The Factors or Features Most Significantly Encourage the Students to

be done by involving noticing and learning form errors, and evaluate the overall progress. In other words, by revising the errors it may force learners to identify the errors and understand how to correct the errors. Furthermore, designed with the facility of immediate checking, the puzzles support the learners to directly conduct evaluating learning as soon as possible or they could use that facility any time they wished. Indeed, immediate checking help students to learn vocabulary well inasmuch as it allows them to conduct vocabulary learning strategy in the form of evaluating learning. c. Attractive Learning Media Attractive learning media becomes one of the best factors supporting students to learn vocabulary using the puzzles. This factor is chosen by 18 students. The study found that attractive learning media is as important as immediate checking to support students to learn vocabulary using the puzzles. Some students were attracted to learn vocabulary using the puzzles because they considered it is interesting and challenging. The crossword puzzles I think. Because it‟s challenging me to learn about the meaning of the word. And I think crossword puzzle is more easier and really interesting than the other features. Open-Ended Questionnaire —App.4-Q2.14 Crossword. Because it ‟s interesting. Open-Ended Questionnaire—App.4- Q2.9 The puzzles attract students to willingly learn vocabulary through the puzzles as they get fun during their learning process. The brief overview of online crossword puzzles is presented in table 2.12, while the figure the puzzles is displayed in figure 2.5. When they feel challenging, it can boost their eagerness to accomplish the puzzles. Furthermore, by possessing the positive feeling during learning, it can allow them to feel relaxed and to concentrate well to the materials. It implies the concept of web-based learning proposed by Reeves 1997 that one of the purposes to conduct web-based learning is to provide sense of audience. It means that it encourages learners to build positive feeling by learning using web- based learning which is expected to create good atmosphere during the learning process. Overall, it can be concluded that it is necessary to attract the learners using an attractive learning method such as learning vocabulary through the puzzles because it may encourage them to apply vocabulary learning strategy particularly lowering anxiety to optimize their vocabulary learning. d. Guessing Words The next factor which most encourages students to learn vocabulary using the puzzles is the opportunity to guess words, and there are 13 students prefer it as their best encouragement to learn vocabulary using the puzzles. Some students found that they could memorize the words they guessed through the puzzles more easily. Guessing the words because it helps me to keep memorizing the vocabularies I‟ve learned. Open-Ended Questionnaire—App.4-Q2.6 Wrote sentences, crossword. Because when I started to write sentences and guess what the words n the computer I wondering what word and what the meaning is. It‟s make me so confident with a new word and I could say it in the another subjects to provision me to know other words. Open-Ended Questionnaire —App.4-Q2.21 It is believed that guessing words may activate the learners‘ basic knowledge of the language particularly dealing with the words, so it may strengthen the memory about those words. As it is claimed by Oxford 1990 : 49 that one of the language learning strategies can be done by guessing intelligently. It refers to searching and using ‗language-based clues‘ to guess the meaning of the words in spite of the incomplete knowledge of vocabulary. In other words, the learners were pushed to relate the knowledge of vocabulary already possessed to guess the meaning of the words despite the absence of the complete knowledge of vocabulary. Hence, the puzzles may sharpen t he students‘ skill to guess the words intelligently, and it can support students to learn vocabulary well. e. Peer Collaboration The opportunity to apply peer collaboration becomes one of most supportive factor which encourages students to learn vocabulary using the puzzles. There are five students believe that they are mostly encouraged by this factor during their learning process. When I got difficulties I ask my friend or open my dictionary. It was so challenging and tired at the same time whenever I do crossword puzzles. Open-Ended Questionnaire —App.4-Q1.61 I try to remember the word first. When I have problem, I open dictionary and ask my friends. I can remember the word easier and I enjoy it. Open- Ended Questionnaire —App.4-Q1.34 Not all students become independent learners. In fact, collaborating with others or peers may create more benefits to learn a language including learning vocabulary. By interacting with their peers, the students may ask difficult words and discuss materials to get the better understanding of words. Therefore, they can not only solve their problems but also could build social life such as cooperating with others as well as competing in a fair way. It is in line with Oxford‘s principles 1990:135 to learn a language that cooperating with others belongs to one of the language learning strategies. In conclusion, learning vocabulary through the puzzles provides opportunities to learners