The blue line belongs to experiment group and the green line belongs to control group. Both of them increase their score. However, the experiment group
shows a higher result of score after IPALL rather than the control group. 5. Results from Quasi-Experimental Analysis
Another data is from the quasi experimental analysis. The quasi experimental analysis is conducted to discover the effectiveness of the variable of
IPALL X1 and variable of Vocabulary Learning Strategies X2. The data used in the quasi-experimental analysis ar
e from the percentages of students‟ before, after and gain scores from both experiment and control groups. The data are from
lecturer‟s document. Since the data are students‟ score, therefore, the data in quasi-experimental analysis are quantitative data. Before analyzing the statistical
result, it is necessary to test the normality of the data to confirm the data and decide whether the test should use parametric or non-parametric. Therefore, the
test of One-Sample Kolmogorov-Smirnov was used to test the null hypothesis that the data is normally distributed. The null hypothesis is accepted if the value of the
probability was more than 0.05, meaning that the data are normally distributed. If the value of the probability was the same or less than 0.05 then the null hypothesis
was rejected, meaning that the data are not normally distributed. The result of the test of normality is presented in Table 4.10.
Table 4.10. One-Sample Kolmogorov-Smirnov Test Experiment Group
BEFORE AFTER
N 64
64 Normal
Parametersa,b Mean
58.67 82.58
Std. Deviation 12.183
19.231 Most Extreme
Differences Absolute
.083 .182
Positive .056
.182 Negative
-.083 -.159
Kolmogorov-Smirnov Z .664
1.460 Asymp. Sig. 2-tailed
.770 .028
a Test distribution is Normal. b Calculated from data. The result shows that in the significant colum, the Asymp. Sig 2-tailed of
students‟ score after IPALL is 0.028 and of students‟ score before IPALL is 0.77, meaning that the value of probability after IPALL is lower than 0.05. The
score indicates that the test distribution is not normal and the statistical analysis should use non-parametric test.
Table 4. 11. Test of Homogeneity of Variances
Levene Statistic
df1 df2
Sig. BEFORE
4.216 1
126 .042
AFTER 4.931
1 126
.028 GAIN
15.044 1
126 .000
After testing the normality, the homogeneity is also tested. The “Levene‟s
Test for Equality of Variances” is provided to represent a test of the hypothesis that the population from which the groups are sampled have equal variances
Kirkpatrick and Feeney, 2003:34. It aims to prove the sample homogeneity of both experimental and control groups to claim that they are from the same
population. The test is based on the computation of F-statistics and p-value Sig. Here, if „Sig‟ is greater that 0.05 p 0.05, the result of the test is homogeneous.
The result shows that in the significant column, Sig of students‟ score after IPALL
is 0.28 and of students‟ score before IPALL is 0.42, meaning that the value of probability after IPALL is 0.00. The score indicates that the test
distribution is homogeneous.
B. DISCUSSION
This section presents the discussion on both qualitative and quantitative data. The discussion leads to answer the first and the second research questions.
Based on the questionnaire result of the data presentation, it shows that metacognitive strategies are the most used strategies in learning vocabulary
IPALL. Then, it is followed by determination strategies, cognitive strategies, social strategies and memory strategies.
1. Metacognitive Strategies
The result of the questionnaire indicates that metacognitive strategies shows a high score with 0.77. It means that metacognitive strategies are the most
strategies used by students in learning vocabulary IPALL. Metacognitive strategies involves how learners think about their learning process, plan for their
learning, monitor their learning task, and evaluate how well they had learnt O‟Malley and Chamot, 1990:137 in Benson 2001:81. Considering those aspects,
some points related to the components of metacognitive strategies are chosen. Metacognitive strategies that have been used in this study consist of four kinds of
strategies: a skip or pass new words, b use English language media, c study over time, and d test oneself with word tests.
a. Skip or Pass New Word The first kind of metacognitive strategy is skip or pass new word strategy.
This strategy shows a very high score with 1.45. This is the highest score of all strategies that the students use during the semester one in learning vocabulary
IPALL. Most students apply this strategy because every question and number of
the vocabulary exercise in IPALL for multiple choice exercises can be skipped if they can not answer it yet. They will go to the easier first. After that, they will go
back to the question. However, they must remember the number of the slide if they want to go back to the previous slide which has not been done yet.
When I do the exercise in the PowerPoint, I like to read the question first and see whether I can do it or not. If I find difficult question, I will skip it
and continue with the easier. It helps me because my score will not be reduced if I can not answer it. App4_OE1_54_186
Actually, the vocabulary exercise especially for multiple choice in IPALL provides „previous‟ and „next‟ button which gives instruction to go and back in
every number. Therefore, students can use this facility to do the next and back to the previous slides freely. It can be seen through from the statement of a student in
the interview.
