 3000 word families. The 3000 word families are used to
represent the basic lexical competence which help learners to read independently
and acquire language in a natural manner. In accordance with Laufer’s theory, the
second semester students of Sanata Dharma University are required to learn the
3000 basic words to support their further study in English language learning and
to develop their vocabulary knowledge. The vocabulary course is divided into
three levels. Level one consists of the first 1000 words, level two consists of the
second 1000 words and level 3 consists of the first 3000 words. Each level is
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supported with various vocabulary exercises to expose the words to the students.
Since exposure is important for the students to improve their vocabulary
knowledge, web-based learning environment is applied in the vocabulary course
of Sanata Dharma University.
Web-based learning environment has become one of the issues in
education since technology develops so rapidly time by time that it improves
human’s life quality almost in all aspects. Computer and internet connection are
widely explored to support teaching learning process in order to develop the
quality of learners’ performance. Teachers and language practitioners significantly
put their concern on using computer and internet connection creatively to provide
effective learning processes and environment to help learners to achieve their
learning goals. The intensive use of computer and internet connection in class
leads to the phenomena of web-based learning environment.
Web-based learning environment shifts the teaching learning perspective
from teacher-centered into learner-centered. It is a combination of distance
learning, computer based learning and internet. Horton (2000) defines web-based
learning environment as any purposeful, considered application of web
technologies to the task of educating a fellow human being. In web-based learning
environment, the website and internet connection allow learners to access
information and do their tasks from their computer desks or laptops from
anywhere and at anytime. In this case, learners are encouraged to be more
autonomous and responsible to their own learning process and progress. In web-
based class, the accomplishment of the tasks is mostly done outside the classroom.
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Thus, the learners should be able to plan their learning pace, read and study the
materials independently as well as manage their time to complete the tasks.
One of the purposes of applying web-based learning environment in
vocabulary class is to expose the students with various vocabulary learning
strategies in order to improve their vocabulary mastery. As Schmitt (2010) states
that the key which influences vocabulary knowledge is engagement. It means the
more a learner engages with a new word, the more likely he/she is to learn it.
Frequency is important to allow exposures so that students will understand and
remember the meanings of new words and use them more often. Therefore,
students need meaningful activities to review new words or phrases so that
students will not simply forget what they are learning and what they have learnt.
Web-based vocabulary class offers a set of various vocabulary exercises which is
accessible for the students to practice anytime. Furthermore, the various
vocabulary learning tasks which are provided in the web are expected to improve
the students’ exploration of various vocabulary learning strategies, enhance their
interest, motivation, autonomy as well as increase an effective individualized
learning environment.
Several researchers have done researches related to lived experience. The
first researcher is Simone C. O. Conceicao. She tries to investigate the meaning of
the online teaching experience of college faculty (2006). The research result
shows that the online experience gives new insights to the teaching practice
specifically on the length and depth of engagement during the delivery of the
course and the new ways as a reward of the new experience. The second
researchers are George Veletsianos and Royce Kimmons. They try to discover the
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faculty members’ lived experiences with social networking sites (2012). The
research result shows that there is a tension between personal connection and
professional responsibility. The tension exists in establishing personal and
professional boundaries, maintaining appropriate and meaningful connections,
structuring participation and using their time efficiently. The result findings
emphasize the synergies and tensions between online social networks and faculty
identity. The third researchers are Ying Xie and Priya Sharma. They try to
discover the students’ lived experiences and perceptions in using Weblog for
educational use (2004). The research result shows that Weblogs was found helpful
for learning, reflecting, and building a sense of community although the
participants also found out that there was lack of structure of Weblogs usage and
the public nature of the reflective process. The fourth researcher is Meeaeng Ko
Park. She tries to discover the Asian international students’ lived experience in
online learning environments (2012). The research result shows that language
barrier, interactions and influence of cultural background shaped the participants’
experience in the online learning environment and affected their learning process.
A large number of researches also have been done to find the most
effective way to learn vocabulary, yet, only a very few number of
phenomenological researches are conducted to reveal the improvement of human
quality hermeneutically in vocabulary learning. Tri Hoang Dang, M. A., does one
of the phenomenological researches related to vocabulary learning. He tries to
investigate Vietnamese EFL learners’ perceptions and lived experiences in using
vocabulary notebooks. The research findings showed that the research participants
expressed their positive attitudes towards vocabulary notebooks. The findings also
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suggest that in order to maximize the vocabulary learning, the participants need to
receive more extensive and frequent training in the use of vocabulary notebook,
format selection and notebook organization.
In fact, students’ experiences in joining vocabulary class can reveal the
strength and weakness of a program since phenomenological researches contribute
in identifying a phenomenon with an object of human experiences. Furthermore,
Manen (1990) states that phenomenological research, which belongs to human
science, studies persons or beings that have consciousness and act purposefully in
and on the world by creating objects of meaning that are expressions of human
being exist in the world. It leads a person to live his life to the fullest. Thus, doing
a phenomenological research with students as the objects means to search for the
ways ones experience the world as students as well as their awareness to live their
life as students especially in web-based vocabulary learning class. Their
meaningful experiences may enlighten themselves or even others to promote
better life as students. At last, the ultimate aim of phenomenological research is to
lead learners to self-actualization in field of autonomy, empowerment, liberation,
human progress, collaboration, tolerance and others.
Giving the students more chances to manage their own learning pace
definitely requires the students’ maturity to be responsible in accomplishing the
learning goal. Ideally, each student should have high awareness in conducting
meaningful activities in order to improve their vocabulary knowledge. However,
not all students have the same motivation to do so which results on different
achievement among them. Some problems and hindrance might occur during their
study process. The success of the study depends on how the students manage their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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learning motivation despite the obstacles they might face. Therefore, to dig out the
students’ lived experiences in web-based vocabulary learning environment,
phenomenological research is done in this study.
It is expected that the data gained from the research participants are
beneficial to uncover the lived experience in joining the web-based vocabulary
learning class in this study. The lived experience is the result of their reflection
during their study. It has to be something meaningful and thoughtful in their life.
Therefore, the result of this study can both discover the scientific truth in order to
improve life-quality and give well-thought feedback about the web-based
vocabulary learning class.
B. Problem Identification
It is important to have a clear perception in dealing with lived experience
since phenomenological research starts from the participants’ lived experience and
results on its reflection at the end. From a phenomenological point of view, to do
research is always to question the way we experience the world, to want to know
the world in which we live as human beings (Manen, 1990). Thus, lived
experiences cover some aspects from the participants such as feelings, belief,
awareness, intention, understanding and some others. The research participants
may have different point of view in seeing and reflecting those aspects. Therefore,
students may have various lived experience toward certain phenomena
specifically in this study is the phenomenon of vocabulary learning in web-based
class.
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Studying vocabulary in web-based learning environment class is a new
thing for the second semester students of the undergraduate English Language
Study Program in Sanata Dharma University. Formerly, the students studied in a
conventional way with printed materials and exercises. Applying web-based
learning environment in class requires the students to improve their vocabulary
mastery independently through some exercises provided in the website. As they
are assigned to complete some weekly tasks such as memorizing the vocabulary
lists, practicing the vocabulary in the contexts, making sentences using the
vocabularies given, giving and gaining feedbacks from friends about their
sentences as well as completing quizzes, ideally the students will improve their
vocabulary mastery. However, some factors might influence the process of the
students’ learning related to their authority and responsibility to manage their own
learning progress, which make differences in each student’s achievement.
C. Problem Limitation
This study is limited in exploring the textual reflection on the lived
experiences of the participants in learning vocabulary in web-based vocabulary
class. Two undergraduate students of Sanata Dharma University are fully involved
as research participants. They were in their second semester of English Language
Education Study Program when they had the vocabulary subject.
The lack of phenomenological study focusing on the students’ lived
experience in web-based vocabulary environment class and the students’ different
achievement results from their own learning process become the focus of this
study. Classroom observation and in-depth interview to two students are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
conducted to gain the data about web-based vocabulary environment class. It is
hoped that those data could reveal and give useful findings about the students’
lived experience in web-based vocabulary environment class.
D. Research Question
Having the experience in learning vocabulary in web-based class, the
students are expected to reflect their learning process and progress. This study is
conducted to reveal the students’ lived experience in web-based vocabulary
environment class. Therefore, the research question is: What is the students’ lived
experience in web-based vocabulary environment class like?
E. Research Objectives
Vocabulary learning in a conventional environment and teaching strategies
is a common phenomenon in English language study. However, vocabulary
learning in web-based class environment is a breakthrough in English language
study especially in Sanata Dharma University. Some teachers and language
practitioners believe that exposing learners to technology in their learning process
will improve their learning achievement. Furthermore, web-based class provides
activities which encourage learners to be more responsible to their own learning
progress.
This study is intended to describe and interpret the students’ meaningful
experiences in using ELTGallery to improve their vocabulary knowledge. The
students’ lived experience will contribute to English language study as a reflection
of the student learning process in web-based vocabulary environment class.
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Hopefully, this research can improve higher efficiency and life quality especially
in English Education Technology.
F. Research Benefits
This research is beneficial not only theoretically but also practically.
Theoretically, vocabulary is an important aspect in acquiring a language and
applying vocabulary learning strategies make students autonomous as well as
enable them to take responsibility of their own learning (Oxford, 1990). In order
to present various vocabulary learning strategies, teachers can apply web-based
learning environment in class. By applying it, students can be autonomously
exposed to a series of vocabulary learning strategies which are presented in form
of various exercises. This research provides clear description on how the concepts
of the usefulness of web-based learning environment work on the students’ lived
experience in undergoing the web-based vocabulary class.
Practically, this research presents a better understanding of the
phenomenon in web-based vocabulary learning environment. The sharing of the
students’ lived experience will give a true story on learning vocabulary in web-
based class which gives a vision to describe one of the phenomena in English
language study. Any significant shared issues, difficulties, problems and values in
this study may give contribution to English language study especially for the
teachers and language practitioners in developing teaching materials in web-based
learning environment. For the research participants, this research may raise their
awareness in valuing autonomy learning.
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CHAPTER II
LITERATURE REVIEW
This chapter discusses the theories that support the present study. The
main purpose of this chapter is to identify and clarify the research question
theoretically. This chapter consists of theoretical review, review of related studies
and framework of pre-understanding.
A. Theoretical Review
In this section, theories of the principal concepts in this study are
discussed. The theories reviewed are about vocabulary, CALL, web-based
learning environment, lived experience and hermeneutics phenomenology.
Finally, a review of related studies is also presented and framework of pre-
understanding is formulated.
1. Vocabulary
This section discusses theories about vocabulary which includes the nature
of vocabulary, teaching vocabulary and learning vocabulary. Each part is
discussed thoroughly in each sub chapter as follows.
a. The Nature of Vocabulary Knowledge
Vocabulary knowledge cannot be acquired all at a time since it improves
over a lifetime. In order to keep up with the vocabulary knowledge, learners need
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to refresh and update themselves to expand their vocabulary knowledge and
competence. Further, vocabulary knowledge covers some aspects which may
differ based on the proponents. The following are the aspects of vocabulary
knowledge proposed by Richards (1976) and Nation (2001).
Richards (1976) proposed eight aspects or assumptions of vocabulary
knowledge. The first is knowing a word means knowing its syntactic
development. One may expand his vocabulary from his childhood to adult life yet
only little development of syntax happens in adult life. Richards (1976: 78) stated
that in syntax, the period of maximum development appears to be from about age
2 to 12 with only minor changes according to social role and mode of discourse in
adulthood. It means that during the childhood years, one continuously develops
his vocabulary knowledge. However, when he enters his adulthood, his
vocabulary knowledge is relatively constant unless he actively engages himself
through activities such as reading, listening or others which can add new words to
improve his vocabulary knowledge.
The second aspect is knowing a word means knowing the degree of
probability of encountering that word in speech or print (1976: 79). If one can
classify whether the words he listen or reads are familiar, rare or unknown, it
means he has the awareness of the general probability of occurrence of a word. It
is also important for the language learner to recognize how words are associated
with other words. For example, when he reads the word animal, he can expect the
words; wild, tame, furry, etc.
The third aspect is knowing a word means knowing the limitations
imposed on its use according to how the function and situation may vary. Having
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this knowledge, one should be able to adjust the vocabulary used to suit to the
expected situation and function. Recognizing the characteristics of the register
helps someone to choose the vocabulary based on the demands of the situation. As
cited in Richards (1976:79), Chiu (1972) divided register restrains into temporal
variation, geographical variation, social variation, social role, field of discourse
and mode of discourse.
The fourth aspect is knowing a word means knowing its syntactic behavior
associated with that word. Learner can acquire knowledge about the structural
properties of words as a part of vocabulary learning. The fifth is knowing a word
means knowing its original form and the derivation that can be made from it. It is
important to learn the rules of how to develop words into different forms or even
different words. Being able to analyze the basic form of a word and its derivation
can also be gained as a part of vocabulary learning.
The sixth aspect is knowing a word means knowing its network of
associations with other words in language. Since words cannot stand alone, their
relationships with other words can help learners to define their meanings. Some
associative links are for example; antonym, synonym, subordinative classification,
coordinate classification and superordinate classification. Having the knowledge
of responding to free word association, learners can select a word for the right
context in language use. The seventh is knowing a word means knowing its
semantic value. Some features used to value words semantically are animate,
inanimate, human, non human, living and so on. Being able to analyze words with
their semantic values, learners can use words properly based on their restrictions.
The last aspect is knowing a word means knowing its different meanings
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associated with the word. A word does not only have a single meaning. Richard
(1976) stated that being able to understand various meaning of a word when it is
used in different contexts covers the last aspect of vocabulary knowledge.
Meanwhile, Nation (2001) divides vocabulary knowledge into three
aspects namely form, meaning, and use. Knowledge of form covers the spoken
form, the written form and also the word parts such as prefix, suffix, and the root
of the words. In the spoken form, learners deal with the pronunciation or the
sound of the words. Pronouncing words correctly is a crucial thing in learning a
language since mispronunciation can lead to misunderstanding in communication.
In the written form, learners deal with the spelling and furthermore in word parts,
learners deal with word formation. Knowledge of meaning covers form and
meaning, concept and referents, as well as associations. Form and meaning refer
to the way of words convey meaning from the word form. Concept and referents
mean the items in which words can relate certain concept to its reference.
Meanwhile, association is the process of how people’s mind associate the form
and the meaning when they hear a specific word or expression. Knowledge of use
deals with the grammatical functions, collocations and any constraints on its use
related to frequency, level and so forth. In grammatical functions, learners should
be able to decide the appropriate grammar patterns in using the words. In
collocations, learners deal with a word or phrase which is usually used with
another word or phrase. In constraints on use, learners deal with where, when and
how often they use or meet the words.
Further, grading the vocabulary by the importance will help learners to
improve their vocabulary knowledge since some vocabularies appear more
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frequently than others. Therefore, Nation (1990) categories words into four types
using words frequency and range as the main criteria. They are high frequency
words, academic vocabulary, technical vocabulary, and low frequency words.
High frequency words occur in all kinds of texts the most frequently. It takes
about 87 percent of the words used in the text. The number of high frequency
words is 2000. Therefore, it is suggested that learners spend a lot of time to learn
the high frequency words to support their basic understanding and knowledge of
English. Academic vocabulary occurs quite frequently in most kinds of academic
text. It takes about 8 percent of the words used in academic texts. The number of
academic vocabulary is 800 words. Only if learners are in upper secondary school
or in tertiary education, then special time to learn academic vocabulary is needed.
Technical vocabulary only occurs less frequently in specialized texts since it takes
only about 3 percent of the words. The number of technical vocabulary for each
subject is about 1000 to 2000 words. These words are taught by the subject
teachers. Yet, English teachers can only help with the learning strategies. Low
frequency words occur the least frequently among other types of words. It only
takes 2 percent or more of the words in any text. The number of the words is only
about 123.000 words. Teachers do not need to spend the time to teach these words
in class. In case some students need them, teachers can teach strategies for dealing
with these words. Based on the research on frequency counts as stated in Nation
(1990), university students need around 2000 high frequency words with
additional of 1000 further high frequency words to support their study. The
students also need to know the strategies to deal with the low frequency words
they might find in the texts.
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Vocabulary knowledge is not only important to help learners understand
texts but also help them support their communicative competence. Meara (1996)
declares that lexical competence is the core of communicative competence. It is
shown by learners who have a big size of vocabulary knowledge. They could
perform language skills more proficiently than those who acquire small size of
vocabulary knowledge. Further, Wallace (1982) also states that learners who do
not have enough knowledge of the language structures can still perform certain
level of communicative competence as long as they have sufficient vocabulary
knowledge. Communicative competence here is defined as the internalized
knowledge of the situational appropriateness of language (Hymes, 1972) as cited
in Coady and Huckin (1997: 12). The importance of communicative competence
shifted the focus of teaching language from structure mastery to communicative
proficiency. In brief, it promotes fluency over accuracy which requires teachers to
pay more attention to words since they help learners to convey meaning in
communication. Therefore, it can be concluded that vocabulary knowledge still
holds a big role in language learning and vocabulary should be acquired first
before learners learn other aspects of language such as grammatical structures.
b. Teaching and Learning Vocabulary
Teaching vocabulary is not an easy task to do since teachers have to select
the materials and the activities in order to improve students’ vocabulary
knowledge. According to Brown (2007: 7) teaching cannot be defined apart from
learning. Teaching is guiding and facilitating learning, enabling the learner to
learn, setting the conditions for learning. Your understanding on how the learner
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learns will determine your philosophy of education, your teaching style, your
approach, methods, and classroom techniques. It also happens in vocabulary
teaching. The success of vocabulary teaching depends on how teachers prepare
the vocabulary class with the appropriate approach, methods, and also techniques
for the students to achieve the vocabulary learning goals. Davis (2007: 72)
identified several key messages to prove the significant role of teaching
vocabulary in school:
(1) Vocabulary knowledge is a critical aspect of reading comprehension.(2) Students’ prior understanding and background knowledge areimportant contributors to vocabulary acquisition and use. (3) The contextin which students encounters words and the frequency of thoseencounters influence the quality of students’ vocabulary knowledge anduse. (4) Students learn many new words indirectly; however, they alsoneed strategies to help them when they encounter unfamiliar vocabulary.Systematic approaches to vocabulary instruction provide experiencesthat actively engage students in their own learning. (5) Teachers need toknow what words to teach and various ways in which to teach them.Because the task of learning vocabulary is huge, all teachers have aresponsibility for developing their students’ vocabulary.
Those five roles show that teaching vocabulary is still an important thing to do to
support learners acquiring a language while considering some factors which can
influence the learning process. Furthermore, teachers as the facilitators should
also be aware of students’ prior understanding and background knowledge as well
as learning strategies to help students to improve their vocabulary knowledge and
maintain their learning progress.
Meanwhile, Nation (1990) proposes four ways to fit vocabulary learning
into a language learning course. First, detail preparation is needed before giving
the materials to students. The examples of the preparation are simplifying the
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materials and carefully grading the vocabulary on the first English lesson. Second,
unfamiliar words are discussed when they appear in the texts. However, teacher
needs to consider the importance of the words to decide the time in discussing
them. Third, vocabulary is taught in connection with other language activities
such as inserting vocabulary exercises in reading or listening texts. This activity
also helps learners to have more exposures in learning the vocabulary while
comprehending it more contextually in other skills. Fourth, learning time is spent
either formally in class or casually outside the lesson hours. Learning time in class
can be used for direct learning activities such as dictionary work, exploring the
word parts or guessing words. Casual learning outside the class can be used for
indirect learning activities such as doing word puzzle, matching games, and so
forth. Casual learning can also function as a review of the direct learning in class
so that students can maintain their knowledge and ready to improve it further.
Learning vocabulary covers many aspects which can be done in many
ways. Therefore, teachers and learners need to consider what kind of learning is
needed and suitable. Nation (2001: 395) states that in learning vocabulary,
“learners should know what vocabulary to learn, what to learn about it, how to
learn it, how to put in use and to observe how well it has been learned and used”.
It means that learners should also have high awareness in their learning process
and progress. Learning vocabulary involved receptive learning and productive
learning (Nation, 1990). In receptive learning, knowing a word means being able
to recognize the sound of the word and also to recognize the appearance of the
word. Receptive learning not only requires learners to be able to value whether the
word form sounds right or at least looks right but also to differentiate the word
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with other similar forms. Productive learning covers receptive learning and its
extension. Nation (1990: 32) explains that productive learning involves, (1)
knowing how to pronounce the words, (2) knowing how to write and spell it, (3)
knowing how to use it in correct grammatical patterns along with the words it
usually collocates with, (4) knowing when to use it, (5) knowing how to use the
word to stand for the meaning it represents and being able to think of suitable
substitutes for the word if there is any.
The process of learning vocabulary also needs to consider implicit and
explicit knowledge of the learners. According to Ellis (2005), “implicit knowledge
is procedural, it is held unconsciously and can only be verbalized if it is made
explicit”. Implicit knowledge can be applied in rapid and fluent communication
since it can be accessed rapidly and easily. Meanwhile, explicit knowledge is “the
declarative and often anomalous knowledge of the phonological, lexical,
grammatical, pragmatic and socio-critical features of an L2 together with the
metalanguage for labeling this knowledge” (Ellis, 2004). Furthermore, Ellis
(2005) stated that “explicit knowledge is held consciously, is learnable and
verbalize and is typically accessed through controlled processing when learners
experience some kind of linguistic difficult in the use of the L2”. Meanwhile,
Schmitt (2012) assumes that vocabulary knowledge is declarative in nature and
can never be implicit. Similarly, Ulman (2001) and Hulstjin (2007) as cited in
Schmitt (2012) also claim that vocabulary knowledge is symbolic and explicit;
therefore, it is declarative while grammatical knowledge is procedural. Further,
Schmitt (2012: 125) states that Nation’s vocabulary aspects such as components
related to form of word, meaning and the various semantic relations between
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words can be best learned explicitly and components related to the form of word
and its receptive or productive aspects of usage can be best learned implicitly but
can also be learned explicitly.
2. Web-Based Learning Environment
As CALL is optimally used in learning language, then it leads to web-
based learning environment. Web-based learning environment allows students to
be flexible in doing their learning process since it does not engage the students
strictly with the learning time and place. Online system gives students
opportunities to study and complete their tasks anytime and anywhere as long as
they connect to the website through the internet. However, it is important to
design the website effectively to support the learning process optimally.
Nielsen (1993) proposes a concept that the usefulness of web-based
learning environment is a combination of its usability and utility. The usability
concept includes the criteria that a website should be easy to learn, efficient to
use, easy to remember, subjectively pleasing and only has few errors. The utility
concept is divided into two categories namely pedagogical usability and added
value of web-based learning and teaching. The pedagogical usability includes
support for organization of the teaching and studying, support for learning and
tutoring processes as well as achievement of learning objectives, and support for
the development of learning skills. The added value of web-based learning and
teaching includes organization of teaching process, development of quality of
teaching, development of learners’ learning skills and testing as well as
development of educational ICT.
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Web-based learning should be designed effectively and efficiently in order
to facilitate learners to be autonomous and responsible in their learning process.
Hall (2003) also proposes principles of effective web-based development and
design for learning. The principles cover two big criteria namely simplicity and
complexity. Simplicity is divided into usability and consistency. Usability refers
to the process of making the experience for learner simpler and stress free while
consistency refers to the higher order design elements of site organization that
allow learners to follow the learning instructions easily. Complexity includes
interactivity, multi modality and adaptability. Interactivity is the requirement that
the learner carry out some activities besides simply reading or listening (Brooks,
1997). Multi-modality is the various formats the web offers so that students can
experience the information in various formats such as audio, textual and visual
(Jacobson & Spiro, 1995). Adaptability is the notion of tailoring learning to a
student’s preferred learning style (Lanza & Roseli, 1991; Dillon & Weston, 1996;
Dillon & Gabbard, 1998). It is the description of learning environments created by
the educational web designers. Knowing the description of learning environments,
learners can easily adjust their preferred learning style which support them to
achieve the learning goals. Thus, a web designer should be able to design their
web-based program effectively and efficiently so that it can help students to
achieve the learning goal.
a. Computer-Asissted Language Learning and the Principles
As technology has been widely used to support teaching learning activity,
the term Computer-Assisted Language Learning (CALL) has also been very
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familiar. Beatty (2003: 7) defined CALL as “any process in which a learner uses a
computer and, as a result, improves his or her language”. It means that computer
here works as the media of language learning. Further, to maximize the benefits of
applying CALL in language learning process, teachers and language practitioners
need to be able to set the best environment to support the application of CALL.
According to Egbert and Smith (1999), there are eight conditions in CALL to
create the best environment in implementing CALL optimally.
1) Interaction and negotiation of meaning
In language learning, interaction is important for learners to practice their
knowledge both in written and spoken forms. Through interaction, learners will
also experience the process of negotiation in meaning by having repetition,
clarification and restatement. Vigotsky (1934/1962) as cited in Peyton (1999: 17)
stated his argument that interaction mediate all human learning with others.
Therefore, it is believed that the more learners interact in the target language, the
faster learning stages they will develop. It happens because during the interaction,
learners may face challenges which force them to perform their language skills
and improve them. As Swain (1985:252) cited in Peyton (1999:18) stated that “the
use of language in interaction with others provides opportunities for
contextualized, meaningful use, to test out hypotheses about the target language,
and to move the learner from purely semantic analysis of the language to a
syntactic analysis of it”.
Network interaction is designed to provide learners with various contexts
and positive learning environment to develop their language competence.
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Warschauer (1996) as cited in Peyton (1999: 21) reviewed the studies of
computer-mediated communication in second language composition and foreign
language classroom resulted on “the amount of student participation and student-
to-student interaction in the computer-mediated discussions was dramatically
higher than in face-to-face discussions among the same individuals. Therefore, it
is proven that CALL can provide effective interaction for students to negotiate
meaning.
2) Authentic audience
Audience is the most crucial part in language learning since it helps
learners to interact during the learning process especially in enriching and
negotiating meaning. In language teaching and learning area, audience is
classified into two best marginal members namely addressed audience and
invoked audience (Johnston: 1999) as cited in Egbert and Smith (1999).
Addressed audience refers to the teaching learning participants who are engaged
in actual readership. Invoked audience refers to the teaching learning participants
that are created through the text.
Further, authentic audience is also defined as “an audience that is
concerned exclusively with the meaning of the speaker’s message” (Johnston,
1999: 60). Therefore, based on Johnston’s definition about authentic audience, it
can be concluded that authentic audience should have positive interest and
engagement towards the learning process which involve them to take part in it. In
addition, it is confirmed that electronic audiences are authentic audiences in
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computer-mediated interaction class (Johnston, 1999: 62). It is because such
audiences concern more on the meaning of messages than on their form.
3) Authentic tasks
Authentic tasks which engage learners actively in using the target language
becomes the third principle of optimal CALL environments. A good task must
have a clear goal which also leads learners to have goal-oriented behavior. Pica ,
Kanagy & Falodun (1993) as cited in Chapelle (1999: 101) define authentic tasks
as “the most useful and interesting tasks to be those whose goals require
communication in the target language”. Thus, it can be concluded that a qualified
authentic task must provide sufficient practices on the target language.
There are two goals of authentic second language tasks, namely
communicative and pedagogical (Chapelle: 1999). Both of the goals are then
connected with one of two levels of task analysis; they are the second language
activity and the second language task. Breen (1987) as cited in Chapelle (1999:
113) distinguishes both tasks further into task-as-work-plan and task-in-process.
Task as work plan is the second language activity goals which refers to “a general
description of what learners are expected to do in a task, how they are to go about
doing it, and what they are expected to learn” (Chapelle: 114). In relation to web-
based vocabulary class, the concept of task as work plan refers to the instructions
and the requirements on how the students should accomplish the tasks provided in
ELTGallery web well. Task in process is the second language task goals which
refers to “the specific conditions and processes that actually occur as the learner
works” (Chapelle: 114). In web-based vocabulary class, this concept is applied in
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how the students use the vocabularies learnt to make sentences. The sentences
they make in the web are expected to be able to scaffold their knowledge in using
the vocabularies in a real communication.
4) Language exposure and production
In this fourth principle, various language exposures and production are
needed to create the best CALL environment. Language exposures are important
for learners in order to encourage them to use and practice the language they
learn. Spolsky (1989: 166) as cited in Egbert, Chao & Hanson-Smith (1999: 5)
states that “…the outcome of language learning depends in large measure on the
amount and kind of exposure to the target language”. This statement highlights
that a large number of exposures is not enough. Various kinds of exposures are
also important to enhance the learners’ creativity in practicing the language.
The benefit of applying web-based class is its strength to facilitate students
with different learning styles and preferences. Students have the autonomy to
manage their own learning process based on their learning styles and preferences.
Further, it also supports a large variety and creative language tasks for learners to
practice both their receptive and productive language skills.
5) Enough time and feedback
Each learner needs different span of time to comprehend the learning
process and to complete the tasks given as the exposures. As Egbert, Chao and
Hanson-Smith (1999: 5) claim that “within the classroom, individual differences
in ability, motivation, and other factors determine how much time each learner
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requires to complete a task successfully”. Therefore, in order to create the best
CALL environment, teachers should provide adequate time for learners to
complete the learning process.
Besides time, learners also need individualized feedback to maintain their
learning progress and to accomplish the learning goals. Critical feedback is
necessary to build positive learning motivation which encourage learners to keep
progressing. Feedback is also one way of maintaining interactions between
lecturers and students.
6) Mindful attention to the learning process
Though the conditions of creating the best CALL environment have been
set, but without mindful attention to the learning process, all of the efforts will be
useless. Learners should realize the learning purposes and do things mindfully to
get the best of them. Salomon (1990), as cited in Egbert, Chao, and Hanson-Smith
(1999: 6) states, “during the learning process, learners must be mindful; they must
be motivated to take the opportunities presented to them and to be cognitively
engaged as they perform them”. It can also be said that learners must be aware in
their every action during the learning process.
Further, Vygotsky (1978), Salomon, Globerson & Givon (1991) suggest
that metacognitive guidance which contains instructions and examples on how to
learn things are included in the learning process. Teachers and peers are involved
in metacognitive guidance to support the learning process and promote cognitive
engagement. Moreover, providing metacognitive guidance in the learning process
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can also equip learners with self-confidence to be autonomous in doing the
learning activities.
7) Atmosphere with an ideal stress/anxiety level
During the learning process, learners might get stressful and become
anxious especially when they have low self-confidence in accomplishing the
learning goals. Once learners feel stressful, then it will lead them to
discouragement which affects their motivation to continue the learning process
well. Brown (1987), Krashen & Terrel (1983) and Lozanov (1978) as cited in
Egbert, Chao, and Hanson-Smith (1999: 6) present their ideas that “before
becoming mindfully engaged and willing to communicate their ideas, learners
must experience an optimal level of anxiety in the language learning environment,
any feelings or worry or apprehension must be facilitative rather than
debilitative”. From the statement, it can be concluded that even if learners
experience anxiety during the learning process, it should be challenging instead of
discouraging.
Therefore, teachers should also be mindful in setting the targets for
learners in accomplishing their learning tasks. Teachers’ expectation should be
reasonable and the goals they set should also be achievable. In CALL
environment class, learners are given the opportunities to control their own
learning which results on lower anxiety level.
