to do the exercises. Therefore, they did it very carefully without having to be afraid that they would be left behind. While some students had finished doing the
exercises quickly, the other students remained calm. They were not affected by the fact that their other friends were quicker than they were. Some students
mentioned that there were questions in which quite difficult for them and thus, they picked the wrong answers. However, I saw them tried harder to understand
the questions before they repeated doing the exercises again.
3. Documents
The two participants of this research shared their experience and what they did and felt during the vocabulary learning using IPALL. They wrote their
experience briefly and submitted it to the teacher. I used their personal notes as a source to seek meaning. It was because what the participant wrote, although it was
not deep yet, was a part of the whole empirical and transcendent meaning which had been constructed during vocabulary learning using IPALL. It was also like
what Creswell 2012: p. 223 stated that, “Documents represent a good source for text word data for a qualitative study. They provide the advantage of being in
the language and words of participants, who have usually given thoughtful attention to them.” What the participants wrote was a reflection on what was in
their mind. It was their true feelings about to what extent IPALL was meaningful to their life as students.
At first Rani did not know what exactly IPALL was, She thought that IPALL would not make any difference in vocabulary learning. She said,
At first, I did not feel that I was going to like it because PowerPoint was a common medium. I also found it boring because PowerPoint was used too often at
school. I just couldn’t look at the computer screen too long. My eyes ached.
She was not enthusiastic enough to have vocabulary learning using IPALL at the first time. She did not think that it had distinctive features. She thought it
would just be another common experience for her. Yet, as time went by, she found it cool and it made her happy because she was able to obtain new
vocabulary. “I was happy because I could learn more new vocabulary.” The vocabulary which she had to know was all there. She learned new vocabulary
while she tried to understand the context at the same time. Meanwhile, Revalda had a different thought. She thought it was a more
developed medium which was difficult to operate. She was surprised that it was not that difficult to operate. She liked it because it was not like what she thought
at first. She mentioned, “I did not feel like I was learning. It was more like playing.” Therefore, it was not burdensome. She liked it especially because it was
not boring and it was not like another common activity. Then, the part which made me interested was “I thanked you for making me have this vocabulary
learning using IPALL in this meeting because English lesson had become more fun.” It showed how IPALL had given her new interesting experience which. For
her, English had never been fun before IPALL was introduced.
4. Participants
a. Description of the Empirical Meaning of Vocabulary Learning Using
IPALL to Students
A simple definition of composite depiction was themes which appeared in
participants’ lived experience that through those themes the universality of the lived experience meaning could be understood. It was the depiction that
participants’ construction of meaning occurred in same themes even though there might be themes which were not similar. It showed how participants’ lived
experience had meaning which was constructed by the same themes. There are six pre-figured themes which were shown in chapter two in the framework of pre-
understanding. There were one empirical theme and five transcendent themes. In this part, the empirical theme was shown in the description of meaning of
vocabulary learning using the IPALL below and it was interpreted in the next part. In this part also, the lists of codes were given in order to understand what the
codes indicated. There were two lists of codes. The first list of codes indicated the shared themes of the two participants.
GHIJ : The alphabet which referred to the appendices where the
statements could be found. ReRa
: The name of the participant P
: Pre-figured themes Em
: Emergent Themes E.T
: Empirical themes Tr.T
: Transcendent themes
After analyzing the texts, there were three empirical themes and those were presented as follows.
Bet.Lea : Better learning atmosphere
