The last step was writing the report. Actually, the steps were taken from together with doing the first step. The researcher wrote the survey study using a
standard mixed method that consist of an introduction, the review of literature, the methods, the results, the discussion and the conclusion.
Table 3.1 Research Timeline
Creswell’s Steps of Survey Research 1. Decide if a Survey is the Best Design to Use
2. Identify the Research Questions or Hypotheses 3. Identify the Population and the Sample
4. Determine the Survey Design and Data collection procedures 5. Develop or locate an instrument
6. Administer the instrument 7. Asking for Permission
8. Interview 9. Analyze the Data to Address the Research Questions or Hypotheses
10. Write the report
The research schedule was conducted related to the Creswell‟s step of survey research. Every step was accomplished systematically. However, the last
step was done together with the first step since the research had to write the progress related to what happened in the field.
Month, Year, Week Nov
Dec Jan
Feb Mar
April May
June 2014
2015
2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 1
CHRIS T
M AS, NE
W
YEAR AN
D
S E
M E
S T
E R BREAK
2 3
4 5
6 7
8 9
10
E. RESEARCH DATA
A research needed data to be analyzed in order to answer the research questions. According to Neuman 2006:8 data were the empirical evidences or
information that one gathers carefully according to rules or procedures. Data could be qualitative or quantitative. This research used both qualitative and
quantitative data.
1. Nature of Data
Since this research aimed at discovering the most and the least frequently used categories of vocabulary learning strategy by vocational high school
students, the quantitative data were needed. Actually, the data of this research were quantitative data which were expressed in numbers. The quantitative data
were gathered from the questionnaire. Besides, quantitative data from students score and experimental analysis were used to prove the effectiveness of IPALL to
learn vocabulary. This research also aimed at discovering information about
students‟ vocabulary learning strategies adopted in IPALL as a medium to enhance their
vocabulary learning. Therefore, qualitative data were used. The data were expressed as words. In this research, the qualitative data was words expressed
from the interviews done to find out empirical evidence that participants experience through the sense. The result of interview was organized and
categorized in qualitative data. The qualitative data were used to assist and support the interpretation of quantitative findings.
2. Population and Samples
In conducting a research, the researcher needed to determine the population and the sample of the study. A population is a group of individuals
who have the same characteristics Creswell, 2012. However, in practice, quantitative research samples from lists and people available. This is called as a
target population who considered as a group of individuals with some common defining characteristics that the research can identify and study. Based on the
description above, it is concluded that the target population is the entire set of individuals with the same characteristics to which the researcher intended to apply
the research. Therefore, the target population of this research is the students of class X semester I of academic year 20142015. The whole population was 224
students. Within the target population, a sample should be selected for this study. A
sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population Creswell, 2012. In conclusion, a sample
is the individual who is selected as the representatives of the entire target population. This study used purposeful sampling . According to Creswell the
reason of using purposeful samples is to purposefully select participants that will best help researcher understand the problem and the research questions 2003,
p.185. In this study, the samples were chosen based on the number of strategies used by the participants. There were 64 students involved in collecting data from
the questionnaire. Those students were the respondents of this research. Those respondents were chosen because they have experienced the same learning
process using IPALL in learning vocabulary. Their comments in open-ended
questionnaire were also beneficial in adding some more consideration for the qualitative analysis together with those provided by the four participants in the
interview. However, two classes were needed to be the control group. It was for the sake of supporting data in this research. Therefore, 128 students were involved
as the participants in this research. However, the control group had contributed their scores.
In this research, four students were chosen to be involved in the interview. Those four students were the participants of this study. They were chosen
purposefully in oder to gather some opinions about their vocabulary learning adopted in IPALL. Those four participants were chosen since they possessed
similar traits or characteristics Creswell, 2012:206. They achieved high scores in their vocabulary practices and participated during learning process in the
classroom. Therefore, their responses were needed to gather and support the data of vocabulary learning strategies adopted in IPALL.
