Emerging theme: Perseverance The interpretation of the participants’ lived experience

75 Two types of meanings classified under two major bracketed themes based on the interpretation of the students’ lived experiences are presented here. The themes were pre-figured themes and emergent theme. The pre-figured themes were determined based on the discovery of conceptual truth. There are three pre- figured themes in this study. They are autonomous learning with ELTGallery, challenging vocabulary learning with ELTGallery and ELTGallery learning atmosphere. The emergent theme was found during the research process. In this study, the emergent theme is perseverance. The conclusion of the discussion on each theme is presented as follows. The first is autonomous learning with ELTGallery. Both participants admitted that applying ELTGallery in vocabulary learning encourages the students to be more autonomous. They were able to adapt the materials to suit their learning styles. They also made use the features of the website to improve their vocabulary. Their learning time was not only limited in the class, they took initiatives to improve their knowledge by having more exposures outside the class. Reading articles, watching English movies and listening to English songs helped them to learn vocabulary in context more. Joining structure and linguistic class also benefited them in improving their vocabulary knowledge especially in word formation and phrases. Unfortunately, Dipta found out that he was less confident with the autonomy given since he thought that he still needed more guidance and supervision from the lecturer in class. He still expected that the lecturer would move around, check the students’ work and communicate with the students. According to him, it would reduce the boredom in class. Martha found out that the web-based vocabulary class was very challenging and she had to try to 76 manage her time much better so that she could keep up with the weekly tasks assigned. She was aware that having a website applied in the vocabulary class requires bigger responsibility. Fortunately, Martha is such a well-prepared student. She always made her time schedule to manage her tasks. However, she felt that dealing with ELTGallery in vocabulary learning really challenge her responsibility. Martha also confessed that ELTGallery was able to raise her curiosity in learning vocabulary. The second is challenging vocabulary learning with ELTGallery. Dipta and Martha shared the same experience about this. They found out that web-based vocabulary class offered more challenges than conventional class. The challenges that they faced during their study were the numbers of the exercises, the technical problems in the website and the layout of the website. According to them, the numbers of the exercises were too many to finish in one-week time. In ELTGallery, they had to complete seventy-five matching exercises and making twenty sentences. The burden of finishing the exercises was added with the technical problems which they had to face. The website often experienced some technical problems such as logging in and out several time during access time, wrong destination buttons that led the students to the wrong page and error pages which could not be accessed. The technical problems that happened quite often reduced their time to finish their weekly tasks. Further, they did not really enjoy the layout of the website. For them, it was not attractive. The colors and fonts looked dull. Dipta and Martha wished to have a more attractive look of the website to raise their interest to open the website. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 77 The third is ELTGallery learning atmosphere. With the challenges and problems they faced during their study time, they felt that the stress level in web- based vocabulary class was high. The main reasons were the burden of the tasks and class expectations. Dipta also found that the class situation was boring. Since the first time he knew that he would have to learn vocabulary with a website, he thought that the learning process would be fun. He thought that the website would be completed with games and fun activities to facilitate the students in vocabulary learning. In fact, he had a lot of weekly tasks to complete. Martha found a problem in consulting her difficulties in the class. She felt uneasy to disturb her friends to ask or consult her work. She also felt awkward to ask the lecturer since she felt that there was a gap between the students and the lecturer. The gap existed because of the minimum direct communication in the class. Therefore, they preferred studying vocabulary in conventional class to web-based class since they felt more comfortable with the teaching environment in a conventional class. The emerging theme appeared in this study was perseverance. Dipta and Martha faced the same challenges during their study. However, since the very beginning they joined the class they had different perceptions in seeing the challenges. It influenced their motivation in their study time. Their life background also gave some influences in their motivation which affects their learning performance. Martha had a strong will to improve her English skill. Therefore, she decided to continue her study in PBI. Dipta chose PBI because he thought that English is fun and being a teacher is a quite promising job. Those factors affected their learning performance and their study result at the end. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI