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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusion and the recommendation of the research. The first part is the conclusion which summarizes the answer to research
problems. The second part is the recommendation for the English learners, ELESP Sanata Dharma lecturers, ELESP Sanata Dharma University, and the future
researcher who are interested to conducting a research in the same topic.
A. Conclusions
This research focuses on the problems formulated, namely “how is a vocabulary size test for the sixth semester students of ELESP Sanata Dharma
University is designed?” and “what does a vocabulary size test based on Nation’s vocabulary size test for the sixth semester students of ELESP Sanata Dharma
University look like?” In order to answer the two problems stated before, the researcher employed the Morrison, Ross,
Kalman, and Kemp’s 2011 instructional design model. Morrison et al. 2011 divide the steps of instructional design into
nine steps. However, the researcher only used three steps in designing the test material.
1. The Steps in Designing the Test
The process in designing the test material was also based on the Nation’s Vocabulary Size Test 2012. Background information of the sixth semester
40 students’ of ELESP Sanata Dharma University vocabulary size is needed before the
researcher can design the test material. The researcher conducted a preliminary test to measure the vocabulary size of the sixth semester students. After knowing the
students’ vocabulary size, the researcher designed the test material with four activities namely sampling the word for the test items, making the stems, writing
the choices, and the order of the test items. In the process of piloting or test evaluation, the researcher asked the three
ELESP Sanata Dharma lecturers who teach vocabulary as the evaluators of the test designed. The evaluation of the designed test was proposed to find feedback and
recommendation from the evaluators. Then, the findings of the feedback and the recommendation were used to revise and improve the test material. Generally, the
evaluation of the designed test shows that the designed test was good, appropriate for the students, has clear and simple language, and suitable with
the students’ need.
2. The Form of the Test
This part explains how the vocabulary size test for the sixth semester students ELESP Sanata Dharma University look like. The test was formed after the
researcher collected background information of the sixth semester students’
vocabulary size. The designed test consists of 10 level of synonym test format in form of multiple-choice questions. The test items are taken from the General
Service List GSL. The sampling method of selecting the words is interval sampling from around 2300 words. The test is divided into 10 level with each level
ranges of 230 words. The difficulty of the test increases from high-frequency words PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41 to low-frequency words. The answer and distractors of each question are taken from
the same level and same part of speech.
B. Recommendations
In this section, the researcher is to presents some recommendations that hopefully give benefits for the better teaching and learning process in the English
Language Education Study Program Sanata Dharma University. The first recommendation is addressed to the ELESP Sanata Dharma University to get the
further understanding in the study of vocabulary. The second recommendation is intended for the lecturers who facilitate the learning process in ELESP Sanata
Dharma. The third recommendation is for the English Language Education Study Program Sanata Dharma University so that this study program can develop the
teaching and learning process system. The last recommendation for the future researchers who are interested in conducting further research.
1. For ELESP Students
The researcher conducted a study related to the vocabulary size of the sixth semester students of ELESP Sanata Dharma University. The result of the study
reveals that the six semester students have low score on low-frequency words. Thus, from this information, the researcher suggests that the ELESP students should
improve their knowledge of vocabulary, especially on the low-frequency words list. They need to be always proactive to enrich their own vocabulary size. It can be
achieved by practicing the use of vocabulary knowledge or doing various vocabulary test. The students can also improve their vocabulary by consulting the
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