Population and Samples RESEARCH DATA

NO CONCEPT SUB CONCEPT INDICATOR ITEMS books to improve their vocabulary - use the vocabulary section in your textbook print and make their own textbook based on the vocabulary section to help them studying 23 - put English labels on physical objects name the vocabulary to the real objects to help them in memorizing the vocabulary 24 - keep a vocabulary note book take note on the words which need special effort in memorizing them 25 METACOGNITIVE - use English language media use English songs, movies and even games to help me to improve their vocabulary 30 - testing oneself with word tests prepare themselves well for vocabulary quiz 26 - study over time allocate their extra time to study when they think there are too many words that they do not understand 27 - use spaced word practice skip or pass new word skip or pass the new words to study further later 28,29 3. Gu Johnson‟s Category of Vocabulary Learning Strategies VLS METACOGNITIVE Selective attention Identifying essential words for comprehension 29 Self-initiation Using variety of means to make the meaning of words clear 6,16 COGNATIVE Guessing - Activating background knowledge - Using linguistic items 6,14,24 Use dictionaries - Use monolingual dictionary - Use bilingual dictionary 7,8 Note taking Note Taking 9,19,21,2 3 MEMORY Rehearsal - Word List - Repetition 9,21,25, 29 Encoding association - Imagery - Visual - Auditory 24 ACTIVATION Using new words - Using new words in different context 16 4. Nation‟s Taxonomy of Vocabulary Learning Strategies PLANNING choosing what to focus on and when to focus on it. - Choosing words - Choosing the aspects of word knowledge - Choosing strategies - Planning repetition 28,29 SOURCES finding information about words - Analyzing the word - Using context - Consulting a reference source in L1 or L2 - Using parallels in L1 and L2 7,8,9 PROCESSES establishing knowledge - Noticing - Retrieving - Generating 24 Table 3.3. The Blueprint of the Interview RESEARCH QUESTION CATEGORY INTERVIEW QUESTIONS How does IPALL enhance vocational high school students‟ vocabulary learning strategies? Background experience - Can you tell me how you learned vocabulary before using IPALL? - Is there any differences between learning vocabulary before and after using IPALL? - What strategies do you use before? - What do you think about the strategy? Action Finding the meaning of new words - What do you do to find the meaning of the new words in IPALL? - Can you find another ways to find the meaning of the new words? - Can you explain and give the examples? Retaining the words in long term memory - What do you do to memorize the new words in IPALL? - Can you tell me different ways you use? - What do you know about the words? Recalling the words at will - How do you do to recall the meaning of new words in IPALL? - Can you mention different way you use? - How do you explain them and give example? Using the words in spoken or written - How do you learn to speak or pronounce new words in IPALL? - How do you learn to write new words? - How do you learn the form of new words and their inflections? - Can you explain or give example? Intention - What is your present and future intention in learning vocabulary by using IPALL? - Can you explain further? - What do you expect in learning vocabulary by using IPALL? - ......? ....? = questions possibly emerge during the interview

4. Data Analysis

The first step of analyzing the data was by processing the data gathered from the questionnaires. The data from the questionnaire provided both quantitative and qualitative. Therefore, the analysis was from the close-ended items and the open-ended items. The close-ended items were the for Likert scale. The scale was consist of four scale. Then, the scale 4, 3, 2, 1 were converted into - 2, -1, 1, -2. The converted items were tabulated using Excel 2007. After that, the