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8) Learner autonomy
Since CALL environment class enables learners to control their own
learning, it means that learners’ autonomy should also be thoughtfully allocated to
achieve the optimum result. Being autonomous does not mean that learners take
over all the responsibilities in their learning process. Thein (1994) as cited in
Egbert, Chao, and Hanson-Smith (1999: 6) describes a learner-centered classroom
as “one that develops learners’ confidence and skills to learn autonomously and to
design and coordinate tasks in a variety of contexts”. Thus, teachers still have the
responsibility to control and to give feedback to the learners’ learning progress as
well as to set clear boundaries to keep the learners on the right track in achieving
the learning goals.
In addition, Savery and Duffy (1995) as cited in Egbert, Chao, and
Hanson-Smith (1999: 7) believe that “a teacher’s role is to challenge learners’
thinking, not to dictate or attempt to regulate their thinking for them”. A good
challenge is able to raise learners’ curiosity in learning. In brief, to support
learners to learn autonomously, teachers act as facilitators in modeling and
monitoring the learners’ progress.
b. Web-based Vocabulary Class
Vocabulary learning strategies facilitate learners to decide the best way for
them to learn. Vocabulary learning strategies also help teachers to provide a large
number of various exposures for the students to enhance their vocabulary mastery.
Cohen (2007) considers language learning strategies as some techniques which
includes action, goal and situation. The features developed in web-based
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technology are able to present several actions to provide learners with various
vocabulary exercises which refer to certain goals and can be accessed in
preferable situations based on learners’ learning autonomy. Goodfellow (1994) as
cited in Miles & Kwon (2008: 1) mentions that the use of technology in
vocabulary learning covers the things which traditional classroom cannot cover
such as “building up a large vocabulary, giving students control over what words
to learn, exercises to promote deeper learning and so on”. Further, Nation (2001)
also considers CALL as a key principle of vocabulary instruction which can
provide a lot of exposures to assist language learning.
Therefore, ELTGallery website is developed based on the principles of
computer-assisted language learning for teaching vocabulary in English Language
Study Program of Sanata Dharma University. It is the basic vocabulary course for
the second semester students. The website covers the first thousand-word list, the
second thousand-word list, and the first three thousand-word list. ELTGallery
website also includes some features such as the vocabulary learning materials,
vocabulary practice, vocabulary production, students’ interaction, vocabulary tests
and students’ progress. Further details about each features are presented in the
next sub-chapter.
c. Features of ELTGallery
ELTGallery is specially designed to provide the second semester students
of Sanata Dharma University with various vocabulary exercises. Since it is an
online website, students can expose themselves to the vocabulary lists and the
exercises anytime. By registering and get their accounts, the students can access
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the website and go to the specific features in the website. ELTGallery consists of
ten pages, namely, word display, English Indonesian matching, Indonesian
English matching, completion practice, write sentences, review one’s own
sentences, read others’ sentences, comment sentences, tests and score record. The
description of each page is as follows.
The first is word-display page. This page consists of the vocabulary lists
which the students have to memorize each week. The vocabulary list is the
guidance for the students to do the exercises and tests in the other pages. The
word display is completed with the Indonesian meaning so that the students can
directly check them whenever they find difficulties in understanding the meaning
of the English words. The part of speech of each word is also included to identify
the context of the word when it is used in a sentence later. The part of speech is
abbreviated such as noun to NN, verb to VB, adverb to AV, and adjective to AD.
In addition, examples on how to use the words in sentences are also provided in
word-display page. Thus, the students can have clear examples on how to use the
words in appropriate contexts. This word-display page shows two aspects of
Nation’s vocabulary knowledge namely form and use. By checking the word
display, the students can learn both the written form and the spoken form. Further,
by reading the examples given, the students gain the knowledge of how to use the
words in appropriate contexts.
The second page is English-Indonesian matching. It is the first exercise
page after the word display. This page presents ten sentences with a missing word
blank in each sentence on the left side. On the right side, ten words starts from A –
J are presented for the students to fill in the blanks. To complete the exercises, the
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students have to type the letter in the provided box. This exercise applies
knowledge of meaning from Nation. Through matching exercises, students learn
how words convey meaning from the word form.
The third page is Indonesian English matching. This page display more
numbers of matching exercises than the English-Indonesian matching. The
Indonesian-English matching exercises present twenty Indonesian words with a
blank after each word on the left side. Then, the list of twenty English words
numbered A – T is presented on the right side. In this exercises, the students also
have to type the relevant letters in the boxes to complete the exercises. Both
English-Indonesian matching and Indonesian-English matching provide repetition
and exposures to the words which enable the students to review the vocabulary list
that they have learnt. This exercise also applies Nation’s vocabulary knowledge of
meaning.
Completion practice is the fourth page in ELTGallery. The completion
practice consists of twenty-five numbers for the students to do. It presents twenty-
five English sentences with a missing word in each sentence and also a box after
each sentence. In this exercise, the students have to type the missing word of each
sentence in the box to answer the exercises. In completion practice, the students
need to pay attention to the meaning of the sentences and also the meaning of the
words so that they can insert the correct words to the sentences. This exercise
implies the aspect of knowing a word means knowing the limitations imposed on
its use according to how the function and situation may vary (Richard: 1976).
Therefore, the students should be able to choose which word is suitable with the
context. This exercise also requires the students to be able to know the semantic
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value of the words. As Richard (1976) stated that by being able to analyze words
with their semantic values, learners can use words properly based on their
restrictions such as animate, inanimate, human, non human, living and so on.
The fifth page is write sentences. In this exercises, the students are
expected to produce sentences based on the words they have learnt. After they
have finished with one unit, the students are given twenty-five words randomly
chosen from the words in the unit. Then, they have to make sentences using the
words. In making sentences, the students have to pay attention to the context of
the words as well as the grammar of the sentences. They are not allowed to use
abbreviation in the sentences. The correctness in using the words with the right
context and grammar will show the students’ vocabulary mastery. Since this
exercise requires the students’ productive skill, then it covers all the vocabulary-
learning aspects.
The sixth page is review one’s own sentences. When the students have
finished with the production part, they can review their own sentences. They can
check whether the sentences need revisions or not. It takes the students’ awareness
in using the word in an appropriate context. Once they upload their work to the
website, they cannot correct their mistakes anymore. Therefore, they really have
to use the opportunities provided in this page.
The next page is read other’s sentences. In this page, the students can see
their classmates’ sentences. Reading their friends’ sentences can give them some
inputs in improving their own works. However, they cannot copy and use their
friends’ works. They still have to work on their own sentences.
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The eighth page is comment sentences. This page allows interactions
among the students. Here, the students have to give their comments on their
friends’ sentences by giving rate. The rate ranges from 1 to 3. The students can
rate their friends’ sentences with 1 if the sentences are both lexically and
grammatically unacceptable. They can give 2 if the sentences are acceptable either
lexically or grammatically. They can give the highest rate 3 if the sentences are
acceptable both lexically and grammatically. Through this rating system, the
students can interact during or after giving the rate. They can discuss the rate of
their sentences, analyze the mistakes if there is any and ask their friends’
suggestions to improve their sentences.
The ninth page is tests. In one semester, the students only have a mid-term
test and a final test. However, they also have to complete 12 weekly exercises. In
weekly exercises, the students have to complete seventy-five completion
exercises. The words in the weekly completion exercises are randomly taken from
the sentences in each unit. The complete the exercises, the students are allowed to
open their notes or work together with their friends. They can also repeat the
exercises if the result is not satisfying. Meanwhile, the mid-term test is held after
the students have finished the materials from unit 1 to 6. The final test is held after
they have finished until unit 12. The materials for the final test are taken from unit
7 to 12. The mid-term and the final test are held in the class. The students are not
allowed to open their notes and cooperate with friends.
The last page is score record. The score record page displays the students’
results on the matching and completion exercises, making sentences, sentence
score, sentence comments, mid-term test, and final test. All of the scores are then
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computed and taken the average into the students’ final score. Each score has
different percentage. Weekly exercises value 50%, the students’ sentences value
10%, the average of sentence scores is 10%, the number of sentence comments is
10%, the mid-term test score is 10% and the final test score is 10%.
3. Lived Experience
Lived experience, which belongs to phenomenological research, is a study
that relies its foundation on phenomenology as a philosophy focusing on human
consciousness as the source of the truth. It is the key of the phenomenological
human science which covers the starting point and the end point of this study. The
definitions of lived experience itself are presented by some experts. According to
Creswell (2007) phenomenological research describes the meaning for several
individuals of their lived experiences of a concept or a phenomenon. Since it is
related to individual lived experience, it means that the result of the study is very
personal depending on how the individual regards the concept or the phenomena
based on their point of view. Therefore, lived experience is very subjective. One’s
lived experience might differ from the others depends on how he regards the
phenomena. Leedy and Ormrod (2005) define phenomenology as an attempt to
understand people’s perceptions, perspectives, and understanding of a particular
situation. The study of people’s perceptions, perspectives and understanding
towards a particular situation leads to answer a question of what it is like to
experience the phenomena. Phenomenology is the study of the lifeworld – the
world as we immediately experience it pre-reflectively rather than as we
conceptualize, categorize, or reflect on it (Husserl, 1970b; 1970 Schutz and
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Luckmann,1973) as cited in Manen (1990, 9). A researcher who deals with
phenomenological study should be able to differentiate a very detail line between
appearance and essence. Therefore, the analysis of the lived experience has to be
thoroughly and thoughtfully done.
The most significant point to notice in observing one’s life experience is
that the experience itself should be meaningful and bring certain awareness in
one’s life. Then, it is the researchers’ task to dig out the live experience and
narrate it into a powerful writing. Murphy (1960, 13) as cited in Bradley (2002)
defines lived experience as a process that mixes memory including understanding,
desire, intention or expectation, anticipation, relation with others, cultural
patterns, feelings, belief or sights, behaviors, smells, sounds, etc. Those are then
known as the aspects of lived experience.
The purpose of phenomenological study is to reveal meaning of reflected
phenomena. The meaning of certain phenomena can be perceived differently from
one person to another. The meaning is never simple and it is subjective. To gain
the essence of a phenomenon involves a process of reflecting the phenomena
appropriately, clarifying it and then making the structure meaning of the lived
experience to be more explicit (Manen, 1990).
This research is hermeneutic phenomenology. It is phenomenology since it
is aimed at gaining deeper understanding of the students’ lived experience in web-
based vocabulary learning. It is also hermeneutics since it is also aimed at
interpreting world reality through the participants’ lived experience. Therefore,
this study applied hermeneutic phenomenology to describe and interpret the
participants’ lived experience in web-based vocabulary learning.
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B. Review of Related Studies
There are some studies on web-based vocabulary learning. In this section,
I present six studies which have similar area to my study. The types of the study
are not exactly the same. Yet, these studies also discuss about vocabulary learning
in web-based environment.
The first research was conducted by Miles and Kwon (2008). In this study,
the researchers discuss the benefits of using CALL vocabulary programs to
provide systematic word recycling. The purpose of the study was to discover what
benefits in vocabulary learning and retention could be gained by using a
vocabulary software program which provides systematic repetition of words for
long-term retention. The vocabulary program, which is called E-Memory Plus,
was developed by members of the English language department faculty in Sogang
University. The research participants were 198 students of eight first year English
courses in Sogang University. They were divided into treatment groups and
control group. There were five treatment groups and one control group. The
variety of exercise types focus on receptive vocabulary exercises and productive
vocabulary exercises. The post-test scores were analyzed using ANOVA. The
result of the study showed that students who used CALL vocabulary system with
the benefits of spaced repetition presentation perform far better for both receptive
and productive use of vocabulary than groups which applied conventional
methods of study. CALL applications for vocabulary study in this research is also
proven to be able to assist students in learning, retaining and using vocabulary
compared with the conventional study methods. Furthermore, this study also
revealed that preventing students from resorting to study habits which only result
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in short-term learning becomes one advantage of using CALL vocabulary
programs.
The second research was conducted by Ma and Kelly (2006). In this study
the researchers discuss the design and evaluation of computer assisted vocabulary
learning. The software used in this study is called WUFUN which aimed to help
Chinese university students to improve their English vocabulary learning. This
study involved 35 students. The research procedures consisted of pre-receptive
test, pre-productive test, pre-questionnaire, software use, post-questionnaire, post-
receptive test, post-productive test and an interview. The result of the study
showed that the use of the software enhance the students’ progress in vocabulary
learning both receptively and productively. The students also state their opinion
that learning vocabulary through the website is more enjoyable when more units
are developed.
The third study was conducted by Constantinescu (2007). The paper
presented several possibilities of using technology to enhance vocabulary
acquisition and reading comprehension. The study referred to several researches
and theories about CALL environment and the use of multimedia in vocabulary
and reading classes. As the result, Constantinescu (2007) concluded that
“multimedia plays important part in both vocabulary acquisition and reading
comprehension, therefore, instructors should be aware of the potential benefits of
integrating technology in the language classroom”.
The fourth study was conducted by Caecillia Devy Kurniawati (2012). The
research was conducted to find out how effective the web-based paragraph writing
class. The research was done in Sanata Dharma University with English Letters
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39
Department students in Paragraph Writing classes. The research employed
quantitative and qualitative designs. The result of the study showed that the
achievement in a web-based paragraph writing class is better than the regular
writing class. Further, the factors which gave contribution to the effectiveness of
the web-based paragraph writing class are the group work, topic, flexible access,
flexible submission and revision, personal page, the use of computer for writing,
course strength, classroom interaction, teacher’s feedback, classmate’s score, rich
resources, plagiarism, peer comments and corrections.
The fifth study was conducted by Thomas Bayu Anggoro (2015). The
research was conducted to explore the English teachers’ lived experience in
implementing blended learning. This research employed hermeneutics
phenomenology approach. The result of the study showed that the teachers have
various experience in setting their classroom goal, benefit in implementing
blended learning, constraint in implementing it and the teaching methodology.
The sixth study was conducted by Dameria Magdalena Sidabalok (2013).
The study was conducted to discover the relationship between learner autonomy
and the students writing achievements in web-based sentence writing. The
research employed mixed-method design to analyze the qualitative and
quantitative data. The results show that there are some factors of web-based
sentence writing class which affect the learner autonomy. They are students’
understanding of the web to achieve the goal, knowledge of the goals of materials.
Knowledge of learning activities, learning process, learning problems, time
management, and knowledge of learning progress.
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The research conducted in this study here, the students’ lived experience in
vocabulary web-based learning, is different from the previous study presented
above. The current study tries to discover the truth from the phenomenological
side of the students’ lived experience hermeneutically. Further, the previous
studies have proven that technology which applied based on CALL principles is
effective in enhancing vocabulary acquisition. Another one was proven effective
in enhancing students’ writing skill. Therefore, hopefully this study can complete
the research literature from the point of phenomenological study in the students’
lived experience.
C. Framework of Pre-understanding
Several websites and computer applications have been widely used in
English language teaching. They offer new techniques and learning environment
to learn a language. Some teachers as well as students find them beneficial in
improving the teaching learning process. Some researches and theories have
proven the effectiveness of applying websites in language learning.
ELTGallery is one of the websites which is designed to improve teaching
learning process. In this study, ELTGallery is used to facilitate students to develop
their vocabulary knowledge. As ELTGallery brings new atmosphere in teaching
learning process, each student might react differently which result on different
learning achievement. ELTGallery will affect the students in perceiving its
functions and meaning related to its efficiency and effectiveness in learning. The
students’ understanding, action, feeling, expectation and life background will
influence their perceived meanings. Applying ELTGallery would result on
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41
flexible time to learn, more enjoyment, challenges and enthusiasm in learning.
Those are bracketed under pre-figured themes namely: (1) ELTGallery encourages
students to be autonomous learners, (2) ELTGallery offers more challenges in
vocabulary learning, (3) ELTGallery gives different learning atmosphere in
vocabulary learning.
