Students` perceptions on vocabulary weekly tests in vocabulary I class.

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xv ABSTRACT

Santoso, Yohanes Tony. (2008). Students’ Perceptions on Vocabulary Weekly Tests in Vocabulary I Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This thesis discussed how the students perceived the implementation of weekly tests indicated by their perceptions on the teaching-learning process, validity of the tests, reliability of the tests and implications of the tests. There were two questions in this research. 1) What are the students’ perceptions on the implementation of weekly tests in Vocabulary I class? 2) To what extent do the students’ perceptions on the weekly tests contribute to their vocabulary mastery?

To answer the problem formulation, survey research and correlational research were used. The survey research was employed to answer the first research question. Meanwhile, the correlational research was made use to answer the second research question.

Based on the data gathered, the majority of the students perceived the implementation of weekly tests positively. The researcher identified a link which correlated the students’ interests, their perceptions and behavioral responses. Most students who were interested in the weekly tests would have positive perceptions. Having positive perceptions initiated them to have positive behavior responses, namely they were highly motivated and confident in doing the tests. In addition, they argued that the tests were valid and reliable. Therefore, they advised that weekly tests should be applied in Vocabulary I class. However, it was found that actually students’ perceptions did not contribute to vocabulary mastery.

The students considered the implementation of weekly tests monotonous. Therefore, the lecturers should vary the type of the test, not merely matching but also using words more contextually, namely using words in sentences appropriately. To improve face validity of the test in terms of how the tests look like and time allocation, firstly, the lecturers should make the tests well designed and correctly written by using a computer rather than a typewriter. Secondly, they are required to ascertain that the number of test items can be done in the allotted time. In this research, it was found out that perceptions did not have any contribution to the students’ vocabulary mastery. Therefore, the researcher expects that the future researcher present factors contributing to the students’ vocabulary mastery.

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xvi ABSTRAK

Santoso, Yohanes Tony. (2008). Students’ Perceptions on Vocabulary Weekly Tests in Vocabulary I Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Skripsi ini mengkaji bagaimana para mahasiswa berpersepsi tentang penerapan tes mingguan, yang diindikasikan oleh persepsi mereka terhadap proses belajar mengajar, validitas, reliabilitas serta implikasi dari tes tersebut. Ada dua rumusan masalah yang diajukan dalam skripsi ini. 1) Bagaimana persepsi para mahasiswa terhadap penerapan tes mingguan di kelas Vocabulary I ? 2) Sejauh mana persepsi para mahasiswa itu berkontribusi terhadap penguasaaan kosa kata mereka?

Untuk menjawab dua rumusan masalah dalam penelitian ini, peneliti menggunakan penelitian survei dan korelasi. Peneliti menggunakan penelitian survei untuk menjawab rumusan masalah pertama. Sementara itu, penelitian korelasional digunakan untuk menjawab rumusan masalah yang kedua.

Berdasarkan data yang diperoleh, mayoritas mahasiswa mempunyai persepsi positif tentang penerapan tes mingguan. Ada sebuah mata rantai yang menghubungkan minat mahasiswa dengan persepsi serta perilaku mereka. Secara umum, mahasiswa yang berminat pada tes mingguan mempunyai persepsi yang positif. Persepsi positif itu membuat mereka termotivasi dan percaya diri saat mengerjakan tes. Selain itu, para mahasiswa menyatakan bahwa tes yang mereka kerjakan memenuhi aspek validitas dan reliabilitas. Oleh karena itu, mereka menyarankan agar tes mingguan tetap diadakan. Meskipun demikian, ditemukan bahwa sebenarnya persepsi para mahasiswa tidak berkontribusi terhadap penguasaan kosa kata mereka.

Para mahasiswa menganggap bahwa penerapan tes mingguan masih monoton. Oleh karena itu, para dosen pengajarVocabulary Ihendaknya membuat tes yang lebih bervariasi, tidak hanya menjodohkan, tetapi juga bagaimana menggunakan kosa kata lebih kontekstual, yaitu menerapkan kosa kata ke dalam kalimat. Untuk memperbaiki validitas tampilan dari tes, terkait dengan tampilan tes dan alokasi waktu, pertama, para dosen hendaknya membuat tes dengan desain yang baik dan ditulis dengan benar menggunakan komputer, bukan mesin ketik. Kedua, mereka hendaknya memastikan bahwa jumlah soal dapat dikerjakan sesuai dengan waktu yang tersedia. Dalam penelitian ini, diketahui bahwa persepsi mahasiswa tidak berkontribusi terhadap penguasaan kosa kata mereka. Oleh karena itu, peneliti mengharapkan peneliti yang akan datang dapat menemukan faktor-faktor yang berkontribusi terhadap penguasaan kosa kata para mahasiswa.

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STUDENTS’ PERCEPTIONS ON VOCABULARY WEEKLY TESTS IN VOCABULARY I CLASS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

Yohanes Tony Santoso Student Number: 031214081

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ad maiora

natus sum

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ACKNOWLEDGMENTS

I have been so impressed, frightened, confused and delighted by the accomplishment of this thesis. After this long journey is over, I would like to express my greatest gratitude to my Lord, Jesus Christ, for His timeless and amazing grace. I would never be like what I am at present without Him. My gratefulness is worth giving to Mother Mary, to whom I always go and share my burdens.Fiat voluntas Tua.

In this opportunity, I would also like to express my sincere thankfulness to Made Frida Yulia, S.Pd., M.Pd., my major sponsor, for her great assistance, intelligent advice as well as her fresh encouragement during the accomplishment of this little piece of hard work. I owe her a debt of gratitude for her valuable suggestions. Having finished this project, I am enormously grateful to F.X. Ouda Teda Ena, S.Pd., M.Pd., my co-sponsor, for his jokes, motivation and supports from the beginning until the accomplishment of this thesis. My greatest thanks go to all PBI lecturers, especially Drs. P. G. Purba, M.Pd., V. Triprihatmini, S.Pd., M.Hum., M.A., and L. Sumarni, S.Pd., the secretariat staff and librarians who supported me during the last five years.

My special thankfulness is addressed to my beloved family, my father Joko Santoso, my mother Rosa Sularmi, my brothers Dony and Domi, for their endless love, prayers, laughs and cares. Special gratitude also goes to all my family, who always pray and motivate me to finish this project and my study as well.

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A word of appreciation goes to Nico, mbak Lisa, Daniel, Ardi, Ucy, Rere, Budi Astika who help me much during accomplishing this thesis. My thanks also go to Datu, Dudi, Wiwid, Prast, Bhe, Bagong, Ratna, Mirta, Paul, EAD committee 2004, and all students of the English Language Education Study Program for this wonderful period of study in this university. Special thanks are also expressed to Patrick, Keke, Ada, Sr.Yusta, Reza, and Rudi.

Inevitably, my sincere gratitude goes to my dearest friend Skolastika Anissa. Special thanks are addressed to her for being there in my joys and sorrows. I am deeply indebted to her for her companionship and moments shared together.

I express many thanks to the following people for coloring my life: Bertanella, Lizie, Sista, Dona, Herlina, Lussy, Ipat, Yeyen, Yanris,RomoWihong, Pr., Tante Upik, Om Hoho, bulek Eni, Romo Madyo, SCJ., BSMF communities, Sr. Antonia, HK, and Sr. Magda, FSGM, Melani, for converting this thesis into PDF, Mario Punto, and Yeni Ovia Mamanua, for her love, extreme patience, warmth, companionship, and kindness.

Finally, I thank persons whose names cannot be mentioned one by one, who helped me in the finishing process of my thesis.

