A Survey of English Vocabulary Size in Senior High School

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ABSTRACT

A Survey of English Vocabulary Size in Senior High School (a script)

By Barry Afriando

Vocabulary is one of language components that is very important to help students learn English language. By having good vocabulary size, people may be able to communicate, speak, read, write and listen to the language well. It is the reason why vocabulary is central to language and vocabulary is important as the basic need in learning a target language. The researcher used Word Definition Matching Format to measure student vocabulary size. It can be used to know student vocabulary size in Senior High School.

The objective of the research was to find out whether there was a different between science students and social science students in mastering vocabulary size at second grade of Senior High School in Bandar Lampung. The researcher used independent sample test design. The sample of this research was second grade of senior high school students at public and private senior high school in bandar lampung. The word definition matching format vocabulary test was used as the instrument of the research. The data was analyzed by using t-test in which the significance was determined by p<0.05.

The result showed that the students’ mean score in science was 3250 while the social science mean score was 2794,5. The result also showed that there was a difference of the mean score. The gain score was 455,5, it was noted that p=0.000. It proves that the the students’ score were significantly different (p<0.05). So, the hypothesis proposed in this research was accepted. In conclusion, it can be said that science student in senior high school is better than social science students in vocabulary size.

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A SURVEY OF ENGLISH VOCABULARY SIZE IN SENIOR HIGH SCHOOL

BARRY AFRIANDO

A Bachelor Thesis

Submitted as a Partial Fulfillment of The Requirement for S-1 Degree

Language and Arts Education Department Faculty of Teacher Training and Education

LAMPUNG UNIVERSITY BANDAR LAMPUNG

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CURRICULUM VITAE

Barry Afriando was born in Bandar Lampung, on December 9th_{1992. He is the second child} from three siblings of a couple, Devina and Elsiana. He has two brothers named, Alvindra and Cepri Yansyah.

He started his education in SDN 2 Rawa Laut in 1999 and graduated in 2005. In the same year, he continued his Junior High School at SMPN 5 Bandar Lampung and graduated in 2008. Then, he decided to continue his study at SMAN 5 Bandar Lampung in 2008 and finished in 2011.

Having graduated from the Senior High School, he continued his study at English Education Study Program of Language and Art Education, Teacher Training and Education Faculty, University of Lampung in 2011.

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DEDICATION

This bachelor thesis would proudly dedicated to:

My Father and My Mother

My Older Brother and My Younger Brother My Lecturer

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MOTTO

Do not look for friends who make you feel comfortable, but look for friends

who forced you continue to grow

.

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ACKNOWLEDGEMENTS

Praise is merely to the Almighty Allah SWT for the gracious mercy and tremendous blessing that enables me to accomplish this bachelor thesis entitled: A Survey of English Vocabulary Size in Senior High School. This bachelor thesis is presented to fulfill one of the requirements in accomplishing S-1 Degree in English Education Study Program, Teacher Training and Education Faculty, University of Lampung.

I would like to express my special appreciation to my first advisor, Prof. Dr Cucu Sutarsyah M.A. and Drs. Ramlan Ginting Suka M.Pd for their valuable assistance and inspiration to the completion of this bachelor thesis. I also would like to express my deep gratitude to my inspiring examiner, Drs. Huzairin, M.Pd. who has given me valuable input for the improvement of this bachelor thesis.

Furthermore, I would like to say thanks to the headmaster of SMAN 1, SMAN 2, SMAN 3, SMAN 4, SMAN 10, SMAN 15, SMA AL-Kautsar, SMA Budaya, and SMA YP UNILA Bandar Lampung, who has given me permission to do the research, to the students in Social and Science program of the second year for their good cooperation.

The greatest honor and appreciation would be finally dedicated to my beloved parents. It is truly undoubted that loves, cares, spirits, motivation, patience and willingness to wait for my graduation and timeless prayers during days and nights are everything for me. My sincere thanks and love are also dedicated to my beloved brothers, thank you so much from my deepest heart to you all.

I would also addressed my appreciation to my beloved big family of English Department 2011, especially for class B members: Bagus Alghani, Afif Al-Baironi, Chairul Ichwan, Aria Nugraha, Tri Widioko, I Nyoman S, Hamdan Haniifan, Lia Anggraini, Irine Sonia, Reininta, Erlin, Eva, Marshela, Amel Luh, Siwik, Sofie, Nitta, Ratih Ateh, Yohanes, Anggun, Revi, Artha, Dara, Elisabeth, Nidia, Ita Retno, Suri, Dewi Firdanti and my partner in class A Ferdian Muhammad, Aulia Afifah, and Zakiyah thank you so much for being such a great companion during our togetherness at campus.

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Last, my appreciation would be addressed to ZOOMers Family: Gilas, Mufita, Irna, Annisa Rahayu, Elmira, Ade Putri, Ahmad Ghozi, my senior: Resti Febtrina, Rama Fitro, Lian Edvantris, Adestamia Lambung, Ardhika Praseda, Freddy Ronald, Rifki, Saputra Sampurno, my junior: Mia, Tiwi, Melia, Iqbal, Arif, Andika, Tio, Jerry, Ucup, Ade Akta thank you so much for our togetherness and experience in organization.

Bandar Lampung, April 2015

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CONTENTS

TITLE ... i

ABSTRACT ... ii

APPROVAL ... iii

ADMISSION ... iv

CURRICULUM VITAE ... v

DEDICATION ... vi

MOTTO ... vii

ACKNOWLEDGEMENTS ... viii

CONTENTS ... ix

TABLES ... x

GRAPH ... xi

I. INTRODUCTION 1.1 Background ... 1

1.2 Identification of the Problems ... 4

1.3 Limitation of the Problems ... 5

1.4 Formulation of the Problems ... 5

1.5 Objectives of the Research ... 6

1.6 Uses of the Research ... 6

1.7 Scope of the Research ... 7

1.8 Definition of Terms ... 7

II. LITERATURE REVIEW 2.1 Vocabulary ... 9

2.2 Vocabulary Level... 11

2.3 Word Definiton Matching Format (WDMF) ... 11

2.4 Measuring Vocabulary... 12

2.5 Survey ... 14

2.6 Theoritical Assumption ... 15

2.7 Hypothesis ... 15

III. METHODS 3.1 Design ... 17

3.2 Population and Sample ... 18

3.3 Data Collecting Techniques ... 19

3.4 Research Instrument ... 19

3.5 Research Procedure ... 20

3.6 Criteria of Good Test ... 23

3.6.1 Validity ... 23

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3.7 Data Analysis ... 24

3.8 Hypothesis Test ... 27

IV. RESULT AND DISCUSSION 4.1 Result of The Research ... 28

4.1.1 General Description of The Research ... 29

4.2 Discussion ... 30

V. CONCLUSION AND SUGGESTION 5.1 Conclusions ... 40

5.2 Suggestions ... 42

REFERENCES ... 43

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TABLES

Table 4.1 The Rank Order of Average Vocabulary Size ... 33 Table 4.2 The Average of Vocabulary Size with their range …. ... 38 Table 4.3 Analysis of Hypothesis ... 38

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GRAPH

Graph 4.1 Student Vocabulary Size per level for all schools ... 31

Graph 4.2 Student Vocabulary Size in all schools (MIA&IIS)... 32

Graph 4.3 The Data of Vocabulary level of Private schools... 35

Graph 4.4 The Average Vocabulary Size of Private schools... 35

Graph 4.5 The Data of Vocabulary level of Public schools... 36

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APPENDICES

Appendix 1. Vocabulary Level Test

Appendix 2. Answer Key of Vocabulary Level Test Appendix 3. The Result From Vocabulary Level Test Appendix 4. The Rank Order of Vocabulary Size Appendix 5. The Average Vocabulary Size

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I. INTRODUCTION

This chapter discusses introduction of the research used in this study, includes, background, formulation of the problems, objectives of the research, uses of the research, scope of the research, and definition of terms.

1.1.Background

Theoritically, Vocabulary is one of language components that is very important to help students learn English language. Rivers (1970:462) states that it would be impossible to learn a language without vocabulary, when students start to study and also before students learn further about the four skills i.e. listening, speaking, reading, and writing; the first aspect that they have learn is vocabulary. It is also important to understand for students when they learn those skills. On the other hand, many students still lack of vocabulary. But they have studied English for a long time and also passed the lesson which has basic competence and standard competence in their school.

Not only that kind of problem, the problem in learning process may come from how teachers really use basic competence and standard competence as criteria to permit the students continue their study to pass the lesson. The criteria can be a

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hope and purposes or requirement and provision. It can be stated that this problem is an external problem that comes from the interaction of the students to the teacher’s action in learning process but it can be an internal problem that comes from the vocabulary size of them. In the classroom, vocabulary size of students to makes them interested in learning vocabulary in the class and also can support and motivate the student to learn vocabulary. So, the teachers should have other ways to know their vocabulary size and make them more interested to study vocabulary. It is interested in measuring instrument which can be found out vocabulary size and motivate them to enjoy studying vocabulary and passing the lesson.

In relation to the above statement the students who sit on second grade of Senior High School are supposed to master vocabulary in order to be able to communicate whether in spoken or written form. Learning English particularly vocabulary is very important for supporting the ability of speaking, listening, writing and reading. Without mastering vocabulary one will face difficulties in improving the ability of communication with others, like the expert states that "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed." This is how the linguist David Wilkins summed up the importance of vocabulary learning. His view is echoed in this advice to students from a recent course book (Dellar H and Hocking D,Innovation).

“If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expression. You can say very little with grammar, but you can say almost

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anything with words!” (Thornbury: 2002,13). But the fact shows that there are many students in Senior High School who still have difficulties in understanding and using vocabulary in learning English e.g. when the students answer question about synonym of the word or have conversation with someone who speaks English; however vocabulary is very important to help student use English as language of communication. Some students claim that their primary problem acquiring English is lack of vocabulary; this is the one of students’ problem in learning English language. Based on the writer’s experience as an English student in Senior High School, it was found that most of the students failed to have conversation with their friends in English language. The learning process shows that some of students were still passive in the class and felt shy to speak English because they had lack of vocabulary. This condition can affect students’ interaction in the class.

Normally, in curriculum, there is a core and basic compentence and goal that defines that in second grade of senior high school students, the students must achieve 3000 words of vocabulary. The main problem was how to measure the vocabulary size of the students because there was no the measuring instrument. In general view the vocabulary size of second grade of senior high school students were low. So, the researcher made the measuring instrument in order to know the vocabulary size of second grade of senior high school students.

For the seek of brevity, there is something wrong in learning process, or the teachers’ personality in teaching in front of the class. To overcome this situation, some researchers have investigated many techniques, and media to help teachers

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teach vocabulary in the class. There are some researchers who focus on increasing students’ achievement in learning vocabulary. But, there is a little research about the way of measuring students’ vocabulary size based on word frequency count. Vocabulary size of students in the class may affect learning processes. A Learning process which is followed by a great interaction and good motivation may create students’ good understanding. So, vocabulary size is one of the important things to make learning process more effective.

During to the points described previously, this study focuses on how kind of students in different school appears when they are learning vocabulary after knowing their vocabulary size. The researcher assumes that learning vocabulary by knowing vocabulary size will be shows some kinds of students’ motivation and attitude in learning process. It is expected that knowing vocabulary size in learning vocabulary can create some kinds of students’ motivation and attitude in the class that can be observed by the researcher to know the use of measuring instrument itself on students’ motivation and attitude that will be appeared from student in the class.

1.2. Identification of the Problems

In reference to the background discussed above, the researcher would like to identify the following problems ; namely :

1. Many students still lack of vocabulary in English. 2. Students are not interested in learning vocabulary.

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3. Students timid to be active and speak up in the class.

4. There are many kinds of students’ interactions that can increase or decrease students’ interest in learning vocabulary.

5. The students have low motivation in learning English because of their limited knowledge of English vocabulary.

1.3. Limitation of the Problems

In line with the identification of the problems, the current research is focused on the following issues:

1. Measuring vocabualry size of students based on GSL (General Service List of English words)

2. Comparing students vocabulary size between public school and private school based on GSL (General Service List of English words)

1.4. Formulation of the Research Questions

Dealing with the issues presented in the background, the research questions in this research are:

1. How big students’ average vocabulary size in senior high school?

2. Is there any difference in vocabulary size between public school and private school?

3. Is there any difference in vocabulary size between science students (MIA) and social science students (IIS)

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1.5. Objectives of the Research

The objectives of this study are:

1. To determine whether student has passes the last lesson from last standard competence and basic competence purposes.

2. To find out the difference in vocabulary size between public school and private school.

3. To find out the difference in vocabulary size between science students (MIA) and social science students (IIS)

1.6. Uses of the Research

The uses of the research were as follows: 1. Theoretically

The result of this research may be used as a reference for the next researches’ and the conclusion of this research may strengthen the previous theory. The result of this research is also can give contribution to the next researches and can verify the previous theory.

