Meaning of vocabulary learning to students using interactive powerpoint application for language learning.

(1)

xvii

Sastrikirana, Anastasia. 2015. Meaning of Vocabulary Learning to Students Using Interactive PowerPoint Application for Language Learning. Yogyakarta: Graduate Program of English Studies Sanata Dharma University

ABSTRACT

Vocabulary learning as a part of English learning is a complex process. Students are expected to master a lot of vocabulary in Curriculum 2013 and various genres of texts as what is stated in KTSP curriculum. In order to help students learn vocabulary, a learning medium is employed. The learning medium is Interactive PowerPoint Application for Language Learning (IPALL). Students who participated in this research had the experience of using it for nine months. To know how IPALL means to them, this research was conducted in order to answer two research questions. The first is “What is the empirical meaning of vocabulary learning using IPALL to students?”The second is “What is the transcendent meaning of vocabulary learning using IPALL to students?”This research also has three goals: describing and interpreting the meaning of students’ lived experiences in vocabulary learning using IPALL, obtaining emphatic understanding, and explaining how IPALL has helped students to be self-actualized.

This research employed hermeneutics phenomenology as the methodology as it was related with the process of seeking meaning of a certain phenomenon. The texts about students’ lived experience from which meaning of vocabulary learning using IPALL could be found were obtained from fieldnotes, personal documents, and texts from the interview with the participants. The interviews were conducted four times in order to obtain rich texts about their lived experience. It was important especially to be able to gain texts about transcendent meaning which is beyond what is observable. Meanwhile, the fieldnotes functioned to record the empirical meaning which is observable. The participants were selected based on their willingness and openness, from what they wrote in their personal notes and from teachers’ recommendation.

In this research there are some themes. The themes functioned as a means to describe the content of the meaning of the lived experience. The empirical themes which show empirical meaning are better knowledge of word meaning and forms, better learning atmosphere, chances to repeat, and focus and concentration. Meanwhile, the transcendent themes are perseverance, honesty, acceptance, connection with a bigger world, and God talks to me. These themes are discussed in relation with vocabulary learning and the characteristics of self-actualized and transcendent people to see whether the ultimate goal of this research has been achieved. Based on the discussion, IPALL so far has helped students to be more self-actualized both as students and as human which means the ultimate goal of this research has been achieved.

Keywords: empirical meaning, transcendent meaning, vocabulary learning, interactive PowerPoint application for language learning

(2)

xviii

Sastrikirana, Anastasia. 2015. Meaning of Vocabulary Learning to Students Using Interactive PowerPoint Application for Language Learning. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.

ABSTRAK

Pembelajaran kosakata merupakan suatu bagian kompleks dari pembelajaran Bahasa Inggris. Para siswa diharapkan untuk menguasai banyak kosakata dalam kurikulum 2013 dan juga menguasai berbagai teks seperti yang disebutkan dalam KTSP. Untuk membantu siswa memahami kosakata, suatu media pembelajaran digunakan di kelas. Media itu adalah Interactive PowerPoint Application for Language Learning yang disingkat menjadi IPALL. Partisipan dalam penelitian ini memiliki pengalaman belajar kosakata menggunakan IPALL selama sembilan bulan. Untuk mengetahui apa arti pembelajaran kosakata menggunakan IPALL bagi mereka, penelitian ini dilakukan untuk menjawab dua rumusan masalah. Yang pertama adalah apa arti empiris pembelajaran kosakata menggunakan IPALL bagi para partisipan? Yang kedua yaitu apa arti transenden pembelajaran kosakata menggunakan IPALL bagi para partisipan? Penelitian ini juga memiliki tiga tujuan yaitu mendeskripsikan dan menginterpretasi arti dari pengalaman partisipan dalam mempelajari kosakata menggunakan IPALL, mendapatkan pengertian empatik, dan menjelaskan bagaimana IPALL membantu partisipan untuk mengaktualisasikan diri.

Penelitian ini menggunakan hermeneutics phenomenology sebagai metodologi karena berhubungan dengan proses mencari arti dari suatu fenomena. Teks-teks tentang pengalaman para partisipan didapat melalui catatan lapangan, dokumen pribadi, dan teks selama wawancara. Wawancara ini sendiri dilakukan empat kali agar mampu mendapatkan teks yang kaya informasi mengenai pengalaman para partisipan. Wawancara ini juga penting terutama untuk mendapatkan informasi mengenai arti transenden yang melampaui apa yang bisa diobservasi di kelas. Sementara itu, catatan lapangan fungsinya untuk mencatat semua yang bisa diobservasi dikelas. Para partisipan dipilih berdasarkan kemauan dan keterbukaan mereka, berdasarkan dokumen pribadi yang mereka tulis, dan berdasarkan saran dari guru.

Dalam penelitian ini ada beberapa tema. Tema ini berfungsi sebagai suatu sarana yang menggambarkan konten dari arti pengalaman para partisipan. Tema-tema empiris yang menunjukkan arti empiris pengalaman para partisipan adalah, pengetahuan yang lebih baik mengenai arti dan bentuk suatu kata, atmosfir kelas yang lebih menyenangkan, kesempatan untuk mengulang, serta fokus dan konsentrasi. Sementara itu, tema-tema transendennya adalah ketekunan, kejujuran, penerimaan diri, keterhubungan dengan dunia yang lebih luas, dan Tuhan berbicara denganku. Semua tema ini dibahas dan dikaitkan dengan pembelajaran kosakata serta karakteristik dari aktualisasi diri dan transenden, untuk melihat apakah tujuan akhir dari penelitian ini tercapai. Berdasarkan diskusi itu, IPALL sejauh ini sudah membantu para partisipan dalam mengaktualisasikan diri sebagain siswa dan juga sebagai manusia yang berarti tujuan akhir penelitian ini telah tercapai.

(3)

MEANING OF VOCABULARY LEARNING TO STUDENTS USING INTERACTIVE POWERPOINT APPLICATION

FOR LANGUAGE LEARNING

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain Magister Humaniora(M.Hum) Degree

in English Language Studies

Anastasia Sastrikirana 136332009

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

(4)

MEANING OF VOCABULARY LEARNING TO STUDENTS USING INTERACTIVE POWERPOINT APPLICATION

FOR LANGUAGE LEARNING

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain Magister Humaniora(M.Hum) Degree

in English Language Studies

Anastasia Sastrikirana 136332009

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

(5)

ATm,$S

ITdEANIITC OF VOCABUII\RY LEANNING TO STUDENTS USING INTERACTIYE POWERPOINT

APPUCATION

/

FOR LAI{GUAGE I,EARNING

Presented es Pertial Fulfillmcnt of the Requirements to

Obt

'

_MaSkilq_{Eumuiwf,M..Hum)}_Degrec

Dr. J. Bicmob Supcvirer

fl--[

31{&2015

(6)

A THESIS

MEAI\IING OF VOCABULARY LEARI\IING TO STUDENTS USING INTERACTTYEPOWERPOINT

APPLICATION

_/

FORLANGUAGE LEARTIING

Presented by

Anastasia Sastrikirana 136332009

Defended before the Thesis Committee And Declared Acceptable

THESIS COMIIIITTEE

Chairperson : F.X.Mukarto, Ph.I)

Ilr.

J. Bismoko

: 1. Dr. B.B. Ilwijatmoko.,

M.A-2. Jaslin lkhsan, Ph.D.

O4r

h^[\

n.rttr

111

oryakarta, I)ecember

fS\

ZOf S

(7)

STATEMENT

TIIE

ORIGINALITY

This is to certiff that all ideas, phrases, senteilces, unless otherwise statd, are the ideas, phrases and sentences of the thesis writer. The writer unde#arrds the full consequences including degree cancellation

if

she took sornebody else's ideas, phrases, and sentences without proirer references.

(8)

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA

ILMIAII

I}NTUK KEPENTINGAN AKADEMIK

Yang bertandatangan di bawah ini, saya mahasiswa Sanata

Dharma

_/

Nama

: anastasia Sastrikirana

Nomor

Mahasiswa

: l3$32A09

Demi pengembangan.ilmu pengetahuan, saya memberikan kepada perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Meaning of Vocabulary Learning to Students Using Interactive PowerPoint Application for Language Learning

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara

terbatas dan mempublikasikan

di

Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal 3 I -08-201 5

(9)

ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus for His wonderful blessings. I am grateful for having the chance to feel His presence and to know that He is always beside me. There are not any things including the process of composing this thesis which seems easy without His help. When things seem to go very wrong, He is always in time to help. He has made everything possible.

Second, I would like to express my deepest gratitude to Dr. J. Bismoko for always spending time to check my thesis. I am very thankful for all constructive feedbacks which have helped me improve it. He has given so much assistance that I was finally able to finish my thesis despite of all difficulties that I had faced in the process of composing it.

Third, I would like to thank all lecturers in English Language Studies for the chances to participate in their class, to share ideas, and to obtain deeper knowledge about things related to English language studies. They enabled me to learn more things through classroom and group discussion and also personal consultation that I was able to gain insights about English education. They had helped me understand things which I had not understood before.

Fourth, I would like to thank mbak Lely for handling all administrative things. She has taken care of all of those things right from the first until the last semester which has made every business easier. I thank her for preparing everything that I needed especially the ones that I needed for the sake of conducting research at the school in which this study had been conducted. My gratitude also goes tombak Marniwho has taken care of all administrative things especially the ones before the thesis defense.

(10)

vii

I am also grateful to the headmaster of SMKN 7 Yogyakarta, Ibu Dra. Titik Komah Nurastuti, who has given me permission to conduct the research. I also thank Ibu Nining Widuri, S.Pd. and Bapak Yohanes Budi Susilo, S.Pd. who have given a lot of help during my research at the school. It was impossible to conduct this research without their help.

The last, but not least, I thank my friends for the togetherness and for sharing any ideas and experience with me. My gratitude goes toIpins ‘Levyn’for always being my ‘crazy’ friend inside and outside the campus and the boarding house, bundo Wulan for always being patient with me, Joan, mbak Yun, mbak Nurul, mbak Hening, mbak Dina, mbak Gaby, mbak Adria, Desta, Ce Pi, Dita and all of my KBI 2013 friends. The time that we have shared will be one of the special moments in my life.

(11)

viii

TITLE PAGE ... i

APPROVAL PAGE ... ... ii

STATEMENT OF ORIGINALITY ...iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ACKNOWLEDGEMENTS………._vi

TABLE OF CONTENTS………..._viii

LIST OFFIGURES………._xv

LIST OFCODES………_xvi

ABSTRACT………...xvii

ABSTRAK………..xviii

CHAPTER I: INTRODUCTION A. BACKGROUND OF THE STUDY... 1

B. PROBLEM IDENTIFICATION ... 5

C. PROBLEM LIMITATION AND DELIMITATION ... 6

D. STATEMENT OF THE RESEARCH QUESTIONS ... 8

E. RESEARCH GOALS ... 8

1. THE IMMEDIATE STUDY GOAL... 8

2. THE INTERMEDIATE STUDY GOAL... 9

3. THE ULTIMATE STUDY GOAL ...10

(12)

1. ENGLISH EDUCATION INSTITUTIONS ... 11

2. THE LECTURERS ... 12

3. THE AUDIENCE... 13

4. FURTHER RESEARCHERS ... 14

CHAPTER II: LITERATURE REVIEW A. THEORETICAL REVIEW ... 15

1. Previous Studies of Students’ Lived Experience ... 16

2. Meaning ... 19

a. Empirical Meaning ... 21

b. Transcendent Meaning... 22

3. The Role of Computers in CALL ... 24

a. Computer as a Tutor... 25

b. Computer as a Mediated Tool... 26

4. Interactive PowerPoint Application for Language Learning... 28

a. Features of IPALL Matching ... 28

b. Features of IPALL Multiple Choice ... 29

5. Vocabulary Learning ... 32

a. Nature of Vocabulary Learning ... 32

b. Types of Vocabulary Learning ... 33

6. Lived Experience ... 37

(13)

b. Awareness... 40

c. Beliefs ... 41

d. Intentions ... 42

e. Feeling... 43

f. Action ... 44

7. Self-Actualization ... 45

B. THEORETICAL FRAMEWORK... 47

C. PRE-FIGURED THEMES ... 50

CHAPTER III: METHODOLOGY A. RESEARCH METHOD ... 54

B. RESEARCH DESIGN... 56

1. Nature of Data... 56

2. Data Collection Methods ... 57

a. Observation ... 58

b. Document Collection ... 59

c. Interviews ... 60

3. Data Source... 63

a. Field Notes ... 63

b. Documents ... 64

c. Participants... 65

C. DATA PRESENTATION ... 66

(14)

E. RESEARCH PROCEDURE... 70

F. TRUSTWORTHINESS ... 71

CHAPTER IV: DESCRIPTION AND INTERPRETATION A. EMPIRICAL MEANING OF VOCABULARY LEARNING USING IPALL TO STUDENTS ... 74

1. Individual Depiction... 75

a.Revalda’s Life... 75

b.Rani’s Life... 77

2. Field Notes ... 79

3. Documents ... 81

4. Participants... 82

a. Description of the Empirical Meaning of Vocabulary Learning Using IPALL to Students ... 82

1) Composite Depiction Based on the Shared Pre-figured Empirical Theme ... 85

2) Composite Depiction Based on the Emergent Empirical Themes ... 87

a) Better Learning Atmosphere ... 87

b) Chances to Repeat ... 88

(15)

xii

b. Interpretation of the Empirical Meaning of Vocabulary Learning

Using IPALL to Students ... 90

1) Interpretation of the Pre-figured Empirical Theme... 91

2) Interpretation of the Emergent Empirical Themes... 94

a) Better Learning Atmosphere ... 94

b) Chances to Repeat ... 96

3) Interpretation of Other Empirical Themes (Unshared Themes) B. TRANSCENDENT MEANING OF VOCABULARY LEARNING USING IPALL TO STUDENTS ... 99

1. Participants ... 100

a. Description of the Transcendent Meaning of Vocabulary Learning Using IPALL to Students ... 100

1) Composite Depiction Based on the Shared Pre-figured Transcendent Themes ... 101

a) Perseverance ... 101

b) Honesty... 102

c) Acceptance... 104

2) Composite Depiction Based on the Shared Emergent Transcendent Themes ... 105

a) Connection with a Bigger World... 105

(16)

xiii

b. Interpretation of the Transcendent Meaning of Vocabulary Learning

Using IPALL to Students ... 108

1) Interpretation of the Shared Pre-figured Transcendent Themes ... 109

a) Perseverance ... 109

b) Honesty... 111

c) Acceptance... 113

2) Interpretation of the Shared Emergent Transcendent Themes ... 115

a) Connection with a Bigger World... 116

b) God Talks to Me ... 119

CHAPTER V: CONCLUSIONS, IMPLICATION, RECOMMENDATIONS A. CONCLUSIONS ... 121

B. IMPLICATION ... 122

C. RECOMMENDATIONS... 123

BIBLIOGRAPHY ... 125

APPENDICES ... 131

AppendixA. Rani’s Personal Notes... 131

Appendix B. Revalda’s Personal Notes... 132

(17)

xiv

Appendix D. Observational Field Notes 2 ... 135

Appendix E. Observational Field Notes 3... 137

Appendix F. Observational Field Notes 4... 139

Appendix G. Transcripts of the First Interviews... 140

Appendix H. Transcripts of the Second Interviews ... 149

Appendix I. Transcripts of the Third Interviews... 160

Appendix J. Transcripts of the Fourth Interviews... 168

Appendix K. Official Permission Letter ... 178

(18)

LIST OF FIGURES

Figure 2.1Framework of Pre-Understanding ... 49 Figure 3.1 Steps of Data Analysis... 69

(19)

xvi

LIST OF PICTURES

Picture 2.1. An Example of IPALL Multiple Choice Exercise... 31 Picture 2.2. An Example of IPALL Matching Exercises ... 31

(20)

xvii

LIST OF CODES

1. Appendix Codes ... 83

2. Participants’ Name Codes ... 83

3. Empirical Theme Codes ... 83

(21)

xvii

ABSTRACT

Keywords: empirical meaning, transcendent meaning, vocabulary learning, interactive PowerPoint application for language learning

(22)

xviii

ABSTRAK

(23)

1 CHAPTER I INTRODUCTION

As this part is the introductory chapter, it presents rationale why this research is conducted. It presents reasons of the importance of this study along with the context in current education in Indonesia. Those reasons explain both the validity and feasibility of this research. This chapter consists of several parts, These are background of the study, problem identification, problem limitation and delimitation, statement of the research questions, research goals, and research benefits.

