Table 4. 13 The Result of Wilcoxon Test Control Group
Table 4.13.1. Descriptive Statistics of Control Group
N Mean
Std. Deviation
Minimum Maximum
BEFORE 64
63.97 10.303
36 88
AFTER 64
70.55 12.867
32 96
For the control group, the result of descriptive statistics shows that there is also a improvement of the mean score. However, the standard deviation is still
wide although it is not as wide as the experimental group. The minimum score reduces from 36 to 32 while the maximum score increases from 88 to 96. It
indicates that there is no significant difference for students which have not used IPALL to learn vocabulary.
Table 4.13.2 Ranks of Control Group
N Mean
Rank Sum of Ranks
AFTER - BEFORE
Negative Ranks
14a 29.96
419.50 Positive
Ranks 50b
33.21 1660.50
Ties 0c
Total 64
a AFTER BEFORE b AFTER BEFORE
c AFTER = BEFORE Looking at the before and after ranks, the ranks consist of negative ranks,
positive ranks and ties. Without Interactive Power Point, students have already shown the improvement of the score. Therefore the negative ranks is 14 while the
experimental group is just 6. Then, the positive ranks is 50 while for experimental group after IPALL 58 students show positive ranks.
Table 4.13.3. Wilcoxon Signed Ranks Test of Control Group
AFTER - BEFORE Z
-4.151based on negative ranks Asymp. Sig. 2-
tailed .000
After the descriptive statistics and the ranks data are obtained, the
Wilcoxon Signed Ranks Test is used. The result shows that the 2-tailed significance P-value of .000 which means that P is off the scale Z Wilcoxon is
at -4.151 at P=0.05. It shows that P 0.05 means that the result is also significant.
Table 4.14 Umann Whitney and Wilcoxon Result
BEFORE AFTER
GAIN Mann-Whitney U
1533.000 996.000
798.500 Wilcoxon W
3613.000 3076.000
2878.500 Z
-2.456 -5.029
-5.957 Asymp. Sig. 2-tailed
.014 .000
.000
U-Mann Whitney test is used to know the significance of before, after and gain score. The result shows that the 2-tailed significance P-value of .000.
The result before IPALL to learn vocabulary is 0.14 while after IPALL to learn vocabulary is 0.00. Therefore, the gain score is 0.00. It shows that all the results
are P 0.05. It means that the result is significant. Knowing that the result of the quasi experimental research is significant,
the use of IPALL to learn vocabulary is effective. Students‟ score are used as the
consideration to know before, after and gain scores of students‟ vocabulary achievement by IPALL. It is proven by the gain of students score after IPALL.
Based on the students‟ statement from the interview and open-ended questionnaire, it is clear that after IPALL for one semester, they can feel the
difference. They are motivated to learn vocabulary. Therefore, these following statements show explicitly:
Emmmm..Actually
my vocabulary score is not really good because I don‟t like learning vocabulary, Kak. But..After my teacher introduces
Interactive PowerPoint, I think it makes me love learning vocabulary. App10_Int4_W9_211
My vocabulary is improved by Interactive Power because I am able to memorize new words well. Learning Interactive PowerPoint is like
playing a game because it is so much fun. Interactive PowerPoint can help me memorizing the vocabulary because I like the Mickey Mouse that
always warns me if I wrong. App4_OE1_32_184 The next student states that she can do the slides for many times if her
scores are still bad. By repeating the slides, she will automatically memorize the new words. Actually, all vocabulary that have to be mastered in semester 1 are
provided in IPALL. Therefore, her learning score is improved at the end of the semester.
Previously, I do not like vocabulary because I am not good in memorizing and recalling vocabulary. I often get bad scores for vocabulary quiz or
test. But, this Interactive PowerPoint can help me. All vocabulary that I have to know are provided in Interactive PowerPoint exercises. So, I can
learn from those slides. I do the exercise for many times and if my scores are still bad, I will repeat it again and again until I can get the best
score
. That‟s the way of my learning. App4_OE1_50_185
The result of quasi experimental research and the students‟ comments really shows that learning vocabulary IPALL brings a significant impact for
students‟ learning process and achievements. The use of IPALL is efficient and less time consuming to some students. It is also helps students to apply their best
strategies in learning vocabulary. The better use of good computer in learning
vocabulary, the more students will feel encouraged and motivated to learn and develop their vocabulary learning as best as possible. To put it briefly, the use of
IPALL in learning vocabulary for vocational high school students class X results in the effective learning which improves students‟ writing achievements. Related
to the vocabulary learning strategies, the strategies that mostly used by students also help students to achieve better score in learning vocabulary.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter follows up the discussion of previous chapters by presenting conclusions and suggestions. The conclusion is the summary of the previous
chapters. The suggestion is expected to give contribution to English language teaching especially in vocabulary learning, Interactive PowerPoint Application for
Language Learning IPALL, and Computer-Assissted Language Learning CALL.
A. CONCLUSIONS
This study reveals various strategies that the students have used in learning vocabulary adopted in Interactive PowerPoint Applications for Language
Learning IPALL. In this study, the researcher formulates three problems. Those problems are: a Which Vocabulary Learning Strategies VLS do the students
use in learning vocabulary adopted in Interactive PowerPoint Application for Language Learning IPALL?, b Why do the students use those strategies? and
c How effective is the teaching of vocabulary adopted in IPALL?
