THE EFFECTIVENESS OF CHAIN OF SHORT MESSAGE SERVICE OF VOCABULARY IN ENHANCING HIGH SCHOOL STUDENTS’ VOCABULARY : A research to examine the improvement of high school students’ vocabulary through chain of short message service of vocabulary.

(1)

Reza Purbaya, 2015

THE EFFECTIVENESS OF CHAIN OF SHORT MESSAGE SERVICE OF VOCABULARY IN ENHANCING

HIGH SCHOOL STUDENTS’ VOCABULARY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE EFFECTIVENESS OF CHAIN OF SHORT MESSAGE

SERVICE OF VOCABULARY IN ENHANCING HIGH

SCHOOL STUDENTS’ VOCABULARY

(A research to examine the improvement of high school students’ vocabulary through chain of short message service of vocabulary)

A Research Paper

Submitted in Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree

Reza Purbaya

(0902394)

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE AND LITERATURE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

(2)

(3)

THE EFFECTIVENESS OF CHAIN OF SHORT MESSAGE

SERVICE OF VOCABULARY IN ENHANCING HIGH

SCHOOL STUDENTS’ VOCABULARY

(A research to examine the improvement of high school students’ vocabulary through chain of short message service of vocabulary)

Oleh Reza Purbaya

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan (S.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

Januari 2015

Hak Cipta dilindungi undang-undang.

(4)

(5)

THE EFFECTIVENESS OF CHAIN OF SHORT MESSAGE SERVICE OF

VOCABULARY IN ENHANCING HIGH SCHOOL STUDENTS’

VOCABULARY

KERUNGKASAN DARI RANTAI PESAN PENDEK BERISI KOSAKATA

DALAM MENINGKATKAN PERBENDAHARAAN KOSAKATA BAHASA

Faculty of Language and Literature Education

Indonesia University of Education

Email: purbayareza72@gmail.com

Abstract: The research was aimed at discovering the effectiveness of chain of

short message service of vocabulary in enhancing high school students’ vocabulary and finding out the students’ responses toward the technique. This

technique was one of the intentional learning strategies applied as complementary activity included two steps: teacher sent the vocabulary and the students continued the vocabulary as a chain message in which the last student sent back to the teacher as a confirmation that all the students in the experimental group had received the message. The subjects of the research were second grade students of Senior High School in Bandung in which one class was divided into experimental group and control group. Each group consists of 15 students. In collecting the data, the quasi-experimental desaign was utilized. The mean scores of the pre-test

were the bases scores to identify the initial participants’ learning framework.

(6)

between pre-test and post-test from experimental group. The discussion of the questionnaire analysis discovered some findings that the Chain of Short Message Service of Vocabulary has a lot of benefits in teaching vocabulary, such as giving additional time to learn as complementary activity outside the classroom, helping student to enrich their vocabulary especially verb, and giving students chance to a joyful learning through their mobile phones instead of using them only for playing

game, texting, and browsing. Therefore, it could be said that the students’

responses toward the Chain of Short Message Service of Vocabulary technique were positive.

Keywords: Short Message Service, intentional learning, vocabulary mastery

Abstrak: Penelitian ini bertujuan untuk mengetahui kerungkasan dari rantai pesan

(7)

bermain game, mengirim pesan, dan browsing. Akhirnya, dapat dikatakan bahwa respon siswa terhadap teknik rantai pesan pendek berisi kosakata adalah positif.

(8)

CHAPTER I INTRODUCTION ... Error! Bookmark not defined. 1. 1 Background ... Error! Bookmark not defined. 1. 2 Research Questions ... Error! Bookmark not defined. 1. 3 Aims of the Study ... Error! Bookmark not defined. 1. 4 Scope of the Research ... Error! Bookmark not defined. 1. 5 Significance of the Research ... Error! Bookmark not defined. 1. 6 Clarification of the Key Terms ... Error! Bookmark not defined. 1. 7 Organization of the Paper ... 4

CHAPTER II LITERATURE REVIEW ... 6

2. 1 Definition of Vocabulary ... 6

2. 2 Teaching Vocabulary ... 7

2. 2. 1 Principles in Teaching Vocabulary ... 7

2. 2. 2 Criteria of a Good Vocabulary Exercise ... 9

2. 3 Types of Vocabulary ... Error! Bookmark not defined.

2. 3. 1 Spoken and Written Vocabulary ... Error! Bookmark not defined.

2. 3. 2 Core and Non-core Vocabulary ... Error! Bookmark not defined.

2. 3. 3 Discourse Structuring Vocabulary and Procedural Vocabulary Error!

Bookmark not defined.

2. 3. 4 Technical, Semi-technical, and General Vocabulary ... Error!

(9)

2. 3. 5 Academic Vocabulary ... Error! Bookmark not defined.

2. 4 Incidental Vocabulary Learning and Intentional Vocabulary Learning

Error! Bookmark not defined.

2. 5 Complementary Activity ... Error! Bookmark not defined.

2. 5. 1 Definition of Complementary ActivityError! Bookmark not defined.

2. 6 Chain of Short Message Service of Vocabulary ... Error! Bookmark not

defined.

2. 6. 1 Chain of Short Message Service of VocabularyError! Bookmark not defined.

2. 6. 2 Chain of Short Message Service of Vocabulary Technique ... Error!

Bookmark not defined.

2. 6. 3 Advantages of Chain of Short Message Service of Vocabulary Technique ... Error! Bookmark not defined.

2. 6. 4 Related Studies ... Error! Bookmark not defined.

CHAPTER III RESEARCH METHODOLOGY ... Error! Bookmark not

defined.

3. 1 Research Design ... Error! Bookmark not defined.

3. 1. 1 Hypothesis ... Error! Bookmark not defined.

3. 2 Data Collection ... Error! Bookmark not defined.

3. 2. 1 Population and Sample ... Error! Bookmark not defined.

3. 2. 2 Research Instrument ... Error! Bookmark not defined.

3. 3 Research Procedures ... Error! Bookmark not defined.

3. 4 Data Analysis ... Error! Bookmark not defined.

3. 4. 1 Scoring Technique ... Error! Bookmark not defined.

3. 4. 2 The Validity Test of the Pilot-test ... Error! Bookmark not defined.

3. 4. 3 The Reliability Test of the Pilot-test . Error! Bookmark not defined.

3. 4. 4 The Difficulty Index ... Error! Bookmark not defined.

3. 4. 5 Data Analysis on Pre-test and Post-testError! Bookmark not defined.

(10)

CHAPTER IV ANALYSIS AND DISCUSSIONS ... Error! Bookmark not

defined.

4. 1 Analysis ... Error! Bookmark not defined.

4. 1. 1 The Pilot Test Analysis ... Error! Bookmark not defined.

4. 1. 2 Pre-test Score Analysis ... Error! Bookmark not defined.

4. 1. 3 Post-test Score Analysis ... Error! Bookmark not defined.

4. 1. 4 The Questionnaire Analysis ... Error! Bookmark not defined.

4. 2 Discussions ... Error! Bookmark not defined.

4. 2. 1 The Effectiveness of Chain of Short Message Service of Vocabulary Technique ... Error! Bookmark not defined.

4. 2. 2 The Students’ Responses toward the Chain of Short Message Service of Vocabulary Technique ... Error! Bookmark not defined.

4. 2. 3 Summary of Discussion ... Error! Bookmark not defined.

CHAPTER V CONCLUSIONS AND SUGGESTIONS . Error! Bookmark not

defined.

5. 1 Conclusions ... Error! Bookmark not defined.

5. 2 Suggestions ... 50

REFERENCES ... Error! Bookmark not defined.

APPENDICES ... Error! Bookmark not defined.

Appendix 1

Appendix 2

Appendix 3

Appendix 4

(11)

LIST OF TABLES

Table 3.1 The Schematic of The Quasi-experimental DesignError! Bookmark

not defined.

Table 3.2 The Schematic of Treatment Schedule ... Error! Bookmark not

defined.

Table 3.3 Category of Coefficient Correlation of Reliability.. Error! Bookmark

not defined.

Table 3.4 The Scale of Effect Size ... Error! Bookmark not defined.

Table 4.1 The Validity Result of Pilot-test 1 ... Error! Bookmark not defined.

Table 4.2 The Validity Result of Pilot-test 2 ... Error! Bookmark not defined.

Table 4.3 The Difficulty Index of Pilot-test 1 .... Error! Bookmark not defined.

Table 4.4 The Difficulty Index of Pilot-test 2 .... Error! Bookmark not defined.

Table 4.5 The Pre-test Scores ... Error! Bookmark not defined.

Table 4.6 One-Sample Kolmogorov-Smirnov Test ... Error! Bookmark not

defined.

Table 4.7 Test of Homogeneity of Variances ... Error! Bookmark not defined.

Table 4.8 Independent Samples Test ... Error! Bookmark not defined.

Table 4.9 Descriptive Statistics ... Error! Bookmark not defined.

Table 4.10 One-Sample Kolmogorov-Smirnov Test ... Error! Bookmark not

defined.

Table 4.11 Test of Homogeneity of Variances ... Error! Bookmark not defined.

Table 4.12 Independent Samples Test ... Error! Bookmark not defined.

Table 4.13 Paired Samples Correlations ... Error! Bookmark not defined.

(12)

CHAPTER I

INTRODUCTION

This chapter describes the general thoughts of the paper. It consists of

background of the research, research questions, aims of the study, scopes of the

research, significance of the research, clarification of key terms and organization

of the research.

1.1 Background

Nowadays, the current educational system in Indonesia pushes teachers to

conduct a contextual learning. In addition, in the newest educational system, the

contextual learning is more emphasized as the centre of the learning where

grammar and vocabulary are taught implicitly. Many practices of language

teaching in Indonesia as an EFL country tend to focus on the framework of syntax

or grammar. As Maiguascha (1993), cited in Mehring (2005), believed that the

teaching of grammar generally is based on a set of rules with a coherent structure

that students can follow and remember. Furthermore this concept does not hold

true for the teaching on vocabulary.

In the other hand, in the background of standard competence and basic

competence for high school in Indonesia (Depdikbud, 2006), one of the purposes

of senior high school students is to achieve informational level that is a literacy

level in which students are expected to be able to access knowledge using

language ability because they are prepared for continuing study to higher

education. Besides epistemic level is considered as too high to achieve for high

school students in Indonesia because English is taught as foreign language.

Meanwhile, students are facing difficulties in meaning the vocabulary. Somehow,

vocabulary is very important to understand any language. Although people do not

say it grammatically, people can understand the meaning by recognizing the

(13)

is to master the vocabulary. As Wilkins (1972), cited in Burston & Zhang (2011),

said that “without grammar very little can be conveyed, without vocabulary

activity to help students gain vocabulary. Based on pedagogical perspective, there

is a need for research that helps teachers to find out learning tasks in providing

opportunities for L2 vocabulary learning (Derakhshan & Khodabakhshzadeh,

2011), especially on the usage of mobile media. Due to the fact that mobile media

such as mobile phones and internet are now widely used, it is appropriate to

implement them in learning activities. In addition, mobile learning would work

well since students need a flexible solution for training and learning where the

students can do their activities while learning and gaining new vocabulary

(Dudeney & Hockly, 2007).

Nowadays, children and juvenile are more familiar with the technology. It is

supported by the data from Asosiasi Telekomunikasi Selular Indonesia (ATSI) in

the late of 2011. It showed that there were about 250 millions people who used

hand phone, meanwhile the population of Indonesia was about 240 millions

people. It means 10 millions people in Indonesia were using more than one hand

phone. If the population of teenager were only 1% of the whole population in

Indonesia, so there would be about 25 millions teenager who use hand phone. As

an additional data, the data from Gramedia Majalah in Indonesian Hottest Insight

2013 showed that 40% kids have their own handphones. They can stay for so

much time to play mobile phone and computer. Therefore, instead of letting them

play their mobile phone and computer only, teacher can involve the technology in

(14)

and Burston (2011) that vocabulary learning with computers or technology can be

more effective than through the use of traditional learning methods. Moreover, the

vocabulary learning with mobile phones allows learners to be exposed to spaced

repetition of vocabulary items which is believed to be more effective than massed

repetition (Nation, 2001).

Furthermore, according to the researcher’s experience during teaching practicum, most of students in the senior high school face difficulty in inferring

vocabulary. They even seem lazy to open dictionary. It is proved by their laziness

to bring dictionary. Thus, the present study seeks to investigate the effectiveness

of the technique called chain of short message service of vocabulary in enhancing

students’ vocabulary since there are still limited number of publication on this

issue especially in Indonesia.

Some studies (see for example Derakhshan & Khodabakhshzadeh in 2011)

have suggested the use of technology such as hand phone in the research to help

students increase their vocabulary. Thus, the research investigates the use of chain

of short message service of vocabulary in enhancing students’ vocabulary. In

order to complete data of the implementation of the data, the research also

investigates the students’ responses toward the use of chain of short message service of vocabulary technique outside the classroom.

1.2 Research Questions

The research is aimed at discovering the use of chain of short message

service of vocabulary to develop the students’ vocabulary. In order to shape the research, the researcher tries to answer the research questions formulated as

follows:

(15)

2. What are the students’ responses toward the use of chain of short message service of vocabulary technique outside the classroom?

1.3 Aims of Study

Based on the description in the background, the research is aimed at:

1. Discovering whether chain of short message service of vocabulary can

enhance the students’ vocabulary or not;

2. Finding out the students’ responses toward the use of chain of short message service of vocabulary technique outside the classroom.

1.4 Scope of the Research

The research focuses on how some learners who conduct chain of short

message service of vocabulary in language learning can improve their vocabulary

in eleventh grade of Senior High School Student Level. A Senior High School in

Bandung is choosen for the research.

1.5 Significance of the Research

The research is expected to give some beneficial contributions for teachers,

students, and further researchers. For the teachers, the research hopefully can be

an additional activity to enrich their methods in teaching language beside in the

classroom. For the students, the research is expected to give them a fun activity to

enrich their vocabulary. While for the further researchers, the research is expected

to be used as an additional source or reference, especially for those who will

conduct a research on investigating the use of chain of short message service of

(16)

1.6 Clarification of Key Terms

Some of terms related to the topic are concisely described below in order to

avoid misinterpretation. Three terms are clarified, as follows:

1. Vocabulary is all the words known and used by a particular person which

exist in particular language or subject (Cambridge Advanced Learner’s

Dictionary, 2003)

2. Chain text message is a text message sent to a number of people asking each

recipient to send copies with the same request to a specified number of others.

