CHAPTER IV
RESULT OF THE RESEARCH AND DISCUSSION
In this chapter the writer explains about the result of the study that consist
of result of the questionnaire,result of Speaking, and the correlation between
vocabulary building strategy and speaking skill by English Students of The
State Islamic Institute of Palangka Raya.
A. Data Presentation
The Percentage Calculation of the Questionnaire Result on the Students’ Perceptions about Vocabulary Learning Strategy by English Students of
English Education Study Program at IAIN Palangka Raya
N
Saya lebih suka belajar kosakata diselingi dengan permainan (games).
(I prefer to learn vocabulary interspersed with games)
Number 41 29 0 0 0 70
Percent 58,6% 41,4 0 0 100
2
Saya belajar kosakata baru melalui koran atau majalah yang berbahasa inggris.
(I learn new vocabulary through English newspaper or English magazine)
Number 16 45 7 2 0 70
Percent 22,9% 64,3% 10,0% 2,9% 100
3
Saya suka belajar kosakata melalui acara Tv berbahasa inggris.
(I like learning English vocabulary through English Tv shows)
Number 28 37 5 0 0 70
Percent 40% 52,9% 7,1% 0 100
4 Saya mendengarkan lagu bahasa Number 38 29 2 1 0 70
inggris, program radio, dll, untuk meningkatkan kosakata saya.
(I listen to English songs and radio programmes to increase
(I more easily remember the English vocabulary by listening to recording rather than sitting and reading it)
Number 23 35 10 2 0 70
Percent 32,9% 50%) 14,3% 2,9 100
6
Saya membaca buku cerita bahasa inggris untuk meningkatkan kosakata saya.
(I read English Strory book to increase my vocabulary)
Number 28 39 3 0 0 70
Percent 40% 55% 4,3% 0 100
7
Saya mencari kosakata baru dengan mencari di kamus English-English
Ketika saya mencari kata dalam kamus, saya membaca semua makna dari kata baru.
(When I look up a word in the dictionary, I read all the meaning of the meanings of new words) kata yang saya tebak benar atau salah.
(I check to see if my guesses about the words are right or wrong)
Number 22 43 5 0 0 70
10
Saya suka menguji penguasaan kosakata saya dengan berdialog dengan turis asing.
(I like to test my vocabulary mastery by having a dialogue with foreign)
Number 15 49 4 2 0 70
Percent 21,4% 70% 5,7% 2,9% 100
11
Saya membawa kamus saku
(termasuk Kamus elektronik) untuk mencari kata-kata yang saya tidak tahu.
(I carry a pocket dictionary (
including an electronic dictionary) to look up the new words I don’t know)
Number 28 39 2 1 0 70
Percent 40% 55,7% 2,9% 1,4 100
12
Saya menulis kosakata baru dalam kalimat sehingga saya mudah memahaminya.
(write a new word in a sentence so I can remember it)
Number 31 32 7 0 70
Percent 44,3% 45,7% 10% 100
B. Result of the Research
The result of research onStudents’ erception about vocabulary learning
trategy byEnglish students of English Education Study Program at IAIN
Palangka Raya was obtained by employing questionnaire as the main
instrument to collect the data. The presented data consisted of responses,
central tendency (mean, median, modus), and standard deviation. There were
70 students from two different academic years who were chosen as sampling.
First step was to tabulate score into the table of calculation Mean. The
Table 4.1
The Calculation of Mean of Students’ Perception (item 1)
X F FX
4 41 164
3 29 87
2 0 0
1 0 0
N=70 251
∑X 251
X = = = 3,58 N 70
The Mean of Item 1 is 3,58
Next step is to tabulate the score into the table of calculation Deviation
Score and Standard Deviation.
Table 4.2
The Calculation of Deviation Score and Standard Deviation of Students’ Perception (item1)
X F FX X x2 Fx2
4 41 164 0,42 0,17 6,97
3 29 87 -0,58 0,33 9,57
N=70 ∑FX=251 ∑Fx2=16,54
Stdev = 𝑓𝑥2 𝑁−1 =
16,54
70−1 = 16,54
69 = 0, 240= 0, 48
Then, the score of Mean, Median, Modus, and Standard Deviation are
Percent 40% 55,7% 2,9% 1,4% 100
12 12 Number 31 32 7 0 0 234 3,34 3 3 0.657
Percent 44,3% 45,7% 10% 100
The data above could be detailed as follows;
item1
Frequenc
y
Percent Valid Percent Cumulative
Percent
Valid 3 29 41,4 41,4 41,4
4 41 58,6 58,6 100,0
Total 70 100,0 100,0
Item 1, I prefer to learn vocabulary interspersed with games, There are 41 students (58,6%) state strongly agree, 29 students (41,4%) agree, and no one
respondents chose disagree and strongly disagree.
item2
Frequency Percent Valid Percent
Cumulative
Percent
Valid 1 2 2,9 2,9 2,9
2 7 10,0 10,0 12,9
3 45 64,3 64,3 77,1
4 16 22,9 22,9 100,0
Total 70 100,0 100,0
Item 2 “I learn new vocabulary through English newspaper or English magazine” there are 16 (22,9%) respondents who chose strongly agree, 45(64,3%) respondents chose agree, 7 (10%) respondents chose disagree, and
item3
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 5 7,1 7,1 7,1
3 37 52,9 52,9 60,0
4 28 40,0 40,0 100,0
Total 70 100,0 100,0
Item 3 “I like learning English vocabulary through English Tv shows”
there are 28(40%) respondents who chose strongly agree, 37 (52,9%)
respondents chose agree, 5 (7,1%) respondents chose disagree, and no one
chose strongly disagree.
item4
Frequency Percent Valid Percent
Cumulative
Percent
Valid 1 1 1,4 1,4 1,4
2 2 2,9 2,9 4,3
3 29 41,4 41,4 45,7
4 38 54,3 54,3 100,0
Total 70 100,0 100,0
Item 4“I listen to English songs and radio programmes to increase myvocabulary” there are 38 (54,3%) respondents who chose strongly agree, 29 (41,4%) respondents chose agree, 2 (2,9%) respondnts chose disagree, and
item5
Frequency Percent Valid Percent
Cumulative
Percent
Valid 1 2 2,9 2,9 2,9
2 10 14,3 14,3 17,1
3 35 50,0 50,0 67,1
4 23 32,9 32,9 100,0
Total 70 100,0 100,0
Item 5“I more easily remember the English vocabulary by listening to recording rather than sitting and reading it” there are 23 (32,9%) respondents who chose strongly agree, 35 (50%) respondents chose agree, 10 (14,3%)
respondents chose disagree, and 2 (2,9%) respondents chose strongly disagree.
item6
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 3 4,3 4,3 4,3
3 39 55,7 55,7 60,0
4 28 40,0 40,0 100,0
Total 70 100,0 100,0
Item 6“ I read English Strory book to increase my vocabulary” there are
28 (40%) respondents who chose strongly agree, 39(55,7) respondents chose
agree, 3(4,3%) respondents chose disagree, and no one chose strongly
item7
Frequency Percent Valid Percent
Cumulative
Percent
Valid 1 2 2,9 2,9 2,9
2 2 2,9 2,9 5,7
3 40 57,1 57,1 62,9
4 26 37,1 37,1 100,0
Total 70 100,0 100,0
Item 7“ I look up New words in an English-English Dictionary” there are 26 (37,1%) respondents who chose strongly agree, 40 (57,1%) respondents
chose agree, 2 (2,9%) respondents chose disagree, and 2 respondents chose
strongly disagree.
item8
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 4 5,7 5,7 5,7
3 39 55,7 55,7 61,4
4 27 38,6 38,6 100,0
Total 70 100,0 100,0
Item 8, “When I look up a word in the dictionary, I read all the meaning of the meanings of new words” there are 27 (38,6%) respondents who chose
strongly agree, 39 (55,7%) respondents chose agree, 4 (5,7%) respondents
item9
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 5 7,1 7,1 7,1
3 43 61,4 61,4 68,6
4 22 31,4 31,4 100,0
Total 70 100,0 100,0
Item 9 “I check to see if my guesses about the words are right or wrong”
there are 22 (31,4%) respondents who chose strongly agree, 43(61,4%)
respondents chose agree, 5 (7,1%) respondents chose disagree, and no one
chose strongly disagree.
item10
Frequency Percent Valid Percent
Cumulative
Percent
Valid 1 2 2,9 2,9 2,9
2 4 5,7 5,7 8,6
3 49 70,0 70,0 78,6
4 15 21,4 21,4 100,0
Total 70 100,0 100,0
Item 10, “I like to test my vocabulary mastery by having a dialogue with foreign” there are 15 (21,4 %) respondents who chose Strongly agree, 49 (70%) respondents chose agree, 4 (5,7%) respondents chose disagree, and 2
item11
Frequency Percent Valid Percent
Cumulative
Percent
Valid 1 1 1,4 1,4 1,4
2 2 2,9 2,9 4,3
3 39 55,7 55,7 60,0
4 28 40,0 40,0 100,0
Total 70 100,0 100,0
Item 11, “I carry a pocket dictionary ( including an electronic dictionary) to look up the new words I don’t know” there are 28 (40%) repondents who chose strongly agree, 39 (55,7%) respondents chose agree, 2 (2,9%) repondents
chose disagree, and 1 (1,4%) repondent chose strongly disagree.
item12
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 7 10,0 10,0 10,0
3 32 45,7 45,7 55,7
4 31 44,3 44,3 100,0
Total 70 100,0 100,0
Item 12, “I write a new word in a sentence so I can remember it” there are 31 (44,3%) repondents who chose strongly agree, 32 (45,7%) repondents chose
agree, 7 (10%) repondents chose disagree, and no one chose strongly disagree.
From the result of the research on questionnaire and on the Result of
students’ perception about vocabulary learning strategy by English students of
English Education Study Program at IAIN Palangka Raya. The Chart was as
follows:
Figure 4.1
Chart of Students’ Perceptions about vocabulary learning strategy
It could be concluded from the chart above that most students agreed with
all items or strategies to be implemented in the teaching or learning of English
Subject in the class of English Education Study Program at IAIN Palangka
Raya
2. Result of Speaking Subject Score
researcher took on sixth and eight semester students of IAIN Palangka Raya as
the participant. The result of students’ speaking score as below:
Table 4.4 The result of speaking subject score
No Participant Speaking 1 Speaking 2 Speaking 3 Average
1 E1 64,00 79,25 76,30 73,18
2 E2 60,00 71,50 71,00 67,5
3 E3 73,80 78,45 74,10 75.45
4 E4 83,80 80,60 79,00 81,13
5 E5 63,80 73,70 75,30 70.93
6 E6 63,00 74,10 75,57 70.8
7 E7 60,00 64,50 71,60 65,36
8 E8 78,80 76,80 75,00 78,86
9 E9 80,90 83,00 77,00 80,3
10 E10 64,70 71,70 82,10 72,84
11 E11 80,00 72,40 75,00 75,8
12 E12 78,30 81,50 84,47 81,43
13 E13 80,10 80,00 81,10 80,4
14 E14 80,60 80,00 78,00 79,54
15 E15 73,50 81,10 75,39 76,34
16 E16 70,20 75,40 75,96 73,86
17 E17 64,70 65,00 73,39 67,70
18 E18 73,80 82,70 84,10 80,2
No Participant Speaking 1 Speaking 2 Speaking 3 Average
20 E20 70,80 81,40 70,20 74,14
21 E21 75,50 80,80 77,25 77,85
22 E22 71,20 75,90 65,40 70,84
23 E23 63,80 79,20 69,20 70,74
24 E24 68,30 73,60 78,80 73,57
25 E25 71,50 74,70 66,10 70,77
26 E26 72,00 74,40 82,90 76,44
27 E27 62,50 60,50 78,03 67,01
28 E28 72,10 73,90 69,30 71,77
29 E29 67,90 71,20 62,00 67,04
30 E30 80,60 75,30 82,60 79,5
31 E31 81,50 80,00 83,80 81,77
32 E32 78,50 75,70 77,90 77,37
33 E33 93,60 82,40 81,47 85,83
34 E34 87,10 80,00 75,57 80,90
35 E35 83,50 74,70 77,50 78,57
36 E36 77,64 68,00 77,10 74,25
37 E37 70,00 68,00 80,60 72,87
38 E38 82,02 80,20 80,60 80,95
39 E39 78,10 71,50 80,90 76,84
40 E40 78,36 80,70 77,60 78,87
No Participant Speaking 1 Speaking 2 Speaking 3 Average
42 E42 76,00 76,30 81,20 77,84
43 E43 69,20 70,00 77,60 72,27
44 E44 85,36 80,80 78,60 81,59
45 E45 65,20 73,50 74,90 70,3
46 E46 81,10 80,30 78,60 80,00
47 E47 71,80 73,50 74,90 73,5
48 E48 76,30 75,40 80,60 77,44
49 E49 67,10 78,50 75,20 73,7
50 E50 69,40 67,00 77,60 71,34
51 E51 77,70 76,50 75,79 76,44
52 E52 77,00 76,50 76,50 76,67
53 E53 84,62 75,00 78,35 79,32
54 E54 67,20 73,50 67,96 69.54
55 E55 66,80 75,00 71,35 71,05
56 E56 78,20 72,00 71,44 73,89
57 E57 86,70 72,70 80,60 80,00
58 E58 69,00 73,40 70,60 71,00
59 E59 76,68 81,20 72,04 76,64
60 E60 73,00 77,10 80,00 76,7
61 E61 66,70 75,00 72,68 71,47
62 E62 79,20 74,30 73,35 75,62
63 E63 84,92 91,30 82,60 86,27
No Participant Speaking 1 Speaking 2 Speaking 3 Average
65 E65 77,07 80,00 73,65 76.91
66 E66 60,00 65,90 70,90 65,6
67 E67 77,50 78,80 75,89 77,40
68 E68 77,64 76,50 77,60 77,25
69 E69 83,30 72,10 80,00 78,47
70 E70 84,50 80,60 81,88 82,33
By the result, the writer obtained the mean score and standard deviation.
From all participants (N=70) the result show the mean score of speaking tes
(Y) = 75,34, sd = 4,726.
Table 4.5
Percentage Frequency of Speaking Subject Score
No Category Class Boundaries Frequency Percentage
1. A 80-90 14 20%
2. B 70-79 49 70%
3. C 60-69 7 10%
The table told there are three level of students’ speaking score, they are high
score (80-90), moderate (70-79), and low (60-69). For the first level only 14
learner in percentage 20%, 70% for moderate level, and 10% in low level. The
3. The Correlation between Vocabulary Building Strategy and Speaking Skill.
As the data shown above, the writer got the result of each variable. This is
the result of correlation between students’ vocabulary and their performance in
speaking.
1. Using SPSS Program
Table 4.6
Analysis result of Pearson Product Moment Correlation
x y
x Pearson Correlation 1 -,092
Sig. (2-tailed) ,447
N 70 70
y Pearson Correlation -,092 1
Sig. (2-tailed) ,447
N 70 70
2. Manual Calculating
rᵪᵧ
= N.(Σху)- (Σх)( Σy)
√
[
NΣх² - ( Σх )2] [
N Σу² - ( Σу)2]
Where:(∑X)2 = 33177600 (∑Y)2 = 27426169
rᵪᵧ
= 70.(430761)- (5760) ( 5237 )
√
[
70 (476086) - (33177600 )] [
70 (393339) - ( 27426169)]
rᵪᵧ
= - 11850
√
(148420)
( 107561)126349,52
= - 0,093
Based on the table and the formula above showed the correlation coefficient
using SPSS Program rxy = -0,092, which indicated there was negative
correlation between two variables. And based on the formula showed the
correlation coefficient using manual calculation rxy = -0,093 it’s also indicated
there was negative correlation between two variables. By the two way calculate
the result are different it’s because difference of integration but it doesn’t
influence the result.
From the rxy number (-0,092) the writer could use it to know the low of
correlation between two variables (see on interpretation correlation by Ridwan on table 3.5). The number of -0,092 resided between 0.000 - 0.200, that means the strength in very low correlation. Whereas, for the number significance the writer took from the table analysis result of pearson product moment correlation using SPSS program, which (Sign)=.447 is used to know which hypothesis is accepted or rejected.
C. Hypothesis Testing
This research was done in collecting data and got the result of the
correlation. But to answer research problem, the writer had to measure weather
the hypothesis was rejected or not. The writer had two hypothesis in this
research, those are:
Ha : There is positive correlation between the students’ vocabulary
building strategy and their speaking skill by English Students of The
Ho : There is negative correlation between the students’ vocabulary
building strategy and their speaking skill by English Students of The
State Islamic Institute of Palangka Raya.
To know the answer, the writer used SPSS hypothesis testing based on the
N.Sig (number of significance). As the result of correlation above (table 4.15),
we get rxy = -0,092, N.Sig=.447. Before the writer concluded the answer, these
were the theories of hypothesis based on SPSS calculation:
a. Ho accepted if N.Sig > 0.05 (α=5%)
b. Ha rejected if N.Sig < 0.05 (α=5%)
The result of analyzing the data significance 0.447 (Level of Significance
0.05 and 2 Tailed) clarified Ha rejected. The hypothesis testing concluded that
N.Sig >5%, where Ho cannot be rejected. It told that both students’ vocabulary
and their speaking score are not correlated.
The null hypothesis which said, “There is negative correlation between
students’ Vocabulary building strategy and their speaking skill”, answered the
research problem.
D. Discussion
From the result of the correlation above, the finding could be made in the chart to
easily see the correlation between vocabulary building strategy and speaking skill by
English students of the State Islamic Institute of Palangka Raya. The Chart was as
Figure 4.2 Chart of correlation
By the chart that can see, the score of questionnaire about vocabulary
learning strategy is higher then speaking score subject, it mean the correlation
of the variables are negative correlation.
In this discussion the writer intended to present derived from the analysis
of the findings. The analysis has been accomplished in order to answer the
research problems. From the analysis, the researcher got the result as follow;
1. The number of participants used in this study was 70 students.
2. The most students (10%) in low level of speaking test.
3. The highest number of students (52%) strongly agree with the strategy
in learning vocabulary.
4. The result of calculating correlation between vocabulary building
strategy and speaking score subject was rxy = -0,092. Based on Riduwan
interpretation the strength of correlation is very low correlation.
5. From SPSS calculation the writer get N.Sig =.448, where
significance>0.05 it means the null hypothesis (Ho) was accepted.
0 20 40 60 80 100
correlation
By the results, it can be concluded that there was negative correlation both
the variables and the hypothesis testing showed there was no correlation
between two variables, because N.Sig>5%, so it means Ho accepted and Ha
rejected.
Nevertheless, as the writer explained before, if the students had good
strategy in learning vocabulary it may be impact or influence in their speaking
acquisition or their score. Based on jiati Endah learning vocabulary is the
important thing in language learning, expecially in English. We can’t speak,
write and understand what we read and listen without vocabulary79. So, from the statement can be conclude, learning vocabulary is very important part of
english learning.
Nation argued by Rahayu, he believe that a large amount of vocabulary
could be acquired with the help of vocabuary learning strategies and that the
strategies prove useful for students of different language level. The main
benefit gained from all learning strategies, including strategies for vocabulary
learning, is the fact that they enable learners to take more control of their own
learning so that students can take more responsibility for their studies.80
Based on Zhang Yunhao, he stated the use of vocabulary learning
strategies is one crucial factor that affects the success of second language,
have good strategy in learning vocabulary very helpful for the learners to
79
Jiati Endah dkk,The correlation between Students’ Ability in Listening to the English Songs and Their Vocabulary mastery, 2013, Vol 1, p. 2.
80Rahayu Muti’atu Masrurin, Students’ Strategies in Learning Vocabulary at MTSN
gained new word. Of course, it has great impact on their speaking ability81. Nation by Zhang Yunhao also believes that once learners know about two or
three thousand words, they can use the speaking skills they have developed to
infer the meanings of unknown words that their hear when they do conversed.82 To summarise, we can see the importance of vocabulary learning strategy in
language learning especially in oral communication, with vocabulary
knowledge can achieve a great deal of success in their social life, and in their
continuing acquisition of the target language.
The result contradict the previous theories and the findings.However the
correlation showed very low correlation of two variables, the writer assumed
why this result value becomes very low (Ho cannot be rejected) one of factor is
because of the time distributing the questionnaire was not directly with the time
in learning vocabulary, it may make the students forgot the feeling when they
answerd the questionnaire.
81
Zhang Yunhao,The use of Vocabulary Learning Strategy by Good and Poor Language Learners A case Study of Chines Non-English Major Sophmore ,Kristianstand
University,China:2011, p.12
82