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viii

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY... iv

DEDICATION PAGE ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS... viii

LIST OF TABLE ... xii

LIST OF APPENDICES... xiii

LIST OF FIGURE ... xiv

ABSTRACT... xv

ABSTRAK... xvi

CHAPTER I. INTRODUCTION A. Background of the Research ... 1

B Problem Formulation ... 3

C. Problem Limitation ... 3

D. Objectives of the Research... 4

E. Benefits of the Research ... 4

F. Definition of Terms ... 5

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description... 8

1. Perception and Perception Process ... 8

a. Selection of Stimuli ... 12

1) Size ... 12

2) Change ... 13

3) Repetition ... 13

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5) Movement... 14

6) Set ... 14

b. Organization of Stimuli ... 14

c. Situation ... 15

d. Self-Concept ... 15

2. Teaching and Learning Vocabulary... 15

a. Teaching Vocabulary ... 16

1) Words that are Easy to Learn ... 17

2) Words of Normal Difficulty ... 17

3) Difficult Words... 18

b. Learning Vocabulary ... 18

3. Test ... 21

a. Reliability of the Test ... 23

b. Validity of the Test ... 25

B. Theoretical Framework... 26

CHAPTER III. METHODOLOGY A. Research Method... 29

B. Research Participants ... 30

C. Research Instruments ... 31

1. Questionnaire ... 32

2. Interview Guide... 33

D. Data Gathering Technique ... 34

E. Data Analysis Technique ………... 35

F. Research Procedure ... 37

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Students’ Perception on the Weekly Tests... 39

1. Perceptions on the Vocabulary Teaching-Learning Process... 39

a. Students’ Perceptions Based on the Questionnaire ... 40

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c. Discussion ... 42 1) Students Have Positive Perceptions on the

Implementation of Weekly Tests ... 43 2) Students’ Positive Perceptions Lead Them to Have

Positive Behavioral Responses ... 44 2. The Students’ Perceptions on the Validity of the Test ... 46

a. Perceptions on the Validity of the Test Based on

the Questionnaire ... 46 b. Perceptions on the Validity of the Test Based on

the Interview ... 47 3. The Students’ Perceptions on the Reliability of the Test ... 51

a. Perceptions on the Reliability of the Test

Based on the Questionnaire ... 52 b. Perceptions on the Reliability of the Test

Based on the Interview... 53 4. The Students’ Perceptions on the Implications of the Test.... 55

a. Perceptions on the Implications of the Test

Based on the Questionnaire ... 55 b. Perceptions on the Implications of the Test

Based on the Interview... 56

B. The Contribution of Students’ Perceptions

to Vocabulary Mastery... 60 1. The Contribution of the Students’ Perceptions

on the Vocabulary Teaching-Learning Process

to Vocabulary Mastery... 60 2. The Contribution of the Students’ Perceptions

on the Validity of the Tests to Vocabulary Mastery ... 61 3. The Contribution of the Students’ Perceptions

on the Reliability of the Tests to Vocabulary Mastery ... 62 4. The Contribution of the Students’ Perceptions

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CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ... 64

1. Students’ Perceptions on the Weekly Tests ... 64

2. The Contribution of the Students’ Perceptions to their Vocabulary Mastery ... 66

B. Suggestions ... 66

REFERENCES... 68

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xii

LIST OF TABLE

Table Page

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xiii

LIST OF APPENDICES

Page

Appendix 1: The Questionnaire ... 72

Appendix 2: The Questionnaire Blueprint ... 73

Appendix 3: The Interview Blueprint ... 74

Appendix 4: The Results of Questionnaire ... 75

Appendix 5: Students’ Final Scores... 83

Appendix 6: Reliability of the Instrument ... 86

Appendix 7: The Tables of the Questionnaire Results ... 87

Appendix 8: The Results of Pearson Product Moment Computation... 89

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xiv

LIST OF FIGURE

Figure Page

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xv ABSTRACT

Santoso, Yohanes Tony. (2008). Students’ Perceptions on Vocabulary Weekly Tests in Vocabulary I Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

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xvi ABSTRAK

Santoso, Yohanes Tony. (2008). Students’ Perceptions on Vocabulary Weekly Tests in Vocabulary I Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

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CHAPTER I INTRODUCTION

This chapter presents background of the research, problem formulation, problem limitation, objectives of the research, benefits of the research, and definition of terms.

A. Background of the Research

“In foreign language teaching, vocabulary has for a long time been a neglected area” (Taylor, 1990: 1). Pride of place has been given to ‘structure’ or, latterly, ‘functions’. Further, course books only provided little guidance about vocabulary items which made teachers hard to satisfy their students’ demand for ‘words’. Fortunately, this condition no longer obtains. In recent days, many newer course books include word study sections. Nevertheless, teachers are still required to be aware of the methodologist available to introduce and consolidate new vocabulary items. Accordingly, there is a great demand of an appropriate vocabulary teaching which will be helpful to give fundamental basic to English learners.

The research is to highlight weekly tests which are applied in Vocabulary I class in the English Language Education Study Program of Sanata Dharma University. In the class, weekly tests are held to build students’ mastery of English vocabulary. In addition, it is aimed to measure the progress of students’ performance during the semester. There is a great demand of an appropriate

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vocabulary teaching. Hence, the researcher would like to investigate the implementation of weekly tests as a part of vocabulary teaching and discover whether they support the vocabulary learning.

Vocabulary I course administers thirteen weekly tests in one semester. Therefore, there are thirteen tests which are held each week in the semester. By having weekly tests, the students are expected to know the meaning of the English items of the 3000-word level especially in Indonesian (Dosen-dosen Program Studi Pendidikan Bahasa Inggris, 2006: 84). “Vocabulary mastery is becoming aware of a word, remember it, and have some ideas of its meaning then translate into the L1” (Leverrets, 2006). In learning English as a foreign language, English learners must be alert of the significance of vocabulary mastery. Vocabulary mastery is an essential element for an English learner to have. For that reason, mastering English vocabulary will determine whether s/he will be successful or not in learning English. Likewise, the English learners cannot enhance their English skills without having enough vocabulary mastery foundation. On the contrary, they are in the stage of having enough vocabulary mastery when reaching the point where they do not need to translate the word in order to use it in a sentence.

Furthermore, the research depicts the students’ perceptions on the implementation of weekly tests in Vocabulary I class. Altman, Valenzi, and Hodgetts (1985: 84) declared that the way the students perceive on something, whether in a positive way or in a negative way, influences their behavioral responses. If the students perceive the implementation of the weekly tests

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positively, their behavioral responses will be positive too, which will then support the course goal achievement. Nonetheless, if the students perceive the implementation of the weekly tests negatively, their behavioral responses will also be negative too, which will hinder the course goal achievement. Thus, through the research, the researcher would like to make certain whether the students’ perceptions on the implementation of the weekly tests really influence their achievements.

B. Problem Formulation

The research problems are formulated as follows:

1. What are the students’ perceptions on the implementation of weekly tests in Vocabulary I class?

2. To what extent do the students’ perceptions on the weekly tests contribute to their vocabulary mastery?

C. Problem Limitation

There are several subjects in the English Language Education Study Program of Sanata Dharma University. Nevertheless, the research is limited to one subject, namely Vocabulary I class. The researcher chooses the Vocabulary I class since in this class, the students deal with the implementation of vocabulary weekly tests. Moreover, there are three classes of Vocabulary I class, namely A, B, and C. Class A is the biggest class among other classes. It is chosen to be the

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research population since biggest number means a lot in providing representative data for the research.

The research focuses on two main points. Firstly, it would like to describe the students’ perceptions on the implementation of vocabulary weekly tests in the academic year of 2007/2008. Secondly, due to the identification of the scope, it investigates the correlation between the students’ perceptions on the weekly tests and their vocabulary mastery which is shown in their final scores.

D. Objectives of the Research

In relation with the questions in the problem formulation, there are two objectives presented in the research. The first objective is to unveil the students’ perceptions on the implementation of weekly tests in Vocabulary I class. The second objective is to offer a general description as to what extent the students’ perceptions on the weekly tests contribute to their vocabulary mastery.

E. Benefits of the Research

The investigation of the research is aimed to give beneficial contributions, expectantly for the students who join Vocabulary I class, the lecturers who implement weekly tests in teaching vocabulary class, other researchers, and generally for all the readers.

1. Students of Vocabulary Class

The research provides information about what actually the general perceptions of the students on the implementation of weekly tests in Vocabulary I

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class. The research also investigates the correlation between their perceptions and their final achievements at the end of semester.

2. Lecturers

The research provides the lecturers with the knowledge of perception and its connection with the students’ achievements in mastering vocabulary. As a result, the lecturers are likely encouraged to build atmospheres which encourage the students to have positive perceptions which will lead them to have positive behavioral responses.