to conduct a vocabulary learning strategy like cooperating with others in order to get better understanding of the vocabulary. f. Typing Words In this research it is found the opportunity to type words becomes one of the next most significant factors encouraging students to learn vocabulary through the puzzles. This factor is chosen by five students. When I look for the answer in the book, spell the words and write it in the column. It makes me more easy to remember the new words. Open- Ended Questionnaire —App.4-Q2.31 When I type the word and find the word that suitable with the columns. Open-Ended Questionnaire —App.4-Q2.34 Crossword help me to memorize word because I am typing when I do that. Open-Ended Questionnaire —App.4-Q2.43 Those expressions show that experiencing typing words help students to memorize the words particularly dealing with recalling the spelling of the words more accurately. It is believed that being able to type the words correctly involves a process of retrieving the words and of noticing carefully to the spelling of the words. Thus, it can support the learners to memorize the words more easily. It is similar to the concept of Oxford 1990:43 that some students need to employ an action to learn a language or words using ‗mechanical techniques‘ such as involving movement in order to remember the words. To conclude, the puzzles encourage the students to learn vocabulary because of allowing them to conduct a vocabulary learning strategy namely employing action in order to retrieve and memorize the words well by typing the words. g. Repetition This study found that repetition belongs to the next most significant factor which supports students to learn vocabulary using the puzzles. There are five students who believe it as their most supportive factor to enhance learning vocabulary using the puzzles. During a semester the students had to accomplish 14 online crosswords puzzles, and they could repeatedly do each puzzle as many times as they wish in that the puzzles were designed on the website. Some students found it helpful to learn vocabulary since they could do the puzzles as many times several times. Crosswords and review sentences. I tried to do crossword more than one times to expand my ability. If I get errors on my crosswords, I will try again. Review sentence made me know how to evaluate my grammar while write sentences. Open-Ended Questionnaire —App.4-Q2.3 Elt and crossword because if I have did it many times and sometime I have to repeat it so I can remember the words a lil bit of them. Open- Ended Questionnaire —App.4-Q2.45 I always do crossword twice in every crossword, and it help me to memorize many word. Open-Ended Questionnaire —App.4-Q1.43 Every student has different capacity and speed to learn words. Some of them need to repeat doing the tasks in order to get better understanding of the materials. Since the puzzles were designed in the web, it enables learners to conduct repetition as many times as they wish in their convenient time. The more frequent the words learnt and retrieved the stronger the words retain in the memory. It implies what Nation 2000:103 suggests that repetition is crucial to learn new language as it leads learners to apply incidental vocabulary learning which involves the process of repeating the opportunity to retrieve the words being learnt. Retrieving the words several times may strengthen the path linking the form and meaning and makes subsequent retrieval easier. Hence, doing the task several times may help learners to memorize the words more easily as they are allowed to practice the words more frequently. h. Learning from the Errors Four students believe that the factor which most supports them to learn vocabulary using the puzzles is learning from the errors. Some students found that they could memorize the words better by learning from the errors while doing the puzzles. The crossword puzzle, because it makes us to think about the word and we can learn from our mistakes. It also encourages us to find the correct word from the book and dictionary. Open-Ended Questionnaire —App.4- Q2.22 The moment when I make mistakes in guessing the words so that I search the right answer. It motivates me to give the right answer and makes me easier to remember the new words. Open-Ended Questionnaire —App.4-Q2.26 When I guess some word but it wrong. Because I can automatically remember my mistakes. Then I can add my vocabulary. Open-Ended Questionnaire —App.4-Q2.53 Those three statements illustrate that when the students fail to answer the right words, it motivates them to learn more the words by identifying the errors and finding out the correct words. Learning from the errors is usually initiated by checking the errors using the facility named immediate checking. When they apply analyzing the errors and seeking the right words, it may strengthen their memory of the words longer since they deal with the words more frequently. Furthermore, by learning from the errors, they consciously notice the words in order to analyze the errors, and then they may repeat guessing the words for seeking the correct words. They deal with such complex stages in order to get the right answer by learning from the errors, and it makes them easier to memorize the words. Accordingly, by conducting that process, they actually apply what it is called as evaluating learning by learning from the