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value of the words. As Richard 1976 stated that by being able to analyze words with their semantic values, learners can use words properly based on their
restrictions such as animate, inanimate, human, non human, living and so on. The fifth page is write sentences. In this exercises, the students are
expected to produce sentences based on the words they have learnt. After they have finished with one unit, the students are given twenty-five words randomly
chosen from the words in the unit. Then, they have to make sentences using the words. In making sentences, the students have to pay attention to the context of
the words as well as the grammar of the sentences. They are not allowed to use abbreviation in the sentences. The correctness in using the words with the right
context and grammar will show the students’ vocabulary mastery. Since this exercise requires the students’ productive skill, then it covers all the vocabulary-
learning aspects. The sixth page i
s review one’s own sentences. When the students have finished with the production part, they can review their own sentences. They can
check whether the sentences need revisions or not. It takes the students’ awareness in using the word in an appropriate context. Once they upload their work to the
website, they cannot correct their mistakes anymore. Therefore, they really have to use the opportunities provided in this page.
The next page is read other’s sentences. In this page, the students can see their cl
assmates’ sentences. Reading their friends’ sentences can give them some inputs in improving their own works. However, they cannot copy and use their
friends’ works. They still have to work on their own sentences. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The eighth page is comment sentences. This page allows interactions among the students. Here, the students have to give their comments on their
friends’ sentences by giving rate. The rate ranges from 1 to 3. The students can rate their friends’ sentences with 1 if the sentences are both lexically and
grammatically unacceptable. They can give 2 if the sentences are acceptable either lexically or grammatically. They can give the highest rate 3 if the sentences are
acceptable both lexically and grammatically. Through this rating system, the students can interact during or after giving the rate. They can discuss the rate of
their sentences, analyze the mistakes if there is any and ask their friends’ suggestions to improve their sentences.
The ninth page is tests. In one semester, the students only have a mid-term test and a final test. However, they also have to complete 12 weekly exercises. In
weekly exercises, the students have to complete seventy-five completion exercises. The words in the weekly completion exercises are randomly taken from
the sentences in each unit. The complete the exercises, the students are allowed to open their notes or work together with their friends. They can also repeat the
exercises if the result is not satisfying. Meanwhile, the mid-term test is held after the students have finished the materials from unit 1 to 6. The final test is held after
they have finished until unit 12. The materials for the final test are taken from unit 7 to 12. The mid-term and the final test are held in the class. The students are not
allowed to open their notes and cooperate with friends. The last page is score record. The score record page displays the students’
results on the matching and completion exercises, making sentences, sentence score, sentence comments, mid-term test, and final test. All of the scores are then
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computed and taken the average into the students’ final score. Each score has different percentage. Weekly exercises value 50, the students’ sentences value
10, the average of sentence scores is 10, the number of sentence comments is 10, the mid-term test score is 10 and the final test score is 10.
3. Lived Experience
Lived experience, which belongs to phenomenological research, is a study that relies its foundation on phenomenology as a philosophy focusing on human
consciousness as the source of the truth. It is the key of the phenomenological human science which covers the starting point and the end point of this study. The
definitions of lived experience itself are presented by some experts. According to Creswell 2007 phenomenological research describes the meaning for several
individuals of their lived experiences of a concept or a phenomenon. Since it is related to individual lived experience, it means that the result of the study is very
personal depending on how the individual regards the concept or the phenomena based on their point of view.
Therefore, lived experience is very subjective. One’s lived experience might differ from the others depends on how he regards the
phenomena. Leedy and Ormrod 2005 define phenomenology as an attempt to understand people’s perceptions, perspectives, and understanding of a particular
situation. The study of people’s perceptions, perspectives and understanding
towards a particular situation leads to answer a question of what it is like to experience the phenomena. Phenomenology is the study of the lifeworld
– the world as we immediately experience it pre-reflectively rather than as we
conceptualize, categorize, or reflect on it Husserl, 1970b; 1970 Schutz and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Luckmann,1973 as cited in Manen 1990, 9. A researcher who deals with phenomenological study should be able to differentiate a very detail line between
appearance and essence. Therefore, the analysis of the lived experience has to be thoroughly and thoughtfully done.
