Students` perceptions on vocabulary weekly tests in vocabulary I class - USD Repository

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STUDENTS’ PERCEPTIONS ON VOCABULARY WEEKLY TESTS IN VOCABULARY I CLASS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By

Yohanes Tony Santoso Student Number: 031214081

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ad maiora

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ACKNOWLEDGMENTS

I have been so impressed, frightened, confused and delighted by the

accomplishment of this thesis. After this long journey is over, I would like to express my greatest gratitude to my Lord, Jesus Christ, for His timeless and amazing grace. I would never be like what I am at present without Him. My gratefulness is worth giving to Mother Mary, to whom I always go and share my

burdens.Fiat voluntas Tua.

In this opportunity, I would also like to express my sincere thankfulness to Made Frida Yulia, S.Pd., M.Pd., my major sponsor, for her great assistance,

intelligent advice as well as her fresh encouragement during the accomplishment of this little piece of hard work. I owe her a debt of gratitude for her valuable suggestions. Having finished this project, I am enormously grateful to F.X. Ouda

Teda Ena, S.Pd., M.Pd., my co-sponsor, for his jokes, motivation and supports from the beginning until the accomplishment of this thesis. My greatest thanks go to all PBI lecturers, especially Drs. P. G. Purba, M.Pd., V. Triprihatmini, S.Pd.,

M.Hum., M.A., and L. Sumarni, S.Pd., the secretariat staff and librarians who supported me during the last five years.

My special thankfulness is addressed to my beloved family, my father Joko Santoso, my mother Rosa Sularmi, my brothers Dony and Domi, for their

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A word of appreciation goes to Nico, mbak Lisa, Daniel, Ardi, Ucy, Rere, Budi Astika who help me much during accomplishing this thesis. My thanks also go to Datu, Dudi, Wiwid, Prast, Bhe, Bagong, Ratna, Mirta, Paul, EAD committee 2004, and all students of the English Language Education Study Program for this wonderful period of study in this university. Special thanks are also expressed to Patrick, Keke, Ada, Sr.Yusta, Reza, and Rudi.

Inevitably, my sincere gratitude goes to my dearest friend Skolastika Anissa. Special thanks are addressed to her for being there in my joys and sorrows. I am deeply indebted to her for her companionship and moments shared together.

I express many thanks to the following people for coloring my life: Bertanella, Lizie, Sista, Dona, Herlina, Lussy, Ipat, Yeyen, Yanris,RomoWihong, Pr., Tante Upik, Om Hoho, bulek Eni, Romo Madyo, SCJ., BSMF communities, Sr. Antonia, HK, and Sr. Magda, FSGM, Melani, for converting this thesis into PDF, Mario Punto, and Yeni Ovia Mamanua, for her love, extreme patience, warmth, companionship, and kindness.

Finally, I thank persons whose names cannot be mentioned one by one, who helped me in the finishing process of my thesis.

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This thesis discussed how the students perceived the implementation of weekly tests indicated by their perceptions on the teaching-learning process, validity of the tests, reliability of the tests and implications of the tests. There were two questions in this research. 1) What are the students’ perceptions on the implementation of weekly tests in Vocabulary I class? 2) To what extent do the students’ perceptions on the weekly tests contribute to their vocabulary mastery?

To answer the problem formulation, survey research and correlational research were used. The survey research was employed to answer the first research question. Meanwhile, the correlational research was made use to answer the second research question.

Based on the data gathered, the majority of the students perceived the implementation of weekly tests positively. The researcher identified a link which correlated the students’ interests, their perceptions and behavioral responses. Most students who were interested in the weekly tests would have positive perceptions. Having positive perceptions initiated them to have positive behavior responses, namely they were highly motivated and confident in doing the tests. In addition, they argued that the tests were valid and reliable. Therefore, they advised that weekly tests should be applied in Vocabulary I class. However, it was found that actually students’ perceptions did not contribute to vocabulary mastery.

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ABSTRAK

Santoso, Yohanes Tony. (2008). Students’ Perceptions on Vocabulary Weekly Tests in Vocabulary I Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Skripsi ini mengkaji bagaimana para mahasiswa berpersepsi tentang penerapan tes mingguan, yang diindikasikan oleh persepsi mereka terhadap proses belajar mengajar, validitas, reliabilitas serta implikasi dari tes tersebut. Ada dua rumusan masalah yang diajukan dalam skripsi ini. 1) Bagaimana persepsi para mahasiswa terhadap penerapan tes mingguan di kelas Vocabulary I ? 2) Sejauh mana persepsi para mahasiswa itu berkontribusi terhadap penguasaaan kosa kata mereka?

Untuk menjawab dua rumusan masalah dalam penelitian ini, peneliti menggunakan penelitian survei dan korelasi. Peneliti menggunakan penelitian survei untuk menjawab rumusan masalah pertama. Sementara itu, penelitian korelasional digunakan untuk menjawab rumusan masalah yang kedua.

Berdasarkan data yang diperoleh, mayoritas mahasiswa mempunyai persepsi positif tentang penerapan tes mingguan. Ada sebuah mata rantai yang menghubungkan minat mahasiswa dengan persepsi serta perilaku mereka. Secara umum, mahasiswa yang berminat pada tes mingguan mempunyai persepsi yang positif. Persepsi positif itu membuat mereka termotivasi dan percaya diri saat mengerjakan tes. Selain itu, para mahasiswa menyatakan bahwa tes yang mereka kerjakan memenuhi aspek validitas dan reliabilitas. Oleh karena itu, mereka menyarankan agar tes mingguan tetap diadakan. Meskipun demikian, ditemukan bahwa sebenarnya persepsi para mahasiswa tidak berkontribusi terhadap penguasaan kosa kata mereka.

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1 CHAPTER I INTRODUCTION

This chapter presents background of the research, problem formulation, problem limitation, objectives of the research, benefits of the research, and definition of terms.

A. Background of the Research

“In foreign language teaching, vocabulary has for a long time been a neglected area” (Taylor, 1990: 1). Pride of place has been given to ‘structure’ or, latterly, ‘functions’. Further, course books only provided little guidance about vocabulary items which made teachers hard to satisfy their students’ demand for ‘words’. Fortunately, this condition no longer obtains. In recent days, many newer course books include word study sections. Nevertheless, teachers are still required to be aware of the methodologist available to introduce and consolidate new vocabulary items. Accordingly, there is a great demand of an appropriate vocabulary teaching which will be helpful to give fundamental basic to English learners.

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vocabulary teaching. Hence, the researcher would like to investigate the implementation of weekly tests as a part of vocabulary teaching and discover whether they support the vocabulary learning.

Vocabulary I course administers thirteen weekly tests in one semester. Therefore, there are thirteen tests which are held each week in the semester. By having weekly tests, the students are expected to know the meaning of the English items of the 3000-word level especially in Indonesian (Dosen-dosen Program Studi Pendidikan Bahasa Inggris, 2006: 84). “Vocabulary mastery is becoming aware of a word, remember it, and have some ideas of its meaning then translate into the L1” (Leverrets, 2006). In learning English as a foreign language, English learners must be alert of the significance of vocabulary mastery. Vocabulary mastery is an essential element for an English learner to have. For that reason, mastering English vocabulary will determine whether s/he will be successful or not in learning English. Likewise, the English learners cannot enhance their English skills without having enough vocabulary mastery foundation. On the contrary, they are in the stage of having enough vocabulary mastery when reaching the point where they do not need to translate the word in order to use it in a sentence.

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positively, their behavioral responses will be positive too, which will then support the course goal achievement. Nonetheless, if the students perceive the implementation of the weekly tests negatively, their behavioral responses will also be negative too, which will hinder the course goal achievement. Thus, through the research, the researcher would like to make certain whether the students’ perceptions on the implementation of the weekly tests really influence their achievements.

B. Problem Formulation

The research problems are formulated as follows:

1. What are the students’ perceptions on the implementation of weekly tests in Vocabulary I class?

2. To what extent do the students’ perceptions on the weekly tests contribute to their vocabulary mastery?

C. Problem Limitation

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research population since biggest number means a lot in providing representative data for the research.

The research focuses on two main points. Firstly, it would like to describe the students’ perceptions on the implementation of vocabulary weekly tests in the academic year of 2007/2008. Secondly, due to the identification of the scope, it investigates the correlation between the students’ perceptions on the weekly tests and their vocabulary mastery which is shown in their final scores.

D. Objectives of the Research

In relation with the questions in the problem formulation, there are two objectives presented in the research. The first objective is to unveil the students’ perceptions on the implementation of weekly tests in Vocabulary I class. The second objective is to offer a general description as to what extent the students’ perceptions on the weekly tests contribute to their vocabulary mastery.

E. Benefits of the Research

The investigation of the research is aimed to give beneficial contributions, expectantly for the students who join Vocabulary I class, the lecturers who implement weekly tests in teaching vocabulary class, other researchers, and generally for all the readers.

1. Students of Vocabulary Class

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class. The research also investigates the correlation between their perceptions and their final achievements at the end of semester.

2. Lecturers

The research provides the lecturers with the knowledge of perception and its connection with the students’ achievements in mastering vocabulary. As a result, the lecturers are likely encouraged to build atmospheres which encourage the students to have positive perceptions which will lead them to have positive behavioral responses.

3. Other Researchers

The researcher hopes that the research could inspire the future researchers who will conduct similar research and further discussion on the implementation of vocabulary weekly tests in teaching-learning activities.

4. General readers

For general readers, the researcher hopes that the research may enrich and broaden their knowledge of language teaching techniques, especially on the implementation of vocabulary weekly tests.

F. Definition of Terms

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1. Perception

In Oxford Advanced Learners (Hornby, 1995: 977), perception is defined as “the way you notice things, especially with the senses.” In Collins Co-build English Dictionary for Advanced Learners (Sinclair, 2001: 1142), perception is “the way you think about it or the impression you have of it.” According to Altman, et al. (1985: 85), perception is perceived as “the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted.” Another definition stated by Gibson (1975: 13) argues that perception is the process of extracting information from stimulation emanating from the objects, places, and events in the world around us. Meanwhile, Huffman (1997: 97) affirms “perception is the process of selecting, organizing, and interpreting sensory data into useful mental representations of the world.” In the research, perception deals with the students’ thoughts, feelings, and views about the implementation of weekly tests in Vocabulary I class.

2. Mastery

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3. Vocabulary I

In the English Language Education Study Program of Sanata Dharma University, there are two Vocabulary classes, namely Vocabulary I and II. In the research, the researcher merely centers on Vocabulary I class. It is defined as one of the elective subjects which holds vocabulary teaching and learning. Further, it pursues one goal, namely “enabling the students to know the meaning of the English vocabulary items especially in Indonesian” (Dosen-dosen Program Studi Pendidikan Bahasa Inggris, 2006: 84).

4. Weekly Test

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

To give fundamental theory to the research, the researcher discusses theories and claims which contribute to the flow of discussion. There are two elements discussed in this chapter, theoretical description and theoretical framework. In theoretical description, the researcher discusses theories which are relevant to the research while in the theoretical framework, the researcher relates the theories to the research.

A. Theoretical Description

The theories are pertinent since they can either help to solve the research problems or enlarge particular knowledge of the topic. Those theories consist of theories about perception and perception process, teaching and learning vocabulary and test.

1. Perception and Perception Process

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interpreted as the conscious mental process of attaining, selecting, organizing and interpreting the information by the help of sensory organs.

Robbins (2001: 121-122) stated that perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. He also claimed that in reality the role of perception is significant as the students’ behaviors are founded on their perceptions of what reality is, not on the reality itself. In the light of Robbins’ statement, it is clear that perception is understood as a process which leads the students to systematize what occurrences around them before grabbing the meaning.

According to Haire (1956) as cited in Leontive (1981: 31), perception is defined as “a process in which the individual recognizes information, fits the information and compares the information with the previous one which is stored in the person’s memory.” It means that as soon as an individual receives the stimuli, s/he categorizes the stimuli. Subsequently, s/he will recall her or his memory to create a judgment whether in the past s/he has already received the same stimuli or not. In case s/he has already received the stimuli before, s/he then will recognize the stimuli. The stimuli might be in the form information, events, or experience.

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generated by stimuli surroundings which can be in the form of sensory and cognitive information. If the student receives the stimuli, s/he then will identify them and attempt to recall his or her memory whether in the past s/he has acquired the same stimuli or not. In case s/he has the same stimuli, s/he then will recognize them.

Another description about perception is also acknowledged by Warga (1983: 207). He acknowledged that perception is a meaningful translation from physical energy that we feel or sense. In other words, Warga’s statement implied that when the student senses or feels the form of physical energy, s/he would make an effort to understand it as a message in the brain as a sensation. Afterwards, the combination of sensations would be translated into meaning. Therefore, it can be concluded that perception is gained when the student attains the meaning from the physical energy which s/he has already sensed and felt.

Perception is also considered as the process of information extraction, as stated by Forgus (1966: 1). This claim means that perception is the process of selecting or sorting out the information acquired. While Kreitner and Kinicky (1992: 26) added that perception is a mental and cognitive process that enables us to interpret and understand our surroundings.

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event or incident differently. This phenomenon then guides them to have different behavioral responses. Altman, et al. (1985: 86) stated that in perceptual process, it is necessary to select and group the stimuli so that individuals can interpret them meaningfully.

Figure 2.1 The Perceptual Process (Altman, et al., 1985: 85)

From Figure 2.1, it can be observed that perception may exist with stimuli as a starting point. Stimuli can be defined as forms of physical energy that strike our sensory receptor (Warga, 1983: 207). The physical energy contains light, heat, pressure, and many others. While the organs of our body such as eyes, ears, nose and skin are categorized as the sensory receptors. Sensory receptors function as means to transmit the messages acquired to the brain. The stimuli are selected first in the brain before the messages are being interpreted. The selected stimuli then will be elicited in the form of information. The information which has been organized and interpreted inside the brain then generates the translation of external energy. Afterward, it would be called sensation. Furthermore, after inferring the information, the brain then converts the information into meanings. The outcome of the meaningful translation of the information is entitled perception. It is obvious that sensation is different from perception. Sensation is

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the translation of external energy while perception is the sensation’s meaningful translation itself.

Moreover, perception might come up from several factors. There are four of the most vital factors which influence someone’s perception on particular things (Altman, et al., 1985: 86). Those factors are selection of stimuli, organization of stimuli, situation and self concept.

a. Selection of Stimuli

It is not possible for a student to focus on all stimuli. S/he will only focus on a small number. This process is known as selection. It turns out to be one reason why every student perceives something differently. Each student tends to select stimuli which conform to his/her basis interest. On the contrary, s/he tends to ignore the stimuli or events which are not comfortable. This statement is in accordance with Gibson (1985: 66). He argued “people have a propensity to ignore factors or cues which might make them feel discomfort.” The different levels of threshold among people also take role in causing people to select the interested stimuli and to perceive something differently.

According to Warga (1983: 208-209), there are six factors affecting the students to select the stimuli, namely size, change, repetition, intensity, movement, and set.

1) Size

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advertisement which is written with big bold letters on the board will grab someone’s interest and attention to read more than just small letters.

2) Change

It is interesting to notice some changes which happened around. In many cases, changes will enable us to avoid boredom and lead us into a more comfortable situation. Therefore, change contributes to the way people select the stimuli around.

3) Repetition

To build such a learning habit for the students, a teacher might need to administer weekly tests during the teaching-learning in the class. The results of weekly tests which will determine the students’ final score at the end of semester will force them to study hard in each test. This kind of repetition forces them to realize the importance of weekly tests. Furthermore, weekly tests will encourage them to have self learning habit.

4) Intensity

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annoying. Therefore, “it is expected that people speak not too loud but with tolerable volume, rhythm, articulation and intonation” (Purnomo, et al., 2005: 19). 5) Movement

It is more attractive to see moving things rather than unmoving ones. When having such a presentation in the class, students will pay more interest to slide show produced by Microsoft Power Point rather than just transparencies using OHP. The moving things attract viewer better to follow the instruction or the explanation given. It is clear that movement affects people in selecting the stimuli acquired. However, Purnomo, et al. (2005: 19) added that unimportant movement will annoy the viewer. It means that people should keep the unimportant movements away to avoid making the viewer annoyed.

6) Set

According to Warga (1983: 209), set is defined as an emotional disposition which manipulates perception. Set guides someone to interpret sensation attained into a meaningful message which is based on his/her wish to perceive. For example, a university student will have TOEFL test next week, s/he must expect the test is long and complicated. Further, his/her time to do the tests is also limited. Therefore, s/he will study seriously to prepare for the TOEFL test.

b. Organization of Stimuli

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together in a meaningful way” (Altman, et. al., 1985: 87). This is called organization. The fundamental role of organization is formulating the complexity of information becomes effortless for someone to interpret.

c. Situation

“The situation which influences someone to perceive can be in the form of someone’s familiarity with, expectations about, or his or her past experience” (Altman, et al., 1985: 89). It can be concluded that situation may be the combination between someone’s past experience with his or her expectations. If someone has bad experience on something in the past, s/he will tend to perceive negatively when acquiring the same stimuli in advance. On the contrary, in case s/he has good experience towards something, s/he will have good expectation to achieve when similar thing happens in the future.

d. Self-Concept

Warga (1985: 90) stated “what is called self-concept is the way we feel about and perceive ourselves.” The self-concept is essential since our psychological image of ourselves determines much of what then we perceive and do. If the student sees himself/herself as a persistent student, s/he will likely to be persistent no matter difficulties in learning await.

2. Teaching and Learning Vocabulary

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vocabulary has not been given an adequate amount of attention for a long time. Many course books merely prioritize structure and function. In actual fact, vocabulary can support learners to learn the skills of the language. Burton (1982: 99) declared that vocabulary should be given to the students suitably, hence they are able to learn four skills of language, namely listening, speaking, reading and writing better. This claim implies that English vocabulary is very important language component in learning a language.

In this section, there are two parts of discussion, namely teaching vocabulary and learning vocabulary. These two parts will offer an appropriate context to interpret vocabulary as an important basis in English language.

a. Teaching Vocabulary

English in recent days has been used as thelingua franca of international communication, scientific and modern technology, trade and political exchange. Hence, it plays a central role to transmit information in the world. Mastering English now grows to be an obligation, not only for prestige but more than that for the sake of knowledge to compete in the globalization. Realizing this fact, vocabulary as the basic element in mastering English should be taught in an appropriate way. There is a need to conduct teaching vocabulary in order to introduce a number of English words as a basic step to learn English.

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translation. In addition, it was assumed that putting across the meaning was the whole of teaching vocabulary. However, Lado (1964) affirmed that putting across the meaning is just a small part of vocabulary teaching. Further, he added that in order to be able to use a word, the form of the word must be taught first. In addition, for smoothness in speaking and quick understanding in listening, a large amount of practice is ultimately needed.

Lado (1964: 121) stated “teaching vocabulary varies for easy words, words with normal difficulty and words with special problems.” Teacher should be able to recognize those three types of words so that s/he is capable of implementing a strategy for special types of words.

1) Words that are Easy to Learn

“Words that are similar in form and meaning to the first language are easy to learn” (Lado, 1964: 127). He affirmed that those words usually fall into patterns of correspondence of sounds and stress and can be taught quickly in such patterns. Thus, this type of words should be taught for listening and reading rather than for speaking and writing. The examples of those words are nation, mission, combination, variation, and many others. The class may repeat them to reinforce their hearing and they may read them for the same purpose. To be detailed, he suggested the item is repeated and given in the native language if necessary. 2) Words of Normal Difficulty

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which are taught. He implied that additional words can be taught as alternatives to those chosen in the connected context. For example, if the area is sport, various sports can be learned as alternatives. Thus, if the conversation givesfootballas the choice of the speaker,volley ball, basket ball, base ball, tennisandbadmintoncan be learned as alternatives.

3) Difficult Words

“Because differences with the first language, some words and sets of words are especially difficult to teach and to learn” (Lado, 1964: 129). The use of in, on, at as prepositions of location may cause the students confused. Therefore, Lado (1964) suggested bringing that little problem to consciousness showing the distribution in English and practicing it until the students are able to use it accurately. In teaching this problem, teacher is firstly wished to select the examples, however, to show the difference in distribution before telling them to useinwith large areas,onwith lines, andatwith points.

inChelsea I liveinChelsea.

onLoyola Avenue I liveonLoyola Avenue. at 5768 Main Street I liveat5768 Main Street.

b. Learning Vocabulary

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Naggy and Herman as cited in McKeown (1984: 4) stated “individuals who know many word meanings know much about the world in general.” This statement wants to say that having a stock of words will enable individuals to comprehend many varied sources of information. Furthermore, learning English language means that learners are required to learn the English vocabulary as well. Learning English vocabulary cannot be separated from learning English language.

It is apparent that English vocabulary turns out to be a very important aspect in learning English language. Not having enough vocabulary mastery will make individuals unable to communicate smoothly in that language. Incapable of finding a word to express something actually is the most frustrating occasion in speaking another language.

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(b) for global or general understanding; (c) with the intention of obtaining pleasure from the text” (Krashen, 1982: 164-167). The term ‘extensive’ means large in area. Hence, large quantities are important to be ‘extensive’ even though there is no agreement on how much “extensive’ is. By reading texts given, the learners can automatically enlarge and enrich their vocabulary knowledge then know how the words are applied in the sentences as well.

3. Test

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domain. It means that a well-constructed test is an instrument which offers measurement of the test-takers skill within a particular area. For example, a vocabulary test may focus on only the list of words in a particular unit or chapter.

Hughes (1989: 9) declared that there are four types of test, that is to say proficiency test, achievement test, diagnostic test and placement test. “The proficiency test is to measure one’s ability in a language regardless of any training s/he may have in that language while achievement test is related directly to language course, its purpose is to establish how successful students, group of students, or the course itself has been in accomplishing goals. Then, the diagnostic test is to identify students’ strengths and weaknesses.” As its name suggests, the placement test is to offer information which will help to place students of the teaching program most appropriate to their skills.

The researcher intends to be more specific by focusing the discussion on the achievement test only. The consideration is that the weekly test which is researched truly belongs to the achievement test. This kind of test directly relates to the English course and its goal is to build successful students in mastering a number of vocabulary items. In addition, the weekly test also intends to establish the English course itself to accomplish the objectives.

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directly be based on the detailed course syllabus, on books and other materials used. The final achievement test also only contains what the students have actually met in the course. Therefore, it can be considered as a fair test.

The second is progress achievement test. “It is aimed to measure the progress that the students make in certain time” (Hughes, 1989: 12). This test might be administered repeatedly since it intends to measure the progress made by the students. In actual fact, it sets up the students to have preparation to have the final achievement test. The implementation of vocabulary weekly tests essentially belongs to the progress achievement test. It is administered weekly in a semester and intended to measure the students’ progress in mastering vocabulary items.

Brown (2001: 385) suggested that there are three classic criteria to test a test. They are practicality, reliability, and validity. Among those three criteria, the researcher used reliability and validity in his research.

a. Reliability of the Test

According to Brown (1996: 185), “a test is considered reliable when it gives the same results every time it measures (if it is used under the same conditions), measures exactly what it is supposed to measure (not something else), and should be practical to use.” In addition, Brown (2001: 386) stated that a reliable test is consistent and dependable. It means that if the same test is administered to the same student or matched students on two different occasions, the test should yield similar results.

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the norm-referenced tests (NRT), Brown (1996: 2) declared that NRT is designed to measure general language abilities (for illustration, generally English language proficiency, academic listening skill, reading comprehension, and many others). Each student’s score then is interpreted relative to the other students’ scores who had the same test. Hence, it would be such a comparison between a student’s score with other students’. Brown added, the goal of an NRT is to spread students out along a continuum of scores so that those with “low” abilities in general domain such as listening, are at one end of the normal distribution, while those with “high” abilities are at the other end. Besides, the students may know the format of the test, such as multiple-choice, dictation, essay or true-false, but they will not recognize what exact content or skills will be tested by those questions.

