CHAPTER IV RESULT OF THE RESEARCH AND DISCUSSION - The correlation of english vocabulary building strategy and speaking skill by English students of State Islamic Institute of Palangka Raya - Digital Library IAIN Palangka Raya
54
CHAPTER IV
RESULT OF THE RESEARCH AND DISCUSSION
In this chapter the writer explains about the result of the study that consist
of result of the questionnaire,result of Speaking, and the correlation between
vocabulary building strategy and speaking skill by English Students of The
State Islamic Institute of Palangka Raya.
A. Data Presentation
The Percentage Calculation of the Questionnaire Result on the Students’
Perceptions about Vocabulary Learning Strategy by English Students of
English Education Study Program at IAIN Palangka Raya
N
o
Pernyataan
Number
&
Percent
SA=4
A=3
D=2
SD=1
Missing
Number
41
29
0
0
0
Percent
58,6%
41,4
0
0
Number
16
45
7
2
Scale
Total
Saya lebih suka belajar kosakata
diselingi dengan permainan (games).
1
70
(I prefer to learn vocabulary
interspersed with games)
100
Saya belajar kosakata baru melalui
koran atau majalah yang berbahasa
inggris.
2
0
70
(I learn new vocabulary through
English newspaper or English
magazine)
Percent
22,9% 64,3% 10,0%
2,9%
100
Saya suka belajar kosakata melalui
acara Tv berbahasa inggris.
3
Number
28
37
5
0
Percent
Number
40%
38
52,9%
29
7,1%
2
0
1
0
70
0
100
70
(I like learning English vocabulary
through English Tv shows)
4
Saya mendengarkan lagu bahasa
54
55
inggris, program radio, dll, untuk
meningkatkan kosakata saya.
(I listen to English songs and radio
programmes to increase
myvocabulary)
Percent
5
Saya lebih mudah mengingat
kosakata bahasa inggris dengan
mendengarkan rekamannya daripada
duduk dan membaca bukunya.
54,3% 41,4%
2,9%
1,4
Number
23
35
10
2
Percent
32,9%
50%)
14,3%
2,9
Number
28
39
3
0
Percent
40%
55%
4,3%
0
Number
26
40
2
2
2,9%
2,9%
4
0
5,7%
0
5
0
7,1%
0
100
0
70
(I more easily remember the English
vocabulary by listening to recording
rather than sitting and reading it)
6
Saya membaca buku cerita bahasa
inggris untuk meningkatkan kosakata
saya.
100
0
70
(I read English Strory book to
increase my vocabulary)
100
Saya mencari kosakata baru dengan
mencari di kamus English-English
7
0
70
(I look up New words in an EnglishEnglish Dictionary)
Percent
37,1% 57,1%
100
Ketika saya mencari kata dalam
kamus, saya membaca semua makna
dari kata baru.
8
Number
27
39
0
70
(When I look up a word in the
dictionary, I read all the meaning of
the meanings of new words)
Percent
9
Saya memeriksa untuk melihat
apakah tebakan saya tentang katakata yang saya tebak benar atau salah.
Number
38,6% 55,7%
22
43
100
0
70
(I check to see if my guesses about
the words are right or wrong)
Percent
31,4% 61,4%
100
56
10
Saya suka menguji penguasaan
kosakata saya dengan berdialog
dengan turis asing.
Number
15
49
4
2
Percent
21,4%
70%
5,7%
2,9%
Number
28
39
2
1
Percent
40%
55,7%
2,9%
1,4
Number
31
32
7
0
70
(I like to test my vocabulary mastery
by having a dialogue with foreign)
11
Saya membawa kamus saku
(termasuk Kamus elektronik) untuk
mencari kata-kata yang saya tidak
tahu.
100
0
70
(I carry a pocket dictionary (
including an electronic dictionary) to
look up the new words I don’t know)
12
Saya menulis kosakata baru dalam
kalimat sehingga saya mudah
memahaminya.
100
0
70
(write a new word in a sentence so I
can remember it)
Percent
44,3% 45,7%
10%
B. Result of the Research
The result of research onStudents’ erception about vocabulary learning
trategy byEnglish students of English Education Study Program at IAIN
Palangka Raya was obtained by employing questionnaire as the main
instrument to collect the data. The presented data consisted of responses,
central tendency (mean, median, modus), and standard deviation. There were
70 students from two different academic years who were chosen as sampling.
First step was to tabulate score into the table of calculation Mean. The
table was shown below:
100
57
Table 4.1
The Calculation of Mean of Students’ Perception (item 1)
X
4
3
2
1
F
41
29
0
0
N=70
∑X
X=
FX
164
87
0
0
251
251
=
= 3,58
N
70
The Mean of Item 1 is 3,58
Next step is to tabulate the score into the table of calculation Deviation
Score and Standard Deviation.
Table 4.2
The Calculation of Deviation Score and Standard Deviation of Students’ Perception
(item1)
X
4
3
F
FX
X
41
164
0,42
29
87
-0,58
N=70 ∑FX=251
Stdev =
𝑓𝑥 2
𝑁−1
=
16,54
70−1
=
16,54
69
x2
0,17
0,33
Fx2
6,97
9,57
∑Fx2=16,54
= 0, 240= 0, 48
Then, the score of Mean, Median, Modus, and Standard Deviation are
tabulated in the table. The table is as follows;
58
1.
Result of Questionnaire Analysis
Table 4.3
Result of Questionnaire
No
1
Item
1
Scale
Number &
Percent
SA=4
A=3
D=2
SD=1
Number
41
29
0
0
Percent
58,6%
41,4%
0
2
Number
Percent
16
22,9%
45
64,3%
7
10%
3
3
Number
28
37
5
Percent
40%
52,9%
7,1%
1, 2%
Number
38
29
2
1
Percent
54,3%
41,4%
2,9%
1,4%
Number
23
35
10
2
Percent
32,9%
50%)
14,3%
2,9%
Number
28
39
3
0
Percent
40%
55,7%
4,3%
0
Number
26
40
2
2
Percent
37,1%
57,1%
2,9%
2,9%
Number
27
39
4
0
Percent
38,6%
55,7%
5,7%
Number
22
43
5
0
Percent
31,4%
61,4%
7,1%
0
Number
15
49
4
2
Percent
21,4%
70%
5,7%
2,9%
Number
28
39
2
1
5
6
7
8
9
10
11
4
5
6
7
8
9
10
11
Total
MN
MDN
MOD
ST.
