TRUSTWORTHINESS OF THE STUDY

1. Results from Students’ Vocabulary Learning Strategies

As has been mentioned previously, the results of students‟ vocabulary learning strategies are obtained from the close-ended questionnaire. The data are the quantitative data gathered from thirty close-ended questions related to the students‟ vocabulary learning strategies and the principles of CALL since this study discusses the use of IPALL to learn vocabulary. The results are used to answer the first research question about the vocabulary learning strategies that mostly used by students in learning vocabulary IPALL. The questionnaire was distributed in X AK 1 and X MM class. In purpose of computing the scores, The Likert Scale was used for the scoring analysis by applying the check number categories 1 to 4 for strongly disagree to strongly agree. The researcher uses 4 scale in order to obtain the rigor data. Table 4.1. presents the four check number categories used to assess t he student‟s vocabulary learning strategies IPALL. Table 4.1. The Check Number and The Converted Score Meaning The Check Number The Converted Score Strongly Disagree 1 -2 Disagree 2 -1 Agree 3 1 Strongly Agree 4 2 The check number of Likert scale categories is useful for computing the questionnaire result. Then, the converted score is useful for economizing the calculation space in Microsoft Excel. In order to give the illustration of the result, the researcher gives the scoring criteria. The criteria are attained based on the meaning of the check number of categories and the interval scores that have been presented previously. The scoring criteria of the students‟ vocabulary learning strategies adopted in IPALL are presented as follows: Table 4.2. The Mean Criteria Sudijono, 2009: 175 Mi + 1.5 SDi | = | 0 + 1.5 . 0.8 | = | 1.2 Mi + 0.5 SDi | = | 0 + 0.5. 0.8 | = | 0.4 Mi - 0.5 SDi | = | 0 – 0.5 .0.8 | = | -0.4 Mi – 1.5 SDi | = | 0 – 1.5 . 0.8 | = | -1.2 The very high score indicates that the indicators receive the most strategies used by the students. The range is from 1.2 – 2. In line with it, the high score shows that the students agree with the indicators or that the indicators are just used. The range is from 0.4 – 1.1. Next, the low score points out that the respondents do not use the strategies. The range is from -0.4 – 1.0. The last, the very low score specifies that the respondents do not strongly use the indicators. The range is from -2 – -0.3. By the check number categories in Likert Scale, which help the students in deciding each phenomenon item and considering the scoring criteria, as well, interpretations of the score achieved of each phenonemon. Table 4.3. presents the interpretations of the scores for the questionnaire items. Table 4.3. Questionnaire Result NO CATEGORY VLS CALL SCORE MEAN

1. CALL

- enough feedback 1.07

0.82 high

- mindful attention to the learning process 1 - learner autonomy 0.99 - atmosphere with an ideal stressanxiety level 0.97 - enough time 0.09 2. METACOGNITIVE - use spaced word practice skip or pass new word

1.45 0.77

high - use English language media 0.88 - study over time 0.81 - test oneself with word tests -0.07 3. DETERMINATION - guess from textual context

1.41 0.48

high - bilingual dictionary 0.9 - word lists 0.6 Score range Criteria 1.2 – 2 Very High 0.4 – 1.1 High -0.4 – 1.0 Low -2 – -0.3 Very Low NO CATEGORY VLS CALL SCORE MEAN - monolingual dictionary -0.99

4. COGNITIVE

- verbal repetition 0.96

0.32 high

- keep a vocabulary note book 0.84 - put English labels on physical objects 0.41 - use the vocabulary section in your textbook 0.11 - word list -0.11 - written repetition -0.25

5. SOCIAL

- ask classmates for meaning

1.05 0.04

high - discover new meaning through group work activity 0.52 - ask teacher for L1 translation -0.41 - ask teacher for a sentence including the new word -1

6. MEMORY

- connect the word to its synonym and antonym 0.44 -0.11 low - use key word method 0.18 - connect the words to personal experience 0.1 - say new words aloud when studying -0.17 - study the spelling of a word -0.39 - use new words in sentences -0.87 The data in table 4.3 are presented from the highest percentage to the lowest percentage. The purpose is to provide an easy way to read and understand the data presentation. The items are clearly classified into related indicators in which they belong to in the questionnaire.

2. Results from Students’ Open-Ended Questionnaire of Vocabulary

Learning Strategies The second part of the questionnaire i s the students‟ opinions about their learning experience and learning strategies while IPALL in learning vocabulary. It covers necessary points the students would like to share or the more explanation of what they choose which have not been discussed in the first part of the questionnaire. The results are used in answering the first research question in order to support the close-ended questions. The results of stude nts‟ open ended questionnaire are divided into two parts. The first part is the list of emerging students‟ experience and progress of learning vocabulary IPALL. It is shown in Table 4.4. The second part is the list of students‟ vocabulary learning strategies IPALL which is shown in Table 4.5. Table 4.4. List of Emerging Students’ Experience and Progress of Learning Vocabulary Adopted in IPALL Open-Ended Questions NO EXAMPLE OF STUDENTS’ STATEMENT THEMES NoO 1 My vocabulary score is improved by Interactive Power because I am able to memorize new words well. Learning Interactive PowerPoint is like playing a game because it is so much fun. Interactive PowerPoint can help me memorizing the vocabulary because I like the Mickey Mouse that always warns me if I wrong App4_OEI_32_184 motivating ideal stress and anxiety level 48 2 In this semester, we use a new learning media. It is a PowerPoint but not ordinary PowerPoint.This PowerPoint is very creative. It can talk with us and know when we are correct or wrong. It is a new thing for me. I like use Interactive PowerPoint. The background, instruction, layout and feedback help me to love this media day by day. Hopefully, my vocabulary can be improved and my English can be better. App4_OE1_16_182 good instruction and design 36 3 I am interested in this media to learn vocabulary because Interactive PowerPoint can help me to deal with vocabulary learning by doing the exercise several time. If I make mistake, the feedback is ready to give the comments. It is easy to operate. I prefer this media rather than just memorizing vocabulary list from the book . App4_OE1_2_181 enough feedback 29 4 My first impressions of learning Interactive PowerPoint are creative, attractive, fun, and easy. It is a new media to learn vocabulary. Interactive PowerPoint can be one of my favorite learning media. I like doing the exercise with my friend or in pairs or group because we can discuss it together or if we meet difficulties we can share each other. App4_OE1_58_186 group work 19 5 Learning vocabulary Interactive PowerPoint helps me to differentiate, understand, and memorize new vocabulary. Before Interactive PowerPoint, I find that learning vocabulary is very boring and hard to do. After Interactive PowerPoint, I can do vocabulary exercise easily. I usually do it by myself. I hope I can improve my vocabulary day by day. App4_OE1_33_184 learner autonomy 16 6 My experience of learning Interactive PowerPoint is very challenging . First, I can not operate the slide because the “start” button can not open the file. After I ask my friend to lend her laptop to me so that I can do my vocabulary exercise. After that, she helps me to open the