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Based on those two categories, it can be concluded that the weekly test fits in the CRT. First, the weekly test measures the specific objectives as stated in the course syllabus. Second, for the scoring, each student’s score is meaningful and no need to make such a comparison with other students’. Finally, the students will know what specific content or skills will be tested since the question content would be explicitly stated in the objective of the course.

b. Validity of the Test

“By far the most complex criterion of a good test is validity, the degree to which the test actually measures what is intended to measure” (Brown, 2001: 387). Furthermore, Hughes (1989: 22) declared that “a test is said to be valid if it measures accurately what is intended to be measured.” For example, a valid test for reading comprehension truly measures reading ability, nor background knowledge in a subject matter, nor some other variables of questionable significance.

Hughes (1989) added that the conception of validity exposes a number of aspects which deserve attention. The first aspect is content validity. “A test is considered to have content validity if the content represents sample of language skills with which it meant to be concerned” (Hughes, 1989: 22). It is clear that the test would have content validity if only it is relevant to the language skill concerned.

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(Hughes, 1989: 23). Concurrent validity is constructed when the test and the criterion are administered at about the same time. While, predictive validity concerns the degree to which a test can predict the individuals’ performance in the future.

The third is construct validity. Hughes (1989: 26) stated that “a test or a testing technique is considered to have construct validity if it is able to show that it really measures just the ability which it is supposed to measure.” If the test constructor is attempted to measure reading ability in reading test, then he or she can demonstrate that he or she indeed to measure just the reading ability, hence the test would have construct validity.

The fourth is face validity. According to Brown (2001: 388), “to have face validity, the ‘face’ of the test should appear what claims to test.” Further, he added that a learner needs to be convinced that the test is indeed testing what it claims to test. It means that face validity refers to the grade to which a test looks right, and become visible to measure the knowledge or abilities in claims to measure, such as the instruction of the test and also the time availability.

B. Theoretical Framework

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Weekly tests have been implemented to support the teaching-learning activities in Vocabulary I class. The implementation of weekly tests is aimed to “encourage the students to master the meaning of the English vocabulary items of the 3000-word level especially in Indonesian” (Nurwidasa, et al., 2006: 84). The students are asked to work on vocabulary tests every week with materials which have been determined in the beginning of the semester.

The implementation of weekly tests is able to support the teaching-learning activities in Vocabulary I class. It encourages the students to have self learning habit by studying a large number of vocabulary items each week continuously. It also makes them not easily forget the materials mastered since each test includes the previous material. Therefore, their vocabulary mastery could be enhanced by having those tests. Nonetheless, how do the students perceive the weekly tests? Do they perceive weekly tests in positive or negative way? According to Altman, et al. (1985), the way the students perceive on something influences their behavioral responses. It means those behavioral responses can be positive or negative depend on the students’ perceptions. If the students perceive the weekly tests positively, their behavioral responses will be positive too, which will hold up the teaching learning activities and the course goal achievement. However, if the students perceive the weekly tests negatively, their behavioral responses will be negative too which will hinder the teaching-learning activities and the course goal achievement.

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29 CHAPTER III METHODOLOGY

This chapter illustrates the method of the research. It is divided into parts of discussion, namely research method, research participants, research instruments, data gathering technique, data analysis technique and research procedures.

A. Research Method

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the second objective of the research, namely to find out the contribution of the students’ perceptions to the students’ vocabulary mastery. Correlational research was employed since the researcher attempted to investigate the strength and direction of relationships among two or more variables (Ary, et al., 2002: 25).

B. Research Participants

The population of the research was the students belonging to class A of Vocabulary I class of the English Language Education Study Program of Sanata Dharma University in the academic year of 2007/2008. There were three classes of Vocabulary I course, namely A, B, and C. Class A was chosen to be the research population since it was the biggest class among other classes. There were 74 students in the class. Biggest number means a lot in view of providing representative data for the research. Despite the fact that all students learned the same subject with the same lecturer and teaching strategies as well, they might still have different perceptions with regards to their motivation and needs. This phenomenon would be an interesting matter to discuss through the research.

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To keep the informants confidential, the researcher made the coding of participants’ names. It was shown in Table 3.1.

Table 3.1 Coding of Participants’ Names

Notes:

HA : High Achievers MA : Medium Achievers LA : Low Achievers

C. Research Instruments

The researcher employed two instruments, namely a questionnaire and an interview guide. The main instrument was the questionnaire, while the interview guide was developed to verify the results of the main instrument. The aim was to make sure and to recheck the participants’ answers in the questionnaire. The use of interview was also to dig out further information which could not be revealed by the questionnaire. Those two instruments were employed to make sure that the data obtained were reliable and valid. The researcher employed the data acquired from those instruments to answer the first research question about the students’

Coding Meaning Category

Student A The initial for research participant number 1

HA

Student B The initial for research participant number 2

HA

Student C The initial for research participant number 3

MA

Student D The initial for research participant number 4

MA

Student E The initial for research participant number 5

LA

Student F The initial for research participant number 6

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perceptions on the implementation of weekly tests. Meanwhile, to answer the second research question, namely the contribution of the students’ perceptions towards their vocabulary mastery, the researcher made use of the Vocabulary I students’ final scores.

1. Questionnaire

According to Ary, et al. (1990), questionnaire as a data-gathering device is not expensive and time-consuming. It is possible to include large number of subjects and can guarantee confidentiality, which may elicit more truthful responses. By making use of a questionnaire, the researcher intended to assess data about the students consisting of their thoughts, feelings, perceptions, motivations, and attitudes in accordance with the implementation of the weekly tests.

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between materials and the tests. The last one is the students’ perceptions on the implications after having weekly tests.

