the students' lived experience in web-based vocabulary learning a thesis

THE STUDENTS’ LIVED EXPERIENCE IN WEB-BASED

VOCABULARY LEARNING

A Thesis Presented to

the Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora (M.Hum)

in English Language Studies

by

Dian Prawesti

136332006

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE STUDENTS’ LIVED EXPERIENCE IN WEB-BASED

VOCABULARY LEARNING

A Thesis Presented to

the Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora (M.Hum)

in English Language Studies

by

Dian Prawesti

136332006

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


II

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A THESIS

THE STUDf:NTS' LIVED EXPERIENCE IN WEB-BASED

VOCABULARYLEAR1aNG

Presented by

Dian PrawestiStudent Number 136332006

Defended before the Thesis Committeeand Declared Acceptable

Yogyakarta, June 14,2016

111


STATEMENT OF WORK'S ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise/

stated, are the ideas, phrases, sentences of the thesis writer. The writer

understands the full consequences including degree cancellation if she took

somebody else's ideas, phrases, or sentences without proper reference.

.'

Yogyakarta,6June2016

D an Prawesti

IV


LEMBAR PERNY ATAAN PERSETUJUAN

PUBLIKASI KARY A ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:/

Nama : Dian Prawesti

NIM : 136332006

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

.'

THE STUDENTS' LIVED EXPERIENCE IN WEB-BASED VOCABULARY

LEARNING

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikannya di internet atau media lain untuk kepentingan akademis

tanpa perlu meminta ijin maupun memberikan royalty kepada saya selama tetap

mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 6 Juni 2016

Yang menyatakan

DIan Prawesti

v


vi

ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to Allah SWT for giving

me the strength and guidance during my study and thesis completion. Without the

mercy of Allah, this would not be possible.

I would also like to thank Dr. B.B. Dwijatmoko, MA, my thesis sponsor,

for his full guidance and patience during the thesis completion. His endless

supports never failed to light up my spirit again every time I felt like giving up. I

also thank him for giving me the chance to do research in his vocabulary class. I

do really appreciate this chance. Without his help and supports, I would not be

able to finish this thesis.

My sincere appreciation also goes to the lecturers in KBI, Dr. J. Bismoko,

FX. Mukarto, Ph. D, Dr. Fr.B. Alip, Paulus Sarwoto, Ph. D, F. Widya Kiswara,

M. Hum. And Josephine Puji Lestari, M. Hum. for all knowledge shared during

my study in English Language Studies.

My deepest gratitude goes to my father, Agus Rachmadi, who always

believes that his little girl will not give up to any battles; my late mother, Sri

Handayani, whom I believe that she keeps watching over me from heaven – I

finally finished it and I dedicate this to you, Mom. I love you! To my brothers and

sister, thank you for the supports and prayers. To my most favorite men, Nico Arif

Murdika Wibawa and Rajendra Kenzie Wibawa, thank you for the amazing love

and life lessons – we’ve been such a great team, aren’t we?


vii

I would like to thank Dipta and Martha for being my research participants.

Their sincere help is always appreciated. They have been very helpful since I

began my research until I finished it.

My gratefulness also goes to my classmates in KBI 2013 especially Dita,

mas Bayu, Aik and miss Yunita – thank you for all the help and supports. To

Balapan 58 family, mbak Suti and bu Murni. To KBI staff, Mbak Lely, Mbak

Marni, Elly and Pak Mul. Thank you for helping me during my academic time.

Finally, my gratitude also goes to those whom I cannot mention one by one. May

all of them be blessed with health and happiness in life. Namaste!

Dian Prawesti


viii

TABLE OF CONTENTS

TITLE PAGE………………………………………………………………… iAPPROVAL PAGE………………………………………………………….. iiDEFENSE APPROVAL PAGE……………………………………………… iiiSTATEMENTS OF ORIGINALITY………………………………………… ivLEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI………………… vACKNOWLEDGEMENTS………………………………………………….. viTABLE OF CONTENTS…………………………………………………….. viiiLIST OF APPENDICES……………………………………………………... xLIST OF ABBREVIATIONS………………………………………………... xiABSTRACT………………………………………………………………….. xiiABSTRAK…………………………………………………………………….. xiii

CHAPTER I. INTRODUCTION…………………………………………… 1

A. RESEARCH BACKGROUND………………………………………….. 1B. PROBLEM IDENTIFICATION ………………………………………… 8C. PROBLEM LIMITATION………………………………………………. 9D. RESEARCH QUESTION……………………………………………….. 10E. RESEARCH OBJECTIVES……………………………………………... 10F. RESEARCH BENEFITS………………………………………………… 11

CHAPTER II. LITERATURE REVIEW………………………………….... 12

A. THEORETICAL REVIEW…………………………………………….. 121. Vocabulary ………………………………………………………... 12

a. The Nature of Vocabulary Knowledge………………………… 12b. Teaching and Learning Vocabulary…………………………..... 17

2. Web-Based Learning Environment…...…………………………… 21a. Computer-Assisted Language Learning……………………….. 22

1) Interaction and negotiation of meaning…………………….. 232) Authentic audience………………………………………….. 243) Authentic tasks……………………………………………… 254) Language exposure and production………………………… 265) Enough time and feedback…………………………………. 266) Mindful attention to the learning process…………………… 27


ix

7) Atmosphere with an ideal stress/anxiety level………………. 288) Learner autonomy…………………………………………… 29

b. Web-based vocabulary class…………………………………… 29c. Features of ELTGallery………………………………………… 30

3. Lived Experience…………. ………………………………………. 35B. REVIEW OF RELATED STUDIES…………………………………… 37C. FRAMEWORK OF PRE-UNDERSTANDING………………………. 40

CHAPTER III. RESEARCH METHODOLOGY…………………………. 42

A. RESEARCH METHOD…………………………………………………. 42B. NATURE AND SOURCE OF DATA………………………………….. 43C. RESEARCH PARTICIPANTS AND SETTING………………………. 44D. DATA GATHERING TECHNIQUES AND INSTRUMENTS……….. 45E. DATA ANALYSIS…………………………………………………….. 46F. TRUSTWORTHINESS OF THE STUDY……………………………… 47

CHAPTER IV. DATA DESCRIPTION AND INTERPRETATION……. 48

A. DATA DESCRIPTION………………………………………………….. 481. Dipta’s Description…………………………………………………...

a. Dipta’s profile…………………………………………………….5050

b. Dipta’s story………………………………………………………2. Martha's Description…………………………………………………..

a. Martha's profile……………………………………………………

515555

b. Martha's story……………………………………………………... 56B INTERPRETATION……………………………………………………. 61

1. The participants' profile……………………………………………… 622. The participants' lived experience…………………………………… 63

a. Pre-figured themes………………………………………………..1) Autonomous learning with ELTGallery……………………...2) Challenging vocabulary learning with ELTGallery…………..3) ELTGallery learning atmosphere……………………………..

63636669

b. Emerging theme: Perseverance…………………………………... 72

CHAPTER V. CONCLUSIONS AND SUGGESTIONS………………….. 74

A. CONCLUSIONS ………………………………………………………… 74B. SUGGESTIONS…………………………………………………………. 79

BIBLIOGRAPHY…………………………………………………………….. 81APPENDICES………………………………………………………………… 85


x

LIST OF APPENDICES

Appendix 1 Transcript of interview: Dipta………………………………...86

Appendix 2. Transcript of interview: Martha………………………………95

Appendix 3. Observation Note…………………………………………….107


xi

LIST OF ABBREVIATIONS

ELT : ELTGallery

Cha : challenging

Voc : vocabulary

Lea : learning

Atm : atmosphere

Aut : autonomous

DA : Dipta’s answer

MA : Martha’s answer


xii

ABSTRACT

Dian Prawesti. 2016. The students’ lived experience in web-based vocabularylearning. Yogyakarta: The Graduate Program in English Language Studies,Sanata Dharma University

Vocabulary knowledge is essential to support the students in improvingtheir language skills. The option of teaching vocabulary as a single subject or inan integrated way with other subjects still becomes an issue considering itsweaknesses and strengths. The main barrier of teaching vocabulary as a singlesubject is on the limitation of the class meetings which should be allocated. Toovercome it, a website is applied in vocabulary learning. The benefits of applyinga website in vocabulary learning are (1) building up a large vocabulary, (2) givingstudents control over what words to learn, (3) offering exercises to promotedeeper learning, etc. Applying a website in vocabulary learning creates a newphenomenon in English learning.

This study focuses on the students’ lived experience in web-basedvocabulary learning. It employed hermeneutic phenomenology. Thus, this studyfocused on the description and interpretation of the students’ lived experience inweb-based vocabulary learning. There are two university students participated inthis study. To gather the data, classroom observation and in-depth interview weredone. A member check and re-interview were also done to make triangulation.The triangulation was done to improve the trustworthiness of this study.

The finding of this research is the description and interpretation of thestudents’ lived experience in web-based vocabulary class which were categorizedinto pre-figured themes and emerging theme. The pre-figured themes consists ofautonomous learning with ELTGallery, challenging vocabulary learning withELTGallery and ELTGallery learning atmosphere. The emerging theme isperseverance.

From the description and interpretation in the themes, the studentsrevealed that web-based vocabulary class offered more challenges especially inthe stress level, website layout and its technical problems. However, in some otheraspects it also benefited them with autonomous learning process. Autonomouslearning encouraged them to be more responsible with their own learningprogress. Further, during their learning process they also gained deeper valueabout perseverance. They had to be able to maintain their motivation and self-persistence to face the challenges in order to accomplish the learning goals.

Key words: vocabulary, website, lived experience, vocabulary web-basedlearning


xiii

ABSTRAKDian Prawesti. 2016. The students’ lived experience in vocabulary web-basedlearning. Yogyakarta: Kajian Bahasa Inggris, Universitas Sanata Dharma.

Kosakata sangatlah penting untuk menunjang kemampuan para siswadalam meningkatkan kemampuan berbahasa. Pilihan untuk mengajar kosakatasebagai satu mata pelajaran atau digabungkan dengan mata pelajaran yang lainmasih menjadi permasalahan dengan menyadari kelemahan dan kekuatannya.Tantangan utama dalam mengajar kosakata sebagai satu mata pelajaran adalahterbatasnya jumlah pertemuan kelas yang harus disediakan. Untuk mengatasipermasalahan ini, sebuah website diaplikasikan dalam pembelajaran kosakata.Keuntungan mengaplikasikan sebuah website dalam pembelajaran kosakataadalah (1) meningkatkan kemampuan kosakata dalam jumlah besar, (2)memberikan siswa kendali atas kosakata yang dipelajari, (3) menawarkan latihan-latihan untuk menunjang pembelajaran yang lebih mendalam dan lain sebagainya.Mengaplikasikan sebuah website dalam pembelajaran kosakata menimbulkanfenomena baru dalam pembelajaran bahasa Inggris.

Penelitian ini fokus pada pengalaman hidup mahasiswa dalam kelaskosakata berbasis website. Penelitian ini menerapkan fenomenologi hermeneutika.Oleh karena itu, penelitian ini fokus pada deskripsi dan interpretasi padapengalaman hidup mahasiswa dalam kelas kosakata berbasis website. Duamahasiswa berpartisipasi dalam penelitian ini. Observasi kelas dan wawancaramendalam dilakukan untuk mengumpulkan data. Penyesuaian data danwawancara ulang juga dilakukan untuk mewujudkan triangulasi. Triangulasidilakukan untuk meningkatkan keabsahan penelitian ini.

Penemuan pada penelitian ini adalah deskripsi dan interpretasi pengalamanhidup mahasiswa dalam kelas kosakata berbasis website yang dikategorikanmenjadi tema yang di duga dan tema yang muncul. Tema yang diduga terdiri daripembelajaran mandiri dengan ELTGallery, pembelajaran kosakata yangmenantang dengan ELTGallery dan suasana belajar dengan ELTGallery. Temayang muncul adalah keteguhan hati.

Dari deskripsi dan interpretasi pada tema-tema, para mahasiswamengungkapkan bahwa kelas kosakata yang berbasis website menawarkan lebihbanyak tantangan khususnya dalam hal tingkat stress, penampilan website danpermasalahan teknis. Akan tetapi, di beberapa aspek pembelajaran kosakatadengan ELTGallery juga menguntungkan mereka dengan proses pembelajaranmandiri. Terlebih lagi, selama proses pembelajaran para mahasiswa jugamendapatkan nilai yang lebih dalam tentang keteguhan hati. Mereka harus bisamenjaga motivasi dan kebulatan tekad untuk menghadapi tantangan-tantanganuntuk meraih tujuan pembelajaran.

Kata kunci: kosakata, website, pengalaman hidup, pembelajaran kosakataberbasis website


1

CHAPTER 1

INTRODUCTION

This chapter presents the research background which becomes the reason

of conducting this study as well as its importance. It also presents the problem

identification, problem limitation, research question, research objectives and

research benefits.

A. Research Background

Vocabulary knowledge shifted its role based on the development of teaching

method. During Grammar Translation Method era in the 19th century, vocabulary

was taught to help students to read literature. It was because the purpose of the

Grammar Translation Method was to make students able to read literature written

in the target language (Larsen-Freeman, 2000). Therefore, translation was the

main activity in this teaching method. There were not any systematic ways of

choosing and teaching vocabulary items. Vocabulary was taught and discussed

based on the literature given in a class. Pronunciation was given the least attention

and even none.

Recently, by the coming of communicative language teaching era,

vocabulary knowledge is considered more necessary since the focus of language

teaching shifted from the command of structures to communicative proficiency.

Yet, it still leaves an issue in language teaching field. The issue is the necessity of

teaching vocabulary as a single subject or along with other subjects such as

reading, writing, listening and speaking. Some teachers and language practitioners


2

who believe that vocabulary learning is more effective when it is taught separately

still allocate the time to conduct vocabulary subject in the class. Some others who

believe that vocabulary can be learnt in an integrative way with other subjects,

help students to develop their vocabulary knowledge through reading, writing,

listening or speaking class. The limitation of the class meetings is also one of the

reasons why vocabulary is taught in an integrated way with other skills.

Some vocabulary learning researches have been done to give some insights

about the issue of learning vocabulary in context and out of context. Baumann,

Kame’enui and Ash (2003) prove that people can learn word meanings

incidentally from reading or listening contexts, but such learning most often does

not come easily. The research shows that students are able to learn vocabulary

more effectively when the learning process is done separately from the other skills

than learning it in an integrated way. Another research by Nielsen (2003)

discusses the implication of teaching vocabulary to second language learners in

context and out of context. Many language practitioners believe that

contextualized vocabulary learning is more effective than learning words in lists.

The consideration of this belief is that having learned vocabulary through

extensive reading or listening, learners will not only memorize the meaning of the

words but also have the ability to use the words in a proper context. Meanwhile,

learning vocabulary out of context or from the word lists will only help learners to

memorize the words for the test. However, this belief is not absolutely true. A

further research done by Nation and Newton (1997) verifies that learning

vocabularies in context is more effective at later stages of language development.


3

At early stages of language development, learners still need some helps to learn

vocabulary out of context.

As a teacher, I also experienced the difference when vocabulary was taught

in an integrative way with speaking, reading, writing or listening skill and when it

was taught separately as a single subject. The students showed quite significant

difference in their study result. Those who learnt vocabulary in speaking, reading,

listening or writing class performed low vocabulary retention. Yet, when they

learnt the vocabulary, they could directly know how to use it contextually since it

was used in speaking, reading, listening or writing context. On the contrary, those

who learnt vocabulary as a single subject performed higher vocabulary retention

but they still needed more exposures in using the vocabulary contextually to

improve their vocabulary depth. It shows that each teaching technique has its own

strength and weaknesses. Personally, as a teacher and a student, I would rather

students have an explicit vocabulary study to enrich their vocabulary mastery and

then expose them with exercises to expand their vocabulary knowledge.

Furthermore, Laufer (1997) suggests the importance of helping beginners to

explicitly learn the basic 3000 word families. The 3000 word families are used to

represent the basic lexical competence which help learners to read independently

and acquire language in a natural manner. In accordance with Laufer’s theory, the

second semester students of Sanata Dharma University are required to learn the

3000 basic words to support their further study in English language learning and

to develop their vocabulary knowledge. The vocabulary course is divided into

three levels. Level one consists of the first 1000 words, level two consists of the

second 1000 words and level 3 consists of the first 3000 words. Each level is


4

supported with various vocabulary exercises to expose the words to the students.

Since exposure is important for the students to improve their vocabulary

knowledge, web-based learning environment is applied in the vocabulary course

of Sanata Dharma University.

Web-based learning environment has become one of the issues in

education since technology develops so rapidly time by time that it improves

human’s life quality almost in all aspects. Computer and internet connection are

widely explored to support teaching learning process in order to develop the

quality of learners’ performance. Teachers and language practitioners significantly

put their concern on using computer and internet connection creatively to provide

effective learning processes and environment to help learners to achieve their

learning goals. The intensive use of computer and internet connection in class

leads to the phenomena of web-based learning environment.

Web-based learning environment shifts the teaching learning perspective

from teacher-centered into learner-centered. It is a combination of distance

learning, computer based learning and internet. Horton (2000) defines web-based

learning environment as any purposeful, considered application of web

technologies to the task of educating a fellow human being. In web-based learning

environment, the website and internet connection allow learners to access

information and do their tasks from their computer desks or laptops from

anywhere and at anytime. In this case, learners are encouraged to be more

autonomous and responsible to their own learning process and progress. In web-

based class, the accomplishment of the tasks is mostly done outside the classroom.


5

Thus, the learners should be able to plan their learning pace, read and study the

materials independently as well as manage their time to complete the tasks.

One of the purposes of applying web-based learning environment in

vocabulary class is to expose the students with various vocabulary learning

strategies in order to improve their vocabulary mastery. As Schmitt (2010) states

that the key which influences vocabulary knowledge is engagement. It means the

more a learner engages with a new word, the more likely he/she is to learn it.

Frequency is important to allow exposures so that students will understand and

remember the meanings of new words and use them more often. Therefore,

students need meaningful activities to review new words or phrases so that

students will not simply forget what they are learning and what they have learnt.

Web-based vocabulary class offers a set of various vocabulary exercises which is

accessible for the students to practice anytime. Furthermore, the various

vocabulary learning tasks which are provided in the web are expected to improve

the students’ exploration of various vocabulary learning strategies, enhance their

interest, motivation, autonomy as well as increase an effective individualized

learning environment.

Several researchers have done researches related to lived experience. The

first researcher is Simone C. O. Conceicao. She tries to investigate the meaning of

the online teaching experience of college faculty (2006). The research result

shows that the online experience gives new insights to the teaching practice

specifically on the length and depth of engagement during the delivery of the

course and the new ways as a reward of the new experience. The second

researchers are George Veletsianos and Royce Kimmons. They try to discover the


6

faculty members’ lived experiences with social networking sites (2012). The

research result shows that there is a tension between personal connection and

professional responsibility. The tension exists in establishing personal and

professional boundaries, maintaining appropriate and meaningful connections,

structuring participation and using their time efficiently. The result findings

emphasize the synergies and tensions between online social networks and faculty

identity. The third researchers are Ying Xie and Priya Sharma. They try to

discover the students’ lived experiences and perceptions in using Weblog for

educational use (2004). The research result shows that Weblogs was found helpful

for learning, reflecting, and building a sense of community although the

participants also found out that there was lack of structure of Weblogs usage and

the public nature of the reflective process. The fourth researcher is Meeaeng Ko

Park. She tries to discover the Asian international students’ lived experience in

online learning environments (2012). The research result shows that language

barrier, interactions and influence of cultural background shaped the participants’

experience in the online learning environment and affected their learning process.

A large number of researches also have been done to find the most

effective way to learn vocabulary, yet, only a very few number of

phenomenological researches are conducted to reveal the improvement of human

quality hermeneutically in vocabulary learning. Tri Hoang Dang, M. A., does one

of the phenomenological researches related to vocabulary learning. He tries to

investigate Vietnamese EFL learners’ perceptions and lived experiences in using

vocabulary notebooks. The research findings showed that the research participants

expressed their positive attitudes towards vocabulary notebooks. The findings also


7

suggest that in order to maximize the vocabulary learning, the participants need to

receive more extensive and frequent training in the use of vocabulary notebook,

format selection and notebook organization.

In fact, students’ experiences in joining vocabulary class can reveal the

strength and weakness of a program since phenomenological researches contribute

in identifying a phenomenon with an object of human experiences. Furthermore,

Manen (1990) states that phenomenological research, which belongs to human

science, studies persons or beings that have consciousness and act purposefully in

and on the world by creating objects of meaning that are expressions of human

being exist in the world. It leads a person to live his life to the fullest. Thus, doing

a phenomenological research with students as the objects means to search for the

ways ones experience the world as students as well as their awareness to live their

life as students especially in web-based vocabulary learning class. Their

meaningful experiences may enlighten themselves or even others to promote

better life as students. At last, the ultimate aim of phenomenological research is to

lead learners to self-actualization in field of autonomy, empowerment, liberation,

human progress, collaboration, tolerance and others.

Giving the students more chances to manage their own learning pace

definitely requires the students’ maturity to be responsible in accomplishing the

learning goal. Ideally, each student should have high awareness in conducting

meaningful activities in order to improve their vocabulary knowledge. However,

not all students have the same motivation to do so which results on different

achievement among them. Some problems and hindrance might occur during their

study process. The success of the study depends on how the students manage their


8

learning motivation despite the obstacles they might face. Therefore, to dig out the

students’ lived experiences in web-based vocabulary learning environment,

phenomenological research is done in this study.

It is expected that the data gained from the research participants are

beneficial to uncover the lived experience in joining the web-based vocabulary

learning class in this study. The lived experience is the result of their reflection

during their study. It has to be something meaningful and thoughtful in their life.

Therefore, the result of this study can both discover the scientific truth in order to

improve life-quality and give well-thought feedback about the web-based

vocabulary learning class.

B. Problem Identification

It is important to have a clear perception in dealing with lived experience

since phenomenological research starts from the participants’ lived experience and

results on its reflection at the end. From a phenomenological point of view, to do

research is always to question the way we experience the world, to want to know

the world in which we live as human beings (Manen, 1990). Thus, lived

experiences cover some aspects from the participants such as feelings, belief,

awareness, intention, understanding and some others. The research participants

may have different point of view in seeing and reflecting those aspects. Therefore,

students may have various lived experience toward certain phenomena

specifically in this study is the phenomenon of vocabulary learning in web-based

class.


9

Studying vocabulary in web-based learning environment class is a new

thing for the second semester students of the undergraduate English Language

Study Program in Sanata Dharma University. Formerly, the students studied in a

conventional way with printed materials and exercises. Applying web-based

learning environment in class requires the students to improve their vocabulary

mastery independently through some exercises provided in the website. As they

are assigned to complete some weekly tasks such as memorizing the vocabulary

lists, practicing the vocabulary in the contexts, making sentences using the

vocabularies given, giving and gaining feedbacks from friends about their

sentences as well as completing quizzes, ideally the students will improve their

vocabulary mastery. However, some factors might influence the process of the

students’ learning related to their authority and responsibility to manage their own

learning progress, which make differences in each student’s achievement.

C. Problem Limitation

This study is limited in exploring the textual reflection on the lived

experiences of the participants in learning vocabulary in web-based vocabulary

class. Two undergraduate students of Sanata Dharma University are fully involved

as research participants. They were in their second semester of English Language

Education Study Program when they had the vocabulary subject.

The lack of phenomenological study focusing on the students’ lived

experience in web-based vocabulary environment class and the students’ different

achievement results from their own learning process become the focus of this

study. Classroom observation and in-depth interview to two students are


10

conducted to gain the data about web-based vocabulary environment class. It is

hoped that those data could reveal and give useful findings about the students’

lived experience in web-based vocabulary environment class.

D. Research Question

Having the experience in learning vocabulary in web-based class, the

students are expected to reflect their learning process and progress. This study is

conducted to reveal the students’ lived experience in web-based vocabulary

environment class. Therefore, the research question is: What is the students’ lived

experience in web-based vocabulary environment class like?

E. Research Objectives

Vocabulary learning in a conventional environment and teaching strategies

is a common phenomenon in English language study. However, vocabulary

learning in web-based class environment is a breakthrough in English language

study especially in Sanata Dharma University. Some teachers and language

practitioners believe that exposing learners to technology in their learning process

will improve their learning achievement. Furthermore, web-based class provides

activities which encourage learners to be more responsible to their own learning

progress.

This study is intended to describe and interpret the students’ meaningful

experiences in using ELTGallery to improve their vocabulary knowledge. The

students’ lived experience will contribute to English language study as a reflection

of the student learning process in web-based vocabulary environment class.


11

Hopefully, this research can improve higher efficiency and life quality especially

in English Education Technology.

F. Research Benefits

This research is beneficial not only theoretically but also practically.

Theoretically, vocabulary is an important aspect in acquiring a language and

applying vocabulary learning strategies make students autonomous as well as

enable them to take responsibility of their own learning (Oxford, 1990). In order

to present various vocabulary learning strategies, teachers can apply web-based

learning environment in class. By applying it, students can be autonomously

exposed to a series of vocabulary learning strategies which are presented in form

of various exercises. This research provides clear description on how the concepts

of the usefulness of web-based learning environment work on the students’ lived

experience in undergoing the web-based vocabulary class.

Practically, this research presents a better understanding of the

phenomenon in web-based vocabulary learning environment. The sharing of the

students’ lived experience will give a true story on learning vocabulary in web-

based class which gives a vision to describe one of the phenomena in English

language study. Any significant shared issues, difficulties, problems and values in

this study may give contribution to English language study especially for the

teachers and language practitioners in developing teaching materials in web-based

learning environment. For the research participants, this research may raise their

awareness in valuing autonomy learning.


12

CHAPTER II

LITERATURE REVIEW

This chapter discusses the theories that support the present study. The

main purpose of this chapter is to identify and clarify the research question

theoretically. This chapter consists of theoretical review, review of related studies

and framework of pre-understanding.

A. Theoretical Review

In this section, theories of the principal concepts in this study are

discussed. The theories reviewed are about vocabulary, CALL, web-based

learning environment, lived experience and hermeneutics phenomenology.

Finally, a review of related studies is also presented and framework of pre-

understanding is formulated.

1. Vocabulary

This section discusses theories about vocabulary which includes the nature

of vocabulary, teaching vocabulary and learning vocabulary. Each part is

discussed thoroughly in each sub chapter as follows.

a. The Nature of Vocabulary Knowledge

Vocabulary knowledge cannot be acquired all at a time since it improves

over a lifetime. In order to keep up with the vocabulary knowledge, learners need


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to refresh and update themselves to expand their vocabulary knowledge and

competence. Further, vocabulary knowledge covers some aspects which may

differ based on the proponents. The following are the aspects of vocabulary

knowledge proposed by Richards (1976) and Nation (2001).

Richards (1976) proposed eight aspects or assumptions of vocabulary

knowledge. The first is knowing a word means knowing its syntactic

development. One may expand his vocabulary from his childhood to adult life yet

only little development of syntax happens in adult life. Richards (1976: 78) stated

that in syntax, the period of maximum development appears to be from about age

2 to 12 with only minor changes according to social role and mode of discourse in

adulthood. It means that during the childhood years, one continuously develops

his vocabulary knowledge. However, when he enters his adulthood, his

vocabulary knowledge is relatively constant unless he actively engages himself

through activities such as reading, listening or others which can add new words to

improve his vocabulary knowledge.

The second aspect is knowing a word means knowing the degree of

probability of encountering that word in speech or print (1976: 79). If one can

classify whether the words he listen or reads are familiar, rare or unknown, it

means he has the awareness of the general probability of occurrence of a word. It

is also important for the language learner to recognize how words are associated

with other words. For example, when he reads the word animal, he can expect the

words; wild, tame, furry, etc.

The third aspect is knowing a word means knowing the limitations

imposed on its use according to how the function and situation may vary. Having


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this knowledge, one should be able to adjust the vocabulary used to suit to the

expected situation and function. Recognizing the characteristics of the register

helps someone to choose the vocabulary based on the demands of the situation. As

cited in Richards (1976:79), Chiu (1972) divided register restrains into temporal

variation, geographical variation, social variation, social role, field of discourse

and mode of discourse.

The fourth aspect is knowing a word means knowing its syntactic behavior

associated with that word. Learner can acquire knowledge about the structural

properties of words as a part of vocabulary learning. The fifth is knowing a word

means knowing its original form and the derivation that can be made from it. It is

important to learn the rules of how to develop words into different forms or even

different words. Being able to analyze the basic form of a word and its derivation

can also be gained as a part of vocabulary learning.

The sixth aspect is knowing a word means knowing its network of

associations with other words in language. Since words cannot stand alone, their

relationships with other words can help learners to define their meanings. Some

associative links are for example; antonym, synonym, subordinative classification,

coordinate classification and superordinate classification. Having the knowledge

of responding to free word association, learners can select a word for the right

context in language use. The seventh is knowing a word means knowing its

semantic value. Some features used to value words semantically are animate,

inanimate, human, non human, living and so on. Being able to analyze words with

their semantic values, learners can use words properly based on their restrictions.

The last aspect is knowing a word means knowing its different meanings


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associated with the word. A word does not only have a single meaning. Richard

(1976) stated that being able to understand various meaning of a word when it is

used in different contexts covers the last aspect of vocabulary knowledge.

Meanwhile, Nation (2001) divides vocabulary knowledge into three

aspects namely form, meaning, and use. Knowledge of form covers the spoken

form, the written form and also the word parts such as prefix, suffix, and the root

of the words. In the spoken form, learners deal with the pronunciation or the

sound of the words. Pronouncing words correctly is a crucial thing in learning a

language since mispronunciation can lead to misunderstanding in communication.

In the written form, learners deal with the spelling and furthermore in word parts,

learners deal with word formation. Knowledge of meaning covers form and

meaning, concept and referents, as well as associations. Form and meaning refer

to the way of words convey meaning from the word form. Concept and referents

mean the items in which words can relate certain concept to its reference.

Meanwhile, association is the process of how people’s mind associate the form

and the meaning when they hear a specific word or expression. Knowledge of use

deals with the grammatical functions, collocations and any constraints on its use

related to frequency, level and so forth. In grammatical functions, learners should

be able to decide the appropriate grammar patterns in using the words. In

collocations, learners deal with a word or phrase which is usually used with

another word or phrase. In constraints on use, learners deal with where, when and

how often they use or meet the words.

Further, grading the vocabulary by the importance will help learners to

improve their vocabulary knowledge since some vocabularies appear more


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frequently than others. Therefore, Nation (1990) categories words into four types

using words frequency and range as the main criteria. They are high frequency

words, academic vocabulary, technical vocabulary, and low frequency words.

High frequency words occur in all kinds of texts the most frequently. It takes

about 87 percent of the words used in the text. The number of high frequency

words is 2000. Therefore, it is suggested that learners spend a lot of time to learn

the high frequency words to support their basic understanding and knowledge of

English. Academic vocabulary occurs quite frequently in most kinds of academic

text. It takes about 8 percent of the words used in academic texts. The number of

academic vocabulary is 800 words. Only if learners are in upper secondary school

or in tertiary education, then special time to learn academic vocabulary is needed.

Technical vocabulary only occurs less frequently in specialized texts since it takes

only about 3 percent of the words. The number of technical vocabulary for each

subject is about 1000 to 2000 words. These words are taught by the subject

teachers. Yet, English teachers can only help with the learning strategies. Low

frequency words occur the least frequently among other types of words. It only

takes 2 percent or more of the words in any text. The number of the words is only

about 123.000 words. Teachers do not need to spend the time to teach these words

in class. In case some students need them, teachers can teach strategies for dealing

with these words. Based on the research on frequency counts as stated in Nation

(1990), university students need around 2000 high frequency words with

additional of 1000 further high frequency words to support their study. The

students also need to know the strategies to deal with the low frequency words

they might find in the texts.


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Vocabulary knowledge is not only important to help learners understand

texts but also help them support their communicative competence. Meara (1996)

declares that lexical competence is the core of communicative competence. It is

shown by learners who have a big size of vocabulary knowledge. They could

perform language skills more proficiently than those who acquire small size of

vocabulary knowledge. Further, Wallace (1982) also states that learners who do

not have enough knowledge of the language structures can still perform certain

level of communicative competence as long as they have sufficient vocabulary

knowledge. Communicative competence here is defined as the internalized

knowledge of the situational appropriateness of language (Hymes, 1972) as cited

in Coady and Huckin (1997: 12). The importance of communicative competence

shifted the focus of teaching language from structure mastery to communicative

proficiency. In brief, it promotes fluency over accuracy which requires teachers to

pay more attention to words since they help learners to convey meaning in

communication. Therefore, it can be concluded that vocabulary knowledge still

holds a big role in language learning and vocabulary should be acquired first

before learners learn other aspects of language such as grammatical structures.

b. Teaching and Learning Vocabulary

Teaching vocabulary is not an easy task to do since teachers have to select

the materials and the activities in order to improve students’ vocabulary

knowledge. According to Brown (2007: 7) teaching cannot be defined apart from

learning. Teaching is guiding and facilitating learning, enabling the learner to

learn, setting the conditions for learning. Your understanding on how the learner


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learns will determine your philosophy of education, your teaching style, your

approach, methods, and classroom techniques. It also happens in vocabulary

teaching. The success of vocabulary teaching depends on how teachers prepare

the vocabulary class with the appropriate approach, methods, and also techniques

for the students to achieve the vocabulary learning goals. Davis (2007: 72)

identified several key messages to prove the significant role of teaching

vocabulary in school:

(1) Vocabulary knowledge is a critical aspect of reading comprehension.(2) Students’ prior understanding and background knowledge areimportant contributors to vocabulary acquisition and use. (3) The contextin which students encounters words and the frequency of thoseencounters influence the quality of students’ vocabulary knowledge anduse. (4) Students learn many new words indirectly; however, they alsoneed strategies to help them when they encounter unfamiliar vocabulary.Systematic approaches to vocabulary instruction provide experiencesthat actively engage students in their own learning. (5) Teachers need toknow what words to teach and various ways in which to teach them.Because the task of learning vocabulary is huge, all teachers have aresponsibility for developing their students’ vocabulary.

Those five roles show that teaching vocabulary is still an important thing to do to

support learners acquiring a language while considering some factors which can

influence the learning process. Furthermore, teachers as the facilitators should

also be aware of students’ prior understanding and background knowledge as well

as learning strategies to help students to improve their vocabulary knowledge and

maintain their learning progress.

