THE RELATIONSHIP BETWEEN STUDENTS ENGLISH LEARNING MOTIVATION AND THEIR VOCABULARY MASTERY AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA BATCH 2013

The Relationship between Students English Learning Motivation and their
Vocabulary Mastery at English Education Department of Universitas
Muhammadiyah Yogyakarta batch 2013
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the requirements
For the Degree of
Sarjana Pendidikan

Irma Agustin
20120540047
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
December 2016

i

Table of Contents
Approval Sheet ..................................................................................................... ii
Statement of the Authenticity ............................................................................ iii

Table of Contents ................................................................................................ iv
List of Table ......................................................................................................... vi
List of Figures .................................................................................................... viii
Acknowledgment ................................................................................................. ix
Abstract ..................................................................................................................x
Chapter One ..........................................................................................................1
Introduction .........................................................................................................1
Background of the research .............................................................................1
Statement of the problem .................................................................................3
Research question ............................................................................................4
Purpose of the research ....................................................................................4
Significant of the research ...............................................................................4
Outline of the research .....................................................................................5
Chapter Two ..........................................................................................................6
Literature Review ................................................................................................6
The Definition of Motivation ..........................................................................6
Kinds of Motivation .........................................................................................7
The Function of Motivation .............................................................................9
The Definition of Vocabulary ..........................................................................9
Types of Vocabulary ......................................................................................10

The Definition of Vocabulary Mastery ..........................................................11
The Relationship between Students' Learning English Motivation and Their
Vocabulary Mastery .......................................................................................12
Conceptual Framework ..................................................................................16
Hypothesis .....................................................................................................18
Chapter Three .....................................................................................................19
Research Methodology ......................................................................................19

iv

Research Design ............................................................................................19
Population and Sample ..................................................................................19
Data Collection Method .................................................................................20
Instrument of the Research ............................................................................21
Validity and Reliability ..................................................................................23
Data Analysis .................................................................................................27
Chapter Four ......................................................................................................30
Finding and Discussion .....................................................................................30
Findings .........................................................................................................30
Students' Learning English Motivation .........................................................30

Vocabulary Mastery .......................................................................................42
The Relationship between Students' Learning English Motivation and Their
Vocabulary Mastery ........................................................................................43
Discussion ......................................................................................................46
Chapter Five ........................................................................................................49
Conclusion and Recommendation ....................................................................49
Conclusion .....................................................................................................49
Recommendation ...........................................................................................50
References ......................................................................................................51
Appendices .........................................................................................................56

v

List of Table
Table 3.1 Categories of the questionnaire ................................................................... 21
Table 3.2 Scale of the questionnaire ........................................................................... 22
Table 3.3 Categories of vocabulary mastery ............................................................. 23
Table 3.4 Criteria of validity ....................................................................................... 24
Table 3.5 Validity of Pearson product moment ........................................................ 24
Table 3.6 Reliability statistic ........................................................................................ 26

Table 3.7 Reliable items ............................................................................................... 26
Table 3.8 Category of the motivation score ............................................................... 28
Table 3.9 Category of vocabulary mastery score ...................................................... 28
Table 3.10 Coefficient correlation interpretation ....................................................... 29
Table 4.1 Question 7 ...................................................................................................... 31
Table 4.2 Question 10 .................................................................................................... 31
Table 4.3 Question 11 .................................................................................................... 32
Table 4.4 Question 12 .................................................................................................... 32
Table 4.5 Question 13 .................................................................................................... 33
Table 4.6 Question 14 .................................................................................................... 34
Table 4.7 Question 15 .................................................................................................... 34

vi

Table 4.8 Question 17 .................................................................................................... 35
Table 4.9 Question 19 .................................................................................................... 36
Table 4.10 Question 20 .................................................................................................. 36
Table 4.11 Question 21 .................................................................................................. 37
Table 4.12 Question 23 .................................................................................................. 37
Table 4.13 Question 25 .................................................................................................. 38

Table 4.14 Question 26 .................................................................................................. 39
Table 4.15 Question 27 .................................................................................................. 39
Table 4.16 Question 28 .................................................................................................. 40
Table 4.17 Question 29 .................................................................................................. 41
Table 4.18 Question 30 .................................................................................................. 41
Table 4.19 The mean value of motivation .................................................................. 42
Table 4.20 Finding of vocabulary test ........................................................................ 43
Table 4.21 Normality Data............................................................................................ 45
Table 4.22 Linearity Data ............................................................................................ 45
Table 4.23 The relationship between students’ learning English motivation and
their vocabulary mastery .................................................................... 46

vii

List of Figures
Figure 2.1 Conceptual Framework ............................................................................. 17

viii

Acknowledgement

I express my highest gratitude to Allah SWT who gives health and
capability to finish this undergraduate thesis. I would like to present my sincere
appreciation to Mr. Suryanto as my supervisor who has given advice, suggestion,
correction and motivation in completing this skripsi. By his support, this
undergraduate thesis works so well.
Most importantly, I would like to say huge thanks to my family who
always support and fire me up to finish this research. Especially for my father Mr.
Robani and my beautiful mother Mrs. Sutinah for the support, prayers, love,
giving material I need, and support me all the time in my life.
Beside my parents, I would like to say thank to my sister Ratna Sari who
have given her correction and motivation in completing this skripsi and my little
brother Irvan Manggala. Once again, thank for your support bro and sis. And also
I would like to say thank to my true friends, Selly Herdiati, Faradina Indah
Kartika, Mentari Purnamasari and Merisa Kurniawati for their help and support
during my study.

Irma Agustin

ix

Abstract
This research aims to know students’ motivation in learning English and to
know vocabulary mastery at English Education Department of Universitas
Muhammadiyah Yogyakarta (EED UMY) and to find out the relationship between
students’ English learning motivation and their vocabulary mastery. This research
was conducted in English Education Department of Universitas Muhammadiyah
Yogyakarta. The population of English Education Department of Universitas
Muhammadiyah Yogyakarta batch 2013 was 166 students. The participant in this
research was 97 students of English Education Department of Universitas
Muhammadiyah Yogyakarta batch 2013. This research used quantitative approach
and correlation methodology.
This research used two instruments namely questionnaire to find out
students learning motivation and vocabulary test to find out students vocabulary
mastery. The research found that students’ at English Education Department of
Universitas Muhammadiyah Yogyakarta batch 2013 had high motivation. It was
supported by the motivation with mean value was 96,38. The research also found
out that vocabulary mastery was low category with mean value 23,42. The last
result showed that the relationship between students’ English learning motivation
and vocabulary mastery was low criteria of correlation.
The correlation was a positive correlation with the correlation value was

0,209 and probability value 0,040 meaning there was a significant correlation
between students’ English learning motivation and vocabulary mastery of Englsih

x

Education Department of Universitas Muhammadiyah Yogyakarta batch 2013.
Therefore, the hypothesis of Ha that was accepted because there was a significant
positive relationship between students’ English learning motivation and their
vocabulary mastery and the hypothesis of H0 was rejected.
Keywords: Correlation, Motivation, Vocabulary Mastery

xi

1

Chapter One
Introduction

Background of the Research
Vocabulary is very important for students in speaking, writing, listening

and reading comprehension. Students who master vocabulary well may be able to
understand the meaning which is contained in reading text. Students are also able
to speak English fluently, improve listening skill, and writing skill if they master a
lot of vocabularies.
According to Zhou (2015), vocabulary can be a criterion to see the
students' problem in their learn process (p.2). Students with learning problem in
learning process will have less vocabulary mastery. They will have difficulty to
express their thought because they do not understand the meaning of vocabulary
and they will difficulty to communicate with others. On the other hand, students
who have high vocabulary mastery will be easy to express their thought because
they understand the meaning of vocabulary and they can use it to communicate
with others.
Students who have intrinsic motivation in learning English activity will
engourage themselve to learn without external reward. Students will learn to study
English seriously. Moreover, students with external motivation will learn English
seriously if they are given external reward.

2

Students who have high motivation in learning English will undergo a

lesson without complaint and they learn diligently and they can improve their
vocabulary mastery in learning English. Students who have low motivation will
be different from those who have high motivation.
The previous research with the title “A Correlation Study between English
Learning Motivation, Vocabulary Mastery and Reading Comprehension of the
First Grade Students of SMA Negri 3 Surakarta in the Academic year of
2012/2013” conducted by Lestari (2013) found that there is a correlation between
English learning motivation, vocabulary mastery, and reading comprehension.
The result of the research shows a significant level.
Students who have a high motivation tend to be excited, serious and intent
in following every subject at the university or anywhere. Indeed, students who do
not have high motivation to learn will be lazy and do not care about the subject.
The environment surround students, such as friends in the classroom and campus
are greatly affecting the students' learning motivation. Thus, this study will be
conducted to know the relationship between students learning English motivation
and their vocabulary mastery. This research has not been done in Universitas
Muhammadiyah Yogyakarta (UMY), so the researcher wants to do this research
with the title The Relationship between Students’ English Learning
Motivation and their Vocabulary Mastery at English Education Department
of Universitas Muhammadiyah Yogyakarta batch 2013.

3

Statement of the Problem
Motivation in learning process must be owned by students, especially
when they learn English. Students’ motivation of English Education of
Universitas Muhammadiyah Yogyaakarta batch 2011 is fair motivation (Maulana,
2015). Based on the background, statement of the problem of motivation and
vocabulary mastery are interconnected because motivation affects students
learning activities.
The researcher exposed some problems related with either learning
motivation or vocabulary mastery. Based on depth informal interview with some
students of sixth semester of English Education Department of English Education
of Universitas Muhammadiyah Yogyaakarta batch 2013, the researcher found that
many students are lazy to attend the class because the lecturers are very discipline
and it makes them feel tense and uncomfortable with the lesson so that they are
lazy to learn. The students also rarely studied unless they got task or examination
from the lecturer thus affect their vocabulary mastery. So this research will find
out whether motivation affects vocabulary mastery.
The researcher will conduct this study to know the current students
learning motivation at English Education of Universitas Muhammadiyah
Yogyakarta batch 2013, vocabulary mastery and the correlation between learning
motivation and vocabulary mastery.

4

Research Question
There are three research questions in this research:
1. How is students’ motivation in learning English ability at EED UMY?
2. How is vocabulary mastery at EED UMY?
3. What is the relationship between students’ English learning motivation
and their vocabulary mastery at EED UMY?
Purpose of the Research
The purpose of the research is to know the motivation in learning English
ability at EED UMY, to know vocabulary mastery at EED UMY, and to know the
relationship between students’ English learning motivation and their vocabulary
mastery at EED UMY batch 2013.
Significance of the Research
The result of this research is expected to give some benefits.
1. Students. This research is expected to give very useful information
about the relationship between students’ English learning motivation
and vocabulary mastery to university students especially of EED
UMY.
2. Lecturer. The result of this research is expected to provide a greater
understanding of the relationship between students’ English learning
motivation and their vocabulary mastery.

5

3. Researcher. This research can be a reference for other researchers that
would carry out the same research.
Outline of the Research
This paper is developed into five chapters:
Chapter I covers the introduction: the general background of motivation
and vocabulary, statement of the problem, research question, the purpose of the
research, significance of the research and the outline of the study. Chapter II
contains a review with regard to motivation in learning English, vocabulary
mastery, the relationship between English learning motivation and vocabulary
mastery, and conceptual framework. Chapter III talk about the method of study
that consisted of research design, population, and sample. Chapter IV presents the
data collection method and data analysis. Chapter V contains the conclusions of
the research.

6

Chapter Two
Literature Review
This chapter discusses the literature related to the subject of this research.
The subject consists of motivation and vocabulary mastery. Sub-subject of
learning motivation consists of the definition of motivation, factors that affect
motivation, types of learning motivation, definition of vocabulary, type of
vocabulary, vocabulary mastery and the last is the relationship between English
learning motivation and vocabulary mastery. These topics will be discussing
bellow.
Definition of motivation
Motivation is a complex statement in individual's self that directs to
certain behavior or stimulus to a certain goal (Purwanto, 2004, p.61). Motivation
is a process which gives someone a spirit, direction, and persevering behavior. It
means that motivated behavior is full energy, statistical data and long lasting
(Santrock 2011, p.510).
According to Yusuf as cited by Saefullah (2012), motivation derives from
word motive which means individual condition which forces students to do some
activities to get an achievement (p.290). Motives are the center of our lives; they
arouse and direct what we think, feel, and do (Lahey, 2012. p.351). According to
Streers & Porter as cited by Riggio (2009), motivation is a force that serves three

7

functions such as it energizes, or causes students to act some activities, it directs
behavior toward the achievement of specific goals, and it maintains the effort used
in reaching those goals (p.183). Gerrig and Zimbardo (2005) said that motivation
is the common term for "all the processes involved in starting, directing, and
maintaining physical and psychological activities" (p.362). DuBrin (1994) stated
that motivation is a reason for doing everything (p.93).
According to Lahey (2012), the term motivation refers to an internal state that
activates and gives direction to our thoughts (p.351). King (2013) stated that
motivation is the forces that move students to behave, think, and feel the way they
do (p.325). In addition, a motivated behavior is energized, directed, and sustained
(King, 2013. p.325). From that theory, it can be concluded that motivation is a
force that gives students directs them in life to do some activities to achieve
certain result or goal.
Kind of motivation
Motivation is very important to encourage that give students energy and
spirit in learning activities. Motivation is divided into two; there are intrinsic
motivation and extrinsic motivation.
Intrinsic motivation. According to Santrock (2011), intrinsic motivation
is motivation from within individual self to do something for certain goal (p.514).
Intrinsic motivation is active motives that do not need stimulus from the outside
of individual self because each individual has already had a force to do something
(Saefullah, 2012. p.296). According to Hapsari (2005), intrinsic motivation is a

