THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND THEIR VOCABULARY LEARNING STRATEGIES (A DESCRIPTIVE STUDY ON THE FOURTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF PURWOKERTO IN ACADEMIC YEAR 2013/2014) - repository perp

  

THE CORRELATION BETWEEN STUDENTS’ VOCABULARY

MASTERY AND THEIR VOCABULARY LEARNING STRATEGIES

  (A Descriptive Study on the Fourth Semester Students of English Department of Muhammadiyah University of Purwokerto in Academic Year 2013/2014).

  

A THESIS

Submitted to the English Department as a Partial Fulfillment of

the

  

Requirement for S.Pd Degree

By:

Adinda Assma Fardani

1001050037

  

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

2014

  APPROVAL TITLE : THE CORRELATION BETWEEN THE

  STUDENTS’ VOCABULARY MASTERY AND THEIR

  VOCABULARY LEARNING STRATEGIES. ( A Descriptive Study on The Fourth Semester Students of English Department of Muhammadiyah University of Purwokerto in Academic Year 2013/2014)

  NAME : ADINDA ASSMA FARDANI NIM : 1001050037 FACULTY : TEACHER TRAINING AND EDUCATION

  FACULTY DEPARTMENT : ENGLISH DEPARTMENT SUPERVISOR : LISTIANI, M.Pd

  APPROVED BY: SUPERVISOR

  LISTIANI, M.Pd NIK. 2160448

  SKRIPSI BERJUDUL THE CORRELATION BETWEEN STUDENTS’

VOCABULARY MASTERY AND THEIR VOCABULARY LEARNING STRATEGIES

  Dipersiapkan dan disusun oleh:

ADINDA ASSMA FARDANI 1001050037

  Telah dipertahankan di depan Dewan Penguji pada tanggal 11 Agustus 2014 dan dinyatakan telah memenuhi syarat untuk diterima sebagai kelengkapan persyaratan untuk mendapatkan gelar Sarjana

  Pendidikan Program Studi Pendidikan Bahasa Inggris

  Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purwokerto

  Pembimbing Listiani, M.Pd ................................. NIK. 2160448

  Penguji 1. Drs. Pudiyono, M.Hum ................................. NIP. 19560508 198603 1 003 2. Rina Agustina, S.S., MAppILing TESOL ................................. NIK. 2160314 3. Dra. Hj. Titi Wahyukti, M.Pd ................................. NIP. 19530325 198312 2 001

  Purwokerto, 11 Agustus 2014 Fakultas Keguruan dan Ilmu Pendidikan

  Universitas Muhammadiyah Purwokerto Dekan,

  Drs. Ahmad, M.Pd

  NIP. 19650804 199403 1 002

SURAT PERNYATAAN

  Saya yang bertanda tangan di bawah ini: Nama : Adinda Assma Fardani NIM : 1001050037 Program Studi : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Menyusun skripsi dengan judul :

  “THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND THEIR VOCABULARY LEARNING STRATEGIES ( A Descriptive Study on the Fourth Semester Students of English Department Students of Muhammadiyah Universty of Purwokerto in Academic Year 2013/2014

  )” Menyatakan dengan sesungguhnya bahwa skripsi ini adalah hasil karya tulis saya sendiri dan bukan dibuatkan orang lain atau jiplakan karya orang lain. Bila pernyataan ini tidak benar, maka saya bersedia menerima sanksi termasuk pencabutan gelar kesarjanaan yang telah saya peroleh.

  Purwokerto, 11 Agustus 2014 Yang menyatakan

  Adinda Assma Fardani MOTTO

   You are never too young to dream big  If you feel like giving up,just look back on how far you are

  already 

  Wherever you go,go with all your heart

  DEDICATION From the deepest of my heart, I would like to dedicate my thesis to:

• My beloved mother, Muslichah Rowi Thank you for your endless love, prayer and support. I am grateful for having a mother who teaches me what the real life is and how it works. Stay healthy, Mah. I LOVE YOU.
• My beloved father, Murtadho Syahuri Thank you so much for a lot of love that you had given to me. I miss you, Bapak. You may live in peace in afterlife. I’m proud to be born as your little daughter. I LOVE YOU.
• My beloved brother and sisters (Mbak Dian Agustian, Mba Eli Damayanti, Mbak Isti Astuti, Mbak Melani Anisah, Mas Indra Nova Hamdani, and Mbak Farah Zahrani) Thank you for your affection, prayer, patience and support physically and materially.

  I LOVE YOU All

• My nephews and nieces, (Rama, Sinta, Lesmana, Aji, Uli, Ilham, Yanu, Hafidz, Kiki, Kalila, and Kenes) AUNTY LOVES YOU ALL.
• Triyan Akbar Ma’rij. My full-time partner and part-time lover. Thanks a bunch for being patience, for being my best listener ever, for your support, and prayer.
• Fransiska Stefani. Thank you for being my best buddy. People come and go, njoek, but the best will stay.
• My best friends (Ririn Puji, Achsanty, Nurjanah, Dewi Indah, Niken Pratiwi, Praharsacitta, Wahyu Mega, Lana Desi, Arum Hestiningsih) never forget the days we’ve passed with laugh and fun, guys. Friendship isn’t a big thing. Its a million little things.
• My second family in Griya Musafir Kost (Mba Anita, Mba Ririn,

  Arrum Puspita, Eni Susanti, Muning Hartinjung, Tri Wahyu, Dewi Indah Muliana, Erny Novita) thank you for those precious moment and unforgettable memories that we’ve passed. Life is sooooooooo good since I know you all and I swear I’ll miss that moment guys, thank you so much.

• My best friends in A class of English department 2010 (Atik, Yayuk,

  Nesti, Wika, Via, Azmi, Nana, Hana, Salas, Pamela, Ira, Endah, Anngun, Wahid, Chandra, Andry, etc) thanks for shared every moments and laugh, thanks for your joke, support, smile and spirit. I’ll miss you guys.

• All my beloved friends in English Department 2010. Thank you very much.

  ACKNOWLEDGEMENT

  To The Almighty, Allah SWT, all this thankfulness is presented. This thesis is a partial fulfilment of the requirements of S.Pd degree in English Department, Teacher Training and Education Faculty, University of MuhammadiyahPurwokerto, is finally done because of His mercies and blessing which came alive through; Listiani, M.Pd, my supervisor who guide me patiently during the research and gave great advices on my writing.all the fourth semester students of English department of university muhammadiyah of purwokerto, Drs. Pudiyono, M.Hum, the Head of English Department, for letting me investigate what I wanted to know through the research, and Drs. Ahmad, the Dean of Teacher Training and Education Faculty, who had given me permission to conduct the research. Therefore, I am also grateful to the aforementioned helpers and let me remark my compliment by this thesis.

  It is a real consciousness that this thesis is still far away from perfection. In line with this, constructive comments, suggestions and guidance are very welcome for the sake of betterment of the quality of this research. Last but not least, it is very expected that this research will be useful for everyone especially for education practitioners at schools and education regulators at respective roles to maintain the good quality of education.

  th

  Purwokerto, 11 August 2014 Adinda Assma Fardani

LIST OF CONTENTS

  COVER………………………………………………………………… i APPROVAL…………………………………………………………… ii LEGALIZATION……………………………………………………... iii

  STATEMENT OF AUTHORSHIP…………………………………… iv MOTTO………………………………………………………………... v DEDICATION………………………………………………………... vi ACKNOWLEDGEMENT…………………………………………….. vii LIST OF CONTENTS………………………………………………….. viii

  LIST OF APPENDICIES……………………………………………… ix ABSTRACT…………………………………………………………… x LIST OF TABLE…………………………………………..………….. vi ABSTRACT……………………………………………..……………. vii

CHAPTER I INTRODUCTION A. Background of Research……………………………

  1 B. Reason for Choosing the Topic……………………..

  4 C. The Problem of the Research………………………..

  5 D.

  The Aims of The Research………………………….

  5 E. The Clarrification of the Terms……………………..

  6 F. The Limitation of The Study………………………..

  7 CHAPTER II THEORITICAL REVIEW

  A. Nature of Vocabulary 1.

  Definition of Vocabulary………………………..

  8 2. Steps of Learning Vocabulary…………………..

  9 3. Assessing Vocabulary……………………......

  11 4. How to Learn Vocabulary………………………

  12 5. The Mastery of Vocabulary……………………..