The circulation of a chain text message increases in geometrical progression

as long as the instructions are followed by all recipients. (freedictionary.com)

3. Mobile phone is a cellular telephone.

1.7 Organization of Paper

The research is presented into five chapters. The first chapter is

introduction. In this chapter consists of background of the study, review of

literature, research questions, aim of the study, limitation of the study, research

methodology, clarification of terms, and organization of writing. The background

of the study is elaborated. It elaborates the problem of in meaning the words. The

second chapter is literature review. This chapter discusses some theories related to

the effectiveness of using chain of short message service of vocabulary via mobile

phone which is relevant to answer the research questions. The third chapter is

research methodology. This chapter gives clear discussion about how the study is

conducted and analyzed. The data analysis also is briefly explained. The fourth

chapter is findings and discussions. This chapter discusses the findings of the

study and analyzes those findings in discussion clearly. It also portrays how chain

of short message service of vocabulary via mobile phone can improve students’

vocabulary. In addition, the interpretation of the questionnaire is also discussed in

(17)

the conclusion and several suggestions of the study based on the analysis in

chapter four. The conclusion states the answer to the research questions.

(18)

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology in conducting the research. This

chapter provides four main parts of the investigation: research design, data

collection technique, research procedures, and data analysis technique.

3. 1 Research Design

According to the aim of the research that investigates the effectiveness of

using chain of short message service of vocabulary to enhance students’

vocabulary of EFL high school students, the quantitative research method called

quasi-experimental study was conducted. Sugiyono (2009, p. 77) stated that the

quasi experimental design is a study aimed at revealing the effect of a particular

treatment. The quasi experimental is also better used than pre-experimental design

since it is not easy to obtain a control group which is used for the research

(Sugiyono, 2012, p. 77). The quasi experimental design is also an expansion of

true experimental design which is not easy to be conducted (Sugiyono, Ibid).

Schematically, the design of the quasi experimental can be drawn as follows:

Table 1

The Schematic of The Quasi-Experimental Design

Group Pre-test Treatment Post-test

Experimental O1 X O2

Control O3 - O4

Note:

 X represents the exposure of a group to an experimental variable

(19)

Hatch and Farhaday (1982) stated that the variables are defined as an

attribute of an object which divides from one object to another. There are two

kinds of variable, that is independent and dependent variables. Independent

variable is the selected, manipulated, and measured variable, while dependent

variable is the variable which the researcher tries to determine the effect of the

independent variable. The Chain of Short Message Service of Vocabulary is the

independent variable and the scores of vocabulary test are the dependent variable.

In order to strengthen the analysis, a qualitative research method in form of

questionnaire is also conducted in the research.

3. 1. 1 Hypothesis

Hypothesis is defined as a prediction about the result of research. There are

two hypothesis namely null hypothesis and alternative hypothesis. The null

hypothesis (Ho) states that there is no difference between the result of

experimental and control group after the treatment. The alternative hypothesis

(H1) states opposite to the null hypothesis (Hatch & Farhady, 1982, pp. 3-4).

Thus, the hypotheses of the research are as follow:

 Ho = The use of Chain of Short Message Service of Vocabulary technique does not increase the students’ vocabulary gains.

 H1 = The use of Chain of Short Message Service of Vocabulary technique increases the students’ vocabulary gains.

The result of independent t-test and dependent test gained from the scores of

pre-test and post-test in experimental group and control group is the measurement

of the acceptance of null hypothesis. If the result from each test is similar or

higher than critical value of α=0.05, therefore the null hypothesis (Ho) is rejected

because it means that the use of Chain of Short Message Service of Vocabulary

technique increases the students’ vocabulary gains. In the other hand, if the result

(20)

means that use of Chain of Short Message Service of Vocabulary technique does

not improve the students’ vocabulary gains.

3. 2 Data Collection

3. 2. 1 Population and Sample

Population is a group of people having one or more characteristics that

become the researcher’s interest, while samples are selected part of population for

observation and analysis (Best & Khan,1995, p. 13). The sample of the research

was chosen in purpose since quasi-experimental design was not a random

selection of subjects. Another reason underlying the selection of participants was

that the researcher had conducted teaching practicum in the school so that it is

considered much easier to gain the data. It was based on the same number of

students and absence of significants difference of scores from two groups. The

difference was determined by independent t-test from pre-test scores.

The population involved in the research was eleventh grade students from

one of Senior High School in Bandung and the samples were two groups from one

class that was divided into two groups.

