A. DATA FINDINGS 1. The Result from Part One of the Questionnaire Table 4 The Respondents’ General Information Characteristic Frequency Percentage - The correlation between vocabulary learning strategies and vocabulary size of the fourth semester students
CHAPTER IV
DATA FINDINGS AND DISCUSSION
This chapter discussed the result of study. It consisted of the data finding
and discussion. In data finding the research display the data which was found in
the field and in discussion the researcher explained the result of the data by using
correlation Pearson product moment formula whether there is correlation or there
is no correlation between two variables.
A.
DATA FINDINGS
1. The Result from Part One of the Questionnaire
Table 4 The Respondents’ General Information
Characteristic
Frequency
Percentage
Gender
Female
Male
Total
50
15
65
76.92
23.08
100.00
20
Total
Year of English Learning
4
57
4
65
6.15
87.70
6.15
100.00
3-5 years
5-10 years
More than 10 years
Total
21
38
6
65
32.31
58.46
9.23
100.00
Age
57
58
From Table 4.1, approximately 76.92 percent of the respondents are female.
More than half of the students are 19-20 years of age (87.70%). The majority of
students (58.46%) have studied English 5-10 years.
2. The Six Categories of Strategies
Table 4.1 Descriptive Statistics of Strategy Use in Individual Item of
Determination
Degree of frequency
Item
Always
use it
Usually use
it
Sometimes
use it
F
6
%
9.23
F
29
%
44.62
F
25
3.08
7
10.77
3.08
17
26.15
1. Saya
menggunakan
kamus dua
bahasa untuk
menterjemahka
n bahasa
Inggris ke
dalam bahasa
Indonesia.
2
2. Saya
menggunakan
ilustrari
gambar dalam
buku untuk
menemukan
arti kata yang
dimaksud.
2
3. Saya belajar
arti sebuah
kata berbahasa
Inggris dengan
mengidentifika
si jenis/kelas
kata tersebut.
Never
use
it
F %
0 0.00
X̅
%
38.46
Seldom
use
It
F
%
5
7.69
24
36.92
30
46.1
5
2
3.08
1.65
28
43.08
18
27.6
9
0
0.00
2.05
F
2.55
59
According to determination strategies, the results show that respondents
most frequently use the strategy item 1; “I use a bilingual dictionary to help me
translate into Thai language.” to find the meaning of new words (X̅ = 2.55).
Meanwhile, the least use strategy was item 2; “I use pictures illustrated in the
textbook to find the word meanings” (X̅ = 1.65).
Table 4.2 Descriptive Statistics Use in Individual Item of Social Strategies
(Discovery)
Degree of frequency
Item
Always
use it
F
0
%
0.00
Usually
use
it
F
%
7
10.77
Sometimes
use it
F
17
4. Saya minta
tolong guru
untuk
menterjemahka
n kata
berbahasa
Inggris ke
dalam bahasa
Indonesia.
2
3.08
11 16.92 17
5. Saya minta
tolong guru
untuk memuat
kata yang tidak
saya ketahui
artinya ke
dalam sebuah
kalimat, untuk
membantu saya
memahami arti
kata tersebut.
6
9.23
28 43.08 26
6. Saya bertanya
kepada teman
sekelas.
13 20.00 28 43.08 19
7. Saya
mengetahui
beberapa kata
baru jika belajar
kelompok.
Never use
it
X̅
%
26.15
Seldom
use
It
F
%
31 47.70
F
10
%
15.38
F
1.32
26.15
26
40.00
9
13.85
1.55
40.00
5
7.69
0
0.00
2.54
29.23
4
6.15
1
1.54
2.74
60
According to the frequency of social strategies for discovery, the results
show that to interact with other people in vocabulary learning, the strategy, which
the student use most frequently was item 7; “I know some new words when
working in group works.” (X̅ = 2.74). While the least used strategy was item 4; “I
ask the teacher to translate the words into Indonesian.” (X̅ = 1.32).
Table 4.3 Descriptive Statistics of Strategy Use in Individual Item of Social
(Consolidation)
Degree of frequency
Item
Always
use it
F
8
8. Saya melatih
bahasa Inggris
dalam kegiatan
kelompok.
3
9. Saya minta
bantuan native
speaker.
2
10. Saya belajar
budaya Negaranegara
berbahasa
Inggris.
Sometimes
use it
%
12.31
Usually
use
it
F
%
15 23.08
Never use
it
X̅
%
36.92
Seldom
use
it
F
%
17 26.15
F
24
F
1
%
1.54
F
2.18
4.62
16
24.61
17
26.15
14
21.54
15
23.08
1.66
3.08
8
12.31
18
27.69
28
43.07
9
13.85
1.47
To promote vocabulary acquisition, the respondents use the Social
strategies for consolidation most frequently, by the item 8; “I practice English in
group work activities.” which had the highest mean score of 2.18. The strategy
which the respondents use least frequently was item 10; “I learn words about the
culture of English speaking countries.” with the lowest mean score by 1.47.
61
Table 4.4 Descriptive Statistics of Strategy Use in Individual Item of Memory
Degree of frequency
Item
11. Saya
menuliskan kata
baru dalam
kalimat
sehingga saya
mudah
mengingatnya.
12. Saya belajar
mengeja kata
baru.
13. Saya
menggunakan
peragaan fisik
ketika belajar
kata baru.
14. Saya
mengucapkan
kata dengan
nyaring ketika
belajar.
Always
use it
F
6
%
9.23
Usually
use
it
F
%
16 24.61
Sometimes
use it
Never use
it
X̅
%
38.46
Seldom
use
it
F
%
17 26.15
F
25
F
1
%
1.54
F
2.14
5
7.69
26
40.00
24
36.92
9
13.85
1
1.54
2.38
3
4.62
15
23.08
18
27.69
22
33.84
7
10.77
1.77
7
10.77
29
44.61
21
32.31
6
9.23
2
3.08
2.51
The results from the table show that the Memory strategy which the
respondents most frequently use for storing and retrieving new information was
item 14; “I speak words out loud when studying.” (X̅ = 2.51). Meanwhile the least
use strategy by the respondents was item 13; “I use physical actions when
learning words.” (X̅ = 1.77).
62
Table 4.5 Descriptive Statistics of Strategy Use in Individual Item of
Cognitive
Degree of frequency
Item
15. Saya berulang
kali melatih
kata baru.
16. Saya menulis
kata baru dalam
sebuah flash
card agar saya
bisa
mengingatnya.
17. Saya belajar
vocabulary
dengan
mendengarkan
vocabulary
CDs.
18. Saya mencatat
vocabulary dari
soundtrack film
berbahasa
Inggris dalam
laptop saya.
19. Ketika saya
mencoba untuk
mengingat
sebuah kata,
saya menulis
atau
mengucapkann
ya berulangulang.
20. Saya membuat
kartu
vocabulary dan
membawanya
kemanapun
saya pergi.
Always
use it
F
7
%
10.77
Usually
use
it
F
%
37 56.92
Sometimes
use it
Never use
it
X̅
%
27.69
Seldom
use
it
F
%
3
4.62
F
18
F
0
%
0.00
F
2.74
4
6.15
16
24.61
5
7.69
18
27.69
12
18.46
1.42
1
1.54
16
24.61
23
35.38
11
16.92
14
21.54
1.67
7
10.77
22
33.85
22
33.85
12
18.46
2
3.08
2.31
11
16.92
33
50.77
16
24.61
2
3.08
3
4.62
2.72
4
6.15
4
6.15
17
26.15
22
33.85
18
27.70
1.29
63
Table 4.5 shows that to develop automatic vocabulary retrieval, the
Cognitive strategy that the students use most frequently, was item 15; “I
repeatedly practice new words.” (X̅ =2.74), while the strategy “I make vocabulary
cards and take them with me wherever I go.” was least used (X̅ = 1.29).