8

force of learning that comes from inside of individual self and does not need
stimulation from the outside (p.74). According to Santrock (2003), intrinsic
motivation is a desire in individual self to be competent and do something
professionally (p.476). According to Lahey (2012), intrinsic motivation is an
individual motive stimulated by the inherent nature of the activity their pleasure of
mastering something new or its nature or its nature consequences (p.362).
Reynolds and Miller (2003) stated that students who are intrinsically motivated
should be interested in the task, enjoy it, be more likely to be cognitively engaged,
and also perform at high levels (p.113).
Extrinsic motivation. Extrinsic motivation is to do something to get something
else; it is a way to achieve certain goal (Santrock, 2011. p.514). Santrock (2011)
also said that extrinsic motivation is often influenced by external incentives such
as reward and punishment. According to Saefullah (2012), extrinsic motivation is
stimulus from outside. Hapsari (2005) said that extrinsic motivation is a force to
learn that given by others such as passion and advice from teachers, parents,
siblings and those who beloved (p.74). A student who gets motivation from other
people such as friends, teacher and parents will have the motivation to achieve a
goal. Extrinsic motivation is the willingness to gain something with the aim to
obtain external rewards (Santrock, 2003. P.476). According to Lahey (2012),
extrinsic motivation is a motivation that is external to the activity and not an
inherent part of it. It means that external motivation is human motives active by
external rewards (p.363).

9

The function of motivation
Motivation has a very important function in the learning process especially
English learning activities. According to Sadiman as cited by Saefullah,
(2012.p.296) motivation has three functions;
1. Force students to act. It means that motivation as an engine of each
activity to be carried.
2. Motivation has a function to determine a direction to be taking. It
means that every student has a goal to be achieved.
3. The last function is selecting actions. It means that students should
select their activities before they do something to achieve a goal.
The definition of vocabulary
Vocabulary is very important in a language, especially English.
Vocabulary is an aspect of English to be learned. Bintz (2011) says that
vocabulary is critically important because a word is an instrument for thinking
about the meanings which it expresses (p.44). In addition, McCarten (2007) said
that vocabulary is the most important component in the success of learning a
language (p.26). Hornby (2010) stated that vocabulary is all the words that an
individual knows or uses (p.1722). Also, Agtin & Hilmiyati (2014) said that
vocabulary is defined as the set of all the words understood by an individual or all
the words which are used by an individual to create a new sentence (p.203).
Moreover, Vocabulary is a core component of language ability and provides much

10

of the basis for how good learners can perform speaking, listening, reading, and
writing (Richards & Renandya, 2002,p.255).
Besides, Manser as cited by Halimatussa’diyah (2012) says,” Vocabulary
is total number of word in a language or list of words with their meanings ... used
for teaching a foreign language (p.2)”. As a result, vocabulary is important to
communicate with others. Thus, vocabulary must be mastered by students,
because it will make them understand the meaning of some words or sentences
more easily.
Students must master the vocabulary to understand the meaning of written and
spoken messages. Moreover, students should mastery vocabularies in order to be
good communication with others. In conclusion, students need to master several
vocabularies to be a success in learning English.
Type of vocabulary
Vocabulary is divided into two kinds; receptive vocabulary and
productive vocabulary.
Receptive vocabulary. Haycraft as cited by Hatch and Brown (1995) said that
receptive vocabulary is words that students recognizes and understands when they
occur in a context, but which the students cannot produce correctly (p.370).
According to Alqahtani (2015), receptive vocabulary is words that learners
recognize and understand when they are used in context, but which they cannot
produce (p.25). According to Merikivi & Pietila (2014), receptive vocabulary
comprises the words a person is able to understand (p. 488). In brief, receptive

11

vocabulary is a passive process to memorize vocabularies which are rarely used in
daily communication or conversation in English.
Productive vocabulary. Haycraft as cited by Hatch and Brown (1995)
stated that productive vocabulary is words which "the students understand, can
pronounce correctly and use constructively in speaking and writing" (p.370).
According to Alqahtani (2015), productive vocabulary is the words that the
learners understanding and correctly and use constructively in speaking and
writing (p.25). Moreover, Merikivi & Pietila (2014) said that productive
vocabulary is "the words in productive vocabulary are not merely recognized, but
they can also be produced" (p.488). In summary, productive vocabulary is
vocabulary which is understood and used by the students to communicate in their
daily life.
Definition of vocabulary mastery
According to Hornby (2010), mastery is great knowledge about an
understanding of a particular thing (p.946). Similar definition mentions that
"vocabulary is a set of words that are the basic building blocks used in the
generation and understanding of sentences" (Mukoroli, 2011.p.6). It means that in
learning vocabulary, learners should know and understand the meaning and use
the meaning in a sentence.
Vocabulary mastery is a great individual skill in using words of a language, which
is acquired based on their own interests' needs and motivation (Alqahtani, 2015,
p.26). Vocabulary will affect students in the use of a language. According to
Bandu and Marzuki (2014), their research which emphasized on the meaning of