3. Data Gathering Techniques and Instruments
Two instruments were used to gain the data. The first instrument was the questionnaire consisted of close-ended and open-ended items. Closed-ended
provided numeric data for the most and the least frequently used categories of vocabulary learning strategies and open-ended items provided qualitative data for
supporting the findings. The second instrument was the interview guidelines. It provided qualitative data used for analyzing how IPALL
enhances students‟ vocabulary learning. The interview was done to dig out and discover the
vocabulary learning strategies adopted in IPALL.
The questionnaire consisted of 30 items of close-ended questions and 2 items of open-
ended questions. The Likert Scale items of “always” for the highest score, “sometimes”, “rarely” and “never” for the lowest score were implemented
to convert the data easier. The questionnaire was distributed in class at the end of the first semester before the students did their final test. The interview provided
the qualitative data. Questions about six themes related to Catalan‟s components
which consist of background experience, action and intention were asked to those participants. Their responses and opinions about those questions were analyzed
based on those components. The analyses were later combined with the analyses from the questionnaire.
In gaining both quantitative and qualitative data, the researcher firstly made two blueprints of the indicators necessary for the questionnaire and
interview. In making the blueprint for the questionnaire, the researcher used four concepts to construct the blueprint. The first concept was CALL by Egbert, Chao
Hanson- Smitt. The second concept was Schmitt‟s Taxonomy of Vocabulary
Learning Strategies. The third concept was Gu Johnson‟s Category of Vocabula
ry Learning Strategies. The fourth concept was Nation‟s Taxonomy of Vocabulary Learning Strategies. I combined those indicators to construct a good
and holistic questionnaire. There were thirty nine indicators used for the questionnaire. Those thirty nine indicators were used formulating the structured
questions in the questionnaire. In making the blueprint for the interview, the researcher used Catalan‟s components. The blueprints were used as the guidelines
for coding the quantitative data from the questionnaire and qualitative data from the interviews Table 3.2 3.3.
Table 3.2. The Blueprint of the Questionnaire
NO CONCEPT
SUB CONCEPT INDICATOR
ITEMS
1 CALL
Egbert, Chao,
Hanson- Smith, 1999
- enough time
and
feedback
sufficient time and feedback to revise their learning.
1,2 - mindful attention to
the learning process guided to attend fully to the learning
process. 3
- atmosphere with an ideal
stressanxiety
level
work in an atmosphere with an ideal stressanxiety level.
4 - learner autonomy
work independently. 5
2.
Schmitt‟s Taxonomy
of Vocabulary
Learning Strategies
VLS DETERMINATION
- guess from textual context
guess the words from the textual context when students do not
understand the meaning 6
- bilingual dictionary check English-Indonesian dictionary
when students do not understand the meaning of the words
7 - monolingual dictionary check English-English dictionary to
understand the meaning of the words better
8 - word lists
make students‟ own word list containing the words which are quite
difficult for them to understand 9
SOCIAL
- ask teacher for L1 translation
ask the teacher for the Indonesian translation when students do not
understand the meaning in English 11
- ask teacher for a sentence including the
new word ask the teacher to give more
examples using the new words which are quite difficult for them to
understand 11
- ask classmates for meaning
ask students‟ classmates to translate the words for me when they do not
understand them 12
- discover new meaning through group work
activity invite students‟ friends to have group
work whenever they have difficulty in understanding the new words
13
MEMORY
- connect the word to a personal experience
relate the word with students‟ personal experience to help them
memorizing it 14
- connect the words to its synonyms and
antonyms connect the words to their synonyms
and antonyms to understand them better
15 - use new words in
sentences make sentences using the new words
to understand them better 16
- study the spelling of a word
spell the new words carefully to avoid mistakes
17 - say new word aloud
when studying read the words loudly when they are
studying to help them memorize the words better
18 - use key word method
make students‟ own key words to ease them in memorizing the
vocabulary 19
COGNITIVE
- written repetition write the words several times to help
them to memorize the words better 21
-verbal repetition repeat the words orally to help them
memorize the words better 20
- word list read the word lists available in the
22