When doing the multiple choice, I will read the question fast. After that I think whether I can do this question or not..Then, I will do the easiest
number first, Miss.. because we can go back to the previous slide. I just click the button „‟ or „‟ that are already provided in the
PowerPoint..hehehe.. App10_Int3_R21_209
The figure 4.3. below shows the „previous‟ and „ next‟ buttons which are
provided in every slides of IPALL. This feature leads the students to apply skip or pass new word strategy.
Figure 4.3 ‘Previous’ and ‘Next’ Button in a Slide of IPALL
The next student states that difficult question must be exist. Therefore, she needs to allocate extra time to solve and think about it. It is the part of her strategy
in learning especially in learning vocabulary. Her strategy indicates that most students like applying this strategy in learning vocabulary either computer or
non-computer. For example when they have progress test or mid term test, they will look for the easier and go to the more difficult question to be solved.
Skipping or passing new word means is like what I have done when I have progress tests or mid term test. To avoid wasting time, I will skip the
difficult one and do the easier first. Yeaahh..it is the way to do the exercise in the Interactive PowerPoint. I believe that the difficult question must be
exist. If I have done the easier, I have enough time to solve and repeat the difficult one.
That‟s the way of my learning through PowerPoint slides,Miss. App10_Int1_AD29_202
Students‟ statements above indicate that skipping or passing new word is one of metacognitive strategies. It is related to what O‟Malley and Chamot
1990:137 states that one kind of metacognitive strategies that students need is problem identification. It means that students have to explicitly identify the
central point needing resolution in a task or identifying an aspect of the task that hinders its successful completion.
b. Use English Language Media The second metacognitive strategies that is highly used by the students is
English language media. The use of English language media shows the high result of 0.88. The media that have been used by students are electronic dictionary in
their smartphone, video games, songs, Alfalink, and Google Translate. The fact shows that the use of English language media has increased. However, actually
the role of media in their learning is just like secondary learning media that are used when they can not solve the questions in IPALL. It means that IPALL is the
central media that is used in this research. However, the role of another media beside IPALL is also needed to support the process of vocabulary learning.
If I find new and difficult word, I use Google Translate and Alfalink to find the meaning. After that, I will do the slides again without Google
Translate to check my understanding.App4_OE2_26_188 The statement above indicates that IPALL can be used several times. If the
teacher saved the file with .ppsm format, students can directly open the slides several times. The files will open and automatically restart, so the students are
able to answer the whole questions from the beginning without knowing the previous key answer. The role of IPALL in this strategy is the main source of
input which contains a lot of exercises. Then, the students are allowed to use another media since they can do the exercises outside or inside the class.
Knowing that the use of those media are highly used by some students because they are easy, simple and practical. However, sometimes, the accuracy of
each medium can be wrong. Considering the facts, they have to change their strategies if they feel that the media is not accurate enough to help them. This is
can be called as shifting strategy. The statement below shows the shifting strategy meaning that there is another strategy when Google Translate can not works well.
To find the meaning of the word, I usually use Alfalink or dictionary in my smartphone. If I have internet connection, sometimes, I use Google
Translate. Hmmm.. but sometimes, the translation is not perfectly correct, Kak.
Well, sometimes,
I open
my dictionary
then.
App10_Int1_AD30_202 Shifting strategy is related to self management concept that has been
proposed by O‟Malley and Chamot 1990:137. Self management itself means that students are able to understand the conditions that help one successfully
accomplish language tasks and arranging for the presence of those conditions;
controlling one‟s language performance to maximize use of what is already known.
The next student has used song as the medium to learn vocabulary. Song is also one of the media which can help students to enrich the vocabulary. Wenna
states that she likes listening to her favorite music while learning English especially vocabulary. The statement below gives the example explicitly.
Well, I provide special time to do this kind of exercise. Usually I enjoy my afternoon while listening to music and do the vocabulary exercise in
Interactive PowerPoint. After that I write the vocabulary in my notebook. I think it helps me a lot to learn vocabulary. App10_Int4_W14_211
Relating to the use of English language media, song is one kind of media that can help learners acquire vocabulary because it contains of a lot of words.
The statement is supported by Millington 2011 which states that songs play an important role in the acquisition of a second language. Songs is considered
valuable pedagogical tools meaning that songs can help learners improve their listening skills and pronunciation, and how they can be useful in the teaching of
vocabulary and sentence structures. c. Study Over Time
After skipping and English language media, the third metacognitive strategy that students use is study over time. This strategy shows the high result of
0.81. It means that most students allocate their extra time to study when they think there are too many words that they do not understand. Gu and Johnson 1996
states that one principle of metacognitive strategy is when students can initiate and pay attention more to their learning. It can be seen through the time that they
allocate when they think that „given‟ time is not enough to comprehend their