errors to become more aware of avoiding similar errors to answer the subsequent words to accomplish the puzzles. i. Practice Four other students stated that the most significant factor which encourages them to learn vocabulary using the puzzles is the opportunity to practice. Some students felt that they were helpful to practice vocabulary using the puzzles because it was done weekly as their routine. The task should be done weekly, so we are forced to study about vocab constantly. Open-Ended Questionnaire —App.4-Q2.37 The task should be done weekly, so we are accustomed to guessing the unknown words by the words we have learnt. Open-Ended Questionnaire —App.4-Q2.41 Those statements describe that doing a regular vocabulary practice through the puzzles make them accustom to guess the unfamiliar words. It enables students to familiarize themselves with both of the materials and the skills needed to learn vocabulary. Besides, it also pushes them to become more discipline in learning vocabulary. To conclude, it shows that the students employ a strategy of arranging and planning learning in order to become discipline to learn vocabulary because they have to set fixed time to learn vocabulary weekly. It is as what Oxford 1990 : 138 suggests that it is necessary to set and plan learning in order to involve the self-readiness to learn every time conducting learning for optimally focusing to achieve the objectives of learning. j. Flexible Time This study found that flexible time belongs to one of the most significant factors which support students to learn vocabulary through the puzzles. There are four students believe it as their most supportive factor. Some students found they were encouraged to learn vocabulary using the puzzles because they could have freedom to decide the convenient time to practice themselves. They also could decide how long they needed to practice the tasks and also could plan to do repetition for doing the tasks to improve their vocabulary performance. I learned vocabulary crossword in my free time. I knew more about any words and the letter spelling. Open-Ended Questionnaire —App.4- Q1.12 I think online crossword puzzles are interesting. I tried to finish all the crossword by doing it at the class or outside the class. I also use online dictionary to support my work. Open-Ended Questionnaire —App.4- Q1.17 I learn vocabulary not just in class, but also in every day. I do many assignment in my home. I get many words many new words trough this semester. I have a patient lecturer in this semester. Open-Ended Questionnaire —App.4-Q1.55 Those statements describe that students feel convenient to learn vocabulary through the puzzles since they can do it anytime they wish in that the puzzles were designed on the website. It is as what Reeves 1997 suggests that web-based learning aims to support learners to construct their autonomy learning. Hence, it may help them to achieve the objectives of vocabulary learning more effectively because they may set their own time to learn. In other words, the puzzles support them to apply a strategy of arranging and planning learning because they can have flexible time to learn vocabulary through the puzzles. It implies what Oxford 1990 : 138 said that a strategy of arranging and planning learning encourages learners to organize and plan to attain the most optimal learning. k. Display score The last most significant factor which encourages students to learn vocabulary using the puzzles is the display score. It becomes the least favourite feature since there is only a student prefers this feature as their best encouragement to learn vocabulary using the puzzles. Figure 4.1 The Display Score in ELTGallery Display score shown in figure 4.1 refers to the students‘ vocabulary scores displayed on the web named ELTGallery, so it enables them to check their own scores and also their classmates‘ scores anytime on the web. Some students felt motivated to learn vocabulary more willingly after checking their scores compared with their classmates‘ scores on the web. I did the crossword every week. Every time I look my friend‟s score. I wanted to finish the crossword. But sometimes I feel confused and bored. So I just type in on google and found the answer without memorize that word. Open-Ended Questionnaire —App.4-Q1.19 That statement describes that display score motivates students to accomplish the task. The display score may build sense of competition among students. Indeed, students apply a strategy of self-encouraging by pushing themselves to achieve a better performance in vocabulary than other students. It is similar to what is claimed by Oxford 1990:143 that self-encouraging may come from inside the learner to support himself during the learning process. Moreover, by checking the scores it means that the student also apply a strategy of evaluating learning by doing self-evaluating in terms of monitoring the progress of the learning process. It is as what Oxford 1990:140 suggests that students may evaluate their own progress in learning a language by checking their achievement during learning the materials.

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter is to draw conclusions of the discussion explicated in the prior chapter, and the next section of this chapter presents the suggestions providing the elaborations of some recommendations for further study related fields of study.