  13

  14 B. Vocabulary Learning Strategies 1.

6. Problem of Vocabulary Mastery………………..

  14 2. Taxonomies of VLS…………………………….

  15 3. The Previous Study……………………………..

  17 4. Hyphothesis…………………………………….

  18 CHAPTER III RESEARCH METHODOLOGY A.

  Method of Research………………………………..

  20 B. Sched ule and Time of the Research………………..

  21 C. Population…………………………………………..

  22 D. Sample………………………………………………

  22 E. Sampling Technique………………………………..

  23

  Definition of VLS……………………………….

  F.

  33 2. Students individual percentage of VLS……….

  51 REFFERENCES APPENDICES

  50 B. Suggestion…………………………………….

  A. Conclusion……………………………………

  44 CHAPTER V CONCLUSION AND SUGGESTIONS

  40 B. Discussion………………………………………..

  36 4. Hypothesis testing ……………………...........

  34 3. The percentage of students’ VLS……………..

  33 1. Students’ individual score of voc. Mastery……

  Data Collection Technique…………………………

  30 CHAPTER IV RESULT AND DISCUSSION

  29 4. Product moment correlation…………………….

  28 3. Statistical Product and Service Solution (SPSS)..

  27 2. The percentage and categorization of VLS……..

  27 1. Students’ Vocabulary Test……………………...

  26 G. Technique for Analyzing Data……………………...

  24 2. Questionnaire……………………………………

  24 1. Vocabulary Mastery Test……………………….

A. The result of the research…………………………..

LIST OF APPENDICES

  1. Vocabulary learning strategi es questionnaire………………

  56

  2. Vocabulary learning strategies que stionnaire in English…… 60

  3. Vocabulary mastery 52 test……………………………………

  4.

  57 Key answers………………………………………………..

  5. The result of VLS 58 questionnaire…………………………..

  6. The individual score of vocabulary mastery and VLS

  60 questionnaire………………………………………………

  7. The computation result of individual score of vocabulary mastery and VLS

  62 Questionnaire……………………………………

  8. The computation of product moment correlation……………………………………………………. 63

  9. R- table………………………………………………………… 65

  10. T- table………………………………………………………… 66

  ABSTRACT THE CORRELATION BETWEEN THE STUDENTS’

  VOCABULARY MASTERY AND THEIR VOCABULARY LEARNING STRATEGIES ( A Descriptive Study on the Fourth Semester Students of Muhammadiyah University of Purwokerto in Academic Year 2013/2014) By Adinda Assma Fardani 1001050037

  This research was aimed at finding out the studen ts’ vocabulary mastery, the most dominant strategy used by students, the influence of students’ vocabulary mastery and each vocabulary learning strategies used by students, and knowing whether or not there was a correlation between students’ vocabulary competence and their vocabulary learning strategies.

  This research was descriptive study. The population of the research was the fourth semester students of English Department of Muhammadiyah University of Purwokerto in Academic Year 2013/2014 and the number of population was 137 students. In this research the population was taken 25 % or 35 respondents. The technique of sampling used random sampling and in order to get the sample, lottery method was used. In this research, test and questionnaire to collect the data were used. After the data had been analyzed, S4 got the highest score 68 and its estimated vocabulary size was 5800 and S26 got the lowest score 29 and its estimated vocabulary size was 2100. The most dominant used by students was determination strategy with the percentage 59.42 % that belonged to fair category and least strategy was social strategy 44.68 % that belonged to fair category. It was found that there were only two strategies showed significant influence towards stu dents’ vocabulary mastery. They were memory strategy and cognitive strategy. It could be seen from the coefficient variable memory strategy was 2.373 while t-table was 2.030. The significant value was 0.025. It was less than 0.05. The coefficient variable cognitive strategy was 2.672 while t- table was 2.030. The significant value was 0.12. It was less than 0,05. It was found that there was a correlation between students’ vocabulary mastery and their vocabulary learning strategies. It can be seen from the result of computation was 0.733 that belonged to enough and the r-table was 0.344 in the level of significant 1% for N = 35 subjects. In conclusion, there was a significant correlation between students’ vocabulary mastery and their vocabulary learning strategies. Key words: correlation, students’ vocabulary mastery, students’ vocabulary learning strategies.