12

words stated that vocabulary mastery is skill toward a group of words which
includes the knowledge of the meaning, the knowledge about the classes of words,
and the knowledge about how to use it (p.79). In conclusion vocabulary mastery is
knowledge about words, its meaning, how to pronounce it and how to use it in
context correctly.
The relationship between students learning English motivation and
their vocabulary mastery. Chossri and Intharaksa (2011) stated that motivation
has a positive impact in English learning to achieve successful in future students
education. It means that motivation has a positive correlation with English
learning. In addition, the relationship between languange learning motivation and
foreign language achievement as mediated by perfectionsm: the case of high
school EFL learn (Dashtizade & Farvardin, 2016). Those researcheres founded
significant correlation between learning motivation and foreign language
achievement.
Based on the previous theory in chapter two motivations consist of two
aspects, they are intrinsic and extrinsic motivation. The research conducted by
Fitriana et al., (2012) with the title "A correlation between learning motivation
and vocabulary mastery and reading competence." The study was carried out at
SMP Negeri 4 Surakarta, the academic year 2011-2012. The research has three
variables there are learning motivation, vocabulary mastery and reading
competence. The objectives of this investigation are to reveal whether there is any
relationship between students' learning motivation and their reading competence,
to investigate the relation between students' vocabulary mastery and their reading

13

ability, and to reveal the relationship between students' learning motivation and
their vocabulary mastery simultaneously and reading competence. The research is
quantitative research using questionnaire and test to collect the data. The data are
analyzed using statistical calculation method by using simple correlation and
multiple linear regressions. The study found there is a significant positive
correlation between learning motivation and reading competence, there is a
positive significant correlation between vocabulary mastery and reading
competence, and there is a positive significant correlation between learning
motivation and vocabulary mastery simultaneously as well as reading
competence. The similarity between the researchers is variable in one of the
variables which are motivation variable. The differences between two researchers
are the purpose and analyze. The purpose of this research are to know the
motivation in English learning ability at EED UMY, to know vocabulary mastery
at EED UMY, and to know the relationship between student, English learning
motivation and their vocabulary mastery. This research analysis use product
moment.
Other research is a research by Lestari (2013), with the title " A correlation
study between English learning motivation, vocabulary mastery and reading
comprehension of the first grade students of SMA Negeri 3 Surakarta in the
Academic year of 2012/2013". The research conducted at SMA Negeri 3
Surakarta in the academic year 2012/2013 which consists of ten classes with the
population 318 students. The research has 3 variables there are learning
motivation, vocabulary mastery and reading comprehension. The purpose of the

14

research are to find out the correlation between (1) students English learning
motivation and reading comprehension, (2) students vocabulary mastery and
reading comprehension, and (3) students English learning motivation and
vocabulary mastery toward reading comprehension. The research found there is a
significant positive correlation between English learning motivation and reading
comprehension. The finding shows that there is a positive correlation between
reading comprehension and vocabulary mastery. The finding also shows that there
is a positive correlation between English learning motivation and vocabulary
mastery separately or simultaneously and reading comprehension. This research is
quantitative research using questionnaire and test to collect the data. The research
uses cluster random sampling technique. The data analyzed using simple
correlation and multiple regression correlations. The similarity between the two
researches is motivation. The differences between two researches are the purpose
and the analysis method. The purposes of this research are to know the motivation
in English learning ability at EED UMY, to know vocabulary mastery at EED
UMY, and to know the relationship between students’ English learning
motivation and their vocabulary mastery. This research analysis uses pearson
product moment correlation.
In addition, Putri (2016) with the title "Correlation study of students'
motivation and students' vocabulary mastery toward reading comprehension at
SMPN 31 Bandar Lampung". The sample of the research is 28 students of SMPN
31 Bandar Lampung. The research has three variables there are motivation,
vocabulary mastery, and reading comprehension. The purpose of the research to

15

find out whether there is a significant correlation between students' vocabulary
mastery and motivation toward their reading comprehension or not. The analysis
uses product moment correlation. The result of the research shows a significant
positive correlation between students' motivation and vocabulary mastery toward
their reading comprehension. The similarities between the two types of research
are motivation and analysis method. The difference between two types of research
is the objectives. The objectives of this investigation are to know the motivation in
English learning ability at EED UMY, to know vocabulary mastery at EED UMY,
and to know the relationship between students' English learning motivation and
their vocabulary mastery.
Moreover , relationship between Iranian EFL learners, motivation and the
use of vocabulary learning stategies (Delzendehrouy, Zamanian & Tayyebi,
2014). Those research found significant correlation between motivation and the
use of vocabulary learning stategies.
Thus, the difference of result depends on the site where the research is
conducted and becomes the motive of the researcher to conduct this research at
EED UMY, so that the researcher interested in this study to know the correlation
between students’ English learning motivation and their vocabulary mastery at
EED UMY batch 2013.

