THE USE OF MULTIPLE-CHOICE COMPLETION TO

MEASURE STUDENTS’ VOCABULARY MASTERY

(The Case of the Second Year Students of SMA 2 Pekalongan in the Academic
Year of 2006/2007)

A Final Project

Submitted in Partial Fulfillment of the Requirements for

the Degree of Sarjana Pendidikan in English

by

DANI ZAENAL ARIFIN

2201402552

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2007
 ACKNOWLEDGEMENT

First and foremost, I would like to express my gratitude to Allah, The Almighty for

the blessing and inspiration that lead me to the completion of the final project.

The deepest gratitude is intended to Dra. Dwi Rukmini, M.Pd as my first

advisor for her patience, guidance and suggestion during the consultation.

Furthermore, I also would like to express my deepest gratitude and my

sincerest appreciation to Henrikus Joko Yulianto, S.S, M. Hum as my second advisor

for his patience, valuable advice and encouragement during the process of writing the

final project.

My sincerest thanks are also expressed to my examiners and lecturers of

English Department in Semarang State University who have taught me patiently.

My sincerest thanks are addressed to my parents; Cahyani and Umiyatun, my

brothers; Umar, Amir and Darul Mulana and also my grandmothers for giving me

love, suggestion, care, motivation and also prayer that reinforce and encourage me to

finish my study.

At last, my thanks go to all of my housemates in Wisma Nugraha whose

name cannot be mentioned one by one for their good personality during living

together with me in the boarding house.

Semarang, February 17th 2007

Dani Zaenal Arifin

iv
 ABSTRACT

The objective of the final project entitled “The Use of Multiple-Choice Completion
to Measure Students’ Vocabulary Mastery of second year students of SMA 2
Pekalongan in the academic year of 2006/2007” is to know how far the students have
mastered their new stock of words in vocabulary and whether or not their vocabulary
knowledge fulfils the requirements on Bakat Umum (BAKUM) Standard and Basic
Course Outlines’ criteria.
The population of this study was the second year students of SMA 2
Pekalongan in the academic year of 2006/2007. The members of the population were
around 250 students. Out of the population, 36 respondents were selected as samples.
To get these samples, a proportional cluster random sampling was applied. To gain
the data, a test—multiple-choice completion was provided to the samples. However,
before the test was applied, it had been tried out to the second year students of SMA
4 Pekalongan. The aim was to measure the Level of Difficulty (LD) and
Discriminating Power (DP). Then, I examined the try-out test to the samples in order
to get the reliability and validity.
The analysis of the test result indicates the following findings. According to
criteria of success stated in GBPP, the respondents have had enough vocabulary but
they must improve it. The finding of the results gets the scores, which are
constructed in the table form. Then, the scores of the respondents are summed and
divided by the whole numbers of the students in order to get the mean. Talking about
the average, the mean obtained by the respondents in the test is about 69. Based on
the criterion proposed by “Standar BAKUM”, the score is regarded average
achievement because it lies between 60 and 69. It means that the majority of the
second year students of SMA 2 Pekalongan have enough vocabulary knowledge.
This is because it is neither too high nor too low.
Therefore, I would like to suggest to the teachers of English in the school get
informed with the result of this study and take some necessary steps to overcome the
situation.

v
 TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT ………………………………………………... ... iv

ABSTRACT ……………………………………………………………….... v

TABLE OF CONTENTS ………………………………………………….... vi

CHAPTER I: INTRODUCTION

1.1 Background of the Study ………………………………………………... 1

1.2 Reasons for Choosing the Topic ………………………………………. 4

1.3 Statement of the problem ……………………………………………… . 5

1.4 Objective of the Study ………………………………………………… .. 5

1.5 Significance Of the Study …………………………………………….. .. 6

1.6 Organization of the Study …………………………………………….. .. 6

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Definition of Vocabulary ……………………………………………… .. 7

2.2 The Mastery of Vocabulary …………………………………………… .. 7

2.3 The Teaching of Vocabulary …………………………………………..... 9

2.4 Vocabulary Size ………………………………………………………. .. 12

2.4.1 Vocabulary Size needed by a Second Language Learner …………... .. 12

2.4.2 Vocabulary Size needed by Indonesian Learners …………………... ... 13

2.4.3 Studies on Vocabulary Size of Indonesian Learners ………………... .. 14

2.5 Multiple-Choice Completion ………………………………………….. . 16

2.5.1 Definition of Multiple-Choice Completion …………………………. .. 16

2.5.2 Context Preparation …………………………………………………. .. 16

vi
2.5.3 Advantages and Limitations of Multiple-Choice Completion ………. .. 17

CHAPTER III: METHOD OF INVESTIGATION

3.1 Subject of the Study …………………………………………………… .. 19

3.2 Population of the Study ………………………………………………... . 20

3.3 Sample and Sampling Technique of the Study ………………………… 21

3.4 Research Variables …………………………………………………….. . 23

3.5 Type of Data Collection ……………………………………………….. . 23

3.6 Instrument for Collecting Data ………………………………………… . 23

3.7 The Try Out of the Study ……………………………………………… . 24

3.8 Technique of Data Analysis …………………………………………… . 36

3.9 Criteria of Success ……………………………………………………... 36

3.10 The Administration of the Test ………………………………………. . 37

CHAPTER IV: ANALYSIS AND DISCUSSION OF THE STUDY

4.1 Analysis of the Test …………………………………………………… .. 39

4.1.1 Scoring of the Test ………………………………………………….. ... 39

4.1.2 Tabling and Tabulating ……………………………………………… . 39

4.1.3 The Mean ……………………………………………………………. .. 40

4.1.4 Matching the Mean with the Criteria of Success ……………………. . 41

4.1.5 Concluding the Result ………………………………………………. .. 42

4.2 The Interpretation of Data …………………………………………….. .. 43

CHAPTER V: CONCLUSION AND SUGGESTION

5.1 Conclusion …………………………………………………………….. . 44

5.2 Suggestion …………………………………………………………….. ... 44

vii
Bibliography ……………………………………………………………… ... 45

Appendices ………………………………………………………………...... 47

viii
 CHAPTER I

INTRODUCTION

1.1 General Background of the Study

Language has the closest correlation with human’s life, especially in communication.

Of course, people need to cooperate with others because it has been the

characteristics of human as social being (Ramelan, 1992:3). For that reason, people

need something as a means of communication, that is, a language. Here are some

definitions of language according to some experts; language is defined as a system of

communication by which some messages can be conveyed (Ramelan, 1991:4),

whereas, Harmer (2000:4) says that language is an intensely political issue since it is

bound up with identity and power. Another definition is cited by Carol as quoted by

Ramelan that language is an arbitrary system of speech sounds or sequences of

speech sounds, which are used in interpersonal communication by an aggregation of

human beings and which are rather exhaustively processes and events in the human

environment. Ramelan (1992:1) also provides another explanation regarding to the

importance of language, as follows:

“Remembering of how it is important for human beings to study language,

recently, it has been approved that it should be there is a language that is
universal so it can be used everywhere. For that reason, English has been the
most appropriate choice among the other languages as an international means
of communication. Therefore, not only English men that are able to use the
language but also people from different countries. Many people from several
countries study about English since it is reasonable that if someone wants to
communicate with foreigner, of course, he has to be able to speak English,
for example, when you meet a stranger in somewhere or when you go
abroad.”

