Field Notes EMPIRICAL MEANING OF VOCABULARY LEARNING USING

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 MF : Meaning and Forms Cha : Chances to repeat doing the exercises Better learning atmosphere and chances to repeat doing the exercises were emergent themes. Meanwhile, better vocabulary knowledge was one of the pre- figured themes. Transcendent themes also appeared in the texts. There were six transcendent themes appearing in the texts. Perseverance, honesty, and acceptance were the pre-figured ones. Meanwhile, the others were emergent transcendent themes. Those themes emerged during the interviews as the participants kept telling me their stories. Pers. : Perseverance Hon : Honesty Acc : Acceptance Conn : Connection with a bigger world G.T : God Talks to Me The next list of codes indicated the themes which were not shared by the participants. Yet, the themes were meaningful as those were also a part of meaning construction of vocabulary learning using IPALL. FoCo : Focus and Concentration Meanwhile, the number next to participants’ name codes referred to the line where the texts could be found and the other number showed in which interview the texts appeared. To make this clearer, I used one example of codes and how to read it. If the code was like this one, Ra18.G1.Pr.Tr.T_Pers3 then it showed that it was Rani’s statement which appeared in line eighteen in the first interview and it could be found in appendix G. It was her third statement which was related to perseverance. The perseverance itself was one of the pre-figured Pr. transcendent Tr. theme T.. Meanwhile, if the code was like this one, HRe53.2.Em.E.T_Cha4, it showed that it was Revalda’s statement which appeared in line fifty-three in the second interview which could be found in appendix H. It was her fourth statement about chances to repeat which constituted an emergent Em. empirical E. theme T.. 1 Composite Depiction Based on the Shared Pre-figured Empirical Theme A simple definition of composite depiction was themes which appeared in participants’ lived experience that through those themes the universality of the lived experience could be understood. There was one pre-figured empirical theme which appeared in participants’ lived experience. Meanwhile, there were two emergent empirical themes. The themes were actually the points or topics around which meaning of vocabulary learning using IPALL to students spun. Better Knowledge of Word Meaning and Forms This pre-figured theme appeared many times in both participants’ stories. This was the meaning which was deeply felt by the participants. Revalda, from X MM class stated, “There was some vocabulary from the book there pointing to a