16

Conceptual Framework
Students who have high motivation either extrinsic motivation or intrinsic
motivation will learn English not only grammar, pronunciation but also
vocabulary seriously. Vocabulary is an important part of language, if the students
improve their vocabulary mastery, it will be easy to express their thought because
they understand the meaning of vocabulary and they can use it to communicate
with others.
On the other hand, students who have low motivation will not study
English seriously so their vocabulary will not improve and they will face
difficulty to express their thought without mastering vocabulary. Thus, motivation
will increase the students' vocabulary mastery. The scheme of the correlation
between students learning English motivation and their vocabulary mastery is
drawn in the following figure.

17

Figure 2.1
Conceptual Framework

Motivation

Intrinsic

Extrinsic

Studying English

Vocabulary

Listening

Improve

Reading

18

Hypothesis
H0: There is no significant correlation between students’ English learning
motivation and their vocabulary mastery at EED UMY.
Ha: There is a significant correlation between students’ English learning
motivation and their vocabulary mastery at EED UMY.

19

Chapter Three
Research Method
This chapter describes the methodology in the research and how it will be
done from the beginning to the end. It consists of four parts: research design,
population and sample, data collecting method and data analysis. The research
design discusses the design and the reason for choosing this design. The
population and sample explain about the subject of the research. The data
collecting method explain the way the researcher collecting the data and in the
data analysis will give an explanation about how to analyze the data.
Research Design
The research focussed on the relationship between students' learning
English motivation and their vocabulary mastery. This research is correlational
research. It determines the correlation of a variable with other variables
(Sukmadinata, 2010, p.56). Creswell (2012) also said that "a correlation research
design is a statistical test to determine the tendency or pattern for two (or more)
variables or two sets of the data to vary consistently" (p.338).
Population and Sample
Population. In this research, the population is students at English
Education Department of UMY batch 2013. According to Creswell (2012), a
population is a group of people who have the same characteristic (p.142). Sugiono
(2010) also said that population is a region of generalization which consists of

20

object or subject that has certain qualities and characteristics which are
determined by the researcher (p.117). The total population of students in batch
2013 is 166 students.
Sample. The research sampling that be used is convenience sampling.
Based on Cohen, Manion, and Morrison (2011), convenience sampling is
accidental or opportunity sampling (p.155). Cohen et al. (2011) also said that
convenience sampling chooses the nearest individuals to serve as respondents
(p.155). This research took 97 students from 166 students in EED UMY batch
2013 as respondents.
Data Collection Method
Firstly, the research asked permission to the students to become the
respondents of this research. Second, before the researcher asked the students to
fill out the questionnaire and vocabulary test, the researcher explained the
objectives of the test. The questionnaire consists of 30 items with likert scale.
The data collection methods that are used in this research are questionnaire
and vocabulary test. The researcher gave the questionnaire and vocabulary test to
students of English Education Department of Universitas Muhammadiyah
Yogyakarta (EED UMY). The questionnaire was used to gather the data of
English learning motivation while vocabulary test was used to determine the
amount of vocabulary mastery of the students in EED UMY. The data collection
is gained in May 2016. The researcher distributed questionnaire to the 100

21

students of sixth semester of EED UMY batch 2013 and only 97 questionnaire for
retruned.
Table 3.1
The categories of the questionnaire are:
1

Strongly Agree

2

Agree

3

Disagree

4

Strongly Disagree
Vocabulary test consists of 60 English words which have translated by

students in Indonesian. It is divided into four categories. The first category is
from number 1-15 consisted of 15 familiar English words to indicate very low
vocabulary mastery. The second category is from 16 -30 consisted of 15 familiar
English words to indicate low vocabulary mastery. The third category is from
number 31-45 consisted of 15 English words to indicate high vocabulary mastery.
The last category is from number 46-60 comprising unfamiliar English words to
indicate very high vocabulary mastery.
Instruments of the Study
The instruments of the data collection helped the researcher to find out the
correlation between students learning English motivation and their vocabulary
mastery. The instruments of the research are questionnaire and test of vocabulary.
The instrument of the questionnaire is to measure motivation and test of
vocabulary to measure vocabulary mastery.

22

The questionnaire consists of 30 statements used to find out students'
motivation. The vocabulary test is used to measure the students' vocabulary
mastery. The vocabulary test was adapted from Meara (1992) that consists of 60
vocabularies (p.98). The researcher taken some vocabulary test level 4 and then
the researcher classified some easy vocabulary, moderate vocabulary and difficult
vocabulary as the indicator to measure the students' vocabulary because Meara
(1992) said that level 1 and level 2 is the basic level that represented the core of
English vocabulary (p.4) while level 3 up to 6 represented advanced. The students'
of sixth semester at English Education department of Universitas Muhammadiyah
Yogyakarta batch 2013 should master advanced vocabulary that was why the
researcher taken level 4 to find out their vocabulary mastery.
Questionnaire
The questionnaire used 4 point scales to observe EED UMY students’
motivation namely strongly agree, agree, disagree and strongly disagree. The
scale used in this study will be presented in the following table.
Table 3.2
Scale of questionnaire
No.

Rating scale

Descriptive

Statement
Favorable

Unfavorable

1.

1

Strongly Disagree

4

1

2.

2

Disagree

3

2

3.

3

Agree

2

3

4.

4

Strongly Agree

1

4

23

Vocabulary
The vocabulary test adapted from Meara with kind of receptive vocabulary
because the students can translate the meaning of a word or sentence. The
vocabulary test consisted of 30 numbers of words. The test is divided into four
categories, the first category is very low, the second is low, the third is high, and
the last is very high The first category from number 1-15 is very low, the second
category from 16 -30 is low, the third category from number 31-45 is high, and
the last category from number 46-60 is very high. The categories of vocabulary
mastery drawn in the table.
Table 3.3
Categories of vocabulary mastery
No

Number of Vocabulary

Category

1.

1- 15

Very low

2.

16- 30

Low

3.

31- 45

High

4.

46- 60

Very high

Validity and Reliability of the questionnaire
Validity. Validity is an essential aspect of effective research (Cohen et al.,
2011,p.179). Instrument validity shows that result of measurement illustrates the
aspect of variables which are measured (Sukmadinata, 2010, p.228). Validity test
in this research is content validity, which examined the relevance of scale items
with the aim of measuring scale. The data validity test was conducted by using
bivariate Pearson and corrected item-total correlation. The aim of validity test was

24

to find r value of each question. The question was valid if r value is higher than r
table and the question was not valid if r value is lower than r table. The r value
was obtained from the number of question (n=30). Therefore r table of this
number is 0.361. The criteria items validity is presented in the table below.
Table 3.4
The criteria of validity
Valid

r value > r table

Not valid

r value< r table

The data analysis result of the validity test of the questionnaire is
presented in the following table.
Table 3.5
Validity of Pearson product moment
No.

Items

r value

r table

Description

1.

Items 1

0.344

0.361

Not valid

2.

Items 2

0.283

0.361

Not valid

3.

Items 3

0.148

0.361

Not valid

4.

Items 4

0.295

0.361

Not valid

5.

Items 5

0.309

0.361

Not valid

6.

Items 6

0.352

0.361

Not valid

7.

Items 7

0.437

0.361

Valid

8.

Items 8

0.305

0.361

Not valid

9.

Items 9

0.189

0.361

Not valid

10.

Items 10

0.375

0.361

Valid

11.

Items 11

0.536

0.361

Valid

25

12.

Items 12

0.433

0.361

Valid

13.

Items 13

0.379

0.361

Valid

.14.

Items 14

0.614

0.361

Valid

15.

Items 15

0.424

0.361

Valid

16.

Items 16

0.296

0.361

Not valid

17.

Items 17

0.499

0.361

Valid

18.

Items 18

0.349

0.361

Not valid

19.

Items 19

0.533

0.361

Valid

20.

Items 20

0.524

0.361

Valid

21.

Items 21

0.526

0.361

Valid

22.

Items 22

0.092

0.361

Not valid

23.

Items 23

0.437

0.361

Valid

24.

Items 24

0.347

0.361

Not valid

25.

Items 25

0.586

0.361

Valid

26.

Items 26

0.534

0.361

Valid

27.

Items 27

0.577

0.361

Valid

28.

Items 28

0.455

0.361

Valid

29.

Items 29

0.456

0.361

Valid

30.

Items 30

0.494

0.361

Valid

The questionnaire of this research consisted of 30 items. Moreover based
on the criteria of validity test the item that valid are 18 items. There are items
number 7, 10, 11, 12, 13, 14, 15, 17, 19, 20, 21, 23, 25, 26, 27, 28, 29 and 30. The
items that not valid are 12 items; there are items number 1, 2, 3, 4, 5, 6, 8, 9, 16,
18, 22 and 24
Reliability. Creswell (2012) stated that reliability means that score from
an instrument is stable and consistent (p.159). The calculation of reliability
coefficient in this study uses a single approach trial administration with alpha (α)

26

coefficient formula. The calculation of reliability coefficient uses Cronbach's
Alpha formula which uses data obtained from the result of the scale of a group of
respondents. The reliability coefficient (rxx’) are in the range of number from 0 to
1,00 (Azwar, 2013, p.112). The measurement instrument is reliable if the
reliability coefficient approaches 1,00. Based on the result of a reliability test
using Cronbach’s Alpha, after the reliability test of 18 items that are valid, all of
the items were defined reliable. The reliability of 18 items was reported in the
table below.
Table 3.6
Reliability statistics
Cronbach’s Alpha
N of items
0,828

18

The reliability of the questionnaire was 0,828. The items that were reliable
displayed in Table 3.8.
Table 3.7
Reliable items

No.

Items

Cronbach’s Alpha if the item Deleted

Description

1.

Item 7

0,825

Reliable

2.

Item 10

0,828

Reliable

3.

Item 11

0,817

Reliable

4.

Item 12

0,821

Reliable

5.

Item 13

0,821

Reliable

27

6.

Item 14

0,814

Reliable

7.

Item 15

0,823

Reliable

8.

Item 17

0,816

Reliable

9.

Item 19

0,817

Reliable

10.

Item 20

0,821

Reliable

11.

Item 21

0,821

Reliable

12.

Item 23

0,824

Reliable

13.

Item 25

0,817

Reliable

14.

Item 26

0,817

Reliable

15.

Item 27

0,812

Reliable

16.

Item 28

0,822

Reliable

17.

Item 29

0,820

Reliable

18.

Item 30

0,820

Reliable

Analysis of Data
In this research, the data were collected from questionnaire and vocabulary
test to find out the relationship between students learning English motivation and
vocabulary mastery. The researcher used descriptive and inferential statistic to
analyze the data. According to Sugiyono (2010), descriptive statistics is a
statistical analysis which is used to analyze the data by making a real description
about the data that has been collected by the researcher (p.207). Also, Sugiyono
(2010) said that inferential statistic is a statistical technique that is used to analyze
the data of sample and the result is applied to the population (p209).
To analyze the data, the researcher used the mean value and standard
deviation. The category of motivation and vocabulary are drawn in the following
table.

28

Table 3.8
Category of the motivation score
No.

Interval

Category

1.

1- 30

Very low

2.

31- 60

Low

3.

61- 90

High

4.

91- 120

Very high

The table above shows the categories of students' motivation level. The
score between 1 to 30 indicated a very low category. The score 31 to 60 indicated
a low category. The score 61 to 90 indicated a high category, and the score
between 91 to 120 indicates a very high category.
Table 3.9
Category of vocabulary mastery score
No.

Interval

Category

1.

1- 15

Very low

2.

16- 30

Low

3.

31- 45

High

4.

46- 60

Very high

The table shows the categories of students’ vocabulary mastery. The score
between 1 to 15 indicated very low category, the score 16 to 30 indicated low
category, the score 31- 45 indicated high category, and the score between 46- 60
indicated very high category,
The analysis technique in this research used Pearson Product Moment
correlation technique to find the correlation between students’ learning English

29

motivation and vocabulary mastery. According to Tuhuleley (2015), the data of
product moment analysis should be interval or ratio and it should be normal
distributed data (p.67). The data will be analyzed using SPSS version 22.0. The
correlation criteria value is divided into five categories namely very low, low,
moderate, strong and very strong (Sugiyono , 2013. p.231) in the following the
table.
Table 3.10
Coefficient correlation interpretation
Coefficient (r)

Relationship

0,00- 0,199

Very low

0,20- 0,399

Low

0,40- 0,599

Moderate

0,60- 0,799

Strong

O,80- 1,00

Very strong

30

Chapter four
Finding and Discussion
In this section, the researcher shows the finding and discussion of the
research. The findings section describes the result of the data statistical analysis.
The discussion section presents the findings with further explanation.
Findings
In this part, the researcher presents the findings of those three research
question. The first is finding of students’ motivation in learning English ability at
EED UMY. In order to answer the first research question this research used
questionnaire. The second is the finding of vocabulary mastery at EED UMY.
This research used vocabulary test to identify vocabulary mastery of students’ at
EED UMY. The last is the finding of the relationship between students’ English
learning motivation and their vocabulary mastery at EED UMY.
Students’ motivation. The first research question is "how is students'
motivation in learning English ability at EED UMY." The motivation is reflected
on 18 statements that involved items. The result of sample responses is presented
in the table below.

31

Table 4.1
Q7. The discipline lecturer did not make me enthusiastic in learning English.

Valid

Frequency

Percent

Strongly Disagree

34

23,3

Disagree

50

34,2

Agree

8

5,5

Strongly Agree

5

3,4

Total

97

100,0

Based on the table above, related to the statement of the item that said "the
discipline lecturer makes me excited in learning English." The responses are 5
students (5,2%) choose strongly disagree, 8 students (8,2%) said disagree