Meanwhile, Nation (1990) proposes four ways to fit vocabulary learning

into a language learning course. First, detail preparation is needed before giving

the materials to students. The examples of the preparation are simplifying the


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materials and carefully grading the vocabulary on the first English lesson. Second,

unfamiliar words are discussed when they appear in the texts. However, teacher

needs to consider the importance of the words to decide the time in discussing

them. Third, vocabulary is taught in connection with other language activities

such as inserting vocabulary exercises in reading or listening texts. This activity

also helps learners to have more exposures in learning the vocabulary while

comprehending it more contextually in other skills. Fourth, learning time is spent

either formally in class or casually outside the lesson hours. Learning time in class

can be used for direct learning activities such as dictionary work, exploring the

word parts or guessing words. Casual learning outside the class can be used for

indirect learning activities such as doing word puzzle, matching games, and so

forth. Casual learning can also function as a review of the direct learning in class

so that students can maintain their knowledge and ready to improve it further.

Learning vocabulary covers many aspects which can be done in many

ways. Therefore, teachers and learners need to consider what kind of learning is

needed and suitable. Nation (2001: 395) states that in learning vocabulary,

“learners should know what vocabulary to learn, what to learn about it, how to

learn it, how to put in use and to observe how well it has been learned and used”.

It means that learners should also have high awareness in their learning process

and progress. Learning vocabulary involved receptive learning and productive

learning (Nation, 1990). In receptive learning, knowing a word means being able

to recognize the sound of the word and also to recognize the appearance of the

word. Receptive learning not only requires learners to be able to value whether the

word form sounds right or at least looks right but also to differentiate the word


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with other similar forms. Productive learning covers receptive learning and its

extension. Nation (1990: 32) explains that productive learning involves, (1)

knowing how to pronounce the words, (2) knowing how to write and spell it, (3)

knowing how to use it in correct grammatical patterns along with the words it

usually collocates with, (4) knowing when to use it, (5) knowing how to use the

word to stand for the meaning it represents and being able to think of suitable

substitutes for the word if there is any.

The process of learning vocabulary also needs to consider implicit and

explicit knowledge of the learners. According to Ellis (2005), “implicit knowledge

is procedural, it is held unconsciously and can only be verbalized if it is made

explicit”. Implicit knowledge can be applied in rapid and fluent communication

since it can be accessed rapidly and easily. Meanwhile, explicit knowledge is “the

declarative and often anomalous knowledge of the phonological, lexical,

grammatical, pragmatic and socio-critical features of an L2 together with the

metalanguage for labeling this knowledge” (Ellis, 2004). Furthermore, Ellis

(2005) stated that “explicit knowledge is held consciously, is learnable and

verbalize and is typically accessed through controlled processing when learners

experience some kind of linguistic difficult in the use of the L2”. Meanwhile,

Schmitt (2012) assumes that vocabulary knowledge is declarative in nature and

can never be implicit. Similarly, Ulman (2001) and Hulstjin (2007) as cited in

Schmitt (2012) also claim that vocabulary knowledge is symbolic and explicit;

therefore, it is declarative while grammatical knowledge is procedural. Further,

Schmitt (2012: 125) states that Nation’s vocabulary aspects such as components

related to form of word, meaning and the various semantic relations between


21

words can be best learned explicitly and components related to the form of word

and its receptive or productive aspects of usage can be best learned implicitly but

can also be learned explicitly.

2. Web-Based Learning Environment

As CALL is optimally used in learning language, then it leads to web-

based learning environment. Web-based learning environment allows students to

be flexible in doing their learning process since it does not engage the students

strictly with the learning time and place. Online system gives students

opportunities to study and complete their tasks anytime and anywhere as long as

they connect to the website through the internet. However, it is important to

design the website effectively to support the learning process optimally.

Nielsen (1993) proposes a concept that the usefulness of web-based

learning environment is a combination of its usability and utility. The usability

concept includes the criteria that a website should be easy to learn, efficient to

use, easy to remember, subjectively pleasing and only has few errors. The utility

concept is divided into two categories namely pedagogical usability and added

value of web-based learning and teaching. The pedagogical usability includes

support for organization of the teaching and studying, support for learning and

tutoring processes as well as achievement of learning objectives, and support for

the development of learning skills. The added value of web-based learning and

teaching includes organization of teaching process, development of quality of

teaching, development of learners’ learning skills and testing as well as

development of educational ICT.


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Web-based learning should be designed effectively and efficiently in order

to facilitate learners to be autonomous and responsible in their learning process.

Hall (2003) also proposes principles of effective web-based development and

design for learning. The principles cover two big criteria namely simplicity and

complexity. Simplicity is divided into usability and consistency. Usability refers

to the process of making the experience for learner simpler and stress free while

consistency refers to the higher order design elements of site organization that

allow learners to follow the learning instructions easily. Complexity includes

interactivity, multi modality and adaptability. Interactivity is the requirement that

the learner carry out some activities besides simply reading or listening (Brooks,

1997). Multi-modality is the various formats the web offers so that students can

experience the information in various formats such as audio, textual and visual

(Jacobson & Spiro, 1995). Adaptability is the notion of tailoring learning to a

student’s preferred learning style (Lanza & Roseli, 1991; Dillon & Weston, 1996;

Dillon & Gabbard, 1998). It is the description of learning environments created by

the educational web designers. Knowing the description of learning environments,

learners can easily adjust their preferred learning style which support them to

achieve the learning goals. Thus, a web designer should be able to design their

web-based program effectively and efficiently so that it can help students to

achieve the learning goal.

a. Computer-Asissted Language Learning and the Principles

As technology has been widely used to support teaching learning activity,

the term Computer-Assisted Language Learning (CALL) has also been very


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familiar. Beatty (2003: 7) defined CALL as “any process in which a learner uses a

computer and, as a result, improves his or her language”. It means that computer

here works as the media of language learning. Further, to maximize the benefits of

applying CALL in language learning process, teachers and language practitioners

need to be able to set the best environment to support the application of CALL.

According to Egbert and Smith (1999), there are eight conditions in CALL to

create the best environment in implementing CALL optimally.

1) Interaction and negotiation of meaning

In language learning, interaction is important for learners to practice their

knowledge both in written and spoken forms. Through interaction, learners will

also experience the process of negotiation in meaning by having repetition,

clarification and restatement. Vigotsky (1934/1962) as cited in Peyton (1999: 17)

stated his argument that interaction mediate all human learning with others.

Therefore, it is believed that the more learners interact in the target language, the

faster learning stages they will develop. It happens because during the interaction,

learners may face challenges which force them to perform their language skills

and improve them. As Swain (1985:252) cited in Peyton (1999:18) stated that “the

use of language in interaction with others provides opportunities for

contextualized, meaningful use, to test out hypotheses about the target language,

and to move the learner from purely semantic analysis of the language to a

syntactic analysis of it”.

Network interaction is designed to provide learners with various contexts

and positive learning environment to develop their language competence.


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Warschauer (1996) as cited in Peyton (1999: 21) reviewed the studies of

computer-mediated communication in second language composition and foreign

language classroom resulted on “the amount of student participation and student-

to-student interaction in the computer-mediated discussions was dramatically

higher than in face-to-face discussions among the same individuals. Therefore, it

is proven that CALL can provide effective interaction for students to negotiate

meaning.

2) Authentic audience

Audience is the most crucial part in language learning since it helps

learners to interact during the learning process especially in enriching and

negotiating meaning. In language teaching and learning area, audience is

classified into two best marginal members namely addressed audience and

invoked audience (Johnston: 1999) as cited in Egbert and Smith (1999).

Addressed audience refers to the teaching learning participants who are engaged

in actual readership. Invoked audience refers to the teaching learning participants

that are created through the text.

Further, authentic audience is also defined as “an audience that is

concerned exclusively with the meaning of the speaker’s message” (Johnston,

1999: 60). Therefore, based on Johnston’s definition about authentic audience, it

can be concluded that authentic audience should have positive interest and

engagement towards the learning process which involve them to take part in it. In

addition, it is confirmed that electronic audiences are authentic audiences in


25

computer-mediated interaction class (Johnston, 1999: 62). It is because such

audiences concern more on the meaning of messages than on their form.

3) Authentic tasks

Authentic tasks which engage learners actively in using the target language

becomes the third principle of optimal CALL environments. A good task must

have a clear goal which also leads learners to have goal-oriented behavior. Pica ,

Kanagy & Falodun (1993) as cited in Chapelle (1999: 101) define authentic tasks

as “the most useful and interesting tasks to be those whose goals require

communication in the target language”. Thus, it can be concluded that a qualified

authentic task must provide sufficient practices on the target language.

There are two goals of authentic second language tasks, namely

communicative and pedagogical (Chapelle: 1999). Both of the goals are then

connected with one of two levels of task analysis; they are the second language

activity and the second language task. Breen (1987) as cited in Chapelle (1999:

113) distinguishes both tasks further into task-as-work-plan and task-in-process.

Task as work plan is the second language activity goals which refers to “a general

description of what learners are expected to do in a task, how they are to go about

doing it, and what they are expected to learn” (Chapelle: 114). In relation to web-

based vocabulary class, the concept of task as work plan refers to the instructions

and the requirements on how the students should accomplish the tasks provided in

ELTGallery web well. Task in process is the second language task goals which

refers to “the specific conditions and processes that actually occur as the learner

works” (Chapelle: 114). In web-based vocabulary class, this concept is applied in


26

how the students use the vocabularies learnt to make sentences. The sentences

they make in the web are expected to be able to scaffold their knowledge in using

the vocabularies in a real communication.

4) Language exposure and production

In this fourth principle, various language exposures and production are

needed to create the best CALL environment. Language exposures are important

for learners in order to encourage them to use and practice the language they

learn. Spolsky (1989: 166) as cited in Egbert, Chao & Hanson-Smith (1999: 5)

states that “…the outcome of language learning depends in large measure on the

amount and kind of exposure to the target language”. This statement highlights

that a large number of exposures is not enough. Various kinds of exposures are

also important to enhance the learners’ creativity in practicing the language.

The benefit of applying web-based class is its strength to facilitate students

with different learning styles and preferences. Students have the autonomy to

manage their own learning process based on their learning styles and preferences.

Further, it also supports a large variety and creative language tasks for learners to

practice both their receptive and productive language skills.

5) Enough time and feedback

Each learner needs different span of time to comprehend the learning

process and to complete the tasks given as the exposures. As Egbert, Chao and

Hanson-Smith (1999: 5) claim that “within the classroom, individual differences

in ability, motivation, and other factors determine how much time each learner


27

requires to complete a task successfully”. Therefore, in order to create the best

CALL environment, teachers should provide adequate time for learners to

complete the learning process.

Besides time, learners also need individualized feedback to maintain their

learning progress and to accomplish the learning goals. Critical feedback is

necessary to build positive learning motivation which encourage learners to keep

progressing. Feedback is also one way of maintaining interactions between

lecturers and students.

6) Mindful attention to the learning process

Though the conditions of creating the best CALL environment have been

set, but without mindful attention to the learning process, all of the efforts will be

useless. Learners should realize the learning purposes and do things mindfully to

get the best of them. Salomon (1990), as cited in Egbert, Chao, and Hanson-Smith

(1999: 6) states, “during the learning process, learners must be mindful; they must

be motivated to take the opportunities presented to them and to be cognitively

engaged as they perform them”. It can also be said that learners must be aware in

their every action during the learning process.

Further, Vygotsky (1978), Salomon, Globerson & Givon (1991) suggest

that metacognitive guidance which contains instructions and examples on how to

learn things are included in the learning process. Teachers and peers are involved

in metacognitive guidance to support the learning process and promote cognitive

engagement. Moreover, providing metacognitive guidance in the learning process


28

can also equip learners with self-confidence to be autonomous in doing the

learning activities.

7) Atmosphere with an ideal stress/anxiety level

During the learning process, learners might get stressful and become

anxious especially when they have low self-confidence in accomplishing the

learning goals. Once learners feel stressful, then it will lead them to

discouragement which affects their motivation to continue the learning process

well. Brown (1987), Krashen & Terrel (1983) and Lozanov (1978) as cited in

Egbert, Chao, and Hanson-Smith (1999: 6) present their ideas that “before

becoming mindfully engaged and willing to communicate their ideas, learners

must experience an optimal level of anxiety in the language learning environment,

any feelings or worry or apprehension must be facilitative rather than

debilitative”. From the statement, it can be concluded that even if learners

experience anxiety during the learning process, it should be challenging instead of

discouraging.

Therefore, teachers should also be mindful in setting the targets for

learners in accomplishing their learning tasks. Teachers’ expectation should be

reasonable and the goals they set should also be achievable. In CALL

environment class, learners are given the opportunities to control their own

learning which results on lower anxiety level.


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8) Learner autonomy

Since CALL environment class enables learners to control their own

learning, it means that learners’ autonomy should also be thoughtfully allocated to

achieve the optimum result. Being autonomous does not mean that learners take

over all the responsibilities in their learning process. Thein (1994) as cited in

Egbert, Chao, and Hanson-Smith (1999: 6) describes a learner-centered classroom

as “one that develops learners’ confidence and skills to learn autonomously and to

design and coordinate tasks in a variety of contexts”. Thus, teachers still have the

responsibility to control and to give feedback to the learners’ learning progress as

well as to set clear boundaries to keep the learners on the right track in achieving

the learning goals.

In addition, Savery and Duffy (1995) as cited in Egbert, Chao, and

Hanson-Smith (1999: 7) believe that “a teacher’s role is to challenge learners’

thinking, not to dictate or attempt to regulate their thinking for them”. A good

challenge is able to raise learners’ curiosity in learning. In brief, to support

learners to learn autonomously, teachers act as facilitators in modeling and

monitoring the learners’ progress.

b. Web-based Vocabulary Class

Vocabulary learning strategies facilitate learners to decide the best way for

them to learn. Vocabulary learning strategies also help teachers to provide a large

number of various exposures for the students to enhance their vocabulary mastery.

Cohen (2007) considers language learning strategies as some techniques which

includes action, goal and situation. The features developed in web-based


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technology are able to present several actions to provide learners with various

vocabulary exercises which refer to certain goals and can be accessed in

preferable situations based on learners’ learning autonomy. Goodfellow (1994) as

cited in Miles & Kwon (2008: 1) mentions that the use of technology in

vocabulary learning covers the things which traditional classroom cannot cover

such as “building up a large vocabulary, giving students control over what words

to learn, exercises to promote deeper learning and so on”. Further, Nation (2001)

also considers CALL as a key principle of vocabulary instruction which can

provide a lot of exposures to assist language learning.

Therefore, ELTGallery website is developed based on the principles of

computer-assisted language learning for teaching vocabulary in English Language

Study Program of Sanata Dharma University. It is the basic vocabulary course for

the second semester students. The website covers the first thousand-word list, the

second thousand-word list, and the first three thousand-word list. ELTGallery

website also includes some features such as the vocabulary learning materials,

vocabulary practice, vocabulary production, students’ interaction, vocabulary tests

and students’ progress. Further details about each features are presented in the

next sub-chapter.

c. Features of ELTGallery

ELTGallery is specially designed to provide the second semester students

of Sanata Dharma University with various vocabulary exercises. Since it is an

online website, students can expose themselves to the vocabulary lists and the

exercises anytime. By registering and get their accounts, the students can access


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the website and go to the specific features in the website. ELTGallery consists of

ten pages, namely, word display, English Indonesian matching, Indonesian

English matching, completion practice, write sentences, review one’s own

sentences, read others’ sentences, comment sentences, tests and score record. The

description of each page is as follows.

The first is word-display page. This page consists of the vocabulary lists

which the students have to memorize each week. The vocabulary list is the

guidance for the students to do the exercises and tests in the other pages. The

word display is completed with the Indonesian meaning so that the students can

directly check them whenever they find difficulties in understanding the meaning

of the English words. The part of speech of each word is also included to identify

the context of the word when it is used in a sentence later. The part of speech is

abbreviated such as noun to NN, verb to VB, adverb to AV, and adjective to AD.

In addition, examples on how to use the words in sentences are also provided in

word-display page. Thus, the students can have clear examples on how to use the

words in appropriate contexts. This word-display page shows two aspects of

Nation’s vocabulary knowledge namely form and use. By checking the word

display, the students can learn both the written form and the spoken form. Further,

by reading the examples given, the students gain the knowledge of how to use the

words in appropriate contexts.

The second page is English-Indonesian matching. It is the first exercise

page after the word display. This page presents ten sentences with a missing word

blank in each sentence on the left side. On the right side, ten words starts from A –

J are presented for the students to fill in the blanks. To complete the exercises, the


32

students have to type the letter in the provided box. This exercise applies

knowledge of meaning from Nation. Through matching exercises, students learn

how words convey meaning from the word form.

The third page is Indonesian English matching. This page display more

numbers of matching exercises than the English-Indonesian matching. The

Indonesian-English matching exercises present twenty Indonesian words with a

blank after each word on the left side. Then, the list of twenty English words

numbered A – T is presented on the right side. In this exercises, the students also

have to type the relevant letters in the boxes to complete the exercises. Both

English-Indonesian matching and Indonesian-English matching provide repetition

and exposures to the words which enable the students to review the vocabulary list

that they have learnt. This exercise also applies Nation’s vocabulary knowledge of

meaning.

Completion practice is the fourth page in ELTGallery. The completion

practice consists of twenty-five numbers for the students to do. It presents twenty-

five English sentences with a missing word in each sentence and also a box after

each sentence. In this exercise, the students have to type the missing word of each

sentence in the box to answer the exercises. In completion practice, the students

need to pay attention to the meaning of the sentences and also the meaning of the

words so that they can insert the correct words to the sentences. This exercise

implies the aspect of knowing a word means knowing the limitations imposed on

its use according to how the function and situation may vary (Richard: 1976).

Therefore, the students should be able to choose which word is suitable with the

context. This exercise also requires the students to be able to know the semantic


33

value of the words. As Richard (1976) stated that by being able to analyze words

with their semantic values, learners can use words properly based on their

restrictions such as animate, inanimate, human, non human, living and so on.

The fifth page is write sentences. In this exercises, the students are

expected to produce sentences based on the words they have learnt. After they

have finished with one unit, the students are given twenty-five words randomly

chosen from the words in the unit. Then, they have to make sentences using the

words. In making sentences, the students have to pay attention to the context of

the words as well as the grammar of the sentences. They are not allowed to use

abbreviation in the sentences. The correctness in using the words with the right

context and grammar will show the students’ vocabulary mastery. Since this

exercise requires the students’ productive skill, then it covers all the vocabulary-

learning aspects.

The sixth page is review one’s own sentences. When the students have

finished with the production part, they can review their own sentences. They can

check whether the sentences need revisions or not. It takes the students’ awareness

in using the word in an appropriate context. Once they upload their work to the

website, they cannot correct their mistakes anymore. Therefore, they really have

to use the opportunities provided in this page.

The next page is read other’s sentences. In this page, the students can see

their classmates’ sentences. Reading their friends’ sentences can give them some

inputs in improving their own works. However, they cannot copy and use their

friends’ works. They still have to work on their own sentences.


34

The eighth page is comment sentences. This page allows interactions

among the students. Here, the students have to give their comments on their

friends’ sentences by giving rate. The rate ranges from 1 to 3. The students can

rate their friends’ sentences with 1 if the sentences are both lexically and

grammatically unacceptable. They can give 2 if the sentences are acceptable either

lexically or grammatically. They can give the highest rate 3 if the sentences are

acceptable both lexically and grammatically. Through this rating system, the

students can interact during or after giving the rate. They can discuss the rate of

their sentences, analyze the mistakes if there is any and ask their friends’

suggestions to improve their sentences.

The ninth page is tests. In one semester, the students only have a mid-term

test and a final test. However, they also have to complete 12 weekly exercises. In

weekly exercises, the students have to complete seventy-five completion

exercises. The words in the weekly completion exercises are randomly taken from

the sentences in each unit. The complete the exercises, the students are allowed to

open their notes or work together with their friends. They can also repeat the

exercises if the result is not satisfying. Meanwhile, the mid-term test is held after

the students have finished the materials from unit 1 to 6. The final test is held after

they have finished until unit 12. The materials for the final test are taken from unit

7 to 12. The mid-term and the final test are held in the class. The students are not

allowed to open their notes and cooperate with friends.

The last page is score record. The score record page displays the students’

results on the matching and completion exercises, making sentences, sentence

score, sentence comments, mid-term test, and final test. All of the scores are then


35

computed and taken the average into the students’ final score. Each score has

different percentage. Weekly exercises value 50%, the students’ sentences value

10%, the average of sentence scores is 10%, the number of sentence comments is

10%, the mid-term test score is 10% and the final test score is 10%.

3. Lived Experience

Lived experience, which belongs to phenomenological research, is a study

that relies its foundation on phenomenology as a philosophy focusing on human

consciousness as the source of the truth. It is the key of the phenomenological

human science which covers the starting point and the end point of this study. The

definitions of lived experience itself are presented by some experts. According to

Creswell (2007) phenomenological research describes the meaning for several

individuals of their lived experiences of a concept or a phenomenon. Since it is

related to individual lived experience, it means that the result of the study is very

personal depending on how the individual regards the concept or the phenomena

based on their point of view. Therefore, lived experience is very subjective. One’s

lived experience might differ from the others depends on how he regards the

phenomena. Leedy and Ormrod (2005) define phenomenology as an attempt to

understand people’s perceptions, perspectives, and understanding of a particular

situation. The study of people’s perceptions, perspectives and understanding

towards a particular situation leads to answer a question of what it is like to

experience the phenomena. Phenomenology is the study of the lifeworld – the

world as we immediately experience it pre-reflectively rather than as we

conceptualize, categorize, or reflect on it (Husserl, 1970b; 1970 Schutz and


36

Luckmann,1973) as cited in Manen (1990, 9). A researcher who deals with

phenomenological study should be able to differentiate a very detail line between

appearance and essence. Therefore, the analysis of the lived experience has to be

thoroughly and thoughtfully done.

The most significant point to notice in observing one’s life experience is

that the experience itself should be meaningful and bring certain awareness in

one’s life. Then, it is the researchers’ task to dig out the live experience and

narrate it into a powerful writing. Murphy (1960, 13) as cited in Bradley (2002)

defines lived experience as a process that mixes memory including understanding,

desire, intention or expectation, anticipation, relation with others, cultural

patterns, feelings, belief or sights, behaviors, smells, sounds, etc. Those are then

known as the aspects of lived experience.

The purpose of phenomenological study is to reveal meaning of reflected

phenomena. The meaning of certain phenomena can be perceived differently from

one person to another. The meaning is never simple and it is subjective. To gain

the essence of a phenomenon involves a process of reflecting the phenomena

appropriately, clarifying it and then making the structure meaning of the lived

experience to be more explicit (Manen, 1990).

This research is hermeneutic phenomenology. It is phenomenology since it

is aimed at gaining deeper understanding of the students’ lived experience in web-

based vocabulary learning. It is also hermeneutics since it is also aimed at

interpreting world reality through the participants’ lived experience. Therefore,

this study applied hermeneutic phenomenology to describe and interpret the

participants’ lived experience in web-based vocabulary learning.


37

B. Review of Related Studies

There are some studies on web-based vocabulary learning. In this section,

I present six studies which have similar area to my study. The types of the study

are not exactly the same. Yet, these studies also discuss about vocabulary learning

in web-based environment.

The first research was conducted by Miles and Kwon (2008). In this study,

the researchers discuss the benefits of using CALL vocabulary programs to

provide systematic word recycling. The purpose of the study was to discover what

benefits in vocabulary learning and retention could be gained by using a

vocabulary software program which provides systematic repetition of words for

long-term retention. The vocabulary program, which is called E-Memory Plus,

was developed by members of the English language department faculty in Sogang

University. The research participants were 198 students of eight first year English

courses in Sogang University. They were divided into treatment groups and

control group. There were five treatment groups and one control group. The

variety of exercise types focus on receptive vocabulary exercises and productive

vocabulary exercises. The post-test scores were analyzed using ANOVA. The

result of the study showed that students who used CALL vocabulary system with

the benefits of spaced repetition presentation perform far better for both receptive

and productive use of vocabulary than groups which applied conventional

methods of study. CALL applications for vocabulary study in this research is also

proven to be able to assist students in learning, retaining and using vocabulary

compared with the conventional study methods. Furthermore, this study also

revealed that preventing students from resorting to study habits which only result


38

in short-term learning becomes one advantage of using CALL vocabulary

programs.

The second research was conducted by Ma and Kelly (2006). In this study

the researchers discuss the design and evaluation of computer assisted vocabulary

learning. The software used in this study is called WUFUN which aimed to help

Chinese university students to improve their English vocabulary learning. This

study involved 35 students. The research procedures consisted of pre-receptive

test, pre-productive test, pre-questionnaire, software use, post-questionnaire, post-

receptive test, post-productive test and an interview. The result of the study

showed that the use of the software enhance the students’ progress in vocabulary

learning both receptively and productively. The students also state their opinion

that learning vocabulary through the website is more enjoyable when more units

are developed.

The third study was conducted by Constantinescu (2007). The paper

presented several possibilities of using technology to enhance vocabulary

acquisition and reading comprehension. The study referred to several researches

and theories about CALL environment and the use of multimedia in vocabulary

and reading classes. As the result, Constantinescu (2007) concluded that

“multimedia plays important part in both vocabulary acquisition and reading

comprehension, therefore, instructors should be aware of the potential benefits of

integrating technology in the language classroom”.

The fourth study was conducted by Caecillia Devy Kurniawati (2012). The

research was conducted to find out how effective the web-based paragraph writing

class. The research was done in Sanata Dharma University with English Letters


39

Department students in Paragraph Writing classes. The research employed

quantitative and qualitative designs. The result of the study showed that the

achievement in a web-based paragraph writing class is better than the regular

writing class. Further, the factors which gave contribution to the effectiveness of

the web-based paragraph writing class are the group work, topic, flexible access,

flexible submission and revision, personal page, the use of computer for writing,

course strength, classroom interaction, teacher’s feedback, classmate’s score, rich

resources, plagiarism, peer comments and corrections.

The fifth study was conducted by Thomas Bayu Anggoro (2015). The

research was conducted to explore the English teachers’ lived experience in

implementing blended learning. This research employed hermeneutics

phenomenology approach. The result of the study showed that the teachers have

various experience in setting their classroom goal, benefit in implementing

blended learning, constraint in implementing it and the teaching methodology.

The sixth study was conducted by Dameria Magdalena Sidabalok (2013).

The study was conducted to discover the relationship between learner autonomy

and the students writing achievements in web-based sentence writing. The

research employed mixed-method design to analyze the qualitative and

quantitative data. The results show that there are some factors of web-based

sentence writing class which affect the learner autonomy. They are students’

understanding of the web to achieve the goal, knowledge of the goals of materials.

Knowledge of learning activities, learning process, learning problems, time

management, and knowledge of learning progress.


40

The research conducted in this study here, the students’ lived experience in

vocabulary web-based learning, is different from the previous study presented

above. The current study tries to discover the truth from the phenomenological

side of the students’ lived experience hermeneutically. Further, the previous

studies have proven that technology which applied based on CALL principles is

effective in enhancing vocabulary acquisition. Another one was proven effective

in enhancing students’ writing skill. Therefore, hopefully this study can complete

the research literature from the point of phenomenological study in the students’

lived experience.

C. Framework of Pre-understanding

Several websites and computer applications have been widely used in

English language teaching. They offer new techniques and learning environment

to learn a language. Some teachers as well as students find them beneficial in

improving the teaching learning process. Some researches and theories have

proven the effectiveness of applying websites in language learning.

ELTGallery is one of the websites which is designed to improve teaching

learning process. In this study, ELTGallery is used to facilitate students to develop

their vocabulary knowledge. As ELTGallery brings new atmosphere in teaching

learning process, each student might react differently which result on different

learning achievement. ELTGallery will affect the students in perceiving its

functions and meaning related to its efficiency and effectiveness in learning. The

students’ understanding, action, feeling, expectation and life background will

influence their perceived meanings. Applying ELTGallery would result on


41

flexible time to learn, more enjoyment, challenges and enthusiasm in learning.

Those are bracketed under pre-figured themes namely: (1) ELTGallery encourages

students to be autonomous learners, (2) ELTGallery offers more challenges in

vocabulary learning, (3) ELTGallery gives different learning atmosphere in

vocabulary learning.


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CHAPTER III

RESEARCH METHODOLOGY

The purpose of this study is to reveal the students’ lived experience in

web-based vocabulary learning environment. Therefore, this chapter presents the

sequential procedure of this research in order to answer the research question. The

discussion in this chapter covered research method, research design, nature of

data, research participants and setting, data gathering technique and instruments,

data analysis, and the trustworthiness of the study.

A. RESEARCH METHOD

The research method employed in this study was hermeneutic

phenomenology. It focused on the description and the interpretation of the

participants’ lived experiences. This study also belongs to a phenomenological

research. Cresswell (2007) states that phenomenological research aims at

describing the lived experiences from several individuals towards certain concept

or phenomenon. Since each person has different perceptions, perspective and

belief in facing a particular situation, it leads to personal experiences which is

unique and meaningful. Thus, the researcher’s task in this study is seeking to

understand the wholeness and the unique patterns of experiences in a

scientifically organized and disciplined way (Moustakas, 1990: 16). To do

research is always to question things. From phenomenological point of view,

Manen (1990: 5) specifies that the question is about the way we experience the


43

world and to want to know the world in which we life as human beings.

Therefore, the description of the lived experience consists of “what” they

experienced and “how” they experienced it (Moustakas, 1994).

In this research, I want to find out the students’ lived experience in joining

web-based vocabulary class. The students’ different experiences are explored to

reveal their meaningful belief, perceptions, action and feelings which are

reflected from their narratives. The students’ narratives are the reflection of what

actually happened in the past. Manen (1990: 5) states that the end of human

science research for educators is a critical pedagogical competence, which means

knowing how to act tactfully in pedagogic situations on the basis of a carefully

edified thoughtfulness. Thus, the students’ reflection in this study is expected to

lead us to discover the truth of emphatic understanding in order to improve life

quality.

B. NATURE AND SOURCE OF DATA

In lived experience research, the data collected is verbal data. In this study,

the verbal data was needed to discover the students’ lived experience towards

their participation in vocabulary web based class. There were two nature of data

used in this research namely classroom observation notes and narrative text from

in-depth interview.

During the classroom observation, the field notes were taken to give

description of what was happening in the class. The observation points might

give preconceptions to the researcher in the study field. Thus, bracketing is very

important to give clear border between my preconceptions and predictions and


44

the fact revealed from the participants’ lived experience so that it will not

influence the research process. Gearing (2004) as cited in Tufford and Newman

(2010: 83) explains bracketing as “a scientific process in which a researcher

suspends or holds in abeyance his or her presuppositions, biases, assumptions,

theories, or previous experiences to see and describe the phenomenon”.

Therefore, the second nature of data is employed to dig out the participants’ lived

experiences more than the observation.

The in-depth interviews were conducted to gain the narrative text from the

research participants. They provide the opportunities for the researcher to explore

what was really happening which becomes the phenomena as thoughtful as

possible. The in-depth interviews were conducted after the classroom

observation. Then, the in-depth interview results were recorded and transcribed

carefully.

C. RESEARCH PARTICIPANTS AND SETTING

Since this research focuses on the vocabulary teaching in web-based class

as the setting, then the vocabulary class conducted in English Language Education

Study Program of Sanata Dharma University was chosen. Web-based class

applied for vocabulary subject was a breakthrough in English Language Education

Study Program of Sanata Dharma University. Previously vocabulary subject was

taught in traditional class and teaching method. Then, in 2014 even semester, the

web-based vocabulary class was conducted for the second semester students. Yet,

it was only employed in one class, the other three classes still employed the

conventional teaching method.


45

The research participants were selected based on three criteria. The first

was the students who had attended the vocabulary class diligently during the

semester. Although actually attendance in class was not really necessary since in

web-based vocabulary class, the students can do their tasks anywhere. Yet, if the

students were still willing to come to the class diligently, there might be any other

motivation to reveal. The second was the students who showed opposite progress

one to another. Based on the results of the classroom observation, the field notes

showed two ranges of the students’ progress in achieving the learning goals.

Those were students with good and steady progress, the other range were students

with sufficient and unsteady progress. The sample of the learning progress was

taken exactly after the mid-semester test. Therefore, two students were chosen as

the research participants to represent those two ranges. The third was the students

who were willing to share their experience in joining vocabulary web-based class.

The students in this study were Dipta and Martha. Both participants use

pseudo names. Dipta and Martha had the criteria for this study. Dipta represented

the student with sufficient and unsteady progress, while Martha represented the

student with good and steady progress. Both of them might have different

experiences in vocabulary web-based class since they had the same

responsibilities but at the end showed different result. The research itself was

conducted in Sanata Dharma University.

D. DATA GATHERING TECHNIQUES AND INSTRUMENTS

Observation notes and narrative texts from the in-depth interview were the

two lived experience materials analyzed in this study. The purposes of the


46

observation were to know the research-setting situation, to see the real process of

teaching and learning situation, and to select the potential research participants.

The results of the observation were all noted down carefully. As the classroom

observation enlightened me to the real situation in the class, the interview

guideline were arranged after the classroom observation was done. The interview

guideline was arranged based on the selected constructs to answer the research

question. It functioned as guidance for me in discovering the participants’ lived

experience in joining the web-based vocabulary class.

The interview questions were then arranged as guidance in conducting the

in-depth interview. However, they were not strictly applied and orderly asked.

Some questions were added or modified to make the interview done smoothly and

to dig out more information. The result of the in-depth interview became the main

data resources in this study to understand and interpret the students’ lived

experience in vocabulary web-based learning class.

E. DATA ANALYSIS

After conducting the classroom observation, the participants were then

selected. The main data of this study was taken from the in-depth interview. The

data from the in-depth interview was then transcribed into the written form. Next,

exploring and coding the data were done. Coding aimed at seeking and building

themes. The themes were then categorized into pre-figured themes.

The example of the coding is Aut.Lea-ELT-DA11. Au means autonomous.

Lea means learning. ELT means ELTGallery. DA11 refers to Dipta’s answer in

line 11. Therefore, in that case, the theme belongs to autonomous learning with


47

ELTGallery and the evidence is in Dipta’s answer line 11. From the categorized

themes, I described and interpreted the data which illustrated the students’ lived

experience in web-based vocabulary learning. At last, the interpretation was presented.

F. TRUSTWORTHINESS OF THE STUDY

A research is valuable when the findings are trustworthy. To gain the

trustworthiness of this study, I conducted triangulation. Cohen, Manion and

Morrison (2000: 112) define triangulation as “the use of two or more methods of

data collection in the study of some aspect of human behavior”.

In this study, the triangulation data were obtained from the classroom

observation, in-depth interview, and member checks. In member checks, the

participants checked my interpretation. The participants could add any comments

or statements during the member check to improve the validity.


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CHAPTER IV

DATA DESCRIPTION AND INTERPRETATION

This chapter presents the description and interpretation of the texts

obtained from the participants. I divided this chapter into two major parts, namely

description and interpretation. In description part, I described the classroom

situation during the observation and participants’ life stories in form of narratives.

In interpretation part, I try to interpret the meaning of the participants’ anecdotes.

A. Data Description

The first data gathering done in this study was through classroom

observation. After making an appointment with the lecturer, I went into the

classroom. In the classroom, the lecturer introduced me to the students. I greeted

the students and explained briefly my purpose of staying there. After that, the

class was just going on as usual and I became a silent observer. I started to move

around, observe the student’s activities and take notes. In the last minutes before

the class was over, I had a conversation with some students about their activities

in the class. Then I thanked them all after finishing the observation.

Just after the class was over, I had a discussion with the lecturer about how

the class was going and my research plan. The lecturer helped me to select the

participants by showing the classroom notes he had. I had three criteria of

choosing the participants; they are attendance, classroom progress and

willingness. I chose the students who were diligent in attending the class because


49

by being diligent in coming to the class at least represents their good will to study.

I also chose the students based on the study progress in class. They had finished

with the mid-semester test at that time, so the lecturer could show me the students

progress by the middle of the semester. From the students’ progress, it can be seen

that the class had two ranges. They are good with steady progress and sufficient

with unsteady progress. I noted down four students’ names and their telephone

numbers to contact. Before going on with the next step of data gathering, I still

had the last criteria of choosing the participants. It is willingness. I needed the

students’ willingness to actively involve in this study so that I could get rich data.

Therefore, I contacted them one by one to ask about their willingness of being my

research participants in this study. At last, it came up with only two students who

were willing to be research participants. Fortunately, the two students already

represented the two ranges showed in the classroom.

These two students were Dipta and Martha. Dipta represented the range of

students with sufficient and unsteady progress. Martha represented the ones with

good and steady progress. By the time this research was conducted, they were

enrolling vocabulary class as an elective course in the second semester. However,

the in-depth interviews were conducted after they had finished with the

vocabulary course in that semester so that the whole experiences, ideas,

perceptions and beliefs could be gained. Further description about the

participant’s profile and their lived experience in vocabulary web-based learning

is as follows.


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1. Dipta’s Description

In this part, I present Dipta’s personal profile to have a closer look to his

personality. It is important because someone’s background can influence the way

one reacts and acts to certain phenomena. Dipta’s story about his lived experience

in joining web-based vocabulary class is also presented in this part.

a. Dipta’s Profile

Dipta was twenty years old when he took part in this research. Dipta was

originally from Yogyakarta. He lived in Bantul with his parents. He was the first

child in the family and he had a younger sister. His father was from Bedono,

Ambarawa and his mother was from Bantul. His father was the head of librarian

in Sanata Dharma University. His mother was the vice headmaster in SMK Putra

Tama. He described his parents as hardworking persons and he said that his

parents were good real model for him.

Dipta graduated from De Britto Senior High School before he decided to

continue his study in Sanata Dharma University. He chose PBI in Sanata Dharma

because he wanted to be a teacher. He realized that the occupation of being a

teacher had more working opportunities than other occupations. Another reason of

choosing PBI Sanata Dharma was because he thought that English was fun. His

special interest about learning English is in speaking and listening. Dipta was such

a sociable person. He was quite active in campus activities and often took part as a

committee when campus held some events. When this study was being held, he

was very busy preparing a play entitled Jaga Daru and he was one of the actors in

the play. He also became one of the committee of English Action Day at that time.


51

Dipta decided to take vocabulary course to complete his elective course

because he thought that he could easily get good mark to boost his GPA in this

class. He never thought that he would face a lot of challenging tasks to complete

this course well. However, he realized that vocabulary is important to support his

English mastery.

b. Dipta’s Story

Dipta was already familiar with internet and websites. However, using

ELTGallery in vocabulary learning was something new for him. As he usually had

fun activities in exploring websites, Dipta also looked forward to have the same

things with ELTGallery. Yet, he experienced that vocabulary learning with

ELTGallery was not as fun as he imagined before.

(DA2): ELTGallery should help me more in learning vocabulary ina fun way, miss. So it’s not merely memorizing the words anddoing some quizzes but it provides games or somethingsimilar to it to review the words that we have memorized.

(Q3): Then, did it meet your expectation? Did you find it fun?(DA3): Not really, actually. It tends to be boring.(Q4): Why do you think it is boring? ELTGallery provided you with

various activities, right?(DA4): Yes, there were so many activities that we should do in

ELTGallery, miss. But, I don’t know… I felt bored. Perhapsbecause of the layout or maybe the situation in class. It wasnot really fun.

However, Dipta could still do many things in ELTGallery to improve his

vocabulary knowledge. He learnt spelling and improved his ability to understand

meaning in written texts from the word list provided in one of the features in

ELTGallery. Further, he did something more to back up the things which had not

been available in ELTGallery’s features such as pronunciation, word formation,

phrases, spoken text and using the words in correct contexts.


52

(DA7): …The website didn’t provide the phonetic transcription. So, Ihad to open the dictionary to get the correct pronunciation.

(DA10): …In linguistic class, we learnt word formation. Sometimes,I also checked dictionary.

(Q12): How did you improve your ability to use the words in correctcollocation/phrase?

(DA12): I learnt it more in structure class. But I also learnt it fromthe internet, from Oxford or Google.

(DA11): ….For spoken text, I practice it when I watch Englishmovies and listen to English songs. I also learn thepronunciation from those activities.

Realizing that he could complete the tasks in ELTGallery anywhere and

anytime, Dipta said that ELTGallery supported autonomy learning. It was because

the features were designed completely with the instructions of how to do the

exercises independently. Yet, he felt that the portion of autonomy learning was

too much because he still needed more supervision and interaction with the

lecturer during the learning process.

(DA33): …ELTGallery supports the students to be autonomousbecause the features are completed with the instructions ofhow to do it. We also got guidance and explanation from thelecturer in the class about what to do and how to do it. But Ifeel that was too much.

(Q34): What do you mean it was too much?(DA35): We still need more supervision and interaction with the

lecturer. Ideally, he should check the students work one byone, move around and communicate with the students so thatthe class would be more interesting.

When he was asked his experience studying vocabulary in traditional class

and web-based class, he tried to compare the situation. He said that traditional

class provided more interaction and less homework. On the contrary, web-based

class required students to memorize too many words in a short time. Moreover,

when the website had some technical problems, it reduced the students’ time to

finish their work.


53

…Traditional class provides more interaction between the teacher andstudents. Furthermore, in traditional class there are not a lot of thingsto do at home. Everything is done in class. The stress level invocabulary web-based class is quite high. There were too manywords to memorize in one week. The time was very short…. Thewebsite itself was also problematic sometimes, miss. We need to login and out several times. It slowed down the work… When we onlyhave very limited time and we still have to log in and out severaltimes…that was so bothering. (DA16)

Related to technical problems in ELTGallery, Dipta also shared that the

buttons in ELTGallery’s features did not always direct him to the right pages.

Giving too many instructions also made the page error sometimes. He felt

annoyed since the time was limited but the website was not accessible.

…the buttons don’t always direct us to the right destination pages. Iexperienced it when I wanted to repeat test seventy-five weeklyexercises. I wish I could make it faster, remake it but I had to log outfirst and log in again, and sometimes the page was error. It’s soannoying because the time is limited. (DA17)

Further about time, Dipta said that the time to do the tasks seemed to be

enough when he was in the class. Yet, when he had to do the weekly tasks at

home, the time was not enough. Moreover, when the website was also error, it

reduced the time to do the tasks. Despite the limited time he had to complete the

weekly tasks, Dipta admitted that he got enough feedback to motivate him to do

things better.

In the class, the time seemed enough. But for the weekly task it’s notenough. The annoying thing is when the features are error. The timeis short but we can’t do anything when the website is error. Thefeedbacks were good, they motivated me to do things better. They alsohelp me to improve my vocabulary mastery. (DA28)

Dipta also admitted that ELTGallery provided enough variation for the

students to practice the vocabulary. Those various exercises helped the students to


54

improve their way of thinking especially in some tasks. Dipta also said that the

exercises were not monotonous.

…The exercises are various enough for us to practice thevocabulary. They are not monotonous. They facilitate us to developour way of thinking. Especially in commenting sentences part, thefeedback from friends can improve our knowledge about tenses andvocabulary. (DA18)

However, on the contrary, Dipta complained about the number of the

tasks. He said it was too many. He thought it was because of the task variation.

The tasks were quite many, perhaps because the features of theexercises are so various. Well…actually they are good to improve ourvocabulary knowledge but it’s tiring. Too many tasks to do. (DA26)

At last, when he was asked his preference in choosing between web-based

vocabulary class and traditional class, Dipta chose traditional class. It was because

traditional class offered less homework than web-based vocabulary class. He felt

stressful with the high expectation in web-based vocabulary class. He also said

that he regretted taking this class since it was quite demanding.

…I just feel happier in traditional class…the one with books andprinted handouts. It is easier, I think. It is more suitable with mylearning style. I just need to study in the class, no more exercises athome. Everything is under control because it is done in class and thelecturer check the work directly. (DA24)

(DA31): Honestly, I felt stressful with this new teaching method,miss. It seemed that the lecturer’s expectation was very highby applying this website. If I knew this before, I wouldn’t takethis class.

(Q32): So, did you regret it?(DA32): I think so, miss. Because this is actually an elective course, it

should not be this complicated.

Further, Dipta also felt disappointed with his result of study since he got C

as the final result. He said that he had tried his best in studying but the result was

not as he expected.


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I feel that I’ve tried my best in studying. Reading and practicing in myspare time. I want to perform well so that my parents would be happyto see me, it will also be my pride. I think I had done all of the taskswell. I tried to get A but I got only C. It’s quite disappointing. (DA29)

ELTGallery offered flexibility for the students to manage their own

learning progress and process. In order to do that, the students were encouraged to

have high responsibility. However, Dipta still enjoyed classroom atmosphere with

a large portion of interaction and supervision from the lecturer. He felt that it was

much easier to handle. Moreover, in conventional class, he would not face some

technical problems which usually happened in web-based class. Thus, Dipta felt

that studying vocabulary with ELTGallery was burdening.

2. Martha’s Description

In this part, I present Martha’s personal profile to see her life background

better. Life background is important since it can give influence on the way

someone reacts and acts in facing certain phenomena. This part also presents

Martha’s story of her lived experience in joining web-based vocabulary class.

a. Martha’s profile

Martha was twenty years old when she took the vocabulary class and

agreed to help me as research participant in this study. She was also from

Yogyakarta and lived with her parents in Sleman, Yogyakarta. She was the

youngest in the family. She had one elder sister and she was very close to her. Her

family was very familiar with English learning environment. Her sister was

graduated from PBI Sanata Dharma University. Her mother also once took KBI in

Sanata Dharma University for her master degree. She felt lucky with that because


56

she could discuss her learning progress with her sister and mother. Martha’s

mother is now an English teacher in SMPN 2 Mlati Yogyakarta. She described her

mother as a firm and hardworking person. She also had a strong leadership skill,

thus her mother is also the headmaster of the school. Her father was a pensioner

from PDAM Yogyakarta. She described her father as a wise and patient man. She

said that her family always supported her study well and it made her fully

motivated to do her best in the study.

Before continuing her study in PBI Sanata Dharma University, Martha

graduated from SMAN 2 Yogyakarta. She had realized that she had a talent and

interest in English since she was in senior high school. Thus, she entered PBI

Sanata Dharma University. She had a strong will to improve her English skill

since she realized how important it was to be excellent in it. Martha described

herself as an ambitious girl. She liked to set her expectations high and dare to take

risks in achieving her dreams. Martha was interested in education field because

she could also learn about psychology, such as students’ motivation, learning

style, and so on. She was also interested to take the vocabulary class because she

realized that vocabulary was very important to support her English learning

process. Thus, she took the class to improve her English skills significantly.

b. Martha’s story

Martha realized that she was going to endure different learning process

with ELTGallery. She knew that she had to be more responsible with her own

learning process. She loved the idea of making the students more ready with what


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they were going to have in class since ELTGallery had been completed with the

learning materials for one semester.

Well, ELTGallery is applied in the class to help the students to learnvocabulary more independently. We have to be responsible to ourown learning progress because most of the activities and tasksshould be done outside lesson hours. It really needs a good timemanagement, miss, because the tasks are quite a lot. (MA2)

…Even it required us to be very independent in accomplishing thegoals. Personally, I felt positive about that. Moreover, I am typically aperson who is very curious about what topic to discuss in the class inthe following day with the lecturer. With ELTGallery, the materialswere not only prepared for the following meeting but it was ready forthe whole semester, so that I could prepare myself better for the class.I was more ready and confident to join the class. Except…whenthere were a lot of things to do at the same time, then seeing thedeadline in ELTGallery was very stressing. But, the idea of makingthe students more independent and responsible to their own studyprogress was very good, I think. (MA46)

Martha tried to make use of ELTGallery to improve her vocabulary

knowledge maximally. Yet, when she could not find supported features, she tried

to find them from other sources. For example, ELTGallery did not provide the

phonetic transcription in the word list. Then, Martha checked and practiced the

pronunciation in her dictionary.

I always consult the dictionary, miss. I usually bring my pocketdictionary in my bag. So every time I feel doubt about how topronounce some words, I check the dictionary. Unfortunately,ELTGallery is not yet completed with a feature to teach us thepronunciation. (MA10)

Martha shared that the vocabularies she learnt from the word list in

ELTGallery helped her to improve her reading skill. However, Martha learnt word

formation more in linguistic class. Besides, she also checked dictionary and read

more articles to improve her knowledge.

The vocabularies from the website help me to comprehend anarticle. I love reading, miss. So I think it helps me to improve my


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understanding in written texts. Spoken texts, I improve it fromwatching English movies without Indonesian subtitles. Although Ioften miss some words because the actors speak so fast but at least Ilearn. (MA13)

Every time I get a new word, I check the dictionary. Oia, inlinguistic class I learn more about word formation. We did a lot ofpractices there. (MA12)

Martha was lucky since her mother and sister could speak English well.

Her sister graduated from PBI Sanata Dharma, while her mother graduated from

KBI Sanata Dharma. Martha often practiced her English with them at home. By

doing so, she could get more exposures and improve her English skills.

(MA14): I ask my mother and my sister, because they also knowEnglish. Sometimes we speak English at home. Oia, I alsolearn new phrases through movies.

(Q15): Wow, you’re lucky enough to have such exposures at home,Martha. You, your sister and your mom, it’s great that youcan use English at home with them.

(MA15): Yes, miss. It’s nice because we have the same educationalbackground. My mother also took her master degree in KBI,like you. My sister was also from PBI Sanata Dharma. So,it’s nice!

ELTGallery for vocabulary learning was a new thing for Martha. She felt

enthusiastic with the purpose of applying the website but she did not really like

the look of the website. She wished she had an opportunity to customize her own

website page so that the look would be more attractive. She also regretted the

errors which often happened in the website.

Well, ELTGallery is a new thing in vocabulary learning. The websiteis quite accessible, except when we experienced error page. Thedestination buttons are quite simple. But unfortunately, theappearance of each page is monotonous. Quite boring, I think.Perhaps it is because the website designer is still developing thewebsite himself so it went errors quite often. Personally, I don’t likedark blue color. I think it will be nice if we can customize the pagewith our favorite color. Giving cute borders, pictures, so that the lookis more interesting. The most important one is the look and the


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features can motivate us at least to open the website. Perhaps it needsthe ideas of young people who master layout designing. (MA22)

Further, Martha shared her experience related to class situation when they

were studying vocabulary with ELTGallery. Martha often felt uneasy to ask her

friends when she got confused. Therefore, she preferred to consult her dictionary

and tried to solve the problem herself.

I often got confused to whom I should ask, because everybody wasvery busy with their monitor during the lesson. I felt uneasy to disturbmy friends and asked questions. I usually consulted my dictionary.Just sometimes, I asked my friends’ opinion about my sentences.(MA33)

Some friends also helped her in giving feedback to her work since they

had the portion in ELTGallery to do that. Unfortunately, Martha could not confirm

and consult the feedback she got because she did not know who wrote the

comments for her. She could not check them in the website. She hoped that the

lecturer would take over the role of giving feedback to make it fairer.

The feedback was ok.. I got much from friends but not from thelecturer. And sometimes I got confused why my sentences werecommented in such a way, but I couldn’t confirm to the one whocriticized them because I didn’t know who did that. I often felt that itwas unfair. Ideally, it should be the lecturer’s task to criticize thestudents’ work. (MA42)

When she was asked about the tasks in ELTGallery, she liked the variation

of the exercises. Yet, she minded with the number of the questions in each type of

exercises. It was too many for her.

The variation of exercises in ELTGallery is good, quite various. But,the number of the questions in each type of exercise is just too much.It seemed it is only focused on the weekly tasks in which we had tocomplete 75 sentences and make 20 sentences each week. I think itwould have been better if we had fewer numbers of questions andvarious types of exercises. (MA24)


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According to Martha, the main problem of having too many exercises to

do was staring the monitor too long. She said it was not good for her health.

I had to stare the monitor in quite a long time to do the tasks and itis not good for our health. (MA36)

Moreover, when she also had other tasks to do, Martha had to be able to

steal the time in between other activities to do her weekly vocabulary tasks.

Whereas she said she had tried to manage her time well but it still never seemed

enough. Even she tried to do the tasks with her handphone bit by bit. She felt

exhausted with that.

…Only the burden of doing the tasks was quite high. Moreover if wealso had homework from other subjects, the modem was error, therewere a lot of things in mind…wow, it felt like I my mind was about toexplode. You’d better stay away from me. Hehehe… (MA45)

…I always felt in a rush to complete the tasks, miss. Whereas Ithought, I had made my time schedule to arrange my activities andtime to do campus tasks. But, I don’t know…the time seemed neverenough. It was very very exhausting. (MA38)

…Even when I was doing other activities like church or choir, Isometimes stole the time to do the tasks bit by bit with my handphone. The tasks were like haunting me every time. (MA39)

When she was asked whether she also experienced it in other classes or

not, she said not all of them. She confessed that web-based vocabulary class was a

bit hard to handle. Yet, she found it challenging and she felt she could beat the

challenge proven by her final result. She got an A for this subject.

(Q40): Did it happen to the tasks in all subjects you’ve ever taken?(MA40): Hhmmm… not all subjects actually, but I don’t know this one

was a bit hard to handle. But I really felt challenged and Ithink I was successful. I got an A for this subject. Well, itwas worth fighting for, miss.

Further, Martha also shared how she managed her motivation in joining

the web-based vocabulary class. She confessed that it was not easy to keep her


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always in a good mood in enduring the learning process. Yet, she did not want to

waste her efforts and ruin things. She tried hard to be well committed.

…I tried to be well committed. Sometimes during the process, mymood was up and down. Quite moody. But when I remembered thatI’ve been through this much, this far, then it was such a pity if I kepton being lazy and following my mood. It was such a self-alarm tomotivate myself to get back on the track. (MA44)

At last, when she was asked which classes she preferred, she liked the

conventional class more. It was because conventional class offered more

interactions and supervisions. In conventional class, the lecturer still helped the

students more actively.

Conventional class is better because the lecturer helps the studentsmore actively. I myself prefer the conventional class. I guess it is moreeffective because there are more supervisions and interactions inclass. In web-based class with ELTGallery, when we got confusedwe felt awkward to ask, the weekly tasks are just so many. In myopinion, vocabulary should be learnt bit by bit, repetitions should bemore, because I tend to have short time memory so I still need morepractices. (MA20)

ELTGallery offered new challenges in web-based vocabulary class. The

learning process was not always easy and nice but Martha did not let herself give

up. Although sometimes she also felt that the weekly tasks were very burdening,

she still tried hard to complete them.

B. Interpretation

In this part, I will try to interpret the participants’ lived experience in

vocabulary web-based learning based on their anecdotes. The discussion in this

part is divided into two sections namely the participants’ profile and the

participants’ lived experience in vocabulary web-based learning.


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1. The interpretation of the participants’ profile

Both Dipta and Martha were twenty years old when they joined the web-

based vocabulary class. They were in their adulthood period and they were in their

second semester. Based on the research on frequency counts, university students

need around 2000 high frequency words with additional of 1000 further high

frequency words to support their study (Nation, 1990). Further, as cited in

Richards (1976: 78), Mackey (1965: 173) stated that college students are

estimated to understand some 60.000 to 100.000 words. Therefore, Dipta and

Martha should have been ready to face the challenges in web-based vocabulary

class which took the materials from 3000 Word Power book.

Dipta and Martha were raised in well-educated family. Dipta’s father was

the head of librarian in Sanata Dharma University. His mother was the vice

headmaster in SMK Putra Tama. Martha’s father was a pensioner of PDAM and

her mother was the headmaster of SMPN 2 Mlati Yogyakarta. Seeing from their

family background, they were well-supported to have good education to prepare

their future. However, Dipta and Martha had different reason for choosing PBI in

Sanata Dharma University to continue their study. Dipta decided to continue his

study in PBI Sanata Dharma because he thought that being a teacher was a

promising job. Besides he also thought that English was fun and he enjoyed

studying English. Meanwhile, Martha decided to continue her study in PBI Sanata

Dharma because she realized that she had a good talent and interest in English

since she was in senior high school. She had a strong will to improve her English

skill since she wanted to be excellent in it. This difference might give significant


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meaning in Dipta’s and Martha’s lived experience in joining web-based

vocabulary class.

2. The interpretation of the participants’ lived experience

The interpretations below were divided into pre-figured themes and

emerging theme. The pre-figured themes were determined based on the

conceptual truth in theoretical framework. The emerging theme was the theme

which appeared during the data gathering. It was not predicted before.

a. Pre-figured themes

The pre-figured themes here cover three main discussions. They are

autonomous learning with ELTGallery, challenging vocabulary learning with

ELTGallery and ELTGallery learning atmosphere. The discussions are as follows.

1) Autonomous Learning with ELTGallery

ELTGallery is developed based on CALL principles since it applies

computer as the media of language learning. One of CALL principles is

promoting learner autonomy. Thein (1994) as cited in Egbert, Chao, and Hanson-

Smith (1999:6) described a learner-centered classroom as one that develops

learners’ confidence and skills to learn autonomously and to design and

coordinate tasks in a variety of contexts. Dipta realized that ELTGallery was

designed in such a way that it promotes autonomy learning.

…ELTGallery supports the students to be autonomous because thefeatures are completed with the instructions of how to do it. We alsogot guidance and explanation from the lecturer in the class aboutwhat to do and how to do it…(DA33)

The notion of designing and coordinating tasks in a variety of contexts led

Dipta to take initiative to seek information which was not provided in


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ELTGallery. He had his dictionary to check the pronunciation. He improved his

knowledge of word formation in linguistic class. He also learnt more phrases from

structure class, internet and dictionary. His vocabulary learning was not limited

only in vocabulary class. Further, he also improved his ability in spoken text

through English movies and songs.

Unfortunately, Dipta felt less confidence when he was given a chance to

manage his learning autonomously. He even felt that the autonomy given was too

much. He still needed more supervision and interaction with the lecturer in the

class. He wished that the lecturer still actively moved around to check the

students’ work and communicated with the students to build interaction in the

class.

Martha perceived the chance of being autonomous learner deeper. She

knew that ELTGallery would offer different learning process since it required the

students’ responsibility to manage their own learning process and progress.

Therefore, time management was very important for her. She really concerned to

her time management because most of the activities and tasks were done outside

the lesson hours. Further, Martha agreed that ELTGallery also supported the

notion of developing the students’ confidence and skills to learn autonomously.

ELTGallery provided the learning materials for one semester. Since Martha was

typically a curious student, she could prepare herself by reading and doing the

exercises before the class. By doing so, she said that she was more ready and

confident to join the class. This fact is in accordance with a belief that a teacher’s

role is to challenge learners’ thinking, not to dictate or attempt to regulate their

thinking for them (Savery and Duffy: 1995 as cited in Egbert, Chao, and Hanson-


65

Smith, 1997: 7). Thus, a good challenge should be able to raise learners’ curiosity

in learning. Martha found that her being curious of the learning materials she was

going to have in class was fulfilled in ELTGallery.

However, things did not always run as smoothly as what she expected. She

sometimes felt stressful when there were a lot of tasks from other subjects came

together with her weekly tasks in ELTGallery. Despite the challenge of managing

her time in completing the tasks from ELTGallery and other subjects, she liked the

idea of making the students more independent and responsible to their own study

progress in web-based vocabulary learning. This awareness also led her to expand

her vocabulary learning by taking more initiatives to do more such as consulting

the dictionary whenever she found difficulties, having more exposures in spoken

texts by watching English movies and learning word formation in linguistic class.

Martha was also lucky since she had learning partners at home. They are her

mother and sister. Both of them graduate from English department, so they could

assist Martha in her study.

It can be noted that vocabulary learning with ELTGallery promotes the

learners’ autonomy through various tasks and challenges to improve vocabulary

learning. The fact that Dipta and Martha did some actions as their initiatives to

enhance their vocabulary knowledge is in accordance to the aim of applying a

website in vocabulary learning which is to benefit the chance of autonomous

learning. It also leads them to be a learner-centered classroom. Dipta knew that he

learnt better through handwriting practice. Thus, he designed and coordinated the

task of memorizing the vocabulary list by writing the words down. Dipta and

Martha also did various exposures in order to improve their vocabulary


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knowledge. Watching English movies, listening to English songs and reading

English articles were some of the activities they did to develop their knowledge.

Richard (1976: 78) states that when someone enters his adulthood, his vocabulary

knowledge is relatively constant unless he actively engages himself through

activities such as reading, listening or others which can improve his vocabulary

knowledge. Students might perceive the chance of being autonomous learners

differently but applying ELTGallery as the media of vocabulary learning

encourages students to be autonomous.

2) Challenging Vocabulary Learning with ELTGallery

Breaking the conventional way in learning technique offers new

challenges for the learning participants. ELTGallery is a breakthrough in

vocabulary learning especially for the PBI students in Sanata Dharma University.

It is applied to cover things which traditional classroom cannot cover. Applying

technology in vocabulary learning builds up a large vocabulary, gives students

control over what words to learn, presents exercises to promote deeper learning

and so on (Goodfellow: 1994 as cited in Miles & Kwon, 2008: 1). The learning

materials in ELTGallery covers the first thousand word list, the second thousand

word list and the first three thousand word list. Those learning materials were

distributed to some features in ELTGallery which allowed the students to learn

and practice them independently.

However, both Dipta and Martha felt that the burden of completing the

weekly tasks was very high. Their weekly tasks were completing seventy-five

sentences and making twenty sentences. They also had to review their friends’


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sentences and give feedback to them. Although Dipta and Martha realized that the

purpose of assigning the weekly exercises was to develop their vocabulary, but

they felt that the number of the exercises were too many.

The tasks were quite many, perhaps because the features of theexercises are so various. Well…actually they are good to improve ourvocabulary knowledge but it’s tiring. Too many tasks to do. (DA26)

The variation of exercises in ELTGallery is good, quite various. But Ithink, the number of the questions in each type of exercise is just toomuch. It seemed pak Dwi only focused on the weekly tasks in which wehad to complete 75 sentences and make 20 sentences each week. Ithink it would have been better if we had fewer numbers of questionsand various types of exercises. (MA24)

Nation (1990) in his research on frequency counts stated that university

students need around 2000 high frequency words with additional of 1000 further

high frequency words to support their study. In accordance with Nation’s

research, the learning materials in ELTGallery already covered the students’ need.

Students need to spend their time to learn the high frequency words to support

their basic understanding and knowledge of English. Therefore, the numbers of

the exercises were actually normal and the students had one week to complete

their tasks. Moreover, Martha confessed that she developed her reading skill as

the result of her vocabulary learning.

The vocabularies from the website help me to comprehend an article. Ilove reading, miss. So I think it helps me to improve my understandingin written texts. (MA13)

Probably what made the weekly tasks became too burdening for the

students was because of the technical problem which often occurred in

ELTGallery. A web-based learning environment is considered effective when it is

efficient to use and only has few errors (Nielsen, 1993). Meanwhile, Dipta and


68

Martha complained that they often experienced error in the website which slow

down their work.

..The website itself was also problematic sometimes, miss. We need tolog in and out several times. It slowed down the work. I guess thesystem of the website should be revised. When we only have verylimited time and we still have to log in and out several times…thatwas so bothering. (DA16)

…the buttons don’t always direct us to the right destination pages. Iexperienced it when I wanted to repeat test seventy-five weeklyexercises. I wish I could make it faster, remake it but I had to log outfirst and log in again, and sometimes the page was error. It’s soannoying because the time is limited. (DA17)

The annoying thing is when the features are error. The time is shortbut we can’t do anything when the website is error. (DA28)

From the narration above, Dipta felt annoyed when he experienced

technical problems since it reduced his time to finish his tasks. Not far different

from Dipta, Martha also experienced error page sometimes. Fast access in web-

based environment is a crucial thing. Technical problems and download time

should be minimized to make the learning process simpler and stress free (Hall,

2003). Further, Nielsen (1996) as cited in Hall (2003: 7) pointed out that web-

based learning should be able to make students get information simply and

quickly. Therefore, the technical problems in ELTGallery need to be fix to support

the student learning process optimally. Further, Martha also shared that her bigger

challenges in vocabulary learning using ELTGallery was when she also had

homework from other subjects and some technical problems occurred at the same

time. It could make her felt very stressful. Her challenge was also to stare at the

monitor for quite a long time to do the tasks. She said it was tiring. Yet, this case

is unavoidable since web-based class required students to deal with monitors most

of the time. Time and task management might help students to reduce this burden.


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Another challenge was related to the layout of ELTGallery. Dipta and

Martha shared the same experience about it. According to them, the layout of

ELTGallery was monotonous. They did not really like the blue color in all the

page of ELTGallery. The font used in the website was not favorable. However, the

buttons were quite simple although they still experienced errors. According to

Dipta and Erika, the look of the website should be made as attractive as possible

so that the students could enjoy their study time by exploring the website. It was

such a challenge for them to deal with the website most of the time while they did

not really enjoy looking at the website layout. Even Martha had an idea to give the

students some chances to customize their pages based on their favorite colors,

fonts and so on. She believed that it would be more enjoyable for the students. In

fact, there is a surprising amount of research indicates that when learners are

given too much freedom in choosing and selecting their favorable things in the

website contents, it will decrease learning effectiveness (Large, 1996; Niemiec et

al., 1996 as cited in Hall, 2003). Probably, the website designer did not really

concern about the layout because he wanted the students to focus on the contents

only since the goal of the learning process is to improve the students’ vocabulary

knowledge.

3) ELTGallery Learning Atmosphere

Learning atmosphere is also important to help students achieving the

learning goal. If students feel comfortable during the learning process, they will

be confident and enthusiastic to give their best performance. Brown (1987),

Krashen & Terrel (1983) and Lozanov (1978) as cited in Egbert, Chao, and


70

Hanson-Smith (1999: 6) present their ideas that “before becoming mindfully

engaged and willing to communicate their ideas, learners must experience an

optimal level of anxiety in the language learning environment, any feelings or

worry or apprehension must be facilitative rather than debilitative”. Therefore,

even if learners experience anxiety during the learning process, it should be

challenging instead of discouraging. Once learners feel stressful, then it will lead

them to discouragement which affects their motivation to continue the learning

process well.

Unfortunately, both Dipta and Martha felt that the stress level in web-

based vocabulary class was high. The main reason was that they had to complete

many tasks in a limited time. Martha even felt that although she had managed her

time but she could not keep up with the tasks.

…I always felt in a rush to complete the tasks, miss. Whereas Ithought, I had made my time schedule to arrange my activities andtime to do campus tasks. But, I don’t know…the time seemed neverenough. It was very very exhausting. (MA38)

Dipta felt stressful with this new teaching method because of its high

expectation. His first expectation learning vocabulary with ELTGallery was fun.

He expected that ELTGallery would help him learn vocabulary in a fun way. Yet,

he found out later that he could not enjoy the learning process. Instead of having

games to facilitate the vocabulary learning, Dipta had to complete the weekly

tasks in form of exercises. Dipta also felt bored with the class situation.

…I don’t know…I felt bored. Perhaps because of the layout or maybethe situation in class. It was not really fun. (DA4)

Further, he said that the conventional class was easier to handle since there were

not many homework and there were more supervisions in class. Martha got


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confused every time she wanted to ask and consult her problems to friends

because she felt uneasy to disturb her friends’ activity.

…Traditional class provides more interaction between the teacher andstudents. Furthermore, in traditional class there are not a lot of thingsto do at home. Everything is done in class…(DA16)I don’t know…I just feel happier in traditional class…the one withbooks and printed handouts. It is easier, I think. It is more suitablewith my learning style. I just need to study in the class, no moreexercises at home. Everything is under control because it is done inclass and the lecturer check the work directly. (DA24)

…Conventional class is better because the lecturer helps the studentsmore actively. I myself prefer the traditional class. I guess it is moreeffective because there are more supervisions and interactions inclass. In web-based class with ELTGallery, when we got confused wefelt awkward to ask, the weekly tasks are just so many. In my opinion,vocabulary should be learnt bit by bit, repetitions should be more,because I tend to have short time memory so I still need morepractices. (MA20)

At last, Martha and Dipta confessed that they felt more comfortable

learning vocabulary in conventional class than in web-based class. Since

conventional class offered more interactions and supervisions, they would not get

confused whom to consult when they had problems during their learning time.

According to them, applying a website in a class created space between the

students and the lecturer which resulted on awkwardness. They hesitated to ask

and consult since they rarely had conversation in class. Besides some technical

problems which happened to the website, the plenty number of weekly tasks also

caused the high stress level in the class. Whereas, once learners feel stressful, it

will lead them to discouragement, which affects their motivation to continue the

learning process well.


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b. Emerging theme: Perseverance

Emerging theme is the theme which appeared during the data gathering. It

was not predicted before. In this research, the emerging theme is perseverance.

Stott (1984: 62) defines perseverance as persisting in, or remaining constant to a

purpose, task or belief in spite of obstacles and opposition. Perseverance is closely

related to endurance. It is the endurance to bear disappointment and discomfort

without quitting or letting down.

Dipta and Martha experienced the same challenges when they learned

vocabulary in web-based class. Exploring ELTGallery for vocabulary learning

was also their first experience. It can be said that they had the same start but they

performed differently at the end.

Dipta chose to continue his study in PBI because he saw that the

occupation of being a teacher had more working opportunities than other

occupations. Besides, he also liked English since it was fun. Then, when he was in

the second semester, he had a chance to select an elective course on his own. He

chose vocabulary class with the hope that he could get an A to raise his GPA. His

first expectation of having ELTGallery was a fun learning. However, things did

not run as what he had expected before. He started to face some challenges in

vocabulary web-based class and his motivation started to decay. Moreover, Dipta

was a busy student. He joined some campus activities and he often joined a

committee in campus events. He enjoyed socializing. Prioritizing was the thing

that he should practice more. It was proven when he reflected his experience in

joining web-based vocabulary class. Dipta learnt that autonomy learning was not

easy. Having given more freedom in managing his own learning progress did not


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make him become more discipline. He was sometimes late to submit his weekly

tasks instead. He found it difficult to manage his own time and schedule to

complete all the tasks at home. He needed to make a group of friends who could

help him to be on the right track to accomplish the learning goal. He had to do it

since he realized that he was typically an easygoing person and he needed a

reminder to make him do things well. He knew that he could not always depend

on someone and he promised himself that he would try to manage his study better.

Martha continued her study in PBI because she knew she got a talent in

English and she wanted to improve and excel in it. Martha had already got a

strong will which can help her to face any challenges during the learning process.

Joining vocabulary web-based class was her first experience to challenge her

perseverance in improving her English skills. Being discipline in completing the

tasks given was not enough. She realized that she needed to have real practices in

her daily life with high determination. She also faced challenges in learning

vocabulary with ELTGallery. Yet, she did not give up. She learnt that learning

achievement merely depends on the students’ effort to accomplish their learning

goals. Therefore, although it was a hard battle, she felt thankful she had been in

web-based vocabulary class since she could gain the value of perseverance.


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This is the last chapter of the study and it consists of two parts. The first

part summarizes the findings of the study and concludes them. The second part

presents the suggestions which are expected to give contribution to the teachers in

conducting teaching learning process especially in a web-based environment.

A. Conclusions

A website is one of media which can be explored to facilitate teaching

learning process. The rapid growth of technology supports teachers to apply

websites in classes. Applying a website in teaching learning process supports

students’ autonomy learning. Autonomy learning challenges students to be more

responsible to their learning progress. Their responsibility will lead them to

achieve the learning goal. Challenging learning is interesting. Yet, challenges

should give positive values in order to improve the students’ motivation in

learning. A good challenge enables students to raise their curiosity in learning. In

this study, the website is applied in vocabulary class with the hope that students

can develop their vocabulary autonomously. However, to benefit the vocabulary

autonomy learning optimally, the best environment needs to be set. The two

participants in this research give some insights to evaluate whether the

environment for conducting the vocabulary web-based class had been well set or

not.


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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


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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.


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.


78

Martha could gained her maximal efforts and reached the best result. Dipta

sometimes lost his motivation so that he could not reach the maximum result.

The results of the study here tend to show students’ negative attitude to

ELTGallery. There might be two reasons which cause the students’ negative

attitude to ELTGallery. First, ELTGallery did not meet the students’ expectations

about learning activity using a website. Dipta said that his expectation related to

the aim of applying ELTGallery is to help him learn vocabulary in a fun way. He

expected to have some games instead of quizzes to review the vocabulary list.

However, in fact he had to face and complete series of weekly tasks. Dipta also

did not expect that the elective course he chose was very challenging since

according to him elective course should be easy to handle so that it can help him

to increase his GPA. This condition might influence his motivation and attitude

during the learning process. The second reason is related to the technical problems

which the students experienced during their study time. Experiencing technical

problems could be very disturbing in web-based vocabulary class. Since it is a

web-based class, it really relies on the internet speed and connectivity.

Minimizing technical problems and download time in a web-based class can make

the learning process simpler and stress free (Hall, 2003). Yet, in ELTGallery the

students often experienced the technical problems which surely added their

learning burden. Moreover when the students also had other tasks to do from other

subjects then it would ruin their time management. This condition might also

influence their attitude towards web-based vocabulary learning class.


79

B. Suggestions

This study focuses on the students’ lived experience in web-based

vocabulary learning. Web-based learning environment is a new thing in English

teaching. Therefore, to gain its effectiveness in the teaching learning process,

some improvements need to be done. The students’ lived experience described in

this study gives valuable insights to consider. Here are some suggestions proposed

to improve the effectiveness of web-based learning environment in teaching

learning process.

In order to gain its effectiveness, the website needs to be well prepared and

well maintained. Preparation includes the teaching material, the website features

and the internet connection. Maintenance refers to the fast access that the students

can get when they have to do the exercises in the website. Students also need to be

prepared to face the challenges they may face during the learning process.

Briefing and simulation are probably needed so that students will be familiar with

the website, its features and their tasks later. Teachers also need to maintain their

students focus and enthusiasm in accomplishing the learning goals. Occasionally,

a class meeting can be held without the presence of monitor activity. In that

meeting, teachers can discuss the students problems related to their learning

progress while gaining feedback as well as reviewing the materials. By doing so,

hopefully the application of web-based learning environment can reach its

effectiveness.

Related to vocabulary learning, the application of web-based environment

can be explored further by inserting more features to expose students to other

English skills such as listening and speaking. Therefore, the vocabulary learning


80

can be done thoroughly with some follow-ups. Hyperlinks can be used to facilitate

students with other websites which provides related activities. This can be a topic

for the next research.

The next researchers can focus on the way a complete set of vocabulary

learning affect students’ learning achievement and performance. They can also do

researches focusing on the role of teacher in web-based vocabulary class,

students’ responsibility in their learning process, students’ curiosity, etc.

Hopefully, the next researchers can enrich the research literature especially in

web-based vocabulary learning class.


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Appendices


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Appendix 1

Interview Transcript 1Participant : DiptaDay and date : Wednesday, 19 November 2014Time : 12.30 – 15. 00Location : Nanamia Café

As we made the appointment, we met in Sanata Dharma Hall at 12.00 pm.Actually we planned to have the interview there, but the situation was quitecrowded and noisy at that time. Some students were having a break after classesand they gathered with their friends in the hall. Then we decided to findsomewhere quieter which also provides snacks and beverages. We went toNanamia café near the campus. The café was still quiet since it had just beenopened. There were not many customers came yet. We chose the table whichmight not frequently passed by other customers to avoid distraction. We directlyordered some meals. After that, we arranged things to begin the interview. Weoccupied two tables so that the meals would not disturb my properties. We satface to face and there was a little square table between us. I put the laptop, therecorder, the hand phone and the tablet on the table. I used all those equipments torecord our interview.

Speaker Interview Coding

Q1 Dian By the way, do you know the aim ofapplying a website in vocabularylearning, Dip?

DA1 Dipta A website is related to internet, browsing,fun feeling but sometimes also boring,miss. Then, if a website is applied invocabulary learning, it should make thelearning process different with the usualone. It should be more fun, miss.

Q2 Dian I see. What about the aim of ELTGallerythen? Do you know it?

DA2 Dipta Well, ELTGallery should help me morein learning vocabulary in a fun way,miss. So it’s not merely memorizing thewords and doing some quizzes but itprovides games or something similar toit to review the words that we havememorized.

Q3 Dian Then, did it meet your expectation? Didyou find it fun?


87

DA3 Dipta Not really, actually. It tends to beboring.

ELT-Lea.Atm

Q4 Dian Why do you think it is boring?ELTGallery provided you with variousactivities, right?

DA4 Dipta Yes, there were so many activities thatwe should do in ELTGallery, miss. But,I don’t know… I felt bored. Perhapsbecause of the layout or maybe thesituation in class. It was not really fun.

ELT-Lea.Atm

Q5 Dian But, do you know the aim of eachactivity in ELTGallery? There areEnglish – Indonesian matching,Indonesian – English matching, writesentences, review sentences, readothers’ sentences, comment sentencesand vocabulary test. You still rememberthose activities, right?

DA5 Dipta Yes, miss. I think I still remember them.

Q6 Dian What is the aim of each activity, Dip?

DA6 Dipta English – Indonesian matching is toexplain the meaning of the word, but notspecific. Sometimes the completedefinition is not mentioned. Whereas inmy opinion, we need to know the longerdefinitions because we have tounderstand the words, not only to knowthem. Indonesian – English matchingexercise is to review the vocabulary.Write sentences is for testing ourgrammar in using the vocabulary.Review sentences is to check ourpunctuation, to edit our sentences so thatthe website can accept the sentences.Soalnya kalo ada singkatan-singkatangitu sering dianggap eror, miss. Readothers’ sentences is for reference, togive example in making sentences.Comment sentences is to give feedbackamong the students. We can also use thefeature to discuss the sentences.Vocabulary test is to test the students’


88

ability.

Q7 Dian All right, now let’s talk more about theaction that you’ve done, Dip. How didyou learn to pronounce the wordscorrectly?

DA7 Dipta I checked the dictionary, miss. Thewebsite didn’t provide the phonetictranscription. So, I had to open thedictionary to get the correctpronunciation.

Aut.Lea-ELT

Q8 Dian How did you learn the spelling of thewords?

DA8 Dipta From the word list. I memorize them. Ialso practice it by writing the wordsdown. Handwriting practice, miss.

Q9 Dian I see. Did you learn enough wordformation from the website?

DA9 Dipta No, not at all.

Q10 DianHow Did you enrich yourself with theknowledge of word formation?

Aut.Lea-ELT

DA10 Dipta From linguistic class and also from thedictionary. In linguistic class, we learntword formation. Sometimes, I alsochecked dictionary.

Q11 Dian How did you improve your ability inunderstanding meaning in written andspoken texts?

DA11 Dipta Memorizing the word list fromELTGallery and practicing them inmaking sentences help me to improvemy ability in written texts but less inspoken. For spoken text, I practice itwhen I watch English movies and listento English songs. I also learn thepronunciation from those activities.

Aut.Lea-ELT

Q12 Dian How did you improve your ability to usethe words in correct collocation/phrase?

DA12 Dipta I learnt it more in structure class. But Ialso learnt it from the internet, from

Aut.Lea-ELT


89

Oxford or Google.

Q13 Dian How good are you in using the words incorrect collocation/phrase?

DA13 Dipta I just can use it in simple phrase. I stillneed to improve it more.

Q14 Dian How did you develop your ability to usethe words in correct contexts?

DA14 Dipta By reading English texts, miss.

Q15 Dian How good are you in using the words incorrect contexts?

DA15 Dipta Not really good, because in reading Ialways experience misunderstanding inunderstanding the contexts. I still needmore practice, I guess.

Q16 Dian OK, let’s talk further about yourexpectation towards ELTGallery. Doyou think ELTGallery organized theteaching process better compare totraditional class? What do you expect tomake the learning process simpler andstress free?

DA16 Dipta No, because if we don’t have time toopen the computer, it will be verycomplicated. There are a lot of things tocatch up. Traditional class providesmore interaction between the teacherand students. Furthermore, in traditionalclass there are not a lot of things to do athome. Everything is done in class. Thestress level in vocabulary web-basedclass is quite high. There were too manywords to memorize in one week. Thetime was very short. I think if we weregiven more time that would be better.The website itself was also problematicsometimes, miss. We need to log in andout several times. It slowed down thework. I guess the system of the websiteshould be revised. When we only havevery limited time and we still have to login and out several times…that was so

Cha.Voc-ELT


90

bothering.

Q17 Dian What do you think about ELTGallerywebsite design? What do you expectabout it?

DA17 Dipta It is monotonous. The layout is likeninetyish era. The color is just like blueand blue and blue..almost the same. Thefont type is also the same in all page.The designer should know colorpsychology and apply it, in how to makethe students interested to study and openthe website again and again. Font andcolors should be made more attractive.Perhaps inserting videos is also a goodidea, so that we know how to use thewords in real communication and we canalso learn the pronunciation. It alsoimproves our understanding towardsspoken texts. Hmmm…one more miss,the buttons don’t always direct us to theright destination pages. I experienced itwhen I wanted to repeat test seventy-fiveweekly exercises. I wish I could make itfaster, remake it but I had to log out firstand log in again, and sometimes thepage was error. It’s so annoying becausethe time is limited.

Cha.Voc-ELT

Q18 Dian Hhmm.. I see. Then what do you thinkabout the interactivity in ELTGallery?You know, interactivity is like theopportunities for you to do variousactivities in the website. What do youexpect about it?

DA18 Dipta It has been good, I think. The exercisesare various enough for us to practice thevocabulary. They are not monotonous.They facilitate us to develop our way ofthinking. Especially in commentingsentences part, the feedback from friendscan improve our knowledge about tensesand vocabulary.

Aut.Lea-ELT

Q19 Dian All right. Anyway, do you know that aneffective and efficient website should


91

have the principle of multi-modality?

DA19 Dipta What is that miss?

Q20 Dian Multi-modality is the various formatsthe web offers so that students canexperience the information in variousformats such as audio, textual, andvisual. So, what do you think about themulti modality in ELTGallery? What doyou expect about it?

DA20 Dipta Hmm… ELTGallery only displays theinformation textually. Like what I saidbefore, I hope for the next improvementsaudio and visual can be inserted in formof videos so that we can practice thepronunciation and also get the examplesof the vocabularies when they are usedin spoken texts.

Q21 Dian OK. Noted, Dip. Now, do you thinkELTGallery facilitate your learningstyle?

DA21 Dipta Not really, I learn better through audio,miss. Learn new words through songs,conversation, etc. If ELTGallery couldimprove the features with songs andvideos, that would be more interesting.

Q22 Dian I see. Now, I want to know more aboutyour feeling towards what happen inclass, Dip. How do you feel about theinteraction in class and your opportunityto negotiate meaning during the learningprocess?

DA22 Dipta What is “negotiate meaning” miss?

Q23 Dian It is a process for you to understand themeaning of certain words.

DA23 Dipta I think by applying a website in alearning process, it minimizes theinteractions among the students and alsothe lecturer. The students were busydoing things in the monitor. We onlytalked when we had something to ask ordiscuss. The lecturer was also less


92

interactive. He rarely moved around andcommunicated with the students. It’squite boring miss.

Q24 Dian How do you feel about being anaudience in this vocabulary web-basedlearning class?

DA24 Dipta I don’t know…I just feel happier intraditional class…the one with booksand printed handouts. It is easier, I think.It is more suitable with my learningstyle. I just need to study in the class, nomore exercises at home. Everything isunder control because it is done in classand the lecturer check the work directly.

ELT-Lea.Atm

Q25 Dian So you’re more comfortable studyingvocabulary in traditional class?

DA25 Dipta Yes, miss. Exactly. Applying a websitein the class made the lecturing time toorelax and less interactive.

Q26 Dian And how do you feel about the tasks,Dip?

DA26 Dipta The tasks were quite many, perhapsbecause the features of the exercises areso various. Well…actually they aregood to improve our vocabularyknowledge but it’s tiring. Too manytasks to do.

Cha.Voc-ELT

Q27 Dian Hhhm…all right. What do you thinkabout the language exposure andproduction in this class? How do youfeel about it?

DA27 Dipta It’s only from the exercises, miss andmostly written. I don’t really feelsatisfied with that because we had lessexposure in spoken texts.

Q28 Dian Do you think you’ve got enough timeand feedback during the learningprocess? How do you feel about it?

DA28 Dipta In the class, the time seemed enough.But for the weekly task it’s not enough.

Cha.Voc-ELT


93

The annoying thing is when the featuresare error. The time is short but we can’tdo anything when the website is error.The feedbacks were good, theymotivated me to do things better. Theyalso help me to improve my vocabularymastery.

Q29 Dian How do you feel about following all thelearning process mindfully?

DA29 Dipta Hhhmm… I feel that I’ve tried my bestin studying. Reading and practicing inmy spare time. I want to perform well sothat my parents would be happy to seeme, it will also be my pride. I think I haddone all of the tasks well. I tried to get Abut I got only C. It’s quite disappointing.

Cha.Voc-ELT

Q30 Dian Hhhmm… I see. So you think you’vedone your best during the learningprocess.

DA30 Dipta I think so. I felt positive about it, but theresult was not like what I expected.

Q31 Dian Then how do you feel about the stresslevel in this class?

DA31 Dipta Honestly, I felt stressful with this newteaching method, miss. It seemed thatthe lecturer’s expectation was very highby applying this website. If I knew thisbefore, I wouldn’t take this class.

ELT-Lea.Atm

Q32 Dian So, did you regret it?

DA32 Dipta I think so, miss. Because this is actuallyan elective course, it should not be thiscomplicated.

ELT-Lea.Atm

Q33 Dian OK. The last ones, Dip. Do you thinkELTGallery supports the students to beautonomous? How do you feel about it?

DA33 Dipta Well, yes it’s true that ELTGallerysupports the students to be autonomousbecause the features are completed withthe instructions of how to do it. We alsogot guidance and explanation from the

Aut.Lea-ELT


94

lecturer in the class about what to do andhow to do it. But I feel that was toomuch.

Q34 Dian What do you mean it was too much?

DA34 Dipta We still need more supervision andinteraction with the lecturer. Ideally, heshould check the students work one byone, move around and communicatewith the students so that the class wouldbe more interesting.

Cha.Voc-ELT

Q35 Dian So you mean that the portion of beingautonomous was just too much? Youexpect more guidance and supervisionin the class?

DA35 Dipta Yes, miss. That’s right.


95

Appendix 2

Interview Transcript 2Participant : MarthaDay and date : Saturday, 22 November 2014Time : 11.00 – 13.15Location : Dixie Café

As we made the appointment, we met in Dixie Café at 11.00 a.m. Since the caféwas just open, it was not crowded yet. There were only some guests came to havebrunch. The situation was nice and comfortable. After we chose the mostcomfortable spot, we started the interview.

Speaker Interview Coding

Q1 Dian OK, Martha. First of all, I’d like toknow about your understanding towardsthe usefulness of web-based learningenvironment. Do you know the aim ofapplying a website in vocabularylearning?

MA1 Martha Hhmm.. the aim of applying a websitein vocabulary learning.. I think it is tomake the learning process moreinteresting and independent. It requiresus to be able to manage our time inlearning process.

Q2 Dian All right. Then do you know the aim ofELTGallery?

MA2 Martha Well, ELTGallery is applied in the classto help the students to learn vocabularymore independently. We have to beresponsible to our own learningprogress because most of the activitiesand tasks should be done outside lessonhours. It really needs a good timemanagement, miss, because the tasksare quite a lot.

Aut.Lea-ELT

Q3 Dian So you had to do a lot of tasks inELTGallery?

MA3 Martha Yes, miss. Quite a lot and various.

Q4 Dian But do you understand the aim of eachtask or each activity in ELTGallery,


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Martha?

MA4 Martha I think so, miss. Hhhmm… we hadEnglish Indonesian matching, it is forus to know the meaning of each wordand then memorize it. Then, we hadIndonesian English matching, it is toreview the vocabularies that we havememorized. Write sentences is for us topractice using the words in a context, tocheck the grammar and alsopunctuation. Review sentences isalmost the same as write sentences,miss. The difference is we are given thechance to check the sentences.Hmm…and then read others’ sentencesis to give some inspirations orreferences from friends to add our ideasin making sentences. Commentsentences, the focus is to critic ourfriends objectively because in PBI weare trained to be a teacher so it is usefulfor us to practice how to comment, givecritics or give mark to our students’works later on. Vocabulary test is toreview as well as to test our ability, tomotivate us too in improving ourvocabulary knowledge.

Q5 Dian What support did you get fororganization of teaching and studying,Martha?

MA5 Martha The lecturer often reminded us aboutthe progress so we are alwaysmotivated. He also explained the way tostudy the vocabulary. I think it helpedus.

Q6 Dian I see. What about support you got forlearning, tutoring processes andachievement of learningobjectives…what did you get?

MA6 Martha From the website itself, it provided usthe materials and the practices. Thereview from friends also helps me tomotivate myself to do it better. Self-motivation is also important. I realize


97

that vocabulary is important to help mein learning other subjects. The lectureralso often reminded us about the worksthat we had to finish soon. Competitionamong friends in giving bestperformance also motivated me.

Q7 Dian Good, Martha. And then what supportdid you get for the development oflearning skills?

MA7 Martha Self-motivation, miss. Because I wantto excel other subjects too then I have tomaster the vocabulary first. My familyalso supports my learning process,especially my sister and my mother.They always asked about my learningprogress and marks.

Q8 Dian I see. So you’re always aware to keepyour motivation, is that right?

MA8 Martha Yeah…you can say that.. but even whenI was down, my sister and my motheralways motivate me to catch it up.They’re also my great motivators.

Q9 Dian That’s nice. OK, now let’s talk furtherabout the actions you’ve done invocabulary web-based learning, Martha.

MA9 Martha OK, miss.

Q10 Dian So, how did you learn to pronounce thewords correctly?

MA10 Martha I always consult the dictionary, miss. Iusually bring my pocket dictionary inmy bag. So every time I feel doubtabout how to pronounce some words, Icheck the dictionary. Unfortunately,ELTGallery is not yet completed with afeature to teach us the pronunciation.

Aut.Lea-ELT

Q11 Dian How did you learn the spelling of thewords? Did ELTGallery givenotification when you misspelled thewords?


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MA11 Martha No, no notification from the website. Ilearn the spelling at the same time aswhen I check the pronunciation of thewords. That is only for the new words,but for the familiar ones I think there isno problem in the spelling.

Q12 Dian How did you practice the wordformation?

MA12 Martha By reading articles, miss. Every time Iget a new word, I check the dictionary.Oia, in linguistic class I learn moreabout word formation. We did a lot ofpractices there.

Aut.Lea-ELT

Q13 Dian How did you improve your ability inunderstanding meaning in written andspoken texts?

MA13 Martha The vocabularies from the website helpme to comprehend an article. I lovereading, miss. So I think it helps me toimprove my understanding in writtentexts. Spoken texts, I improve it fromwatching English movies withoutIndonesian subtitles. Although I oftenmiss some words because the actorsspeak so fast but at least I learn.

Aut.Lea-ELT

Q14 Dian All right. Then how did you improveyour ability to use the words in correctcollocation/phrase?

MA14 Martha I ask my mother and my sister, becausethey also know English. Sometimes wespeak English at home. Oia, I also learnnew phrases through movies.

Aut.Lea-ELT

Q15 Dian Wow, you’re lucky enough to havesuch exposures at home, Martha. You,your sister and your mom, it’s great thatyou can use English at home with them.

MA15 Martha Yes, miss. It’s nice because we have thesame educational background. Mymother also took her master degree inKBI, like you. My sister was also fromPBI Sanata Dharma. So, it’s nice!


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Obrolannya selalu nyambung gitu, miss.

Q16 Dian Hhmmm.. I see.. I see.

Now, like what you’ve mentionedbefore that you read and watch Englishmovies to improve your understandingto texts. Then how did you developyour ability to use the words in correctcontexts?

MA16 Martha I practice it in writing class, miss.

Q17 Dian How good are you in using the words incorrect contexts?

MA17 Martha Still not really good, I think. SometimesI still get confused in choosing theproper words to use when it has severalmeanings.

Q18 Dian The diction you mean?

MA18 Martha Yes, miss. The diction.

Q19 Dian All right. Now I want to know aboutyour expectations for an effective web-based development and design forlearning.

MA19 Martha OK, miss.

Q20 Dian Do you think ELTGallery organized theteaching process better compare to theconventional class?

MA20 Martha Hmmm…I don’t think so, miss. Itdepends on the lecturer actually.Conventional class is better because thelecturer helps the students moreactively. I myself prefer theconventional class. I guess it is moreeffective because there are moresupervisions and interactions in class. Inweb-based class with ELTGallery,when we got confused we felt awkwardto ask, the weekly tasks are just somany. In my opinion, vocabularyshould be learnt bit by bit, repetitionsshould be more, because I tend to have


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short time memory so I still need morepractices.

Q21 Dian So what do you expect to make thelearning process simpler and stressfree?

MA21 Martha I expect more interactions in class,miss. So that we feel that we are wellsupported, through discussions in classperhaps. Weekly tasks can still be doneoutside the lesson hours but when weare in the class, I think it will be betterif we discuss things together. Jadi gadiem dieman aja ngadep komputer gitu,miss.

Q22 Dian OK. Noted. Now, what do you thinkabout ELTGallery website design?What do you expect about it?

MA22 Martha Well, ELTGallery is a new thing invocabulary learning. The website isquite accessible, except when weexperienced error page. The destinationbuttons are quite simple. Butunfortunately, the appearance of eachpage is monotonous. Quite boring, Ithink. Perhaps it is because the websitedesigner is still developing the websitehimself so it went errors quite often.Personally, I don’t like dark blue color.I think it will be nice if we cancustomize the page with our favoritecolor. Giving cute borders, pictures, sothat the look is more interesting. Themost important one is the look and thefeatures can motivate us at least to openthe website. Perhaps it needs the ideasof young people who master layoutdesigning.

Cha.Voc-ELT

Q23 Dian I see. Perhaps that can be a good idea.Anyway, have you ever heard aboutinteractivity in web-based class?

MA23 Martha No, not yet. What is that, miss?

Q24 Dian Interactivity is like the opportunities for


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you to do various activities in thewebsite. Now, what do you think aboutthe interactivity in ELTGallery? Whatdo you expect about it?

MA24 Martha The variation of exercises inELTGallery is good, quite various. But,the number of the questions in eachtype of exercise is just too much. Itseemed it was only focused on theweekly tasks in which we had tocomplete 75 sentences and make 20sentences each week. I think it wouldhave been better if we had fewernumbers of questions and various typesof exercises.

Cha.Voc-ELT

Q25 Dian All right, so you think that with morevarious types of exercises but fewernumbers of questions in each typewould be better?

MA25 Martha Yes, miss. Because personally I easilyget bored, so I like to find somethingnew. If we get bored with one type, wecan try other types but the object is stillvocabulary.

Q26 Dian Hhmm.. okay, I get it. What about themulti modality in ELTGallery? What doyou expect about it?

MA26 Martha What is multi modality, miss?

Q27 Dian Multi-modality is the various formatsthe web offers so that students canexperience the information in variousformats such as audio, textual, andvisual.

MA27 Martha Various formats? Hhmm.. wait, miss..So what’s the difference with theprevious one? Multi-modality andinteractivity?

Q28 Dian Well, in interactivity the variation is inthe type of activities such ascompletion, making sentences,matching, and so on. In multi-modality,the variation is in the formats like text,


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audio, or video.

MA28 Martha Ooouw, I see. I think the website didn’tsupport multi-modality in its features.The format of the exercises were alltextual, no video or audio. If otherformats such as video or audio can beinserted, I think it will be much moreinteresting. Video can help students tolearn vocabulary too. Perhaps theimprovement is still a bit difficult to dobut it is worth trying.

Q29 Dian OK, now the last question about yourexpectation for ELTGallery. Do youthink ELTGallery facilitate yourlearning style, Martha?

MA29 Martha In the case of individual learning, itsupported my learning style but not inother aspects.

Q30 Dian What was that? What’s yourexpectation?

MA30 Martha I learn a lot through writing. I write thethings I am studying in various colors.In ELTGallery, everything was in thewebsite. We couldn’t do anythingexcept doing the things based on thefeatures. Hhhmm…I don’t know..ifthere are features to customized ourown learning page without changing thecontent, I think that will be so great. So,whenever I open the website, I wouldfeel very enthusiastic because I feel likeit’s my personal website in my ownstyle.

Q31 Dian Wow… It sounds very interesting,Martha. Hopefully your ideas will beconsidered soon.

MA31 Martha I hope so, miss.

Q32 Dian OK, now let’s talk more about yourfeeling in joining the vocabulary web-based learning class. How do you feelabout the interaction in the class? Doyou have enough opportunity to


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negotiate meaning during the learningprocess?

MA32 Martha What is negotiate meaning, miss?

Q33 Dian Well.. it’s like the process for you tounderstand the meaning of certainwords. By asking your friends perhapsor looking for more examples to grabthe meaning.

MA33 Martha I often got confused to whom I shouldask, because everybody was very busywith their monitor during the lesson. Ifelt uneasy to disturb my friends andasked questions. I usually consulted mydictionary. Just sometimes, I asked myfriends’ opinion about my sentences.So, I think the opportunity to negotiatemeaning in the class was not that much.

Cha.Voc-ELT

Q34 Dian Hmm… I see. Then how do you feelbeing the audience in the class?

MA34 Martha Honestly, I prefer the conventional classthan this online class. Web-basedvocabulary class required us to stare themonitor in quite a long time. For me, itwas not really enjoyable.

Q35 Dian What about the tasks, Martha? How doyou feel about it?

MA35 Martha Actually the tasks have clear goals, thepurpose of each task is also clear. But Ithink the number of the tasks need to beconsidered, so that we don’t feel veryexhausted in completing them.

Q36 Dian So, do you think the number of thetasks were too many?

MA36 Martha I think so, miss. I had to stare themonitor in quite a long time to do thetasks and it is not good for our health.

Cha.Voc-ELT

Q37 Dian All right, noted. What about thelanguage exposure and production inthe class? How do you feel about it?


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MA37 Martha Hhmm…not really complete miss. It’sbeen good actually but the exposure andproduction especially the spoken oneswere not facilitated. Listening also…there weren’t any exercises for us topractice the vocabularies in listening,especially in pronouncing the words.Well, maybe because it was avocabulary class not a speaking class.For me, it’s okay but it’s not reallyfulfilling.

Q38 Dian I see. By the way, do you think you’vegot enough time and feedback duringthe learning process?

MA38 Martha Time, no. Feedback, ok. I always felt ina rush to complete the tasks, miss.Whereas I thought, I had made my timeschedule to arrange my activities andtime to do campus tasks. But, I don’tknow…the time seemed never enough.It was very very exhausting.

ELT-Lea.Atm

Q39 Dian Wow…that bad?

MA39 Martha Yes, miss. Even when I was doing otheractivities like church or choir, Isometimes stole the time to do the tasksbit by bit with my hand phone. Thetasks were like haunting me every time.

ELT-Lea.Atm

Q40 Dian Did it happen to the tasks in all subjectsyou’ve ever taken?

MA40 Martha Hhmmm… not all subjects actually, butI don’t know this one was a bit hard tohandle. But I really felt challenged and Ithink I was successful. I got an A forthis subject. Well, it was worth fightingfor, miss.

Cha.Voc-ELT

Q41 Dian Great, Martha. That’s what we call self-pride, right?

MA41 Martha Yes, miss. That’s right.

Q42 Dian What about the feedback you’ve gotduring the learning process?


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MA42 Martha The feedback was ok.. I got much fromfriends but not from the lecturer. Andsometimes I got confused why mysentences were commented in such away, but I couldn’t confirm to the onewho criticized them because I didn’tknow who did that. I often felt that itwas unfair. Ideally, it should be thelecturer’s task to criticize the students’work.

Q43 Dian And did you get it from the lecturer?

MA43 Martha No, because there was not enoughinteraction in the class. We focusedmore on the website.

Q44 Dian Hhmm.. I see. Anyway, do you thinkthat you’ve followed the learningprocess mindfully, Martha?

MA44 Martha I think so, miss. I tried to be wellcommitted. Sometimes during theprocess, my mood was up and down.Quite moody. But when I rememberedthat I’ve been through this much, thisfar, then it was such a pity if I kept onbeing lazy and following my mood. Itwas such a self-alarm to motivatemyself to get back on the track.

Cha.Voc-ELT

Q45 Dian That’s good, then. Then how do youfeel about the stress level in this class?

MA45 Martha I think it was medium, miss. Only theburden of doing the tasks was quitehigh. Moreover if we also hadhomework from other subjects, themodem was error, there were a lot ofthings in mind…wow, it felt like I mymind was about to explode. You’dbetter stay away from me. Hehehe…

Cha.Voc-ELT

Q46 Dian Alright. The last ones, Martha. Do youthink ELTGallery supports the studentsto be autonomous? How do you feelabout it?

MA46 Martha Definitely, miss. Even it required us tobe very independent in accomplishing

Aut.Lea-ELT


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the goals. Personally, I felt positiveabout that. Moreover, I am typically aperson who is very curious about whattopic to discuss in the class in thefollowing day with the lecturer. WithELTGallery, the materials were not onlyprepared for the following meeting butit was ready for the whole semester, sothat I could prepare myself better forthe class. I was more ready andconfident to join the class.Except…when there were a lot of thingsto do at the same time, then seeing thedeadline in ELTGallery was verystressing. But, the idea of making thestudents more independent andresponsible to their own study progresswas very good, I think.


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Appendix 3

Observation NoteWednesday, May 7th 2014, 11 A.MAudio Visual Laboratory of Sanata Dharma University

I asked the lecturer’s permission to observe his class some days before and hescheduled the class observation right away. I arrived around 10. 30 A.M andthere were not anybody in the class yet. Around ten minutes later, the lecturercame and started to prepare the class. The students started to come some minutesbefore the class began.

11. 00 He opened the class by greeting his students. Then, he asked me tointroduce myself in front of the students. After introducing myself, Itook a seat in the quiet row.

11. 05 He asked the students whether they had some problems in doing theirweekly tasks or not. Then, he asked the students to continue theirwork.

11.10 Students started to be busy with their monitor. Some were seriouslydoing the exercises. Some others were listening to the music whiledoing the tasks. Some others were having chitchat while doing theexercises.

11. 45 The lecturer asked again whether the students had some problems ornot. The lecturer was still sitting while observing his monitor. Nostudent was responding to his questions. They were still busy staringat their monitors.

12. 15 I asked the lecturer whether I could walk around to get closerobservation of what the students were actually doing. He gave mepermission. Then, I walked around and came to some students’ desks.

12. 30 The lecturer reminded the students to complete the tasks at home andthen he dismissed the class.

12. 40 I came to the lecturer’s desk and discussed the things I gained fromthe classroom observation.

12. 50 We left the classroom.


the students' lived experience in web-based vocabulary learning a thesis

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