Vocabulary and Grammar Learning Correlation in
ability. “第二言語でのコミュニケーションの際、一般に
「語彙力」と呼ばれるものが理解を大きく さゆう
,左右 することは、自分の母語以外の言語を使わなければな らない状況を体験したことがある者ならば、誰もが経 験したことがあるだろう。また、「語彙力」から言語 能力が分かるということもバイリンガルに関する研究 から明らかとなっている。（Ono, 1994) Further more,in 1987, research on the acquisition of vocabulary in language acquisition are categorized into four (Read, 2009 in Yachi
Michiko) [6]“(1) キーワード法や学習者の第一言語の翻
訳がついた単語リストなどを使った体系的な語彙学習。
（2）読解活動や聴解活動を通して学習者が出会うコン テクストの中で新しい語の地域を独特していく偶発付 随的語彙学習（incidental vocabulary learning）. (3) 新 しい語に学習者が出会ったとき、コンテクストからの 手がかりをどのように使って新しい語の意味を推測し ているか。（４）コミュニケーションを行っている場 面で未知の語に出会ったとき、学習者が用いるコミュ ニケーションストラテジー”.
Based on the four types of research about word acquisition, then Yachi Michiko [6] summarized the types of research in acquisition of vocabulary growing abroad as research any vocabulary knowledge of learners through methods of psychology, research about the differences in input knowledge of learner's mother tongue (L1) and foreign languages learning, which object in particular is a difficult language acquired in the acquisition of word(語), the research about fault acquisition words of the mother tongue of the learner, the research about the error rate of the acquisition grammatically of Japanese competence as well as the research process of the acquisition of vocabulary who was appeared on the natural condition of learners.
(1)心理学的手法を用いて、学習者の語彙知識を探ろう とするもの（谷口他 1994；小野2001；一二三1996）,
（2）研究対象とする語を習得困難な語に限定し、学習 者と母語話者の語彙知識の違いを探ろうとするもの。
（杉村他1994；松田 2000a、2000b、水口2002）（3）
文法的制約を受ける語の習得度の違いを日本語能力の 違 いから 研究 したも の。 （佐藤 ・藤 井 1999；寺 田 2001）（4）学習者の自然な状況での産出の元に、語彙 習得課程を
さぐ
,探るもの。（生田 2001；松本 1997）
（5）語彙習得に影響を与える要素を実験、観察などを 通して探るもの。（横山2001；谷内2001).
Read (2002) in Yachi Michiko [6] gives three questions about the acquisition of vocabulary systematically, that is (1) どのような語の特徴が学習難易度を決めているか. At this question, Yachi Michiko gave examples of Ellis and Beaton’s research (1993) that in terms of the psychology, the learner will be easy or difficult to obtain vocabulary because they are influenced by several factors, such as writing, pronunciation, lexical as well as the length of a word, similarity of word sound（２）機械的な暗記よりも高価 的な方法は何か。このような疑問点が出されているが、
実際に単語リスト等を使った体系的語彙学習は有効な のであろうか。ここから、次の問題を設定することが
で き る だ ろ う 。This question was written by Michiko Yachi [6] by quoting a research from Hulstijn (1997) that the learners who just memorize vocabulary are not effective because it can not last long in the memory. Therefore, Schmitt and Schmitt (1995) argumented it needs to be assisted with the key words in the form of a note book that contains vocabulary, pronunciation, use in a sentence, and even to the point of writing kanji (Yachi Michiko) [6].
First language learner (L1) like learners from Indonesia who recognize Roman alphabet letters and study Japanese as their second language (L2) are likely to face difficulty not only from new words, but from Japanese characters which are hiragana, katakana and kanji as well. Furthermore, Okabe [2] states, “Japanese language learners in the beginner’s level struggle to understand and memorize words in Japanese while intermediate learners utilize on the words they are already familiar with to express a main word that is not yet encountered when it comes to communication. Long term goal of studying the language requires a learner to continously learn, be familiar and recall vocabulary.”
Yamashita Kyo [7] divides the vocabulary of learning into intentional learning and incidental learning. The former one is a learning that aims at acquiring vocabulary directly, as for the latter one is a direct learning to obtain secondary vocabulary through learning that are not focusing on vocabulary learning such asdokkai and choukai.
語彙学習は意図的語彙学習は語彙の学習を目的とする 直接学習であり、付随的語彙学習は読解や聴解など語 彙学習以外の学習を通して副次的に語彙の習得がなさ れる面接的学習である。
Yamashita Kyo [7] further states that incidental vocabulary learning done through a contextual understanding is a series of educational activities in a holistic manner that will improve other learnings.
II. METHOD
This study used a quantitative method. It took place in Japanese Literature Studies Program, Hasanuddin University, using 26 respondents of third semester students who took Intermediate Japanese class. This study used multiple choice test instruments done for an hour, in which the questions tested to students were based onMinna no NihongoChukyuu Itextbook (chapter 1 - 6).Researchers created two categories, the first category focused on test of vocabulary (verb/Doushi) based on JLPT vocabulary and the second categories focused on grammar (vocabulary) oriented on how it is to make an appropriate sentence. The results of the test were then classified based on number of true and false answers and the relevance of respondent’s vocabulary and grammar knowledge.
In this study, a statistical analysis was performed by incorporating Spearman’s correlation coeficient test. This test was conducted in order to determine how close the relationship between vocabulary variable and grammar variable. Criteria for decision-making in Spearman correlation coefficient test namely are if the value of Sig.
<0.05 then there is a significant correlation between variables, and if the value of Sig.> 0.05, there is no significant correlation between variables.
Interpretation of Correlation Coeficient Value
0,00-0,20 Very low correlation
0,21-0,40 Low correlation
0,41-0,60 Moderate correlation
0,61-0,80 High correlation
0,81-1,00 Perfect correlation Fig. 1 Interpretation of Correlation Value
III. RESULT AND DISCUSSION
To obtain an overview of the collected data, it is necessary to review the minimum, maximum, average, and standard deviation of all the data. The following table is the descriptive statistics of the obtained data:
N Min Max Mean Std.
Deviation Vocabulary 26 ,00 76,92 45,2663 19,43911 Grammar 26 13,33 86,67 55,1282 17,84453 Fig. 2 The average score obtained by the student in grammar question
The data shows that there are students who cannot get any correct answer on the vocabulary questions. The average score obtained by the students in grammar questionsis comparatively higher (55,128) than that in vocabulary questions (45.266). Standard deviation value indicatesthe variety of student’s mastery over vocabulary and grammar.
For further details regarding mastery of vocabulary and grammar, please take a look toward this following table:
Resp.
Number
Vocab.
Score
Average Score
Category
1 23.077
45,266
Below av.
2 38.462 Below av.
3 23.077 Below av.
4 30.769 Below av.
5 53.846 Above av.
6 38.462 Below av.
7 50 Above av.
8 73.077 Above av.
9 46.154 Above av.
10 38.462 Below av.
11 57.692 Above av.
12 53.846 Above av.
13 53.846 Above av.
14 65.385 Above av.
15 61.538 Above av.
16 76.923 Above av.
17 61.538 Above av.
18 65.385 Above av.
19 50 Above av.
20 46.154 Above av.
21 30.769 Below av.
22 0 Below av.
23 57.692 Above av.
24 34.615 Below av.
25 0 Below av.
26 46.154 Above av.
Fig. 3 Table of vocabulary mastery
Out of 26 students, there are 16 students who scored below average. They become majority in about 61.54% of the total respondents, and the rest 38.46% are they who score above average in vocabulary questions. Of the 16 students, there are two who did not get any correct answer on vocabulary question. If we pay closer attention, half of the students got their answer correct, but when faced with sentence context question, the word 取る (take) in the form
of ~させてもらえませんか(あの端を＿＿ところで、車
を止めてください), most of them got wrong answer due to mistake in changing the verb (97%).Furthermore, the students when choosing the verb 渡る (cross) appear to have difficulties because the words are not understood, and the collocation of word 端 (bridge) itself.They tend to choose verbs 歩 く (roads),even though the answers are not appropriate in the context of the sentence. Next, in the
sentence 自然を守るために, これ以上森の木をほしい __,
available verbs are 切りないで (wrong usage), 切らないで, 切って (inappropriate for the context of the sentence), 切ら なくて (not acceptable forthe pattern above). In this kind of situation, most of the students would choose verb 切って.
Researcher assumes that the learner tends to choose verb and the change ~ te because they are affected by pattern ~ tehoshii that mostly appears in Minna no Nihongo II textbook in the positive form. And then, in 先生に明日まで レポートを出すように __ question, students had not been able to distinguish between passive and active verbs.
Actually, this matter can be detected by the presence of clue on passive verb particle thatisに. As for the matter of ラッシューを __ ために, 毎朝, 6 時半に家を出て会社に 行く and questionどうすればこの地球から戦争を __ こ とができるのだろうか。, both of them presented さける
and な く す verbs which were already learned by the students, but still around 74% of them gave incorrect answer.
Resp Number
Grammar Score
Average Score
Description
1 33.333
55.128
Below av.
2 13.333 Below av.
3 20 Below av.
4 86.667 Above av.
5 86.667 Above av.
6 80 Above av.
7 60 Above av.
8 66.667 Above av.
9 66.667 Above av.
10 66.667 Above av.
11 66.667 Above av.
12 66.667 Above av.
13 66.667 Above av.
14 60 Above av.
15 53.333 Below av.
16 60 Above av.
17 60 Above av.
18 53.333 Below av.
19 46.667 Below av.
20 40 Below av.
21 40 Below av.
22 46.667 Below av.
23 60 Above av.
24 46.66667 Below av.
25 40 Below av.
26 46.66667 Below av.
Fig. 4 Table of grammar mastery
For mastery of grammar, there were 14 respondents who scored below average. The percentage is about 53.85% of the total respondents while the remaining 46.15% scored above average. Comparing between the percentage of respondents who scored above average on vocabulary and grammar question, the latter’s percentage (46.15%) is comparatively higher than the former’s (38.46%). In
grammar 動詞勧誘形とおもう (, ~ ようとしたら, and
pattern なくてはなりません, there are 77% errors occurred.
Errors that occurred are mainly caused byDoushi verb which is used in basicpresent form (dictionary form) present and not the verb ~ ou (kanyuukei). As for 動詞たがります grammar, students who choose the right answer are about 84%.
Vocab. Grammar Spearman
's rho Vocab. CorrelationCoe
fficient 1,000 .418* Sig.
(2-tailed) . .033
N 26 26
Grammar CorrelationCoe
fficient .418* 1.000 Sig.
(2-tailed) .033 .
N 26 26
*. Correlation is significant at the 0.05 level (2- tailed).
Fig. 5 The results of Spearman correlation coefficient test
The above table reveals the value of Sig. is 0,.33. The value is smaller than 0.05,therefore it can be concluded that there is a significant correlation between the vocabulary and grammar variables. The correlation coefficient is 0.418, so it can be categorized in moderate correlation category.
IV. CONCLUSION
Based on the discussion above, the acquisition of grammar is amounted to 56.128, while the vocabulary items amounted to 45.266. Grammar acquisition is comparatively higher than the one from vocabulary. Even so, the correlation between vocabulary and grammar is at moderate correlation coefficient that is 0.418.In addition, intermediate vocabulary and grammar acquisition seems very diverse. Respondents have not been able to master new words and those sort of words are rarely used by the respondents. Furthermore, the ability to recognize the pattern of passive, causative sentences, and the use of particles collocated with verbs is still in adequate. Thus, vocabulary acquisition still needs to be improved and variety of exercises such as reading, doing exercises, writing and listening is essential.
REFERENCES
[1] Djojok, Soepardjo. Japanese Vocabulary in Japanese Learning
(Original Title: KosaKata
BahasaJepangdalamPembelajaranBahasaJepang).Semarang:
Semarang Dian Nuswantoro University. 2014.
[2] Okabe, Rowena. Integration of Instructional Strategies for a meaningful Japanese Vocabulary Acquisition. A journal of vocabulary aquisition. Semarang Dian Nuswantoro University.
Semarang. 2(2) 106-107. 2014.
[3] Rivers, Wilga. Teaching Foreign Language Skills. Chicago:
University of Chicago Press. 1968.
[4] Tarigan, H.Guntur. Pengajaran Kosa Kata. Bandung: Angksa Pura.
2011.
[5] Edward David dan Rebecca M. Valette. Classroom Languages and English languages. London :Horacourt Brace Pulisher. 1977.
[6] Yachi, Michiko. Dai ni gengo toshite goi shuutoku kenkyuu no gainen. Nihongo to Japan: Nihongo kyouiku Janaaru. 2002.
[7] Yamashita, Kiyo. Effects of extensive reading on reading attitudes in
a foreigner. __. Japan. 2012.
(http://nflrc.hawaii.edu/rfl/October2013/.../yamashita.pdf, tanggal 15 Oktober 2015)