The Correlation Between The Use of English Dictionary and Vocabulary Mastery of The Students of English Education Department of Universitas
Muhammadiyah Yogyakarta Batch 2013 A Skripsi
Submitted to the Faculty of Language Education As a Partial Fulfillment of the Requirements
For the Degree Sarjana Pendidikan
Latri Mardi Utami 20120540107
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
iii Student Number : 20120540107 Department : English Education Faculty : Language Education
University : Universitas Muhammadiyah Yogyakarta Honestly declare that this undergraduate thesis which I wrote is purely my genuine work and does not contain the works nor the part of works of other people, except those cited in the quotations and references.
Yogyakarta, August 16, 2016
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In this opportunity, the writer would like to expresses her appreciative gratitude to:
1. Her beloved parents Drs. Achmad Wardhana and Tri Wuryani, S.Pd, M.Pd. and sisters Purwaning Hidayajati and Prehadining Kuncoro Jati who always give her support and moral encouragement in finishing this research.
2. The fabulous supervisor Ika Wahyuni Lestari, S.Pd., M.Hum. for her time, guidance and valuable helps and correction during completing this research.
3. All EED UMY lecturers whose experience, patience, skill, and persistence made the meaningful learning processes.
4. Respondents of this research who were conveniently and willingly to give a hand to the researcher in order to carry out this research. 5. Her best friends Cintya, Fadhil, Wisnu, Dhanita, Helda, Tika, Anggun
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Authenticity Statement ... iii
Acknowledgement ... iv
Contents Table ... v
List of Figure and Table ... viii
Appendices List ... x
Abstract ... xi
Chapter One Introduction ... 1
Background of the Problem ... 1
Identification and Limitation of the Problem ... 3
Formulation of the Problem ... 4
Purpose of the Study... 4
Significance of the Research ... 4
Chapter Two Literature Review ... 6
The use of English Dictionary ... 6
Definition of Dictionary ... 6
Type of Dictionary ... 7
The Purpose of Using Dictionary ... 10
vi
Types of Vocabulary ... 12
Vocabulary Mastery ... 15
Aspect of Vocabulary Mastery ... 16
The Use of English Dictionary and Vocabulary Mastery... 18
Review of Related Studies ... 19
Conceptual Framework ... 20
Hypothesis ... 21
Chapter Three Methodology ... 23
Research Design ... 23
Research Setting ... 23
Research Participant ... 24
Research Instrument ... 25
The Validity of the Instrument ... 28
Reliability of the instrument ... 30
Data Collection Method... 31
Data Analysis ... 32
Chapter Four Finding and Dicussion ... 36
Findings ... 36
vii
Discussion ... 62
The use of English Dictionary ... 62
Students' Vocabulary Mastery ... 62
The correlation between the use of dictionary and students’ vocabulary mastery ... 63
Chapter Five Conclusion and Recommendation ... 65
Conclusion ... 65
Recommendation... 66
References ... 68
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Figure 4.1. The histogram of the use of English dictionary ... 57
Table 3.1. The category of 27 items of questionnaire ... 26
Table 3.2. Scale of questionnaire ... 27
Table 3.3. Invalid questionnaire from 2 categories... 27
Table 3.4. Criteria of item validity... 29
Table 3.5. The valid and invalid items of instruments ... 29
Table 3.6. The categories of Cronbach’s Alpha... 30
Table 3.7. Reliability Statistics ... 31
Table 3.8. The categories of mean value questionnaire... 32
Table 3.9. Scale of vocabulary test ... 33
Table 3.10. The correlation category ... 34
Table 3.11. The significant correlation category ... 35
Table 4.1. Item Q1 ... 36
Table 4.2. Item Q2 ... 37
Table 4.3. Item Q3 ... 38
Table 4.4. Item Q4 ... 39
Table 4.5. Item Q5 ... 40
Table 4.6. Item Q6 ... 41
Table 4.7. Item Q7 ... 42
Table 4.8. Item Q8 ... 43
ix
Table 4.13. Item Q13 ... 47
Table 4.14. Item Q14 ... 48
Table 4.15. Item Q15 ... 49
Table 4.16. Item Q16 ... 49
Table 4.17. Item Q17 ... 50
Table 4.18. Item Q18 ... 51
Table 4.19. Item Q19 ... 52
Table 4.20. Item Q20 ... 53
Table 4.21. Item Q21 ... 54
Table 4.22. Item Q22 ... 55
Table 4.23. Average ... 55
Table 4.24. Finding of vocabulary test... 58
Table 4.25. Test of normality ... 59
Table 4.26. Table of linearity ... 60
x Appendix 3
Appendix 4
The Vocabulary Test………
Descriptive ………..
xi
they will not get stuck in reading, writing, listening and speaking. This research aims to know (1) the use of English dictionary of the students of EED of UMY batch 2013, (2) vocabulary mastery of the students of EED of UMY batch 2013, and (3) the correlation between the use of English dictionary and vocabulary mastery of the students of EED of UMY batch 2013. This research used a
decriptive quantitative research to find out the correlation between both variables. The sample of this research was 66 students from the population of 194 students batch 2013. The researcher used questionnaire and vocabulary test as the
instruments. The data analysis using Microsoft Excel and SPSS program indicated that the findings that the use of dictionary of the students of EED of UMY batch 2013 was in very high categories with the mean value 4.06. Moreover, this research found that vocabulary mastery of the students of EED of UMY batch 2013 are in excellent categories. However, the data analysis also reveals that there is strong correlation, probability value was 0.641. The number of significant correlation was 0.000<0.05, which means that there is a significant correlation. Thus, Ha (alternative hypothesis) is accepted and Ho (null hypothesis) is rejected. The use of English dictionary can improve students’ vocabulary mastery, because
there is a significant correlation between the use of English dictionary and vocabulary mastery of the students of EED of UMY batch 2013.
Chapter One
Introduction
This chapter presents and discusses the background of the problem. Then, it is followed by identification and limitation of the problems, formulation of the problem and purpose of the study. This chapter is ended by an elaboration of significance of the study.
Background of the Problem
Vocabulary mastery is a must for people who learn English. Foreign
language learners cannot master all skills in English without vocabulary. Morover, foreign language learners need enough vocabulary to express themself and they will not get stuck when they read, wtite, listen and speak. Thornbury (2002) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. It means that even someone can have good ability in grammar but it will be useless if they do not know some of vocabularies.
There are many ways to improve the students' vocabulary, one of them is using a dictionary. The use of a dictionary can be a useful tool for foreign
understand the meaning of word and mastering vocabulary, so that the learners can communicate with each other clearly.
Mastery is learning or understanding something completely and having no difficulty in using it (Porter, 2001). Mastering vocabulary is understand about meaning, word use, word formation and word grammar and having no difficulty in facing the four skills: reading, writing, listening and speaking.
Learners need a lot of vocabularies to communicate with other people. According to Schmitt (2001) as cited in Huang and Eslami (2013) language learners need a vocabulary size of 2,000-word families to maintain a conversation and at least 10,000-word families for reading comprehension of academic text. By this situation, learners need a lot of vocabularies to communicate with other people easily.
The use of dictionary not only to find unfamiliar word but also knowing the right pronunciation. There are some words which have similar pronunciation but different meaning. That is why people should know how to pronounce the word rightly.
Based on the researcher’s experience and observation at EED of UMY, the students often found difficulties in understanding the vocabulary while reading a text. They used a dictionary to find the meaning of unfamiliar words. English Education Department (EED) of UMY has capita selecta on grammar and
the research in EED of UMY batch 2013, because students batch 2013 have been done Capita Selecta on Grammar and Translating subjects.
From the explanation mentioned, it can be concluded that, the using of dictionary in mastering vocabulary is important. Students need to mastering a lot of vocabulary so that they can easily in learning English. The researcher wants to conduct a research to find the correlation between the use of dictionary and vocabulary mastery of students of EED of UMY batch 2013.
Identification and Limitation of the Problem
Based on the researcher experience in EED of UMY, the students read a lot of text then find the difficulties in understanding the vocabulary, students cannot catch what native speakers’ said, and they find the difficulties in delivering what
they want to say while speaking in front of the class. It happens because they have the only small size of vocabulary. The researcher also finds when the students found new vocabulary they did not try to find the meaning. The use of a dictionary can be useful tool for students in vocabulary mastery.
vocabulary mastery. Then, the researcher is going to investigate that dependent variable (X) contribute to independent variable (Y).
Formulation of the Problem
Based on the background mentioned the researcher conducts a study concerning the correlation between using English dictionary and student’s vocabulary mastery. The questions of this research are:
1. How is the use of English dictionary of the students of EED of UMY batch 2013?
2. How is the vocabulary mastery of the students of EED of UMY batch 2013? 3. Is there significant correlation between the use of English dictionary and
vocabulary mastery of the students of EED of UMY batch 2013?
Purpose of the Study
1. To find out the use of English dictionary of the students of EED of UMY batch 2013.
2. To find out the vocabulary mastery of students of EED of UMY batch 2013. 3. To find out whether or not there is a significant correlation between the use of
English dictionary and vocabulary mastery of students of EED of UMY batch 2013.
Significance of the Research
For the researcher. By doing the research, the researcher hopes to get more information to identify the problem in mastering vocabulary by the use of English dictionary. Besides, the researcher will get new experience and knowledge about the use of dictionary for mastering vocabulary for the future of her life.
For teachers. The result of this study can give the teachers information about teaching vocabulary. The teachers can give suggestion to the students about the use of dictionary in learning vocabulary.
For the students. Students who have difficulties in mastering vocabulary, this research is expected to give information that dictionary can be a useful tool to help them mastering vocabulary.
Other researchers. This research can be one of the references for doing the next research related to the use of dictionary to improve students’ vocabulary
Chapter Two Literature Review
This chapter discusses theories relevant to the research. The subs of this research are the use of English dictionary that consists of the definition of
dictionary, types of dictionary, purposes of using dictionary and benefits of using dictionary. It is followed by vocabulary that comprised of definition of
vocabulary, types of vocabulary, vocabulary mastery and aspects of vocabulary mastery. Then the next is conceptual framework. The last is hypothesis.
The Use of English Dictionary
A single word may have several possible meanings.The appropriate one can often be determined based on the context. Thus, learners should use a dictionary to find the particular meaning of an unfamiliar word in the context. According to Hayati and Fattahzadh (2006) as cited in Huang and Eslami (2013) recommend that learners consult a dictionary for the meaning of an unfamiliar word to make certain that their assumptions are accurate based on the contextual information. By this statement, learners who find unfamiliar word should use a dictionary to know the meaning. Besides, a single word in English language have a lot of meaning in Bahasa Indonesia. Dictionary shows several possible meaning, then the learners can choose the appropriate one based on the context.
a language. According to Merriam-Webster dictionary (2016), the definition of dictionary is
1) a reference source either print or electronic form containing words usually alphabetically arranged along with information about their forms, pronunciations, functions, etymologies, meanings, and syntactical and idiomatic uses; 2) a reference book listing alphabetically terms or names important to a particular subject or activity along with discussion of their meanings and applications; 3) a reference book listing alphabetically the words of one language and showing their meanings or translations in another language.
In addition, Harmer (2001) states that a dictionary does not only tell you the meaning of a word. It also tells you the grammar, pronunciation, and stress. It sometimes gives you an example of sentence. It can be concluded that dictionary is reference source both in print and electronic that give information about meaning or words translation in another language. Dictionary gives grammar, pronunciation, stress and example sentence of the word.
Types of Dictionary based on Language Involved
Monolingual Dictionary. Tum (2012) states that monolingual dictionary is dictionary which is designed in using the same language between the words and the definitions so that it can be used as a reference for foreign language learners. Monolingual dictionary explains the meaning of a word in the target language. Meaning that monolingual English dictionary provide meaning of the word in English.
Bilingual Dictionary. According to Tum (2012) bilingual dictionary include both native and target language, and translations are given in both languages since the goal is to help the user understand the meaning. The use of bilingual dictionary is when the learners find difficulties in understand the meaning of the word, because in bilingual dictionary provide a translation of the word. The example of bilingual dictionary is English-Indonesia dictionary, English-Spanish dictionary and much more.
Types of Dictionary based on the Medium
Printed Dictionary. According Pasfield-Neofitou (2009)the arguments for paper dictionaries or printed dictionary are essentially the same as for books. Printed dictionary is list of word in a form of book. This printed dictionary can be bought cheaply and last a very long time. This means that do not need to purchase anything after buy it. They are easy to browse, it can be flipper the papers
alphabetically and look the word up. It can be put it in bags so that it can be carried everywhere.
Electronic Dictionary. According to Zheng and Wang (2016) an electronic dictionary is a portable electronic device that serves as the digital form of any kind of dictionary. There are some unique features that cannot be found in the paper dictionary, for example, interactive learning functions such as vocabulary games, speech features, and reference book. Clearly, the electronic dictionary is faster in terms of searching, lighter in weight, smaller in size and simpler than the paper. Electronic dictionary available both in online and CD-ROM.
Dictionaries Online, Oxford Learner's Dictionaries, Dictionary.com and much more.
CD-ROM Dictionary. According to Merriam Webster Online Dictionary, CD-ROM dictionary is a small plastic disk on which large amounts of information (such as books, pictures, or computer programs) are stored in a form that cannot be changed. It means that CD-ROM dictionary is a digitalization of printed dictionary.
The Purpose of Using Dictionary. Dictionary is reference source both in print and electronic that give information about meaning and translation a word in another language. According to Tum (2012) dictionary facilitates the learners: 1) dictionary give clear definition and small word list, 2) present spelling and pronunciation, 3) give the main inflectional forms of terms, 4) introduce meaning of terms with example and illustrations, 5) give cultural connotation, and even idiomatic colloquialism that users are likely to see representations of
contemporary culture through target language. By using a dictionary, the learners can know about the definition, how to pronounce and how to use the word.
First, using dictionary can help students in vocabulary mastery. According to Ali (2012), the dictionary is an important pedagogical tool that plays an important role in various processes of language learning including reading comprehension and vocabulary acquisition. It can be said that having a dictionary is a must for the students, as it can help them mastering vocabulary.
Second, help the learner in autonomous development. A learner who makes good use of a dictionary will be able to continue learning outside the classroom and this will give him considerable autonomy about the decisions he makes about his own learning (Gairns & Redman, 2005). Gu (2003) states that access to a dictionary helps learners become more autonomous because they can find
appropriate interpretations of unfamiliar words in sentences without depending on teachers’ explanations.
The last is using dictionary can give learners good habit in learning. According to Leaney (2007), there is the tremendous amount of information in a good learner's dictionary – sometimes an overwhelming amount. Helping students tap into that information efficiently is one of the best ways to help them become independent, lifelong language learners.
Vocabulary
language proficiency and provides much of the basis for how well learners speak, listen, read, and write (Golavar et al, 2012). Learners who mastering well in vocabulary can easy to speak, listen, read and write.
Learning vocabulary is important part of learning English or other foreign languages since learners learn vocabulary first before they master another
complex structure. According to McCarthy (2010) vocabulary is all about words. In this case, vocabulary is a basic essential component in the using of English. Hiebert and Kamil (2005) states that vocabulary is the knowledge of meaning. Learning vocabulary aims to find and understand the meaning of certain words in the target language. It refers to the known words to communicate effectively. According to Linse (2006) cited in Bintz (2011), vocabulary is the collection of words that an individual knows. It can be concluded that vocabulary is the knowledge of the total numbers of word, a list or set of words in a particular language that a person knows or uses. It must be learned by foreign language learner aimed to find out the meaning for certain purposes. The lacking of vocabulary causes difficulties in learning the process for the learners.
These are important distinctions because the set of words that beginning readers know are mainly oral representations. As they learn to read, print vocabulary comes to play an increasingly larger role in literacy than the oral vocabulary. If it is correlated with translation activity, the learner involves print vocabulary in reading activity first then find out the meaning.
On the other hand, Hiebert and Kamil (2005) also declare that knowledge of words also comes in at least two forms, productive that the vocabulary we use when we write or speak and receptive that which we can understand or recognize. These will explain clearly as follows:
Productive or active vocabulary. Productive or active vocabulary is the set of words that an individual use when writing or speaking. According to Jackson and Amvela (2000, p.28), “Active vocabulary is the words that you use in your own speech and writing, while passive vocabulary is the words that you recognize and can make sense of in the speech and writing of other people.” In addition,
productive vocabulary carry the idea that we produce language forms by speaking and writing to convey message to others (Nation, 2000).
In this case, productive or active vocabulary means the stock of words that a person actually uses in his own speech or writing. It is used in oral or written expression the meaning to others.
Receptive or passive vocabulary. Receptive or recognition vocabulary is set of words for which an individual can assign meanings when listening or reading. It means receptive vocabulary is word that a person understands when they hear or read from other. They don’t use own speech. Receptive carries the idea that we receive language input from others through listening or reading and try to
comprehend it (Nation, 2000).
Onthe other hand, receptive vocabulary can be used in the passive form. It consists of items which can only be activated by external stimuli. By passive knowledge, we mean that students are able to recognize the word but they are not able to produce it (Sarosdy, Bencze, Poor, & Vadney, 2006).
It means that receptive or passive vocabulary means the words that the students recognize and understand them when they occur in a context. Besides, it also can occur when the students need someone to say something that helps them recall the words meaning. The students usually find receptive or passive
vocabulary in listening or reading materials. They can find the meaning of the word when they read the text.
while knowledge to know the words involves active or productive vocabulary and passive or receptive vocabulary. The words that we produce in speaking or
writing are called productive or active vocabulary. The words that we catch from listening and reading are receptive or passive vocabulary.
Vocabulary Mastery. Collins Cobuild Dictionary (2006) stated mastery is learning or understanding something completely and having no difficulty in using it. Mastery is also defined as the complete control of knowledge (Cambridge Advance Dictionary). From these definitions, it comes to the conclusion that mastery means the competency to understand and apply something learned.
Aspects of Vocabulary Mastery. According to Nation (2001), there are three aspects of vocabulary such as form, meaning, and usage. Further, for detailed explanation, as follows:
Form. In this aspect, word formation means to know how words are spoken, written, and how they can change their form. Firstly, the learners have to know what a word sound like its pronunciation (spoken form). Knowing the spoken form of word includes being able to recognize the word when it is heard. On the other hand, it also involves being able to receptive or produce in order to express a meaning. Secondly, the learners must know how to spell of word (written form). As Nation (2001) points out that one aspect of gaining familiarity with the written form of word is spelling. Sometimes, the learner also must be careful in this activity because it (spell of word) is not same with their pronounced.
to, and the association that comes to mind when people think about a specific word or expression. These are to realize about vocabulary items that they frequently have more than one meaning. Sometimes, word has meanings in relation to other words. As far as meaning goes, students need to know about meaning in the context and they need to know about sense relation.
The meaning of a word can be understood in terms of its relationship with other words in the language. According to Harmer (2002), the sense relation is divided into four as follows:
Polysemy is the word that the same collection of sounds and letter but it can have the different meaning. Example: birth wing (sayap) - west wing (tanda).
Synonym, it means exactly or nearly the same as each other. While,
McCarthy et al (2010) defines synonyms are words that sound different but have the same or nearly the same meaning. Example: good-decent, bad-evil, costly-expensive.
Antonym, a word is often defined by its relationship to other words. It also words with opposite meanings (Thornbury, 2002). Example: cheap-expensive, full-empty, old-young.
Hyponymy, that relationship between a word which is a member of a
category and the name of the category. Fromkin, Rodman & Hyams (2003, p.184) argued, “Hyponym is lexical representations that have feature indicating a class to
Usage. The meaning of language depends on where it occurs within a large stretch of discourse. Here, Nation involves the grammatical function use of the words or phrase, the collocation that normally occur with a language use, and any constraints used (in term of frequency, level, so forth). In addition, Harmer (2002) says that words do not just have different meanings. However, they also can be stretched and twisted to fit different contexts and different uses. In this way, word meaning is frequently stretched through of metaphor and idiom. It is also
governed by collocation. Students need to recognize metaphorical language use and they need to know how words collocate.
The Use of English Dictionary and Vocabulary Mastery
Vocabulary plays a greater role in communication than the other components of language. There are different tools and strategies for the
acquisition of vocabulary. One of these useful tools is dictionaries. According to Ali (2012), using dictionaries can be seen as an explicit strategy for learning a foreign language vocabulary or as communication strategy. In the study by Luppescu and Day (1993) as cited in Marmol and Lafuente (2013) students have to read a story which included 17 unknown words and had the help of bilingual dictionary. After reading, they took a vocabulary test where they got high scores. McAlphine and Myles (2003) also cited that the role of dictionary in basic language learning: to assist learners in broadening their vocabulary knowledge and understanding of common grammatical errors. In another study that done by Knight (1994) learners who had access to a dictionary scored higher on
use have a positive effect on vocabulary acquisition. So, the learners who want to succesful in vocabulary mastery, they have to use dictionary to help them
mastering a lot of vocabulary.
Review of Related Studies
In this study, the researcher took three previous studies which are relevant for this research. First, the research was done by Yildirim (2009) entitled “The Effectiveness of Using English Dictionary to Improve Students’ Vocabulary
Mastery. A Case of Year Eleven Students of Semesta Senior High School
2009/2010. Based on the hypotheses test result, consideration of the importance of vocabulary mastery and the use of English dictionary variables affect positively and significantly for the improvement of vocabulary mastery. Second, the research by Zarei and Gujjar (2012) entitled “The Contribution of Electronic and Paper Dictionaries to Iranian EFL Learner's Vocabulary Learning”. The result, there is a significant difference between electronic dictionary and paper dictionary in affecting vocabulary learning. The use of an electronic dictionary is better contributions to vocabulary learning in EFL students. The last, research was done by Xu (2010) entitled “Study on the Effect of Dictionary Use on Second
In conclusion, the use of English dictionary affect positively and
significantly for the improvement of vocabulary mastery. The students think that having English dictionary is very important to help them learning English. It helps them to find difficult words, pronounce words well and can mastering vocabulary. When students get a lot of vocabularies, it makes them easier to understand text well, to listen, to write, and to speak fluently in English.
Conceptual Framework
Based on the literature review, a dictionary is reference source in print and electronic that give information about meaning or translation words in another language. Dictionary is classified into two. Based on language involved: monolingual, bilingual and multi-lingual; and medium: paper and electronic dictionaries. Furthermore, the electronic dictionaries can be further divided into three kinds: pocket dictionaries, CD-ROM dictionaries, and online dictionaries. Learners who use dictionary had many purposes, like to know the meaning and translation of words, to check the spelling and pronunciation, to know the grammar of the words and much more. Besides dictionary can help learners mastering vocabulary, dictionary help learners develop autonomy and give learners good learning habit.
no difficulty in learning a language and they can clearly understand when communication with another.
From the discussion above, the researcher proposed that the students can use a dictionary to know the meaning of an unfamiliar word and learn how to
pronounce the word. It can improve learner's vocabulary. Between the use of dictionary and vocabulary as correlation and good effect for learners.
Figure 2.1
Conceptual framework of the research
The Correlation Between The Use of English Dictionary and Vocabulary Mastery of The Students at English Education Department of Universitas Muhammadiyah Yogyakarta Batch 2013
The Use of English Dictionary
Vocabulary Mastery
Types of Dictionary
Purposes of Using Dictionary
Hypothesis
The hypotheses of the study are stated as follows: 1. Alternative Hypothesis
Ha: There is a significant correlation between the use of English dictionary and vocabulary mastery of the students at EED of UMY batch 2013.
2. Null Hypothesis
Chapter Three
Methodology
In this chapter, the researcher discussed the frame related to the method of
analyzing the problem of the study. This chapter includes the discussion of
research design, research setting, research participants, research instruments, data
collection method and data analysis
Research Design
This research wanted to know the correlation between the use of English
dictionary and vocabulary mastery. The research design is quantitative approach
with the correlational method. According to Cresswell (2012), correlation design
is procedures in quantitative research in which investigators measure the degree of
association (or relation) between two or more variables using the statistical
procedure of correlational analysis. Postlethwaite (2005) stated that correlational
design is the best application in a research when a researcher seeks to relate two or
more variables. This research aimed to know the correlation between two variable,
namely the use of dictionary and vocabulary mastery. The best research design for
this research is correlational design.
Research Setting
This research was conducted at EED of UMY. There were two reasons why
the researcher chose EED of UMY as the setting of this research. The first reason
is EED of UMY has applied some subject that needs dictionary while teaching
needs a dictionary, but a subject that the teacher ordered the students to bring the
dictionary are Capita Selecta on Grammar 1, Capita Selecta on Grammar 2, Capita
Selecta on Grammar 3, Capita Selecta on Grammar 4 and Translating. From some
subjects above, in teaching and learning process the students should use English
dictionary. The second reason was accessibility. As the researcher was studying at
EED of UMY, it is easier and accessible for the researchers to get the data of this
research.
The data collection was conducted between October - November 2016. It
took around 5 weeks for researcher to entry the data. The researcher distributed
questionnaire to 66 students of EED UMY batch 2013.
Research Participants
Population. The population is a whole subject in research (Margono, 2010). The population of this research was students of EED UMY batch 2013. The
population number of students in batch 2013 was 194 students.
Sample. Sample is a part of the population which is investigated (Arikunto, 2006). To know the sample size, the researcher used Slovin Formula. The level of
the accuracy level is 10%. The reason researcher used accuracy level of 10%,
because the total population is less than 1000.
Slovin Formula (Kriyantono, 2008):
n =
�1+� �2
N: population
e : precision level (0,1)
Based on Slovin Formula computation, the sample size for this research was 66
students.
The sampling technique used in this research is convenience sampling. It is
one of the main types of non-probability sampling. Cohen, Manion, and Morrison
(2011) stated that convenience sampling also known as accidental or opportunity
sampling. It means that convenience sampling method takes the sample from
people who are easy to reach. The reason to used convenience sampling is the
researcher can choose the respondents who are accessible and available at that
time
Research Instruments
According to Arikunto (2006), research instrument is a tool or facility used
by researchers to collect the data, so that it becomes easier and get the better
result, it means that accurate, complete, systematic and easy to be processed.
Collecting data is the most important step in conducting the research. The
researcher carried out two instruments to collect the data containing questionnaire
and vocabulary test.
Questionnaire. Questionnaire is a list of questions provided to others who are willing to respond (respondents) as requested by the researchers (Riduwan,
2009). According to Arikunto (2006), questionnaire is a number of written
personal information, of reports about the things they know. In this method, a
questionnaire is sent to a respondent then they should answer and return the
questionnaire. It is the questionnaire that presented in a form of the statement such
that the respondents were asked to choose one answer that suits the characteristics
of them by giving checklist (√) sign. The researcher used questionnaire to get the data about students using dictionary. The researcher designed the questionnaire by
herself based on the expert research statements. The questionnaire consisted of 27
items of statements the use of dictionary and written in Bahasa Indonesia. There
were 6 items related to the importance of using dictionary, 3 items related to
information the learners got when using dictionary, 6 items related to benefits of
using dictionary, 7 items related to the types of dictionary and 5 items related to
purposes of using dictionary. The category items of questionnaire is illustrated
below.
Table 3.1. The category of 27 items questionnaire
No. Category Number of items
1. Importance of using dictionary 1, 3, 5, 7, 9,11
2. Information that learners got when using dictionary 13, 15, 19
3. Benefits of using dictionary 21, 24, 26, 17, 23, 14,
4. Type of dictionary 2, 6, 10, 25, 22, 18, 20
The researcher used Likert scale in questionnaire. The definition of Likert
Scale according to Sugiyono (2011) is the scale used to measure attitude, opinion,
and perception of someone, group toward the social phenomenon. Furthermore,
Vagias (2006) stated that to determine the level of agreement, the questionnaire
were set in five points value Likert scale. The five points value of Likert scale
level of agreement consisted of strongly agree (5), agree (4), neither agree nor
disagree (3), disagree (2) and strongly disagree (1).
Table 3.2. Scale of Questionnaire
No. Scale Score
1. Strongly Agree 5
2. Agree 4
3. Neither agree nor disagree 3
4. Disagree 2
5. Strongly Disagree 1
Source: Vagias (2006)
Through the piloting, not all 27 items of questionnaire were not valid.
There were five invalid items, then the invalid items were deleted. The five items
Table 3.3. Invalid questionnaire from 2 categories
No. Category Number of items
1. The importance of using dictionary 3
2. Type of dictionary 2, 10, 22, 25
Vocabulary Test. According to Riduwan (2009) test is a series of questions or exercises that are used to measure the skills of knowledge, intelligence, ability
or aptitude of the individual or group. In this study, the researcher adapted and
modified vocabulary test for foreign language learners from Meara (2010). The
modified vocabulary test only adding translation and did not change the words.
The respondent wrote the translation in Bahasa in the column provided beside the
word. In Meara (2010) there are 60 words, but in this research the vocabulary test
consisted of 30 numbers of words, because the researcher found the size of
vocabulary did not suitable for this research.
Sometimes, English word can be translated more than one meaning in
Bahasa. For the scoring of vocabulary test, first the researcher found the possible
meaning of the word in the dictionary. If the students answer same with the
possible meaning in dictionary, so that is the correct answer.
The validity of the instrument. According to Arikunto (2006), validity is a measurement that indicates the levels of validity or validity of the certain
validity of questionnaire in SPSS Program. The researcher used construct validity
and instrument piloting to check whether the instrument could be used to measure
the use of a dictionary and vocabulary mastery. The researcher piloted the
instrument to 36 students. Then, the researcher distributed the instruments to the
respondents. Sugiyono (2013) stated that criteria of used to know the valid or not
valid statements are if rxy ≥ 0,30 is valid and rxy < 0,30 is not valid.The criteria of items validity are shown in the table below.
Table 3.4. Criteria of item validity
The criteria of item validity
rxy ≥ 0.30 = valid
rxy < 0.30 = not valid
Source: Sugiyono (2013)
After the researcher analyzed the criteria of item validty, it found that from
27 statements of questionnaire there were five invalid items. In the vocabulary
test, there were 30 invalid items from 60 items. It means that in vocabulary the
invalid items were a half from the total items. The table of valid and invalid items
Table 3.5. The valid and invalid items of instruments
No. Instruments Valid Not valid
1. Questionnaire
1) Importance of using
dictionary
1, 3, 5, 7, 9,11
3
2) Information that
learners got when using
dictionary
13, 15, 19
3) Benefits of using
dictionary
21, 24, 26, 17, 23, 14,
4) Type of dictionary 2, 6, 10, 25, 22, 18, 20 2, 10, 22, 25
5) Purpose of using
dictionary
4, 8, 12, 27, 16
2. Vocabulary Test
1, 2, 3, 4, 5, 9, 17, 19,
Reliability of the instrument. According to Seale (2004) reliability
concern the consistency which research procedures deliver the result. To sum up,
reliability performed used Cronbach’s Alpha Formula techniques SPSS 2.2 for
Windows. Pankhania & Modi (2013) divided the categories of Cronbach’s Alpha into six.
Table 3.6. The categories of Cronbach’s Alpha
No Cronbach’s Alpha Internal Reliability
1 ≥ 0.90 Excellent
2 ≥ 0.80 Good
3 ≥ 0.70 Acceptable
4 ≥ 0.60 Questionable
5 ≥ 0.50 Poor
6 ≤ 0.50 Unacceptable
Source: Pankhania & Modi (2013)
The result confirmed that the reliability value of the instrument of
questionnaire was 0.898 based on standarized items. It means that the instrument
of questionnaire had good reliability to mesure. The table of Cronbach’s Alpha
are shown in the table below.
Table 3.7. Reliability Statistics
Cronbach's Alpha N of Items
Data Collection Method
This research used questionnaire about the use of English dictionary and
vocabulary test for the data collection method. The researcher set up the
questionnaire and vocabulary test with 66 sheets because the sample in this
research was 66 students. Before came to the class, the researcher asked
permission to the lecturer that his or her students become respondents in this
research. Then, the researcher came to the class and distributed the questionnaire
and vocabulary test to the students. The researcher explained how to answer the
questionnaire and vocabulary test. After getting the data from the distributed
questionnaire and vocabulary test, the researchers analyzed the data using
Microsoft Excel and Statistical Package for Social Sciences (SPSS) 2.2.
Data Analysis
This research has two variables, independent and dependent variable. The
independent variable is the use of English dictionary and the dependent variable is
vocabulary mastery. To get the data for independent variable, the researcher used
questionnaire. Besides, to get data for dependent variable, the researcher used
vocabulary test. After the data was collected, the researcher analyzed the
questionnaire by using a tool called Statistical Package for Social Sciences (SPSS)
2.2 for Windows and Microsoft Excel to ease analyzing the data. Data was
analyzed by using descriptive correlation method. Descriptive correlation method
Then, sixty-six copies of the questionnaire were administrated. All were
properly completed, returned and analyzed by the researcher. The mean score of
each item of the questionnaire was calculated by dividing the sum of the score of
that item by 66. A mean of 4.01 – 5.00 was interpreted by very high, 3.01 – 4.00 as high, 2.01 – 3.00 as average, 1.01 – 2.00 as low and 0.00 – 1.00 as very low (Alimi, 2013). The categories were presented in the following table below.
Table 3.8. The categories of mean value questionnaire
No. Value Category
1. 4.01 – 5.00 Very High
2. 3.01 – 4.00 High
3. 2.01 – 3.00 Average
4. 1.01 – 2.00 Low
5. 0.00 – 1.00 Very Low
Source: Alimi (2013)
For vocabulary test, there were 30 items of the word that the researcher
adapted and modified from Maera (2010). The respondents just filled the
translation in the column beside the word. The categories of the vocabulary test
were divided into five, the number of words is 30 so the range is 6. First is
excellent which was range from 25-30 point. Then, ranged from 19-24 was good.
Category of a fair was ranged from 13-18. Category of low was range 7-12. The
drawn in the table below. The scale of vocabulary tests presented in the following
table below.
Table 3.9. Scale of vocabulary test
No Score Level
1. 25 - 30 Excellent
2. 19 - 24 Good
3. 13 - 18 Fair
4. 7 - 12 Low
5. 1 - 6 Very low
Source: Meara (2010)
In addition, to know the correlation between two variables, this research
used Pearson Product moment correlation. Sugiyono (2013) divided the category
of correlation into five namely very low, low, moderate, strong and very strong
category. The categories presented in the following table below.
Table 3.10. The correlation category
No Coefficient interval Correlation category
1. 0.80-1.000 Very strong
3. 0.40-0.599 Moderate
4. 0.20-0.399 Low
5. 0.00-0.199 Very low
Source: Sugiyono (2013)
Furthermore, to know the significant correlation in the SPSS, Sarwono
(2009) divided the category into two: <0.05 there is a significant correlation and
>0.05 there is no significant correlation. The categories presented in the following
table below.
Table 3.11. The significant correlation category
<0.05 There is a significant correlation
>0.05 There is no significant correlation
Chapter Four Findings and Discussion
This chapter provided findings of the data analysis and discussion of the
research. The finding described the result from the data collected by the researcher
and analyzed by using SPSS. Moreover, the findings discussed the result of the
three research questions. Then, in the discussion described the findings with
detailed explanation.
Findings
The use of English dictionary. After inputing the data obtained from questionnaire into SPSS program, the researcher analyzed the items frequency
analysis of the questionnaire. The code of questionnaire items in the appendices.
The first research question is “How is the use of English dictionary of the students at EED of UMY batch 2013”. There were 22 statements related with the
use of dictionary. The respondent responses are presented in the table below.
Table 4.1. Item Q1
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid Strongly Agree 44 66.7 66.7 66.7
Neither agree nor
Based on the statement item Q1 “In my opinion have a dictionary is an important thing in learning English”, the table above showed that 44 students of
66 (66.7%) chose strongly agree on statement that dictionary is an important thing
in learning English. Then, 20 students (30.3%) chose agree and 2 students (3%)
chose neither agree nor disagree. Moreover, none of the student chose disagree
and strongly disagree. It can be concluded that dictionary is considered to be an
important thing in learning English.
Disagree
From the item Q2, the statement is “When I find the difficult or new word in
learning English, I always look for it in the dictionary” showed that 37 (56.1%)
students chose agree with that statement. Meanwhile, 22 (33.3%) students chose
strongly agree. Morever, 6 (9.1%) and 1 (1.5%) students chose neither agree nor
disagree and disagree with that statement. Then, there were not student who chose
strongly disagree. It proved that the students used dictionary when they found
difficult and new word.
Based on table 4.3, the statement is “I use a dictionary to improve the
vocabulary mastery”. The table above pointed out that 37 (56.1%) students agree that the use of dictionary can improve the vocabulary mastery. Furthermore, 18
(27.3%) students strongly agree that the use of dictionary can improve vocabulary
mastery. Moreover, 10 (15.2%) and 1 (1.5%) students chose neither agree nor
diagree and disagree with that statement. Then, no one chose strongly disagree.
The biggest number of students chose agree and strongly agree, it means that
students used dictionary to improve vocabulary mastery.
Table 4.4. Item Q4
From the statement “I like to use an electronic dictionary”, the table above
portrayed that 33 (50%) students voted strongly agree used an electronic
nor disagree. Then, there were no one chose diagree and strongly diagree. It could
be concluded that the students like to use an electronic dictionary.
Table 4.5. Item Q5
The statement item Q5 is “I use a dictionary because it is very helpful in learning English, so I learned English well”. From the table above, there were 34
(51.5%) students chose agree with that statement. However, There were 23
(34.8%) students chose strongly agree. Then, 7 (10.6%) students chose neither
agree nor disagree and 2 (3%) students chose disagree. Moreover, no one chose
strongly disagree. It could be concluded that most of students used a dictionary
Table 4.6. Item Q6
From the statement “I use a dictionary to check the pronunciation of a word”, the finding showed the biggest number of students agreed with that
statement. There were 28 (42.4%) students. It is followed by students who
strongly agree, 25 (37.9%). Moreover, there were 11 (16.7%) students argued
neither agree nor disagree and 2 (3%) students argued disagree with that
statement. Then, none of the student voted strongly disagree. It could be
Table 4.7. Item Q7
Based on the statement “Dictionary is the primary tool and very helpful in finding the vocabulary that I needed” showed that more than half of students agree with that statement. There were 35 (53%) students. Moreover, 19 (28.8%)
students said strongly agree. The last is 12 (18.2%) students said neither agree nor
disagree. Then, no one argued disagree and strongly disagree. The conclusion is
most of the students chose agree that dictionary is primary tool and very helpful in
Table 4.8. Item Q8
The table above pointed out that 34 (51.5%) students agree that they used a
dictionary in the reading process of reading English. Besides, 16 (24.2%) students
chose neither agree nor disagree. Meanwhile, 10 (15.2%) students chose strongly
agree. Then, there were 6 (9.1%) students disagree that they used a dictionary in
the reading process of reading English. Moreover, none of the student chose
strongly disagree. It proved that most of the students used a dictionary in the
Table 4.9. Item Q9
The table above illustrated that 39 (59.5%) students used a dictionary to find
the meaning of a word. Then, 21 (31.8%) students strongly agree used a
dictionary to find the meaning of a word. It followed by 6 (9.1%) students said
neither agree nor disagree. None of the student chose disagree and strongly
disagree. It could be concluded that the students used a dictionary to find the
meaning of a word.
Table 4.10. Item Q10
Strongly Agree 16 24.2 24.2 75.8
The statement “The interesting thing in using a dictionary is not just to find
meaning, but many things are also presented in dictionaries to learn”, the finding showed that the biggest number of students chose agree, 34 (51.5%) students. It is
followed by students who strongly agree with that statement, 16 (24.2%) students.
Then, 14 (21.2%) students chose neither agree nor disagree and 2 (3%) students
disagree. It proved that students used a dictionary not find the meaning of word,
but also many thing they learned in the dictionary.
Table 4.11. Item Q11
Disagree
Based on the statement “By using the dictionary I hope can improve skills in learning English correctly” showed that more than half of students chose agree, 42
(63.6%) students. Then, 19 (28.8%) students chose strongly agree. Moreover, 3
(4.5%) students chose neither agree nor disagree and 2 (3%) students chose
disagree about that statement. Moreover, no one of the student chose strongly
disagree. It could be concluded that most of the students hope that they can
improve their skills in learning English.
Table 4.12. Item Q12
Based on the statement “Dictionary help me to know the grammar”, it could
be seen that there were 38 (57.6%) students agree that dictionary help them to
know the grammar. Then, 12 (18.2%) students voted strongly agree and 10
(15.2%) students voted neither agree nor disagree. Students who disagree that
dictionary help them to know the grammar are 6 (9.1%) students. The last, no one
chose strongly disagree. It can be seen that the students used a dictionary to know
the grammar.
Table 4.13. Item Q13
Frequency Percent
In the statement “I use a dictionary to check examples of words in a
sentence” showed that 32 (48.5%) agree with that statement. Meanwhile, 20 (30.3%) students chose neither agree nor disagree. Then, 11 (16.7%) chose
The last, none of the student voted strongly disagree. It could be concluded that
most of the students use a dictionary to check the example of word in a sentence.
Table 4.14. Item Q14
Frequency Percent
Based on the statement “I would like to be able to master the whole
vocabulary that exist in the dictionary” students chose agree are 26 (39.4%) students. Then, 20 (30.3%) students chose neither agree nor disagree. It was 12
(18.2%) students chose strongly agree and 8 (12.1%) chose disagree with that
statement. Moreover, no one chose strongly disagree. It proved that students
Table 4.15. Item Q15
The statement “I like to use an online dictionary” most of the students voted
agree on the statement, 29 (43.9%) students. Meanwhile, 23 (34.8%) students
voted strongly agree. Then, 12 (18.2%) students voted neither agree nor disagree.
Students who disagree with that statement are 2 (3%) students. The last, no
student voted strongly disagree. It could be concluded that students like to used an
online dictionary.
Table 4.16. Item Q16
Strongly Agree 23 34.8 34.8 86.4
The table 4.16 with statement “Dictionary can help me in pronunce the word
(stress)” showed that 34 (51.5%) students agree with that statement. Besides, 23 (34.8%) students strongly agree with that statement. Then, 8 (12.1%) students
voted neither agree nor disagree. The last, 1 (1.5%) students disagree with that
statement. It could be concluded that dictionary help the students to pronunce the
word.
Table 4.17. Item Q17
Disagree
The table above displayed a half of the students who agree with statement “I
like using a dictionary that I have installed in my computer”. In addition, 15 (22.7%) students chose neithe agree nor disagree and strongly agree with that
statement. Then, 3 (4.5%) students disagree with that statement. Moreover, no one
of the student voted strongly disagree. It could be seen that most of the students
used a dictionary that they have installed in their computer.
Table 4.18. Item Q18
In the statement “I like to use a dictionary to be more accurate in finding
meaning of words that I do not know rather than waiting for the lecturer to
explain” showed that more than half of students agreed. There were 39 (59.1%)
students. Meanwhile, there were 16 (24.2%) students chose strongly agree. Then,
10 (15.2%) students and 1 (1.5%) chose neither agree nor disagree and disagree
with that statement. The last, none of the student chose strongly disagree. It could
be concluded that students like to use a dictionary to found meaning of words
rather than waiting for the lecturer to explain.
Table 4.19. Item Q19
Frequency Percent
Based on the statement “I would like to say a fluent vocabulary correctly through a dictionary that I read” there were 37 (56.1) students agreed with that
statement. However, 18 (27.3%) students chose strongly agree. Then,11 (16.7%)
voted diagree and strongly disagree. It proved that most of the students agree that
they would to say fluent vocabulary correctly through a dictionary.
Table 4.20. Item Q20
Frequency Percent
The table above pointed out that 30 (45.5%) students voted agree with
statement ” I often use a dictionary inside and outside classroom”. Furthermore,
17 (25.8%) students voted strongly agree. Then, 16 (24.2%) students voted neither
agree nor disagree. In addition, 3 (4.5%) students disagree with that statement and
none of the student voted strongly disagree. It could be seen that most of the
Table 4.21. Item Q21
Based on the statements “When I use a dictionary I feel more confident in writing correctly “, the table above indicated that 31 (47%) students agree when
they use a dictionary they feel more confident in writing correctly and 20 (30.3%)
strongly agree. Furthermore, 12 (18.2%) students neither agree or disagree. The
last, 3 (4,5%) students disagree and no student agued strongly disagree. It could
be seen that the biggest number of the students chose agree and strongly agree that
Table 4.22. Item Q22
From the statement “I use a dictionary to check changes in word form”,
there were 37 (56.1%) students voted agree. Furthermore, 16 (24.2%) students
chose strongly agree. Then, 9 (13.6%) students chose neither agree nor disagree.
The last, 4 (6.1%) students disagree with that statement and no one chose strongly
disagree. It could be concluded that the students used a dictionary to check
changes in word form.
3,4 2 3.0 3.0 4.5
3,5 2 3.0 3.0 7.6
3,6 4 6.1 6.1 13.6
3,6 2 3.0 3.0 16.7
3,6 3 4.5 4.5 21.2
3,7 1 1.5 1.5 22.7
3,7 1 1.5 1.5 24.2
3,8 3 4.5 4.5 28.8
3,8 3 4.5 4.5 33.3
3,9 4 6.1 6.1 39.4
4,0 5 7.6 7.6 47.0
Agree 4 6.1 6.1 53.0
4,1 2 3.0 3.0 56.1
4,1 1 1.5 1.5 57.6
4,1 2 3.0 3.0 60.6
4,2 3 4.5 4.5 65.2
4,2 1 1.5 1.5 66.7
4,3 2 3.0 3.0 69.7
4,4 2 3.0 3.0 72.7
4,4 4 6.1 6.1 78.8
4,6 3 4.5 4.5 84.8
4,6 2 3.0 3.0 87.9
4,6 2 3.0 3.0 90.9
4,7 2 3.0 3.0 93.9
4,8 2 3.0 3.0 97.0
4,8 1 1.5 1.5 98.5
Strongly
Agree
1 1.5 1.5 100.0
Total 66 100.0 100.0
Based on the average above, it could be seen that there were 35 students
chose between neither egree nor disagree and agree. Then, 31 students chose
between agree and strongly agree. From the histogram it could be seen that the
mean value is 4.06. Then, it could be cocluded that that the use of English
dictionary is very high based on the criteria of mean value.
Students’ vocabulary mastery. The second research question is “How is the vocabulary mastery of the students at EED of UMY batch 2013”. There were 30 number of words in vocabulary test. The result of vocabulary test was
presented in the table below.
Table 4.24. Finding of vocabulary test
Category Frequency
Excellent 40
Good 21
Fair 5
Low 0
Very low 0
Based on the table of vocabulary test showed that 40 students were included
in excellent category. Then, 21 students included in good category. It is followed
by 5 students which were included in fair category. Moreover, no student in low
category and very low category. It could be concluded that vocabulary mastery of
students of EED of UMY batch 2013 is excellent category, based on finding of
vocabulary test.
The correlation between the use of dictionary and students’ vocabulary
mastery. The last research question is “Is there significant correlation between the use of English dictionary and vocabulary mastery of the students at EED of UMY
batch 2013”. After finding the result of the use of dictionary and students’
vocabulary mastery, the researcher analyzed the result to find out whether both
variables were correlated or not. The researcher used SPSS version 22. Before
analyzing the data to find correlation from both variable, the assumption test
namely normality and linearity test were conducted. The normality and linearity
test of this research was presented in the table below.
Table 4.25. Test of Normality
N 66
Normal Parametersa,b Mean .0000000
Std.
Deviation
.32482880
Most Extreme
Differences
Absolute .070
Negative -.052
Test Statistic .070
Asymp. Sig. (2-tailed) .200
Normality test result of the research showed that both variables were normal. The
significant values of the use of dictionary and vocabulary mastery 0.200 > 0.05. It
means that both variables in this research were normality distributed. Then, the
data could be said linear when the data (sig > 0.05). The result of the linearity
were 0.082 > 0.05. The data both variables presented below.
Table 4.26. Table of linearity
Sum of
The result of the Pearson correlation is 0.641. It means that the result has
correlation, the result of this research between value 0.50 – 0.799. Moreover, the
correlation was significant if the probability value <0.05 and there was no
significant correlation if the probability value >0.05. In this research, the
probability value is 0.000<0.05. It means that Ha (alternative hypothesis) is
accepted and Ho (null hypothesis) is rejected. It can be concluded that in this
research there is a significant correlation between the use of dictionary and
vocabulary mastery of the students of EED of UMY batch 2013. The correlation
value was illustrated below.
Table 4.27. Correlation Value
The use of
Discussion
The use of English dictionary. The researcher used questionnaire to know the data of the use of dictionary. Then, the researcher found that the use of
dictionary students is very high. It could be seen that the mean value is 4.06.
Based on the average, it could be seen that there were 35 students chose between
neither egree nor disagree and agree. Then, 31 students chose between agree and
strongly agree.
According to Hayati and Fattahzadh (2006) as cited in Huang and Eslami
(2013) recommended that learners consult a dictionary for the meaning of an
unfamiliar word to make certain that their assumptions are accurate based on the
contextual information. It supported the result of the questionnaire that explained
students used of dictionary. Moreover, more than half of the students when they
find the difficult or new word in learning English, they always look for the
meaning in the dictionary.
Students’ vocabulary mastery. The researcher used vocabulary test to
measure the vocabulary mastery. Based on the vocabulary test, showed that 40
students were included in excellent category. Then, 21 students included in good
category. It is followed by 5 students which were included in fair category.
Moreover, no student in low category and very low category. The students of
EED of UMY batch 2013 had excellent category based on finding of vocabulary
test.
Cameron (2001) stated knowing and understanding words mean knowing
made to them), their "meaning" (their conceptual content, and how they relate to
other words in particular types of language use. It can be concluded that in
learning vocabulary, learners have to know the meaning or translation, can
pronunce correctly, also understand and can use it in sentence context. This
statement emphasizes the main reason of vocabulary mastery. Although EED of
UMY batch 2013 students’ vocabulary mastery level is excellent.
The correlation between the use of dictionary and students’ vocabulary
mastery. The result of the Pearson correlation is 0.641, the result between value 0.50 – 0.799. Moreover, the correlation between the use of English dictionary and vocabulary mastery of the students of EED of UMY batch 2013 is in the strong
category. Then, the result of significant correlation is the probability value is
0.000<0.05, there is a significant correlation between the use of English dictionary
and vocabulary mastery of the students of EED of UMY batch 2013.It means that
Ha (alternative hypothesis) is accepted and Ho (null hypothesis) is rejected. The
alternative hypothesis is accepted because there is a significant correlation
between both variable.
According to McAlphine and Myles (2003) the role of dictionary in basic
language learning: to assist learners in broadening their vocabulary knowledge
and understanding of common grammatical errors. It has been proven that based
on the result of the use of dictionary, students using a dictionary to help them to
know the grammar. Morover, based on the research was done by Yildrim (2009)
the use of English dictionary affect positively and significantly for the
correlation, meaning that the use of dictionary can improve students’ vocabulary
mastery.
Based from the research by Knight (1994) learners who had access to a
dictionary scored higher on postreading comprehension and vocabulary tests. This
suggests that the use of dictionary have a positive effect on vocabulary
acquisition. Moreover, according to Ali (2012), using dictionaries can be seen as
an explicit strategy for learning a foreign language vocabulary or as
communication strategy. It means that the use of dictionary can be a strategy in
mastering vocabulary. Then, from the research by Xu (2010) the consultation of
the dictionary has a positive impact on vocabulary learning and reading
development. So, the learners who want to succesful in vocabulary mastery, they
have to use dictionary to help them mastering a lot of vocabulary.
From the research by Zarei and Gujjar (2012) about electronic and paper
dictionary in affecting vocabulary mastery, the use of electronic dictionary is
better contribution to vocabulary learning. The use of electronic dictionary is
easier to access. Then, from the finding of questionnaire, students of EED of
UMY batch 2013 often use electronic dictionary.
Finally, the researcher concluded that the use of English dictionary affect
significantly in improving vocabulary mastery. Students think that having a
dictionary is very important to learn English. It help them to find out difficult
words. Not only that, the use of dictionary can help them to understand the text
well. In addition, students of EED of UMY batch 2013 often use electronic
Chapter Five
Conclusion and Recommendation
The last chapter provided conclusion of the research and recommendation
based on research significance. The first part explain about summary of the
research. Then, the next part described recommendation for all individual who
related with this research.
Conclusion
From the research that has been done about the correlation between the use
of English dictionary and vocabulary mastery of students of EED of UMY batch
2013, the researcher can draw some conclusions:
Based on the result of questioinnaire, students think that have a dictionary is
an important thing in learning English. Then, information that students got when
using dictionary is dictionary help them to know the grammar. The benefit is by
using the dictionary they hope can improve skills in learning English correctly.
Moreover, students of EED of UMY batch 2013 often use electronic dictionary.
The purpose of using dictionary is they use a dictionary to know the meaning of a
word. In addition, this research found that the students of EED of UMY batch
2013 had very high categories in the use of dictionary. The mean value is 4.06.
Furthermore, based on the table of finding vocabulary test, showed that 40
students were included in excellent category. It followed by 21 students in good