1. Students’ Vocabulary Learning Strategies Adopted in IPALL
In order to answer the first and second research questions, the researcher conducts
Creswell’s steps of survey research. After applying all the steps, the results of the first and second questions are obtained. The most strategies used by
students are metacognitive strategies. Then, they are followed by determination strategies, cognitive strategies, social strategies and memory strategies.
Based on the result of the data, the most strategies used by the participants are metacognitive strategies. They consist of skipping or passing new words,
using English language media, studying over time and testing oneself with word tests. Metacognitive strategies are mostly used because the features of IPALL can
support students metacognitive strategies well. For example the button, the scoring system, the feedback, the instructions, the layout and the availability to be
used everywhere and everytime. All the features of IPALL have fulfilled the principles of good computer language learning application of CALL. It fosters
enough feedback, enough time, mindful attention to the learning process, ideal stress and anxiety level and also learner autonomy. Therefore, by using IPALL,
students can successfully apply metacognitive strategies. The second position is determination strategy which consists of guessing
from textual context, listing new words, using bilingual and monolingual dictionary. Determination strategies are mostly used because students were still
learning vocabulary with low frequency of words. When students first encounter a new word they have to try to use their previous knowledge to guess its meaning.
Therefore, students may apply guessing strategies. Students can also consult reference materials such as dictionary. In this research, the use of bilingual
dictionary is high. The role of IPALL in determination strategies is as the source of inputs which can help students acquire the vocabulary that should be mastered
in semester one. IPALL shows the function that can facilitate students in gaining their knowledge. IPALL provides context which can help students guess the
meaning of words. IPALL can also foster the use of both bilingual and monolingual dictionary. Students can also make word listing after using IPALL
especially in matching exercises. The third position is cognitive strategy. Learning process can not be
separated with mechanical processes such as rehearsal, organization, inferencing, summarizing, deduction, imagery, transfer and elaboration. Cognitive strategies
help students work with incoming knowledge. Cognitive strategies are used because students applied intrapersonal interaction between computer and
themselves. The role of IPALL is the source of input or the source of incoming knowledge which contains a lot of vocabulary exercises that should be mastered
in the first semester. Therefore, as the source of input, IPALL can foster students’
cognitive strategy in learning vocabulary. The fourth position is social strategy which consists of asking classmates
for meaning, discovering new meaning through group work activity, asking teacher for L1 translation, and asking teacher for a sentence including the new
words. Social strategies are applied since IPALL can be used inside or outside the classroom and English laboratory. When students use IPALL inside the classroom
or English laboratory, they have opportunities to interact with their teacher or classmates. However, if students have to use IPALL outside the classroom, they
can also interact with other people to improve language learning. They are students’ brothers, sisters, seniors, friends and even language experts. The role of
IPALL is also the source of input. The students apply interpersonal interaction between them and their classmates or teacher.
Then, the least strategy used by students are memory strategies. Memory strategies entail elaboration, manipulation and integration of new words that will
help students to storage and retrieve those words later. Memory strategies consists of saying the new word aloud when studying, using key word method, studying
the spelling of a word, connecting the word to a personal experience, connecting the word to its synonyms and antonyms and using new words in new sentences.
Memory strategies are the least strategies used by students because it demands high frequency of words. It needs good linguistic competencies which can help
students memorized the words well. Actually, by applying the five previous strategies, students automatically memorize the new words well.
2. The Effectiveness of Learning Vocabulary Adopted in IPALL
To answer the third research question, the researcher uses quasi experimental design. The researcher uses quasi-experimental research because
many experimental situations have occured in which the researcher needs to use intact group. This happens because of the availability of the participants and the
setting prohibits forming artificial groups Creswell, 2003: 309. It involves testing the third research question using inferential statistics. After knowing the
result of One-Sample Kolmogorov-Smirnov which indicates that the test distribution is not normal and the statistical analysis should use non-parametric
test, two inferential non-parametric tests are used. They are Wilcoxon Signed- Rank Test and U-Mann Whitney Test. Wilcoxon Signed-Rank Test is used to
analyze the score before and after using IPALL. U-Mann Whitney Test is to compare the two groups of experiment and control group.
The result of the quasi experimental research functions as the supportive data of the survey research. The result of the quasi experimental research shows
that IPALL is effective to learn vocabulary because the result of Wilcoxon Signed-Rank Test shows the 2-tailed significance P-value of .000. It means that
P is off the scale Z Wilcoxon is at -6.374 at P = 0.05. It shows that P 0.05 means that the result is significant. U-Mann Whitney test result shows that the 2-
tailed significance P-value of .000. The result before using IPALL to learn vocabulary is 0.14 while after using IPALL to learn vocabulary is 0.00. Therefore,
the gain score is also 0.00. It shows that all the results were P 0.05. Overall, the result is significant.
Knowing that the result of the quasi experimental research is significant, the use of IPALL to learn vocabulary is effective. Students
’ score are used as the consideration to know before, after and gain scores of students’ vocabulary
achievement by using IPALL. It is proven by the gain of students score after using IPALL. It confirms that IPALL can significantly foster students vocabulary
learning.
B. SUGGESTIONS
This section deals with the suggestion for students and for English teachers who apply CALL in their classroom. Finally, for further research
development in the future, this research also provides significant suggestions for future researchers who are interested in following up this research.