DEV
251
3,59
4
4
0.496
100
2
4
Missi
ng
0
2
2,9%
0
215
100
3,07
3
3
0.66
0
233
3,33
3
3
0.607
3,49
4
4
0.631
3,13
3
3
0.760
3,36
3
3
0.566
3,29
3
3
0.63
3,33
3
3
0.583
3,24
3
3
0.576
3,10
3
3
0.617
3.34
3
3
0.611
100
0
244
100
0
219
100
0
235
100
0
230
100
0
233
100
0
227
100
0
217
100
0
234
59
12
12
Percent
40%
55,7%
2,9%
Number
31
32
7
Percent
44,3%
45,7%
10%
1,4%
100
0
0
234
3,34
3
100
The data above could be detailed as follows;
item1
Frequenc
Percent
Valid Percent
y
Valid
Cumulative
Percent
3
29
41,4
41,4
41,4
4
41
58,6
58,6
100,0
Total
70
100,0
100,0
Item 1, I prefer to learn vocabulary interspersed with games, There are 41
students (58,6%) state strongly agree, 29 students (41,4%) agree, and no one
respondents chose disagree and strongly disagree.
item2
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
2
2,9
2,9
2,9
2
7
10,0
10,0
12,9
3
45
64,3
64,3
77,1
4
16
22,9
22,9
100,0
Total
70
100,0
100,0
Item 2 “I learn new vocabulary through English newspaper or English
magazine” there are 16 (22,9%) respondents who chose strongly agree,
45(64,3%) respondents chose agree, 7 (10%) respondents chose disagree, and
2 (2,9%) respondents chose strongly disagree.
3
0.657
60
item3
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
5
7,1
7,1
7,1
3
37
52,9
52,9
60,0
4
28
40,0
40,0
100,0
Total
70
100,0
100,0
Item 3 “I like learning English vocabulary through English Tv shows”
there are 28(40%) respondents who chose strongly agree, 37 (52,9%)
respondents chose agree, 5 (7,1%) respondents chose disagree, and no one
chose strongly disagree.
item4
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
1
1,4
1,4
1,4
2
2
2,9
2,9
4,3
3
29
41,4
41,4
45,7
4
38
54,3
54,3
100,0
Total
70
100,0
100,0
Item 4“I listen to English songs and radio programmes to increase
myvocabulary” there are 38 (54,3%) respondents who chose strongly agree, 29
(41,4%) respondents chose agree, 2 (2,9%) respondnts chose disagree, and
1(1,4%) respondent chose strongly disagree.
61
item5
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
2
2,9
2,9
2,9
2
10
14,3
14,3
17,1
3
35
50,0
50,0
67,1
4
23
32,9
32,9
100,0
Total
70
100,0
100,0
Item 5“I more easily remember the English vocabulary by listening to
recording rather than sitting and reading it” there are 23 (32,9%) respondents
who chose strongly agree, 35 (50%) respondents chose agree, 10 (14,3%)
respondents chose disagree, and 2 (2,9%) respondents chose strongly disagree.
item6
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
3
4,3
4,3
4,3
3
39
55,7
55,7
60,0
4
28
40,0
40,0
100,0
Total
70
100,0
100,0
Item 6“ I read English Strory book to increase my vocabulary” there are
28 (40%) respondents who chose strongly agree, 39(55,7) respondents chose
agree, 3(4,3%)
disagree.
respondents chose disagree, and no one chose strongly
62
item7
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
2
2,9
2,9
2,9
2
2
2,9
2,9
5,7
3
40
57,1
57,1
62,9
4
26
37,1
37,1
100,0
Total
70
100,0
100,0
Item 7“ I look up New words in an English-English Dictionary” there are
26 (37,1%) respondents who chose strongly agree, 40 (57,1%) respondents
chose agree, 2 (2,9%) respondents chose disagree, and 2 respondents chose
strongly disagree.
item8
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
4
5,7
5,7
5,7
3
39
55,7
55,7
61,4
4
27
38,6
38,6
100,0
Total
70
100,0
100,0
Item 8, “When I look up a word in the dictionary, I read all the meaning of
the meanings of new words” there are 27 (38,6%) respondents who chose
strongly agree, 39 (55,7%) respondents chose agree, 4 (5,7%) respondents
chose disagree, and no one chose strongly disagree.
63
item9
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
5
7,1
7,1
7,1
3
43
61,4
61,4
68,6
4
22
31,4
31,4
100,0
Total
70
100,0
100,0
Item 9 “I check to see if my guesses about the words are right or wrong”
there are 22 (31,4%)
respondents who chose strongly agree, 43(61,4%)
respondents chose agree, 5 (7,1%) respondents chose disagree, and no one
chose strongly disagree.
item10
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
2
2,9
2,9
2,9
2
4
5,7
5,7
8,6
3
49
70,0
70,0
78,6
4
15
21,4
21,4
100,0
Total
70
100,0
100,0
Item 10, “I like to test my vocabulary mastery by having a dialogue with
foreign” there are 15 (21,4 %) respondents who chose Strongly agree, 49
(70%) respondents chose agree, 4 (5,7%) respondents chose disagree, and 2
(2,9%) respondents chose strongly disagree.
64
item11
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
1
1,4
1,4
1,4
2
2
2,9
2,9
4,3
3
39
55,7
55,7
60,0
4
28
40,0
40,0
100,0
Total
70
100,0
100,0
Item 11, “I carry a pocket dictionary ( including an electronic dictionary)
to look up the new words I don’t know” there are 28 (40%) repondents who
chose strongly agree, 39 (55,7%) respondents chose agree, 2 (2,9%) repondents
chose disagree, and 1 (1,4%) repondent chose strongly disagree.
item12
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
7
10,0
10,0
10,0
3
32
45,7
45,7
55,7
4
31
44,3
44,3
100,0
Total
70
100,0
100,0
Item 12, “I write a new word in a sentence so I can remember it” there are
31 (44,3%) repondents who chose strongly agree, 32 (45,7%) repondents chose
agree, 7 (10%) repondents chose disagree, and no one chose strongly disagree.
From the result of the research on questionnaire and on the Result of
Research above, the finding could be made in the chart to easily see the
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students’ perception about vocabulary learning strategy by English students of
English Education Study Program at IAIN Palangka Raya. The Chart was as
follows:
Figure 4.1
Chart of Students’ Perceptions about vocabulary learning strategy
60
49
50
45
41
30
38
37
40
29
28
39
22
16
15
10
7
10
3132
28
27
26
23
20
43
39
35
29
28
40
39
2
00
5
0
21
2
3
0
22
5
4
0
4
0
7
2
21
0
0
1
2
3
4
SA = 4
5
6
A=3
7
D=2
8
9
10
11
12
SA = 1
It could be concluded from the chart above that most students agreed with
all items or strategies to be implemented in the teaching or learning of English
Subject in the class of English Education Study Program at IAIN Palangka
Raya
2. Result of Speaking Subject Score
In this study the research studied about the correlation between students’
vocabulary building strategy and their performance in speaking class in this
case it is about the result of students’ speaking test. So, to get the data the
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researcher took on sixth and eight semester students of IAIN Palangka Raya as
the participant. The result of students’ speaking score as below:
Table 4.4 The result of speaking subject score
No
Participant
Speaking 1
Speaking 2
Speaking 3
Average
1
E1
64,00
79,25
76,30
73,18
2
E2
60,00
71,50
71,00
67,5
3
E3
73,80
78,45
74,10
75.45
4
E4
83,80
80,60
79,00
81,13
5
E5
63,80
73,70
75,30
70.93
6
E6
63,00
74,10
75,57
70.8
7
E7
60,00
64,50
71,60
65,36
8
E8
78,80
76,80
75,00
78,86
9
E9
80,90
83,00
77,00
80,3
10
E10
64,70
71,70
82,10
72,84
11
E11
80,00
72,40
75,00
75,8
12
E12
78,30
81,50
84,47
81,43
13
E13
80,10
80,00
81,10
80,4
14
E14
80,60
80,00
78,00
79,54
15
E15
73,50
81,10
75,39
76,34
16
E16
70,20
75,40
75,96
73,86
17
E17
64,70
65,00
73,39
67,70
18
E18
73,80
82,70
84,10
80,2
19
E19
71,40
63,60
75,75
70,15
67
No
Participant
Speaking 1
Speaking 2
Speaking 3
Average
20
E20
70,80
81,40
70,20
74,14
21
E21
75,50
80,80
77,25
77,85
22
E22
71,20
75,90
65,40
70,84
23
E23
63,80
79,20
69,20
70,74
24
E24
68,30
73,60
78,80
73,57
25
E25
71,50
74,70
66,10
70,77
26
E26
72,00
74,40
82,90
76,44
27
E27
62,50
60,50
78,03
67,01
28
E28
72,10
73,90
69,30
71,77
29
E29
67,90
71,20
62,00
67,04
30
E30
80,60
75,30
82,60
79,5
31
E31
81,50
80,00
83,80
81,77
32
E32
78,50
75,70
77,90
77,37
33
E33
93,60
82,40
81,47
85,83
34
E34
87,10
80,00
75,57
80,90
35
E35
83,50
74,70
77,50
78,57
36
E36
77,64
68,00
77,10
74,25
37
E37
70,00
68,00
80,60
72,87
38
E38
82,02
80,20
80,60
80,95
39
E39
78,10
71,50
80,90
76,84
40
E40
78,36
80,70
77,60
78,87
41
E41
71,40
71,40
75,00
72,6
68
No
Participant
Speaking 1
Speaking 2
Speaking 3
Average
42
E42
76,00
76,30
81,20
77,84
43
E43
69,20
70,00
77,60
72,27
44
E44
85,36
80,80
78,60
81,59
45
E45
65,20
73,50
74,90
70,3
46
E46
81,10
80,30
78,60
80,00
47
E47
71,80
73,50
74,90
73,5
48
E48
76,30
75,40
80,60
77,44
49
E49
67,10
78,50
75,20
73,7
50
E50
69,40
67,00
77,60
71,34
51
E51
77,70
76,50
75,79
76,44
52
E52
77,00
76,50
76,50
76,67
53
E53
84,62
75,00
78,35
79,32
54
E54
67,20
73,50
67,96
69.54
55
E55
66,80
75,00
71,35
71,05
56
E56
78,20
72,00
71,44
73,89
57
E57
86,70
72,70
80,60
80,00
58
E58
69,00
73,40
70,60
71,00
59
E59
76,68
81,20
72,04
76,64
60
E60
73,00
77,10
80,00
76,7
61
E61
66,70
75,00
72,68
71,47
62
E62
79,20
74,30
73,35
75,62
63
E63
84,92
91,30
82,60
86,27
64
E64
66,20
70,40
75,40
70,67
69
No
Participant
Speaking 1
Speaking 2
Speaking 3
Average
65
E65
77,07
80,00
73,65
76.91
66
E66
60,00
65,90
70,90
65,6
67
E67
77,50
78,80
75,89
77,40
68
E68
77,64
76,50
77,60
77,25
69
E69
83,30
72,10
80,00
78,47
70
E70
84,50
80,60
81,88
82,33
By the result, the writer obtained the mean score and standard deviation.
From all participants (N=70) the result show the mean score of speaking tes
(Y) = 75,34, sd = 4,726.
Table 4.5
Percentage Frequency of Speaking Subject Score
No Category
Class Boundaries
Frequency
Percentage
1.
A
80-90
14
20%
2.
B
70-79
49
70%
3.
C
60-69
7
10%
The table told there are three level of students’ speaking score, they are high
score (80-90), moderate (70-79), and low (60-69). For the first level only 14
learner in percentage 20%, 70% for moderate level, and 10% in low level. The
highest number come in moderate.
70
3. The Correlation between Vocabulary Building Strategy and Speaking Skill.
As the data shown above, the writer got the result of each variable. This is
the result of correlation between students’ vocabulary and their performance in
speaking.
1.
Using SPSS Program
Table 4.6
Analysis result of Pearson Product Moment Correlation
x
x
y
Pearson Correlation
1
Sig. (2-tailed)
,447
N
y
Pearson Correlation
Sig. (2-tailed)
70
70
-,092
1
,447
N
2.
-,092
70
70
Manual Calculating
rᵪᵧ
= N.(Σху)- (Σх)( Σy)
√[N Σх² - ( Σх )2] [N Σу² - ( Σу)2]
Where:
(∑X)2 = 33177600
(∑Y)2 = 27426169
rᵪᵧ =
70.(430761)- (5760) ( 5237 )
√[70 (476086) - (33177600 )] [70 (393339) - ( 27426169)]
rᵪᵧ =
- 11850
√(148420)
=
- 11850
( 107561)
71
126349,52
= - 0,093
Based on the table and the formula above showed the correlation coefficient
using SPSS Program rxy = -0,092, which indicated there was negative
correlation between two variables. And based on the formula showed the
correlation coefficient using manual calculation rxy = -0,093 it’s also indicated
there was negative correlation between two variables. By the two way calculate
the result are different it’s because difference of integration but it doesn’t
influence the result.
From the rxy number (-0,092) the writer could use it to know the low of
correlation between two variables (see on interpretation correlation by Ridwan
on table 3.5). The number of -0,092 resided between 0.000 - 0.200, that means
the strength in very low correlation. Whereas, for the number significance the
writer took from the table analysis result of pearson product moment
correlation using SPSS program, which (Sign)=.447 is used to know which
hypothesis is accepted or rejected.
C. Hypothesis Testing
This research was done in collecting data and got the result of the
correlation. But to answer research problem, the writer had to measure weather
the hypothesis was rejected or not. The writer had two hypothesis in this
research, those are:
Ha : There is positive correlation between the students’
vocabulary
building strategy and their speaking skill by English Students of The
State Islamic Institute of Palangka Raya”
72
Ho : There is negative correlation between the students’
vocabulary
building strategy and their speaking skill by English Students of The
State Islamic Institute of Palangka Raya.
To know the answer, the writer used SPSS hypothesis testing based on the
N.Sig (number of significance). As the result of correlation above (table 4.15),
we get rxy = -0,092, N.Sig=.447. Before the writer concluded the answer, these
were the theories of hypothesis based on SPSS calculation:
a. Ho accepted if N.Sig > 0.05 (α=5%)
b. Ha rejected if N.Sig < 0.05 (α=5%)
The result of analyzing the data significance 0.447 (Level of Significance
0.05 and 2 Tailed) clarified Ha rejected. The hypothesis testing concluded that
N.Sig >5%, where Ho cannot be rejected. It told that both students’ vocabulary
and their speaking score are not correlated.
The null hypothesis which said, “There is negative correlation between
students’ Vocabulary building strategy and their speaking skill”, answered the
research problem.
D. Discussion
From the result of the correlation above, the finding could be made in the chart to
easily see the correlation between vocabulary building strategy and speaking skill by
English students of the State Islamic Institute of Palangka Raya. The Chart was as
follows:
73
Figure 4.2
Chart of correlation
correlation
100
80
60
Vocabulary
Learning Strategy
40
Speaking skill
20
0
By the chart that can see, the score of questionnaire about vocabulary
learning strategy is higher then speaking score subject, it mean the correlation
of the variables are negative correlation.
In this discussion the writer intended to present derived from the analysis
of the findings. The analysis has been accomplished in order to answer the
research problems. From the analysis, the researcher got the result as follow;
1. The number of participants used in this study was 70 students.
2.
The most students (10%) in low level of speaking test.
3. The highest number of students (52%) strongly agree with the strategy
in learning vocabulary.
4. The result of calculating correlation between vocabulary building
strategy and speaking score subject was rxy = -0,092. Based on Riduwan
interpretation the strength of correlation is very low correlation.
5. From
SPSS
calculation
the
writer
get
N.Sig
=.448,
significance>0.05 it means the null hypothesis (Ho) was accepted.
where
74
By the results, it can be concluded that there was negative correlation both
the variables and the hypothesis testing showed there was no correlation
between two variables, because N.Sig>5%, so it means Ho accepted and Ha
rejected.
Nevertheless, as the writer explained before, if the students had good
strategy in learning vocabulary it may be impact or influence in their speaking
acquisition or their score. Based on jiati Endah learning vocabulary is the
important thing in language learning, expecially in English. We can’t speak,
write and understand what we read and listen without vocabulary79. So, from
the statement can be conclude, learning vocabulary is very important part of
english learning.
Nation argued by Rahayu, he believe that a large amount of vocabulary
could be acquired with the help of vocabuary learning strategies and that the
strategies prove useful for students of different language level. The main
benefit gained from all learning strategies, including strategies for vocabulary
learning, is the fact that they enable learners to take more control of their own
learning so that students can take more responsibility for their studies.80
Based on Zhang Yunhao, he stated the use of vocabulary learning
strategies is one crucial factor that affects the success of second language,
have good strategy in learning vocabulary very helpful for the learners to
Jiati Endah dkk,The correlation between Students’ Ability in Listening to the English
Songs and Their Vocabulary mastery, 2013, Vol 1, p. 2.
80
Rahayu Muti’atu Masrurin, Students’ Strategies in Learning Vocabulary at MTSN
Aryojeding, Tulungagung: 2012, p. 44.
79
75
gained new word. Of course, it has great impact on their speaking ability81.
Nation by Zhang Yunhao also believes that once learners know about two or
three thousand words, they can use the speaking skills they have developed to
infer the meanings of unknown words that their hear when they do conversed.82
To summarise, we can see the importance of vocabulary learning strategy in
language learning especially in oral communication, with vocabulary
knowledge can achieve a great deal of success in their social life, and in their
continuing acquisition of the target language.
The result contradict the previous theories and the findings.However the
correlation showed very low correlation of two variables, the writer assumed
why this result value becomes very low (Ho cannot be rejected) one of factor is
because of the time distributing the questionnaire was not directly with the time
in learning vocabulary, it may make the students forgot the feeling when they
answerd the questionnaire.