3. Other Researchers

The researcher hopes that the research could inspire the future researchers who will conduct similar research and further discussion on the implementation of vocabulary weekly tests in teaching-learning activities.

4. General readers

For general readers, the researcher hopes that the research may enrich and broaden their knowledge of language teaching techniques, especially on the implementation of vocabulary weekly tests.

F. Definition of Terms

This section presents several key terms and their definitions dealing with what the researcher intends to discuss throughout the research. The objective is to make clarification and to avoid any misconception about the research.

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1. Perception

In Oxford Advanced Learners (Hornby, 1995: 977), perception is defined as “the way you notice things, especially with the senses.” In Collins Co-build English Dictionary for Advanced Learners (Sinclair, 2001: 1142), perception is “the way you think about it or the impression you have of it.” According to Altman, et al. (1985: 85), perception is perceived as “the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted.” Another definition stated by Gibson (1975: 13) argues that perception is the process of extracting information from stimulation emanating from the objects, places, and events in the world around us. Meanwhile, Huffman (1997: 97) affirms “perception is the process of selecting, organizing, and interpreting sensory data into useful mental representations of the world.” In the research, perception deals with the students’ thoughts, feelings, and views about the implementation of weekly tests in Vocabulary I class.

2. Mastery

In Webster New and Explorer Dictionary and Thesaurus (1999: 319), mastery is perceived as “dominion, superiority, possession or display of great skill or knowledge.” While in Oxford American Dictionary and Thesaurus, mastery is “dominion, sway, comprehensive knowledge or use of a subject or instrument” (Oxford, 2005: 922). More to the point, inOxford Advanced Learner’s Dictionary

(Hornby, 1995: 822), mastery is stated as “great knowledge about or understanding of a particular thing.” In the research, ‘mastery’ is great possession of English vocabularies the students have after having vocabulary weekly tests.

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3. Vocabulary I

In the English Language Education Study Program of Sanata Dharma University, there are two Vocabulary classes, namely Vocabulary I and II. In the research, the researcher merely centers on Vocabulary I class. It is defined as one of the elective subjects which holds vocabulary teaching and learning. Further, it pursues one goal, namely “enabling the students to know the meaning of the English vocabulary items especially in Indonesian” (Dosen-dosen Program Studi Pendidikan Bahasa Inggris, 2006: 84).

4. Weekly Test

Weekly test is a kind of test which is held every week in one semester. Vocabulary I class in the English Language Education Study Program of Sanata Dharma University implements weekly tests as a strategy to build the students’ vocabulary mastery. In each test, the students are expected to master certain section of their handbook which has been determined. The researcher attempts to discuss the students’ perceptions on weekly tests and how those perceptions influence their vocabulary mastery. Therefore, the discussion about weekly test through the research is about its implementation and effects on the students’ vocabulary mastery.

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CHAPTER II

REVIEW OF RELATED LITERATURE

To give fundamental theory to the research, the researcher discusses theories and claims which contribute to the flow of discussion. There are two elements discussed in this chapter, theoretical description and theoretical framework. In theoretical description, the researcher discusses theories which are relevant to the research while in the theoretical framework, the researcher relates the theories to the research.

A. Theoretical Description

The theories are pertinent since they can either help to solve the research problems or enlarge particular knowledge of the topic. Those theories consist of theories about perception and perception process, teaching and learning vocabulary and test.

1. Perception and Perception Process

Perception turns out to be an indispensable issue to discuss. Actually, the definitions of perception can be derived from some sources. Leontive (1981: 31) perceived perception as “the process in which the existence of the objects and phenomenona is reflected in a person’s consciousness.” That process happens by the help of someone’s organs, namely eyes, ears, tongue, nose and skin. The student might identify things, environments and events around him/her deliberately by the help of sensory organs. In a nutshell, perception can be

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interpreted as the conscious mental process of attaining, selecting, organizing and interpreting the information by the help of sensory organs.

Robbins (2001: 121-122) stated that perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. He also claimed that in reality the role of perception is significant as the students’ behaviors are founded on their perceptions of what reality is, not on the reality itself. In the light of Robbins’ statement, it is clear that perception is understood as a process which leads the students to systematize what occurrences around them before grabbing the meaning.

According to Haire (1956) as cited in Leontive (1981: 31), perception is defined as “a process in which the individual recognizes information, fits the information and compares the information with the previous one which is stored in the person’s memory.” It means that as soon as an individual receives the stimuli, s/he categorizes the stimuli. Subsequently, s/he will recall her or his memory to create a judgment whether in the past s/he has already received the same stimuli or not. In case s/he has already received the stimuli before, s/he then will recognize the stimuli. The stimuli might be in the form information, events, or experience.

Truly, Haire’s claim about perception is similar to the definition declared by Altman, Valenzi, and Hodgetts (1985: 85). According to them, perception is “the way stimuli are selected and grouped by a person in such a way that the stimuli can be meaningfully interpreted.” That statement means that perception is

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generated by stimuli surroundings which can be in the form of sensory and cognitive information. If the student receives the stimuli, s/he then will identify them and attempt to recall his or her memory whether in the past s/he has acquired the same stimuli or not. In case s/he has the same stimuli, s/he then will recognize them.

Another description about perception is also acknowledged by Warga (1983: 207). He acknowledged that perception is a meaningful translation from physical energy that we feel or sense. In other words, Warga’s statement implied that when the student senses or feels the form of physical energy, s/he would make an effort to understand it as a message in the brain as a sensation. Afterwards, the combination of sensations would be translated into meaning. Therefore, it can be concluded that perception is gained when the student attains the meaning from the physical energy which s/he has already sensed and felt.

Perception is also considered as the process of information extraction, as stated by Forgus (1966: 1). This claim means that perception is the process of selecting or sorting out the information acquired. While Kreitner and Kinicky (1992: 26) added that perception is a mental and cognitive process that enables us to interpret and understand our surroundings.

Rooted in those definitions, the researcher comes to a conclusion that perception is a mental and cognitive process which leads individuals to organize and to interpret stimuli in order to elicit meaningful translation in the brain. Everyone has his/her own point of view of particular things that s/he experiences in the environment. Thus, it is normal for different person to perceive the same

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event or incident differently. This phenomenon then guides them to have different behavioral responses. Altman, et al. (1985: 86) stated that in perceptual process, it is necessary to select and group the stimuli so that individuals can interpret them meaningfully.

Figure 2.1 The Perceptual Process

(Altman, et al., 1985: 85)

From Figure 2.1, it can be observed that perception may exist with stimuli as a starting point. Stimuli can be defined as forms of physical energy that strike our sensory receptor (Warga, 1983: 207). The physical energy contains light, heat, pressure, and many others. While the organs of our body such as eyes, ears, nose and skin are categorized as the sensory receptors. Sensory receptors function as means to transmit the messages acquired to the brain. The stimuli are selected first in the brain before the messages are being interpreted. The selected stimuli then will be elicited in the form of information. The information which has been organized and interpreted inside the brain then generates the translation of external energy. Afterward, it would be called sensation. Furthermore, after inferring the information, the brain then converts the information into meanings. The outcome of the meaningful translation of the information is entitled perception. It is obvious that sensation is different from perception. Sensation is

Stimuli

Sensor’s selection of

stimuli

Perception, organization and

interpretation of stimuli

Behavioral response

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the translation of external energy while perception is the sensation’s meaningful translation itself.

Moreover, perception might come up from several factors. There are four of the most vital factors which influence someone’s perception on particular things (Altman, et al., 1985: 86). Those factors are selection of stimuli, organization of stimuli, situation and self concept.

a. Selection of Stimuli

It is not possible for a student to focus on all stimuli. S/he will only focus on a small number. This process is known as selection. It turns out to be one reason why every student perceives something differently. Each student tends to select stimuli which conform to his/her basis interest. On the contrary, s/he tends to ignore the stimuli or events which are not comfortable. This statement is in accordance with Gibson (1985: 66). He argued “people have a propensity to ignore factors or cues which might make them feel discomfort.” The different levels of threshold among people also take role in causing people to select the interested stimuli and to perceive something differently.

According to Warga (1983: 208-209), there are six factors affecting the students to select the stimuli, namely size, change, repetition, intensity, movement, and set.

1) Size

According to Warga (1983), size is significant. It means that it really affects the selection of stimuli since size truly grabs someone’s interest. Surely, an

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advertisement which is written with big bold letters on the board will grab someone’s interest and attention to read more than just small letters.

2) Change

It is interesting to notice some changes which happened around. In many cases, changes will enable us to avoid boredom and lead us into a more comfortable situation. Therefore, change contributes to the way people select the stimuli around.

3) Repetition

To build such a learning habit for the students, a teacher might need to administer weekly tests during the teaching-learning in the class. The results of weekly tests which will determine the students’ final score at the end of semester will force them to study hard in each test. This kind of repetition forces them to realize the importance of weekly tests. Furthermore, weekly tests will encourage them to have self learning habit.

4) Intensity

Warga (1983: 209) acknowledged “up to a point, the louder you shout, the better you will be heard. The intensity of stimulus-your voice-makes it stand out above other stimuli, so that listeners are forced to keep their mind on you.” This statement wishes to utter that the voice people produce when speaking determines whether the listener will pay attention or not. As stated by Warga (1983), the louder voice people generate, the better the listeners take notice on them. Nevertheless, too loud voice will make the listeners ignore since they feel it is

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annoying. Therefore, “it is expected that people speak not too loud but with tolerable volume, rhythm, articulation and intonation” (Purnomo, et al., 2005: 19).

5) Movement

It is more attractive to see moving things rather than unmoving ones. When having such a presentation in the class, students will pay more interest to slide show produced by Microsoft Power Point rather than just transparencies using OHP. The moving things attract viewer better to follow the instruction or the explanation given. It is clear that movement affects people in selecting the stimuli acquired. However, Purnomo, et al. (2005: 19) added that unimportant movement will annoy the viewer. It means that people should keep the unimportant movements away to avoid making the viewer annoyed.

6) Set

According to Warga (1983: 209), set is defined as an emotional disposition which manipulates perception. Set guides someone to interpret sensation attained into a meaningful message which is based on his/her wish to perceive. For example, a university student will have TOEFL test next week, s/he must expect the test is long and complicated. Further, his/her time to do the tests is also limited. Therefore, s/he will study seriously to prepare for the TOEFL test.

b. Organization of Stimuli

After information has been screened, it must be organized so as to become meaningful. “This is the second factor influencing perception where the brain makes an effort to select certain items of information and then to put them

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together in a meaningful way” (Altman, et. al., 1985: 87). This is called organization. The fundamental role of organization is formulating the complexity of information becomes effortless for someone to interpret.

c. Situation

“The situation which influences someone to perceive can be in the form of someone’s familiarity with, expectations about, or his or her past experience” (Altman, et al., 1985: 89). It can be concluded that situation may be the combination between someone’s past experience with his or her expectations. If someone has bad experience on something in the past, s/he will tend to perceive negatively when acquiring the same stimuli in advance. On the contrary, in case s/he has good experience towards something, s/he will have good expectation to achieve when similar thing happens in the future.

d. Self-Concept

Warga (1985: 90) stated “what is called self-concept is the way we feel about and perceive ourselves.” The self-concept is essential since our psychological image of ourselves determines much of what then we perceive and do. If the student sees himself/herself as a persistent student, s/he will likely to be persistent no matter difficulties in learning await.

2. Teaching and Learning Vocabulary

The researcher aims to investigate the students’ perceptions on the vocabulary weekly tests. Hence, discussing learning and teaching vocabulary in the section is very fundamental. Historically, in foreign language teaching,

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vocabulary has not been given an adequate amount of attention for a long time. Many course books merely prioritize structure and function. In actual fact, vocabulary can support learners to learn the skills of the language. Burton (1982: 99) declared that vocabulary should be given to the students suitably, hence they are able to learn four skills of language, namely listening, speaking, reading and writing better. This claim implies that English vocabulary is very important language component in learning a language.

In this section, there are two parts of discussion, namely teaching vocabulary and learning vocabulary. These two parts will offer an appropriate context to interpret vocabulary as an important basis in English language.

a. Teaching Vocabulary

English in recent days has been used as thelingua franca of international communication, scientific and modern technology, trade and political exchange. Hence, it plays a central role to transmit information in the world. Mastering English now grows to be an obligation, not only for prestige but more than that for the sake of knowledge to compete in the globalization. Realizing this fact, vocabulary as the basic element in mastering English should be taught in an appropriate way. There is a need to conduct teaching vocabulary in order to introduce a number of English words as a basic step to learn English.

Brown (1987: 7) claimed ”teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.” It means that teaching provides learners guidance and offers supporting condition to learn. According to Lado (1964: 120), in the past, vocabulary was taught mostly by

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translation. In addition, it was assumed that putting across the meaning was the whole of teaching vocabulary. However, Lado (1964) affirmed that putting across the meaning is just a small part of vocabulary teaching. Further, he added that in order to be able to use a word, the form of the word must be taught first. In addition, for smoothness in speaking and quick understanding in listening, a large amount of practice is ultimately needed.

Lado (1964: 121) stated “teaching vocabulary varies for easy words, words with normal difficulty and words with special problems.” Teacher should be able to recognize those three types of words so that s/he is capable of implementing a strategy for special types of words.

1) Words that are Easy to Learn

“Words that are similar in form and meaning to the first language are easy to learn” (Lado, 1964: 127). He affirmed that those words usually fall into patterns of correspondence of sounds and stress and can be taught quickly in such patterns. Thus, this type of words should be taught for listening and reading rather than for speaking and writing. The examples of those words are nation, mission, combination, variation,and many others. The class may repeat them to reinforce their hearing and they may read them for the same purpose. To be detailed, he suggested the item is repeated and given in the native language if necessary.

2) Words of Normal Difficulty

According to Lado (1964: 128), “words of normal difficulty are best taught in contextual areas, such as food, clothing, language, education, and many others.” To be detailed, it is helpful to use a connected context illustrating words

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which are taught. He implied that additional words can be taught as alternatives to those chosen in the connected context. For example, if the area is sport, various sports can be learned as alternatives. Thus, if the conversation givesfootballas the choice of the speaker,volley ball, basket ball, base ball, tennisandbadmintoncan be learned as alternatives.

3) Difficult Words

“Because differences with the first language, some words and sets of words are especially difficult to teach and to learn” (Lado, 1964: 129). The use of

in, on, at as prepositions of location may cause the students confused. Therefore, Lado (1964) suggested bringing that little problem to consciousness showing the distribution in English and practicing it until the students are able to use it accurately. In teaching this problem, teacher is firstly wished to select the examples, however, to show the difference in distribution before telling them to useinwith large areas,onwith lines, andatwith points.

inChelsea I liveinChelsea.

onLoyola Avenue I liveonLoyola Avenue. at 5768 Main Street I liveat5768 Main Street.

b. Learning Vocabulary

Vocabulary is considered as a stock of words in a language that can support the learners to learn the skills of a language. It is a helpful means to assist the students in learning. As Burton (1982: 98) said, “the larger the vocabulary mastery, the better will be one’s performance in all aspects of language works.” It means that mastering English vocabularies will enable the learners to communicate in English smoothly.

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Naggy and Herman as cited in McKeown (1984: 4) stated “individuals who know many word meanings know much about the world in general.” This statement wants to say that having a stock of words will enable individuals to comprehend many varied sources of information. Furthermore, learning English language means that learners are required to learn the English vocabulary as well. Learning English vocabulary cannot be separated from learning English language.

It is apparent that English vocabulary turns out to be a very important aspect in learning English language. Not having enough vocabulary mastery will make individuals unable to communicate smoothly in that language. Incapable of finding a word to express something actually is the most frustrating occasion in speaking another language.

According to Nation (1990: 2), “there are two kinds of vocabulary learning, namely direct and indirect vocabulary learning.” In direct vocabulary learning, students do exercises which focus their attention on the vocabulary. For example, the students learn the vocabulary from the list, guess words from context, and many other activities. Model of learning English vocabulary in Vocabulary I class belongs to this direct vocabulary learning since it focuses on the vocabulary. For example, the students learn the vocabulary from the list and then use them in reading passage. “While indirect vocabulary learning, the students do not focus on the vocabulary, but usually on the message conveyed by the speaker or writer” (Nation, 1990: 2). It means that the students focus their attention on some other features.