1
 2

In Indonesia, the government has chosen English as the first foreign language

that is taught at school. Furthermore, English has become the compulsory subject

that must be learned by students of Elementary school to College Students. There are

four basic skills that have to be mastered by English learners, among others are:

reading, speaking, writing and listening. Besides all those skills, Basic Course

Outline (GBPP), which is relevant to Competence Based Curriculum, has also an

emphasis on some language components, among others are: grammar, vocabulary

and spelling. However, I would like to discuss one of the components; that is,

vocabulary.

The basic argument why I am interested in this component is that students

have some difficulties in learning English vocabulary. As you could see that there are

lots of ranges in English vocabulary items that will make some difficulties for the

students to master. The other reason is that there is a lack of attention from teachers

of English in teaching vocabulary. On the one hand, most of teachers of English only

pay attention on teaching grammar rather than on teaching vocabulary. On the other

hand, the most significant problem that their students face in mastering English is

due to their lack of vocabulary knowledge. As a result, when a teacher asks a

question to his students about “why can’t you finish your work well?” the students

probably will answer “the examination is too difficult, Sir.” Then, when the teacher

goes ahead on the next question, such as “why is it too hard for you?” they might

reply, “I cannot understand this word or this sentence, Sir.” Let’s take an example of

how it is difficult to study vocabulary; the word “iron” probably will make some

confusion for the non-native English learners. This is actually because this word has
 3

several meanings depending on the context of the sentences. It could be a noun or a

verb. For examples, a sentence “where is the iron?” means that the word iron here

has a function as an object, which is used to press out the wrinkles in clothing.

Meanwhile, the sentence “I must iron all of my clothes after getting wet on the rain”

has another function; that is, as a verb. This is since the word iron here is not an

object but an action of pressing out something. Redman (1997:27) provides a notion

regarding with vocabulary, as follows:

“If you want to use a word naturally, you need to learn the other words that
often go with it (collocation) and this could be different from language to
language. For example, you could probably say in English like this: “I missed
the bus”, it means that I didn’t lose the bus but I didn’t catch the bus.
Therefore, the use of a certain sentence, perhaps, has a specified meaning.”

Tarigan (1987:7) also provides an explanation regarding to vocabulary

mastery that the quality of one’s language skill depends on the quality and the

quantity of the vocabulary itself. In brief, I could point out that the more he masters

the vocabulary; the better he uses his language skill. Actually, every skill or language

component has a certain instrument as a device on its measurement. This also occurs

in measuring one’s vocabulary mastery. Consequently, I have to use the most

appropriate instrument in reaching that goal. However, among the four instruments,

such as multiple-choice limited response, multiple-choice completion, multiple-

choice paraphrase and simple completion (words), I am only interested in multiple-

choice completion. The reason is because I think it is the most appropriate test in

measuring student’s vocabulary mastery and it is easy and also valid in scoring. This

means that the test could be considered as a good test if it measures what it is
 4

supposed to be measured and when it is tested to the same respondents in the same

time and place, it will meet the constant result.

1.2 Reasons for Choosing the Topic

The title of the study is “The Use of Multiple-Choice Completion to Measure

Students’ Vocabulary Mastery.” The reasons why I choose the topic are based on

some considerations, as follows:

Firstly, vocabulary, which is one of language components in English, plays

an important role in students’ English learning itself. This is since it covers all

aspects including the four skills (writing, reading, speaking and listening) related to

the process of teaching and learning in the classroom. Nevertheless, it usually gets

less attention from teachers of English because they think that vocabulary could be

learned through experience.

Secondly, when learning vocabulary, the learners will get some difficulties,

especially in remembering all vocabulary items that they have obtained at school

because the safe capacity on their brain is not like a Processor Pentium that is able to

save many files or data for a longer time. Therefore, I could also say that vocabulary

learning takes a lot of time. Even though it needs a lot of time to study vocabulary, it

still could be reached by providing some exercises to the learners and asking them to

use every new vocabulary item that they have got in their daily activities like writing

a letter or reading some sophisticated materials (novel, short story and newspaper).

The reason why they have to use it repeatedly is because when they forget about the
 5

vocabulary item they’ve learned, they are able to recall it by rewriting another

interesting thing.

At last, it is probably hard for me to measure one’s knowledge in vocabulary

in order to gain the objective result without using the appropriate instrument. Based

on the reason, I try to make use of multiple-choice completion by focusing on some

considerations, as follows:

1) It is economical in time

2) It is easy in scoring

3) It is very statistical in collecting the data

4) It is valid in computation

5) It is very useful to measure one’s knowledge in vocabulary

1.3 Statement of the Problem

The problem is that whether the student’s vocabulary mastery has matched with their

level as senior high school students or not can be stated, as follows:

How far do the second year students of SMA 2 Pekalongan in the academic year of

2006/2007 master their vocabulary?

1.4 Objective of the Study

The purpose of the study is as follows:

To measure the students’ vocabulary mastery in SMA 2 Pekalongan by using

multiple-choice completion
 6

1.5 Significance of the Study

1) For the teachers

The teachers can find out whether or not the students’ mastery of vocabulary

have matched with their level as senior high school students.

2) For the students

When the students perceive that their vocabulary is still fair, they should practice

more and more to support their English skills.

1.6 The Organization of the Study

The first chapter, the introduction, introduces some elements, such as the background

of the study, reasons for choosing the topic, the purposes of the study, the

significance of the study and the organization of the study.

The second chapter presents the theory underlying the final project writing

that is regarding with vocabulary, curriculum and multiple-choice completion.

The third chapter, which comprises of research methodology in accordance

with subject of the study, population of the study, sample and sampling technique of

the study, research variables, type of data collection, the instrument of the study, the

try out of the study, the technique of data analysis, criteria of success and

administration of the test is clearly described.

The fourth chapter that contains the data analysis is designed in order to

explain the final result of the study.

The last chapter, that is chapter five, comprises of conclusion and suggestion.
 7

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Definition of Vocabulary

Language has vocabulary. It consists of a great number of words, each of which is

dependently meaningful. Here are some definitions about what vocabulary is.

Hornby (1963:959) defines vocabulary as the range of words known to, or used by, a

person in a trade, profession, etc, whereas, Burton (1982:99) defines vocabulary as

the range of language of a particular person, class, and profession.

From the explanation above, I withdraw a conclusion that vocabulary is a list

of words with their meanings, which is employed in a language by group or

individual.

