suited to test knowledge in terms of definitions, dates, names, events, and other matters involving simple relationships. Matching questions are also easy to score.
The advantages of matching is that a large amount of material can be condensed to fit in less space. The range of test material can be broad, and
guessing is limited. In doing matching practice, students have chances to guess correct associations than on multiple choice and truefalse test. In making this
PowerPoint, teacher limit the number of items to make them as short as possible. If the students‟ answer is correct, the questions will dissappear one by one. If the
students‟ answer is wrong, the questions will not dissappear. Therefore, students have to repeat their practice. The features of IMaP slides are shown below.
Figure 2.3. IPALL for Vocabulary Builder Matching 1
Figure 2.4. IPALL for Vocabulary Builder Matching 2
Figure 2.5. IPALL for Vocabulary Builder Matching 3 2 Interactive PowerPoint for Multiple Choice Exercises
The Interactive PowerPoint for Multiple Choice Exercises is the second kind of IPALL. A multiple-choice question has two parts: a a stem, which
contains the problem, and b a list of suggested answers. The stem is typically in the form of a question or an incomplete statement. The incorrect responses are
often called distracters. Generally four or five responses are listed and all but one is a distracter Burden Byrd, 1999.
From the list of responses provided, the student selects the one that is correct or best. Some questions have only one possible answer that is correct. In
other questions, students are asked to identify the most appropriate, or best, answer from the choices given. Burden Byrd 1999 states that there are two
kinds of multiple choice. They are direct question format and incomplete statement format. The advantages of direct question format is that it forces the
teacher to state the problem clearly in the stem, reduce possibility of giving the student grammatical clues, more easily handled by younger Burden Byrd,
1999. The advantage of incomplete statement format is that the stem must be clear and meaningful and not lead into a series of unrelated true-false statements.
A reverse or negative version of the direct questions format and the incomplete
statement format asks the student to select the one incorrect choice from a list of correct choices.
Burden Byrd 1999 points out that multiple choice has a lot of advantages. First, it can test the students in several levels of cognitive domain.
Second, it can be scored quickly and accurately. Third, multiple choices are relatively efficient in term of the number of questions that can be asked in a given
amount of time and the space needed to present the answers. Fourth, it can test a wide range of topics in a short time. Last, multiple choices are not significantly
affected by guessing. In IPALL, The The Interactive PowerPoint for Multiple Choice Exercises
is considered as one of objective exercises. According to Dwijatmoko 2015, in print Multiple Choice is used to present a multiple choice exercise with 5 five
alternative answers. The maximum number of items in the exercise is 100. The template of Multiple Choice consists of 4 four slides. Slide 1 is the exercise title,
slide 2 is the instruction page, slide 3 is the exercise slide, and slide 4 is the certificate slide. The title slide has 4 components, namely the title, author identity,
creator instution Sanata Dharma University, and the Start button. The slide title
and author identity can be changed in the title slide, but the creator institution and the Start button cannot be changed Dwijatmoko, 2015, in print. The features of
The Interactive PowerPoint for Multiple Choice Exercises are shown below:
Figure 2.6. IPALL for Multiple Choice 1
Figure 2.7. IPALL for Multiple Choice 2
Figure 2.8. IPALL for Multiple Choice 3
In this study, Multiple Choice allows students to do the practice on vocabulary in context. In the learning process, students do not only find the
meaning of the word but also the context and the use of the word. The Interactive
PowerPoint for Multiple Choice Exercises measures a variety of learning levels and this is easy to grade. If the students answer the questions correctly, the score
will increase. But if they can not answer the questions correctly, the score will decrease.
B. REVIEW OF RELATED STUDIES
A number of studies on vocabulary learning strategies have been done before. In this section, the researcher discusses some studies which are
considerably related or have similar area to the researcher‟s study. The type of the study can not be exactly the same. Yet, these studies also discuss about
vocabulary learning strategies VLS and the use of technology in learning process.
The first research was conducted by Doczi 2011 in which the writer investigated the role of Vocabulary Learning Strategies VLS in Hungarian
secondary and tertiary educational institutions. It intended to explore the strategies students apply in the final year of high school and 3 different years of university.
The first part of the paper summarized the most significant issues and research studies in the field of VLS. Then, the questionnaire was designed based on
Schmitt‟s 1997 taxonomy. As the findings showed, social and metacognitive strategies were less frequently used by the participants. The higher the number of
years of study, the less students practised on a regular basis or used active strategies. However, they were more likely to skip a new word and they paid more
attention to pronunciation. As regards the number of strategies used, it increased with time spent studying the language.
