After that, to classify interview result, the researcher also used Saldana‟s coding system for qualitative research. The formula was number of appendix_
interview123_participant number_ page number.
Table 3.7 Coding System for Interview Coding
Meaning
App10 Appendix 10
Int1 Interview 1
AD1 Adenzha, Statement 1
182 Page number
Since this study was a survey research. The researcher had to check the pre-requisites tests before analysing the data. To check the normality, the
researcher used Kolmogorov-Smirnov test. Then, the result was the data were not normal. Therefore, the researcher had to use non-paramateric statistical technique
later. To check the homogeneity, the researcher used Levene test. Homogeneity was used for checking the homogeneity of variance. The variance was
systematically in the same variance. The variance was the standard deviation between score and the average. The result showed that the data were
homogeneous. In this study, the researcher had used three statistical techniques. Since this
study was a survey research, the first statistical technnique was descriptive statistics. It was used to discover the mean, median, standard deviation, minimum,
maximum and range of students‟ strategies and scores. As the triangulation, the researcher
used experimental research to know students‟ before, after and gain scores. Therefore, the second was Wilcoxon test. Wilcoxon test was used since
the data were not normal. It was to measure the before and after score in the same subjects.
As the supportive data, the researcher did an experiment. The result of the experimental research was used as one of the triangulation data. The experiment
was done to discover the result of students‟ before, after and gain scores. The score before and after using IPALL were analyzed by using Wilcoxon Signed-
Rank Test. The formulation was taken from Siegel‟s Nonparamteric Statistics for the Behavioral Sciences.
Figure 3.5. The Wilcoxon Signed-Rank Test Formula Siegel, 1997:99
After using the Wilcoxon-Signed Rank Test Formula, it was necessary to use U-Mann Whitney Test. This test was to compare the two groups of
experiment and control group. The U-Mann Whitney formula was also taken from Siegel‟s Nonparamteric Statistics for the Behavioral Sciences. The figure 3.6
shows the formula.
U = n1n2 + - R1
or equivalent with,
U = n1n2 + - R2
Figure 3.6. The U-Mann Whitney Test Formula Siegel, 1997:150
After knowing the U-Mann Whitney Formulation, the z value needed to find. Z value is the same scores in the data Siegel, 1997:150. Z value was
needed since the data contained of a lot of same scores. The formulation of Z value was shown in figure 3.7.
Figure 3.7. The Z Formulation of U-Mann Whitney Test Formula Siegel, 1997:154
U-Mann Whitney test was used to discover before and after in the different groups. After doing those all steps, the results were combined and compared to
those resulted from the questionnaire. If all aspect had been discussed, then the conclusion was constructed.
F. TRUSTWORTHINESS OF THE STUDY
In designing the questionnaire and the interview, the researcher used construct validity in developing the blueprint of questionnaire and interview
guidelines. According to Creswell 2012 construct validity is the validity of inferences about the constructs or the variables in the study. A construct is any
theory, hypothesis, or model that attempts to explain observed phenomena in our universe of perceptions Brown, 2004 p.25. In this research, the researcher
combined five major concepts. After that, those concepts were broken down into their constructs. Then, it followed by the generating of the indicators. Last, the
items of the questionnaire and interview were developed. The crosschecking of the data revealed triangulation. Triangulation is the
process of corroborating evidence from different individuals e.g., a principal and
a student, types of data e.g., observational fieldnotes and interviews, or methods of data collection e.g., documents and interviews in descriptions and themes in
qualitative research. According to Creswell 2003 triangulation strategy is used when a research use two different methods in an attempt to confirm, cross-
validate, or corroborate findings within a single study. The triangulation is used as the research uses qualitative and quantitative method as a means to offer the
weaknesses inherent within one method with the strengths of the other method. After that, the result of the two methods will be integrated during the
interpretation phase. The approach for the analysis is data transformative in which the researcher may quantify the qualitative data. It involves creating codes and
themes qualitatively, then counting the number of times they occur in the text data Creswell, 2013: p.221.
