Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
is small, it indicates that it has small effect size. Meanwhile, if the difference between the two groups’ mean is large, it indicates that
it has large effect size. According to Coolidge 2000, the interpretation of the
effect size consists of three scales, such as small, medium, and large. The detail explanation can be seen in the following table.
Table 3.3 The Scale of Effect size
Effect size r value
Small 0.100
Medium 0.243
Large 0.371
Moreover, the formula in order to determine the effect size in t-test calculation as follows:
4 r =
�
2
�
2
+ ��
Notes: r = the correlation coefficient of effect size
t = t
obt
in the independent t-test df= N
1
+ N
2
– 2 Coolidge, 2000: 151
3.5.3 The Independent T-Test
Before conducting the independent t-test, there are some assumptions that have to be considered. According to Coolidge
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
t
obt
= 2000, there are three assumptions to fulfill the use of independent
t-test appropriately. The assumptions are; independent groups, normality of dependent variable and homogeneity of variance.
Furthermore, the normality of distribution test and homogeneity of variance test should be administrating independent
t-test as the analysis of pre-test output and or post-test output. The independent t-test is usually employed to discover
causative relationship between independent variable and dependent variable Coolidge, 2000.
The formula for independent t-test M
1
– M
2
S
M1 – M2
Note: M1
: mean of group 1 M2
: mean of group 2 S
: variance The hypothesis index is interpreted by comparing the result with
the degree of significant at level 0,05. If the result table at level 0,05, the null hypothesis is rejected Coolidge, 2000.
3.5.4 The Dependent T-Test
According to Coolidge 2000 ,156, “dependent t-test is
used to analyze the difference between groups’ and means in
experimental design where the participants in both groups are related to each other in some way.” Thus, by using this t-test, the
output of pre-test and post-test of the control group and the
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
experimental group can be compared. Furthermore, from the calculation, the difference between the control group and the
experimental group can be found. When the result of calculation shows a significant difference, the null hypothesis will be rejected.
After the calculation done, the t
obt
must be compare with t critical. As it is dependent test, the degree of freedom must be
found before comparing to the table. Df
: n – 1
If the t
obt
is greater that t critical the null hypothesis will be rejected and conclude that he result is significant in the chosen
level of α 0,05
3.6 Interview Data Analysis
The data of interview was transcribed in collecting the information from the sample in the study. There were some questions of interview that should be
answered by the students orally. It was used to get more information related to the use of vocabulary notebook in improving st
udents’ vocabulary mastery. Specifically, interview was conducted to answer the second question in research
question that was in order to find out the students perceptions towards using vocabulary notebook.
In short, the instrument in this study consists of pre-test, post-test and interview to answer the research questions. Moreover, four meetings will be used
to conduct the treatments by using vocabulary notebook. Research findings and discussions were explained in the next chapter. In
chapter four, SPSS 18.0 for windows was used to compute the data.
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
CHAPTER V CONCLUSIONS, RECOMMENDATIONS AND LIMITATION OF THE
STUDY
This chapter consists of the research conclusions and suggestions. The conclusions are explained from the analysis of the research findings. Meanwhile,
the suggestions are expected to give a contribution for the further researchers, English teachersand the students.
5.1 Conclusions
This research was proposed to examine the effectiveness of vocabulary notebook in improving students’vocabulary mastery, to find out the difference between the
use of vocabulary notebook and the conventional method in improving students’
vocabulary mastery, to discover students’ perceptions toward the use of
vocabulary notebook in improving their vocabulary mastery. The use of vocabulary notebook was applied to the students of seventh grade of junior high
school in Tanjungsari-Bogor. The result of the data shows that the use of vocabulary notebook in finding and discussion is significantly effective to
improve stude nts’ vocabulary mastery.
Furthermore, the computation of the data explains that the experimental group has better vocabulary mastery after receiving some treatments than the
control group. It means that the use of vocabulary notebook during the treatments give good influence to the students. The result also proves that the vocabulary
notebook give many advantages in improving students’ vocabulary mastery.
Moreover, the students will be motivated to improve their English vocabularybecause the vocabulary notebook can create an interesting method.
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
In short, it can be concluded that vocabulary notebook is an appropriate medium to improve students’ vocabulary mastery. The activity of making
vocabulary notebook can build students creativity in drawing the picture. Then it can be enriching students’ vocabulary knowledge and facilitating students to
revisit the vocabulary. While the current study revealed some positive findings for the
development of English vocabulary teaching and learning in Indonesia, there are also weaknesses that should be looked at for future study. The main problem was
some students found that the use of vocabulary notebook in class wastakinga long time.
5.2 Suggestions
Based on the findings of this research,data in this research may help teachers to improve the practice to teaching vocabulary notebook through vocabulary
notebook to young learners. The recommendations of this research will be discussed in the following paragraphs.
In spite of the time limitation of four meetings teaching and learning, the findings of this study confirm the advantages of vocabulary notebook in teaching
vocabulary for young learners. Consequently, for further researcher it is recommended that vocabulary notebook be intensively implemented for language
learning in a longer time. The other recommendations for further researcher that covering the theme-based learning in implementing vocabulary notebook in
learning will be of advantages to assist students improve their vocabulary mastery. Although, in this research there is significant result of pretest and posttest,
nevertheless the effect size was only medium which mean that the implementation of vocabulary notebook helped, but not much, to the students in improving their
vocabulary notebook. Therefore, through further research in long run by implementing theme-based learning on vocabulary notebook might result more