When conducting a scientific research, it is required to determine the accuracy and consistency of the research instrument. Thus, the researcher attempted to discuss the validity and reliability of the research instrument. The validity of the research instrument was justified by the theories used in such research. Meanwhile, to estimate the reliability, the researcher followed the procedure of Alpha-Cronbach coefficient as one of the internal consistency methods. An instrument could be reliable if the reliability coefficients (α) is higher than 0.70 (Fraenkel and Wallen, 1993: 296). From the calculation of Alpha-Cronbach formula, the researcher found that the reliability coefficient (α) of all items in the questionnaire was 0. 89. Therefore, the questionnaire was reliable for the research.

2. Interview Guide

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conducted after the researcher distributed the questionnaire. It was intended to verify the students’ answers acquired from the questionnaire. The interviewees consisted of six students, who represented those three major subdivisions as stated.

D. Data Gathering Technique

The data were obtained from the students of the English Language Education Study Program of Sanata Dharma University who were taking Vocabulary I class in the academic year of 2007/2008. The researcher employed two research instruments to gather the data from the participants, namely a questionnaire and an interview guide. The questionnaire became the main instrument of the research, while the interview guide was meant to cross check the data obtained from the questionnaire.

The first type of data was obtained by distributing questionnaire. It was conducted on 30thNovember 2007. There were 74 students in the class. However, there were 13 students who were absent at the time, as a result the researcher were only able to accomplish responses merely from 61 students. That day, the researcher came to the class, distributed the questionnaire sheets, and then read each statement of the questionnaire before the students. It was aimed to make the students complete the questionnaire faster and simultaneously as well as to avoid any misconception.

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was aimed to follow up and verify the statements in the questionnaire in order to gain further information. Not all students as the research participants were interviewed. There were six students who were interviewed. The interview was conducted on 13thand 14thFebruary 2008.

Besides, the researcher also employed the Vocabulary I students’ final scores. Those scores were used as a means to answer the second research question where the researcher attempted to find out the correlation between students’ perceptions and their scores. In other words, the researcher endeavored to correlate the data gathered from questionnaire and interview with the scores the students acquired at the end of semester.

E. Data Analysis Technique

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100%

x n

 _



where

x

 : The number of students based on the degree of agreement

n

 : The number of all students

To ascertain the validity of the data acquired from both questionnaire and interview, the researcher conducted data triangulation. According to Patton (2002: 247), data triangulation was “the use of variety of data sources in a study”. He added that data triangulation was intended to produce the consistency of findings. Denzin (1978) as cited in Moleong (1989: 195) claimed that there were four kinds of triangulation techniques, namely the use of source, method, investigating officer, and theory. In this research, the data triangulation used source since “the researcher cross-checked the data acquired from the questionnaire with the results of the interview” (Patton, 2002: 195). Basically, the data triangulation was also intended to answer the first research question, which is to explore the students’ perceptions on the implementation of weekly tests.

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





 = sum of scores in X-distribution

Y

 = sum of scores in Y-distribution

Y

 = sum of the products of paired X- and Y- scores 2

X

 = sum of the squared scores in X-distribution 2

Y

 = sum of the squared scores in Y-distribution n = number of paired X- and Y- scores (subjects)

The result of the computation was meant to reveal whether there was any correlation between students’ perceptions and their vocabulary mastery. Besides, that result would also answer the second research question, which is to what extent the students’ perceptions contribute to their vocabulary mastery.

F. Research Procedure

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accomplished by distributing a questionnaire and conducting an interview with some students. Afterwards, the researcher correlated the data acquired from the questionnaire and the interview with the students’ final scores. Thus, the researcher accomplished the correlational research.

Before constructing the questionnaire and interview guide, the researcher read some related books. Afterwards, the researcher consulted the questionnaire and interview guide with the research sponsors. Having obtained some suggestions from the sponsors, the researcher revised his questionnaire and the interview guide.

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39 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

The chapter reveals the data acquired from the results of the questionnaire and interview. The data converse how the students perceive the implementation of weekly tests as well as reveal to what extent the students’ perceptions contribute to their vocabulary mastery. Thus, there would be two subheadings. The first part discusses the students’ perceptions on the implementation of weekly tests. The second part discusses the contribution of the students’ perceptions to their vocabulary mastery.

A. The Students’ Perceptions on the Weekly Tests

This section elaborates the answer to the first research question about the students’ perceptions on the implementation of weekly tests. More to the point, there would be four major parts, namely the students’ perceptions on the vocabulary teaching-learning process, validity of the tests, reliability of the tests, and the implications of the tests.

1. Perceptions on the Vocabulary Teaching-Learning Process

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a. Students’ Perceptions Based on the Questionnaire

Rooted in the questionnaire results which were presented in Appendix 7, it was demonstrated that the majority of the students perceived the implementation of weekly tests in class positively. The percentage of 85% showed that most students were interested in the implementation of weekly tests in their class. In addition, 73% students were highly motivated and enthusiastic to do the weekly tests. It was clear that actually most students in Vocabulary I class were not shocked to deal with weekly tests. They were involved and motivated as well. There were 82% students who had self confidence to do the weekly tests. Besides, 87% of them worked on the weekly tests wholeheartedly. There were 53 students who did the weekly tests seriously. It was interesting to find the fact that their positive perceptions really led them to have positive behaviour actions too. Their positive perceptions on the implementation of weekly tests actually led them to have positive responses when doing the tests.

Moreover, largely the students felt tense while doing the tests. To be detailed, there were about 66% of the students who felt strained. Being tense usually happens when someone deals with a test. It was found that most of the research participants were tense during the tests.

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Accordingly, 18% of them did not have self confidence when the tests were administered. Furthermore, 13% students were not serious when doing the tests. b. Students’ Perceptions Based on Interview

The researcher conducted an interview in order to verify the students’ perceptions as described in the questionnaire results. There were six students who had been interviewed. Most participants admitted that they were interested in the implementation of weekly tests. Three participants, namely student A, student C and student D confessed that they were really interested in the implementation of weekly tests since it encouraged them to study more seriously. They also added that they would not have studied hard unless having weekly tests. It was clearly described that they had positive perceptions about weekly tests.