In this research, triangulation was conducted to obtain the quality and credibility of both instruments and data. The form of data was the description and
the interpretation. In this research, there are some various kinds of technique to gain the data. The interview provided the qualitative data that will be analyzed
and inte rpreted for giving better understanding on students‟ vocabulary learning
strategies adopted in IPALL as the medium. Besides, the close-ended questions from the questionnaire will also contribute to the result of this research. The
qualitative and quantitative data can be compared. To support the result of the data, the researcher also analyzed the stude
nts‟ scores in four classes. Two of them were the experiment group and the rest were
the control group. Actually, the researcher used quasi-experimental research because many experimental situations occur in which the researcher need to use
intact group. This might happen because of the availability of the participants and the setting prohibits forming artificial groups Creswell, 2003: 309. The
researcher could not artificially create groups for the experiment. Quasi- experimental designs is an experimental design that does not provide for full
control of potential confounding variables Johnson Christensen, 2012: 319. It is used when all the demands of experimental research cannot be met Johnson
Christensen, 2012: 339. Therefore, the students score were given by the teacher as the consideration to know the before, after and gain score of students‟
vocabulary achievement by adopting IPALL. The result of the quasi-experiment research was used to support the main data.
All the data were used to obtain the trustworthiness of the description and interpretation. The researcher will compare the data from the result of the
interview, questionnaire and from the documents. The data will be crosschecked with the data from relevant and related sources in order to maintain the
consistency of the data from the participants.
90
CHAPTER IV RESULTS AND DISCUSSIONS
This chapter presents the results of the research and the interpretation of each analysis to answer the three research questions. This chapter will cover three
main parts. The first part is research result. The second part is discussion. The last part is the quasi experimental analysis as the supportive data. Overall, it covers
three main discussions, which are the strategies which mostly used by the students in learning vocabulary to answer the first research question, why the students use
the strategies to answer the second research question and the supportive data of students‟ score before and after IPALL in learning vocabulary to answer the third
research question.
A. RESEARCH RESULTS
In this section, four research results will be presented. The first part is the result
of students‟ Vocabulary Learning Strategies VLS which are obtained from the close-ended questionnaire. It is used to answer the first research question. The
second part is the result of students‟ VLS which are obtained from open-ended
questionnaire. The third part is the result from the interview. The second and the third part are used to answer the second research question. Then, the last part is
the students‟ scores which consist of students pre-test and post-test from treatment
and non-treatment groups. Besides, supportive data from the quasi experimental analysis provide another consideration about the effectiveness of IPALL to learn
vocabulary. It is used to answer the third research question.
1. Results from Students’ Vocabulary Learning Strategies
As has been mentioned previously, the results of students‟ vocabulary
learning strategies are obtained from the close-ended questionnaire. The data are the quantitative data gathered from thirty close-ended questions related to the
students‟ vocabulary learning strategies and the principles of CALL since this study discusses the use of IPALL to learn vocabulary. The results are used to
answer the first research question about the vocabulary learning strategies that mostly used by students in learning vocabulary IPALL. The questionnaire was
distributed in X AK 1 and X MM class. In purpose of computing the scores, The Likert Scale was used for the scoring analysis by applying the check number
categories 1 to 4 for strongly disagree to strongly agree. The researcher uses 4 scale in order to obtain the rigor data. Table 4.1. presents the four check number
categories used to assess t he student‟s vocabulary learning strategies IPALL.
Table 4.1. The Check Number and The Converted Score Meaning
The Check Number The Converted Score
Strongly Disagree 1
-2 Disagree
2 -1
Agree 3
1 Strongly Agree
4 2
The check number of Likert scale categories is useful for computing the questionnaire result. Then, the converted score is useful for economizing the
calculation space in Microsoft Excel. In order to give the illustration of the result, the researcher gives the scoring criteria. The criteria are attained based on the
meaning of the check number of categories and the interval scores that have been presented previously. The scoring criteria of the students‟ vocabulary learning
strategies adopted in IPALL are presented as follows:
