CONCEPTS SUB-CONCEPTS
INDICATORS DGI
tasks Creating
opportunities to practice vocabulary
Evaluating learning
Identifying errors in understanding words
Evaluating the progress in learning
vocabulary 10, 21,
28, 29, 30
Affective strategies
Lowering anxiety
Achieving convenient feeling to
learn vocabulary 2, 4
Self- encouraging
Providing personal motivation during the
learning process 3, 7,
13, 23 Social
strategies Cooperating
with others Working together
with peers to solve problems
Discussing materials to get better
understanding of the materials with peers
5, 11
DGI = Data Gathering Items
H. DATA ANALYSIS
To analyze the data, first of all, the data gathered from the questionnaires were processed. The analysis involved both quantitative data obtained from the
close-ended questionnaire and qualitative data gained from the open-ended questionnaire. The close-ended items applied four Likert-scale were tabulated
using Microsoft Excel 2007. Then, the score and the percentage of each item of the close-ended questionnaire were calculated. In order to be able to interpret the
scores, the score criteria were found out by calculating the ideal average score and also the ideal standard deviation which was adapted from the formulas proposed
by Munadi 2014 as cited in Sudijono 2009:175.
Mi Ideal mean = ½ maximum score + minimum score = ½ 4 + 1
= 2.5
SDi Ideal standard deviation = 15 maximum score – minimum score
= 15 4 – 1
= 0.6
After that, they were used to get the score criteria using the formulas proposed by Sudijono 2009:175.
Very high = Mi + 1.5 SDi | = | 2.5 + 1.5 0.6 | = | 3.4
High = Mi + 0.5 SDi | = | 2.5 + 0.5 0.6 | = | 2.8 Low = Mi
– 0.5 SDi | = | 2.5 – 0.5 0.6 | = | 2.2
Very low = Mi – 1.5 SDi | = | 2.5 – 1.5 0.6 | = | 1.6
As a result, the score range for those score criteria is defined as very high = 3.4
– 4, high = 2.8 – 3.3, low = 2.2 – 2.7, and very low = 1 – 2.1.
After processing the data gathered from the close-ended questionnaire, the following step was transcribing the recorded interview. Then, the whole data were
analyzed, interpreted, and classified the responses based on thirteen kinds of vocabulary learning strategies adapted from language learning strategies proposed
by Oxford in order to obtain the description of the qualitative data. The complete data of the questionnaire result is provided in appendix 2, while those data are
interpreted in table 4.3. In order to answer the first research question, it also deals with processing the data gathered from qualitative data obtained from open-ended
questions as well as the interview. The data of the open-ended items were classified and categorized based on thirteen kinds of VLS adapted from Oxford‘s
language learning strategies and then they are coded. The data are presented in table 4.5. The next step is transcribing the results of the interview and then coding
them. The transcript and the coding of the data can be seen in appendix 6, while able 3.4 shows how to read the codes of the data of the open-ended questions and
the interview.
Table 3.5 The Meanings of the Coding Data of the Open-Ended Questionnaire and the Interview
The source of the data
Coding Meanings
Open-ended questionnaire
App 4 – Q1.1
App = Appendix 4
Q1.2 = Open- Ended Question 1, student‘s
comment 2 App 4
– Q2.3 Q2.3
= Open-Ended Question 2, student‘s comment 3
Interview Student D-interview-D01
Student D = name of the interviewee Dina
D01 = Dina‘s transcript interview 1
YD01 Y = name of interviewer Yunita,
transcript interview 1
Student B-interview-B02 Student B = name of interviewee Bima
B02 = Bima‘s transcript interview 2
Student A-interview-A03 Student A = name of interviewee Anisa
A03 =Anisa‘s transcript interview 3
The similar steps were done to conduct data analysis in order to answer the second item of the research question. The primary data were obtained from the
respondents‘ answers of the second item of the open-ended questions. Those data were classified and categorized based on the eleven theme revealed based on the
concepts of vocabulary learning strategies, CALL, and also web-based learning. Other supporting data were obtained by the interview data which had been
interpreted, classified, and categorized based on the themes.
I. TRUSTWORTHINESS OF THE STUDY
This research used construct validity to develop the instruments the questionnaire and the interview guidelines by designing the blueprint of the
questionnaire. The blueprint comprises of concepts, sub-concepts, indicators, and data gathering items. It implemented what Creswell 2012:303 suggests that the
construct validity was conducted by validating the inferences about the constructs or variables in the study. This study adapted Oxford‘s concepts which were
compared and contrasted with similar concepts from other proponents. Finally, the blueprint was resulted to develop the questionnaire and interview guideline which
were used as the instruments of this study. This study implemented the concurrent triangulation strategy for
verification. It is because this study involved data which were obtained from opinions of different individuals. It is similar to Creswell‘s 2012: 259 definition
of triangulation. Triangulation strategy used separate quantitative and qualitative methods to counterbalance the weaknesses with supporting findings to strengthen
the result. This study applied the triangulation strategy since it used the questionnaire, interview, and the documents to validate the research findings. The
documents refer to all relevant references related to this study. Creswell 2012: 259 claims that validating findings is crucial to ‗determine the accuracy or
credibility of the findings through strategies‘ such as triangulation. Furthermore, he clarifies as follows
Qualitative inquirers triangulate among different data sources to enhance the accuracy of a study. 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. The inquirer examines each information source and