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CHAPTER III
RESEARCH METHODOLOGY
The purpose of this study is to reveal the students’ lived experience in
web-based vocabulary learning environment. Therefore, this chapter presents the
sequential procedure of this research in order to answer the research question. The
discussion in this chapter covered research method, research design, nature of
data, research participants and setting, data gathering technique and instruments,
data analysis, and the trustworthiness of the study.
A. RESEARCH METHOD
The research method employed in this study was hermeneutic
phenomenology. It focused on the description and the interpretation of the
participants’ lived experiences. This study also belongs to a phenomenological
research. Cresswell (2007) states that phenomenological research aims at
describing the lived experiences from several individuals towards certain concept
or phenomenon. Since each person has different perceptions, perspective and
belief in facing a particular situation, it leads to personal experiences which is
unique and meaningful. Thus, the researcher’s task in this study is seeking to
understand the wholeness and the unique patterns of experiences in a
scientifically organized and disciplined way (Moustakas, 1990: 16). To do
research is always to question things. From phenomenological point of view,
Manen (1990: 5) specifies that the question is about the way we experience the
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world and to want to know the world in which we life as human beings.
Therefore, the description of the lived experience consists of “what” they
experienced and “how” they experienced it (Moustakas, 1994).
In this research, I want to find out the students’ lived experience in joining
web-based vocabulary class. The students’ different experiences are explored to
reveal their meaningful belief, perceptions, action and feelings which are
reflected from their narratives. The students’ narratives are the reflection of what
actually happened in the past. Manen (1990: 5) states that the end of human
science research for educators is a critical pedagogical competence, which means
knowing how to act tactfully in pedagogic situations on the basis of a carefully
edified thoughtfulness. Thus, the students’ reflection in this study is expected to
lead us to discover the truth of emphatic understanding in order to improve life
quality.
B. NATURE AND SOURCE OF DATA
In lived experience research, the data collected is verbal data. In this study,
the verbal data was needed to discover the students’ lived experience towards
their participation in vocabulary web based class. There were two nature of data
used in this research namely classroom observation notes and narrative text from
in-depth interview.
During the classroom observation, the field notes were taken to give
description of what was happening in the class. The observation points might
give preconceptions to the researcher in the study field. Thus, bracketing is very
important to give clear border between my preconceptions and predictions and
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44
the fact revealed from the participants’ lived experience so that it will not
influence the research process. Gearing (2004) as cited in Tufford and Newman
(2010: 83) explains bracketing as “a scientific process in which a researcher
suspends or holds in abeyance his or her presuppositions, biases, assumptions,
theories, or previous experiences to see and describe the phenomenon”.
Therefore, the second nature of data is employed to dig out the participants’ lived
experiences more than the observation.
The in-depth interviews were conducted to gain the narrative text from the
research participants. They provide the opportunities for the researcher to explore
what was really happening which becomes the phenomena as thoughtful as
possible. The in-depth interviews were conducted after the classroom
observation. Then, the in-depth interview results were recorded and transcribed
carefully.
C. RESEARCH PARTICIPANTS AND SETTING
Since this research focuses on the vocabulary teaching in web-based class
as the setting, then the vocabulary class conducted in English Language Education
Study Program of Sanata Dharma University was chosen. Web-based class
applied for vocabulary subject was a breakthrough in English Language Education
Study Program of Sanata Dharma University. Previously vocabulary subject was
taught in traditional class and teaching method. Then, in 2014 even semester, the
web-based vocabulary class was conducted for the second semester students. Yet,
it was only employed in one class, the other three classes still employed the
conventional teaching method.
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The research participants were selected based on three criteria. The first
was the students who had attended the vocabulary class diligently during the
semester. Although actually attendance in class was not really necessary since in
web-based vocabulary class, the students can do their tasks anywhere. Yet, if the
students were still willing to come to the class diligently, there might be any other
motivation to reveal. The second was the students who showed opposite progress
one to another. Based on the results of the classroom observation, the field notes
showed two ranges of the students’ progress in achieving the learning goals.
Those were students with good and steady progress, the other range were students
with sufficient and unsteady progress. The sample of the learning progress was
taken exactly after the mid-semester test. Therefore, two students were chosen as
the research participants to represent those two ranges. The third was the students
who were willing to share their experience in joining vocabulary web-based class.
The students in this study were Dipta and Martha. Both participants use
pseudo names. Dipta and Martha had the criteria for this study. Dipta represented
the student with sufficient and unsteady progress, while Martha represented the
student with good and steady progress. Both of them might have different
experiences in vocabulary web-based class since they had the same
responsibilities but at the end showed different result. The research itself was
conducted in Sanata Dharma University.
D. DATA GATHERING TECHNIQUES AND INSTRUMENTS
Observation notes and narrative texts from the in-depth interview were the
two lived experience materials analyzed in this study. The purposes of the
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46
observation were to know the research-setting situation, to see the real process of
teaching and learning situation, and to select the potential research participants.
The results of the observation were all noted down carefully. As the classroom
observation enlightened me to the real situation in the class, the interview
guideline were arranged after the classroom observation was done. The interview
guideline was arranged based on the selected constructs to answer the research
question. It functioned as guidance for me in discovering the participants’ lived
experience in joining the web-based vocabulary class.
The interview questions were then arranged as guidance in conducting the
in-depth interview. However, they were not strictly applied and orderly asked.
Some questions were added or modified to make the interview done smoothly and
to dig out more information. The result of the in-depth interview became the main
data resources in this study to understand and interpret the students’ lived
experience in vocabulary web-based learning class.
E. DATA ANALYSIS
After conducting the classroom observation, the participants were then
selected. The main data of this study was taken from the in-depth interview. The
data from the in-depth interview was then transcribed into the written form. Next,
exploring and coding the data were done. Coding aimed at seeking and building
themes. The themes were then categorized into pre-figured themes.
The example of the coding is Aut.Lea-ELT-DA11. Au means autonomous.
Lea means learning. ELT means ELTGallery. DA11 refers to Dipta’s answer in
line 11. Therefore, in that case, the theme belongs to autonomous learning with
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ELTGallery and the evidence is in Dipta’s answer line 11. From the categorized
themes, I described and interpreted the data which illustrated the students’ lived
experience in web-based vocabulary learning. At last, the interpretation was presented.
F. TRUSTWORTHINESS OF THE STUDY
A research is valuable when the findings are trustworthy. To gain the
trustworthiness of this study, I conducted triangulation. Cohen, Manion and
Morrison (2000: 112) define triangulation as “the use of two or more methods of
data collection in the study of some aspect of human behavior”.
In this study, the triangulation data were obtained from the classroom
observation, in-depth interview, and member checks. In member checks, the
participants checked my interpretation. The participants could add any comments
or statements during the member check to improve the validity.
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CHAPTER IV
DATA DESCRIPTION AND INTERPRETATION
This chapter presents the description and interpretation of the texts
obtained from the participants. I divided this chapter into two major parts, namely
description and interpretation. In description part, I described the classroom
situation during the observation and participants’ life stories in form of narratives.
In interpretation part, I try to interpret the meaning of the participants’ anecdotes.
A. Data Description
The first data gathering done in this study was through classroom
observation. After making an appointment with the lecturer, I went into the
classroom. In the classroom, the lecturer introduced me to the students. I greeted
the students and explained briefly my purpose of staying there. After that, the
class was just going on as usual and I became a silent observer. I started to move
around, observe the student’s activities and take notes. In the last minutes before
the class was over, I had a conversation with some students about their activities
in the class. Then I thanked them all after finishing the observation.
Just after the class was over, I had a discussion with the lecturer about how
the class was going and my research plan. The lecturer helped me to select the
participants by showing the classroom notes he had. I had three criteria of
choosing the participants; they are attendance, classroom progress and
willingness. I chose the students who were diligent in attending the class because
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by being diligent in coming to the class at least represents their good will to study.
I also chose the students based on the study progress in class. They had finished
with the mid-semester test at that time, so the lecturer could show me the students
progress by the middle of the semester. From the students’ progress, it can be seen
that the class had two ranges. They are good with steady progress and sufficient
with unsteady progress. I noted down four students’ names and their telephone
numbers to contact. Before going on with the next step of data gathering, I still
had the last criteria of choosing the participants. It is willingness. I needed the
students’ willingness to actively involve in this study so that I could get rich data.
Therefore, I contacted them one by one to ask about their willingness of being my
research participants in this study. At last, it came up with only two students who
were willing to be research participants. Fortunately, the two students already
represented the two ranges showed in the classroom.
These two students were Dipta and Martha. Dipta represented the range of
students with sufficient and unsteady progress. Martha represented the ones with
good and steady progress. By the time this research was conducted, they were
enrolling vocabulary class as an elective course in the second semester. However,
the in-depth interviews were conducted after they had finished with the
vocabulary course in that semester so that the whole experiences, ideas,
perceptions and beliefs could be gained. Further description about the
participant’s profile and their lived experience in vocabulary web-based learning
is as follows.
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1. Dipta’s Description
In this part, I present Dipta’s personal profile to have a closer look to his
personality. It is important because someone’s background can influence the way
one reacts and acts to certain phenomena. Dipta’s story about his lived experience
in joining web-based vocabulary class is also presented in this part.
a. Dipta’s Profile
Dipta was twenty years old when he took part in this research. Dipta was
originally from Yogyakarta. He lived in Bantul with his parents. He was the first
child in the family and he had a younger sister. His father was from Bedono,
Ambarawa and his mother was from Bantul. His father was the head of librarian
in Sanata Dharma University. His mother was the vice headmaster in SMK Putra
Tama. He described his parents as hardworking persons and he said that his
parents were good real model for him.
Dipta graduated from De Britto Senior High School before he decided to
continue his study in Sanata Dharma University. He chose PBI in Sanata Dharma
because he wanted to be a teacher. He realized that the occupation of being a
teacher had more working opportunities than other occupations. Another reason of
choosing PBI Sanata Dharma was because he thought that English was fun. His
special interest about learning English is in speaking and listening. Dipta was such
a sociable person. He was quite active in campus activities and often took part as a
committee when campus held some events. When this study was being held, he
was very busy preparing a play entitled Jaga Daru and he was one of the actors in
the play. He also became one of the committee of English Action Day at that time.
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Dipta decided to take vocabulary course to complete his elective course
because he thought that he could easily get good mark to boost his GPA in this
class. He never thought that he would face a lot of challenging tasks to complete
this course well. However, he realized that vocabulary is important to support his
English mastery.
b. Dipta’s Story
Dipta was already familiar with internet and websites. However, using
ELTGallery in vocabulary learning was something new for him. As he usually had
fun activities in exploring websites, Dipta also looked forward to have the same
things with ELTGallery. Yet, he experienced that vocabulary learning with
ELTGallery was not as fun as he imagined before.
(DA2): ELTGallery should help me more in learning vocabulary ina fun way, miss. So it’s not merely memorizing the words anddoing some quizzes but it provides games or somethingsimilar to it to review the words that we have memorized.
(Q3): Then, did it meet your expectation? Did you find it fun?(DA3): Not really, actually. It tends to be boring.(Q4): Why do you think it is boring? ELTGallery provided you with
various activities, right?(DA4): Yes, there were so many activities that we should do in
ELTGallery, miss. But, I don’t know… I felt bored. Perhapsbecause of the layout or maybe the situation in class. It wasnot really fun.
However, Dipta could still do many things in ELTGallery to improve his
vocabulary knowledge. He learnt spelling and improved his ability to understand
meaning in written texts from the word list provided in one of the features in
ELTGallery. Further, he did something more to back up the things which had not
been available in ELTGallery’s features such as pronunciation, word formation,
phrases, spoken text and using the words in correct contexts.
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(DA7): …The website didn’t provide the phonetic transcription. So, Ihad to open the dictionary to get the correct pronunciation.
(DA10): …In linguistic class, we learnt word formation. Sometimes,I also checked dictionary.
(Q12): How did you improve your ability to use the words in correctcollocation/phrase?
(DA12): I learnt it more in structure class. But I also learnt it fromthe internet, from Oxford or Google.
(DA11): ….For spoken text, I practice it when I watch Englishmovies and listen to English songs. I also learn thepronunciation from those activities.
Realizing that he could complete the tasks in ELTGallery anywhere and
anytime, Dipta said that ELTGallery supported autonomy learning. It was because
the features were designed completely with the instructions of how to do the
exercises independently. Yet, he felt that the portion of autonomy learning was
too much because he still needed more supervision and interaction with the
lecturer during the learning process.
(DA33): …ELTGallery supports the students to be autonomousbecause the features are completed with the instructions ofhow to do it. We also got guidance and explanation from thelecturer in the class about what to do and how to do it. But Ifeel that was too much.
(Q34): What do you mean it was too much?(DA35): We still need more supervision and interaction with the
lecturer. Ideally, he should check the students work one byone, move around and communicate with the students so thatthe class would be more interesting.
When he was asked his experience studying vocabulary in traditional class
and web-based class, he tried to compare the situation. He said that traditional
class provided more interaction and less homework. On the contrary, web-based
class required students to memorize too many words in a short time. Moreover,
when the website had some technical problems, it reduced the students’ time to
finish their work.
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…Traditional class provides more interaction between the teacher andstudents. Furthermore, in traditional class there are not a lot of thingsto do at home. Everything is done in class. The stress level invocabulary web-based class is quite high. There were too manywords to memorize in one week. The time was very short…. Thewebsite itself was also problematic sometimes, miss. We need to login and out several times. It slowed down the work… When we onlyhave very limited time and we still have to log in and out severaltimes…that was so bothering. (DA16)
Related to technical problems in ELTGallery, Dipta also shared that the
buttons in ELTGallery’s features did not always direct him to the right pages.
Giving too many instructions also made the page error sometimes. He felt
annoyed since the time was limited but the website was not accessible.
…the buttons don’t always direct us to the right destination pages. Iexperienced it when I wanted to repeat test seventy-five weeklyexercises. I wish I could make it faster, remake it but I had to log outfirst and log in again, and sometimes the page was error. It’s soannoying because the time is limited. (DA17)
Further about time, Dipta said that the time to do the tasks seemed to be
enough when he was in the class. Yet, when he had to do the weekly tasks at
home, the time was not enough. Moreover, when the website was also error, it
reduced the time to do the tasks. Despite the limited time he had to complete the
weekly tasks, Dipta admitted that he got enough feedback to motivate him to do
things better.
In the class, the time seemed enough. But for the weekly task it’s notenough. The annoying thing is when the features are error. The timeis short but we can’t do anything when the website is error. Thefeedbacks were good, they motivated me to do things better. They alsohelp me to improve my vocabulary mastery. (DA28)
Dipta also admitted that ELTGallery provided enough variation for the
students to practice the vocabulary. Those various exercises helped the students to
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improve their way of thinking especially in some tasks. Dipta also said that the
exercises were not monotonous.
…The exercises are various enough for us to practice thevocabulary. They are not monotonous. They facilitate us to developour way of thinking. Especially in commenting sentences part, thefeedback from friends can improve our knowledge about tenses andvocabulary. (DA18)
However, on the contrary, Dipta complained about the number of the
tasks. He said it was too many. He thought it was because of the task variation.
The tasks were quite many, perhaps because the features of theexercises are so various. Well…actually they are good to improve ourvocabulary knowledge but it’s tiring. Too many tasks to do. (DA26)
At last, when he was asked his preference in choosing between web-based
vocabulary class and traditional class, Dipta chose traditional class. It was because
traditional class offered less homework than web-based vocabulary class. He felt
stressful with the high expectation in web-based vocabulary class. He also said
that he regretted taking this class since it was quite demanding.
…I just feel happier in traditional class…the one with books andprinted handouts. It is easier, I think. It is more suitable with mylearning style. I just need to study in the class, no more exercises athome. Everything is under control because it is done in class and thelecturer check the work directly. (DA24)
(DA31): Honestly, I felt stressful with this new teaching method,miss. It seemed that the lecturer’s expectation was very highby applying this website. If I knew this before, I wouldn’t takethis class.
