CHAPTER II. REVIEW OF RELATED LITERATURE
B. Some Pertinent Ideas
9. Bilingual Dictionary
A bilingual dictionary is a dictionary that is usually used to translate words or phrases from one language to another. Bilingual dictionaries are sometimes used to understand texts read, often, in a foreign language. Bilingual dictionaries can be unidirectional, meaning that they list the meanings of words of one language in another, or can be bidirectional, allowing translation to and from both languages. Bidirectional bilingual dictionaries usually consist of two sections, each listing words and phrases of one language alphabetically with their translation. Other features sometimes present in bilingual dictionaries are definitions, lists of phrases, usage and style guides, verb tables and maps. The Mandvyutpatti (Wylie:Bye-brtag-tu rtogs-par byed-pa chen-po), The Great Volume of Precise Understanding or Essential Etymology, was compiled in Tibet during the late eighth to early ninth centuries CE, providing a dictionary
composed of thousands of Sanskrit and Tibetan terms designed as means to provide standardised Buddhist texts in Tibetan, and is included as part of the Tibetan Tangyur (Toh. 4346). It is the earliest substantial bilingual dictionary known.
10. Bilingual and Monolingual Dictionaries
Bilingual dictionaries are dictionaries whose entries are in one language and whose definitions are in another. The most useful bilingual dictionaries are bi- directional. For example, a bilingual French dictionary consisting of English entries with French definitions and French entries with English definitions are far preferable to dictionaries that list words only uni-directionally.
Monolingual dictionaries are dictionaries whose entries and definitions are both in a single language. For instance, a monolingual Spanish dictionary has entry words in Spanish, definitions in Spanish, and all examples in Spanish.
Because of this, comprehensive monolingual dictionaries are useful only to very advanced learners of a foreign language. You must have an excellent grasp of the language to be able to interpret definitions, descriptions of usage, and other information in a foreign language.
Lien monolingual dictionaries written specifically for beginning learners have limitations. These typically focus on only a controlled set of vocabulary and/or may contain only very simple definitions. Though the advantage to monolingual dictionaries is that it gets learners thinking in the target language only, learners often have difficulties comprehending the information in the entries.
When learners are caught up with understanding definitions or examples, the result is frequently frustration rather than learning.
C. Conceptual Framework
Chart 2.1 The Conceptual Framework
The conceptual above shows how the research would compare the writing skill between students who use monolingual dictionary and those who use bilingual dictionary. The students would be divided into two groups, monolingual group (who use monolingual dictionary) and bilingual group (who use bilingual dictionary). Then, the researcher would give them written test and interview them.
After that, the researcher would analyze and compare their writing by finding out the difference of their writing and the result of the interview.
WRITING
NARRATIVE PARAGRAPH
MONOLINGIAL GROUP BILINGUAL GROUP
WRITTEN TEST
THE DIFFERENCE BETWEEN BOTH OF GROUP INTERVIEW
D. Hypothesis
1. Null Hypothesis (H0)
There is no difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary of fifth semester students of English Department of Makassar Muhammadiyah University in academic year 2014/2015.
2. Alternative hypothesis (H1)
There is a significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary of fifth semester students of English Department of Makassar Muhammadiyah University in academic year 2014/2015.
CHAPTER III
METHOD OF INVESTIGATION
In this chapter, the researcher will present: research design, variable and indicator, population and sample, research instrument, method of data collection, and method of data analysis.
A. Research Design
The researcher used descriptive research method that analized and compared the students‟ writing especially in writing narrative paragraph and how to choose vocabulary well by using monolingual and bilingual dictionary. This study was conducted at the fifth semester students of English Department of Makassar Muhammadiyah University in academic year 2014-2015.
The method of investigation was conducted through a quantitative research. According to Hornby (2000:135), quantitative is connected with amount of number of something rather than with how good it is. In this term the researcher will use quantitative data, refers to the use of the statistical analysis to calculate the numeral data that are gathered and to analyze them by the use of correlation analysis. These data will be analyzed in the language of mathematics and evaluated and interpreted by means of appropriate statistical procedures.
Table.3.1 Research Design
E X1 O
C X2 O
32
Where :
E = the experimental group C = the control group
X = independent variable
O = Dependent variable (Gay, 2006: 220).
B. Reseach Variable and Indicator 1. Variable
There were two variables in this study, namely independent variable (X) and dependent variable (Y).
a. Independent variable
The independent variable of this study was dictionary. It was classified into two dictionaries, they were:
1) Monolingual Dictionary
(Oxford Learner‟s Pocket Dictionary by Martin H.Manser) 2) Bilingual Dictionary
(An English Indonesian Dictionary by John M.Echols and Hassan Shadily)
b. Dependent variable
The dependent variable of this study was the students‟ writing skill.
Students used different dictionary.
2. Indicator
The indicators of this research were students‟ writing skill, especially in grammar, vocabulary and content.
C. Population
The population in this study was the fifth semester students of English Department of Makassar Muhammadiyah University in academic year 2014- 2015. The number is 210 students.
The researcher chose them to be population of her research because they have already learnt about how to organize paragraph in the third semester and they also have been familiar in using monolingual and bilingual dictionary. Based on this consideration, the researcher concluded they have basic knowledge of organizing paragraph and have been familiar in using monolingual and bilingual dictionary.
D. Sample
The reseacher then took 20 % out of the population as the sample. It means 20 % of 210 students. The number of the samples was 42 and she considered the number sufficient for her research. Besides, the samples were homogeneous, in the sense that they are in the same grade and have been studying English for the same period of time. All of them got the same writing test. They used a dictionary to help them in writing sentences and paragraph. 21 students used monolingual dictionary and 21 students used bilingual.
To select representative students from the population, the researcher used random sampling technique. Gay (2006:101) points out that random sampling is the process of selecting a sample in such a way that all individuals in the defined population have an equal and independent chance of being selected for the
sample. In other words, every student has the same probability of being selected and selection of one individual in no way effects selection of another individual.
First of all, the researcher wrote each of the classes‟ names on a piece of paper. She, then, rolled the papers and put them into a slot of a tin can. After being wellmixed, a paper was dropped out of the slot. This became the sample of the research.
E. Research Instrument
In gathering the data, the researcher used two instruments, as follows:
1. Writing Test
Teacher gave the students some words and asked them to write certain sentences and organize a narrative paragraph based on the words given. When they found the words that unfamiliar or difficult, they needed dictionary to help them.
In giving the score to the students‟ writing, the researcher used the scoring guidance taken from Heaton Grid and Categories (1975.109-111) in five areas.
They are fluency, grammar, vocabulary, content and spelling. The scoring is rated from 1 till 5. The following scheme of rating scale was used to measure the students‟ achievement in their written product. The researcher analyzed the writing at five general components:
a. grammar refers to appropriate tenses b. vocabulary refers to diction
c. mechanics refers to the use of the punctuation and spelling
d. relevance refers to the content in the relation to the task demanded of the students
e. fluency refers to the style and ease the communication.
Table.3.2. Scoring Rubric
Component Score Characteristic
Fluency
5
4 3 2
1
Flowing style-very easy to understand-both complex sentences very effective.
Quite flowing style-mostly easy to understand id-a few complex sentences very effective.
Style reasonably smooth-not too hard to understand.
Enjoy complex sentences fairly effective Jerky style-an effort needed to understand and enjoy complex sentences confusing-mostly simple sentences or compound sentences.
Very Jerky-hard to understand-cannot enjoy reading- almost all simple sentences-complex sentences- excessive use of “and”
Grammar
5
4 3 2
1
Mastery of grammar taught on course-only one and two minor mistakes.
A few minor mistakes only (preposition, articles, etc) Only one major mistakes but a few minor mistakes Major mistakes that lead to difficult in understanding- lack mastery of sentence construction.
Numerous serious mistakes-no mastery of sentences construction-almost unintelligible.
Vocabulary
5 4
3
Use of wide range of vocabulary taught previously.
Good use of new words acquired-fairly appropriate synonyms, circumlocutions.
Attempts to use words acquired-fairly appropriate vocabulary on the whole but sometimes restricted has resort to use synonyms, circumlocution, etc on a few
2
1
occasion.
Restricted vocabulary-use of synonym (but not always appropriate).
Very restricted vocabulary-inappropriate use of synonyms-seriously hinders communication.
Content
5
4
3
2
1
All sentences support the topic-highly organized clear progression of ideas-well linked-like educated native speakers.
Ideas well organized-links could occasionally be clearer but communication not impaired.
Some lacks of organization-re-reading required for classification of ideas.
Little or no attempt at connectivity-thought readers can be device some organization-individuals‟ ideas may be clear but very difficult to deduce connection between them.
Lack of organization-serve that communication is seriously impaired
Spelling
5 4 3
2
1
No errors.
One or two errors only (e.g. le or el)
Several errors-some interfere with communication-not to hard to understand.
Several errors-some interfere with communication- some words very hard to organize.
Numerous errors- hard to recognize several.
In this research, only focus on grammar, vocabulary and content.
2. Interview
The researcher conducted an interview to gather data from the students.
The information is based on the comparative in using monolingual and bilingual dictionary.
The information that the researcher gathered were:
a. Their knowledge about monolingual dictionary before research.
b. Which one they prefer to use, weather monolingual or bilingual dictionary.
c. How far the monolingual dictionary can help them in writing class especially when they meet new words.
The objective of the interview was to gain the data from the students. In this case, the obtained data was analyzed data in qualitative analysis.
F. Procedure of Data Collection
Procedures of collecting data were given chronologically in the following steps:
1. The students were given a test on writing. In this activity, all of students were given writing test. The test was used as an instrument to collect the data, the researcher tried out in Makassar Muhammadiyah University. There were 42 participants consisting of 21 students who used monolingual dictionary and 21 students who used bilingual dictionary. The students used dictionary to help them in writing. The test was about writing sentence and narrative paragraph.
2. The researcher conducted interview. The aim of this interview was to get information about the usage and the role of dictionary for the students, and which dictionary that they prefer to use. So that, the researcher not only got information from the writing test but also from the students directly.
3. After conducting test and interview, the researcher measured their ability in writing paragraph. After scoring the result of the test, the researcher analyzed to find out the mean score, standard deviation then the researcher tabulated the
data collected. It include scoring the students‟ test both of the students who used monolingual dictionary (monolingual group) and students who used bilingual dictionary (bilingual group). The researcher compared the writing between students who used monolingual dictionary and those who used bilingual dictionary.
G. Technique of Data Analysis
The data collected in this research was analyzed by using the procedures as follows:
1. Scoring the students’ answer by using the following formula:
Scoring = Total/correct answer X 100 Total number of items
2. Classifying the students’ score into the following criteria:
Students’ mastery
Criteria of Assessment Grade
81-100 Very good
61-80 Good
41-60 Fair
21-40 Poor
0-20 Very poor
(Pusat Kurikulum: 2006)
3. Calculating the mean score by using the following formula:
N
X__ x
Where: X = Mean
∑ x = The sum of all score
N = The number of students (Gay, 2006: 320)
4. Calculating Standard Deviation by using the following formula:
SD = 𝑆𝑆
𝑁−1
,
where SS =𝑋
2=
( 𝑋2)𝑁
SD = 𝑋
2− ( 𝑋 )2𝑁
𝑁−1
(Gay, 2006: 321) Where SD : Standard Deviation
𝑥 : The total score of the students
𝑥2 : The total square of the students‟ score
( 𝑋)2 : The square of students‟ total score N : The number of students (Gay, 2006: 321)
5. Analysis of the Final Result
To differentiate whether the students result of writing narrative paragraph text by using monolingual dictionary and bilingual dictionary is significant or not the researcher will use the t-test formula.
t =
X__1− X__2 ( 𝑆𝑆 1+ 𝑆𝑆 2
𝑛 1+ 𝑛2− 2 ( 1
𝑛 1+ 1
𝑛 2) Where :
X__1 : the mean score of the experimental group X__ 2 : the mean score of the control group
𝑛1 : the number of students of the experimental group 𝑛2 : the number of students of the control group
SS1 : the total of square deviation of the experimental group
SS2 : the total of square deviation of the control group. (Gay, 2006: 349)
6. Testing Hypothesis
After getting the student‟s significance scores (value of t) it will be compared with the value of t-table. When it found that the value of t-test is equal or greater than the value of t-table, it means that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. because there is significant difference between of students‟ writing who use monolingual dictionary and those who use bilingual dictionary. Meanwhile, when it found that the value of t-test is lower than the value of t-table means that null hypothesis (H0) is accepted and alternative hypothesis (H1) is rejected because there is no significant difference between of students‟ writing who use monolingual dictionary and those who use bilingual dictionary.
Table.3.3.The criteria for hypothesis testing
Result of Comparison
Hypothesis
(H0) (H1)
t – cal. < t – table Accepted Rejected
t – cal. > t – table Rejected Accepted
(Gay, 2006: 320)
CHAPTER IV
FINDING AND DISCUSSION
This chapter consists of two sections, namely finding and discussion, where finding deals with the result of the data analysis taken from the writing test, while discussion presents the result of the research finding.
A. Finding
Based on the research questions in the chapter I "How is the writing skill of the students who use monolingual and bilingual dictionary? And is there any significant different both of them?” In this section, researcher presents the analysis of writing of the students who used monolingual dictionary and those who used bilingual dictionary and the difference both of them. The research was conducted at the fifth semester students of English Department of Makassar Muhammadiyah University 2014-2015. The data collected from 42 students has analyzed in to three analyses, they are; the writing of students who used monolingual dictionary, the writing of students who used bilingual dictionary and calculating the difference both of them.
1. The Analysis of Students’ Writing Skill of Monolingual Group
Data analysis of the students‟ writing of those who used monolingual dictionary was obtained by using writing test which consisted of 2 parts; each part consisted of 10 items. The grade of achievement of the students‟ writing score who used monolingual dictionary can be seen on the following table:
42
Table.4.1. Grade of Achievement of Monolingual Group
NO. SCORE CATEGORY FREQUENCY PERSENTAGE
1 0 – 20 Very Poor 0 0
2 21 – 40 Poor 0 0
3 41 -60 Fair 3 14%
4 61 – 80 Good 13 62%
5 81 – 100 Very Good 5 24%
TOTAL 21 100%
From table 4.1. above, it showed that from the writing score of 21 students who used monolingual dictionary, none of students got score in range 0-20 (0%) in category very poor, none of students got score in range 21-40 (0%) in category poor, three students got score in range 41-60 (14%) in category fair, thirteen students got score in range 61-80 (62%) in category good, and 5 students got score in range 81-100 (24%) in category very good. It means that the mean score of students who used monolingual dictionary was good.
In the research that has been conducted in the form of students‟
achievement above, the researcher analyzed the writing score of each students who used monolingual dictionary. The descriptive analysis is presented in the following table:
Table 4.2 Statistics Value of the Results of Writing Score of students who used Monolingual Dictionary.
STATISTIC STATISTIC VALUE
Subject Ideal Score The Highest Score
The Lowest Score Mean Score Standard Deviation
21 100 86.5 56.5 72.6 11.16
From Table 4.2 above, it showed that the average score (mean) of students‟ writing who used monolingual dictionary was 72.6. The highest score was 86.5 and the lowest score was 56.5 which the ideal score was 100. From the mean score, researcher concluded that their ability in writing was good. Researcher calculated standard deviation in order to put it in analyzing the t-test value in the final result.
2. The Analysis of Students’ Writing Skill of Bilingual Group
Data analysis of the students‟ writing of those who used bilingual dictionary was obtained by using the same writing test with the students who used monolingual dictionary. It consisted of 2 parts; each part consisted of 10 items.
The grade of achievement of the students‟ writing score who used monolingual dictionary can be seen on the following table:
Table.4.3. Grade of Achievement of Bilingual Group
NO. SCORE CATEGORY FREQUENCY PERSENTAGE
1 0 – 20 Very Poor 0 0
2 21 – 40 Poor 0 0
3 41 -60 Fair 1 4.8%
4 61 – 80 Good 9 42.8%
5 81 – 100 Very Good 11 52.4%
TOTAL 21 100%
From table 4.3. above, it showed that from the writing score of 21 students who used bilingual dictionary, none of students got score in range 0-20 (0%) in category very poor, none of students got score in range 21- 40 (0%) in category poor, 1 student got score in range 41-60 (4.8%) in category fair, 9 students got score in range 61-80 (42.8%) in category good, and 11 students got score in range 81-100 (52.4%) in category very good. It means that the mean score of students who used bilingual dictionary was very good.
In the research that has been conducted in the form of students‟
achievement above, the researcher analyzed the writing score of each student who used monolingual dictionary. The descriptive analysis is presented in the following table:
Table 4.4. Statistics Value of the Results of Writing Score of students who used Bilingual Dictionary.
STATISTIC STATISTIC VALUE
Subject Ideal Score The Highest Score The Lowest Score
Mean Score Standard Deviation
21 100
95 60 80.6 8.64
From Table 4.4. above, it showed that the average score (mean) of students‟ writing who used bilingual dictionary is 80.6. it can be completed as 81. The highest score was 95 and the lowest score was 60 which the ideal score was 100. From the mean score, researcher concluded that their ability in writing was very good. Researcher calculated standard deviation in order to put it in analyzing the t-test value in the final result.
3. The Comparison between Students’ Writing Score Who Used Monolingual Dictionary and Those Who Use Bilingual Dictionary
a. t – test value
After knowing the mean and standard deviation of both groups, the researcher calculated of the t – test value to know the comparison between both of group. The raw data of the t-test value is 3.6.