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