(Q32): So, did you regret it?(DA32): I think so, miss. Because this is actually an elective course, it
should not be this complicated.
Further, Dipta also felt disappointed with his result of study since he got C
as the final result. He said that he had tried his best in studying but the result was
not as he expected.
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I feel that I’ve tried my best in studying. Reading and practicing in myspare time. I want to perform well so that my parents would be happyto see me, it will also be my pride. I think I had done all of the taskswell. I tried to get A but I got only C. It’s quite disappointing. (DA29)
ELTGallery offered flexibility for the students to manage their own
learning progress and process. In order to do that, the students were encouraged to
have high responsibility. However, Dipta still enjoyed classroom atmosphere with
a large portion of interaction and supervision from the lecturer. He felt that it was
much easier to handle. Moreover, in conventional class, he would not face some
technical problems which usually happened in web-based class. Thus, Dipta felt
that studying vocabulary with ELTGallery was burdening.
2. Martha’s Description
In this part, I present Martha’s personal profile to see her life background
better. Life background is important since it can give influence on the way
someone reacts and acts in facing certain phenomena. This part also presents
Martha’s story of her lived experience in joining web-based vocabulary class.
a. Martha’s profile
Martha was twenty years old when she took the vocabulary class and
agreed to help me as research participant in this study. She was also from
Yogyakarta and lived with her parents in Sleman, Yogyakarta. She was the
youngest in the family. She had one elder sister and she was very close to her. Her
family was very familiar with English learning environment. Her sister was
graduated from PBI Sanata Dharma University. Her mother also once took KBI in
Sanata Dharma University for her master degree. She felt lucky with that because
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she could discuss her learning progress with her sister and mother. Martha’s
mother is now an English teacher in SMPN 2 Mlati Yogyakarta. She described her
mother as a firm and hardworking person. She also had a strong leadership skill,
thus her mother is also the headmaster of the school. Her father was a pensioner
from PDAM Yogyakarta. She described her father as a wise and patient man. She
said that her family always supported her study well and it made her fully
motivated to do her best in the study.
Before continuing her study in PBI Sanata Dharma University, Martha
graduated from SMAN 2 Yogyakarta. She had realized that she had a talent and
interest in English since she was in senior high school. Thus, she entered PBI
Sanata Dharma University. She had a strong will to improve her English skill
since she realized how important it was to be excellent in it. Martha described
herself as an ambitious girl. She liked to set her expectations high and dare to take
risks in achieving her dreams. Martha was interested in education field because
she could also learn about psychology, such as students’ motivation, learning
style, and so on. She was also interested to take the vocabulary class because she
realized that vocabulary was very important to support her English learning
process. Thus, she took the class to improve her English skills significantly.
b. Martha’s story
Martha realized that she was going to endure different learning process
with ELTGallery. She knew that she had to be more responsible with her own
learning process. She loved the idea of making the students more ready with what
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they were going to have in class since ELTGallery had been completed with the
learning materials for one semester.
Well, ELTGallery is applied in the class to help the students to learnvocabulary more independently. We have to be responsible to ourown learning progress because most of the activities and tasksshould be done outside lesson hours. It really needs a good timemanagement, miss, because the tasks are quite a lot. (MA2)
…Even it required us to be very independent in accomplishing thegoals. Personally, I felt positive about that. Moreover, I am typically aperson who is very curious about what topic to discuss in the class inthe following day with the lecturer. With ELTGallery, the materialswere not only prepared for the following meeting but it was ready forthe whole semester, so that I could prepare myself better for the class.I was more ready and confident to join the class. Except…whenthere were a lot of things to do at the same time, then seeing thedeadline in ELTGallery was very stressing. But, the idea of makingthe students more independent and responsible to their own studyprogress was very good, I think. (MA46)
Martha tried to make use of ELTGallery to improve her vocabulary
knowledge maximally. Yet, when she could not find supported features, she tried
to find them from other sources. For example, ELTGallery did not provide the
phonetic transcription in the word list. Then, Martha checked and practiced the
pronunciation in her dictionary.
I always consult the dictionary, miss. I usually bring my pocketdictionary in my bag. So every time I feel doubt about how topronounce some words, I check the dictionary. Unfortunately,ELTGallery is not yet completed with a feature to teach us thepronunciation. (MA10)
Martha shared that the vocabularies she learnt from the word list in
ELTGallery helped her to improve her reading skill. However, Martha learnt word
formation more in linguistic class. Besides, she also checked dictionary and read
more articles to improve her knowledge.
The vocabularies from the website help me to comprehend anarticle. I love reading, miss. So I think it helps me to improve my
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understanding in written texts. Spoken texts, I improve it fromwatching English movies without Indonesian subtitles. Although Ioften miss some words because the actors speak so fast but at least Ilearn. (MA13)
Every time I get a new word, I check the dictionary. Oia, inlinguistic class I learn more about word formation. We did a lot ofpractices there. (MA12)
Martha was lucky since her mother and sister could speak English well.
Her sister graduated from PBI Sanata Dharma, while her mother graduated from
KBI Sanata Dharma. Martha often practiced her English with them at home. By
doing so, she could get more exposures and improve her English skills.
(MA14): I ask my mother and my sister, because they also knowEnglish. Sometimes we speak English at home. Oia, I alsolearn new phrases through movies.
(Q15): Wow, you’re lucky enough to have such exposures at home,Martha. You, your sister and your mom, it’s great that youcan use English at home with them.
(MA15): Yes, miss. It’s nice because we have the same educationalbackground. My mother also took her master degree in KBI,like you. My sister was also from PBI Sanata Dharma. So,it’s nice!
ELTGallery for vocabulary learning was a new thing for Martha. She felt
enthusiastic with the purpose of applying the website but she did not really like
the look of the website. She wished she had an opportunity to customize her own
website page so that the look would be more attractive. She also regretted the
errors which often happened in the website.
Well, ELTGallery is a new thing in vocabulary learning. The websiteis quite accessible, except when we experienced error page. Thedestination buttons are quite simple. But unfortunately, theappearance of each page is monotonous. Quite boring, I think.Perhaps it is because the website designer is still developing thewebsite himself so it went errors quite often. Personally, I don’t likedark blue color. I think it will be nice if we can customize the pagewith our favorite color. Giving cute borders, pictures, so that the lookis more interesting. The most important one is the look and the
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features can motivate us at least to open the website. Perhaps it needsthe ideas of young people who master layout designing. (MA22)
Further, Martha shared her experience related to class situation when they
were studying vocabulary with ELTGallery. Martha often felt uneasy to ask her
friends when she got confused. Therefore, she preferred to consult her dictionary
and tried to solve the problem herself.
I often got confused to whom I should ask, because everybody wasvery busy with their monitor during the lesson. I felt uneasy to disturbmy friends and asked questions. I usually consulted my dictionary.Just sometimes, I asked my friends’ opinion about my sentences.(MA33)
Some friends also helped her in giving feedback to her work since they
had the portion in ELTGallery to do that. Unfortunately, Martha could not confirm
and consult the feedback she got because she did not know who wrote the
comments for her. She could not check them in the website. She hoped that the
lecturer would take over the role of giving feedback to make it fairer.
The feedback was ok.. I got much from friends but not from thelecturer. And sometimes I got confused why my sentences werecommented in such a way, but I couldn’t confirm to the one whocriticized them because I didn’t know who did that. I often felt that itwas unfair. Ideally, it should be the lecturer’s task to criticize thestudents’ work. (MA42)
When she was asked about the tasks in ELTGallery, she liked the variation
of the exercises. Yet, she minded with the number of the questions in each type of
exercises. It was too many for her.
The variation of exercises in ELTGallery is good, quite various. But,the number of the questions in each type of exercise is just too much.It seemed it is only focused on the weekly tasks in which we had tocomplete 75 sentences and make 20 sentences each week. I think itwould have been better if we had fewer numbers of questions andvarious types of exercises. (MA24)
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According to Martha, the main problem of having too many exercises to
do was staring the monitor too long. She said it was not good for her health.
I had to stare the monitor in quite a long time to do the tasks and itis not good for our health. (MA36)
Moreover, when she also had other tasks to do, Martha had to be able to
steal the time in between other activities to do her weekly vocabulary tasks.
Whereas she said she had tried to manage her time well but it still never seemed
enough. Even she tried to do the tasks with her handphone bit by bit. She felt
exhausted with that.
…Only the burden of doing the tasks was quite high. Moreover if wealso had homework from other subjects, the modem was error, therewere a lot of things in mind…wow, it felt like I my mind was about toexplode. You’d better stay away from me. Hehehe… (MA45)
…I always felt in a rush to complete the tasks, miss. Whereas Ithought, I had made my time schedule to arrange my activities andtime to do campus tasks. But, I don’t know…the time seemed neverenough. It was very very exhausting. (MA38)
…Even when I was doing other activities like church or choir, Isometimes stole the time to do the tasks bit by bit with my handphone. The tasks were like haunting me every time. (MA39)
When she was asked whether she also experienced it in other classes or
not, she said not all of them. She confessed that web-based vocabulary class was a
bit hard to handle. Yet, she found it challenging and she felt she could beat the
challenge proven by her final result. She got an A for this subject.
(Q40): Did it happen to the tasks in all subjects you’ve ever taken?(MA40): Hhmmm… not all subjects actually, but I don’t know this one
was a bit hard to handle. But I really felt challenged and Ithink I was successful. I got an A for this subject. Well, itwas worth fighting for, miss.
Further, Martha also shared how she managed her motivation in joining
the web-based vocabulary class. She confessed that it was not easy to keep her
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always in a good mood in enduring the learning process. Yet, she did not want to
waste her efforts and ruin things. She tried hard to be well committed.
…I tried to be well committed. Sometimes during the process, mymood was up and down. Quite moody. But when I remembered thatI’ve been through this much, this far, then it was such a pity if I kepton being lazy and following my mood. It was such a self-alarm tomotivate myself to get back on the track. (MA44)
At last, when she was asked which classes she preferred, she liked the
conventional class more. It was because conventional class offered more
interactions and supervisions. In conventional class, the lecturer still helped the
students more actively.
Conventional class is better because the lecturer helps the studentsmore actively. I myself prefer the conventional class. I guess it is moreeffective because there are more supervisions and interactions inclass. In web-based class with ELTGallery, when we got confusedwe felt awkward to ask, the weekly tasks are just so many. In myopinion, vocabulary should be learnt bit by bit, repetitions should bemore, because I tend to have short time memory so I still need morepractices. (MA20)
ELTGallery offered new challenges in web-based vocabulary class. The
learning process was not always easy and nice but Martha did not let herself give
up. Although sometimes she also felt that the weekly tasks were very burdening,
she still tried hard to complete them.
B. Interpretation
In this part, I will try to interpret the participants’ lived experience in
vocabulary web-based learning based on their anecdotes. The discussion in this
part is divided into two sections namely the participants’ profile and the
participants’ lived experience in vocabulary web-based learning.
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1. The interpretation of the participants’ profile
Both Dipta and Martha were twenty years old when they joined the web-
based vocabulary class. They were in their adulthood period and they were in their
second semester. Based on the research on frequency counts, university students
need around 2000 high frequency words with additional of 1000 further high
frequency words to support their study (Nation, 1990). Further, as cited in
Richards (1976: 78), Mackey (1965: 173) stated that college students are
estimated to understand some 60.000 to 100.000 words. Therefore, Dipta and
Martha should have been ready to face the challenges in web-based vocabulary
class which took the materials from 3000 Word Power book.
Dipta and Martha were raised in well-educated family. Dipta’s father was
the head of librarian in Sanata Dharma University. His mother was the vice
headmaster in SMK Putra Tama. Martha’s father was a pensioner of PDAM and
her mother was the headmaster of SMPN 2 Mlati Yogyakarta. Seeing from their
family background, they were well-supported to have good education to prepare
their future. However, Dipta and Martha had different reason for choosing PBI in
Sanata Dharma University to continue their study. Dipta decided to continue his
study in PBI Sanata Dharma because he thought that being a teacher was a
promising job. Besides he also thought that English was fun and he enjoyed
studying English. Meanwhile, Martha decided to continue her study in PBI Sanata
Dharma because she realized that she had a good talent and interest in English
since she was in senior high school. She had a strong will to improve her English
skill since she wanted to be excellent in it. This difference might give significant
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meaning in Dipta’s and Martha’s lived experience in joining web-based
vocabulary class.
2. The interpretation of the participants’ lived experience
The interpretations below were divided into pre-figured themes and
emerging theme. The pre-figured themes were determined based on the
conceptual truth in theoretical framework. The emerging theme was the theme
which appeared during the data gathering. It was not predicted before.
a. Pre-figured themes
The pre-figured themes here cover three main discussions. They are
autonomous learning with ELTGallery, challenging vocabulary learning with
ELTGallery and ELTGallery learning atmosphere. The discussions are as follows.
1) Autonomous Learning with ELTGallery
ELTGallery is developed based on CALL principles since it applies
computer as the media of language learning. One of CALL principles is
promoting learner autonomy. Thein (1994) as cited in Egbert, Chao, and Hanson-
Smith (1999:6) described a learner-centered classroom as one that develops
learners’ confidence and skills to learn autonomously and to design and
coordinate tasks in a variety of contexts. Dipta realized that ELTGallery was
designed in such a way that it promotes autonomy learning.
…ELTGallery supports the students to be autonomous because thefeatures are completed with the instructions of how to do it. We alsogot guidance and explanation from the lecturer in the class aboutwhat to do and how to do it…(DA33)
The notion of designing and coordinating tasks in a variety of contexts led
Dipta to take initiative to seek information which was not provided in
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ELTGallery. He had his dictionary to check the pronunciation. He improved his
knowledge of word formation in linguistic class. He also learnt more phrases from
structure class, internet and dictionary. His vocabulary learning was not limited
only in vocabulary class. Further, he also improved his ability in spoken text
through English movies and songs.
Unfortunately, Dipta felt less confidence when he was given a chance to
manage his learning autonomously. He even felt that the autonomy given was too
much. He still needed more supervision and interaction with the lecturer in the
class. He wished that the lecturer still actively moved around to check the
students’ work and communicated with the students to build interaction in the
class.
Martha perceived the chance of being autonomous learner deeper. She
knew that ELTGallery would offer different learning process since it required the
students’ responsibility to manage their own learning process and progress.
Therefore, time management was very important for her. She really concerned to
her time management because most of the activities and tasks were done outside
the lesson hours. Further, Martha agreed that ELTGallery also supported the
notion of developing the students’ confidence and skills to learn autonomously.
ELTGallery provided the learning materials for one semester. Since Martha was
typically a curious student, she could prepare herself by reading and doing the
exercises before the class. By doing so, she said that she was more ready and
confident to join the class. This fact is in accordance with a belief that a teacher’s
role is to challenge learners’ thinking, not to dictate or attempt to regulate their
thinking for them (Savery and Duffy: 1995 as cited in Egbert, Chao, and Hanson-
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Smith, 1997: 7). Thus, a good challenge should be able to raise learners’ curiosity
in learning. Martha found that her being curious of the learning materials she was
going to have in class was fulfilled in ELTGallery.
However, things did not always run as smoothly as what she expected. She
sometimes felt stressful when there were a lot of tasks from other subjects came
together with her weekly tasks in ELTGallery. Despite the challenge of managing
her time in completing the tasks from ELTGallery and other subjects, she liked the
idea of making the students more independent and responsible to their own study
progress in web-based vocabulary learning. This awareness also led her to expand
her vocabulary learning by taking more initiatives to do more such as consulting
the dictionary whenever she found difficulties, having more exposures in spoken
texts by watching English movies and learning word formation in linguistic class.
Martha was also lucky since she had learning partners at home. They are her
mother and sister. Both of them graduate from English department, so they could
assist Martha in her study.