81
Zhang Yunhao, The use of Vocabulary Learning Strategy by Good and Poor Language
Learners A case Study of Chines Non-English Major Sophmore ,Kristianstand
University,China:2011, p.12
82
Ibid.,p 13
CHAPTER IV
RESULT OF THE RESEARCH AND DISCUSSION
In this chapter the writer explains about the result of the study that consist
of result of the questionnaire,result of Speaking, and the correlation between
vocabulary building strategy and speaking skill by English Students of The
State Islamic Institute of Palangka Raya.
A. Data Presentation
The Percentage Calculation of the Questionnaire Result on the Students’
Perceptions about Vocabulary Learning Strategy by English Students of
English Education Study Program at IAIN Palangka Raya
N
o
Pernyataan
Number
&
Percent
SA=4
A=3
D=2
SD=1
Missing
Number
41
29
0
0
0
Percent
58,6%
41,4
0
0
Number
16
45
7
2
Scale
Total
Saya lebih suka belajar kosakata
diselingi dengan permainan (games).
1
70
(I prefer to learn vocabulary
interspersed with games)
100
Saya belajar kosakata baru melalui
koran atau majalah yang berbahasa
inggris.
2
0
70
(I learn new vocabulary through
English newspaper or English
magazine)
Percent
22,9% 64,3% 10,0%
2,9%
100
Saya suka belajar kosakata melalui
acara Tv berbahasa inggris.
3
Number
28
37
5
0
Percent
Number
40%
38
52,9%
29
7,1%
2
0
1
0
70
0
100
70
(I like learning English vocabulary
through English Tv shows)
4
Saya mendengarkan lagu bahasa
54
55
inggris, program radio, dll, untuk
meningkatkan kosakata saya.
(I listen to English songs and radio
programmes to increase
myvocabulary)
Percent
5
Saya lebih mudah mengingat
kosakata bahasa inggris dengan
mendengarkan rekamannya daripada
duduk dan membaca bukunya.
54,3% 41,4%
2,9%
1,4
Number
23
35
10
2
Percent
32,9%
50%)
14,3%
2,9
Number
28
39
3
0
Percent
40%
55%
4,3%
0
Number
26
40
2
2
2,9%
2,9%
4
0
5,7%
0
5
0
7,1%
0
100
0
70
(I more easily remember the English
vocabulary by listening to recording
rather than sitting and reading it)
6
Saya membaca buku cerita bahasa
inggris untuk meningkatkan kosakata
saya.
100
0
70
(I read English Strory book to
increase my vocabulary)
100
Saya mencari kosakata baru dengan
mencari di kamus English-English
7
0
70
(I look up New words in an EnglishEnglish Dictionary)
Percent
37,1% 57,1%
100
Ketika saya mencari kata dalam
kamus, saya membaca semua makna
dari kata baru.
8
Number
27
39
0
70
(When I look up a word in the
dictionary, I read all the meaning of
the meanings of new words)
Percent
9
Saya memeriksa untuk melihat
apakah tebakan saya tentang katakata yang saya tebak benar atau salah.
Number
38,6% 55,7%
22
43
100
0
70
(I check to see if my guesses about
the words are right or wrong)
Percent
31,4% 61,4%
100
56
10
Saya suka menguji penguasaan
kosakata saya dengan berdialog
dengan turis asing.
Number
15
49
4
2
Percent
21,4%
70%
5,7%
2,9%
Number
28
39
2
1
Percent
40%
55,7%
2,9%
1,4
Number
31
32
7
0
70
(I like to test my vocabulary mastery
by having a dialogue with foreign)
11
Saya membawa kamus saku
(termasuk Kamus elektronik) untuk
mencari kata-kata yang saya tidak
tahu.
100
0
70
(I carry a pocket dictionary (
including an electronic dictionary) to
look up the new words I don’t know)
12
Saya menulis kosakata baru dalam
kalimat sehingga saya mudah
memahaminya.
100
0
70
(write a new word in a sentence so I
can remember it)
Percent
44,3% 45,7%
10%
B. Result of the Research
The result of research onStudents’ erception about vocabulary learning
trategy byEnglish students of English Education Study Program at IAIN
Palangka Raya was obtained by employing questionnaire as the main
instrument to collect the data. The presented data consisted of responses,
central tendency (mean, median, modus), and standard deviation. There were
70 students from two different academic years who were chosen as sampling.
First step was to tabulate score into the table of calculation Mean. The
table was shown below:
100
57
Table 4.1
The Calculation of Mean of Students’ Perception (item 1)
X
4
3
2
1
F
41
29
0
0
N=70
∑X
X=
FX
164
87
0
0
251
251
=
= 3,58
N
70
The Mean of Item 1 is 3,58
Next step is to tabulate the score into the table of calculation Deviation
Score and Standard Deviation.
Table 4.2
The Calculation of Deviation Score and Standard Deviation of Students’ Perception
(item1)
X
4
3
F
FX
X
41
164
0,42
29
87
-0,58
N=70 ∑FX=251
Stdev =
𝑓𝑥 2
𝑁−1
=
16,54
70−1
=
16,54
69
x2
0,17
0,33
Fx2
6,97
9,57
∑Fx2=16,54
= 0, 240= 0, 48
Then, the score of Mean, Median, Modus, and Standard Deviation are
tabulated in the table. The table is as follows;
58
1.
Result of Questionnaire Analysis
Table 4.3
Result of Questionnaire
No
1
Item
1
Scale
Number &
Percent
SA=4
A=3
D=2
SD=1
Number
41
29
0
0
Percent
58,6%
41,4%
0
2
Number
Percent
16
22,9%
45
64,3%
7
10%
3
3
Number
28
37
5
Percent
40%
52,9%
7,1%
1, 2%
Number
38
29
2
1
Percent
54,3%
41,4%
2,9%
1,4%
Number
23
35
10
2
Percent
32,9%
50%)
14,3%
2,9%
Number
28
39
3
0
Percent
40%
55,7%
4,3%
0
Number
26
40
2
2
Percent
37,1%
57,1%
2,9%
2,9%
Number
27
39
4
0
Percent
38,6%
55,7%
5,7%
Number
22
43
5
0
Percent
31,4%
61,4%
7,1%
0
Number
15
49
4
2
Percent
21,4%
70%
5,7%
2,9%
Number
28
39
2
1
5
6
7
8
9
10
11
4
5
6
7
8
9
10
11
Total
MN
MDN
MOD
ST.
DEV
251
3,59
4
4
0.496
100
2
4
Missi
ng
0
2
2,9%
0
215
100
3,07
3
3
0.66
0
233
3,33
3
3
0.607
3,49
4
4
0.631
3,13
3
3
0.760
3,36
3
3
0.566
3,29
3
3
0.63
3,33
3
3
0.583
3,24
3
3
0.576
3,10
3
3
0.617
3.34
3
3
0.611
100
0
244
100
0
219
100
0
235
100
0
230
100
0
233
100
0
227
100
0
217
100
0
234
59
12
12
Percent
40%
55,7%
2,9%
Number
31
32
7
Percent
44,3%
45,7%
10%
1,4%
100
0
0
234
3,34
3
100
The data above could be detailed as follows;
item1
Frequenc
Percent
Valid Percent
y
Valid
Cumulative
Percent
3
29
41,4
41,4
41,4
4
41
58,6
58,6
100,0
Total
70
100,0
100,0
Item 1, I prefer to learn vocabulary interspersed with games, There are 41
students (58,6%) state strongly agree, 29 students (41,4%) agree, and no one
respondents chose disagree and strongly disagree.
item2
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
2
2,9
2,9
2,9
2
7
10,0
10,0
12,9
3
45
64,3
64,3
77,1
4
16
22,9
22,9
100,0
Total
70
100,0
100,0
Item 2 “I learn new vocabulary through English newspaper or English
magazine” there are 16 (22,9%) respondents who chose strongly agree,
45(64,3%) respondents chose agree, 7 (10%) respondents chose disagree, and
2 (2,9%) respondents chose strongly disagree.
3
0.657
60
item3
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
5
7,1
7,1
7,1
3
37
52,9
52,9
60,0
4
28
40,0
40,0
100,0
Total
70
100,0
100,0
Item 3 “I like learning English vocabulary through English Tv shows”
there are 28(40%) respondents who chose strongly agree, 37 (52,9%)
respondents chose agree, 5 (7,1%) respondents chose disagree, and no one
chose strongly disagree.
item4
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
1
1,4
1,4
1,4
2
2
2,9
2,9
4,3
3
29
41,4
41,4
45,7
4
38
54,3
54,3
100,0
Total
70
100,0
100,0
Item 4“I listen to English songs and radio programmes to increase
myvocabulary” there are 38 (54,3%) respondents who chose strongly agree, 29
(41,4%) respondents chose agree, 2 (2,9%) respondnts chose disagree, and
1(1,4%) respondent chose strongly disagree.
61
item5
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
2
2,9
2,9
2,9
2
10
14,3
14,3
17,1
3
35
50,0
50,0
67,1
4
23
32,9
32,9
100,0
Total
70
100,0
100,0
Item 5“I more easily remember the English vocabulary by listening to
recording rather than sitting and reading it” there are 23 (32,9%) respondents
who chose strongly agree, 35 (50%) respondents chose agree, 10 (14,3%)
respondents chose disagree, and 2 (2,9%) respondents chose strongly disagree.
item6
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
3
4,3
4,3
4,3
3
39
55,7
55,7
60,0
4
28
40,0
40,0
100,0
Total
70
100,0
100,0
Item 6“ I read English Strory book to increase my vocabulary” there are
28 (40%) respondents who chose strongly agree, 39(55,7) respondents chose
agree, 3(4,3%)
disagree.
respondents chose disagree, and no one chose strongly
62
item7
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
2
2,9
2,9
2,9
2
2
2,9
2,9
5,7
3
40
57,1
57,1
62,9
4
26
37,1
37,1
100,0
Total
70
100,0
100,0
Item 7“ I look up New words in an English-English Dictionary” there are
26 (37,1%) respondents who chose strongly agree, 40 (57,1%) respondents
chose agree, 2 (2,9%) respondents chose disagree, and 2 respondents chose
strongly disagree.
item8
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
4
5,7
5,7
5,7
3
39
55,7
55,7
61,4
4
27
38,6
38,6
100,0
Total
70
100,0
100,0
Item 8, “When I look up a word in the dictionary, I read all the meaning of
the meanings of new words” there are 27 (38,6%) respondents who chose
strongly agree, 39 (55,7%) respondents chose agree, 4 (5,7%) respondents
chose disagree, and no one chose strongly disagree.
63
item9
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
5
7,1
7,1
7,1
3
43
61,4
61,4
68,6
4
22
31,4
31,4
100,0
Total
70
100,0
100,0
Item 9 “I check to see if my guesses about the words are right or wrong”
there are 22 (31,4%)
respondents who chose strongly agree, 43(61,4%)
respondents chose agree, 5 (7,1%) respondents chose disagree, and no one
chose strongly disagree.
item10
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
2
2,9
2,9
2,9
2
4
5,7
5,7
8,6
3
49
70,0
70,0
78,6
4
15
21,4
21,4
100,0
Total
70
100,0
100,0
Item 10, “I like to test my vocabulary mastery by having a dialogue with
foreign” there are 15 (21,4 %) respondents who chose Strongly agree, 49
(70%) respondents chose agree, 4 (5,7%) respondents chose disagree, and 2
(2,9%) respondents chose strongly disagree.
64
item11
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
1
1
1,4
1,4
1,4
2
2
2,9
2,9
4,3
3
39
55,7
55,7
60,0
4
28
40,0
40,0
100,0
Total
70
100,0
100,0
Item 11, “I carry a pocket dictionary ( including an electronic dictionary)
to look up the new words I don’t know” there are 28 (40%) repondents who
chose strongly agree, 39 (55,7%) respondents chose agree, 2 (2,9%) repondents
chose disagree, and 1 (1,4%) repondent chose strongly disagree.
item12
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
2
7
10,0
10,0
10,0
3
32
45,7
45,7
55,7
4
31
44,3
44,3
100,0
Total
70
100,0
100,0
Item 12, “I write a new word in a sentence so I can remember it” there are
31 (44,3%) repondents who chose strongly agree, 32 (45,7%) repondents chose
agree, 7 (10%) repondents chose disagree, and no one chose strongly disagree.
From the result of the research on questionnaire and on the Result of
Research above, the finding could be made in the chart to easily see the
65
students’ perception about vocabulary learning strategy by English students of
English Education Study Program at IAIN Palangka Raya. The Chart was as
follows:
Figure 4.1
Chart of Students’ Perceptions about vocabulary learning strategy
60
49
50
45
41
30
38
37
40
29
28
39
22
16
15
10
7
10
3132
28
27
26
23
20
43
39
35
29
28
40
39
2
00
5
0
21
2
3
0
22
5
4
0
4
0
7
2
21
0
0
1
2
3
4
SA = 4
5
6
A=3
7
D=2
8
9
10
11
12
SA = 1
It could be concluded from the chart above that most students agreed with
all items or strategies to be implemented in the teaching or learning of English
Subject in the class of English Education Study Program at IAIN Palangka
Raya
2. Result of Speaking Subject Score
In this study the research studied about the correlation between students’
vocabulary building strategy and their performance in speaking class in this
case it is about the result of students’ speaking test. So, to get the data the
66
researcher took on sixth and eight semester students of IAIN Palangka Raya as
the participant. The result of students’ speaking score as below:
Table 4.4 The result of speaking subject score
No
Participant
Speaking 1
Speaking 2
Speaking 3
Average
1
E1
64,00
79,25
76,30
73,18
2
E2
60,00
71,50
71,00
67,5
3
E3
73,80
78,45
74,10
75.45
4
E4
83,80
80,60
79,00
81,13
5
E5
63,80
73,70
75,30
70.93
6
E6
63,00
74,10
75,57
70.8
7
E7
60,00
64,50
71,60
65,36
8
E8
78,80
76,80
75,00
78,86
9
E9
80,90
83,00
77,00
80,3
10
E10
64,70
71,70
82,10
72,84
11
E11
80,00
72,40
75,00
75,8
12
E12
78,30
81,50
84,47
81,43
13
E13
80,10
80,00
81,10
80,4
14
E14
80,60
80,00
78,00
79,54
15
E15
73,50
81,10
75,39
76,34
16
E16
70,20
75,40
75,96
73,86
17
E17
64,70
65,00
73,39
67,70
18
E18
73,80
82,70
84,10
80,2
19
E19
71,40
63,60
75,75
70,15
67
No
Participant
Speaking 1
Speaking 2
Speaking 3
Average
20
E20
70,80
81,40
70,20
74,14
21
E21
75,50
80,80
77,25
77,85
22
E22
71,20
75,90
65,40
70,84
23
E23
63,80
79,20
69,20
70,74
24
E24
68,30
73,60
78,80
73,57
25
E25
71,50
74,70
66,10
70,77
26
E26
72,00
74,40
82,90
76,44
27
E27
62,50
60,50
78,03
67,01
28
E28
72,10
73,90
69,30
71,77
29
E29
67,90
71,20
62,00
67,04
30
E30
80,60
75,30
82,60
79,5
31
E31
81,50
80,00
83,80
81,77
32
E32
78,50
75,70
77,90
77,37
33
E33
93,60
82,40
81,47
85,83
34
E34
87,10
80,00
75,57
80,90
35
E35
83,50
74,70
77,50
78,57
36
E36
77,64
68,00
77,10
74,25
37
E37
70,00
68,00
80,60
72,87
38
E38
82,02
80,20
80,60
80,95
39
E39
78,10
71,50
80,90
76,84
40
E40
78,36
80,70
77,60
78,87
41
E41
71,40
71,40
75,00
72,6
68
No
Participant
Speaking 1
Speaking 2
Speaking 3
Average
42
E42
76,00
76,30
81,20
77,84
43
E43
69,20
70,00
77,60
72,27
44
E44
85,36
80,80
78,60
81,59
45
E45
65,20
73,50
74,90
70,3
46
E46
81,10
80,30
78,60
80,00
47
E47
71,80
73,50
74,90
73,5
48
E48
76,30
75,40
80,60
77,44
49
E49
67,10
78,50
75,20
73,7
50
E50
69,40
67,00
77,60
71,34
51
E51
77,70
76,50
75,79
76,44
52
E52
77,00
76,50
76,50
76,67
53
E53
84,62
75,00
78,35
79,32
54
E54
67,20
73,50
67,96
69.54
55
E55
66,80
75,00
71,35
71,05
56
E56
78,20
72,00
71,44
73,89
57
E57
86,70
72,70
80,60
80,00
58
E58
69,00
73,40
70,60
71,00
59
E59
76,68
81,20
72,04
76,64
60
E60
73,00
77,10
80,00
76,7
61
E61
66,70
75,00
72,68
71,47
62
E62
79,20
74,30
73,35
75,62
63
E63
84,92
91,30
82,60
86,27
64
E64
66,20
70,40
75,40
70,67
69
No
Participant
Speaking 1
Speaking 2
Speaking 3
Average
65
E65
77,07
80,00
73,65
76.91
66
E66
60,00
65,90
70,90
65,6
67
E67
77,50
78,80
75,89
77,40
68
E68
77,64
76,50
77,60
77,25
69
E69
83,30
72,10
80,00
78,47
70
E70
84,50
80,60
81,88
82,33
By the result, the writer obtained the mean score and standard deviation.
From all participants (N=70) the result show the mean score of speaking tes
(Y) = 75,34, sd = 4,726.
Table 4.5
Percentage Frequency of Speaking Subject Score
No Category
Class Boundaries
Frequency
Percentage
1.
A
80-90
14
20%
2.
B
70-79
49
70%
3.
C
60-69
7
10%
The table told there are three level of students’ speaking score, they are high
score (80-90), moderate (70-79), and low (60-69). For the first level only 14
learner in percentage 20%, 70% for moderate level, and 10% in low level. The
highest number come in moderate.
70
3. The Correlation between Vocabulary Building Strategy and Speaking Skill.
As the data shown above, the writer got the result of each variable. This is
the result of correlation between students’ vocabulary and their performance in
speaking.
1.
Using SPSS Program
Table 4.6
Analysis result of Pearson Product Moment Correlation
x
x
y
Pearson Correlation
1
Sig. (2-tailed)
,447
N
y
Pearson Correlation
Sig. (2-tailed)
70
70
-,092
1
,447
N
2.