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Learning vocabulary is indispensable, not only memorize words and the meanings, but also learn from context. “Therefore, when learning vocabulary, English learners should be able to recognize that a string of letters is a word, recognize the meaning of a word in context, and use the word appropriately in speech and writing” (Healey, 2000: 43). Healey’s claim is in accordance with Coady (1997), who offers a synthesis of research on second language vocabulary acquisition consisting of three main principles to underlie effective vocabulary teaching. Firstly, learners should be provided with both definitional and contextual information about words. To apply this principle, it is necessary to relate the second language (L2) learners to their often-felt need for dictionary access. Thereby, using dictionary will help the learners to know the word, its meaning, and later how to apply it, i.e. in a sentence, an exercise and many others. Secondly, L2 learners should be encouraged to process information about words at a deeper level. This principle should be reflected in the recent emphasis on authentic communicative activities. It means that the learners should practice among them, such as work in pairs or in a group to discuss the words and how to apply them contextually. Teacher may facilitate by providing a reading or an exercise so that the learners are able to really apply the words in a context. Finally, the learners need multiple exposures to words. What does it mean? It means that when the learners are supposed to learn vocabulary from its context, the learners require a stimulus to make them learn more, not just memorize the words. Coady (1997) adds that extensive reading (ER) is the most suitable medium to support. “ER is reading (a) of large quantities of material or long texts;

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(b) for global or general understanding; (c) with the intention of obtaining pleasure from the text” (Krashen, 1982: 164-167). The term ‘extensive’ means large in area. Hence, large quantities are important to be ‘extensive’ even though there is no agreement on how much “extensive’ is. By reading texts given, the learners can automatically enlarge and enrich their vocabulary knowledge then know how the words are applied in the sentences as well.

3. Test

Test is the third issue to discuss in the research. According to Brown (2001: 384), “a test, in simple terms, is a method of measuring a person’s ability, knowledge, or performance in a given domain.” Truly, the definition declared by Brown consists of five components. Firstly, a test is a method. It means that it is an instrument-a set of procedures, objects, techniques - that obliges performance on the part of the test taker. The test is considered qualified if it covers explicit and structured method. Second, a test must measure. Some tests measure the test-taker’s general ability, while others focus on his or her very specific proficiencies of goals. Third, a test measures someone’s ability, knowledge and performance. It means that the test constructor needs to understand clearly who the test-takers are, their background knowledge, whether the test is matched to their abilities or not, and many other aspects. Next, a test measures performance. It means that the test results entail the test-takers’ ability or competence. In addition, most language test measures the test-taker’s capability to perform language, namely to speak, read, or listen to subset of language (Brown, 2001: 385). Finally, a test measures a given

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domain. It means that a well-constructed test is an instrument which offers measurement of the test-takers skill within a particular area. For example, a vocabulary test may focus on only the list of words in a particular unit or chapter.

Hughes (1989: 9) declared that there are four types of test, that is to say proficiency test, achievement test, diagnostic test and placement test. “The proficiency test is to measure one’s ability in a language regardless of any training s/he may have in that language while achievement test is related directly to language course, its purpose is to establish how successful students, group of students, or the course itself has been in accomplishing goals. Then, the diagnostic test is to identify students’ strengths and weaknesses.” As its name suggests, the placement test is to offer information which will help to place students of the teaching program most appropriate to their skills.

The researcher intends to be more specific by focusing the discussion on the achievement test only. The consideration is that the weekly test which is researched truly belongs to the achievement test. This kind of test directly relates to the English course and its goal is to build successful students in mastering a number of vocabulary items. In addition, the weekly test also intends to establish the English course itself to accomplish the objectives.

Further, Hughes (1989: 10) stated that there are two kinds of achievement test. The first is final achievement test. It is administered at the end of a course of study. It might be administered by members of teaching institutions, official examining boards, or even by ministries of education. Based on the view of some test constructors, the content of the final test must be related to the courses and

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directly be based on the detailed course syllabus, on books and other materials used. The final achievement test also only contains what the students have actually met in the course. Therefore, it can be considered as a fair test.

The second is progress achievement test. “It is aimed to measure the progress that the students make in certain time” (Hughes, 1989: 12). This test might be administered repeatedly since it intends to measure the progress made by the students. In actual fact, it sets up the students to have preparation to have the final achievement test. The implementation of vocabulary weekly tests essentially belongs to the progress achievement test. It is administered weekly in a semester and intended to measure the students’ progress in mastering vocabulary items.

Brown (2001: 385) suggested that there are three classic criteria to test a test. They are practicality, reliability, and validity. Among those three criteria, the researcher used reliability and validity in his research.

a. Reliability of the Test

According to Brown (1996: 185), “a test is considered reliable when it gives the same results every time it measures (if it is used under the same conditions), measures exactly what it is supposed to measure (not something else), and should be practical to use.” In addition, Brown (2001: 386) stated that a reliable test is consistent and dependable. It means that if the same test is administered to the same student or matched students on two different occasions, the test should yield similar results.

To test the reliability, it is imperative to notice two categories of the test. They are Norm-referenced tests (NRT) and Criterion-referenced tests (CRT). In

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the norm-referenced tests (NRT), Brown (1996: 2) declared that NRT is designed to measure general language abilities (for illustration, generally English language proficiency, academic listening skill, reading comprehension, and many others). Each student’s score then is interpreted relative to the other students’ scores who had the same test. Hence, it would be such a comparison between a student’s score with other students’. Brown added, the goal of an NRT is to spread students out along a continuum of scores so that those with “low” abilities in general domain such as listening, are at one end of the normal distribution, while those with “high” abilities are at the other end. Besides, the students may know the format of the test, such as multiple-choice, dictation, essay or true-false, but they will not recognize what exact content or skills will be tested by those questions.

In contrast, Brown (1996) added that a criterion-referenced test (CRT) is composed to measure well-defined and fairly specific objectives. It merely interprets the students’ scores. Each student’s score is meaningful without reference to other students’ scores. This statement means that a student’s score indicates the knowledge or skill in that objective the student has learned. If all students know 90% of the material on all objectives, all of them should acquire the same results without any variation at all. The aim of a CRT is to measure the quantity of learning that a student has achieved on each objective. In most cases, the students will know in advance what types of questions, tasks, and content to expect for each objective because the question content will be explicitly stated in the objective of the course.

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Based on those two categories, it can be concluded that the weekly test fits in the CRT. First, the weekly test measures the specific objectives as stated in the course syllabus. Second, for the scoring, each student’s score is meaningful and no need to make such a comparison with other students’. Finally, the students will know what specific content or skills will be tested since the question content would be explicitly stated in the objective of the course.

b. Validity of the Test

“By far the most complex criterion of a good test is validity, the degree to which the test actually measures what is intended to measure” (Brown, 2001: 387). Furthermore, Hughes (1989: 22) declared that “a test is said to be valid if it measures accurately what is intended to be measured.” For example, a valid test for reading comprehension truly measures reading ability, nor background knowledge in a subject matter, nor some other variables of questionable significance.

Hughes (1989) added that the conception of validity exposes a number of aspects which deserve attention. The first aspect is content validity. “A test is considered to have content validity if the content represents sample of language skills with which it meant to be concerned” (Hughes, 1989: 22). It is clear that the test would have content validity if only it is relevant to the language skill concerned.

The second aspect is criterion-related validity or the extent to which the criterion of the test has actually been reached. Essentially, there are two kinds of criterion-related validity, namely concurrent validity and predictive validity

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(Hughes, 1989: 23). Concurrent validity is constructed when the test and the criterion are administered at about the same time. While, predictive validity concerns the degree to which a test can predict the individuals’ performance in the future.

The third is construct validity. Hughes (1989: 26) stated that “a test or a testing technique is considered to have construct validity if it is able to show that it really measures just the ability which it is supposed to measure.” If the test constructor is attempted to measure reading ability in reading test, then he or she can demonstrate that he or she indeed to measure just the reading ability, hence the test would have construct validity.

The fourth is face validity. According to Brown (2001: 388), “to have face validity, the ‘face’ of the test should appear what claims to test.” Further, he added that a learner needs to be convinced that the test is indeed testing what it claims to test. It means that face validity refers to the grade to which a test looks right, and become visible to measure the knowledge or abilities in claims to measure, such as the instruction of the test and also the time availability.

B. Theoretical Framework

The section describes the linked theories which are reviewed and combined from the theoretical description. The use of those theories is intended to answer the research questions as stated in Chapter I. There would also be a framework to answer the two questions of the research.

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Weekly tests have been implemented to support the teaching-learning activities in Vocabulary I class. The implementation of weekly tests is aimed to “encourage the students to master the meaning of the English vocabulary items of the 3000-word level especially in Indonesian” (Nurwidasa, et al., 2006: 84). The students are asked to work on vocabulary tests every week with materials which have been determined in the beginning of the semester.

The implementation of weekly tests is able to support the teaching-learning activities in Vocabulary I class. It encourages the students to have self learning habit by studying a large number of vocabulary items each week continuously. It also makes them not easily forget the materials mastered since each test includes the previous material. Therefore, their vocabulary mastery could be enhanced by having those tests. Nonetheless, how do the students perceive the weekly tests? Do they perceive weekly tests in positive or negative way? According to Altman, et al. (1985), the way the students perceive on something influences their behavioral responses. It means those behavioral responses can be positive or negative depend on the students’ perceptions. If the students perceive the weekly tests positively, their behavioral responses will be positive too, which will hold up the teaching learning activities and the course goal achievement. However, if the students perceive the weekly tests negatively, their behavioral responses will be negative too which will hinder the teaching-learning activities and the course goal achievement.

The research is intended to unveil the students’ perceptions on the implementation of vocabulary weekly tests in Vocabulary I class. Besides, it

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attempts to discover the contribution of the students’ perceptions towards their vocabulary mastery. Therefore, in this research, there are three major parts of theories, namely theories about perception and perception process, teaching and learning vocabulary and test. Those theories are employed to provide a basis for digging out the students’ perceptions on the vocabulary weekly tests. Accordingly, those theories facilitate the researcher to answer the first research question about how the students perceived the implementation of vocabulary weekly tests. Meanwhile, in order to answer the second research question about the contribution of students’ perceptions to their vocabulary mastery, Pearson Product Moment Coefficient of Correlation is employed to do the computation. Afterwards, the results of the computation can be used to see the correlation between two variables, namely students’ perceptions and their vocabulary mastery. Subsequently, it can be found to what extend the students’ perceptions contribute to their vocabulary mastery.

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CHAPTER III METHODOLOGY

This chapter illustrates the method of the research. It is divided into parts of discussion, namely research method, research participants, research instruments, data gathering technique, data analysis technique and research procedures.

A. Research Method

According to Ary, Jacobs, and Ravazieh (2002: 381), “descriptive research studies are designed to obtain information concerning the current status of phenomena.” The research belongs to descriptive research since it is designed to obtain information about the current status of phenomena, namely the students’ perceptions and the contribution of those perceptions to their vocabulary mastery. To accommodate the research, the researcher conducted two types of descriptive research, namely survey research and correlational research. Firstly, he made use of survey research. The survey took the form of both questionnaire and interview. The researcher administered a questionnaire to all students in the class and conducted an interview with some students as well. The goal is to achieve the first objective of the research, namely to unveil the students’ perceptions on the implementation of weekly tests in Vocabulary I class. Secondly, the researcher employed correlational research to correlate the students’ perceptions and their scores. To be detailed, by using this kind of research, he made an effort to attain

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the second objective of the research, namely to find out the contribution of the students’ perceptions to the students’ vocabulary mastery. Correlational research was employed since the researcher attempted to investigate the strength and direction of relationships among two or more variables (Ary, et al., 2002: 25).

B. Research Participants

The population of the research was the students belonging to class A of Vocabulary I class of the English Language Education Study Program of Sanata Dharma University in the academic year of 2007/2008. There were three classes of Vocabulary I course, namely A, B, and C. Class A was chosen to be the research population since it was the biggest class among other classes. There were 74 students in the class. Biggest number means a lot in view of providing representative data for the research. Despite the fact that all students learned the same subject with the same lecturer and teaching strategies as well, they might still have different perceptions with regards to their motivation and needs. This phenomenon would be an interesting matter to discuss through the research.

Further, to verify the data acquired from the questionnaire, the researcher conducted interview with some students. They were divided into three groups, high, medium, and low achievers. The division was based on the students’ final scores. Those who acquired A were categorized as high achievers (HA), B and C as medium achievers (MA), and D and E as low achievers (LA). There were two students from each group who would be asked to be interviewed.

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To keep the informants confidential, the researcher made the coding of participants’ names. It was shown in Table 3.1.

Table 3.1 Coding of Participants’ Names

Notes:

HA : High Achievers MA : Medium Achievers LA : Low Achievers

C. Research Instruments

The researcher employed two instruments, namely a questionnaire and an interview guide. The main instrument was the questionnaire, while the interview guide was developed to verify the results of the main instrument. The aim was to make sure and to recheck the participants’ answers in the questionnaire. The use of interview was also to dig out further information which could not be revealed by the questionnaire. Those two instruments were employed to make sure that the data obtained were reliable and valid. The researcher employed the data acquired from those instruments to answer the first research question about the students’

Coding Meaning Category

Student A The initial for research participant number 1

Student B The initial for research participant number 2

Student C The initial for research participant number 3

Student D The initial for research participant number 4

Student E The initial for research participant number 5

Student F The initial for research participant number 6

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perceptions on the implementation of weekly tests. Meanwhile, to answer the second research question, namely the contribution of the students’ perceptions towards their vocabulary mastery, the researcher made use of the Vocabulary I students’ final scores.

1. Questionnaire

According to Ary, et al. (1990), questionnaire as a data-gathering device is not expensive and time-consuming. It is possible to include large number of subjects and can guarantee confidentiality, which may elicit more truthful responses. By making use of a questionnaire, the researcher intended to assess data about the students consisting of their thoughts, feelings, perceptions, motivations, and attitudes in accordance with the implementation of the weekly tests.

The questionnaire comprised four major parts. The first one is the students’ perceptions on the teaching learning process in class. It deals with how the students perceived what happened in the class. The second one is the students’ perceptions on the validity the weekly tests. Hughes (1989: 22) divided validity into four types of validity, namely content validity, criterion-related validity, construct validity, and face validity. Among those four types of validity, the researcher analyzed content validity, face validity, and construct validity of the weekly tests in his questionnaire. The third one is the students’ perceptions on the reliability of the tests which include the way tests are designed and written, similarity of the materials to the tests, number of the test items, and relationship

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between materials and the tests. The last one is the students’ perceptions on the implications after having weekly tests.

When conducting a scientific research, it is required to determine the accuracy and consistency of the research instrument. Thus, the researcher attempted to discuss the validity and reliability of the research instrument. The validity of the research instrument was justified by the theories used in such research. Meanwhile, to estimate the reliability, the researcher followed the procedure of Alpha-Cronbach coefficient as one of the internal consistency methods. An instrument could be reliable if the reliability coefficients (α) is higher than 0.70 (Fraenkel and Wallen, 1993: 296). From the calculation of Alpha-Cronbach formula, the researcher found that the reliability coefficient (α) of all items in the questionnaire was 0. 89. Therefore, the questionnaire was reliable for the research.

2. Interview Guide

“The interview is, in a sense, an oral questionnaire” (Best, 1976: 186). The interview was often superior to other data-gathering devices because people were usually more willing to talk rather than to write. In addition, the interview might avoid misinterpretation from an interviewee since while interviewing, an interviewer could explain the purpose he wanted. At the same time, the interviewer could evaluate the sincerity and insight of the interviewee. A greater completion rate was another obvious advantage of the interview. It meant that personal contact increased the likelihood that the individual would participate and provide the desired information (Ary, et al., 1990: 418). The interview was

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conducted after the researcher distributed the questionnaire. It was intended to verify the students’ answers acquired from the questionnaire. The interviewees consisted of six students, who represented those three major subdivisions as stated.

D. Data Gathering Technique

The data were obtained from the students of the English Language Education Study Program of Sanata Dharma University who were taking Vocabulary I class in the academic year of 2007/2008. The researcher employed two research instruments to gather the data from the participants, namely a questionnaire and an interview guide. The questionnaire became the main instrument of the research, while the interview guide was meant to cross check the data obtained from the questionnaire.

The first type of data was obtained by distributing questionnaire. It was conducted on 30thNovember 2007. There were 74 students in the class. However, there were 13 students who were absent at the time, as a result the researcher were only able to accomplish responses merely from 61 students. That day, the researcher came to the class, distributed the questionnaire sheets, and then read each statement of the questionnaire before the students. It was aimed to make the students complete the questionnaire faster and simultaneously as well as to avoid any misconception.

Afterwards, as the data were all collected and processed, the researcher then moved to the second type of data taken from the interview. This interview

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was aimed to follow up and verify the statements in the questionnaire in order to gain further information. Not all students as the research participants were interviewed. There were six students who were interviewed. The interview was conducted on 13thand 14thFebruary 2008.

Besides, the researcher also employed the Vocabulary I students’ final scores. Those scores were used as a means to answer the second research question where the researcher attempted to find out the correlation between students’ perceptions and their scores. In other words, the researcher endeavored to correlate the data gathered from questionnaire and interview with the scores the students acquired at the end of semester.

E. Data Analysis Technique

The researcher worked on students’ perceptions and their contributions to their vocabulary mastery in Vocabulary I class. Consequently, he emphasized his research on two objects, namely the students’ perceptions and the results of their final scores. Firstly, dealing with the students’ perceptions, the researcher counted the number of circles on each degree of agreement of each item, “strongly agree”, “agree”, “strongly disagree”, and “disagree” by setting them to a table. Afterwards, the researcher calculated the raw data into percentage and interpreted them by elaborating them with the data acquired from the interview. The next step was counting the average of each degree of agreement. This calculation pursued one goal that is to inform the researcher about their tendency on each item. The formula was as follows.

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100% x

 _ 

where x

 : The number of students based on the degree of agreement n

 : The number of all students

To ascertain the validity of the data acquired from both questionnaire and interview, the researcher conducted data triangulation. According to Patton (2002: 247), data triangulation was “the use of variety of data sources in a study”. He added that data triangulation was intended to produce the consistency of findings. Denzin (1978) as cited in Moleong (1989: 195) claimed that there were four kinds of triangulation techniques, namely the use of source, method, investigating officer, and theory. In this research, the data triangulation used source since “the researcher cross-checked the data acquired from the questionnaire with the results of the interview” (Patton, 2002: 195). Basically, the data triangulation was also intended to answer the first research question, which is to explore the students’ perceptions on the implementation of weekly tests.

Secondly, dealing with the role of students’ perceptions on their achievements in weekly tests was discussed separately. The researcher analyzed the data using Pearson Product Moment Coefficient of Correlation (r). The formula is presented as follows:

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





( )

2 ( )2 2 ( )2

n Y Y

n X X n Y Y

   

     

where

r = coefficient correlation

 = sum of scores in X-distribution Y

 = sum of scores in Y-distribution Y

 = sum of the products of paired X- and Y- scores

 = sum of the squared scores in X-distribution

 = sum of the squared scores in Y-distribution

n = number of paired X- and Y- scores (subjects)

The result of the computation was meant to reveal whether there was any correlation between students’ perceptions and their vocabulary mastery. Besides, that result would also answer the second research question, which is to what extent the students’ perceptions contribute to their vocabulary mastery.

F. Research Procedure

The researcher had some steps which were essential to the research procedure. First of all, the researcher decided the topic for the research. Next, the researcher formulated research questions. To accommodate the research, the researcher employed survey and correlational research. Survey research was

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accomplished by distributing a questionnaire and conducting an interview with some students. Afterwards, the researcher correlated the data acquired from the questionnaire and the interview with the students’ final scores. Thus, the researcher accomplished the correlational research.

Before constructing the questionnaire and interview guide, the researcher read some related books. Afterwards, the researcher consulted the questionnaire and interview guide with the research sponsors. Having obtained some suggestions from the sponsors, the researcher revised his questionnaire and the interview guide.

Subsequently, the researcher asked permission to the Vocabulary I class (A) lecturer to have a copy of students’ final scores. Next, the researcher came to the class and distributed the questionnaire to the students. After collecting data from the questionnaire, the researcher conducted an interview with some students to verify the data acquired from the questionnaire. The next step was analyzing the data gathered from questionnaire and interview using triangulation. The results of the analysis unveiled the students’ perceptions on the vocabulary weekly tests. Meanwhile, the researcher employed the students’ final scores to find the contribution of students’ perceptions towards vocabulary mastery. To find such contribution, the researcher made use of Pearson Product Moment Coefficient Correlation as the formula. Afterwards, the researcher discussed the findings with the theories presented in Chapter II.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

The chapter reveals the data acquired from the results of the questionnaire and interview. The data converse how the students perceive the implementation of weekly tests as well as reveal to what extent the students’ perceptions contribute to their vocabulary mastery. Thus, there would be two subheadings. The first part discusses the students’ perceptions on the implementation of weekly tests. The second part discusses the contribution of the students’ perceptions to their vocabulary mastery.

A. The Students’ Perceptions on the Weekly Tests

This section elaborates the answer to the first research question about the students’ perceptions on the implementation of weekly tests. More to the point, there would be four major parts, namely the students’ perceptions on the vocabulary teaching-learning process, validity of the tests, reliability of the tests, and the implications of the tests.

1. Perceptions on the Vocabulary Teaching-Learning Process

To find out the students’ perceptions on the implementation of weekly tests, the researcher firstly employed the main instrument of the research, namely a questionnaire. To follow up and verify the data acquired from the questionnaire, the researcher made use of the interview results.

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a. Students’ Perceptions Based on the Questionnaire

Rooted in the questionnaire results which were presented in Appendix 7, it was demonstrated that the majority of the students perceived the implementation of weekly tests in class positively. The percentage of 85% showed that most students were interested in the implementation of weekly tests in their class. In addition, 73% students were highly motivated and enthusiastic to do the weekly tests. It was clear that actually most students in Vocabulary I class were not shocked to deal with weekly tests. They were involved and motivated as well. There were 82% students who had self confidence to do the weekly tests. Besides, 87% of them worked on the weekly tests wholeheartedly. There were 53 students who did the weekly tests seriously. It was interesting to find the fact that their positive perceptions really led them to have positive behaviour actions too. Their positive perceptions on the implementation of weekly tests actually led them to have positive responses when doing the tests.

Moreover, largely the students felt tense while doing the tests. To be detailed, there were about 66% of the students who felt strained. Being tense usually happens when someone deals with a test. It was found that most of the research participants were tense during the tests.

Nonetheless, there were also some students who perceived the implementation of weekly tests in their class negatively. There were 15% students who were not interested in the implementation of weekly tests. Another finding was there were 27% students who were not highly motivated in doing the tests.

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Students’ Perceptions on Reliability of the Tests

No Statement Strongly

Agree

Agree Disagree Strongly Disagree 13. The test is well designed and

carefully written. 7 (12%) 27 (44%) 24 (39%) 3 (5%) 14. The test is clearly related to what

you have learned

22 (36%) 34 (56%) 5 (8%) 0 (0%) 15. You feel no stress about the

number of the test items.

1 (2%) 20 (33%) 33 (53%) 7 (12%) 16. The test covers similar material to

the material you have studied.

19 (31%) 36 (59%) 5 (8%) 1 (2%)

Students’ Perceptions on the Implication of Weekly Tests

No Statement Strongly

Agree

Agree Disagree Strongly Disagree 17. You think that weekly tests are

important to enhance your vocabulary mastery 27 (44%) 26 (43%) 8 (13%) 0 (0%) 18. You think that the implementation

of weekly tests is challenging.