A. BACKGROUND OF THE STUDY

The rationale of arranging and applying curriculum 2013 is the Indonesian Education Ministry’s Policy no.68 which states about the internal and external challenge that Indonesia is facing. In relation with it, people are expected to be competent in their own majors. English, in this case, is a language which enables people to actively participate in their own fields to solve problems in any aspects of life according to their majors. It is the language which enables people to cooperate and participate in international community to solve challenges that the world is facing. English has become an important key to master any fields as textbooks are usually written in English. Moreover, it is spoken worldwide, in a lot of countries. The school in which this study was conducted applied curriculum 2013 at the academic year of 2014/2015 for one semester and then in the following semester of the academic year of 2014/ 2015, the school applied

(24)

curriculum 2006. The disadvantage of curriculum 2013 for learners was the fact that learning was a complex process. The time reduction for English lesson would not allow students to achieve maximum results. What was meant by results here was specifically the optimum vocabulary knowledge. In the compulsory textbook there was a part in each unit in which focused on vocabulary. Yet, vocabulary learning could not be optimized as time to learn it was very limited. At that point, the teachers used interactive PowerPoint Application for Language Learning (IPALL) in order to help students learn vocabulary better. Students also had a chance to do the exercises at home because there were several exercises that the teachers uploaded in ELTgallery website. Both the IPALL and ELTgallery were developed by B.B. Dwijatmoko. Meanwhile, curriculum 2006 focuses on the four skills of English. Curriculum 2006 also focuses on genre-based approach in which students have to be able to recognize texts’ generic structures as well as the language features. There is not a part in the compulsory textbook which specifically focuses on vocabulary. However, teachers use a supplementary textbook to enrich students’ vocabulary. IPALL is also applied to help students focus on more new vocabulary especially in relation with the need to comprehend the language features which are used in certain kinds of texts.

Some researches mention the importance of vocabulary learning such as in Kayaoğlu, Akbaş, & Ӧ ztürk (2011) and Nguyen (2009). Vocabulary learning using IPALL, like the other learning, is a learning model. The term internet-based learning model or a blended- learning model is familiar to those who work in educational field. If blended learning model is a learning model which “blends online learning with more traditional methods of learning and development,”

(25)

(Thorne 2003 as quoted in Grgurovic, 2011). “Vocabulary learning using IPALL is a learning model which integrates computer and a specifically designed PowerPoint application. The consideration that students nowadays live in a world where advanced technology is available everywhere, makes integrating learning media an option to support learning. With the aid of IPALL students can do some types of exercises even when they are not at school or in the classroom. The layout of it is different from the PowerPoint which is commonly used for presentation. It is specifically designed to facilitate students to do some kinds of exercises such as multiple choice and matching. In IPALL, those are called Interactive PowerPoint Application for Multiple Choice Exercises (IPALL Multiple Choice) and Interactive PowerPoint Application for Matching Exercises (IPALL Matching). Those exercises are created so that students are able to focus on vocabulary that they have to know. For the students in SMKN 7 Yogyakarta, especially those in X MM and X AK1 classes, vocabulary learning using IPALL is a brand new experience. They have been using it since first semester of 2014/2015 academic year and they have been using it for nine months now. The fact that students are currently using it guarantees the feasibility of this study as this study aims to discover meaning of learning using IPALL. It also ensures the validity of this study as it enables me as the researcher to observe them in the classroom so that I know that what happens there matches with what they tell during the interview.

Vocabulary learning is complex in nature. It takes some time before students’ develop their knowledge about vocabulary. If seen from the surface, it would just mean learning to improve students’ vocabulary mastery or vocabulary

(26)

breadth so that later their English will also improve. However, the meaning of vocabulary learning is not only the empirical one which means meaning which can be observed such as the improvement of vocabulary exercise score or their skills in general, but it also involves transcendent meaning which is beyond what is observable. Transcendent meaning is related to the moment in which students have the experience which is somehow difficult to explain; the experience in which students that they have become more self-actualized not only as students but also as human. It is when they feel that there is something beyond common daily experience.

There are some studies about phenomenological researches which have revealed teachers’ lived experiences in teaching using multimedia. However, studies about students’ lived experiences are not as many as the ones about teachers’. There are two previous studies; the one by Lin, Lin, & Groom (2013) and the other by Liu (2008). The first study has revealed empirical meaning and the other study has revealed empirical meaning and a little about transcendent meaning. Media is said to be able to support learning effectively. However, the problem lies on whether the media, specifically PowerPoint is really meaningful, motivating, and empowering students to learn better or discouraging them, instead. This study is also under one umbrella with another study conducted by Hanardi (2013) which entitled Students Vocabulary Learning Strategies using Interactive PowerPoint Application for Language Learning. The difference is in the methodology. The one conducted by Hanardi (2013) uses a quasi experiment as the methodology. This research is conducted in order to gather much deeper information especially through texts, to understand students’ lived experience and

(27)

how meaning of vocabulary learning using IPALL is constructed. The fact that they are currently using it makes this study able to be conducted within the allocated time as the experiences in using IPALL are still fresh and are really vivid in students’ mind.

B. PROBLEM IDENTIFICATION

The IPALL is selected and is the main focus of this research because IPALL is a brand new learning medium and I am interested whether it is indeed meaningful and helpful to students. Previously, a classroom action research conducted by Sastrikirana & Hanardi (2014) showed that there was significant improvement in students’ scores. Now, I would like to see further how much IPALL is meaningful to students’ life. It is because there are a lot of things about learning and becoming students which are often taken for granted. The exercises for the students in the IPALL are made into IPALL multiple choice and IPALL matching. These types of exercises are chosen because like other students in other schools, students in SMKN 7 Yogyakarta will have to do especially multiple choice exercises both in mid-term and final test. Meanwhile, IPALL matching helps students know the meaning first before they learn the vocabulary in context. Doing IPALL multiple choice is not only about choosing but also about how students use their logic in order to be able to answer correctly. It is hoped that students are able to learn vocabulary better and retain vocabulary that they have learnt.

However, vocabulary learning is not always like what is seen in surface. As students undergo vocabulary learning process, they have shaped new meaning

(28)

of learning as they bring the meaning of previous learning experiences, awareness, beliefs, and intention. This meaning is very subjective because it depends on a person’s very own way of perceiving it. It is necessary to understand what vocabulary learning is like to students because by understanding how the learning process is going, I am able to be aware myself about what is happening there.

Since it is a new medium to facilitate vocabulary learning process, and as students have just experienced learning using it, they have fresh, vivid lived experiences to tell. Thus, this study is feasible. Also, because students use it continuously, it guarantees the validity of this study as there is a chance to do observation. Learning media are often said to be helpful for students. However, as students have different previous learning experiences, awareness, beliefs, and, intentions which precede their action they may perceive the use of IPALL in a different way as they have those aspects which cause them to shape meaning differently, too. What this study aims to reveal is in what way the use of IPALL is meaningful to students especially in terms of vocabulary learning. It will be revealed by the process of gathering anecdotes about students’ lived experiences as the experiences help the analysis process of meaning.

C. PROBLEM LIMITATION AND DELIMITATION

This is a study about meaning. Meaning is obtained through students’ lived experiences. It is about what they actually felt and did. It is subjective depending on each person who experiences a certain phenomenon. As the phenomenon itself shows it differently to each person, and as each person has

(29)

shaped different meaning in their past, the meaning which is grasped by each person is also different. The meaning of vocabulary learning to students is not related to how IPALL and the exercises are designed because designing the application and exercises are not a part of students’experience.

The data about students’ scores is not included because this research focuses on what has not been addressed in the previous research about learning media which is the transcendent meaning. It is also because the data about students’ scores have been discussed in an experimental research conducted by Hanardi (2015). Meanwhile, the data in a form of writing scores cannot be obtained because at the time in which this research was conducted, students were not given any writing exercises. Therefore, the data about how they use the vocabulary that they have learnt using IPALL in the writing composition cannot be gathered.

This research is possible to be conducted and finished in time as students have experienced the learning process using IPALL. Thus, I am able to start collecting data anytime as it is already there. The lived experience mentioned in this study is not a representative of the lived experience of other students in other schools even though students in the other schools may have also used it. It is based on the characteristic of lived experience itself which is subjective. The meaning of vocabulary learning using IPALL in this study does not represent other students’ lived experience. Meaning is not constructed in the same way from one person to another and each person cannot be forced to perceive something the way other people do.

(30)

D. STATEMENT OF THE RESEARCH QUESTIONS

Because this research aims to discover the meaning of vocabulary learning using IPALL to students, there are two research questions this research is going to answer, which is:

1. What is the empirical meaning of vocabulary learning using IPALL to students?

2. What is the transcendent meaning of vocabulary learning to students? There are two types of meaning; those are empirical and transcendent meaning. Both meaning is sought in this study. This is especially because the transcendent meaning is there, but often ignored and has not become the main focus on some research reports. The definition of empirical and transcendent meaning is elaborated in chapter two.

E. RESEARCH GOALS

There are some research goals that this study aims to achieve. The goals are divided into three. Those are immediate, intermediate, and ultimate goals. The immediate goal is achieved when this study has presented description and interpretation of the participants’ lived experience. The intermediate goal is when the description and interpretation has encouraged empathic understanding. The last, the ultimate goal is achieved when self-actualization happens after using IPALL.

1. The Immediate Study Goal

The immediate study goal which this study aims to achieve is the description and interpretation of the meaning of students’ lived experiences in

(31)

vocabulary learning using IPALL. The description is achieved when the anecdotes are presented together with the code which indicates themes. In the description part, there will be description to which themes certain anecdotes belong to. It is not explained further yet. This part also shows what new themes that emerge in students’ lived experience.

The interpretation of students’ lived experiences follows the description. It is when students’ lived experiences are understood and explained further. The themes are explained one by one in detailed. Through this interpretation the lived experiences will be clearer and more understandable to the reader. This research is said to have achieved immediate goal if both description and interpretation of students’ lived experiences have been presented.

2. The Intermediate Study Goal

The intermediate study goal is for the better empathic understanding. It constitutes the understanding of students’ lived experiences as the people who experience vocabulary learning using the IPALL. It is due to the fact that this study is about hermeneutics. It emphasizes the importance of understanding from participants’ point of view. This understanding is able to be achieved when people listen and are aware of what others have experienced. Thus, this study aims to achieve this goal.

This goal is able to be achieved when readers are reading students’ lived experiences and tries to understand it. When they are trying to understand it, they are capable of seeing from students’ perspective. It is when they understand how it is like to be in students’ position and how it is like to learn vocabulary using

(32)

IPALL. It is when they are really aware that learning is not exactly like what is seen on surface. When readers understand everything from ‘the eye of the students’, it is when the intermediate goal is achieved.

3. The Ultimate Study Goal

The ultimate goal of this study is the explanation of how IPALL is useful to help students’ move toward self-actualization. It is about how students can actualize themselves more by learning using IPALL. It is whether they are finally able to be self-fulfilled; to be much better students. Self actualization is indicated by some characteristics. The characteristics are various and these characteristics distinguish self-actualized people with ordinary people.

As the characteristics are able to be revealed only through students’ lived experiences which are written in a form of anecdotes, the anecdotes are explained carefully in order to identify parts which show that students possess characteristics of self-actualized people. Analyzing students’ lived experiences in details is able to give understanding of whether students gradually become more self-actualized. This study is said to have achieved the ultimate goal when the explanation of the process of becoming more self-actualized is presented and elaborated.

F. RESEARCH BENEFITS

This study is valid as it reveals what it is intended to reveal. The revealed meaning is in line with the goal which is finding out the empirical and transcendent meaning of learning using IPALL. After analyzing and interpreting

(33)

the results, this study has given some benefits for some parties. The parties are those who are directly or indirectly involved in English education. Those who are directly involved are those who work in educational field, in this case is in English education institution. Those can be teachers, lecturers, or teacher candidates.

Those who are not indirectly involved are the audience, in this case are teachers who may not teach English, yet who needs information about how important it is to perceive something from students’ point of view. Therefore, they are able to be enlightened themselves. It may also be useful for those who are working in other fields especially when they are interested in using hermeneutics phenomenology as the method in their research to see how it is applied in the research. It may also be useful for others who share the same interest, which is seeking for meaning, but meaning in other fields such as psychology or nursing, etc. This research will give them general overview about how meaning can be sought using hermeneutics phenomenology methodology.

1. English Education Institutions

This study is beneficial for English Education Institution especially in understanding students. It is beneficial in a way that it has given clear interpretation about students’ lived experiences. It has given insights how transcendent meaning is as important as empirical meaning to students’ life.Their lived experiences are useful especially when the institution needs to conduct a class using the aid of technology, specifically IPALL. The meaning which has been revealed in this research can be the consideration when English Education

(34)

Institution plans to continue using of IPALL or when it plans to use other forms of media.

Students’ previous learning experiences, awareness, feeling, and intention are always there, always take part in the meaning construction. Those things have shaped a certain horizon and they are expanding their horizon as they keep learning. Therefore, it is important to note that learning does not only mean how much knowledge students are able to obtain. It is not merely about whether all students are successful. It is about facilitating learning using learning media which is able to lead students to be self-actualized both as students and as human.

2. Teachers and Lecturers

Vocabulary learning is encouraged because lack of vocabulary is usually the problem that students have that they have difficulties in developing their skills in English. The development of application such as IPALL has helped them a lot in knowing more vocabulary. IPALL is developed in order to help teachers develop a set of exercises for students. Yet, in fact, it means a lot to students and it has made them able to improve their achievement, but it has also made them able to learn much more important things which are valuable for their life.

This fact has given understanding for lecturers, teachers, or English instructors that the decision to use learning media which is especially for vocabulary learning should be wisely considered. It should be done in order to be able to facilitate learning which encourages students to be better as students and also to be better as human. Learning media should help students become self-actualized both as students and as human being. It is not only whether students

(35)

can improve their vocabulary score, reading or writing score, but it should help students become more aware of important values that they can learn for their life.

3. The Audience

This study is beneficial for any audience especially those who are interested in interpreting certain phenomena using hermeneutics. Hermeneutics allow the audience to understand a person not only from things they achieve or in other words, things that can be observed through senses, but also from the things beyond what can be seen. It allows the audience to understand the lived experiences which students have gone through which have shaped certain meaning to them. Students’ experiences enable readers to also reflect on things which help them find important values which are useful for their life. It has given insights that in educational field, learning media can bring such meaning. The audience is able to relate the insights that this research has obtained to the field they are working in.

Meaning which has been interpreted in this study are very specific. It belongs to the participants of this research and it cannot be generalized that the other students perceive that way, too. Yet, by understanding their experiences, the audience is able to become more aware that any phenomena bring certain meaning to certain people. It is hoped to create understanding in the other fields also that any things which is developed and applied for certain environment can also be a phenomenon which brings meaning to people. Therefore, when developing tools or aids, it is important to keep in mind to create something which is meaningful

(36)

for the sake of helping others go toward better achievement and which is able to lead others to be more self-actualized especially as human.

4. Further Researches

This research has revealed how much vocabulary learning using IPALL means to students. It has revealed how IPALL Matching and IPALL Multiple Choice have helped them to know more vocabulary and to also know more important things which are beyond what are observable in the classroom. IPALL is able to facilitate the development of some types of exercises. The other types such as IPALL Completion and True False have not been discussed in this research because those types are not used in the classrooms. Therefore, another researcher can conduct a research about meaning of vocabulary learning using IPALL Completion and IPALL True False.