Table 4.6 Descriptive Statistics of Strategy Use in Individual Item of
Metacognitive
Degree of frequency
Item
21. Saya
mendengarkan
lagu dan berita
berbahasa
Inggris.
22. Saya
mengingat
kata dari
majalah
berbahasa
Inggris.
23. Saya membaca
kartu
vocabulary
milik saya
sebelum
pelajaran baru
dimulai.
24. Saya tidak
terlalu cemas
dengan kata
baru yang saya
temukan
ketika reading
atau listening,
Saya lewati
saja.
25. Saya
menggunakan
latihan online
untuk menguji
Always
use it
F
22
%
33.85
Usually
use
it
F
%
26 40.00
Sometimes
use it
Never use
it
X̅
%
20.00
Seldom
use
it
F
%
4
6.15
F
13
F
0
%
0.00
F
3.02
4
6.15
20
30.77
19
29.23
15
23.08
7
10.77
1.98
1
1.54
3
4.61
18
27.69
28
43.08
15
23.08
1.18
3
4.62
17
26.15
24
36.92
12
18.46
9
13.85
1.89
8
12.31
8
12.31
21
32.31
16
24.61
12
18.46
1.75
64
pengetahuan
vocabulary
saya.
Table 4.6 shows the results of the most frequently use strategy of
Metacognitive was the item 21; “I listen to English songs and news.” by the
respondents (X̅ =3.02), while the item 23; “I review my own English vocabulary
cards for reviewing before the next lesson starts.” was least used (X̅ =1.18).
3. The Result of Vocabulary Learning Strategies
The findings show that in six categories, the respondents most frequently
use Memory at the highest mean score (2.20). Meanwhile the least use strategies
are Social (Consolidation) strategies with the lowest mean score (1.77).
Table 4.7 Percentage of Overall Strategy Use
Strategy Category
Mean (X̅ )
Determination
2.08
Social (Discovery)
2.04
Social (Consolidation)
1.77
Memory
2.20
Cognitive
2.03
Metacognitive
1.96
B.
Data Description
As mentioned in the research methodology, to get the data, the writer
conducted a research by giving a questionnaire about students’ vocabulary
learning strategies to 65 students as a sample. After the data were collected, the
researcher analyzed them to know what are the vocabulary learning strategies
used by the students mostly. Second, to get the data about students’ vocabulary
test score, the researcher gave the students’ vocabulary test. Finally, after the
writer analyzed both data to see the correlation between students’ vocabulary
65
strategies and students’ vocabulary size by applying the formula of Pearson
Product Moment Correlation.
1) Students’ VLS Score
The findings show that in six categories, the respondents most frequently
use Memory at the highest mean score (2.20). Meanwhile the least use strategies
are Social (Consolidation) strategies with the lowest mean score (1.77).
Based on the calculation of variable Y was found ΣY=3305 and
ΣX2=175153.
2) Students’ Vocabulary Test Score
After the researcher has done the vocabulary test, the writer score to each
student by using the formula:
S=
𝑛
𝑁
x 100
Where:
S = students’ score
n = number of true answer
N = number of test items.
Based on the calculation of variable Y was found ΣY=4462 and
ΣY2=328326.
66
3) To find out the average score of the students’ vocabulary learning
Strategies, the writer will use the formula as bellow:
𝑥
𝑁
𝑀=
Where:
M = mean
X = the Sun of Score
N = number of the students.
It is known that:
M = mean
X = 3305
N = 65
So, it can be counted as bellow:
𝑀=
𝑀=
𝑥
𝑁
3305
65
𝑀 = 50.85
So, the average score of the students, mastery of English vocabulary was
50.85.