The researcher found one interviewee who had a fairly positive perception on weekly tests. Student B declared that until the middle of semester, he was still interested in weekly tests. However, at the end he found himself bored with the same type of the tests. In addition, there were two students perceiving the weekly tests negatively. Student E and student F argued that to have weekly tests was burdening. Both of them felt that it was really hard to have test every week. This situation made them lazy and bored instead of being enthusiastic and interested.

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felt that it was not necessary to cheat. They were sure with their own answers. Besides, it was not possible for them to cheat since the lecturer was extremely strict and he did not tolerate any kinds of cheating.

In contrast, student E was one participant who was not motivated to do the weekly tests. Further, he also felt not confident during the tests. Having no motivation to master vocabularies made him unprepared to deal with the weekly tests. This situation was the major reason why he was not confident anytime he had to deal with weekly tests.

It was interesting to find out that four participants of the research were tense during the tests. Student A, student B, student C and student D felt the same condition when doing the weekly tests. They were nervous since the situation of the tests was tightening. To be more detailed, student C, one of the participants stated that the situation of the tests was horrifying. He declared that the lecturer could notice every single movement which happened in the classroom.

c. Discussion

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1) Students Have Positive Perceptions on the Implementation of Weekly Tests

Having discussed the data analysis obtained from the questionnaire and interview, it could be clearly described that most students perceived the weekly tests positively. Based on the results of the questionnaire, there were 85% of students who had higher level of interest in the implementation of weekly tests. This fact has been confirmed by the results of the interview.

Truthfully, interest means much to build someone’s perception on something. Rooted in the data obtained, the students who were interested in weekly tests commonly had positive motivation and self confidence when doing the tests. As a result, they worked on the tests wholeheartedly. This phenomenon implied that positive perception which had been built at the beginning led the students to have positive response too. Since they were interested in the weekly tests, they were highly motivated when doing the tests. They also had self confidence to do the tests seriously without any intention to cheat.

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comfortable. Having positive interest in weekly tests led them to have positive perceptions too on the weekly tests.

2) Students’ Positive Perceptions Lead Them to Have Positive Behavioural Responses

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assurance when doing the tests. They were absolutely sure with their own answers. This condition also persuaded their seriousness in doing the tests. There were 87% students who did the weekly tests wholeheartedly. Students B stated that he did each test wholeheartedly to enhance his vocabulary mastery and to attain high score in the course.

Obviously, it could be described that most students of Vocabulary I class had positive perception towards the implementation of weekly tests. However, there were some students who had negative perceptions. From the data analysis acquired from the questionnaire and interview, the researcher remarked that a small number of students of the class perceived the implementation of weekly tests negatively. It could be seen that 15% students did not have any interest in weekly tests. In the previous discussion, it was implied that students’ interest initiated their perception. Having good interest on something led them to have good perception too. In contrast, not having good interest in the implementation of weekly tests would lead the students to perceive it in a bad way. As a result, this negative perception influenced their behavioural responses later.

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worked on the tests as well. Based on the data, there were 18% students who were not confident when doing the tests. Further, there were 13% students not doing the tests wholeheartedly. Thus, it was clear that the students’ perceptions and their behavioural responses were parallel.

After discussing the students’ perceptions on the vocabulary teaching-learning process, the researcher would like to discuss the students’ perceptions on the tests. Essentially, there are two main discussions, namely validity and reliability of the tests. Firstly, the researcher discussed the students’ perceptions on the validity of the tests.

2. The Students’ Perceptions on the Validity of the Test

In order to describe the students’ perceptions on the validity of the tests, the researcher employed questionnaire and interview. The questionnaire intended was the close-ended. The results of interview were to follow up and verify the answers. The following was the description of the students’ perceptions on the validity of the tests.

a. Perceptions on the Validity of the Test Based on the Questionnaire

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Firstly, the researcher portrayed the content validity of the tests. There were 60 students arguing that material of the test really represented the section they had to master. It meant that 98% students had positive perception about it. In addition, there were 71% students who implied that the tests results described their performance. Taking note on these findings, it was apparently described that based on the students’ perceptions, the tests truly had content validity. Secondly, the researcher depicted face validity of the tests. It was demonstrated that 88% students admitted the instructions of the tests were clear. To be detailed, there were 54 students who affirmed the clarity of the instructions of the tests. Likewise, 67% students confessed the tests could be done in the allotted time. The researcher argued that the tests were considered valid, specifically having face validity since they had clear instructions and the questions can be answered in allotted time.

Thirdly, the researcher illustrated the third aspect of test validity, namely construct validity. There were 77% students who admitted that the tests really measured their ability in mastering vocabulary items. It meant that the majority of the research participants agreed with that statement. In addition, nearly everyone confessed that the tests encouraged them to master a number of vocabulary items as sixty students admitted it.

b. Perceptions on the Validity of the Test Based on the Interview

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F considered that the test contained content validity. They affirmed that the test material really represented the section they had to study. In other words, the material they had to study was relevant with the test administered. Besides, the material they had to master was meaningful and useful to lead them doing the test. Nonetheless, there was one interviewee, namely student E who argued that he was confused with the test material. He confessed that he was never prepared to master the section he had to study. Thus, he even did not know whether the material signified the section he had to master.

In relation to the face validity of the test namely the instructions of the tests, the researcher found that all interviewees admitted the clarity of the instructions of the tests. As described in the questionnaire results, there were 88% students confessing that the instructions of the tests were clear. Thus, through their responses in the interview, the interviewees had verified the data acquired from the questionnaire.

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In general, the researcher found that the students had positive perceptions on the validity of the test. They considered those three aspects of validity, namely content validity, face validity and construct validity had been covered by the tests. More to the point, the researcher would present the discussion of each aspect of validity further.

