model by Heinich et. al. 1982. The instruments to collect the data were questionnaire and interview. The participant were 32 students of SMP Pangudi
Luhur 1 Yogyakarta grade 7. The data was analyzed qualitatively using Best‟s 1980 technique. The result for the first research question was that the features of
IPALL that made the learning model effective for learning reading. The result of the second research question was that the model exhibited all the eight
pedagogical aspects of CALL which was proposed by Egbert Hanson-Smith 1999.
The research conducted in this study here, students‟ Vocabulary Learning
Strategies VLS adopted in Interactive PowerPoint Application for Language Learning IPALL, is different from the previous study conducted by Doczi
2011, Ghouati 2014, Yu-Ling 2005, Sutama 2010 and Dwiandhesti 2015. Doczi 2011 discovers the strategies students apply in the final year of high
school and three different years of university. Ghouati 2014 discovers master students studying English
‟ VLS related to gender. Yu-Ling 2005 discovers vocabulary learning strategies of Taiwanese EFL teachers in senior high school
contexts. Sutama 2010 discovers the senior high school student‟s strategy in
learning vocabulary in Indonesia. He used narrative study. Dwiandhesti 2015 develops an iconic model to improve junior high school students‟ reading ability
using IPALL. Looking at the subject of the previous studies, those previous studies try to
discover the students‟ vocabulary learning strategies in some levels. All of them pictures all levels of second language learning in different countries. The level
starts from junior high school, senior high school and then followed by
undergraduate and master school. However, no one has described vocabulary learning in vocational high school. Therefore, in this research, the researcher will
discover vocational high school students‟ vocabulary learning strategies. Looking at the role of technology, those four previous studies have already
discovered students‟ vocabulary learning strategies but they have not connected vocabulary learning strategies with computer application. Dwiandhesti 2015 has
made an iconic model of reading using IPALL. However, she has not conducted reseach about the use of IPALL to learning vocabulary. Since this is a survey
research, the role of IPALL can be seen through students‟ questionnaire and
interview result while using interactive PowerPoint Application for Language Learning IPALL in their vocabulary learning. Hopefully, this study can
complete the survey research which aims to describe the use of computer application in assissting vocabulary learning process.
Discussing the instruments which have been used by those studies, all of them constructed the instruments based on Schmitt‟s taxonomy of VLS. There
were two kinds of instruments used in the previous study. The first was questionnaire and the second was interview. However, in this research the
researcher combined four theories of VLS which were proposed by four experts in designing the questionnaire. The researcher do not use one theory but mixing four
theories in order to give better results. In designing the interview guidelines, the researcher used one theory which was considered as the most appropriate theory.
C. THEORETICAL FRAMEWORK
To construct the theories in this study, firstly, the researcher reviews some related literatures. The researcher presents some literatures to answer the concept
of vocabulary, vocabulary learning, learning strategies, vocabulary learning strategies, CALL and IPALL. The discussion of vocabulary, namely, the nature of
vocabulary has divided into six big parts. The first part is the definition of a word. The second part is knowing a word. The third part is categories of word
knowledge. The fourth part is breadth and depth vocabulary. The next part is receptive and productive of vocabulary. Then, the last part is intentional and
incidental vocabulary learning. The nature of vocabulary is used to give the definition of vocabulary and how vocabulary is learnt.
After that, theories of vocabulary learning, learning strategy and vocabulary learning strategy are used. The discussion of vocabulary learning is
divided into four big parts. The first is the principles of vocabulary learning. The second is the goal of vocabulary learning. The third is Nation‟s low frequency
words. The last is Nation‟s high frequency words. After discussing the vocabulary learning, the reseacher uses the concept of learning strategy by Stern 1983,
Weinstein and Mayer 1986, Chamot 1987, Rubin 1987 and Oxford 1990. However, most of the discussion in this study use Oxford‟s concept of learning
strategy. Oxford‟s Learning Strategies propose two kinds of strategy namely Direct and Indirect Strategies. Direct Strategies consist of Cognitive Strategies,
Memory Strategies and Compensation Strategies. Indirect Strategies consist of Social Strategies, Affective Strategies and Metacognitive Strategies. IPALL have
been discussed by Chapelle‟s 2003 interaction theories which consist of intrapersonal and interpersonal interaction.