2.2 The Mastery of Vocabulary

Valetta as cited by Kustaryo (1988:3) says that the ability to understand the target

language greatly depends on one’s knowledge of vocabulary. The words one knows

depend on the experience one has got. A child’s experience is very limited in his

range and therefore his vocabulary is limited, too. The students usually have a certain

motivation to master certain vocabulary, usually in relation to their need. For

instance, when a student wants to go abroad, he needs to know the expression for

asking someone else’s information, booking a room in a hotel, buying some items in

a department store, ordering meals in a restaurant and so on. Faerch as cited by

Palmberg (1986:18) says that:

7
 8

“Actually, there are two kinds of vocabulary mastery, such as the receptive or
passive vocabulary mastery and productive or active vocabulary mastery. The
receptive vocabulary mastery is the vocabulary in which one knows its
meaning and usage in a certain context, while the productive vocabulary is
the vocabulary that he knows and uses actively to express his ideas, opinions,
and feelings in communication. Sometimes, one uses his receptive
vocabulary in communication so I can say that there is a continuum between
the ability to know the sense of words and to activate them for productive
purposes.”

However, when the volume of English words is huge, it is very rare to find

people even highly educated ones who know the total number of words. Outstanding

linguists may have vocabulary of 30,000 to 40,000 words. An average educated

person may have 15,000 to 20,000 words in his vocabulary (William, 1970:47).

Besides that, people still have a job to steadily build up their stock of words,

especially those who are still learning English.

It may make the curiosity for the learners to know the requirements of

vocabulary mastery. Wallace (1982:27) says that to master or fully know about a

foreign English word, the learners are expected to be able to:

1) recognize it in its spoken and written forms

2) recall it at will

3) relate it to appropriate objects or concepts

4) use it in appropriate grammatical forms

5) pronounce it in recognizable way

6) know it in what ways it can combine with other words

7) know the relation between the word to another word

8) to be aware of its connotation and denotation

9) to use it in appropriate level of formality in the appropriate situation

 9

Kustaryo (1988:24) says that to enrich the vocabulary, people must expand or

enlarge their range of words. The larger they have the range; the better their

performance will be in all aspects of English. Vocabulary proficiency not only

affects the students’ reading skills, but also their speaking, listening and writing. In

composition, large vocabulary is very helpful in expressing ideas precisely, vividly

and without repetition. Comprehension will be done well with large vocabulary for

the passages and questions because it involves a range of words wider than that of

daily conversation.

Finally, I’d like to conclude that vocabulary mastery is necessary for the

English learners. This is since people cannot communicate their ideas as clearly as

they would like to and they cannot grasp the ideas transmitted to them when their

vocabulary is still minimum. This will also influence their ability in writing,

listening, reading and speaking.

2.3 The Teaching of Vocabulary

Vocabulary teaching also invites notable reaction. Some people believe that the

teaching of vocabulary is a waste of time since it is an unlimited number. They think

that grammar and pronunciation are the right things to be taught in teaching a foreign

language and vocabulary can be gained in communication.

Specialists in methodology fear that students will make a lot of mistakes in

sentence construction if too many words are learned before the basic grammar has

been mastered. Consequently, the teachers are led to believe that it is better not to

teach vocabulary much. Besides that, they think that word meanings can be learned
 10

through experience so that the words don’t need to be adequately taught in the

classroom. It is true that vocabulary can be gained through experience, and even

without attending vocabulary classes; the students are able to master a number of

words. This is because they become familiar with the situation where the words

frequently occur. In addition to those several specialists in methodology at that time,

it seemed to believe that the meanings of words could not be adequately taught so it

was better not to teach them (Allen, 1983:12).

Actually, the mastery of vocabulary itself includes how to pronounce and

how to spell it, and then it will very much help the students to learn the other

components of language, such as structure, fluency and vocabulary itself. Vocabulary

selection must be adjusted to the goal of teaching and learning of a foreign language;

for instance, the function words necessary for the structural patterns should be

selected in relation to the teaching of those patterns. On the other occasion, when the

students want to learn communication in English, the teacher can use the textbook

with a communicative approach in teaching his students to practice guided

conversation. The words are selected for dialogues and other communicative

purposes. Therefore, the teachers who teach vocabulary must be able to make their

teaching successful. For that reason, Wallace (1982:27) explains the following

principles in teaching vocabulary:

1) Aims
In teaching learning process, the teacher has to clear about his aims. He has
to decide on what is involved in vocabulary learning. He also has to decide
the words that should be mastered by his students.
2) Quantity
The teacher has to decide on the quantity of vocabulary to be learned. The
decision of the number of words in a lesson is very important. The actual
number still depends on a number of factors varying from class to class and
 11

the learners. If there are too many new words the learners may become
confused, discouraged and frustrated.
3) Need
In teaching vocabulary, the teacher has to choose the words really needed by
his students in communication. The students should be put in a situation
where they have to communicate and get words they need.
4) Frequent exposure and repetition
It means that the teacher should give so much practice and repetition that his
students can master the target words well. He also should give an opportunity
to the students to use the words in writing or speaking.
5) Meaningful presentation
In teaching vocabulary, the teacher should present the target words in such a
way that their meanings are perfectly clear and unambiguous. Therefore, the
new words should be presented in contexts not in isolation
6) Situation for presentation
The teacher should tell the students that they have to use the words
appropriately. The use of words depends on the situation in which they are
speaking and depends on the person to whom they are speaking. Those
principles of teaching vocabulary are to reach the target language.

However, the teacher should consider vocabulary selection based on these

following considerations as pointed out by Wallace:

(1) Commonest words

The commonest words are the words that are commonly used or words that
the students need. It means that vocabulary is chosen on the basis of its
frequency first before mastering the vocabulary of low frequency.
(2) Student’s need
The words that are needed by the students are usually worth teaching. It
means that an English teacher should give more emphasis on vocabulary that
is very useful for the students both in writing and speaking. In other words,
they have to master vocabulary that is really needed in communication.

Finally, I may conclude from the previous information about the teaching of

vocabulary that the teachers may teach vocabulary to their students in the classroom

though it can be gained through experience. Teachers who teach vocabulary have to

understand the aim of teaching vocabulary. When teachers present a new vocabulary,

they should consider some factors, as follows:

 12

1) They primarily try to enable the students to recognize the words and their

meanings perfectly.

2) They should teach their students about how to use some certain words on the

appropriate context.

3) They should give more emphasis that vocabulary is very useful for them in

learning English.

2.4 Vocabulary Size

In the following part, I would like to present some information dealing with the

number of vocabulary items. In regard to this statement, there will be some issues

that I would like to discuss.

