Discussion Perceptions on the Vocabulary Teaching-Learning Process

43 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. Based on the discussion above, the researcher found that actually the students’ positive interests initiated their positive perceptions on the implementation of weekly tests. Altman, Valenzi, and Hodgetts 1985: 86 stated that “Of all the stimuli with which we are surrounded, we focus on only a small number.” It means that each student selects stimuli on the basic of hisher interest. It was reinforced by Gibson 1985: 66 who acknowledged that people have a propensity to ignore factors or cues which might make them not comfortable. Among all stimuli, the students only selected a small number of them, namely to be interested in the implementation of weekly tests which made himher 44 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 To build vocabulary mastery of the students of Vocabulary I class of the English Language Education Study Program in Sanata Dharma University, weekly tests were implemented. The research found that most of the students were interested in the implementation of weekly tests. There were 85 students who stated that they were interested. This good interest actually initiated the students to have good perception. Having positive perception meant that the students had already set the way how to deal with the weekly tests. They deemed the weekly tests positively. Therefore, they also had positive perception on the implementation of weekly tests in Vocabulary I class. This condition was called as set, one out of six factors influencing stimulus selection as stated by Warga 1983: 209. He defines set as a predisposition which emotionally affected perceptions. Set led the students to interpret sensation into a meaning that was founded on what they were supposed to perceive. It meant that the students interpreted the implementation of weekly tests as a good strategy and considered the implementation of weekly tests to build their vocabulary mastery was exciting and interesting. Furthermore, Altman, et al. 1985: 93 remarked that perception influenced someone’s behaviour responses, namely the students were then highly motivated and enthusiastic to do the weekly tests. There were 73 students who had high motivation and enthusiasm. In addition, 82 of students had self 45 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. Actually, perception controls someone’s behavioural responses Altman, et al., 1985: 93. After the research was conducted, the researcher then came to a conclusion that this claim truly was in accordance with the research findings. To be detailed, the students’ negative perceptions on the implementation of weekly tests really directed them to respond negatively. Not having positive interest made 27 of the students not motivated and enthusiastic when doing the tests. Afterwards, this condition influenced their self confidence and the way they 46 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

Based on the questionnaire results See Appendix 7, it was obviously showed that most of all research participants perceived the validity of the test positively. The discussion about validity of the test was divided into three major parts, namely content validity, face validity and construct validity. The content validity was described by the statements number 7 and 8, while number 9 and 10 illustrated the face validity. The statements number 11 and 12 would depict the construct validity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 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

To follow up and verify the students’ responses obtained from the questionnaire, the researcher carried out an interview. The researcher found that five interviewees, namely Student A, student B, student C, student D and student PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI