Lived Experience Theoretical Review
38
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
39
Department students in Paragraph Writing classes. The research employed quantitative and qualitative designs. The result of the study showed that the
achievement in a web-based paragraph writing class is better than the regular writing class. Further, the factors which gave contribution to the effectiveness of
the web-based paragraph writing class are the group work, topic, flexible access, flexible submission and revision, personal page, the use of computer for writing,
course strength, classroom interaction, teacher’s feedback, classmate’s score, rich resources, plagiarism, peer comments and corrections.
The fifth study was conducted by Thomas Bayu Anggoro 2015. The research was conducted to
explore the English teachers’ lived experience in implementing blended learning.
This research employed hermeneutics phenomenology approach. The result of the study showed that the teachers have
various experience in setting their classroom goal, benefit in implementing blended learning, constraint in implementing it and the teaching methodology.
The sixth study was conducted by Dameria Magdalena Sidabalok 2013. The study was conducted to discover the relationship between learner autonomy
and the students writing achievements in web-based sentence writing. The research employed mixed-method design to analyze the qualitative and
quantitative data. The results show that there are some factors of web-based sentence writing class
which affect the learner autonomy. They are students’ understanding of the web to achieve the goal, knowledge of the goals of materials.
Knowledge of learning activities, learning process, learning problems, time management, and knowledge of learning progress.
40
The research conducted in this study here, the students’ lived experience in
vocabulary web-based learning, is different from the previous study presented above. The current study tries to discover the truth from the phenomenological
side of the students’ lived experience hermeneutically. Further, the previous studies have proven that technology which applied based on CALL principles is
effective in enhancing vocabulary acquisition. Another one was proven effective in enhancing students’ writing skill. Therefore, hopefully this study can complete
the research literature from the point of phenomenological study in the students’
lived experience.