The theory of vocabulary learning strategies VLS in language learning is used as the the basic foundation for the development in designing blueprint for
survey research. The researcher combines the theory of VLS from four experts. The first theory is Schmitt‟s theory of VLS. The second theory is Gu and
Johnson‟s taxonomy of VLS. The third theory is Catalan‟s criteria of VLS. The last theory is Nation‟s taxonomy of VLS.
Furthermore, the discussion of CALL has been explored by eight principles of CALL. The eight principles of CALL are expected to be the basic
principles of the role of technology in enhancing vocabulary learning. After discussing CALL, more specifically, the discussion of IPALL has divided into
three parts. The first part is the brief history and definition of PowerPoint. The second part is the definition of interaction in learning. The third part is the feature
of Interactive PowerPoint Application for Language Learning IPALL which is used in this study.
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CHAPTER III RESEARCH METHODOLOGY
In this chapter, the researcher presents the detail information about the method used in the research. The discussion of the method is used to find out how
to answer the research question presented in the first chapter. The discussion in this chapter covers research method, research design, nature of data, research
procedure, research setting, research population and sample, data gathering technique and instruments, data analysis and trustworthiness of the study.
A. RESEARCH METHOD
The method of this study was a mixed method because this research needed to gather information from both qualitative and quantitative data in a
single study. According to Tashakkori and Teddlie 2003, mixed method research is a research in which the researcher uses quantitative and qualitative methods or
mixing paradigms in one overall study. Related to the previos concepts, Creswell and Clark 2007 as cited in Creswell 2012 state that as a method, it focused on
collecting, analyzing, and mixing both quantitative and qualitative data in a single study or series of studies to understand a research study. In this study, the
qualitative data were gathered both the interview and the open-ended items in the questionnaire. The qualitative data such as open-ended interview provide various
perspective on the topic and a complex picture of the situation. The quantitative data were gathered from the closed-ended items in the questionnaire and the
students‟ scores before and after using Interactive PowerPoint Application for
Language Learning IPALL. The quantitative data was used to obtain the facts and opinions about students‟ Vocabulary Learning Strategies adopted in
Interactive PowerPoint Application for Language Learning IPALL. The quantitative data such as scores and instruments were specific
numbers that can be statistically analyzed, can produce results to assess the frequency and magnitude of trends and provide information to describe trends
about a large number of people Creswell, 2012:535. Therefore, combining both qualitative and quantitative data provides a very powerful mix that allows the
researchers develop “a complex” picture of social phenomenon Greene Caracelli, 1997: 7 as cited in Creswell, 2012. Related to the statement, this
research also gathered quantitative data to provide information and description about the frequency of trends in the context of Vocabulary Learning Strategies
and Interactive PowerPoint Application for Language Learning IPALL
B. RESEARCH DESIGN
The design of this research was a survey research. Survey research was widely used in most area of social research especially in educational research. The
main purpose of conducting a survey waas to obtain a snapshot of conditions, attitudes, andor events of an entire population at a single point of time. It could
be done by collecting from the sample of population Nunan, 2009. A survey also provided a quantitative description of trends and attitudes that later the result
will be generalized by the researcher and are used to make claims about the population. Dornyei 2003 as cited in Nunan 2009 pointed that surveys were
especially well-suited for asking factual questions, behavior questions, and
attitudinal questions. Therefore, the survey design was considered as the most appropriate for this research since the research design was intended to gain factual
information and behavior questions related to the students‟ vocabulary learning strategies.
The survey design was aimed at obtaining and discovering students‟
vocabulary learning strategies adopted in IPALL. Conducting a survey design provided various data since both qualitative and quantitative data were gathered
from this design using the questionnaires and interviews Cohen et.al, 2000:171. Eventually, results form the analyzing the data “lie in the appeal to
generalizability or universality within given parameter, its ability to establish the degree of confidence which can be placed in a set of findings” Cohen et.al,
2000:171. Therefore, the results from the survey design, from both the questionnaire and the interview, aimed at establishing the general opinions on the
use of IPALL to enhance students‟ vocabulary learning strategies.
In this research, qualitative and quantitative data were used. The quantitative data were obtained from questionnaire which contains of the list of
category of vocabulary learning strategies. The qualitative data such as open- ended interview provided various perspectives on the topic and a complex picture
of situation. The qualitative data in this study were used to obtain the facts and students‟ opinion about the use of IPALL to enhance vocabulary learning.
According to Creswell 2012:535 the quantitative data were specific numbers that can be statistically analyzed, could produce results to assess the frequency
and magnitude of trends, and provide information to describe trends about a large number of people. Therefore, combining both qualitative and quantitative data
