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F. Research Procedures
The last part of the research showed the procedures of designing the test material. There are only 3 steps from Morrison, Ross, Kalman, and Kemp’s 2011
model used by the researcher in designing the test material since there are no specific steps to follow. Therefore, the researcher is very flexible in deciding the
steps. Each step is explained as follows:
1. Learners and Contexts
In this step, the researcher decided the learners’ characteristics which were going to be discussed. The preliminary test was used by the researcher to determine
the vocabulary size of the sixth semester students. Then, the researcher was able to design the test after gathering the result of the preliminary test.
2. Development of the Instrument
There were 4 steps in developing the insturment. First, the designer took samples of the test items from the word lists. The test items were chosen by interval
sampling from the word lists. Secondly, the researcher made the stem. It was in the form of target words that the test-takers have to answer and the format of the test.
Third, the researcher made the distractors. As suggested by Nation 2012, they were taken from the same level of words. Lastly, the orderlevel of test items had
to take into account by the researcher.
3. Evaluating the Instrument
After designing the test materials, the researcher distributed the questionnaires to the three experts of vocabulary. They were the lecturers of ELESP
30 Sanata Dharma University who teach vocabulary. The experts later on assessed and
commented on the test. This step was important for the researcher to revise the test so that he could develop a better test material.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the findings and the discussion of the research. The research questions, namely how is a vocabulary size test for the sixth semester
students of ELESP Sanata Dharma designed? and what does a vocabulary size test for the sixth semester students of ELESP Sanata Dharma look like? are answered
in this chapter. It includes the findings of the preliminary test and the expert validation test. The discussion in this chapter also includes the data presentation
and the possible interpretation of the findings.
A. The Steps in Designing a Set of Vocabulary Size Test for the Sixth
Semester Students of ELESP Sanata Dharma University
The researcher employed three out of nine steps from Morrison, Ross, Kalman, and Kemp’s 2011 instructional design model in answering the research
questions. The following are the steps in answering the research questions.
1. Learners and Context
In this step, the researcher identified the students’ characteristics regarding
to the vocabulary size. In order to gain information of the vocabulary size of the sixth semester students, the researcher conducted a preliminary test. The
explanation of the finding can be seen as follows:
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a. The Findings of the Sixth Semester Students of ELESP Sanata Dharma
University Preliminary Test
The researcher conducted the preliminary test to the sixth semester students of ELESP Sanata Dharma on April 4, 2016. The test was conducted in Kampus I
Sanata Dharma on Mrican Micro Teaching Laboratory. There were 14 Micro Teaching students involved in the test. The result of the preliminary test is presented
as follows:
Table 4.1 The Findings of the Preliminary Test
Section of Test
Students’ Total Scores
Rank
1
st
1,000 117
1 2
nd
1,000 100
2 3
rd
1,000 90
4 4
th
1,000 85
5 5
th
1,000 99
3 6
th
1,000 58
7 7
th
1,000 51
8 8
th
1,000 78
6 9
th
1,000 33
9 10
th
1,000 31
10 11
th
1,000 18
12 12
th
1,000 20
11 13
th
1,000 8
13 14
th
1,000 7
14
The result of the preliminary test was then multiplied by 100. Table 4.1 shows that the first five 1,000 which are the high-frequency words give the better
score compared to the rest of the words. The highest score was in the 1
st
1,000 with 11,700 words. Meanwhile the lowest score was in the 14
th
1,000 with only 700 words. The mean of the sixth semester students’ vocabulary size was 5,678 words.
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