It can be noted that vocabulary learning with ELTGallery promotes the
learners’ autonomy through various tasks and challenges to improve vocabulary
learning. The fact that Dipta and Martha did some actions as their initiatives to
enhance their vocabulary knowledge is in accordance to the aim of applying a
website in vocabulary learning which is to benefit the chance of autonomous
learning. It also leads them to be a learner-centered classroom. Dipta knew that he
learnt better through handwriting practice. Thus, he designed and coordinated the
task of memorizing the vocabulary list by writing the words down. Dipta and
Martha also did various exposures in order to improve their vocabulary
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knowledge. Watching English movies, listening to English songs and reading
English articles were some of the activities they did to develop their knowledge.
Richard (1976: 78) states that when someone enters his adulthood, his vocabulary
knowledge is relatively constant unless he actively engages himself through
activities such as reading, listening or others which can improve his vocabulary
knowledge. Students might perceive the chance of being autonomous learners
differently but applying ELTGallery as the media of vocabulary learning
encourages students to be autonomous.
2) Challenging Vocabulary Learning with ELTGallery
Breaking the conventional way in learning technique offers new
challenges for the learning participants. ELTGallery is a breakthrough in
vocabulary learning especially for the PBI students in Sanata Dharma University.
It is applied to cover things which traditional classroom cannot cover. Applying
technology in vocabulary learning builds up a large vocabulary, gives students
control over what words to learn, presents exercises to promote deeper learning
and so on (Goodfellow: 1994 as cited in Miles & Kwon, 2008: 1). The learning
materials in ELTGallery covers the first thousand word list, the second thousand
word list and the first three thousand word list. Those learning materials were
distributed to some features in ELTGallery which allowed the students to learn
and practice them independently.
However, both Dipta and Martha felt that the burden of completing the
weekly tasks was very high. Their weekly tasks were completing seventy-five
sentences and making twenty sentences. They also had to review their friends’
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sentences and give feedback to them. Although Dipta and Martha realized that the
purpose of assigning the weekly exercises was to develop their vocabulary, but
they felt that the number of the exercises were too many.
The tasks were quite many, perhaps because the features of theexercises are so various. Well…actually they are good to improve ourvocabulary knowledge but it’s tiring. Too many tasks to do. (DA26)
The variation of exercises in ELTGallery is good, quite various. But Ithink, the number of the questions in each type of exercise is just toomuch. It seemed pak Dwi only focused on the weekly tasks in which wehad to complete 75 sentences and make 20 sentences each week. Ithink it would have been better if we had fewer numbers of questionsand various types of exercises. (MA24)
Nation (1990) in his research on frequency counts stated that university
students need around 2000 high frequency words with additional of 1000 further
high frequency words to support their study. In accordance with Nation’s
research, the learning materials in ELTGallery already covered the students’ need.
Students need to spend their time to learn the high frequency words to support
their basic understanding and knowledge of English. Therefore, the numbers of
the exercises were actually normal and the students had one week to complete
their tasks. Moreover, Martha confessed that she developed her reading skill as
the result of her vocabulary learning.
The vocabularies from the website help me to comprehend an article. Ilove reading, miss. So I think it helps me to improve my understandingin written texts. (MA13)
Probably what made the weekly tasks became too burdening for the
students was because of the technical problem which often occurred in
ELTGallery. A web-based learning environment is considered effective when it is
efficient to use and only has few errors (Nielsen, 1993). Meanwhile, Dipta and
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Martha complained that they often experienced error in the website which slow
down their work.
..The website itself was also problematic sometimes, miss. We need tolog in and out several times. It slowed down the work. I guess thesystem of the website should be revised. When we only have verylimited time and we still have to log in and out several times…thatwas so bothering. (DA16)
…the buttons don’t always direct us to the right destination pages. Iexperienced it when I wanted to repeat test seventy-five weeklyexercises. I wish I could make it faster, remake it but I had to log outfirst and log in again, and sometimes the page was error. It’s soannoying because the time is limited. (DA17)
The annoying thing is when the features are error. The time is shortbut we can’t do anything when the website is error. (DA28)
From the narration above, Dipta felt annoyed when he experienced
technical problems since it reduced his time to finish his tasks. Not far different
from Dipta, Martha also experienced error page sometimes. Fast access in web-
based environment is a crucial thing. Technical problems and download time
should be minimized to make the learning process simpler and stress free (Hall,
2003). Further, Nielsen (1996) as cited in Hall (2003: 7) pointed out that web-
based learning should be able to make students get information simply and
quickly. Therefore, the technical problems in ELTGallery need to be fix to support
the student learning process optimally. Further, Martha also shared that her bigger
challenges in vocabulary learning using ELTGallery was when she also had
homework from other subjects and some technical problems occurred at the same
time. It could make her felt very stressful. Her challenge was also to stare at the
monitor for quite a long time to do the tasks. She said it was tiring. Yet, this case
is unavoidable since web-based class required students to deal with monitors most
of the time. Time and task management might help students to reduce this burden.
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Another challenge was related to the layout of ELTGallery. Dipta and
Martha shared the same experience about it. According to them, the layout of
ELTGallery was monotonous. They did not really like the blue color in all the
page of ELTGallery. The font used in the website was not favorable. However, the
buttons were quite simple although they still experienced errors. According to
Dipta and Erika, the look of the website should be made as attractive as possible
so that the students could enjoy their study time by exploring the website. It was
such a challenge for them to deal with the website most of the time while they did
not really enjoy looking at the website layout. Even Martha had an idea to give the
students some chances to customize their pages based on their favorite colors,
fonts and so on. She believed that it would be more enjoyable for the students. In
fact, there is a surprising amount of research indicates that when learners are
given too much freedom in choosing and selecting their favorable things in the
website contents, it will decrease learning effectiveness (Large, 1996; Niemiec et
al., 1996 as cited in Hall, 2003). Probably, the website designer did not really
concern about the layout because he wanted the students to focus on the contents
only since the goal of the learning process is to improve the students’ vocabulary
knowledge.
3) ELTGallery Learning Atmosphere
Learning atmosphere is also important to help students achieving the
learning goal. If students feel comfortable during the learning process, they will
be confident and enthusiastic to give their best performance. Brown (1987),
Krashen & Terrel (1983) and Lozanov (1978) as cited in Egbert, Chao, and
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Hanson-Smith (1999: 6) present their ideas that “before becoming mindfully
engaged and willing to communicate their ideas, learners must experience an
optimal level of anxiety in the language learning environment, any feelings or
worry or apprehension must be facilitative rather than debilitative”. Therefore,
even if learners experience anxiety during the learning process, it should be
challenging instead of discouraging. Once learners feel stressful, then it will lead
them to discouragement which affects their motivation to continue the learning
process well.
Unfortunately, both Dipta and Martha felt that the stress level in web-
based vocabulary class was high. The main reason was that they had to complete
many tasks in a limited time. Martha even felt that although she had managed her
time but she could not keep up with the tasks.
…I always felt in a rush to complete the tasks, miss. Whereas Ithought, I had made my time schedule to arrange my activities andtime to do campus tasks. But, I don’t know…the time seemed neverenough. It was very very exhausting. (MA38)
Dipta felt stressful with this new teaching method because of its high
expectation. His first expectation learning vocabulary with ELTGallery was fun.
He expected that ELTGallery would help him learn vocabulary in a fun way. Yet,
he found out later that he could not enjoy the learning process. Instead of having
games to facilitate the vocabulary learning, Dipta had to complete the weekly
tasks in form of exercises. Dipta also felt bored with the class situation.
…I don’t know…I felt bored. Perhaps because of the layout or maybethe situation in class. It was not really fun. (DA4)
Further, he said that the conventional class was easier to handle since there were
not many homework and there were more supervisions in class. Martha got
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confused every time she wanted to ask and consult her problems to friends
because she felt uneasy to disturb her friends’ activity.
…Traditional class provides more interaction between the teacher andstudents. Furthermore, in traditional class there are not a lot of thingsto do at home. Everything is done in class…(DA16)I don’t know…I just feel happier in traditional class…the one withbooks and printed handouts. It is easier, I think. It is more suitablewith my learning style. I just need to study in the class, no moreexercises at home. Everything is under control because it is done inclass and the lecturer check the work directly. (DA24)
…Conventional class is better because the lecturer helps the studentsmore actively. I myself prefer the traditional class. I guess it is moreeffective because there are more supervisions and interactions inclass. In web-based class with ELTGallery, when we got confused wefelt awkward to ask, the weekly tasks are just so many. In my opinion,vocabulary should be learnt bit by bit, repetitions should be more,because I tend to have short time memory so I still need morepractices. (MA20)
At last, Martha and Dipta confessed that they felt more comfortable
learning vocabulary in conventional class than in web-based class. Since
conventional class offered more interactions and supervisions, they would not get
confused whom to consult when they had problems during their learning time.
According to them, applying a website in a class created space between the
students and the lecturer which resulted on awkwardness. They hesitated to ask
and consult since they rarely had conversation in class. Besides some technical
problems which happened to the website, the plenty number of weekly tasks also
caused the high stress level in the class. Whereas, once learners feel stressful, it
will lead them to discouragement, which affects their motivation to continue the
learning process well.
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b. Emerging theme: Perseverance
Emerging theme is the theme which appeared during the data gathering. It
was not predicted before. In this research, the emerging theme is perseverance.
Stott (1984: 62) defines perseverance as persisting in, or remaining constant to a
purpose, task or belief in spite of obstacles and opposition. Perseverance is closely
related to endurance. It is the endurance to bear disappointment and discomfort
without quitting or letting down.
Dipta and Martha experienced the same challenges when they learned
vocabulary in web-based class. Exploring ELTGallery for vocabulary learning
was also their first experience. It can be said that they had the same start but they
performed differently at the end.
Dipta chose to continue his study in PBI because he saw that the
occupation of being a teacher had more working opportunities than other
occupations. Besides, he also liked English since it was fun. Then, when he was in
the second semester, he had a chance to select an elective course on his own. He
chose vocabulary class with the hope that he could get an A to raise his GPA. His
first expectation of having ELTGallery was a fun learning. However, things did
not run as what he had expected before. He started to face some challenges in
vocabulary web-based class and his motivation started to decay. Moreover, Dipta
was a busy student. He joined some campus activities and he often joined a
committee in campus events. He enjoyed socializing. Prioritizing was the thing
that he should practice more. It was proven when he reflected his experience in
joining web-based vocabulary class. Dipta learnt that autonomy learning was not
easy. Having given more freedom in managing his own learning progress did not
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make him become more discipline. He was sometimes late to submit his weekly
tasks instead. He found it difficult to manage his own time and schedule to
complete all the tasks at home. He needed to make a group of friends who could
help him to be on the right track to accomplish the learning goal. He had to do it
since he realized that he was typically an easygoing person and he needed a
reminder to make him do things well. He knew that he could not always depend
on someone and he promised himself that he would try to manage his study better.
Martha continued her study in PBI because she knew she got a talent in
English and she wanted to improve and excel in it. Martha had already got a
strong will which can help her to face any challenges during the learning process.
Joining vocabulary web-based class was her first experience to challenge her
perseverance in improving her English skills. Being discipline in completing the
tasks given was not enough. She realized that she needed to have real practices in
her daily life with high determination. She also faced challenges in learning
vocabulary with ELTGallery. Yet, she did not give up. She learnt that learning
achievement merely depends on the students’ effort to accomplish their learning
goals. Therefore, although it was a hard battle, she felt thankful she had been in
web-based vocabulary class since she could gain the value of perseverance.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This is the last chapter of the study and it consists of two parts. The first
part summarizes the findings of the study and concludes them. The second part
presents the suggestions which are expected to give contribution to the teachers in
conducting teaching learning process especially in a web-based environment.
A. Conclusions
A website is one of media which can be explored to facilitate teaching
learning process. The rapid growth of technology supports teachers to apply
websites in classes. Applying a website in teaching learning process supports
students’ autonomy learning. Autonomy learning challenges students to be more
responsible to their learning progress. Their responsibility will lead them to
achieve the learning goal. Challenging learning is interesting. Yet, challenges
should give positive values in order to improve the students’ motivation in
learning. A good challenge enables students to raise their curiosity in learning. In
this study, the website is applied in vocabulary class with the hope that students
can develop their vocabulary autonomously. However, to benefit the vocabulary
autonomy learning optimally, the best environment needs to be set. The two
participants in this research give some insights to evaluate whether the
environment for conducting the vocabulary web-based class had been well set or
not.
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Two types of meanings classified under two major bracketed themes
based on the interpretation of the students’ lived experiences are presented here.
The themes were pre-figured themes and emergent theme. The pre-figured themes
were determined based on the discovery of conceptual truth. There are three pre-
figured themes in this study. They are autonomous learning with ELTGallery,
challenging vocabulary learning with ELTGallery and ELTGallery learning
atmosphere. The emergent theme was found during the research process. In this
study, the emergent theme is perseverance. The conclusion of the discussion on
each theme is presented as follows.
The first is autonomous learning with ELTGallery. Both participants
admitted that applying ELTGallery in vocabulary learning encourages the students
to be more autonomous. They were able to adapt the materials to suit their
learning styles. They also made use the features of the website to improve their
vocabulary. Their learning time was not only limited in the class, they took
initiatives to improve their knowledge by having more exposures outside the
class. Reading articles, watching English movies and listening to English songs
helped them to learn vocabulary in context more. Joining structure and linguistic
class also benefited them in improving their vocabulary knowledge especially in
word formation and phrases. Unfortunately, Dipta found out that he was less
confident with the autonomy given since he thought that he still needed more
guidance and supervision from the lecturer in class. He still expected that the
lecturer would move around, check the students’ work and communicate with the
students. According to him, it would reduce the boredom in class. Martha found
out that the web-based vocabulary class was very challenging and she had to try to
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manage her time much better so that she could keep up with the weekly tasks
assigned. She was aware that having a website applied in the vocabulary class
requires bigger responsibility. Fortunately, Martha is such a well-prepared
student. She always made her time schedule to manage her tasks. However, she
felt that dealing with ELTGallery in vocabulary learning really challenge her
responsibility. Martha also confessed that ELTGallery was able to raise her
curiosity in learning vocabulary.
The second is challenging vocabulary learning with ELTGallery. Dipta and
Martha shared the same experience about this. They found out that web-based
vocabulary class offered more challenges than conventional class. The challenges
that they faced during their study were the numbers of the exercises, the technical
problems in the website and the layout of the website. According to them, the
numbers of the exercises were too many to finish in one-week time. In
ELTGallery, they had to complete seventy-five matching exercises and making
twenty sentences. The burden of finishing the exercises was added with the
technical problems which they had to face. The website often experienced some
technical problems such as logging in and out several time during access time,
wrong destination buttons that led the students to the wrong page and error pages
which could not be accessed. The technical problems that happened quite often
reduced their time to finish their weekly tasks. Further, they did not really enjoy
the layout of the website. For them, it was not attractive. The colors and fonts
looked dull. Dipta and Martha wished to have a more attractive look of the
website to raise their interest to open the website.
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The third is ELTGallery learning atmosphere. With the challenges and
problems they faced during their study time, they felt that the stress level in web-
based vocabulary class was high. The main reasons were the burden of the tasks
and class expectations. Dipta also found that the class situation was boring. Since
the first time he knew that he would have to learn vocabulary with a website, he
thought that the learning process would be fun. He thought that the website would
be completed with games and fun activities to facilitate the students in vocabulary
learning. In fact, he had a lot of weekly tasks to complete. Martha found a
problem in consulting her difficulties in the class. She felt uneasy to disturb her
friends to ask or consult her work. She also felt awkward to ask the lecturer since
she felt that there was a gap between the students and the lecturer. The gap existed
because of the minimum direct communication in the class. Therefore, they
preferred studying vocabulary in conventional class to web-based class since they
felt more comfortable with the teaching environment in a conventional class.
