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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.
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2. The Contribution of the Students’ Perceptions to their Vocabulary Mastery
To answer the second research question about to what extent the students’ perceptions contribute to their vocabulary mastery, the researcher employed Pearson
Product Moment Coefficient of Correlation to do the computation. Actually, the correlation between the students’ perceptions and their vocabulary mastery which
was signified by their final scores was very weak since the correlation coefficient was lower than the level of very weak correlation 0, 200. The students’ perceptions on
the teaching-learning process, validity of the tests, reliability of the tests and implications of the tests had very weak correlation with their final achievements. It
was concluded that, in fact, students’ perceptions did not contribute to vocabulary mastery. There were other factors contributing to the students’ vocabulary mastery,
which were not identified in this research.
B. Suggestions
The implementation of vocabulary weekly tests had some implications. Those tests were important and challenging to force the students to study and master English
vocabulary more seriously, build their vocabulary mastery and be very beneficial to support them in learning English. Moreover, vocabulary weekly tests made them
become diligent learners. Based on those implications, vocabulary weekly tests should be applied in Vocabulary I class. However, the type of the test should be
varied, not only matching but also using words in sentences. The aim is to avoid the students being bored with the same type of tests. Besides, the students are able to
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attain two advantages, namely to master the English words and to know how to apply them in sentences.
Vocabulary lecturers need to provide a number of test items which can be done in allotted time. The goal is to keep the students away from being frustrated
when doing the tests. Moreover, those tests should be well designed and correctly written. To accomplish such goal, the Vocabulary lecturers are required to use the
computer rather than the typewriter to construct the tests. Those two suggestions above actually intend to improve the face validity of the tests where the tests should
be looked right, clear, correctly written and well designed. Finally, the last suggestion is given to anyone who wants to conduct similar
research. This research is about discussing the students’ perceptions on the weekly tests and the contributions to vocabulary mastery. The researcher expects that the
future researcher would present more about factors contributing to the students’ vocabulary mastery since in this research, it was found that actually perceptions did
not have any contribution to the students’ vocabulary mastery.
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