A. CONCLUSIONS

Exploring more vocabulary learning strategies is necessary to find out the most appropriate vocabulary learning strategies in order to attain the optimal achievement of the objectives of the vocabulary learning. In order to be able to explore various vocabulary strategies, learners are required to be familiar with types of vocabulary learning strategies, to know the objectives of employing those strategies, and also to know how to conduct those strategies. Meanwhile, teachers are demanded to provide proper materials and attractive learning teaching method which enable and stimulate learners to construct their own learning more willingly to attain the goals of learning. This study has two problems to discuss. Firstly, it was intended to thoroughly describe vocabulary learning strategies adopted in online crossword puzzles employed by the graduate students of English Letters Department of Sanata Dharma University. Secondly, this research also aimed to illustrate the most significant factors which encouraged the students to learn vocabulary using the puzzles. 145 It is found that students apply thirteen kinds of vocabulary learning strategies through the puzzles. Those thirteen different types of VLS are divided into two categories namely direct strategies and indirect strategies. Overall, the results of the research show that students tend to more dominantly apply direct strategies than indirect strategies. Direct strategies comprise guessing intelligently, memory and cognitive strategies. The most dominant strategy applied by learners is guessing intelligently. It is followed by memory strategy like creating mental linkages, employing action, and reviewing well. The next strategies are cognitive strategies which are almost as dominant as memory strategies. Those cognitive strategies are analyzing and reasoning, practicing, and creating structure for input and output. Meanwhile, in indirect strategies, they cover affective, metacognitive, and social strategies. The results of this study show that affective strategies are the most common strategies employed by the students to learn vocabulary using the puzzles of all indirect strategies. The students conducted affective strategies by lowering anxiety and self-encouraging. It is followed by metacognitive strategies which are nearly as dominant as affective strategies. Learners may implement metacognitive strategies by evaluating learning, centering learning, and arranging and planning learning. Finally, students also employ social strategy by cooperating with others, and it was the least common strategies applied by students to learn vocabulary through the puzzles. Furthermore, from the second problem formulation of this study, it is found that there are eleven most important factors or features which encourage students to learn vocabulary through the puzzles. Those factors or features are 1 opportunities to use dictionariesbook, 2 immediate checking, 3 attractive learning method, 4 guessing words, 5 peer collaboration, 6 typing words, 7 repetition, 8 learning from the errors, 9 practice, 10 flexible time, and 11 display scores. Those factors are listed from the most to the least favourite factors or features which affect the students to eagerly learn vocabulary using the puzzles. Those factors or features directly or indirectly boost learners to improve their vocabulary learning using the puzzles. The opportunities to use dictionariesbook support learners to employ reviewing well and employ action strategies. It is also found that the learners feel helpful to conduct evaluating learning in that the puzzles enable them to get immediate checking. In addition, they love learning vocabulary using the puzzles since those puzzles are interesting as well as challenging for them. As a result, it encourages them to implement affective strategy or lowering anxiety which then may also indirectly help them to conduct self-encouraging. Another factor, guessing words, may support learners to sharpen their skill to guess unknown words in that they do guessing words repeatedly by doing the puzzles. Furthermore, learning vocabulary through the puzzles provides chances to apply social strategy as they can cooperate with others when they face problems during the learning process. Next, learners are encouraged to memorize new words well by applying employ action as they can type the words learnt. Besides, learners are supported to learn vocabulary well through the puzzles because they can do practicing as many times as they wish. Another factor which encourages learners to learn vocabulary using the puzzles is learning from the errors inasmuch as the puzzles help them to employ evaluating learning. Moreover, learners find that the puzzles also help them to practice vocabulary regularly which enabled them to apply metacognitive strategy by arranging and planning learning. The next factor which supports learners to learn vocabulary using the puzzles is flexible time in that they can implement arranging and planning learning to conduct vocabulary learning in their convenient time. The last feature is display score since the learners find it helpful to employ evaluating learning strategy. To conclude, the learners indeed apply thirteen kinds of vocabulary learning strategies to learn vocabulary using the puzzles. Nevertheless, they have different degree of frequency to apply the strategies. Furthermore, they have different priority in applying the vocabulary learning strategies inasmuch as it is found that there are eleven different opinions regarding the most significant factors which motivate them to learn vocabulary through the puzzles. It depends on their background one‘s living conditions, levels of intelligence, daily activities and their characteristics moody, independent, extrovert. In fact, certain students decide to combine some strategies in order to achieve the optimal objectives of learning, and some of them shift from one strategy to another strategy when they realize that the previous strategy they have applied have not been able to solve their problems found during the learning process.

B. SUGGESTIONS

The effectiveness of learning process depends on various aspects. One of the aspects deals with the learning teaching process. Students certainly require web-based learning method inasmuch as each of them may have different background and characteristics, so one‘s way to construct learning may be different from one and another. Hence, more web-based learning teaching methods to learn a language are expected to encourage learners and stimulate them to learn more creatively using the materials and creating more opportunities to conduct their own practice in order to optimize their efforts in attaining the objectives of learning process. Nevertheless, it is necessary to note that web-based learning method may have weaknesses dealing with the maintenance of both of the program and the access. As a result, it needs to be anticipated and monitored so that the learning process keeps running well, otherwise it may lead to problems such as influencing students‘ interest to the learning which may lead to reducing the students‘ willingness to learn. Furthermore, it is also important to consider the level of burden through the materials and the assignments given to the students. It certainly requires the proper level of burden, so the students do not feel under pressure during the learning process. Accordingly, it becomes a challenge for teachers to design materials and program using technology which enable to boost their students‘ learning motivation.