-,092
70
70
Manual Calculating
rᵪᵧ
= N.(Σху)- (Σх)( Σy)
√[N Σх² - ( Σх )2] [N Σу² - ( Σу)2]
Where:
(∑X)2 = 33177600
(∑Y)2 = 27426169
rᵪᵧ =
70.(430761)- (5760) ( 5237 )
√[70 (476086) - (33177600 )] [70 (393339) - ( 27426169)]
rᵪᵧ =
- 11850
√(148420)
=
- 11850
( 107561)
71
126349,52
= - 0,093
Based on the table and the formula above showed the correlation coefficient
using SPSS Program rxy = -0,092, which indicated there was negative
correlation between two variables. And based on the formula showed the
correlation coefficient using manual calculation rxy = -0,093 it’s also indicated
there was negative correlation between two variables. By the two way calculate
the result are different it’s because difference of integration but it doesn’t
influence the result.
From the rxy number (-0,092) the writer could use it to know the low of
correlation between two variables (see on interpretation correlation by Ridwan
on table 3.5). The number of -0,092 resided between 0.000 - 0.200, that means
the strength in very low correlation. Whereas, for the number significance the
writer took from the table analysis result of pearson product moment
correlation using SPSS program, which (Sign)=.447 is used to know which
hypothesis is accepted or rejected.
C. Hypothesis Testing
This research was done in collecting data and got the result of the
correlation. But to answer research problem, the writer had to measure weather
the hypothesis was rejected or not. The writer had two hypothesis in this
research, those are:
Ha : There is positive correlation between the students’
vocabulary
building strategy and their speaking skill by English Students of The
State Islamic Institute of Palangka Raya”
72
Ho : There is negative correlation between the students’
vocabulary
building strategy and their speaking skill by English Students of The
State Islamic Institute of Palangka Raya.
To know the answer, the writer used SPSS hypothesis testing based on the
N.Sig (number of significance). As the result of correlation above (table 4.15),
we get rxy = -0,092, N.Sig=.447. Before the writer concluded the answer, these
were the theories of hypothesis based on SPSS calculation:
a. Ho accepted if N.Sig > 0.05 (α=5%)
b. Ha rejected if N.Sig < 0.05 (α=5%)
The result of analyzing the data significance 0.447 (Level of Significance
0.05 and 2 Tailed) clarified Ha rejected. The hypothesis testing concluded that
N.Sig >5%, where Ho cannot be rejected. It told that both students’ vocabulary
and their speaking score are not correlated.
The null hypothesis which said, “There is negative correlation between
students’ Vocabulary building strategy and their speaking skill”, answered the
research problem.
D. Discussion
From the result of the correlation above, the finding could be made in the chart to
easily see the correlation between vocabulary building strategy and speaking skill by
English students of the State Islamic Institute of Palangka Raya. The Chart was as
follows:
73
Figure 4.2
Chart of correlation
correlation
100
80
60
Vocabulary
Learning Strategy
40
Speaking skill
20
0
By the chart that can see, the score of questionnaire about vocabulary
learning strategy is higher then speaking score subject, it mean the correlation
of the variables are negative correlation.
In this discussion the writer intended to present derived from the analysis
of the findings. The analysis has been accomplished in order to answer the
research problems. From the analysis, the researcher got the result as follow;
1. The number of participants used in this study was 70 students.
2.
The most students (10%) in low level of speaking test.
3. The highest number of students (52%) strongly agree with the strategy
in learning vocabulary.
4. The result of calculating correlation between vocabulary building
strategy and speaking score subject was rxy = -0,092. Based on Riduwan
interpretation the strength of correlation is very low correlation.
5. From
SPSS
calculation
the
writer
get
N.Sig
=.448,
significance>0.05 it means the null hypothesis (Ho) was accepted.
where
74
By the results, it can be concluded that there was negative correlation both
the variables and the hypothesis testing showed there was no correlation
between two variables, because N.Sig>5%, so it means Ho accepted and Ha
rejected.
Nevertheless, as the writer explained before, if the students had good
strategy in learning vocabulary it may be impact or influence in their speaking
acquisition or their score. Based on jiati Endah learning vocabulary is the
important thing in language learning, expecially in English. We can’t speak,
write and understand what we read and listen without vocabulary79. So, from
the statement can be conclude, learning vocabulary is very important part of
english learning.
Nation argued by Rahayu, he believe that a large amount of vocabulary
could be acquired with the help of vocabuary learning strategies and that the
strategies prove useful for students of different language level. The main
benefit gained from all learning strategies, including strategies for vocabulary
learning, is the fact that they enable learners to take more control of their own
learning so that students can take more responsibility for their studies.80
Based on Zhang Yunhao, he stated the use of vocabulary learning
strategies is one crucial factor that affects the success of second language,
have good strategy in learning vocabulary very helpful for the learners to
Jiati Endah dkk,The correlation between Students’ Ability in Listening to the English
Songs and Their Vocabulary mastery, 2013, Vol 1, p. 2.
80
Rahayu Muti’atu Masrurin, Students’ Strategies in Learning Vocabulary at MTSN
Aryojeding, Tulungagung: 2012, p. 44.
79
75
gained new word. Of course, it has great impact on their speaking ability81.
Nation by Zhang Yunhao also believes that once learners know about two or
three thousand words, they can use the speaking skills they have developed to
infer the meanings of unknown words that their hear when they do conversed.82
To summarise, we can see the importance of vocabulary learning strategy in
language learning especially in oral communication, with vocabulary
knowledge can achieve a great deal of success in their social life, and in their
continuing acquisition of the target language.
The result contradict the previous theories and the findings.However the
correlation showed very low correlation of two variables, the writer assumed
why this result value becomes very low (Ho cannot be rejected) one of factor is
because of the time distributing the questionnaire was not directly with the time
in learning vocabulary, it may make the students forgot the feeling when they
answerd the questionnaire.
81
Zhang Yunhao, The use of Vocabulary Learning Strategy by Good and Poor Language
Learners A case Study of Chines Non-English Major Sophmore ,Kristianstand
University,China:2011, p.12
82
Ibid.,p 13