So, based on the valuation scale used in Islamic State Institute of Palangka
Raya, the average score of the students’ vocabulary learning strategies of English
Department students on Academic Years 2013 were in less criteria (50-
DATA FINDINGS AND DISCUSSION
This chapter discussed the result of study. It consisted of the data finding
and discussion. In data finding the research display the data which was found in
the field and in discussion the researcher explained the result of the data by using
correlation Pearson product moment formula whether there is correlation or there
is no correlation between two variables.
A.
DATA FINDINGS
1. The Result from Part One of the Questionnaire
Table 4 The Respondents’ General Information
Characteristic
Frequency
Percentage
Gender
Female
Male
Total
50
15
65
76.92
23.08
100.00
20
Total
Year of English Learning
4
57
4
65
6.15
87.70
6.15
100.00
3-5 years
5-10 years
More than 10 years
Total
21
38
6
65
32.31
58.46
9.23
100.00
Age
57
58
From Table 4.1, approximately 76.92 percent of the respondents are female.
More than half of the students are 19-20 years of age (87.70%). The majority of
students (58.46%) have studied English 5-10 years.
2. The Six Categories of Strategies
Table 4.1 Descriptive Statistics of Strategy Use in Individual Item of
Determination
Degree of frequency
Item
Always
use it
Usually use
it
Sometimes
use it
F
6
%
9.23
F
29
%
44.62
F
25
3.08
7
10.77
3.08
17
26.15
1. Saya
menggunakan
kamus dua
bahasa untuk
menterjemahka
n bahasa
Inggris ke
dalam bahasa
Indonesia.
2
2. Saya
menggunakan
ilustrari
gambar dalam
buku untuk
menemukan
arti kata yang
dimaksud.
2
3. Saya belajar
arti sebuah
kata berbahasa
Inggris dengan
mengidentifika
si jenis/kelas
kata tersebut.
Never
use
it
F %
0 0.00
X̅
%
38.46
Seldom
use
It
F
%
5
7.69
24
36.92
30
46.1
5
2
3.08
1.65
28
43.08
18
27.6
9
0
0.00
2.05
F
2.55
59
According to determination strategies, the results show that respondents
most frequently use the strategy item 1; “I use a bilingual dictionary to help me
translate into Thai language.” to find the meaning of new words (X̅ = 2.55).
Meanwhile, the least use strategy was item 2; “I use pictures illustrated in the
textbook to find the word meanings” (X̅ = 1.65).
Table 4.2 Descriptive Statistics Use in Individual Item of Social Strategies
(Discovery)
Degree of frequency
Item
Always
use it
F
0
%
0.00
Usually
use
it
F
%
7
10.77
Sometimes
use it
F
17
4. Saya minta
tolong guru
untuk
menterjemahka
n kata
berbahasa
Inggris ke
dalam bahasa
Indonesia.
2
3.08
11 16.92 17
5. Saya minta
tolong guru
untuk memuat
kata yang tidak
saya ketahui
artinya ke
dalam sebuah
kalimat, untuk
membantu saya
memahami arti
kata tersebut.
6
9.23
28 43.08 26
6. Saya bertanya
kepada teman
sekelas.
13 20.00 28 43.08 19
7. Saya
mengetahui
beberapa kata
baru jika belajar
kelompok.
Never use
it
X̅
%
26.15
Seldom
use
It
F
%
31 47.70
F
10
%
15.38
F
1.32
26.15
26
40.00
9
13.85
1.55
40.00
5
7.69
0
0.00
2.54
29.23
4
6.15
1
1.54
2.74
60
According to the frequency of social strategies for discovery, the results
show that to interact with other people in vocabulary learning, the strategy, which
the student use most frequently was item 7; “I know some new words when
working in group works.” (X̅ = 2.74). While the least used strategy was item 4; “I
ask the teacher to translate the words into Indonesian.” (X̅ = 1.32).
Table 4.3 Descriptive Statistics of Strategy Use in Individual Item of Social
(Consolidation)
Degree of frequency
Item
Always
use it
F
8
8. Saya melatih
bahasa Inggris
dalam kegiatan
kelompok.
3
9. Saya minta
bantuan native
speaker.
2
10. Saya belajar
budaya Negaranegara
berbahasa
Inggris.
Sometimes
use it
%
12.31
Usually
use
it
F
%
15 23.08
Never use
it
X̅
%
36.92
Seldom
use
it
F
%
17 26.15
F
24
F
1
%
1.54
F
2.18
4.62
16
24.61
17
26.15
14
21.54
15
23.08
1.66
3.08
8
12.31
18
27.69
28
43.07
9
13.85
1.47
To promote vocabulary acquisition, the respondents use the Social
strategies for consolidation most frequently, by the item 8; “I practice English in
group work activities.” which had the highest mean score of 2.18. The strategy
which the respondents use least frequently was item 10; “I learn words about the
culture of English speaking countries.” with the lowest mean score by 1.47.
61
Table 4.4 Descriptive Statistics of Strategy Use in Individual Item of Memory
Degree of frequency
Item
11. Saya
menuliskan kata
baru dalam
kalimat
sehingga saya
mudah
mengingatnya.
12. Saya belajar
mengeja kata
baru.
13. Saya
menggunakan
peragaan fisik
ketika belajar
kata baru.
14. Saya
mengucapkan
kata dengan
nyaring ketika
belajar.
Always
use it
F
6
%
9.23
Usually
use
it
F
%
16 24.61
Sometimes
use it
Never use
it
X̅
%
38.46
Seldom
use
it
F
%
17 26.15
F
25
F
1
%
1.54
F
2.14
5
7.69
26
40.00
24
36.92
9
13.85
1
1.54
2.38
3
4.62
15
23.08
18
27.69
22
33.84
7
10.77
1.77
7
10.77
29
44.61
21
32.31
6
9.23
2
3.08
2.51
The results from the table show that the Memory strategy which the
respondents most frequently use for storing and retrieving new information was
item 14; “I speak words out loud when studying.” (X̅ = 2.51). Meanwhile the least
use strategy by the respondents was item 13; “I use physical actions when
learning words.” (X̅ = 1.77).
62
Table 4.5 Descriptive Statistics of Strategy Use in Individual Item of
Cognitive
Degree of frequency
Item
15. Saya berulang
kali melatih
kata baru.
16. Saya menulis
kata baru dalam
sebuah flash
card agar saya
bisa
mengingatnya.
17. Saya belajar
vocabulary
dengan
mendengarkan
vocabulary
CDs.
18. Saya mencatat
vocabulary dari
soundtrack film
berbahasa
Inggris dalam
laptop saya.
19. Ketika saya
mencoba untuk
mengingat
sebuah kata,
saya menulis
atau
mengucapkann
ya berulangulang.
20. Saya membuat
kartu
vocabulary dan
membawanya
kemanapun
saya pergi.
Always
use it
F
7
%
10.77
Usually
use
it
F
%
37 56.92
Sometimes
use it
Never use
it
X̅
%
27.69
Seldom
use
it
F
%
3
4.62
F
18
F
0
%
0.00
F
2.74
4
6.15
16
24.61
5
7.69
18
27.69
12
18.46
1.42
1
1.54
16
24.61
23
35.38
11
16.92
14
21.54
1.67
7
10.77
22
33.85
22
33.85
12
18.46
2
3.08
2.31
11
16.92
33
50.77
16
24.61
2
3.08
3
4.62
2.72
4
6.15
4
6.15
17
26.15
22
33.85
18
27.70
1.29
63
Table 4.5 shows that to develop automatic vocabulary retrieval, the
Cognitive strategy that the students use most frequently, was item 15; “I
repeatedly practice new words.” (X̅ =2.74), while the strategy “I make vocabulary
cards and take them with me wherever I go.” was least used (X̅ = 1.29).