2. Practically

a. As information for all teachers and students on how different school influences to students’ vocabulary size in learning English.

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b. As information for other researcher who interested in investigating motivation and its influence on vocabulary size in learning English.

1.7. Scope of the Research

This research focused on how is the result of different students in different school in vocabulary size. The researcher chooses general service list and University word list as the vocabulary level test to measure student vocabulary size.

1.8. Definition of Terms

There are some terms used by the researcher and to make them clear and to avoid misunderstanding and ambiguity, they are clarified as follows:

1. Vocabulary is one of basic term to understand every language skills in English. It is a set of lexeme include a single word, compound word, and idiom that can be arranged for making up the language.

2. Vocabulary size is a number of words that a person knows.

3. Survey is detail study of something, but it also means a short summary with a broad view.

4. Private School also known as independent schools or non state schools, are not administered by local, state or national governments; thus, they retain the right to select their students and are funded in whole or in part by charging their students tuition, rather than relying on mandatory taxation through public (government).

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5. Public School is a school funded with tax revenue and administered by a government or governmental agency.

6. Science students (MIA) is a group of students majoring on natural science, like biology, math, physics, chemistry.

7. Social students (IIS) is a group of students majoring on social science, like economics, geography, history, law, etc.

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II. LITERATURE REVIEW

This chapter discusses the concepts and findings which are reviews from related literature which are expected to contribute to the findings of the research.

2.1. Vocabulary

Naturally, Byrne (1976:10) states that in order to communicate effectively, the learners need an adequate mastery of vocabulary. It is obvious that without mastery vocabulary, someone can convey nothing. Even though we master the grammar of a certain language but we do not have any knowledge on this vocabulary, we will not able to communicate or to express our idea using the language.

Based on the statement above, the writer is assumed that vocabulary is the basic element of language in form of words which will make a language meaningful. Knowing vocabulary seems to be the basic things in learning language, even children learning their native tongue usually learn isolated words or phrases before piecing them together into more complex utterance. ”The fact is that while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972: 111). Vocabulary becomes one of critical component in learning a language that should be mastered because by mastering vocabulary

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we will be able to communicate although other components are still needed. We can still understand the language even if we know nothing about grammar. On the other hand, the language will tell us nothing if we know nothing about vocabulary. It shows that vocabulary contains more information than carried out by grammar. People need to build up their vocabulary in order to learn and use a foreign language. Building up a useful vocabulary is central to the learning of a foreign language at a primary level(Cameron, 2001:72).

Linse (2005:121) states that vocabulary is the collection of the words that an individual knows.” By having many stocks of the words, learners may be able to catch an idea in a conversation, give a response, speak fluently and read well. Many people realize that their vocabulary is limited so that they have difficulties in expressing their ideas in communication.

Moving ahead, Wilkins in Thornbury (2002:13) said without grammar very little could be conveyed, without vocabulary nothing could be conveyed. This statement indicated that vocabulary was a fundamental thing that couldn’t be conveyed by people in learning. By having good vocabulary mastery, people may be able to communicate, speak, read, write and listen to the language well. That is the reason why vocabulary is central to language and vocabulary is important as the basic need in learning a target language.

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2.2Vocabulary Level

Nation (1990) mentions that Vocabulary levels divided into five levels. The 2.000-and 3.000 word levels contain high frequency words. Because each of the words at this level occurs, it is worth spending class time on them. The university word level represents one type of specialized vocabulary. The 5.000 word level is on the boundary of high and low frequency words. The 10.000 word level contains low frequency words.

The classic list of high frequency words is Michael West's General Service List (1953). The 2000 word GSL is of practical use to teachers and curriculum planners as it contains words within the word family each with its own frequency.

2.3Word Definiton Matching Format (WDMF)

Word Definition Matching Format (Sutarsyah) is a kind of test format involves matching words and definitions. These items are based on the format of Nation’s (2001: 416-424) influential Vocabulary Levels Test. The words in the left column are part of a 10 percent sampleofwords from theAcademic Word List (Coxhead, 2000), and in the right column there are three short definitions. The task is to write the number of

The word to which each definition belongs. It is deliberately designed as a simple test format, so that a large sample of words from the list can be covered in a reasonably short period of testing time and the intention is that the score should be interpretable as an estimate of how many words in the list the learner has some

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knowledge of. Thus, each word is presented in isolation and the definitions are kept as short as possible.

