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.
1. For Students
This research proposes some suggestions for students of SMK N 7 Yogyakarta who have used IPALL to learn vocabulary. Firstly, they should put
more their attention to the use of IPALL especially when meeting technical problem. If there is a problem in using IPALL, they are supposed to ask the
teacher to fix the problem, so the learning process can run well. Secondly, they have to put more attention to the vocabulary learning. Knowing that using media
is one of the strategies to learn vocabulary and IPALL is one kind of media. Therefore, students must apply different strategy or shifting strategy to make the
process of vocabulary learning is successful. Thirdly, the students are suggested to be proactive in doing the vocabulary exercises in IPALL. If they have done all the
slides, they can regularly tell their teacher the progress that they have done. Therefore, the teacher will know the progress and make the new vocabulary
exercises using IPALL. There are more points that are also essential to suggest for every student
who have not used IPALL to learn vocabulary. Based on the result of this research, the use of IPALL to learn vocabulary is effective. Students are suggested
to use such kind of media which have been fulfilled the principles of CALL to learn vocabulary. The result of this research has proved the effectiveness of
IPALL in making the significance improvement on students’ scores. Looking at the strategies, students are also expected to use various strategy in learning
vocabulary. For students who learn vocabulary with low frequency of words, they need to improve the their vocabulary regularly. For students who learn vocabulary
with high frequency of words, they are suggested to shape what they know, then
they are able to give more attention to the quality of what they use. They have to reduce errors and require familiar materials in a large number, focuses on the
message, and enough pressure to learn at higher level. Vocabulary fluency development does not focus specifically on vocabulary or grammar anymore.
Above that, it aims to develop fluency in listening, speaking, reading and writing.
2. For English Teachers
This research would like to propose some essential suggestions for all English teachers, especially English teachers of SMK N 7 Yogyakarta who have
been used IPALL as one of teaching media. First, the lecturers need to spend their tim
e to check students’ progress regularly. Since IPALL can be used inside or outside the class, teacher must monitor students’ progress. Based on the
availability of English laboratory, teacher can use all the facilities provided there. The scoring system can be monitored well through the main monitor in front of
the class. Second, the teachers need to update the vocabulary exercises so the
students can continue their practice regularly. Based on the result of open-ended questionnaire and interview, most students like learning vocabulary adopted in
IPALL. Therefore, teacher have to add more exercises using IPALL. Teacher may use the other exercise in giving students various exercises in classroom. When the
students have learned vocabulary with high frequency of words, the teacher should provide better exercises. Actually, IPALL exercise is not only matching
and multiple choice, but also true-false, cloze test and completion. Cloze test and completion can be used in learning reading.
3. For Future Researchers
For the next improvement of research on both vocabulary learning strategies and the use of IPALL, the researcher suggests future researchers to take
another qualitative study in order to find out whether the students’ vocabulary learning strategies can be fostered well using computer application like IPALL.
For the development of the use of IPALL in classroom, the researcher suggests future researchers to conduct another experiment research for the use of IPALL.
The material can vary, meaning that IPALL is not only for vocabulary learning but also for another language elements and skills such as reading and listening.
For the development of the IPALL, this application needs to be improved especially for background, images, scoring system and certificate page, so that
teachers or users can use it easier. For those who wants to use another methods, the researcher suggests to conduct a correlational research between IPALL and
students motivation. It generates from the result that the standard deviation is wide after learning vocabulary adopted in IPALL. It needs to be explored more
whether there is a motivational factor or not. Finally, this research would like to admit that it is not easy to combine
vocabulary learning, learning strategies and the role of technology in classroom. However, this research believes that by adopting
IPALL, students’ vocabulary learning strategies can be fostered well. Overall, admitting the weaknesses and
limitation that this research has, the researcher hopes that this research has already contributed to the development of English language teaching and learning.