3. 2. 2 Research Instrument

There were four instruments used in the research, namely pilot-test, pre-test,

post-test, and questionairre. Based on those intruments, the collected data were

analyzed to determine whether or not Chain of Short Message Service of

intepretation and its purpose. On the other hand, reliability reveals the consistency

(21)

The pre-test was conducted in experimental and control group before

employing the treatment in order to measure the current state of vocabulary

knowledge of the students. On the other hand, the post-test was conducted in both

groups at the end of the treatment to find out whether or not there is an

improvement on students’ vocabulary.

The questionairre was administered in experimental group after conducting

the post-test. The questionairre was aimed at finding out students’ responses

toward Chain of Short Message Service of Vocabulary technique employed

outside the classroom. There were ten statements formed in positive and negative

sentences in the questionnaire to gain a serious and consistent response from the

respondents. The instruments were constructed in checklist type based on Likert

scale. Sugiyono (2012, pp. 96) states that the advantages of forming the checklist

type in positive and negative sentences are the simplicity in forming, paper-less,

the convenience in tabulating data, and visually interesting. The data gained are

interval data.

3. 3 Research Procedures

Basicaly, the procedures of the research are as follows:

1. Organizing the Teacher Roles

The researcher had roles as a non-participant observer for both experimental

and control group. However, the observer constructed the vocabulary

materials for the teacher. The teacher roles were to initiate the Chain of Short

Message Service of Vocabulary by sending the vocabulary materials to the

students and and making sure that every students in experimental group had

achieved the vocabulary. The vocabulary materials which were sent to

students were only verb. The teacher also had to employ further treatment by

giving students more exposure before beginning the class in term of the

vocabulary sent the day before the class. The complementary activity done

(22)

Service of Vocabulary and the control group was only received the exposure

in the class as well as the treatment given in the experimental group since

they were in the same class.

2. Organizing the Research Instrument

Organizing the research instruments includes creating the test item for both

pre-test and post-test, piloting the pre-test and post-test and forming

items. The participants of the pilot test were students in eleventh grader at the

same school who did not participate in experimental group and control group.

4. Administering Pre-test to Experimental and Control Group

The pre-test was conducted in experimental and control group before

employing the treatment in order to measure the current state of vocabulary

knowledge of the students.

5. Conducting the Treatment

The Chain of Short Message Service of Vocabulary and an exposure of the

vocabulary given in the message was employed in experimental group and in

the control group was the exposure of the vocabulary only which is

conducted. However, the learning materials given to them were

approximately similar since the core treatment was employed outside the

classroom, as can be seen in the following treatment schedule:

Table 3.2

The Schematic of Treatment Schedule

27th 28th

(23)

6th 7th 8th 9th 10th 11th 12th 13th 14th 15th

16th 17th 18th 19th 20th 21st 22nd 23rd 24th 25th

26th ₂₇th ₂₈th ₂₉th ₃₀th ₁st ₂nd ₃rd ₄th ₅th

6th ₇th ₈th ₉th ₁₀th ₁₁th ₁₂th ₁₃th ₁₄th ₁₅th

Blue = Pilot test on 27th August 2014

Green = Pre-test on 30th_{August 2014 - Post-test on 11}th_{September 2014}

Yellow = Treatment days

Red = Mid-term test

6. Administering Post-test to Experimental and control Group

After applying the treatment, post-test was given to both experimental and

control group at the end of the program to reveal the use of Chain of Short

Message Service of Vocabulary in developing students’ vocabulary.

7. Employing Questionnaire

The questionnaire was formed based on Likert scale. The questionnaire,

consisting of ten questions, was employed to see students responses toward

Chain of Short Message Service of Vocabulary. The respondents ticked one

area on the rating scale based on their opinion.

3. 4 Data Analysis

3. 4. 1 Scoring Technique

The research used the formula of processing scoring system without minus

system to avoid a negative score. Pre-test and post-test were in the form of filling

in the blank in 30 numbers. The score was determined by dividing the correct

answers by 0.3. therefore the maximum score of the students is 100.

3. 4. 2 The Validity Test of The Pilot-test

Content validity was conducted to test the validity in the research. Sugiyono

(24)

conducted program can be made by comparing the contents of the instrument

with the determined contents of the draft. The research employed the Pearson

product-moment correlation formula to find out the validity. The formula was

proposed as follows:

� =

∑

− ∑

∑

√[ ∑

− ∑

][ ∑

− ∑

]

X= Score item which its validity is assessed

Y= Total score gained by the sample

r= Pearson product-moment correlation coefficient

N= Number of respondent

(Kranzler & Moursund, 1999, p. 56)

Anates V4 was employed to calculate the data. The obtained value from

correlation coefficient (r) value was compared to rcritical. If robtained ≥ rcritical, it means

that the item is valid, and if the robtained ≤ rcritical, it means that the item is not valid.