The emerging theme appeared in this study was perseverance. Dipta and
Martha faced the same challenges during their study. However, since the very
beginning they joined the class they had different perceptions in seeing the
challenges. It influenced their motivation in their study time. Their life
background also gave some influences in their motivation which affects their
learning performance. Martha had a strong will to improve her English skill.
Therefore, she decided to continue her study in PBI. Dipta chose PBI because he
thought that English is fun and being a teacher is a quite promising job. Those
factors affected their learning performance and their study result at the end.
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Martha could gained her maximal efforts and reached the best result. Dipta
sometimes lost his motivation so that he could not reach the maximum result.
The results of the study here tend to show students’ negative attitude to
ELTGallery. There might be two reasons which cause the students’ negative
attitude to ELTGallery. First, ELTGallery did not meet the students’ expectations
about learning activity using a website. Dipta said that his expectation related to
the aim of applying ELTGallery is to help him learn vocabulary in a fun way. He
expected to have some games instead of quizzes to review the vocabulary list.
However, in fact he had to face and complete series of weekly tasks. Dipta also
did not expect that the elective course he chose was very challenging since
according to him elective course should be easy to handle so that it can help him
to increase his GPA. This condition might influence his motivation and attitude
during the learning process. The second reason is related to the technical problems
which the students experienced during their study time. Experiencing technical
problems could be very disturbing in web-based vocabulary class. Since it is a
web-based class, it really relies on the internet speed and connectivity.
Minimizing technical problems and download time in a web-based class can make
the learning process simpler and stress free (Hall, 2003). Yet, in ELTGallery the
students often experienced the technical problems which surely added their
learning burden. Moreover when the students also had other tasks to do from other
subjects then it would ruin their time management. This condition might also
influence their attitude towards web-based vocabulary learning class.
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B. Suggestions
This study focuses on the students’ lived experience in web-based
vocabulary learning. Web-based learning environment is a new thing in English
teaching. Therefore, to gain its effectiveness in the teaching learning process,
some improvements need to be done. The students’ lived experience described in
this study gives valuable insights to consider. Here are some suggestions proposed
to improve the effectiveness of web-based learning environment in teaching
learning process.
In order to gain its effectiveness, the website needs to be well prepared and
well maintained. Preparation includes the teaching material, the website features
and the internet connection. Maintenance refers to the fast access that the students
can get when they have to do the exercises in the website. Students also need to be
prepared to face the challenges they may face during the learning process.
Briefing and simulation are probably needed so that students will be familiar with
the website, its features and their tasks later. Teachers also need to maintain their
students focus and enthusiasm in accomplishing the learning goals. Occasionally,
a class meeting can be held without the presence of monitor activity. In that
meeting, teachers can discuss the students problems related to their learning
progress while gaining feedback as well as reviewing the materials. By doing so,
hopefully the application of web-based learning environment can reach its
effectiveness.
Related to vocabulary learning, the application of web-based environment
can be explored further by inserting more features to expose students to other
English skills such as listening and speaking. Therefore, the vocabulary learning
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can be done thoroughly with some follow-ups. Hyperlinks can be used to facilitate
students with other websites which provides related activities. This can be a topic
for the next research.
The next researchers can focus on the way a complete set of vocabulary
learning affect students’ learning achievement and performance. They can also do
researches focusing on the role of teacher in web-based vocabulary class,
students’ responsibility in their learning process, students’ curiosity, etc.
Hopefully, the next researchers can enrich the research literature especially in
web-based vocabulary learning class.
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Appendices
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Appendix 1
Interview Transcript 1Participant : DiptaDay and date : Wednesday, 19 November 2014Time : 12.30 – 15. 00Location : Nanamia Café
As we made the appointment, we met in Sanata Dharma Hall at 12.00 pm.Actually we planned to have the interview there, but the situation was quitecrowded and noisy at that time. Some students were having a break after classesand they gathered with their friends in the hall. Then we decided to findsomewhere quieter which also provides snacks and beverages. We went toNanamia café near the campus. The café was still quiet since it had just beenopened. There were not many customers came yet. We chose the table whichmight not frequently passed by other customers to avoid distraction. We directlyordered some meals. After that, we arranged things to begin the interview. Weoccupied two tables so that the meals would not disturb my properties. We satface to face and there was a little square table between us. I put the laptop, therecorder, the hand phone and the tablet on the table. I used all those equipments torecord our interview.
Speaker Interview Coding
Q1 Dian By the way, do you know the aim ofapplying a website in vocabularylearning, Dip?
DA1 Dipta A website is related to internet, browsing,fun feeling but sometimes also boring,miss. Then, if a website is applied invocabulary learning, it should make thelearning process different with the usualone. It should be more fun, miss.
Q2 Dian I see. What about the aim of ELTGallerythen? Do you know it?
DA2 Dipta Well, ELTGallery should help me morein learning vocabulary in a fun way,miss. So it’s not merely memorizing thewords and doing some quizzes but itprovides games or something similar toit to review the words that we havememorized.
Q3 Dian Then, did it meet your expectation? Didyou find it fun?
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DA3 Dipta Not really, actually. It tends to beboring.
ELT-Lea.Atm
Q4 Dian Why do you think it is boring?ELTGallery provided you with variousactivities, right?
DA4 Dipta Yes, there were so many activities thatwe should do in ELTGallery, miss. But,I don’t know… I felt bored. Perhapsbecause of the layout or maybe thesituation in class. It was not really fun.
ELT-Lea.Atm
Q5 Dian But, do you know the aim of eachactivity in ELTGallery? There areEnglish – Indonesian matching,Indonesian – English matching, writesentences, review sentences, readothers’ sentences, comment sentencesand vocabulary test. You still rememberthose activities, right?
DA5 Dipta Yes, miss. I think I still remember them.
Q6 Dian What is the aim of each activity, Dip?
DA6 Dipta English – Indonesian matching is toexplain the meaning of the word, but notspecific. Sometimes the completedefinition is not mentioned. Whereas inmy opinion, we need to know the longerdefinitions because we have tounderstand the words, not only to knowthem. Indonesian – English matchingexercise is to review the vocabulary.Write sentences is for testing ourgrammar in using the vocabulary.Review sentences is to check ourpunctuation, to edit our sentences so thatthe website can accept the sentences.Soalnya kalo ada singkatan-singkatangitu sering dianggap eror, miss. Readothers’ sentences is for reference, togive example in making sentences.Comment sentences is to give feedbackamong the students. We can also use thefeature to discuss the sentences.Vocabulary test is to test the students’
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ability.
Q7 Dian All right, now let’s talk more about theaction that you’ve done, Dip. How didyou learn to pronounce the wordscorrectly?
DA7 Dipta I checked the dictionary, miss. Thewebsite didn’t provide the phonetictranscription. So, I had to open thedictionary to get the correctpronunciation.
Aut.Lea-ELT
Q8 Dian How did you learn the spelling of thewords?
DA8 Dipta From the word list. I memorize them. Ialso practice it by writing the wordsdown. Handwriting practice, miss.
Q9 Dian I see. Did you learn enough wordformation from the website?
DA9 Dipta No, not at all.
Q10 DianHow Did you enrich yourself with theknowledge of word formation?
Aut.Lea-ELT
DA10 Dipta From linguistic class and also from thedictionary. In linguistic class, we learntword formation. Sometimes, I alsochecked dictionary.
Q11 Dian How did you improve your ability inunderstanding meaning in written andspoken texts?
DA11 Dipta Memorizing the word list fromELTGallery and practicing them inmaking sentences help me to improvemy ability in written texts but less inspoken. For spoken text, I practice itwhen I watch English movies and listento English songs. I also learn thepronunciation from those activities.
Aut.Lea-ELT
Q12 Dian How did you improve your ability to usethe words in correct collocation/phrase?
DA12 Dipta I learnt it more in structure class. But Ialso learnt it from the internet, from
Aut.Lea-ELT
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Oxford or Google.
Q13 Dian How good are you in using the words incorrect collocation/phrase?
DA13 Dipta I just can use it in simple phrase. I stillneed to improve it more.
Q14 Dian How did you develop your ability to usethe words in correct contexts?
DA14 Dipta By reading English texts, miss.
Q15 Dian How good are you in using the words incorrect contexts?
DA15 Dipta Not really good, because in reading Ialways experience misunderstanding inunderstanding the contexts. I still needmore practice, I guess.
Q16 Dian OK, let’s talk further about yourexpectation towards ELTGallery. Doyou think ELTGallery organized theteaching process better compare totraditional class? What do you expect tomake the learning process simpler andstress free?
DA16 Dipta No, because if we don’t have time toopen the computer, it will be verycomplicated. There are a lot of things tocatch up. Traditional class providesmore interaction between the teacherand students. Furthermore, in traditionalclass there are not a lot of things to do athome. Everything is done in class. Thestress level in vocabulary web-basedclass is quite high. There were too manywords to memorize in one week. Thetime was very short. I think if we weregiven more time that would be better.The website itself was also problematicsometimes, miss. We need to log in andout several times. It slowed down thework. I guess the system of the websiteshould be revised. When we only havevery limited time and we still have to login and out several times…that was so
Cha.Voc-ELT
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bothering.
Q17 Dian What do you think about ELTGallerywebsite design? What do you expectabout it?
DA17 Dipta It is monotonous. The layout is likeninetyish era. The color is just like blueand blue and blue..almost the same. Thefont type is also the same in all page.The designer should know colorpsychology and apply it, in how to makethe students interested to study and openthe website again and again. Font andcolors should be made more attractive.Perhaps inserting videos is also a goodidea, so that we know how to use thewords in real communication and we canalso learn the pronunciation. It alsoimproves our understanding towardsspoken texts. Hmmm…one more miss,the buttons don’t always direct us to theright destination pages. I experienced itwhen I wanted to repeat test seventy-fiveweekly exercises. I wish I could make itfaster, remake it but I had to log out firstand log in again, and sometimes thepage was error. It’s so annoying becausethe time is limited.
Cha.Voc-ELT
Q18 Dian Hhmm.. I see. Then what do you thinkabout the interactivity in ELTGallery?You know, interactivity is like theopportunities for you to do variousactivities in the website. What do youexpect about it?
DA18 Dipta It has been good, I think. The exercisesare various enough for us to practice thevocabulary. They are not monotonous.They facilitate us to develop our way ofthinking. Especially in commentingsentences part, the feedback from friendscan improve our knowledge about tensesand vocabulary.
Aut.Lea-ELT
Q19 Dian All right. Anyway, do you know that aneffective and efficient website should
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have the principle of multi-modality?
DA19 Dipta What is that miss?
Q20 Dian Multi-modality is the various formatsthe web offers so that students canexperience the information in variousformats such as audio, textual, andvisual. So, what do you think about themulti modality in ELTGallery? What doyou expect about it?
DA20 Dipta Hmm… ELTGallery only displays theinformation textually. Like what I saidbefore, I hope for the next improvementsaudio and visual can be inserted in formof videos so that we can practice thepronunciation and also get the examplesof the vocabularies when they are usedin spoken texts.
Q21 Dian OK. Noted, Dip. Now, do you thinkELTGallery facilitate your learningstyle?
DA21 Dipta Not really, I learn better through audio,miss. Learn new words through songs,conversation, etc. If ELTGallery couldimprove the features with songs andvideos, that would be more interesting.
Q22 Dian I see. Now, I want to know more aboutyour feeling towards what happen inclass, Dip. How do you feel about theinteraction in class and your opportunityto negotiate meaning during the learningprocess?
DA22 Dipta What is “negotiate meaning” miss?
Q23 Dian It is a process for you to understand themeaning of certain words.
DA23 Dipta I think by applying a website in alearning process, it minimizes theinteractions among the students and alsothe lecturer. The students were busydoing things in the monitor. We onlytalked when we had something to ask ordiscuss. The lecturer was also less
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interactive. He rarely moved around andcommunicated with the students. It’squite boring miss.
Q24 Dian How do you feel about being anaudience in this vocabulary web-basedlearning class?
DA24 Dipta I don’t know…I just feel happier intraditional class…the one with booksand printed handouts. It is easier, I think.It is more suitable with my learningstyle. I just need to study in the class, nomore exercises at home. Everything isunder control because it is done in classand the lecturer check the work directly.
ELT-Lea.Atm
Q25 Dian So you’re more comfortable studyingvocabulary in traditional class?
DA25 Dipta Yes, miss. Exactly. Applying a websitein the class made the lecturing time toorelax and less interactive.
Q26 Dian And how do you feel about the tasks,Dip?
DA26 Dipta The tasks were quite many, perhapsbecause the features of the exercises areso various. Well…actually they aregood to improve our vocabularyknowledge but it’s tiring. Too manytasks to do.
Cha.Voc-ELT
Q27 Dian Hhhm…all right. What do you thinkabout the language exposure andproduction in this class? How do youfeel about it?
DA27 Dipta It’s only from the exercises, miss andmostly written. I don’t really feelsatisfied with that because we had lessexposure in spoken texts.
Q28 Dian Do you think you’ve got enough timeand feedback during the learningprocess? How do you feel about it?
DA28 Dipta In the class, the time seemed enough.But for the weekly task it’s not enough.
Cha.Voc-ELT
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The annoying thing is when the featuresare error. The time is short but we can’tdo anything when the website is error.The feedbacks were good, theymotivated me to do things better. Theyalso help me to improve my vocabularymastery.
Q29 Dian How do you feel about following all thelearning process mindfully?
DA29 Dipta Hhhmm… I feel that I’ve tried my bestin studying. Reading and practicing inmy spare time. I want to perform well sothat my parents would be happy to seeme, it will also be my pride. I think I haddone all of the tasks well. I tried to get Abut I got only C. It’s quite disappointing.
Cha.Voc-ELT
Q30 Dian Hhhmm… I see. So you think you’vedone your best during the learningprocess.
DA30 Dipta I think so. I felt positive about it, but theresult was not like what I expected.
Q31 Dian Then how do you feel about the stresslevel in this class?
DA31 Dipta Honestly, I felt stressful with this newteaching method, miss. It seemed thatthe lecturer’s expectation was very highby applying this website. If I knew thisbefore, I wouldn’t take this class.
ELT-Lea.Atm
Q32 Dian So, did you regret it?
DA32 Dipta I think so, miss. Because this is actuallyan elective course, it should not be thiscomplicated.
ELT-Lea.Atm
Q33 Dian OK. The last ones, Dip. Do you thinkELTGallery supports the students to beautonomous? How do you feel about it?
DA33 Dipta Well, yes it’s true that ELTGallerysupports the students to be autonomousbecause the features are completed withthe instructions of how to do it. We alsogot guidance and explanation from the
Aut.Lea-ELT
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lecturer in the class about what to do andhow to do it. But I feel that was toomuch.
Q34 Dian What do you mean it was too much?
DA34 Dipta We still need more supervision andinteraction with the lecturer. Ideally, heshould check the students work one byone, move around and communicatewith the students so that the class wouldbe more interesting.
Cha.Voc-ELT
Q35 Dian So you mean that the portion of beingautonomous was just too much? Youexpect more guidance and supervisionin the class?
DA35 Dipta Yes, miss. That’s right.
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Appendix 2
Interview Transcript 2Participant : MarthaDay and date : Saturday, 22 November 2014Time : 11.00 – 13.15Location : Dixie Café
As we made the appointment, we met in Dixie Café at 11.00 a.m. Since the caféwas just open, it was not crowded yet. There were only some guests came to havebrunch. The situation was nice and comfortable. After we chose the mostcomfortable spot, we started the interview.
Speaker Interview Coding
Q1 Dian OK, Martha. First of all, I’d like toknow about your understanding towardsthe usefulness of web-based learningenvironment. Do you know the aim ofapplying a website in vocabularylearning?
MA1 Martha Hhmm.. the aim of applying a websitein vocabulary learning.. I think it is tomake the learning process moreinteresting and independent. It requiresus to be able to manage our time inlearning process.
Q2 Dian All right. Then do you know the aim ofELTGallery?
