Research Respondents Phase I: Need Analysis
3 Vocabulary Size Level Test
Vocabulary size level test was to identify st udent’s vocabulary size. The
online computer assisted test CAT performance, recognition test, was used to obtain a diagnostic vocabulary size score. The test was developed by Thomas
Michael Cobb. It was displayed in a website that could be accessed freely on http:www.lextutor.catestslevelsrecognition1_14k
. Hubbard 2009 stated that Thom Cobb’s Lextutor site
www.lextutor.ca was the most useful set of
vocabulary tools including vocabulary level tests for English language learners, teachers, and researchers. Hence, the researcher used this site to test the target
users’ vocabulary levels and to get the accurate result. The screen shot of the test can be seen the figure 3.6 below.
Figure 3.1. On-line Test of Vocabulary Size Level The efficiency and accuracy of vocabulary test offered by this website was
one of the considerations to use in this study. The result of the vocabulary test was administered automatically. Moreover, the students would directly know how many
words they had. In this vocabulary test, there were 40 questions, ten at each of 14 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
thousand-levels. In each question, the students had to choose the right meaning to go with the word in CAPITAL letters. They needed to click in the small circle
besides the best meaning. Finally, they could click “Score” on the left at any time
whenever they had already finished doing the test.
4 Vocabulary Breadth Test
The term of ‘vocabulary breadth” referred to the number of words a person knows. It aimed to know how many words had already been recognized by the
target users. According to Nation 2010:7, it could be used to know how many words were needed to read a certain book or how many words this dictionary
contains. The implementation of vocabulary breadth test in this research was inspired by James Milton 2009:72 who had ever done it in the format of checklist
test. There were advantages and disadvantages of using checklist method in vocabulary breadth test. Checklist method was very simple where students were
presented with a series of words and were asked to tick the ones they know or could use. This method was relatively effective and brief since there was less opportunity
for the students to get bored and lose concentration. However, the weakness of this method was that it would be difficult to see which students were able to guess,
when they do not really recognise a word or not sure. Therefore, the researcher modified a bit this method on the instruction. The students were not only put a tick
on the words they recognized but also to give L1 translation.