NATURE OF DATA RESEARCH SETTING

collect quantitative data to answer research question number 1. Meanwhile, open- ended questionnaire was used to collect qualitative data to gain more detailed information used to answer the first research question and also to obtain data for answering the second research question. The data collection using questionnaire was conducted on 1 December 2014 for class C, while collecting the quantitative and qualitative data using questionnaire for class B was conducted on 4 December 2014. After that, the one-on-one interviews to clarify and dig out more detailed information were conducted to collect qualitative data to answer both of the research questions. The first interview was conducted on 13 January 2015 to interview Dina from class B. The second interview was conducted on 9 February 2015 to interview Bima form class B. The last interview was conducted on 14 February 2015 to interview Anisa from class C. The blueprint of indicators was designed to gain both quantitative and qualitative data. As a result, 21 indicators, which were shown in table 3.1, were used to make the statements of the questionnaire as it is seen in appendix 1, and they were also used to design the questions for the interview. After all data gained from the questionnaire were collected, it was analyzed and classified the emerging themes based on the appropriate indicators for each statement, and its descriptive statistics to illustrate the result clearer. Table 3.4 The Blueprint of the Data gathering CONCEPTS SUB-CONCEPTS INDICATORS DGI Direct strategies are language learning strategies which directly Direct strategies Memory strategies Creating mental linkages  Classifying words into meaningful unit to remember  Relating new words to concept already in memory 24, 25 CONCEPTS SUB-CONCEPTS INDICATORS DGI involve the target language Oxford, 1990. Indirect strategies are strategies which support and manage language learning without directly involving the target language Oxford, 1990. Web-based learning is learning activities which are conducted through web- site which may support the efficiency and effectiveness of the learning process. Reeves Reeves, 1997 Reviewing well Reviewing in carefully spaced intervals 20 Employing action Using creative but tangible techniques to remember new words 26 Cognitive strategies Practicing Repeating learning words using the same or various activities 8 Analyzing and reasoning  Comparing vocabulary of the new language with elements of one‘s own language to determine similarities and differences  Converting target words into native words and vice versa from words and phrases 15 Creating structure for input and output  Taking note of words which are needed to be learnt more  Highlighting some words to focus on them 18, 19 Compensation strategies Guessing intelligently  Seeking and using language-based clues in order to guess the meaning of words 9 Indirect strategies Metacognitive strategies Centering learning  Comprehensively taking overview a key concept, principle, or set of materials in an upcoming activity and associating it with what is already known  Deciding in advance to pay attention in general to learning tasks and ignore the distracters  Paying attention to specific aspects of the words or phrases 6, 22, 27 Arranging and planning learning  Setting aims for learning vocabulary  Deciding the purposes of doing the 1, 12, 14, 16, 17