3. 4. 3 The Reliability Test of the Pilot-test

Reliability was used to reveal the consistency of the result. Split-half

method was conducted in the research to test the reliability. The Spearman-Brown

formula was used that is defined as follows:

� =

�

⁄ ⁄

+ �

_{⁄ ⁄}

� = Coefficient Correlation of Reliability

� _{⁄ ⁄} = Correlation between X (odd items) and Y (even items)

(Arikunto, 2012, pp. 106-110)

In processing the test, the research used AnatesV4 and the obtained

(25)

Table 3.1

Category of Coefficient Correlation of Reliability

Coefficient Correlation Interpretation

3. 4. 4 The Difficulty Index

The difficulty index is an assumption that a good item should not be too

difficult or too easy (Arikunto, 2012, pp. 222-225). The formula used to find the

difficulty index is as follows:

� =

_��

�

P = difficulty index

B = number of students who answers the item correctly

JS = number of students

3. 4. 5 Data Analysis on Pre-test and Post-test

3. 4. 5. 1 The Normal Distribution Test

The data are determined as normal distribution when the students’ score are

closed to the average score, above or below one standard deviation. Field (2009,

p. 144) stated that in investigating the normal distribution, the

Kolmogorov-Smirnov test can be employed. The test compares the scores in the sample to a

normally distributed set of scores with the same mean and standard deviation. The

data was calculated through SPSS 20 for Windows.

There are steps conducted in the normal distribution test of the

(26)

level, analyzing the groups’ scores, and interpreting the output data. The first step is setting the alpha level at 0.05 (two-tailed test) and the hypotheses are as

significantly different from normal distribution (probably normal) and the null

hypothesis is rejected. In contrast, if the result is significant (p > 0.05) then the

distribution is approaching the normal distribution and the null hypothesis is

accepted (Field, 2009, p. 139).

3. 4. 5. 2 The Homogeneity of Variance Test

Field (2009, p. 149) stated that homogeneity of variance means when the

research goes through levels of one variable, the variance of the other variables

should not change. If the research has collected groups of data, it means the

variance of the outcome variables of the research should be the same in each of

these groups. In addition, Kranzler & Moursund (1999) stated that the more

homogeneous the group, the lower the variance.

The research used the Levene’s test to examine the homogeneity of variance

of the scores. The test was computed through SPSS 20 for Windows. There were

three steps in employing the Levene’s test. The first steps is stating hypothesis and

setting the alpha level. The alpha level set is at 0.05 (α = 0.05) and it is the

maximum error points that can be tolerated. The hypotheses are as follow:

 H0 = the variances of the control and experimental group are homogenous.

(27)

The second was analyzing the scores using Levene’s test through SPSS 20.

The last is Intepreting the result. The result were interpreted by this way: if the

result of the test is interpreted to be significant at p ≤ 0.05 and it means that the

null hypothesis is rejected and the variances are significantly difference. In

contrast, the result is interpreted to be non-significant if p > 0.05 and it is

concluded that the null hypothesis is accepted and the variances are approximately

equal (Field, 2009, p. 150).

3. 4. 5. 3 Independent t-test

The independent t-test is used to analyze a relevant relationship between the

independent variable (treatment) and the dependent variable (vocabulary score)

that is measured on experimental and control group. Field (2009, p. 239) stated

that the test is focused on determining whether or not there is a significant

difference between the predictor (independent variable) and the model (dependent

variable).

There were three steps in employing the independent t-test. The first step

was stating the hypothesis and setting the alpha level. The alpha level was set at

0.05 (two-tailed test) and the hypotheses are as follow:

 Ho = the two samples are from the same population; there is no

significant difference between the two samples.

 Ho = the two samples are from the same population; there is a significant

difference between the two samples.

The second step is analyzing the groups’ scores using the independent t-test

in SPSS 20 for windows. The formula of the independent t-test is as follows:

� = −

√� + �

(28)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu M = mean

s2 = variance

N = numbers of participants

(Kranzler & Moursund, 1999)

The last is comparing the result with the significance level. The null

hypothesis (Ho) is rejected if the result ≥ 0.05 which means there is a significant

difference of mean between experimental and control group. In contrast, if the

result < 0.05, the null hypothesis (Ho) is accepted which means that there is a no

significant difference of mean between experimental and control group.

3. 4. 5. 4 Dependent t-test

In the research, dependent t-test was aimed to find out whether or not the

experimental group have a progression after conducting the treatment. There were

three steps in employing the dependent t-test. The first was stating the hypothesis

and setting the alpha level. The alpha level was set at 0.05 (two-tailed test) and the

hypotheses are as follow:

 Ho = the two samples are from the same population; there is no

significant difference between the two samples.

 Ho = the two samples are from the same population; there is a significant

difference between the two samples.

The second was analyzing the groups’ scores using the dependent t-test in

SPSS 20 for windows. The results is in the value or tobt. The formula of the

dependent t-test is as follows:

� = _{� ∑ � − ∑ �}�

� � −

t = dependent t-test

(29)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu n = numbers of participant

D = difference between pre-test and post-test

(Kranzler & Moursund, 1999)

Lastly, the result was compared with the significance level. The null

hypothesis (Ho) is rejected if the result ≥ 0.05. It means there is a significant

difference between the pre-test and post-test scores. In contrast, if the result <

0.05, the null hypothesis (Ho) is accepted which means there is no significant

difference between the pre-test and post-test scores before and after the treatment.

3. 4. 5. 5 The Calculation of Effect Size

The effect size is used to determine the strength of relationship between

independent variables and dependent variables (Field, 2009, p. 57). To calculate

the effect size, the research used a correlation coefficient of effect size. The

formula was proposed as follows:

� = √

_{� + ��}

�

r = effect size

t = the independent t-test value

df = degree of freedom (N1+N2-2)

After calculating the effect size, its value is compared and analyzed by using

the table’s scale. The correlation coefficient of effect size is always positive and

range from 0 to 1.00. The scale is as follows:

Table 3.4

The Scale of Effect Size

(30)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Small

Medium

Large

0.100

0.243

0.371

(Coolidge F. L., 2000, p. 151)

3. 4. 6 Data Analysis on Questionnaire

The questionnaire was used to find out the strengths and weaknesses of

Chain of short message service of vocabulary according to the students’ point of

view. The questionnaire was constructed using Likert scale.

The data gained were analyzed and intepreted based on the frequency of

students’ answer. Hatch and Farhady (1982, p. 46) proposed the percentile formula as follows:

� =

�

P = Percentile

F = Frequency of students’ answer

(31)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, various findings of the research are explained together in

conclusions. In addition, the suggestions of the research are presented concisely

which is aimed at providing references for the teachers, further researchers and

readers.

5. 1 Conclusions

The research was focused on the implementation of the chain of short

message service of vocabulary in enhancing the students’ vocabulary. The

research was intended to find out whether or not the chain of short message

service of vocabulary had developed students’ vocabulary when compared with

classroom teaching activity. Furthermore, the research was also aimed at finding

out the students’ responses toward the chain of short message service of vocabulary technique.

The result of the research supported the effectiveness of chain of short

message service of vocabulary technique in increasing the students’ vocabulary.

The chain of short message service of vocabulary was applied in experimental

group in which the students achieved more intended vocabulary than the students

in control group in which conventional teaching activity was applied. The chain of

short message service of vocabulary technique was applied as an additional

activity outside the classroom in which the students could improve their

vocabulary. This technique had stimulated the students to use their technology as

the part of learning tools.

Most of the students agreed that employing the chain of short message

(32)

because they could simply open their mobile phones and they could see learning

material which could be opened wherever and whenever they wanted. In addition,

they also admitted the flexibility of mobile phones conducted in learning activity.

5. 2 Suggestions

Teachers can design their own vocabulary materials based on this technique.

They can equalize the materials to the learning goal from school. The teachers are

expected to give more exposure to vocabulary. O’Dell (1997) supported the notion of giving vocabulary a high profile in the syllabus and the classroom so

that students can see the importance of vocabulary and understand that learning a

language is not only learning about grammar. As the basic structure of a language,

vocabulary is an avoidably being the core of language. Without knowing any

single word, mastering the grammar becomes useless.

The teachers can use this technique as an additional activity to enhance

students’ vocabulary. In addition, this technique can stimulate them to use the technology, mobile phones, they have in a positive way. They can engage the

mobile phones as one of learning tools. The technique also gives students another

way to have a joyfull learning activity since its flexibility to open up and read the

vocabulary whenever and wherever they want to.

Some of the research limitations lead naturally into suggestions for further

research. The first suggestion is that the Chain of Short Message Service of

Vocabulary could be promoted not only in terms of vocabulary mastery but also

other language skills such as reading and writing since the technique gave

students more exposures to certain vocabulary so that they can recognize the

meaning and the form of the word.

The second suggestion, the further researcher can involve students more in

the activity. The researcher could have the students to find the vocabulary by

(33)

teacher can encourage the students to be more active in this activity. Those all can

be conducted to discover its effectiveness in enriching the students’ vocabulary.

Finally, since the research had been conducted for four meetings and got

large effect from the treatment, there is still an expectation for further researchers

to cover longer period of time with more vocabulary in order to discover more

(34)

REFERENCES

Arikunto, S. (2012). Dasar-dasar evaluasi pendidikan (2nd ed.). Jakarta: Bumi

Aksara.

Best, J.W., & Khan, J.V. (1995). Research in education (7th ed.). New Delhi:

Houghton Mifflin Company.

Brown, H. D. (2001). Teaching by principle: An interactive approach to language

pedagogy (2nd ed.). New York: Addison Wesley Longman, Inc.

Cavus, N & Ibrahim, D. (2009). M-learning: An experiment in using sms to

support learning new english language words. British Journal of

Educational Technology. Vol. 40, issue 1, p. 78-91, January 2009.

Coolidge, F. I. (2000). Statistics: A gentle introduction. London, Thousand Oaks,

New Delhi: SAGE Publications.

Departemen Pendidikan dan Kebudayaan. (2006). Standar Isi SD, SMP, SMA.

Jakarta: Depdikbud.

Derakhshan, A. & Khodabakhshzadeh, H. (2011). Why call why not mall: An

in-depth. Academy Publisher.

vocabulary learning via mobile phones. Turkish Online Journal Of

Educational Technology, Vol. 10, pp. 203-214, Education Research

Complete, EBSCOhost, Retrieved on March, 1st 2014 from:

http://www.tojet.net/articles/v10i3/10323.pdf

Hatch, E., & Farhady, H. (1982). Research design and statistics for applied

(35)

Hughes, A. (2003). Testing for Language Teachers (2nd ed.). United Kingdom:

University Press, Cambridge.

Kranzler, G., & Moursund, J. (1999). Statistics for terrified (2nd ed.). Upper

Saddle River, New Jersey: Prentice-Hall, Inc.

Kukulska-Hulme, A., Traxler, J. & Pettit, J. (2007). Designed and user-generated

activity in the mobile age‘, Journal of Learning Design, 2 (1), 52-65.

Laufer, B. (1998). The development of passive and active vocabulary in a second

language: Same or different? Applied Linguistics. 12, 255–71.

McCarten, J. (2007). Teaching vocabulary lessons from the corpus lessons for the

classroom. New York: Cambridge University Press.

Mehring, J.G. (2005). Developing vocabulary in second language acquisition

from theories to classroom. Retrieved on January, 3th 2014 from:

http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/2

00680TWPfall06/03Mehring.pdf

Nation, I.S.P.. (2001). Learning vocabulary in another language. Cambridge:

Cambridge University Press.

Nation, I.S.P. (1990). Teaching and learning vocabulary. Newbury House, New

York.

Nation, P. Teaching vocabulary. University of Wellington: Asian EFL Journal,

viewed on January, 23th 2014.

Pikulski, J., & Chard, D. J. (2003). Fluency: Bridge from decoding to reading

comprehension. Boston, MA: Houghton Mifflin.

Schmitt, N. (2008). Teaching vocabulary. New York: Cambridge University.

Schmitt, N. (2000). Vocabulary in language teaching. New York: Cambridge

University Press.

Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif dan R&D (17th ed.).

Bandung: CV.ALFABETA.

Sugiyono. (2009). Metode penelitian kuantitatif, kualitatif dan R&D (7th ed.).

(36)

Thornton, P. & Houser, C. (2005). Using mobile phones in english education in

Japan. Journal of Computer Assisted Learning, Vol. 21, 217–228.

Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.

Winters, N. (2006). What is mobile learning? In: Sharples, M. (Eds.), big issues in

mobile learning. Report of a workshop by the Kaleidoscope Network of

Excellence Mobile Learning Initiative. Nottingham: University of

Nottingham.

Wu, J & Binbin, W. (2009). The role of vocabulary in esp teaching and learning.

Guangdong College of Finance. Retrieved on January, 1st 2014 from:

http://www.celea.org.cn/pastversion/lw/pdf/wujiangwen.pdf

www.chip.co.id/news/corporate-web_internet-gadget/6270/survei_35_persen_

THE EFFECTIVENESS OF CHAIN OF SHORT MESSAGE SERVICE OF VOCABULARY IN ENHANCING HIGH SCHOOL STUDENTS’ VOCABULARY : A research to examine the improvement of high school students’ vocabulary through chain of short message service of vocabulary.

THE EFFECTIVENESS OF CHAIN OF SHORT MESSAGE

SERVICE OF VOCABULARY IN ENHANCING HIGH

SCHOOL STUDENTS’ VOCABULARY

A Research Paper

Submitted in Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree

Reza Purbaya

(0902394)

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE AND LITERATURE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

THE EFFECTIVENESS OF CHAIN OF SHORT MESSAGE

SERVICE OF VOCABULARY IN ENHANCING HIGH

SCHOOL STUDENTS’ VOCABULARY

TABLE OF CONTENTS

LIST OF TABLES

CHAPTER I

INTRODUCTION

CHAPTER III

RESEARCH METHODOLOGY

� =

∑

− ∑

∑

√[ ∑

− ∑

][ ∑

− ∑

]

� =

�

+ �

� =

��

�

� = √

� + ��

�

� =

�

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

REFERENCES

_��

_{� + ��}