So far, the IPALL is able to facilitate students to know more about word meaning and forms. Further researches can focus on developing other media which focuses on how to help students improve their vocabulary knowledge, not only meaning and forms but also its written and spoken use and collocations. It will help students learn that knowing vocabulary involves some aspects. By mastering those aspects, they will be able to improve their skills and be able to communicate well. It is hoped that by conducting researches on developing new media for vocabulary learning, more students can become more self-actualized as students and as human.

(37)

15 CHAPTER II LITERATURE REVIEW

This chapter aims to present the findings of some previous studies in order to find out what have been obtained and to put this research in current context. The related theories are also presented. The theories are about empirical and transcendent meaning. The empirical meaning is about observable things that participants have been able to have, achieve or improve. Meanwhile, transcendent meaning is related with self-actualization and the quality of being transcendent; processes in which participants feel something beyond what they feel about academic matters. At last, a framework of pre-understanding is presented. The framework is presented in order to help readers understand the plot of this study. In conclusion, what is presented in this chapter is the logical truth of this study.

A. THEORETICAL REVIEW

The theoretical review presents some related theories which are important as the base in which this study is conducted on. Since this research is going to obtain information about meaning, some of theories provided are about empirical meaning. Meanwhile, some others related to transcendent meaning which is beyond what can be observed in the classroom. The theories are completed by some similar previous studies in order to put this study in the context. It is also done in order to make clearer about what the previous studies have not achieved and what gap this study aims to fill. Theories about vocabulary learning are also presented.

(38)

1. Previous Studies on Students’ Lived Experience

Previous studies of students’ lived experience are put first to highlight the context in which this research is placed. This starts by presenting the results of the studies conducted in other countries and by presenting the results of the studies conducted in Indonesia, specifically in Jogjakarta. These are presented in order to discuss what have been found in similar researches and to give a general overview of what this research can contribute. The studies mostly reveal empirical meaning about the use of multimedia in any types and how the media has created meaning to students’ life. Meanwhile, one of the studies has revealed a little about transcendent meaning. The previous studies have provided context of this research; that this research is trying to dig much deeper empirical and transcendent meaning to provide more complete understanding. It is also especially because transcendent meaning is not fully addressed by the previous studies.

There are some reports about students’ lived experience in learning with the aid of multimedia. One of those reports is the study on students’ lived experience of blog-assisted learning. One of the participants mentions that “This

is very convenient because I don’t need to worry about forgetting to bring the material or rushing to school to hand in the assignments to the office” (Lin, Lin, &

Groom: 2013). It is an advantage that students can take. She feels that it makes learning easier without having too worried about being late. Another participant

also thinks that it is beneficial. She says, “Blogs are convenient because I can access material or review your (referring to the teacher) notes any time I like”

(39)

to go back and carefully read the materials which she still does not understand. She is also able to read it many times.

Meanwhile, there are also some things which are less convenient. The most inconvenient thing is when other readers read their blog and find grammatical mistakes. A participant tells that what makes her worried is “there would be more people spotting my grammatical mistakes…They may laugh at me” (Lin, Lin, &Groom: 2013). Students’ anxiety will likely to make them unable to write freely. They think that whatever they post, they have to make sure that everything is correct. Yet, for other students, they are not afraid of it. It is because they always check everything before they post a writing composition.

Students’ understanding about the materials and also their motivation and

attitude are things which can be observed. Most participants in those studies have stated the empirical meaning, such as how they can learn more easily through blog-assisted learning. The texts obtained from the participants contain information about empirical meaning only. There is not any explanation about how it affects their life beyond what can be seen and how it made them more self-actualized. Those studies have not revealed what students’ feel beyond those

academic things. The next study presented her, however, is able to reveal the transcendent meaning. It revealed something which is more than the process and the result of learning itself. Another research is the one studying students’ lived

experience in their interaction in distance learning courses. Participants of this study showed that they had different point of view. Liu (2008) mentions that one of participants say,

(40)

“I think that the student interactions were very important – the initial meeting, the icebreaker the bird camp – it allowed us to actively form this community of learners. We got into a collegial, non-competitive learning

environment where it wasn’t about who has the best grade, it’s about look we all

gotta succeed.” (Jacobs)

For this participant, establishing good learning environment is desirable. He would like to cooperate with others to achieve success. The same thing is mentioned by another participant named Chad. Liu (2008) mentions that he says,

“I didn’t, I didn’t like it (the distance education course) as much as a traditional

class because I really didn’t … I didn’t talk to (my classmates), I don’t know, I didn’t even talk to the teacher.” Instead of helping students, he feels that it is

burdensome. It is because he feels isolated from his friends. This study by Liu (2008) has revealed a few about transcendent meaning. The use of computers in distant learning has influenced not only the learning process but also something which is more than it. The feeling of not being able to talk with somebody has caused discomfort and loneliness.

In relation with empirical and transcendent meaning that this study is going to seek, the study conducted by Lin, Lin & Groom (2013) has revealed empirical meaning which is about how technology makes writing and reviewing lesson much easier. It has not revealed the transcendent meaning yet. On the other hand, the one conducted by Liu (2008) has revealed some information about something which is not directly observable, which is the feeling that having good

grade is not always at the top of learners’ priority list. It is about the learners’

feeling. However, this unobservable feeling is not about being transcendent or being self-actualized. Therefore, this research has an aim to seek the transcendent meaning.

(41)

In local context, there are some studies about lived experience, two of which have highlighted the importance of learning media. The first studywas conducted by Satesti (2010) who mentioned that the learning media which were provided in Self-Access Centre (SAC) created enjoyable learning atmosphere. Students could control their own learning process. The learning media also enabled them to practice listening that they were able to improve their listening skill. The second study was conducted by Setyawan (2013) who examined the teacher’s lived experience in teaching hearing impaired students. The text obtained from the interview showed that the teacher did some efforts in order to adjust the materials because there were not any materials which specifically develop to teach hearing impaired students. She also mentioned that learning medium was really needed for the sake of visualization of the objects that she was talking about to help students learn more easily.

Meanwhile, there are two studies which have been conducted before this study. The first one was classroom action research conducted by Sastrikirana & Hanardi (2014). The results showed that the mean before students learned using IPALL was 55.5. After the students learned using IPALL the mean of the scores was 84.21, so the improvement was significant. Another study was conducted by Hanardi (2015). She conducted a quasi experiment research. She used the Wilcoxon Signed-Rank Test and the results showed that P < 0.05, so it is significant.

2. Meaning

(42)

of the texts about participants’ lived experience. It aims to gain insights about what meaning a certain phenomenon, which is vocabulary learning using Interactive PowerPoint Application for Language Learning, has brought to students’ life. The concept of meaning is proposed by Ferdinand de Saussure through the explanation of a famous concept of the signifier and the signified. Saussure as quoted in Hall (2003: p. 31) as written in Marleku (n.d)states, “…a

sign as being composed by a signifier – the form which sign takes – and the signified– the idea or the concept it represents.” A sign always has an idea that it

refers to. The meaning of the sign is something which is constructed. Therefore, it is not suddenly there.

Meaning exists because people construct it. It is the concept which is

proposed by Hall (2003) as quoted in Marleku (2011) which states, “This is a matter of invention/creation: there is no meaning that we simply can ‘find’ somewhere.” Meanwhile, in relation with meaning of lived experienced, Derksen

(1983: p.165) attempts to tell that Gadamer defines meaning as “…the meaning of the statement, as referring to the ‘unsaid’.” The ‘unsaid’ meaning is what is

needed to be dug deeper as it is infinite or limitless depending on how people perceive the phenomenon when it shows itself. Dilthey as quoted in Palmer (1969:

p.119) states, “…what words point out and the expression that is behind the words. Meaning is historical, it changed over time…” A word such as the word

‘vocabulary’ has already had the concept it represents, but behind it there is something more than the word itself.

Meaning is subjective as it is differently perceived by different people.

