The Contributions of Students’ Perceptions to Vocabulary Mastery

61 the weekly tests led them to be highly motivated, more confident and wholehearted when doing the tests. In other words, the students’ positive perceptions initiated them to have positive behavioural responses. However, from the computation using Pearson Product Moment Coefficient of Correlation, it was found that positive perceptions did not gain merely good results in the final scores. According to Budi 2006: 92, if the correlation coefficient is lower than 0, 200 it means that the correlation between two variables is very weak. It was demonstrated that the correlation coefficient was 0, 125 See Appendix 8. It showed the frailty of the correlation between the perceptions and the scores. From the computation, it was also found that the probability 0, 335 was higher than the level of significance 0, 05. It inferred that the students’ perceptions on the teaching-learning process did not significantly contribute to their vocabulary mastery. Meanwhile, the absence of minus sign - indicated that there was positive correlation, namely the more positive perceptions the students had, the higher scores they would attain. 2. The Contribution of the Students’ Perceptions on the Validity of the Tests to Vocabulary Mastery Based on the results of questionnaire and interview, mainly students perceived validity of the tests positively. Nevertheless, in this research, the researcher found that those positive perceptions did not merely contribute to the students’ achievement at the end of semester. Moreover, the computation using Pearson Product Moment Coefficient of Correlation as shown in Appendix 8 revealed that the correlation coefficient was negative. This minus sign illustrated 62 that though the students had positive perceptions, they would not always attain higher scores. It was found that the correlation coefficient -0, 039 was lower than the level of very weak correlation 0, 200. It verified that the correlation between the students’ perceptions on the validity of the tests and the students’ final scores was very weak. In other words, the students’ perceptions did not merely contribute to their achievements. From the computation, it was found that the probability 0, 768 was higher than the level of significance 0, 05. It means that the students’ perceptions on the validity of the tests did not significantly contribute to the vocabulary mastery. 3. The Contribution of the Students’ Perceptions on the Reliability of the Tests to Vocabulary Mastery The researcher stated that the students’ perceptions on the teaching- learning process in the class did not significantly contribute to the students’ final scores as their vocabulary mastery indicator. The students’ positive perceptions did not merely contribute to good results in their final scores. In addition, the students’ positive perceptions on validity of the tests did not contribute to their final scores at the end of semester either. This section elaborated to describe the correlation between the students’ perceptions on the reliability of the tests with vocabulary mastery. Based on the computation using Pearson Product Moment Coefficient of Correlation revealed that the correlation coefficient was negative. It inferred that the students would not always attain higher scores although they had positive perceptions. Furthermore, the researcher also found that the correlation coefficient 63 -0, 020 was lower than the level of very weak correlation 0, 200. It verified that the students’ perceptions on the reliability of the tests did not contribute to their final scores. Meanwhile, it was found that the probability 0, 881 was higher than the level of significance 0, 05. It confirmed that the students’ perceptions on the reliability of the tests did not significantly contribute to their vocabulary mastery. Thus, the researcher concluded that actually the students’ positive perceptions did not have correlation with their final scores which they acquired at the end of semester. 4. The Contribution of the Students’ Perceptions on the Implications of the Tests to Vocabulary Mastery It was found that the correlation between the students’ perceptions on the implications of the tests with the vocabulary mastery was very weak. The result of the computation revealed that the correlation coefficient -0, 065 was lower than the level of very weak correlation 0, 200. In addition, it was also revealed that the correlation coefficient was negative. It means that the more positive perceptions the students had, they would not always achieve high scores. Further, there was no significant correlation between students’ perceptions on the implications of the tests with the vocabulary mastery. This finding was verified by employing the computation using Pearson Product Moment Coefficient of Correlation. It was found that the probability of students’ perceptions was 0, 620. As the value was higher than the level of significance 0, 05, it was concluded that the contribution of students’ perceptions on the implications of the tests towards vocabulary mastery was not significant. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 64

CHAPTER V CONCLUSION AND SUGGESTIONS

After presenting the data gathered and the discussion as well, the researcher draws some conclusions and portrays any suggestions related to the implementation of weekly tests in Vocabulary I class. Thus, in this section, there are two major parts of discussion. The first part discusses the conclusions drawn after the research conducted. The second part is about the suggestions to improve the implementation of weekly tests in Vocabulary I class.

A. Conclusions

The research is intended to answer two research questions as stated in the problem formulation. Based on the data gathered, the researcher would like to draw conclusions about the students’ perceptions in general, the contribution of their perceptions to their vocabulary mastery and also the suggestions offered to improve and maximize the implementation of vocabulary weekly tests.

1. The Students’ Perceptions on the Implementation of Weekly Tests

Based on both data gathered, namely from the results of the questionnaire and the interview, it was found that the majority of students perceived the implementation of weekly tests positively. The researcher discovered there was a link which correlated the students’ interests, their perceptions and behavioural responses. 65 Truthfully, most students who were interested in the weekly tests would have positive perceptions. Having positive perceptions initiated them to have positive behaviour responses, namely they were highly motivated and confident in working on the tests. Moreover, they also worked on the tests wholeheartedly. It meant that firstly the students’ interests on weekly tests initiated their positive perceptions. This condition then led them to have positive behavioural responses. It was found that almost all students declared that the weekly tests were valid. In the research, there were three aspects of validity, namely content validity, face validity and construct validity. The researcher found that the weekly tests covered content validity since nearly everyone admitted that the content of the tests really represented the section they had to study and the tests results described their performance in mastering vocabulary. Moreover, the face validity of the weekly tests could be signified by the students’ confessions about the clarity of the instructions and the availability of time. In addition, as the weekly tests really measured the ability in mastering vocabulary and encouraged students to master vocabulary items, the construct validity could be found in the tests. Dealing with the implications after having the weekly tests, the students in general confirmed that weekly tests were important and challenging to enhance their vocabulary mastery. Therefore, they also admitted that they became more diligent learners by having vocabulary tests every week. Afterwards, they declared that weekly tests should be applied in Vocabulary I class.