Fika Nurul Hanifia, 2013
The Use Of Vocabulary Journal In Enriching Students’ Vocabulary Mastery And The Students’ Attitudes Toward Its Use
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE USE OF VOCABULARY JOURNAL IN ENRICHING STUDENTS’
VOCABULARY MASTERY AND THE STUDENTS’ ATTITUDES TOWARD ITS USE
(A Quasi-Experimental Study of Vocabulary Mastery through Vocabulary Journal in Teaching English)
A Research Paper
Submitted to the Department of English Education of FPBS UPI as the partial fulfillment for requirements of SarjanaPendidikan Degree
By:
Fika Nurul Hanifia
0802984
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ART EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
BANDUNG
Fika Nurul Hanifia, 2013
The Use Of Vocabulary Journal In Enriching Students’ Vocabulary Mastery And The Students’ Attitudes Toward Its Use
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE USE OF VOCABULARY JOURNAL IN ENRICHING STUDENTS’
VOCABULARY MASTERY AND THE STUDENTS’ ATTITUDES TOWARD ITS USE
(A Quasi-Experimental Study of Vocabulary Mastery through Vocabulary Journal in Teaching English)
Oleh :
Fika Nurul Hanifia
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Fika Nurul Hanifia 2013 Universitas Pendidikan Indonesia
Februari 2013
Hak Cipta dilindungi undang-undang.
Fika Nurul Hanifia, 2013
The Use Of Vocabulary Journal In Enriching Students’ Vocabulary Mastery And The Students’ Attitudes
Toward Its Use
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
This research entitled THE USE OF VOCABULARY JOURNAL IN ENRICHING STUDENTS’ VOCABULARY MASTERY AND THE STUDENTS’ ATTITUDES TOWARD ITS USE (A Quasi-Experimental study of Vocabulary Mastery through Vocabulary Journal in Teaching English) was aimed at investigate the significant effect of vocabulary journal on students’ vocabulary mastery and also their attitudes toward the vocabulary journal as vocabulary learning media. This research employed a quasi experimental study of the use of vocabulary journal to enhance secondary school students’ vocabulary mastery in one of junior high school in Bandung. Two classes were selected as an experimental and control group in which both classes received different treatments. The vocabulary journal was used in the experimental group, while word list was implemented in the control group. The data were taken from pre-test, post-test and interview. Then, t-test calculation was used to compare the scores of experimental class and control class. Furthermore, the data from interview will be transcribed to describe students’ perspectives more detail toward the vocabulary journal as a vocabulary learning tool and its application in the classroom activities.
In the posttest, the mean of the experimental group and the control group are respectively 20.43 and 17.37. Moreover, the independent t-test shows that the significant value (sig. 2-tailed) is 0.000 that is lower than the alpha level 0.05. It means that after the treatment, both classes were different in terms of vocabulary score statistically. The experimental class tended to have better scores than the control class did. In addition, the data of the interview showed positive responses to the use of vocabulary journal in learning vocabulary. Students believed that vocabulary journal forced them to learn vocabulary. In summary, based on the result of the research, it was proven that to some extents vocabulary journal is effective to develop students’ ability in mastering vocabularies.
vi
Fika Nurul Hanifia, 2013
The Use Of Vocabulary Journal In Enriching Students’ Vocabulary Mastery And The Students’ Attitudes
Toward Its Use
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table of Contents
1.4 Significance of the study ...5
1.5 Scope of the study ...6
1.6 Research Methodology ...6
1.7 Clarification of Key Terms ...8
1.8 Organization of the Paper ...8
CHAPTER II THEORETICAL FOUNDATION ...10
2.1 The characteristics of vocabulary ...10
2.1.1 The description of vocabulary mastery ...10
2.1.2 The importance of vocabulary ...13
2.2 Technique in teaching vocabulary ...15
2.2.1 The description of word list ...16
2.2.2 The description of Vocabulary journal ...17
2.2.2.1 The benefit of vocabulary journal ...18
2.2.2.2 Vocabulary journal as a media that provide multiple learning strategies ...20
vii
Fika Nurul Hanifia, 2013
The Use Of Vocabulary Journal In Enriching Students’ Vocabulary Mastery And The Students’ Attitudes
Toward Its Use
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.2.2.3 The design of the vocabulary journal...23
2.2.2.4 Previous studies of vocabulary journal ...24
2.3 The description of students’ attitude ...26
CHAPTER III RESEARCH METHODOLOGY ...27
3.1 Research Design ...27
3.5.2 Data Analysis on Pilot Test...36
3.5.2.1 Validity ...37
3.5.2.2 Reliability ...38
3.5.2.3 Difficulty index ...39
3.5.2.4 Discrimination Power ...40
3.5.3 Data Analysis on Pre-test and Post-test ...42
3.5.3.1 Normality Distribution Test ...42
3.5.3.2 Homogeneity of Variance ...43
3.5.3.3 Independent t-test ...43
3.5.3.4 Paired t-test ...44
3.5.3.5 The calculation of effect size ...45
3.5.4 Interview ...46
CHAPTER IV FINDINGS AND DISCUSSIONS ...47
4.1 Research Findings ...47
viii
Fika Nurul Hanifia, 2013
The Use Of Vocabulary Journal In Enriching Students’ Vocabulary Mastery And The Students’ Attitudes
Toward Its Use
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.1.1.1 The Validity Test ...47
4.1.1.2 The Reliability Test...49
4.1.1.3 The Difficulty Index test ...49
4.1.1.4 The Discrimination of Power ...50
4.1.2 Pre-test Result Analysis ...51
4.1.2.1 Normality Distribution ...52
4.1.2.2 Homogeneity of Variances ...54
4.1.2.3 Independent t-test ...55
4.1.3 Post-test Result Analysis...56
4.1.3.1 Normality Distribution ...57
4.1.3.2 Homogeneity of Variances ...59
4.1.3.3 Independent t-test ...60
4.1.4 Paired t-test ...62
4.1.5Effect Size Result ...64
4.1.6 Interview Result Analysis ...65
4.2 Discussions ...68
4.2.1 The implementation of vocabulary journal ...68
4.2.2 Students’ attitudes towards the Implementation of vocabulary journal ...70
CHAPTER V CONCLUSIONS AND SUGGESTIONS ...73
5.1 Conclusions ...73
5.2 Suggestions ...75
CHAPTER I
INTRODUCTION
This chapter provides a brief description about the content of the study
including background, research questions, aims of the study, significance of the
study, scope of the study, research methods, clarification of terms and
organization of paper.
1.1 Background
The emergence of globalization has made the acquisition of foreign
language especially English as an international language become more
important. Due to the importance of English as an international language,
Indonesian government, for example, has made some efforts to obtain human
resources who are able to understand and master English well. As launched by
Decree of the Minister of Education and Culture No. 060/U/1993 dated 25th
February 1993, Indonesian government has determined English as the foreign
language to be learned by the students in Indonesia from elementary school as
local content up to the university level.
Although English is a compulsory subject at school in Indonesia, the result
has not been satisfactory enough yet (Nurweni & Read, 1999). In fact, many
students have graduated from their school with minimum ability in using
English. It is caused by some factors. One of them is because of the lack of
vocabulary. Nurweni and Read (1999) administered a study in Indonesia to
determine whether Indonesian students’ vocabulary size had progressed over the
The results revealed that their subjects had a vocabulary size of 1,226 frequent
words and 240 general academic words. Apparently, Indonesian EFL students’
vocabulary is smaller than 3,000 words.
With regard to this condition, most of the students have difficulties in
understand English words. Another possible reason is the technique and method
which was used by the teacher to make the students master the vocabulary well.
Based on the study conducted by Rosmayanti (2008), most traditional English
classrooms in Indonesia still use conventional method to teach vocabulary.
Commonly, the teacher just made a list of words that was appeared in the topic,
and then the list was made with the Indonesian meaning known as word list
(Oxford & Crookall, 1990). After that, the teacher asked the students to
memorize each word. This strategy might help students to memorize a lot of
words. However, it does not guarantee that the students completely understand
what they have memorized.
Therefore, in many English language classes, even where teachers have
devoted much time to vocabulary teaching, sometimes, after months or even
years of study English, the students seem to forget the vocabulary that they have
learned. This fact is really disappointing since vocabulary is the first step to be
taught before teaching other aspects of language (Nation, 2001). Similarly,
Schmitt and McCarthy (1997) point out that vocabulary learning has been
regarded as one of the most important parts in a second or foreign language
A great deal of literature revealed that vocabulary provides the basis for
mastering English skills i.e. writing, reading, listening and speaking (Hammer,
2007; Carter & Nunan, 2001; Lewis in Wijayani, 2009; Iriyana, 2007;
Lestariningsih, 2008). The student’s ability to read, to write, to listen, and to
speak is conditioned by their vocabulary. In reading, vocabulary helps learners
in comprehending the text. In writing, it helps them to expand their ideas based
on the topic sentence that they want. In listening, it is used to comprehend and
understand what other person speaks. In speaking, vocabulary facilitates the
learners to explain their ideas orally. All of the four aspects are interrelated.
Hence, before students master all aspects of language such as grammar, they
should master vocabulary first.
It will be hard to master the language without mastering or understanding a
certain number of vocabularies (Rubin & Thompson, 1994). Therefore, it has to
be realized that
“no matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way” (McCharty,1990, p.vii).
Further,Wilkins (1972, cited in Thornburry, 2004, p. 14) says that “without
grammar very little can be conveyed; but without vocabulary nothing can be
conveyed”. In other words, vocabulary must not be neglected by anyone who
Poor vocabulary knowledge of Indonesian students is a matter of serious
concern among those in and around education, and their quest for finding
suitable way to improve vocabulary knowledge is getting more and more
intense. Therefore, it is important to attempt to find the effective media of
vocabulary teaching.
Considering some problems above, one of the alternatives way suggested
is the use of vocabulary journal. The vocabulary journal is a note-taking strategy
for learning new vocabularies that use a several-column format. Based on the
previous studies, it has been frequently suggested that vocabulary journals are
recommended as effective tools for students to use to take charge of, organize
and manage their vocabulary learning (Bozkurt, 2007; Fowle, 2002; Schmitt &
Schmitt, 1995). This vocabulary journal also provides students with a structure
to record new receptive vocabulary as it is reinforced throughout a lesson or
unit.
However, so far there has been little evidence of empirical study on the
use of vocabulary journals by language learners in the Indonesian classroom
setting. Eventually, the present study is intended to investigate the use of
vocabulary journal in enriching students’ vocabulary and to find out students’
attitudes towards the use of vocabulary journal.
1.2 Research Questions
Based on the background of the study explained before, the study
formulates the problems as follows:
2. What are students’ responses towards the use of vocabulary journal?
1.3 Aims of The Study
Regarding the two research questions above, there are two aims of the
study as follows:
1. To investigate whether the use of vocabulary journal affects students’
vocabulary mastery or not.
2. To find out students’ attitudes towards the use of vocabulary journal.
1.4 Significance of the study
Hopefully, this study will be beneficial in order to give contribution in
teaching learning process, especially in teaching vocabulary. The research result
is expected to be able to give benefits to:
1.4.1Teachers
It is expected that the research can help the teachers get the description and
explanation about how to use the effective technique to teach English
vocabulary. By choosing an appropriate technique in teaching vocabulary, it is
expected that the students can get better result in mastering English vocabulary.
Then, the data of the research are also very useful for the teacher. It will help the
teacher to identify the students’ difficulties in learning vocabulary and also find
the students who need more guiding. Then, the teacher can take some correct
problems solving from those problems.
1.4.2 Students
It is expected that the result will give motivation to the students to be
English as a foreign language. They will feel fun and have no burden when they
learn a foreign language especially in mastering the vocabulary. It is very
important because it will make them feel that learning English is not difficult
and can help them for the next level.
1.4.3 The school
After conducting this research, it is expected that the school will be
interested in conducting this research in the department in order to improve
teacher’s quality. It can also be used as the reflection in order to gain an
effective and innovative teaching- learning process by applying the use of
vocabulary journal as one of the technique to improve student’s vocabulary
mastery.
1.4.4 Researcher
This study is expected to give the researcher a valuable experience both
technique and practically which can be used for doing a better teaching learning
process in the future.
1.5 Scope of the research
This study is limited to examine the use of vocabulary journal in enriching
junior high school students’ receptive and print vocabulary mastery. In addition,
this study also reveals the students’ responses toward the use of vocabulary
journal.
1.6 Research Methods
This study used quasi experimental, a type of research design which
because during this study the data gathered and compared in order to measure
whether there is a significance change on students’ vocabulary. There were two
groups that were taken for this study. First, was the Experimental Group (EG)
which was treated by using vocabulary journal in learning vocabulary process,
and the second was the Control Group (CG) in which was employed word list.
The subjects of the study were the eighth grade students of one private
junior high school in Bandung which consisted of four classes from VIII-A until
VIII-D. However, not all of them were considered as a sample because of the
limited time. This research involved only two classes from the four existing
classes, one as experimental group and one class as control group. In addition,
both of the classes have almost similar characteristics.
The methods used to collect the data from the above participants were
vocabulary test. Vocabulary tests were created using the vocabulary words that
appeared in the units to be covered over the five weeks period. The pre-test and
post-test were administered to both experimental and control group. The pre-test
was conducted to show students’ basic vocabulary and later on it was used as
data to compare both control group and experimental group in the post-test.
Then, an audio-taped interview was conducted to the experimental group in
which the class was given treatments in order to confirm the use of the
vocabulary journal and to discover students’ responses toward using vocabulary
journal in enriching students’ vocabulary mastery. The data on the tapes were
1.7 Clarification of key terms
Some terms need to be clarified in order to comprehend the notion
underlying this study. Some terms are clarified as follow:
1.7.1A vocabulary journal: a kind of personal dictionary; learners record the
words they encounter, along with their meanings and any other aspects of the
word deemed important (Walter & Bozkurt, 2009).
1.7.2Word list: a list of words that was appeared in the topic, and then the list
were made with the Indonesian meaning. After that, the teacher asked the
students to memorize each word (Oxford & Crookall, 1990).
1.8Organization of paper
Organizing the paper will be useful in order to make the paper arranged
systematically. This paper organization is:
CHAPTER I INTRODUCTION
Chapter I introduces the descriptions of the study. In this chapter, there are
discussions about background, research questions, aim of the study,
significance of the study, scope of the study, research method, clarification of
key terms and organization of paper.
CHAPTER II REVIEW OF RELATED LITERATURE
Chapter II presents theoretical foundation related to the use of vocabulary
journal in enriching students’ vocabulary mastery. In addition, previous
studies about the use of vocabulary journal are also reviewed. It is aimed to
match both of the theories and the fact that is gained from the research
CHAPTER III RESEARCH METHODS
Chapter III describes the research methodology. It explains the research
method used in this study in more detailed description. There will be
discussion about research question, research design, hypothesis, population
and sample, data collection and data analysis.
CHAPTER IV FINDINGS AND DISCUSSIONS
This chapter presents all finding and they will be discussed in order to get
more explanation.
CHAPTER V CONCLUSSIONS AND SUGGESTIONS
In this chapter, the conclusions and suggestions for the future research will
Fika Nurul Hanifia, 2013
The Use Of Vocabulary Journal In Enriching Students’ Vocabulary Mastery And The Students’ Attitudes Toward Its Use
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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