2.4Measuring Vocabulary

Vocabulary size measurement is important for planning, diagnosis and research. It is not easy to plan a sensible vocabulary development program without knowing where learners are now in their vocabulary growth.

The main purpose of vocabulary tests is to measure the comprehension and production of words in speaking and writing (Madsen, 1983). Specifically, a vocabulary test is usually divided into two types, breadth and depth of knowledge. Freebody (1981) in Read (1993) defined breadth of knowledge as the size of a learners’ vocabulary (how many words are known), whereas depth involves a consideration of the quality of learners’ vocabulary knowledge (how well are particular words known). A test on breadth of vocabulary involves a lot of words to be covered in the test and it requires a short response in relation to each word being tested (Read, 1993). If it focuses on the depth of vocabulary knowledge, very few words can be included because it usually deals with the testing of words in context and usage and the use of words in different situations. The Vocabulary Size Test was developed by Paul Nation to provide a reliable, accurate, and comprehensive measure of a learner's vocabulary size. This allows a learner see how close s/he is to having enough vocabulary to be able to perform receptive tasks such as reading (novels, newspapers) listening and speaking efficiently. Data on the vocabulary sizes needed to perform such receptive tasks

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(Nation, 2006) indicates that learners need to have a vocabulary close to 8,000 word families to do this. The goal of around 8,000 word families is an important one to deal with a range of unsimplified spoken and written texts. The data from Nation (2006) also shows the vocabulary sizes needed to reach 98% coverage of various kinds of text. When a learner has 98% coverage of a text, adequate unassisted comprehension is possible to occur.

The Vocabulary Size Test is designed to measure both first language and second language learners’ written receptive vocabulary size in English (Nation, 2012). The test measures knowledge of written word form, the form-meaning connection, and to a smaller degree concept knowledge. The test measures largely decontextualised knowledge of the word although the tested word appears in a single non-defining context in the test.

Users of the test need to be clear what the test is measuring and not measuring. It is measuring written receptive vocabulary knowledge, that is the vocabulary knowledge required for reading. It is not measuring listening vocabulary size, or the vocabulary knowledge needed for speaking and writing. It is also not a measure of reading skill, because although vocabulary size is a critical factor in reading, it is only a part of the reading skill. Because the test is a measure of receptive vocabulary size, a test-taker’s score provides little indication of how well these words could be used in speaking and writing.

Using Read and Chapelle’s (2001) framework, the Vocabulary Size Test is a discrete, selective, relatively context-independent vocabulary test presented in a multiple-choice format. The test is available in monolingual and bilingual versions testing up to the 20th 1000 word level. Test-takers are required to select

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the best definition or translation of each word from four choices. The test is available in hard copy and computerised formats.

Another way to measure vocabulary is to focus on words which are of greater importance and to test only those words. The advantage is that by focusing on a more narrow range of words, you can test more items and presumably arrive at more accurate estimates of what learners know. Beglar and Hunt (1999) did that with several versions of the 2,000 word level and University Word List tests. They trialed original pools of 72 items with native speakers of Japanese, selected the best performing 54 items for each test and made two 27-item parallel forms.

2.5Survey

Survey has several meanings, all of which come from Medieval Latin and Anglo words for looking over. As a noun, survey can mean a detailed study of something, but it also means a short summary with a broad view. A survey course gives an overview of a particular subject area, but doesn't make you an expert. Survey is also a verb. If you survey an area hit by an earthquake, you look closely at it to measure the damage. Survey methodology, a method for collecting quantitative information about items in a population(Wikipedia).

Survey can be done by asking (many people) a question or a series of questions in order to gather information about what most people do or think about something.

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: to look at and examine all parts of (something).

: to measure and examine an area of land (Merriam Webster Dictionary).

2.6Theoretical Assumption.

In correlation with theories above, teaching vocabulary can be defined as a teaching in which student deals with words through various ways used by teacher. However, not all of ways are appropriate for the student level and need, therefore teacher should have the ability to choose appropriate way and implement in teaching learning process to obtain the goal. The use of an interesting aid is necessary to motivate the students to learn. By knowing student vocabulary size teacher can easier to give students motivation and teaching vocabulary in the class, because teacher will give the material based on their vocabulary level. It will be easier for the students to develop new words. Indeed, the researcher assumes that by knowing vocabulary size can help students to improve students’ vocabulary.

2.7Hypothesis

Basically research is considered to be the systematic and organized way to test the research hypothesis in order to find the answer for formulated problem. Based on the problem theories and theoretical assumption above, the hypotheses of this research are as follows:

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Ho : There is no different score in vocabulary size between science students and social science students.

Hi : There is have different score in vocabulary size between science students and social science students.

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III. METHOD

This chapter includes procedure of the research (research design), design instrument, population and sample, research instrument, research procedure, and data analysis.

3.1. Design

This research use a quantitative because it is very useful for providing factors connected with second language development. Setiyadi (2006:5) cites that quantitative design aims to investigate a theory has been existed and the data in order to support or reject it.

In conducting the research, the researcher applies causal comparative study for Vocabulary Levels Test in the Nation (2001:416). Causal-comparative research attempts to determine the cause or consequences of differences that already exist between or among groups of individuals. The basic causal-comparative approach is to begin with a noted difference between two groups and then to look for possible causes for, or consequences of, this difference (Jack R Frankel, 2006). Level test design is student will get the score of each person at each level (the person’s score profile). The result can compare these score profiles between

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people and between groups, to see if different people are scoring better than each other at particular levels or overall. This test can also look within people to see if, as might be expected, their scores appropriate with their origin school.

In this design, there must be a difference between the first group and and second group. The research design could be represented as follows:

K1 T1 K2 T1 Where :

K1 : first group K2 : second group

T1 : test (using vocabulary level test)

3.2. Population and Sample

The populations of this research are the second grades students of SMA Bandar Lampung comprising state and private schools and including favorite and non favorite schools. Although a survey research involves a lot of source of data, the subjects still need limitation. Therefore, a sample should be determined. Based n some considerations and random sampling theory, the sample includes :

- State schools, as favorite public schools, are represented: SMAN 2 Bandar Lampung, SMAN 10 Bandar Lampung, SMAN 3 Bandar Lampung. - State schools, as non-favorite public schools, are represented: SMAN 15

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- Private schools, as favorite schools, are represented: SMA YP UNILA Bandar Lampung and SMA AL-Kautsar, Bandar Lampung.

- Private schools, as non-favorite schools, are represented by SMA Budaya Bandar Lampung and SMA Perintis Bandar Lampung.

The sample of the research tends to be purposive random sampling in a way that it will be focused on all students in each class of all schools. To make the data more clear the researcher will do the research in several different meeting in the same total of students.

3.3 Data Collecting Techniques

In collecting the data, the researcher used:

1. Questionnaire (Vocabulary Level Test)

After deciding the subject, the researcher gave the questionnaire to the Subject. To find out what students vocabulary size were. There were several questions and the student head to cross the optional.

3.4 Research Instrument

The instrument of this research is Word Definition Matching Format is used as the kind of the vocabulary level test (Sutarsyah 2006). Then, the vocabulary level test is includes four levels. A number of words is selected randomly from different levels, e.g. the first 1.000 words, the second 1.000 words, and the third 1.000 words, and the University Word List as the sample. The test consist of 40 items in

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each levels. The test were given to the subject in order to know their vocabulary size.

3.5 Research Procedure

Below are the procedures in administering the research: 1. Determining the research problems

The problem of the research is determined based on the reseracher’s experience in SMA N 5 Bandar Lampung. The research problem can be seen in the background in Chapter I.

2. Determining the population and sample

The population of the research will take the students of Private and Public Senior School in Bandar Lampung as population. The samples would be the eleven grade students in each school, there are around 30-40 students. The researcher takes at least two classes as sample randomly.

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Figure 1. Classification SHS as population in Bandar Lampung

3. Determining the Research Instrument

The researcher will check the students’ vocabulary size by giving

vocabulary level test to the students. The vocabulary test is divide into four levels where in each levels consist of 40 items and each item four

alternative answers. Students will use Word definition matching format ; translation.

The Research Instrument that is used in this research is called vocabulary level test. The test belongs to the type of breadth vocabulary test. The vocabulary level

PUBLIC SCHOOL FAVORITE SCHOOL FAVORITE SCHOOL NON FAVORITE SCHOOL NON FAVORITE SCHOOL PRIVATE SCHOOL SENIOR HIGH SCHOOL

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test is called word definition matching format (Sutarsyah. 2006).The vocabulary test consists of four levels whose level consists of 40 items as a sample. This level is derived from Bauer & Nation (1993) word level (1st_{1000 words, 2}nd₁₀₀₀ words, 3rd 1000 words which is basically derived from the list of frequency word order of General Service List (GSL) and 800 words of University Word List (UWL). Thus, up to the 3rd_{level word levels consists of 1000 base words and for} UWL consists of 800 base words.

In another word, each level is represented by 40 items or words. The students are to match the two list, left and right, as shown in the example below:

A original

B private 1._________ lengkap C royal 2._________ pertama

D slow 3._________ pribadi/tidak umum E sorry

F total

Nation’s vocabulary levels test use the General Service List (GSL) (Bauer &

Nation 1993) on the words in the table above. The sample is taken from all pages

of the General Service List (GSL) in which the each level of the four levels

in the GSL in take 40 words to the frequency of each word 40 times to 25 for

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4. Analyzing the data.

After scoring the students test the researcher will analyze the result of vocabulary size test by using SPSS.

3.6 Criteria of Good Test

There are four criteria of good test namely, validity, reliability, level of difficulty, and discrimnination power.

3.6.1 Validity

Validity refers to the extent to which the test measures and to what is intended to measure. There are two basic types of validity; content validity and construct validity (Hatch and Farhady, 1982:250). A test can be considered to be valid if it can precisely measure the quality of the test. There are four kinds of validity that are:

1. Face validity, concerns with the lay out of the test;

2. Content validity, depends on a careful analysis of the language being stated; 3. Construct validity, measures certain specific characteristic in accordance with

a theory of language learning;

4. Criterion-related validity, concerns with measuring the success in the future as in replacement test.

According to the types of validity above, the writer used content and construct validity. Both of them are explained as follows:

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a. Content Validity

Content validity is intended to know whether the test items are good reflection of what will be covered or not. The test items which are adapted from the materials that have been taught to the students should be constructed as to contain a representative sample of the course (Heaton, 1988). Content validity essentially concerns with the systematic examination of the content of the test. The test should cover a representative sample of the behavior domain to be measured (Jafarpur, 1987) . WDMF was prepared with a balance proportion of the levels that were going to be used.

3.7. Data Analysis

In order to know the students’ vocabulary size in vocabulary levels test and the students’ score are computed by doing three activities:

1. Scoring the vocabulary test

2. Calculating the result of the vocabulary test

�� =_{SMPL x}∑s

SMPL = Subject’s Vocabulary size at a given level

SS = a subject’s score on the Levels Test at the relevant level ∑s = Total students’ vocabulary score

For example if a student can answer 30 item correctly in the first level (1st 1000 words), this means he or she estimated to have vocabulary of 750 words in the

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first level. That is by calculating the correct answer divided by 40 (sample), then multiply by 1000 (30/40 x 1000), etc.

A students’ total Vocabulary size is the sum of those four SMPL. That can of course be assessed against various estimates of the number of words needed to be known to read authentic general English texts or academic texts successfully (Nation 2001:146).

3. Drawing conclusion from the calculated results of the test given, thats by statistically analyzing the data using statictical vocabulary size scoring.

� = ∑x_N

Notes :

M = mean (average score) ∑x = the total students’ score N = total of students

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The table below is the ilustration how to count students’ vocabulary size.

Student Name

Level 1 Level 2 Level 3

Level 4 (UWL)

Total

Score ss Score Ss score ss score Ss

Mean Lowest Higher

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3.7Hypothesis Testing

Hypothesis test was a kind of test to check whether researcher’s hypothesis was accepted or not according to the data that was collected. To test his hypothesis, researcher used T-test that was conducted at the significant level of 0.05 (P<0.05). The hypotheses are:

Ho : There is no different score in vocabulary size between science students and social science students.

Hi : There is have different score in vocabulary size between science students and social science students.

(Hatch and Farhady, 1982:111) The criteria for accepting the hypothesis were as follows:

1. H0 is accepted if the t-value is lower than T-table.

It means that t_{here is no difference between science students and social} science students in vocabulary size.

2. H0 is rejected if the t-value is higher than T-table.

It means that t_{here is a difference between science students and social science} students in vocabulary size.

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V. CONCLUSION AND SUGGESTIONS

5.1 Conclusion

Data analysis on vocabulary size in 9 high schools in Bandar Lampung has already been done. The interesting finding is that most students’ vocabulary size is still low. In other words, the objectives stated in the curriculum have not been reached. Only one school has reached above 3000 words.

The implication of this reserach is the teachers can use this measuring instrument in the next academic year in order to know whether their students have reached the goal of curriculum or not.

The objectives of this research have been reached. There are three objectives stated in chapter I. That is (1) to determine the student vocabulary size (VS) in senior high schools; the result shows that only one of the nine schools has vocabulary size bigger than 3000 words. To my dismay, one class only reaches vocabulary size of 717 words. Next (2) to find out the difference in vocabulary size between public school and private school. The result is there is dfifferent in

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vocabulary size between public school and private school. The vocabulary size of public school are higher than private school. And last (3) to find out the difference in vocabulary size between science student (MIA) and social science student (IIS). The result is there is different in vocabulary size between student (MIA) and social science student (IIS). The vocabulary size of science student (MIA) are higher than social science student (IIS).

Other finding deals with seeking the difference in vocabulary size between public school and private school. Of course, and also based on the data, public school is better than private school. However, one private school, SMA Al-Kautsar is bigger than 5 other public schools, although not as big as that of SMAN 2.

The last objective is to find the difference in vocabulary size between science students (MIA) and social science students (IIS). The finding shows that most MIA students is better than IIS students. Only two schools shows different pattern, that is, SMA Al-Kautsar and SMAN 10. In these two schools, the vocabulary size of IIS students is bigger than MIA students.

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5.2 Suggestions

In reference to the points in conlusions and discussion of study:

1. The teacher of English should keep measuring their students vocabulary size regularly to determine wheather the student have rich the goal of curriculum or not.

2. The teacher of English in private school should keep motivating their students and giving them new methods to increase the studnt vocabulary size and at least have as high as public school.

3. The teacher of English in social science should keep motivating their students and giving them new methods to increase the studnt vocabulary size and at least have as high as science students.

4. The students should be provided by varieties of reading materials so that they can develop their vocabulary.

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REFERENCES

Bauer, L. And I.S.P Nation.(in press). Word Families. International Journal of Lexicography.

Byrne, J. Richard. 1970. The elements of indirect speech : in tables and exercises London : Longman Group Limited.

Hatch, E.and Farhady, H. 1982. Research Design and statistics for applied linguistics. London: Newbury House Publishers Inc.

Nation, I. S. P. 1984. Vocabulary Lists: Words, Affixes, and Stems. English Language Institute, Victoria University of Wellington.

Nation, I. S. P. 1990. Teaching And Learning Vocabulary. heinle and heinle publisher.

Rivers. 1970. Teaching Foreign-language Skills: University of Chicago Press. Setiyadi, Ag. B. 2006. Metode Penelitian Untuk Pengajaran Bahsa Asing

Pendekatan Kantitatif Dan Kualitatif. Jogjakarta, Indonesia: Graha Ilmu Publish.

Sinclair, J. 1991. Corpus, Concordance, Collocation. Oxford: Oxford University Press.

Sutarsyah, Cucu 2006. Word Definition Matching Format.

Thornburry, S. 2004. How to Teach Vocabulary. Johor: Pearson Education Limited.

West, M. 1953. A General Service List of English Words. London: Longman.

Wilkins, D. 1976. Notional Syllabuses. Oxford: Oxford University Press.

Xue, G. And I.S.P. Nation. 1984. A University Word List. Language Learning and Communication.

(1)

The table below is the ilustration how to count students’ vocabulary size.

Student Name

Level 1 Level 2 Level 3

Level 4 (UWL)

Total

Score ss Score Ss score ss score Ss

Mean Lowest Higher

(2)

Ho : There is no different score in vocabulary size between science students and social science students.

Hi : There is have different score in vocabulary size between science students and social science students.

(Hatch and Farhady, 1982:111)

The criteria for accepting the hypothesis were as follows:

1. H0 is accepted if the t-value is lower than T-table.

It means that t_{here is no difference between science students and social} science students in vocabulary size.

2. H0 is rejected if the t-value is higher than T-table.

It means that t_{here is a difference between science students and social science} students in vocabulary size.

(3)

V. CONCLUSION AND SUGGESTIONS

5.1 Conclusion

The implication of this reserach is the teachers can use this measuring instrument in the next academic year in order to know whether their students have reached the goal of curriculum or not.

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public school are higher than private school. And last (3) to find out the difference in vocabulary size between science student (MIA) and social science student (IIS). The result is there is different in vocabulary size between student (MIA) and social science student (IIS). The vocabulary size of science student (MIA) are higher than social science student (IIS).