(43)

fore-sight, and fore-conception, forms for any project the horizon in terms of which something can be understood as something.” How something is perceived as

something really depends on the participants. It is also similar with what Wiersma (1995) has highlighted, “The phenomenological approach emphasizes that the

meaning of reality is, in essence, in the “eyes and minds of the beholders.” Laverty (2003), attempts to explain what it means by horizon by stating, “A ‘horizon’ is a range of vision that includes everything seen from particular

vantage point.” Everybody has his or her own way of thinking and that is the

vantage point which enables me to achieve the sense of understanding based on their point of view. This vantage point is specific only to the person and it is not the same with the others who have experienced the same thing.

a. Empirical Meaning

Based on what Saussure mentions as quoted in Hall (2003: p. 31) a signifier must have something that it represents which is called as the signified. Just like the word‘cat’ signifies a four-legged mammal which has fur of different

colour and two ears, the words ‘vocabulary learning’ signify learning word

meaning and other aspects involved. The aspects will be discussed further in the sixth part of the theoretical review section. McLeod (2008) states that empiric means ‘a method of inquiry that used careful observation and experiments to

gather facts and evidence.’ It comes from empiricism (founded by John Locke)

which states that the only source of knowledge comes through our senses–e.g. sight, hearing (McLeod: 2008). It is about what we see, hear, and even feel and taste. It is about what things can be obtained by using the senses.

(44)

Based on the definition of empiric and empiricism, empirical meaning in this research refers to meaning that vocabulary learning using IPALL has brought to students’ life which can be seen through observation. Observation enables researcher to use senses; to see and to hear things that happen in the classroom and jot them down in observational sheet. By seeing, the researcher can notice things which may be related to meaning which is being constructed in students’ life. By hearing, the researcher knows how students react through vocabulary learning by listening to what they say to their friends or to their teachers. It is important because certain reaction can be the empirical meaning itself which is related to their previous horizon constructed by their awareness, beliefs, intention, feeling, and action. More explanation about these aspects is presented in the sixth part of the theoretical review. Meanwhile, more explanation about observation is presented in chapter three.

b. Transcendent Meaning

Transcendent meaning is also sought in this research. Thus, it is necessary to know what it actually is. Maslow has proposed a definition of being transcendent. Maslow (1979) as quoted in Fernando (2002) states,

Transcenders are those who transcend, who live more at the level of being...who are more inclined to have had peak experiences, which are experiences of ecstasy, rapture, bliss, the greatest joy, awe, mystery, humility, surrender and the happiest moments in life.

Maslow then, also explains some types of transcendence. From all types of transcendence, some definitions of transcendence types which are the most appropriate for this research are taken. The first type of transcendence is

(45)

transcendence of one’s past. It is about understanding ourselves for everything that we have done. If we feel that what we have done is wrong then, we need to forgive ourselves. “It means the transcendence of remorse, regret, guilt, shame,

embarrassment, and the like.” (Maslow, 1979: p.261) The second type of transcendence is it is as mystical experience. It is “Mystic fusion, either with

another personor with the whole cosmos or with anything in between.” (Maslow,

1979: p.261) It is the sense of belonging with the universe and all the people in it. It is the feeling of connectedness to a bigger world; that we are a part of a bigger thing. The third typeof transcendence is love. It can be the love “for one’s child, or for one’s beloved friend. This means ‘unselfish’...this can also be phrased as the more and more inclusive self.” (Maslow, 1979: p.262) The last type of

transcendence which is also stated by Maslow (1979: p. 264) is “the word transcend also means ‘surpass’ in the sense simply of being able to do more than

one thought one could do, or more than one had in the past.”

Meanwhile, a study conducted by Levin & Steele (2005) mention transcendent experienceas ‘difficult to describe’. It is difficult to describe as it is very personal. The ones who do not experience it may not understand. It has some elements which make it be called transcendent experience. Levin & Steele (2005)

mention, “...the element of this experience is the perception of merging or identification with the source of being – whether known as God, Higher Self or

the Absolute or Eternal.”Further, they mention the key feature to transcendence.

A key feature to transcendence, as described by many experiencers, is that

it is ‘beyond perception and beyond human understanding.’ For others, it is more

immediate, more present, more real than other experiences...in some crucial sense, higher than...the reality of everyday experience. (Levin & Steele: 2005)

(46)

By considering the definition and explanation aforementioned, transcendent meaning in this study is meaning which cannot be seen by our senses as it involves ecstasy which comes from unusual experience such as experiencing God’s work or feeling connection with the whole universe. In relation with this research, it is a certain moment in the middle of vocabulary learning process in which they experience the beyond-human-understanding experience. It is about what goes beyond vocabulary learning using IPALL itself.

3. Roles of Computers in CALL

One kind of learning media commonly available at schools is computers. It is one of the most common forms of media. In daily life actually, it is not the only kind of media which can be found. Other kinds of media such as smart phones also exist. Yet, in this research, the kind of media being discussed is IPALL which is developed by B.B.Dwijatmoko. Prensky’s (2001) as quoted in Gregory (2009) argues that “Our students have changed radically. Today’s

students are no longer the people our educational system was designed to teach. They have spent more hours playing video games and surfing the internet than

reading books.” The argument shows that students’ life is very close to

technology. They are accustomed in operating any forms of technology or gadgets. Integrating such technology may help teachers create more engaging learning environment.

In the context of CALL, Smith (1999) as quoted in Egbert & Smith (1999) sstates, “Multimedia in a CALL environment means that input from written texts

(47)

hyperlinks to other, explanatory texts.” (1999: p. 189) The use of technology, in this research it refers to IPALL, has created another type of interaction. It is called

as students and media interaction. The term ‘interactive’ in IPALL acronyms is

specific. It does not refer to students and students or students and teachers

interaction but it is like what Reeves and Herdberg (2003) states, “…learners interact to process, tasks to accomplish, and a problem to solve…an interactive

learning system requires a digital device equipped with a microprocessor (e.g., a

computer) and at least one human being (a learner).” The term interactive is special because it is not related with communication carried out by two or more people. In relation with the use of technology in the classroom, Bouhnik and

Marcus (2006) suggest that “In parallel to the efforts to exploit modern technology...there is a need to make sure that the technology itself will remain

transparent and will not create a psychological or functional barrier.” If it does, it will cause discomfort because students tend to be isolated from both their classmates and teachers. The role of computer in CALL refers to types of its role in the classroom. It is about how computers are utilized in teaching and learning process. There are some ways to use them which classify the role of computers. Computers can serve some roles. Taylor (1980) in Paul (1999) as quoted in Ramanair and Sagat (2007) mention that computer can be used as a tutor and as a tool. The roles are quite distinctive. It depends on how computers are used in the classrooms. Those roles are explained as follows.

a. Computer as a Tutor

When computer functions as a tutor, it is created in a way that it presents some guidelines or instructions that students should understand and do. Hsu et al.

(48)

(2000) as quoted in Ramanair and Sagat (2007) mention, “As a tutor, computer

technology is utilized as a system that presents the subject to which the learners

will respond and provides a learning environment which is controlled.” It provides step by step information as guidance for students. What students have to do is stated there and they have to accomplish the given tasks. The given tasks for example, how they are able to design worksheets using Microsoft Word (Ramanair and Sagat, 2007). Computer as a tutor is usually found in distant learning class like what Liu (2008) has mentioned in her study because the teachers are not present in the classroom.

The Interactive PowerPoint Application for Language Learning (IPALL) also plays this role as it contains instructions and exercises students have to do. They need to really pay attention to the instructions in order to be able to operate the software. The difference is however, the school in which this study is conducted is not a distant learning class. IPALL is used whenever there is a need

to focus on vocabulary learning. It does not replace the teachers’ role in teaching

vocabulary. The teachers are still in the classroom giving necessary assistance in case students find difficulties.

b. Computer as a Mediated Tool

Computers function as a mediated tool when it enables students to do the required activities. Chen et al. (2000: p.185) as quoted in Ramanair and Sagat

(2007) it is when “…the computer is exploited to support or facilitate a variety of instructional activities.” The example of this is when students need to present data

(49)

Microsoft Excel there is an option in a toolbar to create line charts which is able to make the data clearer. It will also be the same when students need to do other things. For example, when they have to do presentation, they have to know how to insert animation to support the content in order to engage the audience. Fisher (2003) defines PowerPoint as “a type of presentation software that allows one to

show coloured text and images with simple animation and sound.” It is specially

created software which can really support the presentation activities. Such computer software is basically utilized according to what instructional activities the students need to do. In other words, computer software is utilized based on its function. Leffa as written in Marriott and Torres (2009) mentions, “…as a

mediating tool, standing between subject (usually the student) and object (usually

the content to be learned).” It is due to her argument that the emphasis should not

be neither on teachers nor students. It is better if it is used as a link or a bridge. When it functions as a link then, it can be used in a certain way that helps students understand the content through practice. It will also help connect students with teachers, for example, in online learning environment.

Computers in this study function as a medium in which IPALL is installed. It tends to function as a tutor as it gives clear instructions about what students have to do. It also requires students to answer or respond the given exercises. In relation with the previous study discussed before, in this study, computers as well as the IPALL installed in those computers functions as tutor like in the research conducted by Liu (2008). It is a tool containing everything that the students need in learning process, including explanation about the instructions and exercises to

(50)

in this research is on matching and multiple choice exercises. Even though the explanation has been stated in IPALL, teachers still repeat the instructions in order to avoid confusion in the process of doing IPALL matching and multiple choice. Prensky’s (2001) as quoted in Gregory (2009) argues that “Our students have changed radically. Today’s students areno longer the people our educational system was designed to teach. They have spent more hours playing video games

and surfing the internet than reading books.” The argument shows that students’

life is very close to technology. They are accustomed in operating any forms of technology or gadgets.

4. Interactive PowerPoint Application for Language Learning (IPALL) IPALL is a PowerPoint application, but which is specifically designed to facilitate some types of exercises. Dwijatmoko (2015, in print) defines it as, “A

set of PowerPoint templates which are developed to help teachers construct 5 (five) kinds of objective test or exercise: multiple choice, completion, cloze-test,

matching, and true false.” Teachers can give those types of exercises at any time when it is necessary. They are the ones who have to upload the questions and answers. Meanwhile, students are not responsible for that. They have to just open the application and do the exercises. There are two types of exercises which are mostly used at school; Interactive PowerPoint Application for Language Learning Matching (IPALL Matching) and Multiple Choice (IPALL Multiple Choice). a. Features of IPALL Matching

There are some features or components in IPALL matching. The first two important features are decrypt and encrypt button. Dwijatmoko (2015, in print)

(51)

states, “the encrypt button is used to convert the readable questions and answers

into an encrypted (unreadable) text.” It is important in order to prevent students

from cheating. Not all students have tendency to cheat, but once they find the chance to do it then, it is possible for them to cheat. Meanwhile, the decrypt button has a function contrary to encrypt button. It makes the unreadable text readable.

Then, the next important feature is the separator box. IPALL matching has separate boxes one of which is for the questions and the other is for the answers.

“The separator box is used to set the character to separate the answer from the question in the exercise slide.” (Dwijatmoko, 2015, in print) Whatever questions or answers the students click, it will be displayed first before it disappears. It disappears whenever students select the right match of question and answer.

b. Features of IPALL Multiple Choice

IPALL Multiple Choice has more features than IPALL Matching. Not all features are mentioned here, but this part will explain some features which are operated manually. First, there is a feature named a correct textbox. Before writing the next question it is important to “set the correct answer key”

(Dwijatmoko, 2015: in print). It is to enable the display of the correct answer when students have clicked the correct answers. The second feature is a set of five clue text boxes. It can be used whenever there is a need to help students choose the answer by giving related clues.

The third clue is a confirm button. It is the most important feature of IPALL multiple choice because if students forget to click it, the answer is not

(52)

confirmed and thus, it is not recorded and it affects their score. The instruction not to forget clicking the button is stated in the IPALL. However, reminding students to always be careful and not to forget to click the button every time they work using IPALL is suggested. The last feature is navigation arrows. Dwijatmoko (2015: in print) mentions that it functions “to move to the next or the previous question.” Having navigation arrows is important as it enables the users to go to the previous or the next pages. It also enables students to easily move to the next pages. They will not get confused because the navigation arrows that they need are already there. They will not go to the wrong pages.

IPALL is accessible both at school and at home. At school, the teachers usually save the IPALL files in the computer in the language laboratory and they can also upload the files in a website calledELTgallery. It enables the students to access the files from home or some other places which have internet connection. IPALL is equipped with feedback box feature. However, IPALL does not exactly explain the reason why certain answers are right or wrong. Thus, students need to discuss the exercises with the teachers at school. The term ‘interactive’ in this

research is more specific. It is not about students and students or students and teachers interaction but it is like what Reeves and Herdberg (2003) states,

“…learners interact to process, tasks to accomplish, and a problem to solve…an

interactive learning system requires a digital device equipped with a

microprocessor (e.g., a computer) and at least one human being (a learner).” In

relation with this study, the type of interaction is mostly the interaction between students and media. The other types of interaction are still necessary. Yet, when talking about IPALL in CALL environment in this research, it refers to students

(53)

and media interaction. The following pictures are the examples of IPALL exercises.

Question 2

Emmy got 100 and Mia got 60 in the final test. Emmy is really____than Mia.

A. more intelligent B. more smarter C. intelligent D. smartest

Excellent! Your answer is correct.

Score: 7.4

A

Answer: A

Picture 2.1. An Example of IPALL Multiple Choice Exercise

(54)

5. Vocabulary Learning

Theories about vocabulary learning are presented because this research itself is related to vocabulary learning. It is important to understand the nature and the types of vocabulary learning which are commonly used in the classrooms. It is to highlight the importance of vocabulary learning as a part of English learning because “a large vocabulary is an asset to readers....” (Harmon & Wood: 2008). The theories about vocabulary will later be connected to how IPALL can facilitate vocabulary learning both in the classrooms and outside classrooms. In other words, it will relate to what IPALL as a learning medium can offer to students.

a. Nature of Vocabulary Learning

Vocabulary has been a part of English learning. Vocabulary is defined as

“all the words in a particular language” (Wehmeier, et al.,2005:1707 as quoted in Cahyono & Widiati: 2008). To be able to read, write, listen, and speak in English, students need to know sufficient amount of English vocabulary. It is because vocabulary is essential for students in order to be able to develop their skills in English which can facilitate communication. It is what Cahyono &Widiati (2008)

emphasize that “...increasing vocabulary provides the basis for developing

students’ ability in communicating.”The more vocabulary that students know, the easier it is for them to communicate.

Vocabulary is necessary to be taught. However, its learning process is complex in nature. It is complex because it does not only involve knowing some aspects which constitute word knowledge but it is also incremental in nature. Schmitt (2000) gives an example of the incremental nature of vocabulary.

(55)

We have all had the experience of being able to recognize and understand a word when we see it in a text or hear it in a conversation, but not being able to use it ourselves. This common situation shows that there are different degrees of knowing a word. Being able to understand a word is known as receptive knowledgeand is normally connected with listening and reading. If we are able to produce a word of our own accord when speaking or writing, then that is consideredproductive knowledge(passive/activeare alternative terms).

The experience shows that vocabulary learning takes time. It develops gradually and it sometimes begins with receptive knowledge. As it goes on, learners’ productive skills also develop that they are finally able to use it to communicate meaning both in spoken or written form.

b. Types of Vocabulary Learning

There are ways of learning vocabulary. The ones commonly known are incidental, intentional, direct, and indirect vocabulary learning. Hunt and Beglar (1998) as quoted Richards and Renandya (2002: p.259) mention, “In the long run,

most words in both first and second languages are probably learned incidentally,

through extensive reading and listening.” It refers to vocabulary learning in which

new words are found in the reading text or listening passage. As unfamiliar words appear, students may want to know what those words mean. When they try to find the meaning, it is when they learn vocabulary incidentally. Incidental vocabulary learning, in other words, is when students do not plan to learn new vocabulary, yet they do it because it appears in the texts that they read or listen to. Hunt and Beglar (1998) as quoted Richards and Renandya (2002: p.261) further mention

that “…intentional learning through instruction also significantly contributes to vocabulary development.” Here, students learn vocabulary on purpose. They do exercises which have been selected specifically to help them learn and retain new

(1)

pelajaran sama penutup. Terus neranginnya ya masih pakai Bahasa Indonesia.

A22.4 O...jadi karena nggak terbiasa ngomong jadi nggak bisa bales orang lain gitu ya.

Ra22.4 Iya...saya nggak bisa bales bingung nyusun kata-katanya.