The first aspect is the students’ perceptions on the content validity of the test. “A test is said to have content validity if its content constitutes a representative sample of the language skills, structures, etc. with which it is meant to be concerned” (Hughes, 1989: 22). This claim meant that the test would have content validity if only it was relevant to the language skill concerned and accurate to measure what was supposed to measure. Rooted in the data analysis acquired from both instruments, the questionnaire and interview, most of students implied that the weekly tests had covered the content validity. To be detailed, the researcher found that 98% students argued the material of the tests really represented the section they had to study. In addition, there were 71% students stating the tests results described their performance in mastering vocabulary. These findings had also been verified by the results of interview. There were five out of six interviewees confessing that the test material really represented the section they had to study. Hence, the researcher came to a conclusion that the tests contained the content validity since the tests were relevant, accurate, and meaningful to measure what were supposed to measure.

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affirmed that the tests had covered face validity. In the questionnaire, it was described that 88% of students acknowledged the instructions of the tests were clear. Due to time allocation of the test, 67% students confirmed that they were able to do the tests in the allotted time. The test instruction and time allocation were essential to judge whether the test contained face validity or not. Those two aspects established how the test looked like. “A test is said to have face validity if it looks as if it measures what it is supposed to measure” (Hughes, 1989: 27). According to Hughes, how the testlookslike is indispensable. He added that a test which does not have face validity may not be accepted by students, teachers/lecturers, education authorities or employers. Based on the results of the questionnaire, the researcher concluded that the tests really have face validity. Above all, from the interview conducted, the researcher found that all interviewees confessed the clarity of the tests instructions. Thus, it is clear that actually the tests have covered face validity as one important aspect of validity. Having been clear with the face validity of the tests, the researcher then would discuss the construct validity of the test.

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The researcher found that in general, the students implied the tests were able to measure their ability to master vocabulary items and encourage them to master a number of vocabulary items as well. To be detailed, there were 77% students stating the tests measured their ability to master vocabulary items. Moreover, the result of the interview also supported this finding. Student A, student B, student D and student F affirmed that the tests indeed measured their ability in mastering vocabulary items. In addition, 98% students in the class argued the tests encouraged them to master a number of vocabulary items too. It could be concluded that truly the weekly tests had covered construct validity, too. Accordingly, as the weekly tests covered those three aspects of validity, namely content validity, face validity and construct validity, the researcher then confirmed that actually weekly tests were considered valid.

Having discussed the students’ perceptions on the validity of the tests, the researcher would discuss the students’ perceptions on the reliability of the tests. “A test is considered reliable when it gives the same results every time it measures (if it is used under the same conditions), measures exactly what it is supposed to measure (not something else), and should be practical to use” Brown (1996: 185). Therefore, in the following part, there would be further discussion about the reliability of the tests.

3. The Students’ Perceptions on the Reliability of the Test

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the researcher employed the questionnaire. Afterwards, the researcher used the questions in the interview to verify the answers.

a. Perceptions on the Reliability of the Test Based on the Questionnaire Based on the questionnaire results, it could be clearly seen that more than half of the total number of students in the class had positive perceptions about the reliability of the tests. To be detailed, there were 34 students who remarked that the test was well designed and carefully written. Furthermore, there were 56 students who implied that the tests clearly related to what they had learned. It meant that there were 92% students who agreed with this statement. The researcher also found that there were 90% students who perceived that the tests covered all materials they had studied.

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b. Perceptions on the Reliability of the Test Based on the Interview

To facilitate the results of the questionnaire with excellent verification, the researcher then conducted an interview. Three interviewees, namely student B, student D and student F, acknowledged that the tests were well designed and correctly written. They stated that the form of the test was clear enough so that the test instruction could be followed smoothly. The design of the test was good as well. However, those students advised the lecturer to make use of computer rather than typewriter to improve the appearance and clearance of the test.

Even so, there was an interesting result showing that the other interviewees argued against them. Student A, student C and student E stated that the test was not well designed and correctly written. They added that the test was not neatly written. They also suggested improving the quality of the paper for the test and making use one of technology tool, namely computer.

Based on those two findings, the researcher found that in order to be more reliable, the quality of the test should be improved. The way it was designed and written should be better. All the interviewees recommended that the use of computer was imperative to replace the typewriter. Moreover, dealing with the coverage of the test, all interviewees admitted actually the tests covered materials they had learned.

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what it is supposed to measure, and should be practical to use. This claim means that the test is said reliable if it is consistent and dependable. Therefore, in the questionnaire, the researcher included four statements which were wished to raise the students’ perceptions about the reliability of the tests. From the interview conducted, the researcher attempted to verify the answers acquired from the questionnaire.

It had been shown that there were only 56% students who admitted that the tests were well designed and carefully written. The results of the interview also demonstrated there were only three out of six interviewees admitting the tests were well designed and carefully written. Moreover, all interviewees suggested the use of computer to replace the typewriter. They perceived that computer would make the design of the test better. The use of computer had been familiar in recent days. Hence, it would be better to use the computer to construct the tests rather than the typewriter.

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reliability. However, the use of computer was truly recommended in order to make the tests neat and carefully written.

4. The Students’ Perceptions on the Implication of the Test

The researcher had discussed the students’ perceptions on the process of vocabulary teaching and learning, the validity and reliability of the tests. Subsequently, the researcher noticed what implications would emerge after the students worked on the weekly tests.

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considering that having weekly tests in Vocabulary I class had a lot of benefits, especially in enhancing their capability of mastering vocabulary.

From the open-ended questionnaire, 43 students confirmed the importance of maintaining this kind of test. Some students agreed with everything in this test, but the other students suggested various improvements, such as to add the time allocation, to provide sentences to apply the words, to reduce the number of items and to make use of computer rather than typewriter to construct the test. Nonetheless, there were 15 students who suggested replacing weekly tests with two week tests In addition, there were three students suggesting not to implement weekly test anymore.

b. Perceptions on the Implication of the Test Based on the Interview

From the interview, it was found that student A, student B, student C, student D and student F admitted the weekly tests were important to enhance their vocabulary mastery. In the interview, they affirmed that weekly tests not only enriched their vocabulary mastery, but also led them to memorize every single word and its meaning time by time. Thus, they would not easily forget the words they mastered. Having a lot of words in mind really supported them in other English skills as well, such as reading, writing and speaking.

Students` perceptions on vocabulary weekly tests in vocabulary I class - USD Repository

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TABLE OF CONTENTS

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