Table 4.6 Descriptive Statistics of Strategy Use in Individual Item of
Metacognitive
Degree of frequency
Item
21. Saya
mendengarkan
lagu dan berita
berbahasa
Inggris.
22. Saya
mengingat
kata dari
majalah
berbahasa
Inggris.
23. Saya membaca
kartu
vocabulary
milik saya
sebelum
pelajaran baru
dimulai.
24. Saya tidak
terlalu cemas
dengan kata
baru yang saya
temukan
ketika reading
atau listening,
Saya lewati
saja.
25. Saya
menggunakan
latihan online
untuk menguji
Always
use it
F
22
%
33.85
Usually
use
it
F
%
26 40.00
Sometimes
use it
Never use
it
X̅
%
20.00
Seldom
use
it
F
%
4
6.15
F
13
F
0
%
0.00
F
3.02
4
6.15
20
30.77
19
29.23
15
23.08
7
10.77
1.98
1
1.54
3
4.61
18
27.69
28
43.08
15
23.08
1.18
3
4.62
17
26.15
24
36.92
12
18.46
9
13.85
1.89
8
12.31
8
12.31
21
32.31
16
24.61
12
18.46
1.75
64
pengetahuan
vocabulary
saya.
Table 4.6 shows the results of the most frequently use strategy of
Metacognitive was the item 21; “I listen to English songs and news.” by the
respondents (X̅ =3.02), while the item 23; “I review my own English vocabulary
cards for reviewing before the next lesson starts.” was least used (X̅ =1.18).
3. The Result of Vocabulary Learning Strategies
The findings show that in six categories, the respondents most frequently
use Memory at the highest mean score (2.20). Meanwhile the least use strategies
are Social (Consolidation) strategies with the lowest mean score (1.77).
Table 4.7 Percentage of Overall Strategy Use
Strategy Category
Mean (X̅ )
Determination
2.08
Social (Discovery)
2.04
Social (Consolidation)
1.77
Memory
2.20
Cognitive
2.03
Metacognitive
1.96
B.
Data Description
As mentioned in the research methodology, to get the data, the writer
conducted a research by giving a questionnaire about students’ vocabulary
learning strategies to 65 students as a sample. After the data were collected, the
researcher analyzed them to know what are the vocabulary learning strategies
used by the students mostly. Second, to get the data about students’ vocabulary
test score, the researcher gave the students’ vocabulary test. Finally, after the
writer analyzed both data to see the correlation between students’ vocabulary
65
strategies and students’ vocabulary size by applying the formula of Pearson
Product Moment Correlation.
1) Students’ VLS Score
The findings show that in six categories, the respondents most frequently
use Memory at the highest mean score (2.20). Meanwhile the least use strategies
are Social (Consolidation) strategies with the lowest mean score (1.77).
Based on the calculation of variable Y was found ΣY=3305 and
ΣX2=175153.
2) Students’ Vocabulary Test Score
After the researcher has done the vocabulary test, the writer score to each
student by using the formula:
S=
𝑛
𝑁
x 100
Where:
S = students’ score
n = number of true answer
N = number of test items.
Based on the calculation of variable Y was found ΣY=4462 and
ΣY2=328326.
66
3) To find out the average score of the students’ vocabulary learning
Strategies, the writer will use the formula as bellow:
𝑥
𝑁
𝑀=
Where:
M = mean
X = the Sun of Score
N = number of the students.
It is known that:
M = mean
X = 3305
N = 65
So, it can be counted as bellow:
𝑀=
𝑀=
𝑥
𝑁
3305
65
𝑀 = 50.85
So, the average score of the students, mastery of English vocabulary was
50.85.
So, based on the valuation scale used in Islamic State Institute of Palangka
Raya, the average score of the students’ vocabulary learning strategies of English
Department students on Academic Years 2013 were in less criteria (50-