The most significant point to notice in observing one’s life experience is that the experience itself should be meaningful and bring certain awareness in
one’s life. Then, it is the researchers’ task to dig out the live experience and narrate it into a powerful writing. Murphy 1960, 13 as cited in Bradley 2002
defines lived experience as a process that mixes memory including understanding, desire, intention or expectation, anticipation, relation with others, cultural
patterns, feelings, belief or sights, behaviors, smells, sounds, etc. Those are then known as the aspects of lived experience.
The purpose of phenomenological study is to reveal meaning of reflected phenomena. The meaning of certain phenomena can be perceived differently from
one person to another. The meaning is never simple and it is subjective. To gain the essence of a phenomenon involves a process of reflecting the phenomena
appropriately, clarifying it and then making the structure meaning of the lived experience to be more explicit Manen, 1990.
This research is hermeneutic phenomenology. It is phenomenology since it is aimed at gaining deeper understanding of the students’ lived experience in web-
based vocabulary learning. It is also hermeneutics since it is also aimed at interpreting
world reality through the participants’ lived experience. Therefore, this study applied hermeneutic phenomenology to describe and interpret the
participants’ lived experience in web-based vocabulary learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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B. Review of Related Studies
There are some studies on web-based vocabulary learning. In this section, I present six studies which have similar area to my study. The types of the study
are not exactly the same. Yet, these studies also discuss about vocabulary learning in web-based environment.
The first research was conducted by Miles and Kwon 2008. In this study, the researchers discuss the benefits of using CALL vocabulary programs to
provide systematic word recycling. The purpose of the study was to discover what benefits in vocabulary learning and retention could be gained by using a
vocabulary software program which provides systematic repetition of words for long-term retention. The vocabulary program, which is called E-Memory Plus,
was developed by members of the English language department faculty in Sogang University. The research participants were 198 students of eight first year English
courses in Sogang University. They were divided into treatment groups and control group. There were five treatment groups and one control group. The
variety of exercise types focus on receptive vocabulary exercises and productive vocabulary exercises. The post-test scores were analyzed using ANOVA. The
result of the study showed that students who used CALL vocabulary system with the benefits of spaced repetition presentation perform far better for both receptive
and productive use of vocabulary than groups which applied conventional methods of study. CALL applications for vocabulary study in this research is also
proven to be able to assist students in learning, retaining and using vocabulary compared with the conventional study methods. Furthermore, this study also
revealed that preventing students from resorting to study habits which only result PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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in short-term learning becomes one advantage of using CALL vocabulary programs.
The second research was conducted by Ma and Kelly 2006. In this study the researchers discuss the design and evaluation of computer assisted vocabulary
learning. The software used in this study is called WUFUN which aimed to help Chinese university students to improve their English vocabulary learning. This
study involved 35 students. The research procedures consisted of pre-receptive test, pre-productive test, pre-questionnaire, software use, post-questionnaire, post-
receptive test, post-productive test and an interview. The result of the study showed that the use of the software enhance the students’ progress in vocabulary
learning both receptively and productively. The students also state their opinion that learning vocabulary through the website is more enjoyable when more units
are developed. The third study was conducted by Constantinescu 2007. The paper
presented several possibilities of using technology to enhance vocabulary acquisition and reading comprehension. The study referred to several researches
and theories about CALL environment and the use of multimedia in vocabulary and reading classes. As the result, Constantinescu 2007 concluded that
“multimedia plays important part in both vocabulary acquisition and reading comprehension, therefore, instructors should be aware of the potential benefits of
integrating technology in the language classroom”. The fourth study was conducted by Caecillia Devy Kurniawati 2012. The
research was conducted to find out how effective the web-based paragraph writing class. The research was done in Sanata Dharma University with English Letters