MA2 Martha Well, ELTGallery is applied in the classto help the students to learn vocabularymore independently. We have to beresponsible to our own learningprogress because most of the activitiesand tasks should be done outside lessonhours. It really needs a good timemanagement, miss, because the tasksare quite a lot.
Aut.Lea-ELT
Q3 Dian So you had to do a lot of tasks inELTGallery?
MA3 Martha Yes, miss. Quite a lot and various.
Q4 Dian But do you understand the aim of eachtask or each activity in ELTGallery,
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Martha?
MA4 Martha I think so, miss. Hhhmm… we hadEnglish Indonesian matching, it is forus to know the meaning of each wordand then memorize it. Then, we hadIndonesian English matching, it is toreview the vocabularies that we havememorized. Write sentences is for us topractice using the words in a context, tocheck the grammar and alsopunctuation. Review sentences isalmost the same as write sentences,miss. The difference is we are given thechance to check the sentences.Hmm…and then read others’ sentencesis to give some inspirations orreferences from friends to add our ideasin making sentences. Commentsentences, the focus is to critic ourfriends objectively because in PBI weare trained to be a teacher so it is usefulfor us to practice how to comment, givecritics or give mark to our students’works later on. Vocabulary test is toreview as well as to test our ability, tomotivate us too in improving ourvocabulary knowledge.
Q5 Dian What support did you get fororganization of teaching and studying,Martha?
MA5 Martha The lecturer often reminded us aboutthe progress so we are alwaysmotivated. He also explained the way tostudy the vocabulary. I think it helpedus.
Q6 Dian I see. What about support you got forlearning, tutoring processes andachievement of learningobjectives…what did you get?
MA6 Martha From the website itself, it provided usthe materials and the practices. Thereview from friends also helps me tomotivate myself to do it better. Self-motivation is also important. I realize
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that vocabulary is important to help mein learning other subjects. The lectureralso often reminded us about the worksthat we had to finish soon. Competitionamong friends in giving bestperformance also motivated me.
Q7 Dian Good, Martha. And then what supportdid you get for the development oflearning skills?
MA7 Martha Self-motivation, miss. Because I wantto excel other subjects too then I have tomaster the vocabulary first. My familyalso supports my learning process,especially my sister and my mother.They always asked about my learningprogress and marks.
Q8 Dian I see. So you’re always aware to keepyour motivation, is that right?
MA8 Martha Yeah…you can say that.. but even whenI was down, my sister and my motheralways motivate me to catch it up.They’re also my great motivators.
Q9 Dian That’s nice. OK, now let’s talk furtherabout the actions you’ve done invocabulary web-based learning, Martha.
MA9 Martha OK, miss.
Q10 Dian So, how did you learn to pronounce thewords correctly?
MA10 Martha I always consult the dictionary, miss. Iusually bring my pocket dictionary inmy bag. So every time I feel doubtabout how to pronounce some words, Icheck the dictionary. Unfortunately,ELTGallery is not yet completed with afeature to teach us the pronunciation.
Aut.Lea-ELT
Q11 Dian How did you learn the spelling of thewords? Did ELTGallery givenotification when you misspelled thewords?
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MA11 Martha No, no notification from the website. Ilearn the spelling at the same time aswhen I check the pronunciation of thewords. That is only for the new words,but for the familiar ones I think there isno problem in the spelling.
Q12 Dian How did you practice the wordformation?
MA12 Martha By reading articles, miss. Every time Iget a new word, I check the dictionary.Oia, in linguistic class I learn moreabout word formation. We did a lot ofpractices there.
Aut.Lea-ELT
Q13 Dian How did you improve your ability inunderstanding meaning in written andspoken texts?
MA13 Martha The vocabularies from the website helpme to comprehend an article. I lovereading, miss. So I think it helps me toimprove my understanding in writtentexts. Spoken texts, I improve it fromwatching English movies withoutIndonesian subtitles. Although I oftenmiss some words because the actorsspeak so fast but at least I learn.
Aut.Lea-ELT
Q14 Dian All right. Then how did you improveyour ability to use the words in correctcollocation/phrase?
MA14 Martha I ask my mother and my sister, becausethey also know English. Sometimes wespeak English at home. Oia, I also learnnew phrases through movies.
Aut.Lea-ELT
Q15 Dian Wow, you’re lucky enough to havesuch exposures at home, Martha. You,your sister and your mom, it’s great thatyou can use English at home with them.
MA15 Martha Yes, miss. It’s nice because we have thesame educational background. Mymother also took her master degree inKBI, like you. My sister was also fromPBI Sanata Dharma. So, it’s nice!
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Obrolannya selalu nyambung gitu, miss.
Q16 Dian Hhmmm.. I see.. I see.
Now, like what you’ve mentionedbefore that you read and watch Englishmovies to improve your understandingto texts. Then how did you developyour ability to use the words in correctcontexts?
MA16 Martha I practice it in writing class, miss.
Q17 Dian How good are you in using the words incorrect contexts?
MA17 Martha Still not really good, I think. SometimesI still get confused in choosing theproper words to use when it has severalmeanings.
Q18 Dian The diction you mean?
MA18 Martha Yes, miss. The diction.
Q19 Dian All right. Now I want to know aboutyour expectations for an effective web-based development and design forlearning.
MA19 Martha OK, miss.
Q20 Dian Do you think ELTGallery organized theteaching process better compare to theconventional class?
MA20 Martha Hmmm…I don’t think so, miss. Itdepends on the lecturer actually.Conventional class is better because thelecturer helps the students moreactively. I myself prefer theconventional class. I guess it is moreeffective because there are moresupervisions and interactions in class. Inweb-based class with ELTGallery,when we got confused we felt awkwardto ask, the weekly tasks are just somany. In my opinion, vocabularyshould be learnt bit by bit, repetitionsshould be more, because I tend to have
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short time memory so I still need morepractices.
Q21 Dian So what do you expect to make thelearning process simpler and stressfree?
MA21 Martha I expect more interactions in class,miss. So that we feel that we are wellsupported, through discussions in classperhaps. Weekly tasks can still be doneoutside the lesson hours but when weare in the class, I think it will be betterif we discuss things together. Jadi gadiem dieman aja ngadep komputer gitu,miss.
Q22 Dian OK. Noted. Now, what do you thinkabout ELTGallery website design?What do you expect about it?
MA22 Martha Well, ELTGallery is a new thing invocabulary learning. The website isquite accessible, except when weexperienced error page. The destinationbuttons are quite simple. Butunfortunately, the appearance of eachpage is monotonous. Quite boring, Ithink. Perhaps it is because the websitedesigner is still developing the websitehimself so it went errors quite often.Personally, I don’t like dark blue color.I think it will be nice if we cancustomize the page with our favoritecolor. Giving cute borders, pictures, sothat the look is more interesting. Themost important one is the look and thefeatures can motivate us at least to openthe website. Perhaps it needs the ideasof young people who master layoutdesigning.
Cha.Voc-ELT
Q23 Dian I see. Perhaps that can be a good idea.Anyway, have you ever heard aboutinteractivity in web-based class?
MA23 Martha No, not yet. What is that, miss?
Q24 Dian Interactivity is like the opportunities for
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you to do various activities in thewebsite. Now, what do you think aboutthe interactivity in ELTGallery? Whatdo you expect about it?
MA24 Martha The variation of exercises inELTGallery is good, quite various. But,the number of the questions in eachtype of exercise is just too much. Itseemed it was only focused on theweekly tasks in which we had tocomplete 75 sentences and make 20sentences each week. I think it wouldhave been better if we had fewernumbers of questions and various typesof exercises.
Cha.Voc-ELT
Q25 Dian All right, so you think that with morevarious types of exercises but fewernumbers of questions in each typewould be better?
MA25 Martha Yes, miss. Because personally I easilyget bored, so I like to find somethingnew. If we get bored with one type, wecan try other types but the object is stillvocabulary.
Q26 Dian Hhmm.. okay, I get it. What about themulti modality in ELTGallery? What doyou expect about it?
MA26 Martha What is multi modality, miss?
Q27 Dian Multi-modality is the various formatsthe web offers so that students canexperience the information in variousformats such as audio, textual, andvisual.
MA27 Martha Various formats? Hhmm.. wait, miss..So what’s the difference with theprevious one? Multi-modality andinteractivity?
Q28 Dian Well, in interactivity the variation is inthe type of activities such ascompletion, making sentences,matching, and so on. In multi-modality,the variation is in the formats like text,
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audio, or video.
MA28 Martha Ooouw, I see. I think the website didn’tsupport multi-modality in its features.The format of the exercises were alltextual, no video or audio. If otherformats such as video or audio can beinserted, I think it will be much moreinteresting. Video can help students tolearn vocabulary too. Perhaps theimprovement is still a bit difficult to dobut it is worth trying.
Q29 Dian OK, now the last question about yourexpectation for ELTGallery. Do youthink ELTGallery facilitate yourlearning style, Martha?
MA29 Martha In the case of individual learning, itsupported my learning style but not inother aspects.
Q30 Dian What was that? What’s yourexpectation?
MA30 Martha I learn a lot through writing. I write thethings I am studying in various colors.In ELTGallery, everything was in thewebsite. We couldn’t do anythingexcept doing the things based on thefeatures. Hhhmm…I don’t know..ifthere are features to customized ourown learning page without changing thecontent, I think that will be so great. So,whenever I open the website, I wouldfeel very enthusiastic because I feel likeit’s my personal website in my ownstyle.
Q31 Dian Wow… It sounds very interesting,Martha. Hopefully your ideas will beconsidered soon.
MA31 Martha I hope so, miss.
Q32 Dian OK, now let’s talk more about yourfeeling in joining the vocabulary web-based learning class. How do you feelabout the interaction in the class? Doyou have enough opportunity to
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negotiate meaning during the learningprocess?
MA32 Martha What is negotiate meaning, miss?
Q33 Dian Well.. it’s like the process for you tounderstand the meaning of certainwords. By asking your friends perhapsor looking for more examples to grabthe meaning.
MA33 Martha I often got confused to whom I shouldask, because everybody was very busywith their monitor during the lesson. Ifelt uneasy to disturb my friends andasked questions. I usually consulted mydictionary. Just sometimes, I asked myfriends’ opinion about my sentences.So, I think the opportunity to negotiatemeaning in the class was not that much.
Cha.Voc-ELT
Q34 Dian Hmm… I see. Then how do you feelbeing the audience in the class?
MA34 Martha Honestly, I prefer the conventional classthan this online class. Web-basedvocabulary class required us to stare themonitor in quite a long time. For me, itwas not really enjoyable.
Q35 Dian What about the tasks, Martha? How doyou feel about it?
MA35 Martha Actually the tasks have clear goals, thepurpose of each task is also clear. But Ithink the number of the tasks need to beconsidered, so that we don’t feel veryexhausted in completing them.
Q36 Dian So, do you think the number of thetasks were too many?
MA36 Martha I think so, miss. I had to stare themonitor in quite a long time to do thetasks and it is not good for our health.
Cha.Voc-ELT
Q37 Dian All right, noted. What about thelanguage exposure and production inthe class? How do you feel about it?
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MA37 Martha Hhmm…not really complete miss. It’sbeen good actually but the exposure andproduction especially the spoken oneswere not facilitated. Listening also…there weren’t any exercises for us topractice the vocabularies in listening,especially in pronouncing the words.Well, maybe because it was avocabulary class not a speaking class.For me, it’s okay but it’s not reallyfulfilling.
Q38 Dian I see. By the way, do you think you’vegot enough time and feedback duringthe learning process?
MA38 Martha Time, no. Feedback, ok. I always felt ina rush to complete the tasks, miss.Whereas I thought, I had made my timeschedule to arrange my activities andtime to do campus tasks. But, I don’tknow…the time seemed never enough.It was very very exhausting.
ELT-Lea.Atm
Q39 Dian Wow…that bad?
MA39 Martha Yes, miss. Even when I was doing otheractivities like church or choir, Isometimes stole the time to do the tasksbit by bit with my hand phone. Thetasks were like haunting me every time.
ELT-Lea.Atm
Q40 Dian Did it happen to the tasks in all subjectsyou’ve ever taken?
MA40 Martha Hhmmm… not all subjects actually, butI don’t know this one was a bit hard tohandle. But I really felt challenged and Ithink I was successful. I got an A forthis subject. Well, it was worth fightingfor, miss.
Cha.Voc-ELT
Q41 Dian Great, Martha. That’s what we call self-pride, right?
MA41 Martha Yes, miss. That’s right.
Q42 Dian What about the feedback you’ve gotduring the learning process?
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MA42 Martha The feedback was ok.. I got much fromfriends but not from the lecturer. Andsometimes I got confused why mysentences were commented in such away, but I couldn’t confirm to the onewho criticized them because I didn’tknow who did that. I often felt that itwas unfair. Ideally, it should be thelecturer’s task to criticize the students’work.
Q43 Dian And did you get it from the lecturer?
MA43 Martha No, because there was not enoughinteraction in the class. We focusedmore on the website.
Q44 Dian Hhmm.. I see. Anyway, do you thinkthat you’ve followed the learningprocess mindfully, Martha?
MA44 Martha I think so, miss. I tried to be wellcommitted. Sometimes during theprocess, my mood was up and down.Quite moody. But when I rememberedthat I’ve been through this much, thisfar, then it was such a pity if I kept onbeing lazy and following my mood. Itwas such a self-alarm to motivatemyself to get back on the track.
Cha.Voc-ELT
Q45 Dian That’s good, then. Then how do youfeel about the stress level in this class?
MA45 Martha I think it was medium, miss. Only theburden of doing the tasks was quitehigh. Moreover if we also hadhomework from other subjects, themodem was error, there were a lot ofthings in mind…wow, it felt like I mymind was about to explode. You’dbetter stay away from me. Hehehe…
Cha.Voc-ELT
Q46 Dian Alright. The last ones, Martha. Do youthink ELTGallery supports the studentsto be autonomous? How do you feelabout it?
MA46 Martha Definitely, miss. Even it required us tobe very independent in accomplishing
Aut.Lea-ELT
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the goals. Personally, I felt positiveabout that. Moreover, I am typically aperson who is very curious about whattopic to discuss in the class in thefollowing day with the lecturer. WithELTGallery, the materials were not onlyprepared for the following meeting butit was ready for the whole semester, sothat I could prepare myself better forthe class. I was more ready andconfident to join the class.Except…when there were a lot of thingsto do at the same time, then seeing thedeadline in ELTGallery was verystressing. But, the idea of making thestudents more independent andresponsible to their own study progresswas very good, I think.
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Appendix 3
Observation NoteWednesday, May 7th 2014, 11 A.MAudio Visual Laboratory of Sanata Dharma University
I asked the lecturer’s permission to observe his class some days before and hescheduled the class observation right away. I arrived around 10. 30 A.M andthere were not anybody in the class yet. Around ten minutes later, the lecturercame and started to prepare the class. The students started to come some minutesbefore the class began.
11. 00 He opened the class by greeting his students. Then, he asked me tointroduce myself in front of the students. After introducing myself, Itook a seat in the quiet row.
11. 05 He asked the students whether they had some problems in doing theirweekly tasks or not. Then, he asked the students to continue theirwork.
11.10 Students started to be busy with their monitor. Some were seriouslydoing the exercises. Some others were listening to the music whiledoing the tasks. Some others were having chitchat while doing theexercises.
11. 45 The lecturer asked again whether the students had some problems ornot. The lecturer was still sitting while observing his monitor. Nostudent was responding to his questions. They were still busy staringat their monitors.
12. 15 I asked the lecturer whether I could walk around to get closerobservation of what the students were actually doing. He gave mepermission. Then, I walked around and came to some students’ desks.
12. 30 The lecturer reminded the students to complete the tasks at home andthen he dismissed the class.
12. 40 I came to the lecturer’s desk and discussed the things I gained fromthe classroom observation.
12. 50 We left the classroom.
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