22 (36%) 28 (46%) 11 (18%) 0 (0%) 19. Weekly tests make you a more

diligent learner. 13 (21%) 38 (62%) 9 (15%) 1 (2%) 20. Weekly tests should be applied in

Vocabulary I class.

22 (36%) 26 (42%) 12 (20%) 1 (2%)

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APPENDIX 8 The Results of Pearson Product Moment Computation

1 ,125 ,335

61 61

,125 1

,335

61 61

Pearson Correlation Sig. (2 -tailed) N

Process

TWT

TWT Process

1 -, 065 , 620

61 61

-, 065 1 , 620

61 61

Pearson Correlation Sig. (2-tailed) N

Tests

Implication

Tests Implication 1 -, 020

, 881

61 61

-, 020 1 , 881

61 61

Pearson Correlation Sig. (2-tailed) N

Tests

Reliability

Tests Reliability 1 -, 039

, 768

61 61

-, 039 1 , 768

61 61

Pearson Correlation Sig. (2-tailed) N

Tests

Validity

Tests Validity

Students’ Perceptions and the Level of Vocabulary Mastery Students’ Perceptions and the Level of Vocabulary Mastery

Students’ Perceptions and the Level of Vocabulary Mastery

(3)

APPENDIX 9

RAW DATA FROM THE INTERVIEW

1. Were you interested in the implementation of weekly tests in Vocabulary I class?

“It was interesting to have weekly tests. I study more seriously every week” (Student A). “Up to the middle of semester, I was still interested in those tests. However, I got bored with the same type of the test” (Student B).

“I was so interested in this kind of test since it is easy for me to memorize” (Student C). “Yes, I was. Weekly tests encouraged me to study more seriously” (Student D).

“I felt it was hard. It was boring to have matching test every week” (Student E). “Not really. Having those tests was burdening” (Student F).

2.Did you have high motivation and enthusiasm to do the weekly tests?

“I was motivated to enrich my vocabulary mastery and get an A in this course” (Student A). “I did each test wholeheartedly because it can enhance my vocabulary mastery and of course I want to get high score” (Student B).

“Yes, I was motivated enough to have weekly tests” (Student C).

“I was highly motivated to do weekly tests. I could improve my score” (Student D). “I had no any motivation to do the tests” (Student E).

“Though it was hard, I was still enthusiastic to get better score” (Student F).

3. Did you feel confident when doing the weekly tests?

“Sure. I trusted myself and my ability when doing the tests’ (Student A). “I was confident with my answers without cheating” (Student B).

“Absolutely I had self confidence. I had studied hard to prepare the tests.” (Student C). “Why not? I believed in myself” (Student D).

“I was never prepared for the tests so I was no confident with my answers” (Student E) “I felt free and relaxed during the tests. Just do my best” (Student F).

4. Did you feel tensed during the tests administered?

“Yes, I felt tensed during the tests” (Student A).

“The situation was tightening. I was afraid with the lecturer” (Student B).

“The lecturer could notice every single movement which happened in the classroom” (Student C).

“I was always nervous during the tests” (Student D).

“It was not necessary to be tensed. Just relaxed” (Student E). “No, I was not tensed” (Student F).

(4)

5. Did the test material represent the section you have to study?

“Yes. I think the test material really represented the section I had to study. What I studied was relevant with the test administered” (Student A).

“Yes, it represented what I’d studied. It means that the section I’d studied was really useful and appropriate to do the test” (Student B).

“Of course, yes. The section I’d mastered was meaningful to lead me doing the test” (Student C).

“Sure. It signified what section to study. I felt that the section I’d learned properly supported me to do the test” (Student D).

“I was confused. I never prepared the tests well, so I didn’t know about it” (Student E). “I thought the material I’d read was suitable material for the test” (Student F)

6. Were the test instructions clear?

“I thought that the instructions were clear enough” (Student A). “Yes, the test instructions were clear” (Student B).

“Certainly yes” (Student C). “Yes, no doubt” (Student D).

“In the first meeting I was confused, but in the following tests I was not confused anymore” (Student E).

“The instruction was very clear” (Student F).

7. Did the tests really measure your ability in mastering vocabulary? Mention your reasons!

“Yes, the tests really measured my ability in mastering vocabulary” (Student A). “The tests just measured the ability to mastery vocabulary items” (Student B).

“I was not sure that the tests measured my ability in mastering English words” (Student C). “I thought so” (Student D).

“No. Actually the tests did not measure my ability” (Student E).

“The tests could measure to what extent I mastered vocabulary items” (StudentF).

8. Did you think that the tests were well designed and carefully written?

“No. The model of the test is still traditional by using typewriter. The use of computer is much, much better” (Student A).

“The form of the test is clear enough. I can follow the instruction well. It’s fairly good, but I’d be better if the test constructor makes use of computer rather than typewriter” (Student B). “No, it’s unwell designed. The quality of the paper should be better. The way it is written also needs to improve. Make use one of our technology tool, computer!” (Student C).

“Yes. It was designed well. I suggest the lecturer should use computer to make the test. I think the test produced by computer is better rather than typewriter” (Student D).

“No. Just use the computer to type each item of the test” (Student E).

“Yes, but sometimes there is unclear item. Next, the test should be computerized” (Student F).

(5)

9. Did you think that the tests cover all materials you have learned? Explain!

“The tests really covered all material I’d studied” (Student A). “Yes, the tests did” (Student B).

“Surely the tests could cover materials I had to learn” (Student C). “I thought those tests covered the section I’d studied” (Student D). “The tests covered what I had to master” (Student E).

“Weekly tests covered what material to study” (Student F).

10. Were the weekly tests important to enhance your vocabulary mastery?

“Yes, weekly tests are important, not only enrich my vocabulary mastery but also lead me to become a diligent learner. Without weekly tests, I’m not sure that I will study hard every week. By repeating again and again, I won’t easily forget vocabulary items I’ve mastered” (Student A).

“Of course, yes. Further, the vocabulary items I had support me in speaking, writing and reading as too” (Student B).

“Yes, beside that I’m forced to memorize every single word and its meaning time by time. However, it’s good for me because weekly tests make me persistence in learning English” (Student C).

“I think that weekly tests really motivate me to be a diligent student. Weekly tests are important for me. I can apply the words in other English skills, especially in speaking class” (Student D).

“Matching test as applied in weekly tests was not effective. The better way is providing sentences to apply the words. In order to avoid boredom, the tests should be held once a week” (Student E).

“Though I often get low score, I insist that weekly tests are important to build students’ vocabulary mastery” (Student F).

11. Did the weekly tests make you a more diligent learner?

“Intentionally or not, by having vocabulary test every week, I’m obliged to study hard preparing for the test. I must not be lazy, unless I will get bad score in each test, I don’t want it happened” (Student A).

“I’m more diligent than before having weekly tests. A large number of items to master for each test really encourage me to study more” (Student B).

“Nothing changed in me. It was normal to study hard to deal with test” (Student C).

“Yes, weekly tests avoid me away from being lazy. Laziness means silly thing done to meet weekly tests. I can’t rely on my background of knowledge to do each test. I have to read and master the items” (Student D).

“I was never prepared for the tests. It’s clear that I am not more diligent” (Student E).

“Having weekly tests did not influence my diligence in learning. It was common thing for me to study to pass test” (Student F).

(6)

12. Should weekly tests be implemented in Vocabulary I class?

“Weekly test should be applied in Vocabulary I class. Without it, I think the students won’t have enough vocabulary mastery” (Student A).

“Weekly test should be maintained. The students will have self learning habit by having this kind of test. However, it is necessary to vary the model of the test, what I mean is not merely matching” (Student B).

“I think to maintain the quality of PBI students, weekly tests should be applied in Vocabulary I class, but it’s good to vary the model of the test, not merely matching” (Student C).

“Sure. Weekly test should be implemented. The students are motivated to master the vocabulary items which are useful, not only for this course but also in other courses” (Student D).

“It was fine not to have weekly tests anymore. I thought the lecturer should vary the type of the test or hold two week test” (Student E).

“Weekly test should be applied. It is a specialty test in Vocabulary class, the other courses have no this type of test” (Student F).

Students` perceptions on vocabulary weekly tests in vocabulary I class.

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