The interpretation of the participants’ profile

65 Smith, 1997: 7. Thus, a good challenge should be able to raise learners’ curiosity in learning. Martha found that her being curious of the learning materials she was going to have in class was fulfilled in ELTGallery. However, things did not always run as smoothly as what she expected. She sometimes felt stressful when there were a lot of tasks from other subjects came together with her weekly tasks in ELTGallery. Despite the challenge of managing her time in completing the tasks from ELTGallery and other subjects, she liked the idea of making the students more independent and responsible to their own study progress in web-based vocabulary learning. This awareness also led her to expand her vocabulary learning by taking more initiatives to do more such as consulting the dictionary whenever she found difficulties, having more exposures in spoken texts by watching English movies and learning word formation in linguistic class. Martha was also lucky since she had learning partners at home. They are her mother and sister. Both of them graduate from English department, so they could assist Martha in her study. It can be noted that vocabulary learning with ELTGallery promotes the learners’ autonomy through various tasks and challenges to improve vocabulary learning. The fact that Dipta and Martha did some actions as their initiatives to enhance their vocabulary knowledge is in accordance to the aim of applying a website in vocabulary learning which is to benefit the chance of autonomous learning. It also leads them to be a learner-centered classroom. Dipta knew that he learnt better through handwriting practice. Thus, he designed and coordinated the task of memorizing the vocabulary list by writing the words down. Dipta and Martha also did various exposures in order to improve their vocabulary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 66 knowledge. Watching English movies, listening to English songs and reading English articles were some of the activities they did to develop their knowledge. Richard 1976: 78 states that when someone enters his adulthood, his vocabulary knowledge is relatively constant unless he actively engages himself through activities such as reading, listening or others which can improve his vocabulary knowledge. Students might perceive the chance of being autonomous learners differently but applying ELTGallery as the media of vocabulary learning encourages students to be autonomous. 2 Challenging Vocabulary Learning with ELTGallery Breaking the conventional way in learning technique offers new challenges for the learning participants. ELTGallery is a breakthrough in vocabulary learning especially for the PBI students in Sanata Dharma University. It is applied to cover things which traditional classroom cannot cover. Applying technology in vocabulary learning builds up a large vocabulary, gives students control over what words to learn, presents exercises to promote deeper learning and so on Goodfellow: 1994 as cited in Miles Kwon, 2008: 1. The learning materials in ELTGallery covers the first thousand word list, the second thousand word list and the first three thousand word list. Those learning materials were distributed to some features in ELTGallery which allowed the students to learn and practice them independently. However, both Dipta and Martha felt that the burden of completing the weekly tasks was very high. Their weekly tasks were completing seventy-five sentences and making twenty sentences. They also had to review their friends’