The second research was done by Ghouati 2014. His research goals were 1 to identify vocabulary learning strategies which Moroccan Master students
employ while learning their English vocabulary; 2 to explore frequency of students strategy use; and 3 to examine the relationship between frequency of
students‟ strategy use and the independent gender variable. The research respondents of the present investigation were 60 master students studying English
at the School of Arts Humanities within the English Department of Meknes in academic year 2011. Convenient sampling was used to select the respondents of
the study. A vocabulary learning strategy questionnaire adopted from Schmitts 1997 study was used as a tool for data collection. There were five different
categories of vocabulary learning strategies as Determination, Memory, Social, Cognitive, and Metacognitive. These categories covered an overall of 56
strategies included in the vocabulary learning strategy questionnaire. The statistical tools used in order to help interpret data include descriptive statistics
which makes use of frequencies, percentage, crosstabs, and chi-square tests for independence. The findings revealed that master students used almost the same
vocabulary learning strategies as demonstrated by their counterparts in the literature on second language acquisition. Additionally, master students used
deeper strategies more often, and shallow strategies less often. Finally, the independent gender variable was found to affect some students vocabulary
learning strategies. The third study was conducted by Yu-Ling 2005. She investigated
vocabulary learning strategies VLS in Taiwan. The study investigated the awareness, beliefs, and instructional practices with respect to vocabulary learning
strategies of Taiwanese EFL teachers in senior high school contexts. This study attempted
to elicit information about teachers‟ awareness and beliefs based on individual learning experience, and further examined the correlations between
teachers‟ beliefs and their teaching practices. A questionnaire was implemented to collect data on the issues involved. The results had suggested that the English
teachers studied were aware of a range of vocabulary learning strategies, including both direct and indirect approaches to vocabulary acquisition.
The fourth study was conducted by Sutama 2010. This study was designed to i
nvestigate student‟s strategy in learning vocabulary. It investigated students‟s background experience, action, and interaction in learning vocabulary.
The research question was: What is students‟ strategy in learning vocabulary?. Therefore,
it aimed at reaching the subsequent objectives: 1 to describe students‟ background experience in learning vocabulary
, 2 to describe students‟ actions in learning vocabulary and 3 to identify students‟ intentions in learning vocabulary.
The study adopted qualitative research design. The research data was narrative. It was gathered through in-depth interviews with the four participants about their
background experience, action, and intention in learning vocabulary. The data was classified into categories and described in accordance with the research questions.
The findings suggest that: 1 students‟s background experience in learning, belief, affective states, and personality affect choice actions in vocabulary
learning. 2 various actions are taken to learn vocabulary depending on the stages of vocabulary learning. a the student discovers the mearning of new words by
guessing from textual context, using bilingual dictionary, asking classmates, discovering through group work activity, and asking the teacher; b the student
retains the word in long-term memory through written and verbal computer games, remembering affixes and roots, connecting the word to personal
experience or interest, studying the sound of the word, and memorizing the word; c the student recalls the word by remembering its spelling, making use of
notebook, and relating the word with some previously learned knowledge; and d the students learns to use the word in spoken form by studying similar sounding
words, using bilingual dictionary, asking teacher for the pronunciation of a word, saying new word aloud when studying, using English language media, and
interacting with native-speaker, and learns to use the word in written form by studying the spelling of the word and using new words in sentence. 3 Students‟
intentions in learning vocabulary are to get better achievement to pass the National Exam, to meet the demand of world of work, and to enter a university.
The study concluded that the students‟ background experiences underlie student‟s choice of action and strategy.
The fifth study was conducted by Dwiandhesti 2015 entitled Interactive PowerPoint Learning Media for Reading in Junior High School
. Research and Development method is used to overcome students‟ reading problem which
appears in Junior High School students‟ English learning. The writer decided to use IPALL as the medium to develop reading material. Therefore, there were two
research questions formulated in this study: 1 What does the effective Interactive PowerPoint learning model for reading in Junior High School look
like? and 2 What CALL pedagogical aspects are dominant in Interactive PowerPoint learning model for reading in Junior High School? This study
employed the R D cycle by Borgh Gall 1983 combined with ASSURE
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