A23.4 Lalu ini saya mau bicara tentang hal di luar sekolah tetapi kita sebagai individu. Kita hidup sebagai individu tujuannya apa kalau menurut Rani.

Ra23.4 Sebagai individu ya meraih cita-cita tetapi kalau sosial kita cari banyak temen.

A24.4 Cari banyak temen. Apa untungnya punya banyak temen sementara bisa jadi ada temen yang belum tentu temen seratus persen.

Ra24.4 Iya sih mbak tapi kalau kita baik sama dia pastinya dia juga baik sama kita. Kita kesusahan pasti dia mau bantu. Terus sekolah disini tu aku bener-bener dapet temen banyak dan aku punya temen. Aku tu tahu dia tu sekolah terus pulang malem terus aku tanya sekolah ngapain aja kok pulangnya malem ternyata aku sekarang baru ngerasain kumpul-kumpul sama temen jadi asik lah. Nggak melulu ngerjain tugas terus. Dapet temen banyak tu kayak masa muda tu nggak disia-siain gitu lah.

A25.4 Jadi teman itu untuk berbagi ya. Untuk segalanya kumpul, cerita gitu ya. Lalu setuju tidak dengan orang yang bilang hidup itu sekedar untuk kepandaian.

Ra25.4 Ya nggak setuju mbak. Pandai itu juga nggak gitu juga...dalam arti kita kan cari pahala ya mbak jadi kita cari ilmu itu terus jadi pandai. Tapi menurutku hidup tu juga pasti juga cari dan melakukan kebaikan ya mbak. Cari temen juga. Hidup cuma sekali jangan disia-siain. Enggak harus pantengin buku terus seakan-akan kita nggak punya temen.

A26.4 Bisa diperinci lagi selain kepandaian nilai baik apa yang harus kita cari? Sebagai seorang individu.

Ra26.4 Aku sih cari kenalan baik, temen-temen kayak gitu, ngeraih cita-cita, kalau sebagai individu ya juga ngebahagiain orang tua gitu.

A27.4 Lalu ada nggak suatu saat dalam hidup Rani ketika Rani belajar ambil keputusan yang benar dan salah?

Ra27.4 Ya itu pilihan ya mbak dan emang sering. Gimana ya? Waktu itu aku kan ditawarin sama Pak RW gitu kan tentang kota gitu njur terus akhir-akhirnya nanti perekrutan forum anak kota sedangkan aku tu keadaan aku mau seleksi

(2)

paskib terus mau jadi bendahara pas kegiatan sekolah jadinya emang pilihannya emang berat banget. Milih nerima tawarannya atau enggak. Aku nggak mau keteteran juga kan mbak jadinya aku milih enggak. Aku fokus ke dua hal itu tadi. A28.4 Nah, apa yang membuat Rani bisa menentukan

yang ini benar dan ini salah?

Ra28.4 Itu dari akunya sendiri misalnya aku kuat atau nggak ambil pilihan itu. Yang aku enjoy kalau emang aku nggak bisa, belum bisa mungkin yang itu nanti dulu. Aku lebih mentingin yang aku enjoy yang aku bisa.

A29.4 Kalau ambil keputusan dulu, efeknya di belakang, dan baru tahu itu salah pernah nggak? Ra29.4 Ya sih mbak pernah (laughing).

A30.4 Terus ngatasinnya gimana?

Ra30.4 Ya aku ambil contoh mbak yang tadi lagi. Aku enggak bilang iya, aku nyesel soalnya kakak kelasku ya jadi pengurus forum anak kota kan mbak dan aku tu di dua seleksi dan di seleksi paskib tu aku nggak keterima jadi kan nyesel di akhirnya. Perekrutan udah kemarin dan usiaku sekarang sudah enam belas kan mbak. Tahun besok kan tujuh belas jadi sisanya kan cuma satu tahun. Nyesel juga sih mbak tapi ngatasinnya untuk masalah itu aku sabar aja soalnya nggak ada jalan keluar lagi.

Ra30.J4_Pr.Tr.T_Acc4

A31.4 Jadi nerima dulu aja yak arena penting buat ke depannya.

Ra31.4 (nodding)

A32.4 Lalu tingkah laku seperti apa yang harus kita cerminkan sebagai seorang individu?

Ra32.4 Yang pertama sebagai seorang individu kita harus gigih, pantang menyerah, semangat terus ya tiga sifat itu?

A33.4 Kalau individu dalam relasi di konteks sosial? Ra33.4 Punya pribadi yang gampang bergaul kalau kita

cuman dhewe, sendiri itu channelnya cuman sedikit. Kalau kita bergaulnya gampang kita punya kenalan dimana-mana jadi ke depannya kita juga enak banyak yang mbantu kalau lagi susah.

A34.4 Apa membantu orang harus juga dibarengi dengan perasaan ikhlas seperti itu?

Ra34.4 Iya harus...membantu orang harus ikhlas tanpa pamrih. Kalau nggak ikhlas nggak dapet pahala juga. Terus nanti ujung-ujungnya kita minta timbal balik kalau nggak ikhlas.

A35.4 Sementara timbal balik nggak baik ya?

Ra35.4 Iya....timbal balik sebenernya sih ada yang baik dan ada juga yang buruk kayak gitu.

(3)

relasinya dengan keyakinan Rani ada nggak suatu waktu dalam hidup ketika Rani merasa ada koneksi dengan Tuhan misalnya oh seakan-akan kok Tuhan mengingatkan.

Ra36.4 Pernah mbak. Mengingatkan sih mbak. Lewat mimpi sih mbak yang nyeremi juga. Di mimpi itu tidur nggak bisa gerak terus aku ngerasa itu tu kiamat gitu jadinya kan Tuhan juga ngingetin aku. Aku harus berdoa ibadahnya dikuatin.

Ra36.J4_Em.Tr.T_G.T1

A37.4 Jadi pengaruh dari mimpi itu Rani harus sering ibadah, lalu selain itu apalagi yang dirasakan Rani?

Ra37.4 Berbuat baik mbak. Jujur juga, kita nggak boleh ngehalalin semua cara buat ndapetin yang kita mau.

Ra37.J4_Em.Tr.T_G.T2

A38.4 Jadi pakai cara yang halal aja ya. Ra38.4 Iya jangan yang jelek-jelek gitu.

(4)

APPENDIX K

(5)

APPENDIX L

(6)

Meaning of vocabulary learning to students using interactive powerpoint application for language learning.

ATm,$S

APPUCATION

/

Obt

'

fl--[

APPLICATION

/

Ilr.

O4r

h^[\

n.rttr

fS\

STATEMENT

TIIE

ORIGINALITY

if

ILMIAII

Dharma

/

Nama

Mahasiswa

di

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

Question 2

A

APPENDIX K

APPENDIX L

Parts

Dokumen yang terkait

THE EFFECTIVENESS OF USING COMMUNITY LANGUAGE LEARNING (CLL) TO IMPROVE STUDENTS’ MASTERY OF SPEAKING SKILL FOR TRANSACTIONAL CONVERSATION

Literature-based Learning to Build Students' Vocabulary

EFFECT OF LEARNING TECHNIQUES USING SUMMARY AND LEARNING STYLES IN INDONESIAN LANGUAGE LEARNING OUTCOMES OF INDONESIAN STUDENTS.

The meaning of learning English using Busuu to junior high school students grade VII.

Interactive powerpoint learning media for reading in junior high school.

Students` vocabulary learning strategies adopted in Interactive PowerPoint Application for Language Learning (IPALL).

Vocabulary learning strategies applied by the second semester students of English Language Education Study Program to achieve vocabulary mastery.

DEVELOPING INTERACTIVE VOCABULARY LEARNING MULTIMEDIA FOR THE SEVENTH GRADE STUDENTS OF SMP N 15 YOGYAKARTA.

DEVELOPING INTERACTIVE LEARNING MULTIMEDIA FOR TEACHING VOCABULARY FOR JUNIOR HIGH SCHOOL STUDENTS GRADE VIII.

Computer Assisted Language Learning: Teaching Vocabulary Using Blog.

Dokumen yang Anda mencari sudah siap untuk unduhkan

_/

_/