The Effectiveness of Learning Vocabulary Adopted in IPALL

3. For Future Researchers

For the next improvement of research on both vocabulary learning strategies and the use of IPALL, the researcher suggests future researchers to take another qualitative study in order to find out whether the students’ vocabulary learning strategies can be fostered well using computer application like IPALL. For the development of the use of IPALL in classroom, the researcher suggests future researchers to conduct another experiment research for the use of IPALL. The material can vary, meaning that IPALL is not only for vocabulary learning but also for another language elements and skills such as reading and listening. For the development of the IPALL, this application needs to be improved especially for background, images, scoring system and certificate page, so that teachers or users can use it easier. For those who wants to use another methods, the researcher suggests to conduct a correlational research between IPALL and students motivation. It generates from the result that the standard deviation is wide after learning vocabulary adopted in IPALL. It needs to be explored more whether there is a motivational factor or not. Finally, this research would like to admit that it is not easy to combine vocabulary learning, learning strategies and the role of technology in classroom. However, this research believes that by adopting IPALL, students’ vocabulary learning strategies can be fostered well. Overall, admitting the weaknesses and limitation that this research has, the researcher hopes that this research has already contributed to the development of English language teaching and learning. 166 BIBLIOGRAPHY Abulibdeh, E.S. 2011. E-learning interactions, information technology, self efficacy and student achievement at the University Of Sharjah, UAE. Educational Technology 276, 1014-1025 Alhaysony, M. 2012. Vocabulary discovery strategy used by Saudi EFL students in an intensive English language learning context. Retrieved on September 20, 2014 from http:dx.doi.org10.5296ijl.v4i2.1724 Beatty, K. 2010. Teaching and researching computer-assisted language learning 2 nd ed. London: Pearson Education Limited. Belcher, D. 1999. Authentic interaction in a virtual classroom: Leveling the playing field in a graduate seminar. Computers and Composition: An International Journal for Teachers of Writing , 162, 253-267. Bluman, A.G. 2012. Elementary statistics: A step by step approach 8t h ed . New York: McGrawHill. Bryant, S. M., J. E. Hunton. 2000. The use of technology in the delivery of instruction: Implications for accounting educators and education researchers. Issues in Education Vol. 15, No. 1 129-162. Burden, P.R Byrd, D.M. 1999. Methods for effective teaching. Boston: Allyn Bacon. Bush, M., Terry, R. 1997. Technology-enhanced language learning. Lincolnwood, Illinois: National Textbook Company. Brown, H.D. 2004. Language assessment: Principles and classroom practices. San Fransisco: Longman. Catalan, R. 2003. Sex differences in l2 vocabulary learning strategies. International Journal of Applied Linguistics , 131, 54-77 Carter, R. 1998. Vocabulary: Applied linguistic perspective. London: Routlegde. Chapelle, C.A. 2001. Computer applications in second language acquisition: Foundation for teaching, testing, and research. Cambridge: Cambridge University Press. Chapelle, C.A. 2003. English language learning and technology. Philadelphia: John Benjamins Publishing Company. Coady, J. Nation, I.S.P. 1980. Guessing meaning of words from context: Strategy and techniques. System 8 3, 221-220.