2.4.1 Vocabulary size needed by a Second Language Learner

Nation and Waring (197:7) state that the learners clearly need to know the 3,000 or

so high frequently words of the language. These words should be provided priority

before focusing on the other vocabulary until these words are well learned. They also

say that after these high frequency words are learned, the next focus for the teacher is

on helping the learners to learn the low frequency words. The kinds of strategies can

be conducted are: (1) guessing from the context, (2) using word parts and technique

to remember foreign language—first language word pairs. While, a way to manage

the learning of vocabulary is through indirect and incidental learning, such as

extensive reading, problem-solving group work activities and formal classroom

activities.
 13

There are many lists of high frequency words in English, for instance, The

General Service List (GSL) that contains 2,000 words and The Teacher’s Word Book

that consists of 30,000 words. In accordance with GSL, Nation and Waring comment

that:

The 2,000 words GSL is a practical use to teachers and curriculum planner as
it contains words within the word family, each with its own frequency. For
examples, excited, excites, exciting and excitement come under the headword
excite. The GSL was written so that it could be used as sources for compiling
simplified reading texts onto stages and steps.

Furthermore, they add that vocabulary frequency lists play an important role

in curriculum design and in setting learning goals. It doesn’t mean that a course

design should have lists as the reference when they consider the vocabulary

component of a language course and teachers need to have reference lists to judge

whether a particular word deserves attention or not, and whether or not a text is

suitable with a class.

2.4.2 Vocabulary size needed by Indonesian Learners

It is clearly stated in Curriculum and Basic Course Outline that the objective of

teaching English at SMA is that the students have interest and ability of using

English, especially for reading. Besides, they are also expected to be able to listen,

speak and write simple compositions by using more advanced structure and

vocabulary of 2,000 items (Department of Education and Culture, 1994:3). The

vocabulary items are learned for six years and its classification is listed in the table

below.
 14

Table 1: The List of Vocabulary Items

No School Class Number of items

1 SMP I 500

II 250

III 250

2 SMA I 500

II 500

III 500

2500 (tutored learning)

Total 2500

(Depdikbud, 1994:4)

Hopefully, after graduating from Senior High School, the students are

expected to be able to use English in listening, speaking, reading and writing with

vocabulary size around 2,500 items.

2.4.3 Studies on Vocabulary size of Indonesian Learners

There are many studies carried out by some linguists on vocabulary size of

Indonesian Learners. Kwelju has made one study. In her study, it was found out:

“We can say generally that vocabulary mastery of Indonesian Learners is

very limited. Even S1 students from 15 countries in all over Indonesia,
approximately only have vocabulary size of 15% of S1 of native English
student. In addition to S2 students of Indonesia from English department or
non-English department, the same case also occurs.”

Hazzenberg and Hulstij as cited by Kwelju (2002:20) points out that this

condition is not favorable for reading. Readers need more or less 5,000 word families
 15

of high frequency words in order to be able to read easily, and for reading a novel at

least one needs 7,000 word families. Moreover, many researchers see that

realistically one needs to have a minimum 10,000 words to be able to read many

kinds of books at university. Furthermore, the students’ knowledge of collocation are

very limited too. Kwelju (2002:24) figures out that two classes of fifth semester

students in English department only get 16% of the real collocation, for examples,

75% of 60 students do not know that “diary” must collocates with “to keep” become

“keep a diary” but they produce “write a diary” and when the students are expected

to produce rich food and fatty food, 50% of them produce heavy food, strong food

and fat food. Another example is that it is certainly true that one connotation of

moderate is conservative. However, when the students are expected to produce heavy

drinkers as the connotation of moderate drinkers, what they produce is conservative

drinkers, radical drinkers, maniac drinkers, old drinkers, conventional drinkers, etc.

Only six of 60 students produce heavy drinkers.

By referring to the data picturing the vocabulary size of S1 and S2 of

Indonesian students, I can identify that the students’ lack of vocabulary are very

serious. I can also assume that the vocabulary size of SMA students in Indonesia is

below 2,500 words.

Finally, I can point out that the vocabulary mastery of students in Indonesia

should be improved as much as possible so the main aim of English teaching-

learning process in Indonesia could be reached.

 16

2.5 Multiple-Choice Completion

In this part, I’d like to talk about multiple-choice completion, which covers three

main points. Those are: definition of multiple-choice completion, context preparation

and advantages and also limitations of multiple-choice completion, whereas, the

more details about them will be discussed, as follows:

2.5.1 Definition of Multiple-Choice Completion

Madsen (1983:12) defines multiple-choice completion as a test in which a sentence

with a missing word is presented and provides an opportunity for students to choose

one of four vocabulary items given to complete the sentence, whereas, Hornby

(1987:556) explains that multiple-choice is an examination question showing several

possible answers from which the correct one must be chosen and then he describes

the meaning of completion itself as an act of completing a certain blank sentence.

From the explanations above, I’d like to draw a conclusion that multiple-

choice completion is a type of vocabulary tests, which is constructed by deleting a

word from a sentence in order to give a clue for the learners while choosing one of

four options matched with the context of the sentence.

2.5.2 Context Preparation

He also provides some suggestions in order to write a good multiple-choice

completion item, as follows:

1) Make a good selection to the words to be selected. This means that the words

being selected must be matched with the English vocabulary items mostly used
 17

in English class. This is because the learners are usually familiar with the items

and suitable with their level.

2) Try to present the right kind of sentence to put each word in the sentence context

(stem). This means that there is only one correct answer among three other

options.

3) Choose several wrong words to put the right with the correct answer. These

wrong words are usually called as destructors. This means that there are no

destructors, which are similar to right answer. Therefore, it doesn’t make any

bias to the learners while determining their choice.

4) Attempt to prepare clear and simple instructions. This means that it doesn’t need

a lot of time to figure out the instructions. As a result, the learners will never feel

any confusion when reading the instructions.

Besides that, you’d better keep in your mind that usually only content words

(nouns, verbs, adjectives and adverbs) that are included in vocabulary tests. Function

words like: articles, determiners, prepositions, conjunctions, pronouns and auxiliary

verbs usually appear in grammar tests.

2.5.3 Advantages and Limitations of Multiple-Choice Completion

Basically, every test used to evaluate English skills has either advantages or

limitations, so does multiple-choice completion. After going through on this test, I

finally find out the advantages of it, among others are: (1) it helps the students to see

the whole meaning of the words by providing the original contexts, (2) it is easy and

consistent in scoring and (3) it is the most appropriate device in measuring one’s
 18

knowledge. Nevertheless, there must also be some limitations of this type of test.

Those are: it is rather difficult to make a good sentence context that shows obviously

the real meaning of the word being tested and it is easy for students to cheat by

copying their friends’ answers. In order to make it clear, the teacher has to pay much

attention to the mischievous learners and gives the firm punishment if necessary.
 19

CHAPTER III

METHOD OF INVESTIGATION

This chapter deals with subject of the study, population of the study, sample and

sampling technique of the study, research variables, type of data collection,

instrument for collecting data, try out of the study, technique of data analysis, criteria

of success and the administration of the test.

3.1 Subject of the Study

I carry out an action research since there are some previous researchers who conduct

an applied research, especially for relationship between the use of multiple-choice

questions and students’ vocabulary mastery. Based on the reason above, I intend to

make the research to be more specific; that is, the use of multiple-choice completion

to measure students’ vocabulary mastery. Another reason is that I intend to

economize the time because when I conduct an action research there is no

complicated step that I should take. Based on this research, I would like to carry out

the action and the research at the same time. Competence Based Curriculum of 2004,

which demands the fully attention on vocabulary items must be mastered by students

both in Junior and Senior High School, nevertheless, it is not taught thoroughly.

That’s why I did my research on the students of SMA 2 Pekalongan in this final

project due to my curiosity about the students’ vocabulary mastery in that school.

19
 20

3.2 Population of the Study

Population is a set of individuals that meets sampling criteria. Hadi (1980:220) states

that population is a group of people or items in which the information is being

collected. Arikunto (1996:115) also defines that population is a collection of all

elements possessing one or more attributes of interest. The populations intended

here are the second year students of SMA 2 Pekalongan in the academic year of

2006/2007 and the entire numbers of students in the school are around 250 persons.

The population is grouped into seven classes stated in the following table:

Table 2: The distribution of Students

Class Number of students

II IPS 1 35

II IPS 2 37

II IPS 3 36

II IPS 4 35

II IPA 1 36

II IPA 2 35

II IPA 3 36

Total 250

I take the population based on some considerations, such as time, money and

researcher availability. Since the population is quite a lot considerable, it should be

sampled for practical aim. More details about it will be presented in the following

section.
 21

3.3 Sample and Sampling Technique of the Study

Sample is a group of people or events drawn from a population. This definition is

also reinforced by Arikunto that sample is a limited number of elements selected

from the population in order to be representatives of that population. Suharsimi

(1992:107) points out that if the number of subjects in a research is more than 100

persons, the researcher can take 10-15% of the population based on the capability of

the researcher. In order to gain representative sampling, I apply cluster proportional

random sampling. The reason why I choose this sampling technique is due to some

considerations, as follows:

1) The population of the study consists of clusters or classes so I should involve all

of respondents included in the classes without any exception. That’s why it is

called cluster.

2) It could also be called proportional due to the number of each class is not equal.

Therefore, the sample should be selected proportionally.

3) It’s also random because each student involved in the sample has the same

chance.

Based on the explanation above cited by Suharsimi, I finally decided that I

had to take 15% of the entire population and the number of sample was around 36

respondents. From the seven classes, I then picked up 5.35 of each class. It became

more or less 5 respondents after being rounded down to 5.00, except for class of II

IPS 2 because it consisted of 6 samples. The details of samples drawn from each

class are in the following table:

 22

Table 3: The Drawn Sample of Each Class

Class Total Drawn Sample Rounding

II IPS 1 35 5.25 5

II IPS 2 37 5.55 6

II IPS 3 36 5.40 5

II IPS 4 35 5.25 5

II IPA 1 36 5.40 5

II IPA 2 35 5.25 5

II IPA 3 36 5.40 5

Total 250 36

Then, I must select these samples randomly by means of a lottery. Let’s take

II IPS 3 as an example. The procedure of drawing samples could be seen in the

following section:

1) I formerly wrote down the name of each respondent in the class of II IPS 3 in

small pieces of paper. One piece was for one name.

2) All small pieces of paper were rolled and put into a can.

3) I then shook the can and dropped 5 rolled pieces of the paper at a time.

4) The process was repeated until the thirty-six samples were achieved.

5) Finally, I wrote down the name of these selected respondents as samples.

From the 36 students, data will be collected. However, to get the data I need

an appropriate instrument. Below is the thorough discussion about the instrument of

my study.
 23

3.4 Research Variables

Variable is something, which varies in many ways. Basically, there are two types of

variables in the research, as follows:

1) Dependent variable: vocabulary mastery of second year students of SMA 2

Pekalongan.

2) Independent variable: The use of multiple-choice completion.

From the two variables, I then try to create a hypothesis. Actually, the

hypothesis is based on Null hypothesis, which says, “There is no correlation between

multiple-choice completion and students’ vocabulary mastery.” Since I conduct an

action research, then, I replace the Null hypothesis to be working hypothesis. The

hypothesis is the use of multiple-choice completion and students’ vocabulary

mastery is positively related.

3.5 Type of Data Collection

Commonly, there are two types of data collections, such as: qualitative and

quantitative data. Due to dealing with numbers and groups, the appropriate data in

this study are quantitative.

3.6 Instrument for Collecting Data

Arikunto (1996:139) says that an instrument is a means that plays an important role

to collect data in a research. Thus, it is very important to create an adequate

instrument for collecting the data. Saleh (2004:37:38) cites that there are five

instruments in a research. Those are: questionnaire, interview, observation, test and

 24

documentation. In this case, I make use of a test. The test is used to measure the

students’ vocabulary mastery and the type of test that I apply here is multiple–choice

completion as the instrument for collecting the data because this is the best way to

assess students’ mastery in vocabulary. To answer the test, the respondents must fill

in the deleting words of a sentence with the right words or phrases stated among the

four options below the sentence. In taking the test, I applied the same procedure as

sampling the population. Since the vocabulary items that should be mastered by

second year students of Senior High School are around 400 words, I then picked up

10% of the total number of the items to be the sample of the test. Consequently, I

found 40 items. The respondents would get the highest score up to 100 or it could be

said that they got 40 points if they could answer all questions correctly. Since one

correct answer was provided 1 point, I must also list the raw score of the respondents

by calculating the number of correct answer of each respondent. Then, I formulated it

into score by multiplying the number of right answer by 2.5. As a result, the

respondents who got 40 points would get 100 scores.

3.7 The Try Out of the Study

Before the prepared instrument were used to collect data, it was ought to be tried out

to 36 second year students of SMA 4 Pekalongan in the academic year of 2006/2007.

The try out test covered vocabulary test, which was relevant to the materials taught in

the school and the test was also related to competence-based curriculum that was

provided to the recent students. The test consisted of 40 items and each item covered

four options. Then, the respondents must answer the whole items correctly. The try-
 25

out is intended to measure how far the respondents have mastered their vocabulary.

However, I should also find out whether or not the test that I administrated had met

the requirement of Level of Difficulty (LD) and also Discriminating Power (DP)

before going further on reliability and validity. The test, which meets the

requirement of LD and DP, is either too easy or difficult. Henning (1987:52-54) cites

the criterion of LD and DP that if the final result of the computation is between 0.3

and 0.8, the test is considered medium and if it is below 0.3, it is called difficult,

meanwhile, if it is above 0.8, it is considered easy. Consequently, I have to conduct

an item test analysis first. Below is the thorough explanation about item test analysis.

Actually, there are some steps that I should do when conducting the item test

analysis, as follows:

1) Make a table comprising of: number of respondents, number of items and sum of

correct answers.

2) Identify the correct answers of each item by giving a symbol (1) and the wrong

answers of each item by providing a symbol (0).

3) Calculate the number of respondents who get correct answers.

4) Put the correct answers (raw scores) in series from top to down group a long with

the number of each respondent in a column form.

5) Take 27% of the total number of the respondents from upper to lower group.

6) Sign the identified respondents (27% of the respondents from upper to lower

group) by giving some certain marks.

7) Analyze the total number of correct answers gained by the identified

respondents.
 26

8) Calculate LD and DP of the whole items as the formula given above.

9) Determine each item, which meet the requirement of either LD or DP as the

criterion proposed by Henning.

10) Try to formulate the correct answer into scores in order to find reliability and

validity of the test.

There are two main points in this case, such as Level of Difficulty and

Discriminating Power that will be discussed more thoroughly in this following

section:

1) Level of Difficulty (LD)

Difficulty level is considered to be one of the most important characteristics

of test items. Considering the difficulty level of items is important as it determines

the results of tests, Henning (1987:49) points out:

“Often, when tests are rejected as unreliable measures for a given sample of
examinees, it is due to not so much to the carelessness of the items writers as
to the misfit of item difficulty to person ability. Tests, which are either too
difficult or too easy for a given group of examinees usually show low
reliability. However, the same tests used with examinees of appropriate
ability often prove highly reliable.”

In this study, Level of Difficulty (LD) was calculated as the proportion of

correct responses via the following formula:

RU + RL
ID =
N

Where:

ID = difficulty or proportion correct

RU + RL = sum of pupils who got the right items

N = number of pupils treated in the item analysis

 27

Thus, the Level of Difficulty (LD) was obtained by summing the number of

students in the upper group who got the right items (RU) and the number of students

in the lower group who got the right items (RL). Afterwards, the sum of those groups

was divided by the whole number of examinees treated in the item test analysis (total

number of upper and lower group). Let’s take item No. 8 as an example, the students

of upper group who obtained the right answers were 10 persons (RU) and the

students who obtained the right answers from the lower one (RL) were 5 persons.

The sum of them was 15. Afterwards, I divided it by the total number of upper and

lower group (N) and the final result of the calculation was 0.75. This means that the

item is neither too difficult nor too easy for the respondents. It is since the final

calculation is between 0.3 and 0.8.

2) Discriminating Power

Be able to discriminate between weak and strong examinees in the ability being

tested are also an important characteristic of a good test. Being difficult only, as

pointed out by Henning is not sufficient information upon which to base on the

decision ultimately to accept or to reject a given item. A good item should, on

average, receive higher ratings from the high group than from the lower group

(Payne, 1974:190). The formula to compute discriminating power is as follows:

RU − RL
DP =
1
N
2

Where:

DP = Discriminating power
 28

RU – RL = the differences between groups in the number

of pupils who got the right items

1/2N = one-half the total number of examinees

included in the item analysis

By using this formula, The DP of items was calculated. For instance, the

discriminating power (DP) of the item No. 8 was obtained by subtracting from the

number of students in the upper group who answered the item correctly (10) with the

number of students in lower group who answered the item correctly (5) and divided

by one-half the total of examinees included in the item analysis (10). Then, the final

result was 0.5. This means that the ability between the weak and the strong students

are nearly similar.

The final computation whether or not the try-out test had already met the

requirement of LD and DP could be seen in Appendix 9 and the result of the try-out

test, which was in the table form consisting of number of respondents, raw scores,

real scores sum of the whole scores and also the mean of the scores could be seen in

the next Appendix (10). The real scores were gained from the raw scores after being

multiplied by 2.5. Let’s take an example of respondent No.8 who got 30 points in

raw score. The point was then turned into real score to be 75.

A test will be considered as a good one if it meets the requirement of both

reliability and validity. Below are more details about reliability and validity:

1) Reliability

Heaton (1984:155) mentions that reliability is also an essential characteristic

of a good test. In a matter of vocabulary test, reliability has something to do with the
 29

stability of students’ vocabulary mastery. It means that students will always obtain

the same result if the same test is provided to the same students in different occasion,

different place and different answer sheet. A test, which is considered as a reliable

test after it meets the requirement of either LD or DP as discussed above. However, it

still needs the requirement of reliability and validity. Henning (1987:60) says that the

test will be considered either reliable or valid if it meets the requirement of the

criteria that the final computation is between 0.00 and 1.00, whereas, if the test lies

below 0.00 or it places above 1.00 the test is said to be both unreliable and invalid.

Here is the following Pearson Product Moment formula:

N ∑ XY − (∑ X )(∑ Y )
rxy =
{N∑ X 2
}{
− (∑ X ) N ∑ Y 2 − (∑ Y )
2 2
}
Where:

rxy = Reliability of the items

N = Total number of respondents

X = Scores obtained from the first test

Y = Scores obtained from the second test

∑X 2
= Sum of the squared X scores

∑Y 2
= Sum of the squared Y scores

∑ XY = Sum of the product of paired X and Y

After conducting the try-out, I found out that there were only 20 items of the

whole items (40) that had already met the requirement of LD and DP. Then, I

examined the twenty items to the respondents of other school at the same level,

namely the second year students of SMA 2 Pekalongan. I provided the test twice in
 30

order to find out the requirement of reliability. The final result was that the test was

reliable after being calculated by the formula stated above. Here is the application of

the formula:

N .∑ XY − (∑ X )(∑ Y )
rxy =
{N .∑ X 2
− (∑ X )
2
}{(N .∑Y 2
− (∑ Y )
2
)}
36.171,925 − (2,495)(2,430 )
=
{36.178,525 − (6,225,025)}{36.167,450 − (5,904,900)}
6,189,300 − 6,062,850
=
(6,426,900 − 6,225,025)(6,028,200 − 5,904,900)
126,450
=
(201,875)(123,300)
126,450
=
24,891,187,549

126,450
=
157,769.4124
= 0.8
From the final computation above, I could easily say that the result was

reliable because it lied between 0.00 and 1.00. Meanwhile, the more details about the

result of reliability test constructed in the table form could be seen in Appendix 11,

12 and 13.

2) Validity

Validity refers to the extent to which the results of an evaluation procedure

serve the particular uses for which they are intended. If the results are used to

describe students’ achievements, we should like them to represent all aspects of the

achievements we wish to describe and to represent nothing else (Grondlund, 1976).

 31

A test is said to be valid when it actually measures what it is supposed to be

measured. Saleh (2004:56-58) says that validity is usually distinguished into three

kinds (1) face validity, (2) content validity and (3) empirical or statistical

validity. Here, I’m going to talk about them. The first is face validity. According to

this validity, a test is said to be valid if the test is consulted firstly by the experts

before it is being tested to the respondents. In applying this validity, I formerly

consulted the test to the teacher who was teaching the respondents of my study. This

was because I didn’t know precisely how far they had mastered vocabulary. The

second one is content validity. The validity refers to the material being tested must be

suitable with the Basic Course Outline and Competence-Based Curriculum.

Therefore, I took a textbook related to the curriculum and the textbook was also used

for the second year students of Senior High School only. Basically, there are around

400 vocabulary items listed in that book. The data will be presented as follows:

Table 4: The List of Vocabulary Items

No. Content words Population Sample of 10 %

1. Noun 100 10

2. Verb 100 10

3. Adjective 100 10

4. Adverb 100 10

∑ 400 40

Meanwhile, the distribution of the sample and the percentage of students’

vocabulary mastery in each content word could be found in the following table:
 32

Table 5: The Distribution of the Sample and the Percentage

Content words No. Items Models Percentage

(%)
5 Plato’s teaching had a great effect on 80.5%
Noun Aristotle’s point of view about the
world.
6 The investigation regarding with the 86.1%
accident was handled by Mr. John, the
chief of the police.
10 We have to be careful to do something 88.8%
because dangers can come to anyone,
anytime and anywhere.
15 Language is a means of 11.1%
communication used by human beings.
16 In many regions of the world, water 77.7%
purification systems are either
inadequate or nonexistent.
36 “I want to paint, too.” 91.6%
“All right. Use that brush over there.”
37 They drove to work in their new car. 41.6%
38 Max is one of English department 33.3%
students who is very good at every
subject.
39 Honesty is the main provision for us if 66.6%
we want to be trusted by someone else.
40 If we want to have some cakes for our 100%
dinner, we should go to the bakery.
1 Jim is recognized as a bad boy because 97.2%
Verb of his unpleasant behavior toward
everyone.
2 It requires more energy to pass 5.5%
mathematics exam since we must
concentrate on the items seriously.
13 Frank has to prepare his equipments 97.2%
first before going on picnic.
14 It’s not too difficult to learn vocabulary 11.1%
because it could be obtained through
experience.
21 Plastic is non-degradable waste that 27.7%
can’t be decayed by nature.
22 That young man insulted the new 72.2%
policeman so that he hauled off and hit
him.
23 We have to finish the final report this 86.1%
 33

afternoon. Let’s start up the computer.

24 I put my book here, however, there is 80.5%
no around. Do you know who has
taken it?
25 Pollution occurs when substances such 80.5%
as volcanic fumes are emitted into the
air.
26 A baby-sitter is a woman who has a 36.1%
duty to look after her master’s child.
3 Piston is a vital part of engine because 77.7%
Adjective the machine cannot work well without
it.
4 “Redoxone” is a kind of supplementary 94.4%
food that can help to increase the
immune system of human body.
11 CPU is a series of computer devices, 88.8%
which consists of several complicated
machineries.
12 Water is the most abundant substance 69.4%
on the Earth’s surface.
20 Brian and Smith had close relation 11.1%
since 1990 when they were at
elementary school.
27 Snow White had a stepmother and 66.6%
three stepsisters who were very wicked
and tricky.
28 Billy and his friends are tired after 97.2%
working out for at least an hour in the
schoolyard.
29 We cannot accuse Butt as the 94.4%
troublemaker of the riot if we do not
have enough proof.
30 Zack usually likes to do something 75%
foolish better than performing
something useful.
31 To express his surprise about the 97.2%
beautiful ocean, Joe said to Jane,
“Wow it’s wonderful!”
Adverb 7 Mr. Brown is lying on the bed while 88.8%
listening to the radio right now.
8 Zen usually rides his motorcycle when 86.1%
going to school but he goes there on
foot now.
9 Jack formerly prays to the god before 33.3%
going outside.
 34

17 James studies hard every night, as a 72.2%

result, he has a good score in his each
subject.
18 By working together, Tom and Gery 97.2%
were able to manage the newly built
library well.
19 Normally, September is the worst 27.7%
month of the year for hurricane here.
32 Even though Jasmine and Caroline are 50%
twins, they both widely differ from
each other in their behavior.
33 He could speak English so fluently that 83.3%
he makes his teacher proud.
34 He is swimming with Anne in the 88.8%
swimming pool right now.
35 I met Angelina yesterday when 83.3%
walking around the park near my
apartment.

The percentage stated above was obtained by summing the whole number of

the right answers gained by each respondent and dividing them by the total numbers

of the respondents, afterwards, they are multiplied by 100%. Let’s take an example

of the fifth item, the total numbers of the right answers gained by each respondent

were 29 and then they were divided by the total numbers of the respondents (36)

persons, afterwards, they were multiplied by 100%. The final computation was

around 80.5%. For further information about the wrong and the right answers could

be found in Appendix 7.

Besides that, the test should also involve the third validity, that is, empirical

or statistical validity. Empirical validity refers to the proof that the test scores have

high correlation or slightly deviation if it is compared with the other test, which is

drawn from the other source, so called standard test. Since this is statistical validity,
 35

of course, it should be measured statistically. You could have a look the formula of

this statistical calculation in the following section:

N ∑ XY − (∑ X )(∑ Y )
rxy =
{N∑ X 2
}{
− (∑ X ) N ∑ Y 2 − (∑ Y )
2 2
}
Where:

rxy = Validity of the items

N = Total number of respondents

X = Scores obtained from the first test

Y = Scores obtained from the second test

∑X 2
= Sum of the squared X scores

∑Y 2
= Sum of the squared Y scores

∑ XY = Sum of the product of paired X and Y

The application of the formula stated above could be seen in the following

part:

N .∑ XY − (∑ X )(∑ Y )
rxy =
{N .∑ X 2
− (∑ X )
2
}{(N .∑Y 2
− (∑ Y )
2
)}
36.174,975 − (2,495)(2,475)
=
{36.178,525 − (6,225,025)}{36.173,575 − (6,125,625)}
6,299,100 − 6,175,125
=
(6,426,900 − 6,225,025)(6,248,700 − 6,125,625)
123,975
=
24,845,767,650

123,975
=
157,625.3965
= 0.78
 36

Based on the final result, that is, 0.78, I could explain that the test was valid.

This was since 0.78 lied between 0.00 and 1.00, whereas, the more information

related to the raw and real scores of validity test and also the sum of the whole scores

could be found in Appendix 14 and 15.

3.8 Technique of Data Analysis

In this part, I’m going to talk about the technique analysis of vocabulary test. This

technique actually covers five points, as follows:

1) Scoring of the test

2) Tabulating and tabling the data of the items

3) Finding the mean

4) Matching the score obtained with the criteria of success

5) Concluding

3.9 Criteria of Success

To determine the students’ mastery in vocabulary, I make use of two criteria. Those

are: standard criteria used by Basic Course Outline and “BAKUM (Bakat Umum)”

Standard, Psychology Faculty of Indonesian University. According to Teaching and

Learning Guideline (GBPP), the teaching and learning process can be continued to

the other material if the students get 65% of material being tested and those who get

fewer than 65% must attend the remedial treatment (Depdikbud, 1994:43).

Meanwhile “Standar BAKUM” categorizes the standardization of students’ scores

into the following criteria:

 37

90-100 : Excellent

80-89 : Good

70-79 : High average

60-69 : Average

50-59 : Low Average

40-49 : Poor

<39 : Failed

I use the criteria stated above to measure whether the students’ vocabulary

mastery in the researched school has matched with the criteria of success or not.

3.10 The Administration of the Test

1) Preparation of the test

I prepared the test by designing the instrument and consulting the test firstly to

my advisor whether there was a slightly grammatical error or the test was too

difficult to the respondents. After it was approved and then I conducted the try

out.

2) Administrating the try out test

The try out was conducted on November 9th 2006. The subjects of my study to

attend the try out test were second year students of SMA 4 Pekalongan. I

distributed the test in the first hour at 07.00 a.m. The reason was because the

students’ brain at that time was still fresh. This meant that they hadn’t had any

activities. Therefore, they could focus on finishing the test and they didn’t feel

bored.
 38

3) The Reliability and the validity test administration

The aim of delivering the real test was to find out the reliability of the test and to

meet the requirement of validity. The reliability test was provided on November

16th and 23rd 2006 at SMA 2 Pekalongan, whereas, the time of conducting the test

was the same with the time of distributing the try out test. After conducting both

the try out and reliability test, I then administered the validity test on 30 of

November 2006.
 39

CHAPTER IV

ANALYSIS AND DISCUSSION OF THE STUDY

This chapter has something to do with two main parts. The first reports analysis of

the test and the second provides interpretation of the results.

4.1 Analysis of the Test

To analyze the result of the respondents’ test as suggested in the previous chapter, I

apply five steps. The following is the elaboration of each step:

4.1.1 Scoring of the Test

There are 40 items of multiple-choice completion test type in this study. The

respondents finished the test in 60 minutes. A student would get 40 points if all of his

answers were correct (2.5 points represent one correct answer). Let’s take an

example of the student No. 10; the raw score or the sum of the right answer was 31.

It was derived from: the total number of noun (7), verb (5), adjective (9) and adverb

(10). The scores that the respondents got were 77.5 or 78 after being rounded up,

whereas, the computation of the entire scores gained by all respondents could be

found in Appendix 10.

4.1.2 Tabling and Tabulating

There are 36 computations of scores in analyzing the test since the study involves 36

respondents. After being scored so as to show its clarity, the result of the test was put

into a table. The table of the result can be seen in Appendix 7 and 8. There are two

39
 40

tables in this case. The first table is in Appendix 7 and the second one is located in

Appendix 8. The first table consists of three columns including: the number of the

respondents, the number of items and the sum of correct answers. The second one as

listed in Appendix 8 consists of the sequence of the scores from the top to down

including: the raw scores and the number of respondents arranged randomly based on

the score obtained by each respondent.

4.1.3 The Mean

Mean is the average of a group of scores. Adding up all individual scores and

dividing the sum of the whole scores by number of the entire respondents gain the

computation of the means. The formula used for applying the mean is as follows:

X =
∑X
N

Where,

X = the mean

∑X = the sum of scores, and

N = the number of respondents

Applying the formula, I could calculate the average of the score from the

table in Appendix 10. The data are as follows:

∑X = 2489

N = 36

Based on the formula stated above I could mention that the result of the

computation is:
 41

2489
X =
36

= 69.31

= 69 (rounded down)

The average of score is 69 after being rounded down. This means that the

respondents have mastered vocabulary around 69 %. The percentage of the students’

vocabulary and the mean could be found in the following table:

Table 6: The Mean of Student’s Vocabulary Mastery (%)

No Content Words Total Percentage of Students’ Mean (%) Rounding

Vocabulary Mastery (%) (%)

1 Noun 677.3% 67.73% 68%

2 Verb 594.1% 59.41% 59%

3 Adjective 771.8% 77.18% 77%

4 Adverb 710.7% 71.07% 71%

∑ 275%

On the basis of the sum of rounded mean stated above, that is, 275%, I then

divided it with the four content words and the final result was 68.75% or 69% after

being rounded up.

4.1.4 Matching the Mean with the Criteria of Success

As previously stated, the average of students’ scores is 69 (69%). The result lies

between 60-69 as cited in “Standar BAKUM.” Therefore, I could also point out that

the result is categorized into average achievement. This is also suitable with the
 42

criteria of success as cited in Basic Course Outline that if the percentage of students’

vocabulary mastery on average is above 65% the respondents don’t need to take the

remedial treatment. This means that the students’ vocabulary mastery have met the

requirement of the Basic Course Outline’s Criteria.

4.1.5 Concluding the Result

Referring to the criteria of success proposed by “Standar BAKUM” and teaching and

learning guideline at Senior High School, the achievement of the respondents in

vocabulary is regarded satisfactory or average. This is because the mean of their

score is around 69. However, according to teaching and learning guideline at SMA,

the respondents have minimally mastered the vocabulary targeted and the teaching-

learning process can be continued to the other materials. To materialize that goal, the

teacher must practice their students with some reading comprehensions, such as

English novel, short story and magazine. The other aim has something to do with the

curriculum used in Indonesia nowadays, that is, competence-based curriculum.

According to the curriculum, the students must also master the vocabulary items

rarely used. This is since the relevant textbook to the curriculum focuses on genres,

which automatically have close correlation to the comprehensive understanding on

the context of the sentences used in each paragraph. It is of course hard for the

students to learn the genres if they do not have enough new vocabulary items in their

mind.
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4.2 The Interpretation of Data

After applying all techniques of research finding stated in Chapter III, I then move on

the interpretation of the result in data analysis. From the vocabulary test analysis, I

found out that the mean score is 69. This could be said that the students’ achievement

is regarded satisfactory. This explanation is suitable with the criteria of success

pointed out by both in teaching and learning guideline and “Standar BAKUM”

proposed by Psychology College of Indonesian University. This is because it lies

between 60 and 69 or above 65%.

However, according to the basic course outline, the teaching and learning

process should be improved because the students’ achievement is all right but not so

good. Therefore, the more exercises that are able to increase the student’s vocabulary

mastery must be paid attention. It is actually not easy to do that because it involves

the teamwork between the teacher and the students.

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CHAPTER V

CONCLUSION AND SUGGESTION

Based on the analysis and interpretation discussed in Chapter IV, I’m going to go

further on the next discussion, which covers two main parts. Those are: conclusion

and suggestion. The more elaborations about those will be discussed as follows:

5.1 Conclusion

1) The mean score of students’ achievement gained in the researched school is 69.

2) With reference to teaching and learning guideline at SMA, the mean is

considered average; nevertheless, it still requires improvement. This is since the

students have minimally mastered the new vocabulary items.

3) As proposed by “Standar BAKUM” that the students’ acquisition in new

vocabulary is still satisfactory. It means that the score is not enough if they want

to be able to increase their vocabulary mastery. They have to learn more and

more.

5.2 Suggestion

From the conclusion stated above, I would like to suggest that the teachers of English

of second year students in SMA 2 should pay much attention in their students’

mastery of vocabulary and I also suggest that they have to know the result finding of

the study and give more vocabulary exercises to increase their students’ vocabulary

knowledge. Basically, the study is not just enough up to here. This is because you

could probably continue the research in order to find out the other elements, which

are not stated in this study.

44
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