Test Data Collection Method

3.4.2. Vocabulary Achievement

Vocabulary achievement refers to the students’ mastery of words covering large vocabulary nouns, adjectives, verbs, and adverbs. It was measured from the result of the students’ test score achievement on vocabulary material given in a period of time which was taught to the eighth grade students of SMPN 14 Jember in 20132014 Academic Year.

3.5. Data Collection Method

The data in this reasearch consisted of primary and secondary data. Vocabulary test was the method used to collect the primary data, while interview and documentation were the methods used to collect the supporting data. Data collection methods used in this research were test, interview, documentation and observation.

3.5.1. Test

Vocabulary test was used to get the primary data. Arikunto 2006:150 defines test as a set of questions, exercises or other instruments which were used to measure skill, knowledge, intelligence, and aptitude of an individual or groups. In this research vocabulary test was used to measure the students’ vocabulary achievement by using puzzle. Achievement test was directly related to language course, and the purpose was to measure how successful individual students, group of students, or the course themselves in achieving objectives. In this research, the vocabulary test covered large vocabulary nouns, verbs, adjectives, and adverbs . In conducting the vocabulary achievement test, the researcher established a teacher-made-test. It means that the researcher constructed the vocabulary test by himself, and discussion with the English teacher and both of the advisors were needed. The vocabulary test was constructed based on the syllabus used in the school. The objective test in the form of multiple choices with 4 options were given to the respondents as the post test. It consisted of 20 questions in 30 minutes. The researcher used objective test because this test was easy to score. The Classification of the Test Items Kinds of Vocabulary Number Total Item Nouns 1, 6, 7, 17, 18 5 Verbs 2, 8, 12, 19, 15 5 Adjectives 3, 4, 9, 13, 14 5 Adverbs 5, 10, 11, 16, 20 5 TOTAL 20 In relation to scoring, the researcher used the following formula to score: Depdiknas , 2006:26 Notes: E : Final Score n : Gained Score N : Maximum Score There were 20 items in the post test, each correct item got 5. Therefore, the maximum total score of this test was 100. The time allocation for doing the test was 30 minutes. The researcher give try out to the students whom were not the respondents. The aim of the try out was to investigate whether or not the researcher-made-test had the qualification of a good test. Hughes 1996:36 states that the reability of the test deals with the consistency of the test result when it is given in different time or occasion. In this research, the reability of the test was established by administering try out to one class of the existing four classes which was not selected as the experimental group and the control group. The results were analized by using product moment correlation formula and were continued by applying Spearman Brown formula split half odd even technique. The procedures of the try out was as follows: 1. After conducting the try out and giving score to each item achieved by the students, spitting the scores into 2 parts, odd numbers and even numbers. 2. Giving the sign X for the odd numbers and Y for even numbers. 3. Analyzing the correlation between the X and Y by using product moment correlation formulas as follows: NOTES: = Reliability Coeficient of a half of test item = The Total Numbers of Odd Items and Even Items = The Total Number of Odd Items = The Total Number of Even Items N = The Number of Respondents Sudijono, 1998:219 4. Finding out the reability coefficient of the whole test by using Spearman Brown formula: Notes: = reliability coefficient for the whole items = reliability coefficient for the half of test items Sudijono, 1998:219 5. Giving interpretation to the reliability coefficient for the whole items. Concerning the reliability coefficient for the whole test, a teacher- made test is considered to be reliable if the coefficient was . Further, Arikunto 2006:207 confirms that good test items are neither too easy nor too difficult. Thus, the teacher should consider the difficulty index of the test items. The degree of difficulty index could be analyzed by using the following formula: Notes: P : the difficulty index of the test item B : the number of students who answer the question correctly JS : the number of respondents The criteria of difficulty index: 0.00-0.30 = difficult 0.31-0.70 = fair 0.71-1.00 = easy Sudijono, 1998:219

3.5.2. Interview