RESEARCH METHOD RESEARCH METHODOLOGY

45 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 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. DA 11 refers to Dipta’s answer in line 11. Therefore, in that case, the theme belongs to autonomous learning with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI