The Relationship between Students’ Vocabulary Mastery

and Their Writing Achievement

(A Correlational Study at the Seventh Semester of English Education Department

of Syarif Hidayatullah State Islamic University of Jakarta)

BY:

MUTIARA RAHMAH

NIM: 1112014000042

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

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ABSTRACT

Mutiara Rahmah (1112014000042). The Relationship between Students’ Vocabulary Mastery and Their Writing Achievement (A Correlational Study

at the Seventh Semester of the Department of English Education of Syarif

Hidayatullah State Islamic University of Jakarta). Skripsi of Department of

English Education at the Faculty of Educational Sciences of Syarif Hidayatullah

State Islamic University of Jakarta, 2016.

Advisor I : Dr. Ratna Sari Dewi, M.Pd.

Advisor II : Hapsari Dwi Kartika, M.A. TESOL.

This study aimed at describing the relationship between students’ vocabulary mastery and their writing achievement. The population of this study was the

seventh semester students of Department of English Education of Syarif

Hidayatullah State Islamic University of Jakarta academic year 2016/2017. There

were 44 students from A and B classes selected as the sample of this study. This

study used a quantitative method with the correlational study as the research

design of study. The instruments used for collecting data were vocabulary mastery

and writing achievement tests. Both tests were conducted to measure students’ vocabulary mastery and writing achievement. The data which was collected was

calculated by using Pearson Product Moment Correlation to see whether there was

any significant relationship between the two variables. Based on the research

analysis, the relationship between the two variables was found at the 99% level of

confidence (p < 0.01) with the value of rxy was 0.444 which was in the medium or

moderate level. The value was higher than the value of rt in the significant of 1%,

in which 0.444 > 0.384. Moreover, the significance of t contribution revealed that

the result was significant with the value of tcount was 3.210. The value was higher

than the value of ttable at the level of significance 0.01, in which 3.210 > 2.698.

Hence, the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is

rejected. In conclusion, there was a significant correlation between students’ vocabulary mastery and their writing achievement at the seventh semester

students of the Department of English Education of Syarif Hidayatullah State

Islamic University of Jakarta 2016/2017.

Keywords: Correlational Study, Vocabulary Mastery, Writing Achievement

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ABSTRAK

Mutiara Rahmah (1112014000042). The Relationship between Students’ Vocabulary Mastery and Their Writing Achievement (A Correlational Study

at the Seventh Semester of the Department of English Education of Syarif

Hidayatullah State Islamic University of Jakarta). Skripsi Jurusan Pendidikan

Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri

Syarif Hidayatullah Jakarta, 2016.

Dosen Pembimbing I : Ratna Sari Dewi, M.Pd.

Dosen Pembimbing II : Hapsari Dwi Kartika, M.A. TESOL.

Penelitian ini bertujuan untuk mendeskripsikan hubungan antara penguasaan

kosakata dan pencapaian menulis siswa. Populasi pada penelitian ini adalah

mahasiswa semester tujuh Jurusan Pendidikan Bahasa Inggris, Universitas Islam

Negeri Syarif Hidayatullah Jakarta tahun ajaran 2016/2017. Sebanyak 44 siswa

dari kelas A dan B yang terpilih menjadi sampel penelitian. Penelitian ini

menggunakan metode kuantitatif dengan korelasi sebagai desain penelitian.

Instrumen penelitian yang digunakan untuk memperoleh data adalah tes

penguasaan kosakata dan tes pencapaian menulis. Kedua tes tersebut dilakukan

untuk mengukur pengasaan kosakata dan pencapaian menulis siswa. Data yang

diperoleh dihitung menggunakan korelasi Pearson Product Moment untuk

mengetahui apakah ada hubungan yang signifikan antara kedua variabel tersebut.

Berdasarkan analisa penelitian, hubungan antara kedua variabel ditemukan level

signifikansi 99% (p < 0.01) dengan nilai dari rxy adalah 0.444 yang berada pada

level sedang. Nilai tersebut lebih tinggi dari nilai rt pada tingkat kesalahan 1%,

yaitu 0.444 > 0.384. Selain itu, signifikan nilai t mengungkapkan bahwa hasil

tersebut signifikan dengan nilai dari thitung adalah 3.210. Nilai tersebut lebih tinggi

dari nilai ttabel pada level signifikan 0.01, yaitu 3.210 > 2.698. Oleh karena itu,

hipotesis alternatif (Ha) diterima sedangkan hipotesis nol (Ho) ditolak. Dapat

disimpulkan bahwa adanya hubungan yang signifikan antara penguasaan kosakata

dan pemcapaian menulis mahasiswa semester tujuh Pendidikan Bahasa Inggris,

Univesitas Islam Negeri Syarif Hidayatullah Jakarta 2016/2017.

Kata Kunci: Penelitian Korelasi, Penguasaan Kosakata, Pencapaian Menulis

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

All praises be to Allah, the Lord of the worlds. Peace and salutation may

always be upon the Prophet Muhammad, the savior of the humankind, who has

brought the light onto this world and turned it into a better place.

This skripsi took a long process and would not have been complete without

help and support of lecturers, institution, family, and friends. Therefore, in this

occasion, the writer is pleasure to acknowledge the help and contributions by

conveying her utmost gratitude to them who have helped her in completing this

skripsi.

First, the writer would like to express a very profound gratitude to her great

parents; her dearest mother, Nurjanah, and father, Dustur, also her sisters; Luli

Akhriyani and Najmil Hayah for their love, support, and moral encouragement in

motivating the writer to finish her study. Next, the writer would like to express the

greatest honor and deepest gratitude to her advisors, Dr. Ratna Sari Dewi M.Pd.,

and Hapsari Dwi Kartika, M.A.TESOL., for patiently guiding her and giving her

the most valuable help, advice, and support during the writing process of this

skripsi.

Moreover, the writer would like to express her gratitude and appreciation to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational

Sciences.

2. Dr. Alek, M.Pd., as the Head of Department of English Education.

3. Zaharil Anansy, M.Hum., as the secretary of Department of English Education.

4. All lecturers in the Department of English Education who always give

motivation and valuable knowledge during her study.

5. All students of the seventh semester of Department of English Education in

academic year 2016/2015, as the participants of this study.

6. Her best companions; Amalia, Nia Pebriyanti, Poetri Tanjung Prameswara ,

Rizka Amalia, Umi Robi’atus Shalihah, and all of the members of PBI 2012 B

for the friendship, love, knowledge, support, and time they have provided.

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7. All of her friends in the Department of English Education.

8. All the people who cannot be mentioned one by one for their contribution to the

writer during completing her skripsi. The words are not enough to say any

appreciations for their help. May Allah give you all best in return.

Lastly, the writer realizes that this skripsi is still far from being flawless.

Despite the help from the aforementioned people, there are weaknesses and

shortages in this skripsi that remain as the writers’ responsibility. She, therefore,

welcomes all kinds of corrections and suggestions for a better writing.

Jakarta, 2 November 2016

Mutiara Rahmah

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TABLE OF CONTENTS

ENDORSEMENT SHEET .................................................................................. iii

Surat Pernyataan Karya Sendiri .......................................................................... iv

ABSTRACT ............................................................................................................ v

ABSTRAK ............................................................................................................ vi

ACKNOWLEDGEMENT .................................................................................. vii

TABLE OF CONTENTS ..................................................................................... ix

LIST OF TABLES .............................................................................................. xi

LIST OF APPENDICES .................................................................................... xii

CHAPTER I. INTRODUCTION .......................................................................... 1

A. Background of Study .................................................................. 1

B. Identification of the Problems .................................................... 3

C. Limitation of the Problems ......................................................... 3

D. Formulation of the Problems ...................................................... 3

E. Objective of the Study ................................................................ 3

F. Significance of the Study ............................................................ 4

CHAPTER II. THEORETICAL FRAMEWORK ............................................. 5

A. Writing ...................................................................................... 5

1. Definition of Writing ........................................................... 5

2. Genres of Writing ................................................................ 6

3. Type of Structures in Writing ............................................. 7

4. The Process of Writing ........................................................ 8

5. Writing Achievement ........................................................ 10

B. Vocabulary ............................................................................. 13

1. Definition of Vocabulary .................................................. 13

2. Types of Vocabulary ......................................................... 14

3. Vocabulary Mastery .......................................................... 16

C. Related Previous Study .......................................................... 16

D. Thinking Framework .............................................................. 19

E. Theoretical Hypotheses .......................................................... 20

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CHAPTER III. RESEARCH METHODOLOGY ............................................ 21

A. Place and Time of the Study .................................................. 21

B. Method and Design of the Study ........................................... 21

C. Population and Sample .......................................................... 21

D. Instrument of the Study ......................................................... 22

E. Technique of Data Collecting ................................................ 23

F. Technique of Data Analysis .................................................. 25

G. Statistical Hypotheses ............................................................. 27

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ....................... 28

A. Research Finding ................................................................... 28

1. Data Description .............................................................. 28

a. Vocabulary Mastery .................................................. 28

b. Writing Achievement ................................................ 31

2. Data Analysis ................................................................... 34

a. Analysis of the Linearity of Tests .............................. 34

b. Analysis of the Normality of Tests ............................. 34

c. Analysis of the Correlation Coefficient ...................... 35

d. Analysis of Determination Coefficient ...................... 38

3. Test of Hypothesis ........................................................... 39

B. Discussion ............................................................................... 41

C. Research Limitation ................................................................ 43

CHAPTER V CONCLUSION AND SUGGESTION ....................................... 44

A. Conclusion .............................................................................. 44

B. Suggestion ............................................................................... 45

REFERENCES ..................................................................................................... 46

APPENDICES ...................................................................................................... 47

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LIST OF TABLES

Table 3.1 The Blue Print of Vocabulary Test ........................................................ 22

Table 3.2 Analytic Scoring Rubric......................................................................... 24

Table 3.3 Pearson Correlation ................................................................................ 26

Table 4.1 The Score of Vocabulary Mastery Test of 7th

Semester of

Department of English Education .......................................................... 28

Table 4.2 The Statistical Score of Vocabulary Mastery ........................................ 30

Table 4.3 The Score of Writing Test of 7th

Semester of Department of

English Education .................................................................................. 31

Table 4.4 The Statistical Score of Writing Achievement ...................................... 33

Table 4.5 The Linearity Test Result of the Data ................................................... 34

Table 4.6 The Normality of the Test ..................................................................... 35

Table 4.7 The Data Analysis Table of Vocabulary Mastery and Writing

Achievement .......................................................................................... 35

Table 4.8 Pearson Product Moment Table ............................................................. 38

Table 4.9 The Interpretation of Correlation Coefficient ........................................ 41

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LIST OF APPENDICES

APPENDIX 1 Vocabulary Mastery Test ............................................................... 49

APPENDIX 2 Writing Achievement Test ............................................................ 52

APPENDIX 3 The Vocabulary Mastery Score of 7th

Semester Students of

Department of English Education .................................................. 53

APPENDIX 4 The Writing Achievement Score of 7th

Semester Students of

Department of English Education .................................................. 55

APPENDIX 5 Original Vocabulary Mastery Test (Before Pilot Study)................ 57

APPENDIX 6 Output Anates of the Pilot Study .................................................... 61

APPENDIX 7 Statistical Calculation of Vocabulary Mastery Score..................... 70

APPENDIX 8 Statistical Calculation of Writing Achievement Score .................. 71

APPENDIX 9 SPSS Correlation “r” Product Moment .......................................... 72

APPENDIX 10 Pearson Product Moment Table ................................................... 73

APPENDIX 11 T-table .......................................................................................... 75

APPENDIX 12 Surat Permohonan Izin Penelitian ............................................... 77

APPENDIX 13 Surat Proposal Skripsi ................................................................. 78

APPENDIX 14 Surat Bimbingan Skripsi ............................................................... 79

APPENDIX 15 Lembar Uji Referensi ................................................................... 80

APPENDIX 16 Samples of Filled Tests ................................................................. 85

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CHAPTER I

INTRODUCTION

A. Background of Study

In Indonesia national curriculum, English is a compulsory subject. It is taught

from elementary up to university level. English has some skills that should be

learned by students which one of them is writing. Through writing, students can

produce a message in a form of written text. As Richard says that writing is one of

active/productive skill, writing requires writers to encode messages or ideas in the

form of written language.1 In order to successfully deliver the messages, many

knowledge and comprehension is needed. Some of the knowledge needed are

grammar, spelling, and vocabulary.

As it requires some knowledge and comprehension, this skill is considered

complex and difficult. If the writer fails to deliver the message, they also fail in

writing. The complexity of composing writing emerges some problems.

Regarding to Sealey that vocabulary is closely related to written language, lack of

vocabulary can be one of factors of difficulty appears in composing writing.2

Vocabulary is a crucial component in acquiring and understanding language.

When students compose writing, their vocabulary mastery will help them in

expressing ideas or messages they have so they can write fluently. Vocabulary is

the stock of words used in a language.3 The more students have stock of words

used in a language, the better their writing performance will be. Mastering

vocabulary is the ability to get or to receive lots of words. By mastering

vocabulary students will be able to deliver ideas and messages in written form

effectively.

Vocabulary is classified into noun, verb, adjective, preposition, synonym,

antonym, etc. The variety of vocabulary can be found in many English sources

1Jack C. Richards and Richard Schmidt, Longman Dictionary of Language Teaching and

Applied Linguistics, (4th Ed.), (London: Pearson Education Limited, 2010), p. 322.

2Brian Richard (ed.), Vocabulary Studies in First and Second Language Acquisition, (New

York: Palgrave McMillan, 2009), p. 40.

3Nobert Schimitt and Michael McCarthey, Vocabulary in Language Teaching, (New York:

Cambridge University Press, 1997), p. 40.

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such as newspapers, magazines, televisions and radio programs, or even movies.

Reading and listening to those sources of English vocabulary are the main activity

in enriching language learners’ vocabulary. Besides giving the input by asking

students to read and listen to English sources, teachers also need to ask students to

speak and write in English so they will not only memorize the words, but also be

able to use them.

Based on the writer’s observation in Writing 4 class, some of the students

have difficulties in composing essay. One of the obstacles that obstruct them in

composing an essay is their lack of English vocabulary. Students who lack of

vocabulary have difficulties in composing an essay which leads to getting low

score in Writing subject. Whenever they have an idea about what they want to

write, in their mind, the idea was still in Bahasa Indonesia. Therefore, to turn it

into English essay, they need many English vocabularies. Moreover, when they

try to compose an essay, they often open up dictionary to find the English word

they need. In other words, having a lot of stocks of English words is needed in

composing a text. So if the stock of words mastered by students related to the

ability of composing writing, there should be relation to their writing achievement

which can be seen in a form of writing score.

Based on some problems above, the writer assumes that there is a relationship

between students’ vocabulary mastery and their writing achievement. The writer’s

assumption is in line with Saadian and Bagheri who in their research had revealed

that grammar and vocabulary have a positive effect on the quality of EFL

learners’ writing performance.4 Students with better vocabulary knowledge will

have better writing performance. It happens because students with better linguistic

knowledge are able to write better, longer, and various sentences. In other words it

can be said that student whose vocabulary mastery will also have better writing

achievement. So, to prove the assumption, the writer would like to conduct a

study with the title: The Relationship between Students’ Vocabulary Mastery and

4Hamideh Saadian and Mohammad Sadegh Bahgeri, The Relationship between Grammar

and Vocabulary Knowledge and Iranian EFL Learners’ Writing Performance (TOEFL PBT

Essay), International Journal of Language Learning and Applied Linguistics World, Vol. 7 (1),

2014, p. 12.

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Their Writing Achievement (A Correlational Study at the Seventh Semester

Students of Department of English Education Syarif Hidayatullah State Islamic

University of Jakarta in Academic Year 2016/2017).

B. Identification of the Problems

1. Students have difficulties in choosing suitable word to put in their writing

because they have limited stock of vocabulary.

2. Students have difficulties in putting messages or ideas in written language

because of their lack of vocabulary.

3. It is supposed that students have low writing achievement because of lack of

vocabulary.

C. Limitation of the Problem

The writer limited the study on relationship between students’ vocabulary

mastery and their writing achievement which was conducted at the seventh

semester students of Department of English Education of Syarif Hidayatullah

State Islamic University of Jakarta in academic year 2016/2017.

D. Formulation of the Problem

Based on the background and limitation above, the writer formulated the

research question as “Is there any relationship between vocabulary mastery and

writing achievement at the seventh semester students of Department of English

Education of Syarif Hidayatullah State Islamic University of Jakarta?”

E. Objective of the Study

This study intended to know and describe relationship between students’

vocabulary mastery and their writing achievement at the seventh semester

students of Department of English Education of Syarif Hidayatullah State Islamic

University of Jakarta.

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F. Significance of the Study

The result of this study is expected to give some significances not only

theoretically but also practically.

1. For students, this study will encourage to learn vocabulary more in order to

improve their writing achievement.

2. For teachers, the result of this study can be useful as a reflection that it is

important to help students develop their vocabulary mastery in order to

improve their writing achievement as well.

3. For future researchers, the result of this study hopefully can be useful as

reference for them whenever they are interested in conducting a study with

similar variables.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. Definition of Writing

Writing is one of skills learned in language learning. In writing, some

knowledge, such as grammar and vocabulary, are needed. Those knowledge are

needed because in producing a text, ideas need to be expressed so it can be

understood clearly by the reader. Many experts have different point of views in

defining writing.

Oshima and Hogue in their book said that writing is an action which includes

some processes such as thinking, writing, correcting, and revising.1 Along with

Oshima and Hogue, Harmer stated that in writing there are several stages that a

writer goes through in order to produce something in its final written form.2 This

means that writing cannot be produced instantly. Instead, it needs several stages

before it reaches its final form.

In writing, some knowledge, such as grammar and vocabulary, are needed.

Those knowledge are needed because in producing a text, the writer needs to be

able to express ideas so it can be understood by the reader. This is why Browne

agreed that writing is considered as a complex activity.3 Moreover, Sealey says

that says that vocabulary is closely related to written language.4 This means that

vocabulary plays an important role in the process of producing written language

since it has a close relation to writing.

In conclusion, writing is an activity of turning ideas or thoughts into visible

form which also can be the medium of communication. As a complex process it

1Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson

Longman, 2007), p. 15.

2Jeremy Harmer, How to Teach Writing, (Cambridge: Longman, 2004), p. 4.

3Ann Browne, Teaching and Learning Communication, Language and Literacy, (London:

Paul Chapman Publishing, 2007), p. 81.

4Brian Richard (ed.), Vocabulary studies in First and Second Language Acquisition, (New

York: Palgrave McMillan, 2009), p. 40.

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needs combination of good grammatical structures, vocabularies, punctuation and

spelling knowledge. Due to its complexity, it should be learned and mastered

through continuous practice.

2. Genres of Writing

Each type of writing has features that separate them from another. As students

are asked to produce many different types of text, it is important for students to

know that writing has many genres. According to Brown, there are some most

common genres that students might produce; academic writing, job-related

writing, and personal writing.5

Academic writing is kind of writing used in high school and college classes.6

In other words, academic writing is any writing done to fulfill a requirement for

high school or college classes. Academic writing includes paragraphs, usually

introductory paragraph, paragraphs that develop a thesis, and concluding

paragraph. Academic writing has some characteristics. First, formal tone. In

academic writing, the author is expected to investigate a research problem from

authoritative point of view. Therefore, to make it strong, the argument must be

presented in accurate and appropriate language to avoid loaded and biased

language.

Second, the consideration of the use of third-person rather that first-person

perspective. The use of third person rather that first person perspective is

considered because the focus in academic writing usually not to who is doing the

action, but who is receiving or experiencing the result of the action. To make the

readers focus on the person, thing, or place affected by the action, sentences in the

form of passive voice can be used. The other thing that should be considered

while writing an academic writing is references. An academic writer must be

responsible to any claims made. Therefore, a list of references as either footnotes

or endnotes is a very important aspect of academic writing. Besides, citing sources

5H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New York:

Pearson Education, 2003), p. 219.

6Alice Oshima and Ann Hogue, Introduction to Academic Writing Third Edition, (New York:

Pearson Education, 2007), p. 3.

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is also important as it makes reader easier to identify the source that is being used.

Many kind of texts are classified as academic writing. Some of them are papers

and general subject reports, essays, academically focused journals, short-answer

test responses, technical reports (for example like laboratory reports), theses, and

dissertations.

The next genre, job-related writing, is writing which is written for the

necessity of a job. Phone messages, letters, emails, memos, and manuals are some

examples of job-related writing. And the last one, personal writing, is writing that

shows feeling, reactions, and experience that one has ever had. Unlike, academic

writings, points that writer’s has in personal writing does not need to be proven.

Some examples of personal writing are letters, greeting cards, invitations, notes,

and personal journals.

3. Type of Structures in Writing

Crème and Lea divide ways of organizing writing into some kind of

structures which is commonly used in university writing:

a. Chronology Writing

This structure follows time with a sense of the sequence of events, one

following another. This structure makes the writer write a text based on events

that happens. The events are related in chronological order or time sequence

which the events took place.

b. Description Writing

This structure usually needs to be followed by or linked to explanation. The

purpose of this kind of structure is to make sensory details vividly present to

the reader. In writing descriptive, the writer must be able to choose suitable

words so details of smell, taste, texture, and sound of an object described can

be shown.

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c. Cause-Effect Writing

This structure relates events to each other. Unlike the chronology writing,

cause and effect writing relates each other by explaining problem’s cause and

the effects that result.

d. Compare/Contrast Writing

This structure shows similarities and differences between two things. In other

words this type of structure explains that two things are similar in some ways

but different in others. When similarities and differences are reflected, a

deeper understanding of the items, like their relationship to each other and

what is most important about them, is gained.

e. Summary Writing

This structure presents briefly about someone says. This is necessary because

a lot of university writing is specifically about discussing what the authors

have said about a topic. In other words this type of structure needs a large

reading. Summary writing does not mean rewriting the original one, instead it

aims to present basic ideas of the original reading.7

There are many kinds of structure in producing a text as mentioned above. In

summary, the way writers choose the structure depends on the purpose and

writers’ point of view of the topic itself. In choosing the structure, writers have to

choose the appropriate one so the reader can see clearly what the writers try to

present.

4. The Process of Writing

Writing, as a product, does not appear all in a sudden. As there are ideas that

will be delivered there, there are some steps that a writer goes through in order to

produce a text and make the ideas delivered to the reader. According to Harmer,

there are four elements in the process of writing. Those elements are planning,

drafting, editing, and final draft.

7Phyllis Crème and Mary R. Lea, Writing at University: A Guide for Students, (New York: Mc

Graw Hill, 2008), pp. 77-80.

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a. Planning

Planning helps writers think more clearly about a topic. Planning effectively

also helps writer to write effectively, which means writer will have less editing

to do later on. Making detailed notes, jotted down few words or plan in their

heads are some ways in doing planning which can be done by writers. In

planning, there are three main issues. First, the purpose of the writing.

Considering the purpose of writing becomes important because it will

influence not only the type of the text which will be produced, but also

language used, and information provided. Second, writers also need to think of

the audience or the reader. They have to consider the target audience as it will

influence the shape of the writing and the choice of language. Third, writers

also have to consider the content structure of their writing. This means that

writers have to choose accurately the best way of delivering their ideas,

arguments or facts which are become the contents of the writing.

b. Drafting

Many students, when they are asked to make writing for assignment, submit

their first draft to their teacher. The draft is often written the night before the

assignment is due. Consequently, when they see comments or feedback from

the teacher, some of them regret that what they writer should not be that way –

structure chosen, words used, etc. This happens because writers sometimes

change their mind on one or more occasion. First version of a piece of writing

called draft. But in writing, it is possible to have more than one draft before

final version of the writing is produced.

c. Editing

In editing, writers make sure whether it works. They re-read their writing to

see whether the information is not clear, there is something ambiguous, some

words are incorrectly spelled, or even grammatically error. Usually, editing is

along with drafting. Besides, writers do editing continuously until the final

version is reached.

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d. Final Version

After doing three steps above, students are expected to make the final version

of their writing. The final version is written text which is ready to be shown to

the audience. 8

From the explanation above, the writer concludes that writing is a process that

involves several steps: planning, drafting, editing, and final version. Planning is

when the writers set up the outlines of their writing which can be in a form of

detailed notes, and jotted down few words. The next process, drafting, is along

with editing. Writers make drafts as they edit their works. And the last one, final

version, is the writing which has gone through those steps and intended to the

reader or audience.

5. Writing Achievement

Achievement, according to Pearson Education in Longman Dictionary of

American English, is success in doing or getting what you worked for.9 In other

words, achievement is the result that students get in the end of a learning process.

According to Brown, there are some types of test and one of them is achievement

test.10

Achievement test is a test which the purpose is to determine whether course

objectives addressed in a curriculum within a particular time have been met. With

achievement test, teachers get the evidence of the measurement of students’

ability from the class that they have taught.

Students’ achievement in writing can be measured by many kinds of writing

assessment. According to Brown, there are many types of writing assessment.11

The types of writing assessment are divided into four based on the types of

writing performances; imitative, intensive, responsive, and extensive writing.

8Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education Limited, 2007), pp. 4-6.

9Pearson Education, Longman Dictionary of American English, (Harlow: Pearson Education,

2009), p.9.

10

Brown, op. cit., p. 219.

11

Brown, op. cit., p. 220.

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Imitative writing intends students to be able to produce written language in

the fundamental basic tasks including writing letters, words, and punctuation. In

this stage, students focus on the form, therefore meaning and context become

secondary concern. In this category there are some designs of assessment which

can be used like copying, and form-completion tasks.

In copying, students will be provided examples of letters, words or

punctuations. Then the students will copy the letter or words or punctuation using

their own handwriting. While in form-completion tasks, students will be provided

pictures of simple form which asks for name, address, phone number and other

data. Then, they will be asked to write their name and address.

Intensive writing intends students to produce appropriate vocabulary and be

aware to grammatical features up to a length of a sentence. In this category of

writing performance, students focus on the form still, but unlike the imitative one,

correctness and appropriateness of every words being written is more concerned

since it determine the context and meaning of a sentence.

In assessing intensive writing, there are some designs of assessment that is

appropriate. Some of them are; picture-cued tasks and ordering tasks. In using

picture-cued tasks, teacher will provide some pictures and students will be asked

to write a brief sentence related to the pictures. In ordering tasks, students will be

provided some disordered sentences and what they have to do is to arrange those

sentences into the correct ones.

In the next type of writing performance, responsive writing, the tasks require

students to connect sentences into paragraph and develop the paragraphs and

make them logically connected. Or in other words, students have mastered basic

sentence level and become more focus to make a written text.

The last one, extensive writing, requires students to be able to manage

process and strategies of writing for many purposes, up to the length of an essay, a

term paper, research project report or even a thesis. Multiple drafts are used by the

students in order to get the best final product they can make. Best final products

are achieved since students edit and do the proofreading several times to make

12

sure that the organization of ideas, grammatical forms and many of small errors

that might occur are minimized.

There are many designs which can be used by teachers in assessing students’

responsive and extensive writing. One of them is paragraph construction tasks. In

this assessment, students develop a topic into paragraphs. In writing the

paragraphs, students have to make sure that every paragraph has a topic sentence,

the topic is developed and connected within paragraphs, and every paragraph has

main idea and some supporting ideas.

Responsive and extensive writing has three major approaches for scoring

writing performance which are; holistic, primary trait, and analytical scoring:

a. Holistic Scoring

Each point on a holistic scale is given systematic set of descriptors and the

reader-evaluator matches an overall impression with the descriptors to arrive

at a score. In other words, teacher or test maker reads the writing quickly then

judged the score against a rating scale or a scoring rubric that outlines the

scoring criteria.

b. Primary Trait

Primary trait scoring focuses on particular aspect of writing and allows the

test-maker to focus on the feedback specifically. For example if test maker

asks students to make a text which the purpose is to entertain the reader, then

the score will depends on the accomplishment of that function.

c. Analytical Scoring

In using analytic scoring, test maker will evaluate students’ writing based on

five major elements of writing; organization, logical development of ideas,

grammar, punctuation/spelling/mechanics, and style and quality of expression.

By evaluating the writing specifically, students are enabled to identify their

weaknesses and strengths.12

In short, rubrics or scoring guides can help teachers assess or evaluate

students’ writing. Besides, it also can help students know what they have to do in

12

Ibid., p. 242.

13

order to achieve success in writing. This happens because rubrics or scoring

guides consists of a list of criteria relevant to the specific assignment.

In conclusion, achievement is the accumulative result of learning process

which can be seen in a form of score. So, writing achievement can be described as

the result of learning process of writing in a form of score. In getting the score,

many types of assessment which is used by test-taker depends on the needs. In

addition, as the types of assessing are vary, the scoring style are also vary and are

also chosen depends on the needs.

B. Vocabulary

1. Definition of Vocabulary

Something expressed and told need words. These words are called

vocabulary. Vocabulary plays an important role in improving communication

skill. Without having enough vocabulary, communication will end up in

unpleasant situation and make the students difficult to continue their sentences or

ideas, therefore it is essential for English teachers to help their students master

vocabulary.

Vocabulary knowledge is an important aspect of study success in foreign

language.13

This means that one who masters enough vocabulary will find fewer

difficulties than those who have less vocabulary. When they read a certain text,

they will easily get information from it since they can understand every word in

the text. Experienced teachers of English as a foreign language know very well

the importance of vocabulary. They know that the students need to learn thousand

of words that speakers use. Fortunately, the need for vocabulary is one point on

which teachers and students agree. Without vocabulary, students could not be able

to understand how the language is. The role of words is important to know how

the language is used, practiced, and communicated.

According to Jack. C Richards and Willy A. Renandya, vocabulary is a core

component of language proficiency and provides much of the basis for how well

13

Brian Richard (ed.), Vocabulary Studies in First and Second Language Acquisition, (New

York: Palgrave McMillan, 2009), p. 208.

14

learners speak, listen and write.14

In other words, the first thing we have to learn

when we learn a language is we have to master the vocabulary, because with

vocabulary, we can learn another language easier and will be useful for the

process of achieving language teaching objectives, in other word, vocabulary is

the important subject in language learning, if students lack of vocabulary, they

will face many obstacles.

In conclusion, vocabulary is a total words or phrases that maintain all

information used by a person, class, or profession in communication and it is

important for students who are learning a language to make them easier in

learning it.

2. Types of Vocabulary

There are many kind of vocabulary and many experts divide them into

different categories. Read divided them into receptive and productive vocabulary.

While, Fromkin, Rodman, and Hyams classify words into content and function

words. This is in line with Radford et. al. who classify words into two categories

which are lexical and functional words.

Receptive vocabulary, sometimes called as passive vocabulary, defined as the

vocabulary associated with reading and listening materials, whereas the

productive vocabulary refers to the vocabulary used as learners are learning the

writing or speaking skills. While productive vocabulary defined as words which

are familiar or easy to recognize and often used by individual, particularly in

writing and speaking; while in contrast, receptive vocabulary are less used by

students and not recognizable as students listen or read.15

Meanwhile, content words are words used to describe things such as actions,

objects, attributes and ideas. This kind of word has full meaning and provides

links between sentences. It consists of noun, verb, adjective and adverb. In

contrast with content words, function words are words which do not have clear

14

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New York:

Cambridge University Press, 2002), p. 225.

15

John Read, Assessing Vocabulary, (Cambridge: Cambridge University Press, 2000), pp. 154-

155.

15

concept of meaning and are only used in the terms of grammatical function. In

other words, it only has full meaning when they are integrated with other words.

This kind of word includes articles, pronoun, and preposition.

A word does not always have one meaning. Sometimes, a word can have

many meaning. Moreover, Harmer said that what a word means is also defined by

its relationship to other words.16

This means that sometimes students cannot guess

a meaning of a word by a word itself. They have to see its relationship with the

other words. The relationship makes a word sometimes has more than one

meaning. Those relationships are synonym, antonym, and hyponym.

Synonym is a word having the same or nearly the same meaning as another

word in certain context, for example; depressed, sad, and miserable are synonym

because they have one same meaning which is unhappy. Antonym is a word that

has contradicted meaning with other words. for example if someone asks what is

the opposite of hard then the answer will be soft. But one word can have more

than one opposite. Therefore, teachers should lead students to aware about the

relationships between words and make them realize that it is possible for a word

to have more than one antonym. Hyponymy is relationship where one word

includes others within a hierarchy, so there are superordinate words and

subordinate words. For example, there is a word ‘flower’, which is the

superordinate words, and ‘rose’ and ‘orchid’ being the subordinates hyponyms of

‘flower’. Thus, ‘flower’ and ‘rose and orchid’ are co-hyponyms of each other.

In conclusion, there are many types of vocabulary. Some of them can be

categorized by the division of language skills, such as receptive vocabulary which

is associated with receptive skills, while productive ones compromised with

speaking and writing skill. Besides, vocabulary also can be classified based on its

parts of speech or word classes such as verb, noun, adjective, and etc. Then,

beside classified based on part of speech, it also classified from its relationship

with other words.

16

Jeremy Harmer, How to Teach English, (New York: Pearson, 2010), p. 61.

16

3. Vocabulary Mastery

Vocabulary is one of language aspects which should be learned. Learning

vocabulary is important as learners need it in order to be able to speak, wrote, read

and listen to a language. According to Cameron, a person is said to know a word

if they can recognize its meaning when they see it.17

It means that in learning

vocabulary it is important to know not only the meaning but also its use in a

particular context.

According to Read, vocabulary is knowledge of knowing the meanings of

words and therefore the purpose of a vocabulary test is to find out whether the

learners can match each word with a synonym, a dictionary, or an equivalent word

in their own language. In learning vocabulary students have to know the meaning

of the words and be able to use it in sentences depends on the context.18

English has many words or even words families. According to Sebastian,

here are the number of words need to be learned by English as a Second Language

Students;

a. 1000 to 2000 high frequency words for basic conversations and everyday

texts;

b. 8000 words for advanced conversations;

c. 10,000 to 20,000 word families (excluding phrases and expressions) to read at

a university level.

In conclusion, vocabulary mastery can be defined as a number of words in a

language which contains information about meaning, form, and usage in context.

Vocabulary mastery is not a spontaneous process which is easy to be done.

Students have to read, and hear a lot of words and do a lot of practices expressing

it whether in spoken or written form.

17

Lynn Cameron, Teaching Languages to Young Learners, (Cambridge: Cambridge

University Press, 2001), p. 78.

18

Read, op. cit., p. 16.

17

C. Related Previous Study

The following are the previous studies related to the variables of the writer’s

study comprising vocabulary mastery and writing achievement. First, a study

entitled ‘The Relationship between Grammar and Vocabulary Knowledge and

Iranian EFL Learners’ Writing Performance’ was conducted by Saadian and

Bahgeri. The study was conducted to find out grammar and vocabulary

knowledge and its relationship with learners’ writing performance. This study

used correlational design. The instruments used were tests. The total participants

of this study were 42 students. The data analysis of the study used Pearson

product Moment correlation. Based on the findings of the study it was found that

there was a significant correlation between grammar and vocabulary knowledge

and their writing quality.19

In addition, Staehr investigated Vocabulary Size and the Skills of Listening,

Reading, and Writing. The aim of this study was to find out the relationship

between vocabulary size and the skills of listening, reading, and writing in English

as a Foreign Language (EFL). There are 88 EFL learners as participants of this

study. Tests were distributed as the instruments in collecting the data. Two tests in

a form of multiple choices were used to measure reading and listening

comprehension. Next, in measuring the writing skills, a 450-word composition

was used. And, to measure the vocabulary size, VLT in improved version by

Schmitt, Schmitt, and Clapham was used. The result of analyzing data of this

study revealed that reading skill was found to be the most dependent on

vocabulary size, followed by writing skill which was found to correlate

significantly and fairly highly with vocabulary size. Then, in contrast, listening

showed the weakest association with vocabulary size.20

Another study conducted by Novikasari with the title ‘The Correlation

between Students’ Vocabulary Mastery and Their Translation Ability of the

19

Hamideh Saadian and Mohammad Sadegh Bahgeri, The Relationship between Grammar and

Vocabulary Knowledge and Iranian EFL Learners’ Writing Performance (TOEFL PBT Essay),

International Journal of Language Learning and Applied Linguistics World, Vol. 7 (1), 2014, p.

12.

20

Lars Stenius Staehr, Vocabulary Size and the Skills of Listening, Reading, and Writing,

Language Learning Journal, Vol. 36(2), 2008, pp. 139-152.

18

Second Year Students of Senior High School’ has found that the correlation

coefficient between two variables (vocabulary and translation ability) is higher

(0.749) than the table value (0.361) which means that there is a significant

positive correlation between the two variables. Same as the previous one, this

study has more differences that similarities compared with the writer’s. The

similarities are only in the method and design, and sampling technique. The

differences are in the time, place, population and sample. The instrument used is

different as well as Novikasari used only test while the writer will use both test

and documentation.21

Furthermore, a study under the title The Effect of Blogging on EFL Writing

Achievement was conducted by Emrah Ozdemir and Selami Aydin. It was

conducted in ELT Department of Balikesir University in Turkey. The total

participants were 40 EFL students. They were divided into two groups; control

and experimental group. The instruments used were questionnaire and writing

achievement pre-test and post-tests. The experimental group was given a

treatment involving some process-based writing instruction; meanwhile

participants from the control group completed task in traditional pen-paper writing

process. The findings of this study mentioned that the participants who received

process-based writing instruction attained greater improvement in their writing

achievement. It was shown from the experimental group who outperformed the

control group in terms of writing achievement.22

In comparison with the previous studies discussed and reviewed above, this

study has similarities and differences from those relevant previous studies. First,

although Saadian and Bahgeri carried out study with similar design to this study

(correlational design), the inspection of their study is not specifically limited to

vocabulary but they also investigated grammar knowledge. On the other hand, this

study is conducted to find out vocabulary knowledge in relation to writing

21

Yuanita Novikasari, The Correlation between Students’ Vocabulary Mastery and Their Translation Ability of the Second Year Students of Senior High School, (Skripsi, Faculty of

Language and Arts, Semarang State University, 2011).

22

Emrah Ozdemir and Selami Aydin, The Effect of Blogging on EFL Writing Achievement,

Procedia Social and Behavioral Sciences, 2015, pp. 372-380.

19

performance. Next, in comparison with study conducted by Staehr, this study also

carried out similar design to this study, but the inspection is broader than this

study. Staehr investigated vocabulary in relation to some skills which are

listening, reading, and writing. However, it had same type of instruments used as

this study, i.e tests.

Then in comparison to another study conducted by Novikasari, although the

design applied was the same as this study, the variables studied were not all the

same i.e. vocabulary and translation ability. Next, in the comparison to a study

conducted by Ozdemir and Aydin, although the study investigated the same

dependent variable, i.e. writing achievement, they applied different design from

this study. The study’s design was categorized as an experimental design since the

study was intended to find out the effect of blogging towards the writing

achievement. By any considerations of the reviews of related previous studies

above, it can be considered that this study is not a replica of the previous studies,

instead it is an expansion as well as a more specific research focusing on

vocabulary mastery and writing achievement as the variables of this study.

D. Thinking Framework

Based on theories above, writing is one of language skills which is important

to be learned. In language learning, students can express their ideas and message

through written language by writing. Writing is defined as an activity of turning

ideas into written form. Writing is not only jotting down some words, more than

that, it also a complex process which needs a combination of many kinds of

knowledge. Moreover, when students compose writing, they need many words to

be able to express their ideas or messages effectively.

Having the knowledge of vocabulary is also important for students in

language learning, especially in writing. If students do not have wide knowledge

of vocabulary, they will find difficulties in composing a written language since

they do not have words to write to express their messages or ideas. Students’

difficulties in composing written language lead them to have low writing

achievement. Therefore, the more students master vocabulary, the more they get

20

better in writing. It happens because when students write, they think about what

word will be used in the writing. Students may be able to write effectively as they

know adequate English words. In other words, if students have mastered English

vocabulary, their language learning, especially in writing, will be well facilitated.

Therefore, the writer assumes that students’ vocabulary mastery has a relationship

with students’ writing achievement.

E. Theoretical Hypotheses

The theoretical hypothesis of this study is that there is a relationship between

students’ vocabulary mastery and their writing achievement.

21

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

This study conducted at Syarif Hidayatullah State Islamic University of

Jakarta which is located at Jl. Ir. Juanda No. 95, Ciputat, Tangerang Selatan,

started form February 14th

, 2016 to November 2nd

, 2016.

B. Method and Design of the Study

A quantitative method with correlational design was used for this study.

The method and design were selected because the aim of this study was to prove

whether there was a relationship between students’ vocabulary mastery and their

writing achievement. In this study, the variable which was explained and affected

by another variable, or usually known as X variable, was “vocabulary mastery”.

While the variable which was being affected by the independent variable, or

usually known as Y variable was “writing achievement”.

C. Population and Sample

The population of this study was 64 students of seventh semester students

of English Education Department of Syarif Hidayatullah State Islamic University

of Jakarta in academic year 2016/2017. Those 64 students were divided into three

classes; 7A, 7B, and 7C. 7A and 7B were consisted of 22 students each, while 7C

was consisted of 20 students. Then, to choose the sample, the writer used

purposive sampling technique. The sample chosen were 7A and 7B. So in total,

there were 44 students participated in this study as samples.

22

D. Instrument of the Study

In collecting the data, test were used as the instruments of this study.

There are two tests: vocabulary test and writing test. Both tests are conducted by

the writer. The content of the vocabulary test was arranged based on syllabus of

Vocabulary II. Vocabulary II was one of the subjects in Department of English

Education of Syarif Hidayatullah State Islamic University of Jakarta. The subject

was chosen as it was the highest vocabulary subject taught in Department of

English Education of Syarif Hidayatullah State Islamic University of Jakarta.

Below was the blue print of vocabulary test:

Table 3.1

The Blue Print of Vocabulary Test

Standard

Competency

Basic

Competency Indicator

Item

Indicator

Number

of Item

Total

Item

Students can

understand

the meaning

of

expressions

in English

Students can

use

vocabulary

to support

their

speaking and

writing

ability

●To be able to

understand

vocabulary

based on the

context

● To be able

to use

vocabulary

based on the

context

Verb 1 1

Adjective 4, 15, 21,

23,

4

Noun 3, 26 2

Preposition 2, 6, 11, 3

Synonym 5, 17, 18,

19, 20,

5

Antonym 22, 24,

27, 29

4

Figurative

Expression

12, 13,

16,

3

Proverbs 10, 14,

25,

3

Idiom 7, 8, 9,

28, 30

5

TOTAL 30

23

The second test, writing test was arranged based on syllabus Writing IV.

Writing IV was also one of the subjects taught in Department of English

Education of Syarif Hidayatullah State Islamic University of Jakarta. The content

of Writing IV syllabus was used as Writing IV was the highest writing subject that

they had passed. Based on the syllabus, students of Department of English

Education of Syarif Hidayatullah State Islamic University of Jakarta must be able

to make an argumentative essay. Therefore, the writer asked the students to make

an argumentative essay.

E. Technique of Data Collecting

Before collecting the data, the writer conducted a pilot study for the

vocabulary test. Pilot study was used to try out and check the validity and the

reliability of the instrument. The writer used Anates software to find out the

validity and the reliability. Based on the calculation, the validity and the reliability

of the test were 0.52 and 0.68 which mean that the test was valid and reliable.

After being analyzed, from 45 items, 30 of them were chosen to be included in the

vocabulary test as the instrument to collect the data.

After conducting a pilot study, the writer distributed the tests and started

collecting the data. The writer used test as the instruments to measure vocabulary

mastery and their writing achievement. The data for the writing achievement were

taken first. After that, the writer collected the data of vocabulary test. In scoring

students’ writing test, the writer used analytic scoring using the rubric below:

24

Table 3.2

Analytic Scoring Rubric1

Score Level Criteria

Content 30-27 EXCELLENT TO VERY GOOD: knowledgeable ● substantive ● through development of thesis ● relevant

to assigned topic

26-22 GOOD TO AVERAGE: some knowledge of subject ● adequate range ● limited development of thesis ● mostly relevant to topic, but lacks detail

21-17 FAIR TO POOR: limited knowledge of subject ● little substance ● inadequate development topic

16-13 VERY POOR: does not show knowledge of subject ● non-substantive ● not pertinent ● OR not enough to evaluate

Organization 20-18 EXCELLENT TO VERY GOOD: fluent expression ● ideas clearly stated/supported ● succinct ● well organized ● logical sequencing ● cohesive

17-14 GOOD TO AVERAGE: somewhat choppy ● loosely organized but main ideas stand out ●limited support ● logical but incomplete sequencing

13-10 FAIR TO POOR: non-fluent ● ideas confused or

disconnected ● lacks logical sequencing and development

9-7 VERY POOR: does not communicate ● no organization ● OR not enough to evaluate

Vocabulary 20-18 EXCELLENT TO VERY GOOD: sophisticated range

● effective word/idiom choice and usage ● word form

mastery ●appropriate register 17-14 GOOD TO AVERAGE: adequate range ● occasional

errors of words/idiom form, choice, usage but meaning

not obscured

13-10 FAIR TO POOR: limited range ● frequent errors of word/idiom form, choice, usage ● meaning confused or

obscured

9-7 VERY POOR: essentially translation ● little knowledge of English vocabulary, idioms, word form ● or not enough to evaluate

1Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2009), p.

116.

25

Score Level Criteria

`Language

Use

25-22 EXCELLENT TO VERY GOOD: effective complex

constructions ● few errors of agreement, tense, number,

word order/function, articles, pronouns, prepositions

21-18 GOOD TO AVERAGE: effective but simple

constructions ● minor problems in complex constructions ● several errors of agreement, tense, number, word order/function, articles, pronouns,

prepositions but meaning seldom obscured

17-11 FAIR TO POOR: major problems in simple/complex

constructions ●frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns,

prepositions and/ or fragments, runs-ons, deletions,

●meaning confused or obscured

10-5 VERY POOR: virtually no mastery of sentence

construction rules ● dominated by errors ● does not communicate ● OR not enough to evaluate

Mechanics 5 EXCELLENT TO VERY GOOD: demonstrates

mastery of conventions ● few errors of spelling, punctuation, capitalization, paragraphing

4 GOOD TO AVERAGE: occasional errors of spelling,

punctuation, capitalization, paragraphing but meaning

not obscured

3 FAIR TO POOR: frequent errors of spelling,

punctuation, capitalization, paragraphing ● poor handwriting ● meaning confused or obscured

2 VERY POOR: no mastery of conventions ● dominated by errors of spelling, punctuation, capitalization,

paragraphing ● handwriting illegible ● OR not enough to evaluate

6. Technique of Data Analysis

After collecting the data needed, the writer started analyzing the data by

testing the normality and linearity. In calculating the correlation, a formula called

Product Moment from Pearson was used. These steps are along with Susetyo who

said that to study a correlation between two variables a test of normality and

linearity are necessary to be conducted and can use Product Moment from Pearson

to calculate the correlation. 2

2Budi Susetyo, Statistika untuk Data Analisis Penelitian, (Bandung: PT Refika

Aditama,2010), pp. 170-181.

26

a. Finding the number of correlation using formula3:

N= the number of respondent

X= the students’ score in vocabulary

Y= the students’ score in writing

ΣX = the sum of vocabulary scores

ΣY = the sum of writing score

ΣX2 = the sum of the squared scores of grammar

ΣY2 = the sum of the squared scores of writing

ΣXY = the sum of multiplied score between X and Y

The formula above is used in finding index correlation “r” product

moment between X variable and Y variable (rxy).

To interpret the index scores of “r” correlation, product moment (rxy) the

interpretation such as below is used:4

Table 3.3

Pearson Correlation

The Score of “r”

Product Moment (rxy) Interpretation

0.00 - 0.19

There is a relationship between X and

Y, but the correlation is very weak or

little so it is ignored or it is considered

no correlation in this rating.

0.20 – 0.39 There is a relationship between X and

Y, but it is weak or little.

0.40 – 0.69 There is a relationship between X and

Y. The value is medium.

0.70 – 0.89 There is high relationship between X

and Y.

3Ibid.

4Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali Press, 2014), p. 193.

27

The Score of “r”

Product Moment (rxy) Interpretation

0.90 – 1.00 There is a very high relationship

between X and Y.

7. Statistical Hypotheses

1. If ro is the same as or higher than rt, the Ha is accepted which means that

there is a relationship between vocabulary mastery and writing

achievement.

2. If ro is lower than rt, the Hs is rejected which means that there is no

relationship between vocabulary mastery and writing achievement.

28

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Finding

1. Data Description

The research was conducted at Syarif Hidayatullah State Islamic University

of Jakarta in which the seventh semester students of Department of English

Education were involved as the participants of the research. There were two

different tests conducted in this study; vocabulary mastery test and writing

achievement test. The tests were conducted in order to get data of students’

vocabulary mastery and their writing achievement. The data was described as

follows:

a. Vocabulary Mastery

These are the score of vocabulary mastery gotten from the vocabulary

mastery test conducted by the writer.

Table 4.1

The Score of Vocabulary Mastery Test

Students’ Number Score

Student 1 60

Student 2 63

Student 3 76

Student 4 70

Student 5 76

Student 6 66

Student 7 80

Student 8 73

Student 9 60

Student 10 66

Student 11 83

Student 12 60

Student 13 83

Student 14 70

29

Students’ Number Score

Student 15 83

Student 16 66

Student 17 83

Student 18 63

Student 19 83

Student 20 66

Student 21 73

Student 22 70

Student 23 83

Student 24 70

Student 25 56

Student 26 76

Student 27 86

Student 28 76

Student 29 80

Student 30 70

Student 31 76

Student 32 80

Student 33 63

Student 34 86

Student 35 80

Student 36 66

Student 36 80

Student 38 73

Student 39 90

Student 40 76

Student 41 76

Student 42 73

Student 43 86

Student 44 93

These scores were gotten by dividing the number of correct answer with the

total number of the item and it was multiplied by 100. There were three students

who got score 60, three students who got 63, five students got 66, five students

got 70, four students got 73, seven students got 76, five students got 80, six

students got 83, three students got 86, one student got 90, and one student got 93.

From the data, it is known that the total number of the students is 44.

Then, to count the statistical score of vocabulary mastery, the writer used

SPSS program in the 22.0 version. The purpose of counting the statistical score is

30

to know the mean, median, mode, maximum and minimum score, and sum. The

data is described as follows:

Table 4.2

The Statistical Score of Vocabulary Mastery

Statistics

Vocabulary

N Valid 44

Missing 0

Mean 74.27

Median 76.00

Mode 76

Minimum 56

Maximum 93

Sum 3268

From the descriptive statistic above, the respondents of this study are 44

students. The mean of vocabulary score is 74.27, which means that it is the

average score obtained by the students. The median score of the vocabulary

mastery is 76. Then, the mode of score is 76, which means that most students

obtained 76 in vocabulary mastery test. Then, the lowest score of vocabulary

mastery is 56 while the highest is 93.

In Department of English Education, score is characterized as follows:

80 – 100 = A

70 – 79 = B

60 – 69 = C

0 – 59 = D

31

A is characterized as an excellent score. It is the highest score a student can

obtain if they pass a test excellently. Then, B is characterized as a good score.

Next, C is characterized as a medium score, or the test takers passed but it is

recommended to retake the test or have a remedial test. The last, D, is

characterized as a bad score or means that the test takers failed to pass the test.

Based on description above, it can be concluded that the seventh semester

students of Department of English Education in academic year 2016/2017

obtained good scores in vocabulary mastery. It can be seen that most of students

obtained score 76, in which score 76 is characterized as B, the good score.

Overall, the seventh semester students of Department of English Education at

Syarif Hidayatullah State Islamic University of Jakarta in academic year

2016/2017 have good vocabulary knowledge.

b. Writing Achievement

These are the score of writing gotten from the writing test conducted by the

writer.

Table 4.3

The Score of Writing Test

Students’ Number Writing Achievement Score

Student 1 71

Student 2 73

Student 3 72

Student 4 70

Student 5 77

Student 6 70

Student 7 82

Student 8 65

Student 9 66

Student 10 73

Student 11 76

Student 12 68

Student 13 70

Student 14 79

Student 15 70

32

Students’ Number Writing Achievement Score

Student 16 76

Student 17 82

Student 18 69

Student 19 72

Student 20 68

Student 21 73

Student 22 76

Student 23 80

Student 24 74

Student 25 75

Student 26 73

Student 27 79

Student 28 75

Student 29 74

Student 30 75

Student 31 73

Student 32 70

Student 33 70

Student 34 77

Student 35 76

Student 36 80

Student 36 78

Student 38 75

Student 39 77

Student 40 76

Student 41 76

Student 42 73

Student 43 75

Student 44 77

In scoring the writing, the writer use analytic scoring rubric created by Jacob

et al. From the data above, it can be seen that there was one student who got score

65, one student got 66, two students got 68, one students got 69, six students got

70, one student got 71, two students got 72, six students got 73, two students got

74, five students got 75, six students got 76, four students got 77, one student got

78, two students got 79, two students got 80, and two student get 82. From the

data, it is known that the total number of the students is 44.

Then, to count the statistical score of writing achievement, the writer used

SPSS program in the 22.0 version. The purpose of counting the statistical score is

33

to know the mean, median, mode, maximum and minimum score, and sum. The

data is described as follows:

Table 4.4

The Statistical Score of Writing Achievement

Statistics

Writing

N Valid 44

Missing 0

Mean 74.00

Median 74.50

Mode 70

Minimum 65

Maximum 82

Sum 3256

From the descriptive statistic above, the respondents of this study are 44

students. The mean of writing score is 74.00, which means that it is the average

score obtained by the students. The median score of the vocabulary mastery is

74.5. Then, the mode of score is 70, which means that most students obtained 70

in writing achievement test. Then, the lowest score of writing is 65 while the

highest is 82.

Based on description above, it can be concluded that the scores of writing

achievement of the 7th

semester students of Department of English Education in

academic year 2016/2017 are good enough. It can be seen that most of students

obtained score 70, in which score 70 is characterized as B, the good score.

Overall, the writing of the 7th

semester students of Department of English

Education at Syarif Hidayatullah State Islamic University of Jakarta in academic

year 2016/2017 is good enough.

34

2. Data Analysis

a. Analysis of the Linearity of Tests

The writer analyzed the linearity of the tests by using SPSS version 22.0.

The linearity of the tests was checked in order to see whether the regression of

relationship between two variables in linear. The result of analyzing the linearity

of the tests is presented in Anova table as follows:

From the table below, it reveals that vocabulary mastery and writing

achievement have linear regression. The result of linearity is 0.004 and deviation

from linearity is 0.734, which means that the data distribution has a good linear

regression. This because the significant of linearity is smaller than the significant

of 5% (0.004<0.05) and deviation of linearity is bigger than 0.05 (0.734>0.05).

Table 4.5

The Linearity Test Result of the Data

ANOVA Table

Sum of

Squares Df

Mean

Square F Sig.

Writing

Achievement

* Vocabulary

Mastery

Between

Groups

(Combined) 233.952 11 21.268 1.486 .185

Linearity 136.451 1 136.451 9.533 .004

Deviation

from

Linearity

97.501 10 9.750 .681 .734

Within Groups 458.048 32 14.314

Total 692.000 43

b. Analysis of the Normality of Tests

The normality of the tests was analyzed using SPSS version 22.0. The

purpose of checking the normality is to see whether the data is normally

distributed. As the total number of the samples is less than 50, it is more suitable

35

to analyze the data using Saphiro-Wilk. The result of the analysis is presented in

the following table:

Table 4.6

The Normality of the Test

Variable

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score Vocabulary .127 44 .073 .965 44 .197

Writing .138 44 .034 .958 44 .110

From the result above, both vocabulary mastery and writing achievement

score are normally distributed because the values of both scores are higher than

5% or 0.05. The test result reveal that the significant value of vocabulary mastery

is 0.197, in which 0.197 > 0.05. Moreover, the significant value of writing

achievement is 0.110, in which 0.110 > 0.05.

c. Analysis of the Correlation Coefficient

After analyzing the linearity and the normality of the data, to measure the

correlation coefficient, Pearson Moment Formula was used. The formula was used

because the data distribution is normal and linear. Before doing the calculation,

the data are described such as below:

Table 4.7

The Data Analysis Table of Vocabulary Mastery and Writing Achievement

Participants X Y XY X2 Y

2

Student 1 60 71 4260 3600 5041

Student 2 63 73 4599 3969 5329

Student 3 76 72 5472 5776 5184

Student 4 70 70 4900 4900 4900

Student 5 76 77 5852 5776 5929

Student 6 66 70 4620 4356 4900

Student 7 80 82 6560 6400 6724

Student 8 73 65 4745 5329 4225

36

Participants X Y XY X2 Y

2

Student 9 60 66 3960 3600 4356

Student 10 66 73 4818 4356 5329

Student 11 83 76 6308 6889 5776

Student 12 60 68 4080 3600 4624

Student 13 83 70 5810 6889 4900

Student 14 70 79 5530 4900 6241

Student 15 83 70 5810 6889 4900

Student 16 66 76 5016 4356 5776

Student 17 83 82 6806 6889 6724

Student 18 63 69 4347 3969 4761

Student 19 83 72 5976 6889 5184

Student 20 66 68 4488 4356 4624

Student 21 73 73 5329 5329 5329

Student 22 70 76 5320 4900 5776

Student 23 83 80 6640 6889 6400

Student 24 70 74 5180 4900 5476

Student 25 56 75 4200 3136 5625

Student 26 76 73 5548 5776 5329

Student 27 86 79 6794 7396 6241

Student 28 76 75 5700 5776 5625

Student 29 80 74 5920 6400 5476

Student 30 70 75 5250 4900 5625

Student 31 76 73 5548 5776 5329

Student 32 80 70 5600 6400 4900

Student 33 63 70 4410 3969 4900

Student 34 86 77 6622 7396 5929

Student 35 80 76 6080 6400 5776

Student 36 66 80 5280 4356 6400

Student 36 80 78 6240 6400 6084

Student 38 73 75 5475 5329 5625

Student 39 90 77 6930 8100 5929

Student 40 76 76 5776 5776 5776

Student 41 76 76 5776 5776 5776

Student 42 73 73 5329 5329 5329

Student 43 86 75 6450 7396 5625

Student 44 93 77 7161 8649 5929

N=44 ΣX =

3268

ΣY =

3256

ΣXY =

242515

ΣX2 =

246142

ΣY2 =

241636

37

After getting the result above, the calculation of the data to Pearson Product

Moment Formula is presented as follows:

Formula:

� = � ΣXY − ΣX ΣY√[�ΣX2 − ΣX 2 ][�ΣY2 − ΣY 2 ] Calculation:

N = 44

ΣX = 3268

ΣY = 3256

ΣX2 = 246142

ΣY2 = 241636

(ΣX)2 = 10679824

(ΣY)2 = 10601536

ΣXY = 242515 � = � ΣXY − ΣX ΣY√[�ΣX2 − ΣX 2 ][�ΣY2 − ΣY 2 ] � = −√[ − ][ − ] � = −√[ − ][ − ] � = √[ ][ ] � = √

� = . � = .

38

To make sure the result of the calculation above, the Pearson Product

Moment in SPSS statistic program version 22.0 was used to know whether the

calculation that has been calculated manually is correct or not and to make sure

that there is no mismatching calculation between score that the writer counted.

The results of those calculations; manual calculation and calculation using

SPSS statistic program version 22.0 are equal, in which the value of rxy or ro is

0.444. It means that there is no mismatch in the process of calculating the data by

calculating manually or using the SPSS formula.

The calculation of Pearson Product Moment is described as follows:

Table 4.8

Pearson Product Moment Table

Correlations

Vocabulary

Mastery

Writing

Achievement

Vocabulary

Mastery

Pearson

Correlation 1 .444

**

Sig. (2-tailed) .003

N 44 44

Writing

Achievement

Pearson

Correlation .444

** 1

Sig. (2-tailed) .003

N 44 44

d. Analysis of Determination Coefficient

The contribution of the independent variable (x), vocabulary mastery, towards

the dependent variable (y) writing achievement, is investigated through the

determination coefficient (r2). The result of r

2 can be found through this formula:

39

R = r2 x 100%

= 0.4442 x 100%

= 0.197 x 100%

= 19.7%

Note:

R = value of determinant coefficient

r2 = value of the squared correlation coefficient

So, based on the result of determination coefficient, students’ vocabulary

mastery contributes to students’ writing achievement as much 19.7%.

3. Test of Hypothesis

To test the hypotheses, the correlation coefficient from the calculation (rxy)

is compared to correlation coefficient from Product Moment table (rt). In the term

of the statistical hypotheses, these can be portrayed as follows:

1. If ro > rt = Ha is accepted. There is a relationship between vocabulary mastery

and writing achievement.

2. If ro < rt = Ha is rejected. There is a no relationship between vocabulary mastery

and writing achievement.

To find rxy or ro, the degree of freedom must be determined with the formula:

df = N–nr

= 44 – 2

= 42

Note:

df = degree of freedom

n = number of cases (respondents)

nr = number of variables

In the table of significance (see appendix 10), it is shown that the rt of a two

tailed test in the significance of 1% and df of 42 is found to be 0.384. Based on the

score of ro 0.444, it is indicated that the score of ro is higher than rt, in which 0.444

40

> 0.384. It means that Ha is accepted; or in other words there is a relationship

between vocabulary mastery and writing achievement.

Moreover, the result of tcount or to is compared to ttable in order to find the

significance of variables. The formula of getting tcount is presented as follows:

Formula: tc = r √n − √ − r2

Description of the formula:

tcount = tvalue

r = 0.444

n = 44

Calculation: tc = r √n − √ − r2 = . √ − √ − . 2 = . √ √ − . = . . √ . = . . √ . = . . = . 0

The formulation of test:

a. If to > ttable, it means that the null hypothesis is rejected and there is significant

relationship between the two variables.

b. If to < ttable, the null hypothesis is accepted and there is no significant

relationship between the two variables.

41

From the table of significance (see appendix 11), it is obtained that ttable of

1% and df = 42 is 2.69807. It indicates that to is higher than ttable, in which 3.210 >

2.698. Therefore, the alternative hypothesis (Ha) is accepted. In other words, there

is a significant relationship between vocabulary mastery and writing achievement.

According to the result of the calculation of Pearson Product Moment above,

the value of correlation coefficient (ro) is 0.444. To interpret the gravity of 0.444,

the table of “r” product moment shows that the correlation value is in between

0.40—0.59, or moderate level. The medium correlation means that the

relationship tends to the positive value and there is no negative relationship. The

table of “r” interpretation was adopted from Jonathan Sarwono’s theory.

Table 4.9

The Interpretation of Correlation Coefficient

Coefficient Interval Degrees of Correlation

0.00—0.19 Very weak/low

0.20—0.39 Weak/low

0.40—0.59 Medium/moderate

0.60—0.79 Strong

0.80—1.00 Very Strong

B. Discussion

Based on the data description of vocabulary mastery, it is found that the

seventh semester students of Department of English Education in academic year

2016/2017 commonly have good vocabulary mastery, which is indicated by the

result of the average score found is 74.27 and the mode score is 76.00. However,

although the students are considered to have good vocabulary mastery, there are

still some students who have limited knowledge of vocabulary. From the data of

vocabulary mastery score, it is shown that almost a half of the total sample

obtained score under the mean score. Therefore, some students of Department of

English Education should learn more about vocabulary.

42

Meanwhile, from the data description of writing achievement, the score is

slightly below the vocabulary mastery, but good still. It can be seen from the

average score of writing achievement which is 74.00, while the mode is 70. In

addition, according to the data description of writing achievement, it can be seen

that almost half of the total sample obtain score under the mean score. Therefore,

besides learning more about vocabulary, students of Department of English

Education also should learn and practice writing more.

In addition, the findings reveal that there is a significant relationship

between vocabulary mastery and writing achievement. It is indicated that the

value of correlation coefficient (rxy) is higher than the score of r table (rt). In the

case, the correlation coefficient is 0.444, and the value is compared with rt at the

level of significance 0.01 obtained respectively 0.384, in which ro = 0.444 > rt =

0.384. Similarly, based on the calculation of tcount above, the value of tcount is

higher than the value of ttable at the level of significance 0.01, in which tcount =

3.210 > ttable = 2.698. Since, ro and tcount are higher than rt and ttable, it means that

the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. In

other words, there is a significant relationship between vocabulary mastery and

writing achievement of the seventh semester students of Department of English

Education of Syarif Hidayatullah State Islamic University of Jakarta in academic

year 2016/2017. This result supports the relationship between vocabulary and

writing.1 In addition, regarding to the relationship between vocabulary knowledge

and writing performance, Saadian and Bagheri revealed in their study that

vocabulary knowledge contributed to students’ writing performance.2 Therefore,

students who master vocabulary may achieve better writing achievement.

Additionally, based on the determination of coefficient (r2) = 0.197 obtained,

vocabulary mastery is considered to have contribution of 19.7% towards writing

achievement. In other words, the writing achievement of the seventh semester

1Brian Richard (ed.), Vocabulary Studies in First and Second Language Acquisition, (New

York: Palgrave McMillan, 2009), p. 40. 2Hamideh Saadian and Mohammad Sadegh Bahgeri, The Relationship between Grammar

and Vocabulary Knowledge and Iranian EFL Learners’ Writing Performance (TOEFL PBT

Essay), International Journal of Language Learning and Applied Linguistics World, Vol. 7 (1),

2014, p. 12.

43

students of Department of English Education of Syarif Hidayatullah State Islamic

University of Jakarta in academic year 2016/2017 is 19.7% influenced by their

vocabulary mastery and there is 80.3% as the remains. The remains indicate that

there are other factors which influence their writing achievement. As Hayes says

that there are several factors influencing writing such as motivation, cognitive

process, and long term memory which includes topic knowledge, audience

knowledge, linguistic knowledge, and genre knowledge.3 Hence the factors

mentioned above can be the 80.3% of the remained influences of writing

achievement.

To sum up, the data interpretation shows a finding that vocabulary mastery

and writing achievement correlate each other. Vocabulary mastery gives

contribution ro 0.444 to writing achievement. It means that the better students

master vocabulary, the better students’ writing achievement.

C. Research Limitation

In conducting this study, there were some challenges which lead this study to

have some limitation. First, the instrument used for the Y variable should have

used the documentation of score from Department of English Education office. As

the result, the writer must conduct writing test in order to replace the

documentation of scored as the instrument of writing achievement. Then, the

difficulty to access some related previous studied. Although there were some

studied related to vocabulary and writing, the limited access to the full version of

the documents appeared to be a problem.

Second, finding vocabulary and writing books for references is difficult.

Although there are many vocabulary and writing books in Indonesia, mostly those

books are old which make them cannot be used since the theory in it is not

relevant anymore to the teaching and learning of English these days. Therefore,

the writer got some challenges in finding the books.

3Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2009),

p. 29.

44

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research findings in the previous chapter, it can be concluded

that there is a significant relationship between vocabulary mastery and writing

achievement of the seventh semester students of Department of English Education

of Syarif Hidayatullah State University of Jakarta in academic year 2016/2017.

The relationship between the two variables is found at the 99% level of

confidence (p < 0.01) with the value of r = 0.444. The finding reveals that the

relationship between the variables is in the medium or moderate level. Similarly,

the significance of t contribution reveals that the result was significant. The score

of tcount is higher than ttable. The score of significance tcount is 3.21. Meanwhile, the

Df = 42 indicates significant score of 1% is 2.698. It means Ha is accepted and Ho

is rejected. Therefore, it can be concluded that vocabulary mastery has a

significant relationship to writing achievement. The better students master

vocabulary, the better achievement they get in writing.

B. Suggestions

Based on the conclusion above, there are some suggestions proposed as

follow:

1. Teachers

For teachers, it is suggested to give students the exposure of vocabulary as

much as possible by asking students to use and apply them in daily activity, and

asking students to read many reading passages to enrich their vocabulary.

2. Students

For students, it is suggested to enrich their vocabulary knowledge if they want

to improve their writing achievement. Vocabulary can be found in many sources

such as books, magazines, televisions, etc. By getting used to know a lot of

45

English vocabulary, students will be more familiar with English vocabulary. This

can help them enrich their vocabulary knowledge. Then, the more they master

vocabulary, the better their writing achievement will be.

3. The next researcher

According to the result of study, it is found that some students still have less

vocabulary. Therefore, it is suggested to next researchers to teach them

vocabulary. Remembering that vocabulary gives contribution in composing the

text, therefore it is suggested to teach vocabulary effectively and interestingly to

increase their skill in writing achievement. In other words, next researchers can

try to find the effectiveness of teaching vocabulary towards writing achievement.

Hopefully this suggestion can be beneficial for the next researchers.

46

REFERENCES

Albrechtsen, Dorte., et al., Vocabulary and Writing in a First and Second

Language. New York: Palgrave McMillan, 2008.

Anker, Susan. Real Writing with Readings. New York: St. Martins, 2010.

Brown, H. Douglas. Language Assessment: Principles and Classroom Practices.

New York: Pearson Education, 2003.

Browne, Ann. Teaching and Learning Communication, Language and Literacy.

London: Paul Chapman Publishing, 2007.

Cameron, Lynn. Teaching Languages to Young Learners. Cambridge: Cambridge

University Press, 2001.

Crème, Phyllis and Lea, Mary R. Writing at University: A Guide for Students.

New York: Mc Graw Hill, 2008.

Gairns, Ruth, and Redman, Stuart. Working with Words. Cambridge: Cambridge

University Press, 1998.

Harmer, Jeremy, How to Teach English. New York: Pearson, 2010.

Harmer, Jeremy. How to Teach Writing. Cambridge: Longman, 2004.

Hatch, Evelyn, and Brown, Cheryl. Vocabulary, Semantics, and Language

Education. Cambridge: Cambridge University Press, 2001.

Murray, Rowena, and Moore, Sarah. The Handbook of Academic Writing. New

York: Mc Graw Hill, 2006.

Nik, Yah A., et al., The Writing Performance of Undergraduated in the University

of Technology Mara, Terengganu, Malaysia. Journal of Languages and

Culture. 1, 2010.

Novikasari, Yuanita, The Correlation between Students’ Vocabulary Mastery and

Their Translation Ability of the Second Year Students of Senior High

School Skripsi, Faculty of Language and Arts, Semarang State University,

2011.

Oshima, Alice and Hogue, Ann. Introduction to Academic Writing. New York:

Pearson Longman, 2007.

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Ozdemir, Emrah, and Aydin, Selami, The Effect of Blogging on EFL Writing

Achievement, Procedia Social and Behavioral Sciences, 2015.

Pedoman Akademik Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

2009-2010. Jakarta: Biro Administrasi Akademik dan Kemahasiswaan

Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta, 2009.

Read, John. Assessing Vocabulary. Cambridge: Cambridge University Press,

2000.

Richards, Jack C., and Renandya, Willy A. Methodology in Language Teaching.

New York: Cambridge University Press, 2002.

Saadian, Hamideh, and Bahgeri, Mohammad Sadegh. The Relationship between

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Performance (TOEFL PBT Essay). International Journal of Language

Learning and Applied Linguistics World. 7, 2014.

Schimitt, Nobert and McCarthey, Michael. Vocabulary in Language Teaching.

New York: Cambridge University Press, 1997.

Sudjiono, Anas. Pengantar Statistik Pendidikan. Jakarta: Rajawali Press, 2014.

Susetyo, Budi. Statistika untuk Data Analisis Penelitian. Bandung: PT Refika

Aditama, 2010.

Worthington, Darlene Smith, and Jefferson, Sue. Technical Writing for Success.

Mason: South-Western Cengage Learning, 2011.

Zemach, Dorothy E, and Rumisek, Lisa. Academic Writing: From Paragraph to

Essay. New York: McMillan, 2005.

48

APPENDICES

49

APPENDIX 1

VOCABULARY MASTERY TEST

Students Number: Class:

1. The headmaster questioned each of the pupils in turn to try to….the truth

a. decide b. take c. elicit d. took

2. The police were called to break….the fight outside the dance hall.

a. on b. in c. at d. up

3. If someone does something wrong, you might teach them a valuable…

a. progress b. lesson c. reason d. opportunity

4. Someone who is ….enjoys spending time with other people.

a. inquisitive b. eccentric c. extravagant d. gregarious

5. A haughty person is…

a. very tall b. arrogant c. cruel d. foolish

6. The big plane crashed as it was taking….

a. in b. on c. about d. off

7. Her new bag costs an arm and a leg.

a. beautiful b. cheap c. attractive d. very expensive

8. Jane is a bookworm. She can read up to 4 books a day.

a. a person who likes reading

b. a person who likes worm

c. a person who likes getting

books

d. a person who collects books

9. She finally spilled the beans about the secret she kept for so long.

a. slip the tongue b. keep quite c. tell the truth d. tell herself

10. Complete this proverb. “Time and tide…”

a. wait for no man

b. are soon parted

c. makes the heart grow fonder

d. knows no end

11. I went across these old books while I was clearing….the attic.

a. on b. in c. out d. under

12. As safe as….

a. a plane b. a tree c. building d. houses

13. As white as…

a. a sheet b. a book c. a shirt d. cloud

50

14. Complete this proverb. “A…. and his money are soon parted.”

a. pool b. person c. king d. fool

15. The kangaroo and koala bear are….to Australia.

a. going b. helping c. indigenous d. keeping

16. As slippery as….

a. an eel b. a floor c. a tire d. a lotion

17. A hazardous journey is…

a. interesting b. risky c. tiring d. boring

18. A curt message is…

a. urgent b. amusing c. sarcastic d. short

19. An irritate person is…

a. big-headed b. very strong c. very angry d. rude

20. A two-faced person is…

a. aggressive b. moody c. clinical d. hypocritical

21. The ….cash is kept in that black box over there.

a. adamant b. vivid c. petty d. avid

22. Maureen usually felt depressed on Mondays, because she never got enough sleep on

the weekends. The antonym of the underlined word is…

a. unhappy b. understanding c. glum d. cheerful

23. Do not eat too many cream cakes, they are very…

a. spicy b. fattening c. chilled d. healthy

24. Environmentalists fight to preserve the world’s natural beauty for future generations.

The antonym of the underlined word is…

a. protect b. conserve c. destroy d. consider

25. Complete this proverb. “Do not put all your….in one basket.”

a. kids b. chicken c. problems d. eggs

26. A….attacked me in the street and stole my bag

a. terrorist b. mugger c. vandal d. murderer

27. No one understood why Kevin decided to revoke the agreement. The antonym of the

underlined word is…

a. cancel b. withdraw c. revolt d. keep

51

28. It turns me off when boys do not respect my boundaries.

a. makes me lost interest c. makes me upset

b. makes me happy d. shocking me

29. Henry’s proposal was approved by the company. The antonym of the underlined word

is…

a. reject b. support c. commend d. like

30. He is a ….smoker. No sooner has he stabbed out one cigarette than she lights another.

a. hush b. open c. chain d. soft

52

APPENDIX 2

WRITING ACHIEVEMENT TEST

Time: 30 Minutes

Direction:

1. Read the following essay topic;

2. Make an essay consists of introduction, body, and conclusion;

3. You have 30 minutes to plan, edit, and revise your writing;

4. The length of the essay should be approximately 300-350 words;

5. The topic is: Some people smoke because for them it has become their habit and gives

them some benefits. While some others do not smoke as they know the harmful of

cigarette. Do you think smoke gives advantage or disadvantage? Use specific reasons

and details to develop your essay.

53

APPENDIX 3

The Vocabulary Mastery Score of 7th

Semester Students

of Department of English Education

PARTICIPANTS VOCABULARY MASTERY

SCORE (X)

Students 1 60

Students 2 63

Students 3 76

Students 4 70

Students 5 76

Students 6 66

Students 7 80

Students 8 73

Students 9 60

Students 10 66

Students 11 83

Students 12 60

Students 13 83

Students 14 70

Students 15 83

Students 16 66

Students 17 83

Students 18 63

Students 19 83

Students 20 66

Students 21 73

Students 22 70

Students 23 83

Students 24 70

Students 25 56

Students 26 76

Students 27 86

Students 28 76

Students 29 80

Students 30 70

Students 31 76

Students 32 80

54

Students 33 63

Students 34 86

Students 35 80

Students 36 66

Students 37 80

Students 38 73

Students 39 90

Students 40 76

Students 41 76

Students 42 73

Students 43 86

Students 44 93

55

APPENDIX 4

The Writing Achievement Score of 7th

Semester Students

of Department of English Education

PARTICIPANTS WRITING ACHIEVEMENT

SCORE (Y)

Students 1 71

Students 2 73

Students 3 72

Students 4 70

Students 5 77

Students 6 70

Students 7 82

Students 8 65

Students 9 66

Students 10 73

Students 11 76

Students 12 68

Students 13 70

Students 14 79

Students 15 70

Students 16 76

Students 17 82

Students 18 69

Students 19 72

Students 20 68

Students 21 73

Students 22 76

Students 23 80

Students 24 74

Students 25 75

Students 26 73

Students 27 79

Students 28 75

Students 29 74

Students 30 75

Students 31 73

Students 32 70

56

Students 33 70

Students 34 77

Students 35 76

Students 36 80

Students 37 78

Students 38 75

Students 39 77

Students 40 76

Students 41 76

Students 42 73

Students 43 75

Students 44 77

57

APPENDIX 5

ORIGINAL VOCABULARY TEST (BEFORE PILOT TEST)

Vocabulary Test

Students Number: Class:

1. The headmaster questioned each of the pupils in turn to try to….the truth

a. decide b. take c. elicit d. took

2. The police were called to break….the fight outside the dance hall.

a. on b. in c. at d. up

3. If someone does something wrong, you might teach them a valuable…

a. progress b. lesson c. reason d. opportunity

4. Someone who is ….enjoys spending time with other people. a. inquisitive b. eccentric c. extravagant d. gregarious

5. I have got some friends coming round this evening, so I would better go

home and tidy….the flat before they arrive.

a. up b. in c. on d. at

6. A haughty person is…

a. very tall b. arrogant c. cruel d. foolish

7. Brian was not really interested in art, so he gave each painting no more

than a ….glance. a. indigenous b. requisite c. cursory d. irrevocable

8. Unless the band turns up soon we will have to call….the concert. a. off b. out c. in d. on

9. The big plane crashed as it was taking…. a. in b. on c. about d. off

10. Her new bag costs an arm and a leg.

a. beautiful b. cheap c. attractive d. very expensive

11. Pamela could not decide which profession to enter, but in the end….for medicine.

a. opted b. cater c. undermine d. alleviate

12. Jane is a bookworm. She can read up to 4 books a day.

a. a person who likes reading c. a person who likes getting books

b. a person who likes worm d. a person who collects books

13. She finally spilled the beans about the secret she kept for so long.

a. slip the tongue b. keep quite c. tell the truth d. tell herself

14. First we saw lightning, then we heard loud…

a. rain b. thunder c. snow d. fog

58

15. complete this proverb. “Time and tide.…”

a. wait for no man c. makes heart grow fonder

b. are soon parted d. know no end

16. The….for tomorrow is rain in most places. a. feedback b. fallout c. outcome d. outlook

17. I went across these old books while I was clearing….the attic. a. on b. in c. out d. under

18. Politicians often try to….to other parties in order to win votes. a. malign b. opted c. adjourn d. allay

19. As safe as…. a. a plane b. a tree c. building d. houses

20. As white as…

a. a sheet b. a book c. a shirt d. cloud

21. Complete this proverb. “A…. and his money are soon parted.”

a. pool b. person c. king d. fool

22. Complete this proverb. “Two….are better than one.”

a. girls b. heads c. enemy d. heart

23. The kangaroo and koala bear are….to Australia. a. going b. helping c. indigenous d. keeping

24. As slippery as…. a. an eel b. a floor c. a tire d. a lotion

25. The accountant….the figures very carefully before commenting on them. a. comply b. fray c. scrutinized d. malign

26. A hazardous journey is…

a. interesting b. risky c. tiring d. boring

27. A curt message is…

a. urgent b. amusing c. sarcastic d. short

28. Before the operation, the doctor tried very hard to….the patient’s fear. a. allay b. adjourn c. entail d. concurred

29. An irritate person is…

a. big-headed b. very strong c. very angry d. rude

30. As weak as…. a. a kitten b. a mice c. a cat d. a puppy

31. A two-faced person is…

a. aggressive b. moody c. clinical d. hypocritical

32. The ….cash is kept in that black box over there. a. adamant b. vivid c. petty d. avid

33. As brave as …

a. a crocodile b. a lion c. a deer d. an elephant

60

34. Maureen usually felt depressed on Mondays, because she never got

enough sleep on the weekends. The antonym of the underlined word is…

a. unhappy b. understanding c. glum d. cheerful

35. Do not eat too many cream cakes, they are very…

a. spicy b. fattening c. chilled d. healthy

36. Henry hoped that his son could maintain his business someday. The

antonym of the underlined word is…

a. uphold b. eliminate c. continue d. connect

37. Environmentalists fight to preserve the world’s natural beauty for future generations. The antonym of the underlined word is…

a. protect b. conserve c. destroy d. consider

38. Britain has a professional army, so….is no longer needed. a. policy b. conscription c. backlog d. plaque

39. Complete this proverb. “Do not put all your….in one basket.”

a. kids b. chicken c. problems d. eggs

40. A….attacked me in the street and stole my bag

a. terrorist b. mugger c. vandal d. murderer

41. Complete this proverb. “You cannot teach an old dog new…”

a. tricks b. word c. foods d. gift

42. No one understood why Kevin decided to revoke the agreement. The

antonym of the underlined word is…

a. cancel b. withdraw c. revolt d. keep

43. It turns me off when boys do not respect my boundaries.

a. makes me lost interest

b. makes me happy

44. Henry’s proposal was approved by the company. The antonym of the

underlined word is…

a. reject b. support c. commend d. like

45. He is a….smoker. no sooner has he stabbed out on cigarette than he lights another.

a. hush b. open c. chain d. soft

61

APPENDIX 6

OUTPUT ANATES

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 20

Butir soal = 45

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 1 111301... 24 21 0 24 24

2 2 111301... 27 18 0 27 27

3 3 111301... 34 11 0 34 34

4 4 111301... 30 15 0 30 30

5 5 111301... 30 15 0 30 30

6 6 111301... 32 13 0 32 32

7 7 111301... 21 24 0 21 21

8 8 111301... 33 12 0 33 33

9 9 111301... 31 14 0 31 31

10 10 111301... 23 22 0 23 23

11 11 111301... 36 9 0 36 36

12 12 111301... 40 5 0 40 40

13 13 111301... 15 30 0 15 15

14 14 111301... 39 6 0 39 39

15 15 111301... 22 23 0 22 22

16 16 111301... 36 9 0 36 36

17 17 111301... 29 16 0 29 29

18 18 111301... 29 16 0 29 29

19 19 111301... 38 7 0 38 38

20 20 111301... 16 29 0 16 16

RELIABILITAS TES

================

Rata2= 29.25

Simpang Baku= 7.25

KorelasiXY= 0.52

Reliabilitas Tes= 0.68

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 1 1113014000049 9 15 24

2 2 1113014000050 14 13 27

3 3 1113014000052 16 18 34

4 4 1113014000054 18 12 30

5 5 1113014000055 12 18 30

6 6 1113014000056 17 15 32

7 7 1113014000057 13 8 21

8 8 1113014000058 14 19 33

9 9 1113014000059 16 15 31

10 10 1113014000060 9 14 23

11 11 1113014000061 21 15 36

12 12 1113014000062 21 19 40

13 13 1113014000063 4 11 15

62

14 14 1113014000064 21 18 39

15 15 1113014000065 13 9 22

16 16 1113014000066 18 18 36

17 17 1113014000067 12 17 29

18 18 1113014000070 15 14 29

19 19 1113014000071 19 19 38

20 20 1113014000072 7 9 16

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 12 1113014000062 40 1 1 1 1 - 1 1

2 14 1113014000064 39 1 1 1 - 1 1 -

3 19 1113014000071 38 1 1 1 1 1 1 1

4 11 1113014000061 36 1 1 1 - 1 1 1

5 16 1113014000066 36 1 1 - 1 1 - 1

Jml Jwb Benar 5 5 4 3 4 4 4

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 12 1113014000062 40 1 1 1 1 1 1 1

2 14 1113014000064 39 1 1 1 1 1 1 1

3 19 1113014000071 38 1 1 1 - 1 1 1

4 11 1113014000061 36 1 1 1 - 1 1 1

5 16 1113014000066 36 1 1 1 1 1 1 1

Jml Jwb Benar 5 5 5 3 5 5 5

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 12 1113014000062 40 1 1 1 - 1 - 1

2 14 1113014000064 39 1 1 1 - 1 1 1

3 19 1113014000071 38 1 1 1 1 1 - 1

4 11 1113014000061 36 1 - 1 - 1 1 1

5 16 1113014000066 36 1 1 1 1 1 1 1

Jml Jwb Benar 5 4 5 2 5 3 5

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 12 1113014000062 40 1 1 1 1 1 1 -

2 14 1113014000064 39 - 1 1 - 1 1 -

3 19 1113014000071 38 - 1 1 1 1 - 1

4 11 1113014000061 36 - 1 1 1 1 1 -

5 16 1113014000066 36 - 1 1 - 1 1 1

Jml Jwb Benar 1 5 5 3 5 4 2

29 30 31 32 33 34 35

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35

1 12 1113014000062 40 1 1 1 1 - 1 1

2 14 1113014000064 39 1 1 1 1 1 1 1

3 19 1113014000071 38 1 1 1 1 - 1 1

63

4 11 1113014000061 36 1 - 1 1 1 1 1

5 16 1113014000066 36 1 1 1 1 - 1 -

Jml Jwb Benar 5 4 5 5 2 5 4

36 37 38 39 40 41 42

No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40 41 42

1 12 1113014000062 40 1 1 1 1 1 1 1

2 14 1113014000064 39 1 1 1 1 1 1 1

3 19 1113014000071 38 - 1 1 1 1 - 1

4 11 1113014000061 36 - 1 1 1 1 - 1

5 16 1113014000066 36 - 1 1 1 - - 1

Jml Jwb Benar 2 5 5 5 4 2 5

43 44 45

No.Urut No Subyek Kode/Nama Subyek Skor 43 44 45

1 12 1113014000062 40 1 1 1

2 14 1113014000064 39 1 1 1

3 19 1113014000071 38 1 1 1

4 11 1113014000061 36 1 1 1

5 16 1113014000066 36 1 1 1

Jml Jwb Benar 5 5 5

Kelompok Asor

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 10 1113014000060 23 - 1 - 1 1 - 1

2 15 1113014000065 22 1 - 1 - - 1 1

3 7 1113014000057 21 1 1 - - - - -

4 20 1113014000072 16 - - 1 - 1 1 1

5 13 1113014000063 15 - - - - 1 - 1

Jml Jwb Benar 2 2 2 1 3 2 4

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 10 1113014000060 23 1 1 1 - 1 - -

2 15 1113014000065 22 1 - - - - 1 1

3 7 1113014000057 21 1 1 1 - - 1 -

4 20 1113014000072 16 1 - - 1 - - 1

5 13 1113014000063 15 1 - - - 1 - 1

Jml Jwb Benar 5 2 2 1 2 2 3

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 10 1113014000060 23 - 1 - - 1 - 1

2 15 1113014000065 22 - 1 1 - 1 - -

3 7 1113014000057 21 - 1 1 - 1 - 1

4 20 1113014000072 16 - - - - 1 - -

5 13 1113014000063 15 1 - - 1 - 1 -

Jml Jwb Benar 1 3 2 1 4 1 2

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

64

1 10 1113014000060 23 - - 1 - 1 - 1

2 15 1113014000065 22 1 1 - 1 1 - -

3 7 1113014000057 21 - 1 - 1 1 - -

4 20 1113014000072 16 1 - - - 1 - -

5 13 1113014000063 15 1 - 1 - - - 1

Jml Jwb Benar 3 2 2 2 4 0 2

29 30 31 32 33 34 35

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35

1 10 1113014000060 23 - 1 1 - - 1 -

2 15 1113014000065 22 1 - 1 1 - - 1

3 7 1113014000057 21 1 - 1 1 - 1 -

4 20 1113014000072 16 - 1 1 - - - 1

5 13 1113014000063 15 - 1 - - - - -

Jml Jwb Benar 2 3 4 2 0 2 2

36 37 38 39 40 41 42

No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40 41 42

1 10 1113014000060 23 - - 1 1 - 1 1

2 15 1113014000065 22 - 1 1 - 1 - -

3 7 1113014000057 21 - 1 - 1 - - 1

4 20 1113014000072 16 1 - 1 - 1 - -

5 13 1113014000063 15 - - 1 - - 1 -

Jml Jwb Benar 1 2 4 2 2 2 2

43 44 45

No.Urut No Subyek Kode/Nama Subyek Skor 43 44 45

1 10 1113014000060 23 1 1 -

2 15 1113014000065 22 - - 1

3 7 1113014000057 21 - - 1

4 20 1113014000072 16 - - -

5 13 1113014000063 15 - 1 -

Jml Jwb Benar 1 2 2

DAYA PEMBEDA

============

Jumlah Subyek= 20

Klp atas/bawah(n)= 5

Butir Soal= 45

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 1 5 2 3 60.00

2 2 5 2 3 60.00

3 3 4 2 2 40.00

4 4 3 1 2 40.00

5 5 4 3 1 20.00

6 6 4 2 2 40.00

7 7 4 4 0 0.00

8 8 5 5 0 0.00

9 9 5 2 3 60.00

10 10 5 2 3 60.00

11 11 3 1 2 40.00

12 12 5 2 3 60.00

13 13 5 2 3 60.00

65

14 14 5 3 2 40.00

15 15 5 1 4 80.00

16 16 4 3 1 20.00

17 17 5 2 3 60.00

18 18 2 1 1 20.00

19 19 5 4 1 20.00

20 20 3 1 2 40.00

21 21 5 2 3 60.00

22 22 1 3 -2 -40.00

23 23 5 2 3 60.00

24 24 5 2 3 60.00

25 25 3 2 1 20.00

26 26 5 4 1 20.00

27 27 4 0 4 80.00

28 28 2 2 0 0.00

29 29 5 2 3 60.00

30 30 4 3 1 20.00

31 31 5 4 1 20.00

32 32 5 2 3 60.00

33 33 2 0 2 40.00

34 34 5 2 3 60.00

35 35 4 2 2 40.00

36 36 2 1 1 20.00

37 37 5 2 3 60.00

38 38 5 4 1 20.00

39 39 5 2 3 60.00

40 40 4 2 2 40.00

41 41 2 2 0 0.00

42 42 5 2 3 60.00

43 43 5 1 4 80.00

44 44 5 2 3 60.00

45 45 5 2 3 60.00

TINGKAT KESUKARAN

=================

Jumlah Subyek= 20

Butir Soal= 45

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 13 65.00 Sedang

2 2 13 65.00 Sedang

3 3 14 70.00 Sedang

4 4 8 40.00 Sedang

5 5 16 80.00 Mudah

6 6 14 70.00 Sedang

7 7 15 75.00 Mudah

8 8 19 95.00 Sangat Mudah

9 9 13 65.00 Sedang

10 10 13 65.00 Sedang

11 11 7 35.00 Sedang

12 12 16 80.00 Mudah

13 13 13 65.00 Sedang

14 14 17 85.00 Mudah

15 15 13 65.00 Sedang

16 16 11 55.00 Sedang

17 17 13 65.00 Sedang

18 18 8 40.00 Sedang

66

19 19 19 95.00 Sangat Mudah

20 20 9 45.00 Sedang

21 21 13 65.00 Sedang

22 22 9 45.00 Sedang

23 23 13 65.00 Sedang

24 24 16 80.00 Mudah

25 25 11 55.00 Sedang

26 26 19 95.00 Sangat Mudah

27 27 7 35.00 Sedang

28 28 9 45.00 Sedang

29 29 13 65.00 Sedang

30 30 16 80.00 Mudah

31 31 17 85.00 Mudah

32 32 13 65.00 Sedang

33 33 7 35.00 Sedang

34 34 13 65.00 Sedang

35 35 14 70.00 Sedang

36 36 11 55.00 Sedang

37 37 13 65.00 Sedang

38 38 19 95.00 Sangat Mudah

39 39 13 65.00 Sedang

40 40 14 70.00 Sedang

41 41 10 50.00 Sedang

42 42 13 65.00 Sedang

43 43 9 45.00 Sedang

44 44 16 80.00 Mudah

45 45 13 65.00 Sedang

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 20

Butir Soal= 45

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0.409 Sangat Signifikan

2 2 0.544 Sangat Signifikan

3 3 0.330 Signifikan

4 4 0.544 Sangat Signifikan

5 5 0.600 Sangat Signifikan

6 6 0.421 Sangat Signifikan

7 7 0.012 -

8 8 0.600 Sangat Signifikan

9 9 0.544 Sangat Signifikan

10 10 0.544 Sangat Signifikan

11 11 0.600 Sangat Signifikan

12 12 0.600 Sangat Signifikan

13 13 0.409 Sangat Signifikan

14 14 0.334 Signifikan

15 15 0.600 Sangat Signifikan

16 16 0.544 Sangat Signifikan

17 17 0.409 Sangat Signifikan

18 18 0.600 Sangat Signifikan

19 19 0.544 Sangat Signifikan

20 20 0.600 Sangat Signifikan

21 21 0.544 Sangat Signifikan

22 22 0.330 Signifikan

23 23 0.409 Sangat Signifikan

67

24 24 0.600 Sangat Signifikan

25 25 0.409 Sangat Signifikan

26 26 0.330 Signifikan

27 27 0.544 Sangat Signifikan

28 28 0.600 Sangat Signifikan

29 29 0.409 Sangat Signifikan

30 30 0.600 Sangat Signifikan

31 31 0.544 Sangat Signifikan

32 32 0.409 Sangat Signifikan

33 33 0.330 Signifikan

34 34 0.330 Signifikan

35 35 0.330 Signifikan

36 36 0.330 Signifikan

37 37 0.409 Sangat Signifikan

38 38 0.275 Signifikan

39 39 0.544 Sangat Signifikan

40 40 0.330 Signifikan

41 41 0.600 Sangat Signifikan

42 42 0.544 Sangat Signifikan

43 43 0.600 Sangat Signifikan

44 44 0.600 Sangat Signifikan

45 45 0.409 Sangat Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 20

Butir Soal= 45

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

No Butir Baru No Butir Asli a b c d *

1 1 3+ 3+ 13** 1- 0

2 2 2++ 0-- 5--- 13** 0

3 3 3+ 14** 2++ 1- 0

4 4 2- 5++ 5++ 8** 0

5 5 16** 3--- 0-- 1+ 0

6 6 3+ 14** 2++ 1- 0

7 7 2++ 3-- 15** 0-- 0

8 8 19** 1--- 0-- 0-- 0

9 9 2++ 0-- 5--- 13** 0

10 10 2++ 0-- 5--- 13** 0

11 11 7** 3+ 0-- 10--- 0

12 12 16** 3--- 1+ 0-- 0

13 13 3+ 3+ 13** 1- 0

14 14 0-- 17** 1++ 2-- 0

68

15 15 13** 3+ 4- 0-- 0

16 16 0-- 5- 4+ 11** 0

17 17 4- 2++ 13** 1- 0

18 18 8** 2- 10--- 0-- 0

19 19 0-- 0-- 1--- 19** 0

20 20 9** 2+ 1- 8--- 0

21 21 2++ 0-- 5--- 13** 0

22 22 2+ 9** 1- 8--- 0

23 23 3+ 3+ 13** 1- 0

24 24 16** 3--- 1+ 0-- 0

25 25 2+ 3++ 11** 4+ 0

26 26 0-- 19** 1--- 0-- 0

27 27 2- 6+ 5++ 7** 0

28 28 9** 1- 0-- 10--- 0

29 29 3+ 3+ 13** 1- 0

30 30 16** 3--- 0-- 1+ 0

31 31 0-- 0-- 3--- 17** 0

32 32 3+ 3+ 13** 1- 0

33 33 10--- 7** 2- 1-- 0

34 34 2++ 0-- 5--- 13** 0

35 35 3+ 14** 2++ 1- 0

36 36 6-- 11** 2+ 1- 0

37 37 3+ 3+ 13** 1- 0

38 38 1--- 19** 0-- 0-- 0

39 39 2++ 0-- 5--- 13** 0

40 40 3+ 14** 2++ 1- 0

41 41 10** 9--- 1- 0-- 0

42 42 2++ 0-- 5--- 13** 0

43 43 9** 6- 3++ 2+ 0

44 44 16** 3--- 1+ 0-- 0

45 45 3+ 3+ 13** 1- 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 29.25

Simpang Baku= 7.25

KorelasiXY= 0.52

Reliabilitas Tes= 0.68

Butir Soal= 45

Jumlah Subyek= 20

Nama berkas: D:\ANATESV4\TIARA\PILOT STUDY.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 60.00 Sedang 0.516 Sangat Signifikan

2 2 60.00 Sedang 0.486 Sangat Signifikan

3 3 40.00 Sedang 0.348 Signifikan

4 4 40.00 Sedang 0.347 Signifikan

5 5 20.00 Mudah 0.071 -

6 6 40.00 Sedang 0.348 Signifikan

7 7 0.00 Mudah -0.012 -

69

8 8 0.00 Sangat Mudah -0.024 -

9 9 60.00 Sedang 0.486 Sangat Signifikan

10 10 60.00 Sedang 0.486 Sangat Signifikan

11 11 40.00 Sedang 0.197 -

12 12 60.00 Mudah 0.496 Sangat Signifikan

13 13 60.00 Sedang 0.516 Sangat Signifikan

14 14 40.00 Mudah 0.273 -

15 15 80.00 Sedang 0.620 Sangat Signifikan

16 16 20.00 Sedang 0.203 -

17 17 60.00 Sedang 0.516 Sangat Signifikan

18 18 20.00 Sedang 0.173 -

19 19 20.00 Sangat Mudah 0.463 Sangat Signifikan

20 20 40.00 Sedang 0.309 Signifikan

21 21 60.00 Sedang 0.486 Sangat Signifikan

22 22 -40.00 Sedang -0.302 -

23 23 60.00 Sedang 0.516 Sangat Signifikan

24 24 60.00 Mudah 0.496 Sangat Signifikan

25 25 20.00 Sedang 0.217 -

26 26 20.00 Sangat Mudah 0.463 Sangat Signifikan

27 27 80.00 Sedang 0.493 Sangat Signifikan

28 28 0.00 Sedang 0.025 -

29 29 60.00 Sedang 0.516 Sangat Signifikan

30 30 20.00 Mudah 0.142 -

31 31 20.00 Mudah 0.332 Signifikan

32 32 60.00 Sedang 0.516 Sangat Signifikan

33 33 40.00 Sedang 0.315 Signifikan

34 34 60.00 Sedang 0.486 Sangat Signifikan

35 35 40.00 Sedang 0.348 Signifikan

36 36 20.00 Sedang 0.203 -

37 37 60.00 Sedang 0.516 Sangat Signifikan

38 38 20.00 Sangat Mudah 0.268 -

39 39 60.00 Sedang 0.486 Sangat Signifikan

40 40 40.00 Sedang 0.348 Signifikan

41 41 0.00 Sedang 0.050 -

42 42 60.00 Sedang 0.486 Sangat Signifikan

43 43 80.00 Sedang 0.623 Sangat Signifikan

44 44 60.00 Mudah 0.496 Sangat Signifikan

45 45 60.00 Sedang 0.516 Sangat Signifikan

70

APPENDIX 7

Statistical Calculation of Vocabulary Mastery Score

Statistics

Vocabulary

N Valid 44

Missing 0

Mean 74.27

Median 76.00

Mode 76

Minimum 56

Maximum 93

Sum 3268

Vocabulary

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 56 1 2.3 2.3 2.3

60 3 6.8 6.8 9.1

63 3 6.8 6.8 15.9

66 5 11.4 11.4 27.3

70 5 11.4 11.4 38.6

73 4 9.1 9.1 47.7

76 7 15.9 15.9 63.6

80 5 11.4 11.4 75.0

83 6 13.6 13.6 88.6

86 3 6.8 6.8 95.5

90 1 2.3 2.3 97.7

93 1 2.3 2.3 100.0

Total 44 100.0 100.0

71

APPENDIX 8

Statistical Calculation of Writing Achievement Score

Statistics

Writing

N Valid 44

Missing 0

Mean 74.00

Median 74.50

Mode 70a

Minimum 65

Maximum 82

Sum 3256

Writing

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 65 1 2.3 2.3 2.3

66 1 2.3 2.3 4.5

68 2 4.5 4.5 9.1

69 1 2.3 2.3 11.4

70 6 13.6 13.6 25.0

71 1 2.3 2.3 27.3

72 2 4.5 4.5 31.8

73 6 13.6 13.6 45.5

74 2 4.5 4.5 50.0

75 5 11.4 11.4 61.4

76 6 13.6 13.6 75.0

77 4 9.1 9.1 84.1

78 1 2.3 2.3 86.4

79 2 4.5 4.5 90.9

80 2 4.5 4.5 95.5

82 2 4.5 4.5 100.0

Total 44 100.0 100.0

72

APPENDIX 9

SPSS Correlations “r” Product Moment

Descriptive Statistics

Mean Std. Deviation N

Vocabulary Mastery 74.27 8.917 44

Writing

Achievement 74.00 4.012 44

Correlations

Vocabulary

Mastery

Writing

Achievement

Vocabulary Mastery Pearson Correlation 1 .444**

Sig. (2-tailed) .003

N 44 44

Writing

Achievement

Pearson Correlation .444**

1

Sig. (2-tailed) .003

N 44 44 **. Correlation is significant at the 0.01 level (2-tailed).

73

APPENDIX 10

PEARSON PRODUCT MOMENT TABLE

df = (N-2) Tingkat Signifikansi Untuk Uji Satu Arah

0.05 0.025 0.01 0.005 0.0005

Tingkat Signifikansi Untuk Uji Dua Arah

0.1 0.05 0.02 0.01 0.001

1 0.9877 0.9969 0.9995 0.9999 1.0000

2 0.9000 0.9500 0.9800 0.9900 0.9990

3 0.8054 0.8783 0.9343 0.9587 0.9911

4 0.7293 0.8114 0.8822 0.9172 0.9741

5 0.6694 0.7545 0.8329 0.8745 0.9509

6 0.6215 0.7067 0.7887 0.8343 0.9249

7 0.5822 0.6664 0.7498 0.7977 0.8983

8 0.5494 0.6319 0.7155 0.7646 0.8721

9 0.5214 0.6021 0.6851 0.7348 0.8470

10 0.4973 0.5760 0.6581 0.7079 0.8233

11 0.4762 0.5529 0.6339 0.6835 0.8010

12 0.4575 0.5324 0.6120 0.6614 0.7800

13 0.4409 0.5140 0.5923 0.6411 0.7604

14 0.4259 0.4973 0.5742 0.6226 0.7419

15 0.4124 0.4821 0.5577 0.6055 0.7247

16 0.4000 0.4683 0.5425 0.5897 0.7084

17 0.3887 0.4555 0.5285 0.5751 0.6932

18 0.3783 0.4438 0.5155 0.5614 0.6788

19 0.3687 0.4329 0.5034 0.5487 0.6652

20 0.3598 0.4227 0.4921 0.5368 0.6524

21 0.3515 0.4132 0.4815 0.5256 0.6402

22 0.3438 0.4044 0.4716 0.5151 0.6287

23 0.3365 0.3961 0.4622 0.5052 0.6178

24 0.3297 0.3882 0.4534 0.4958 0.6074

25 0.3233 0.3809 0.4451 0.4869 0.5974

26 0.3172 0.3739 0.4372 0.4785 0.5880

27 0.3115 0.3673 0.4297 0.4705 0.5790

28 0.3061 0.3610 0.4226 0.4629 0.5703

29 0.3009 0.3550 0.4158 0.4556 0.5620

30 0.2960 0.3494 0.4093 0.4487 0.5541

31 0.2913 0.3440 0.4032 0.4421 0.5465

32 0.2869 0.3388 0.3972 0.4357 0.5392

33 0.2826 0.3338 0.3916 0.4296 0.5322

34 0.2785 0.3291 0.3862 0.4238 0.5254

35 0.2746 0.3246 0.3810 0.4182 0.5189

74

36 0.2709 0.3202 0.3760 0.4128 0.5126

37 0.2673 0.3160 0.3712 0.4076 0.5066

38 0.2638 0.3120 0.3665 0.4026 0.5007

39 0.2605 0.3081 0.3621 0.3978 0.4950

40 0.2573 0.3044 0.3578 0.3932 0.4896

41 0.2542 0.3008 0.3536 0.3887 0.4843

42 0.2512 0.2973 0.3496 0.3843 0.4791

43 0.2483 0.2940 0.3457 0.3801 0.4742

44 0.2455 0.2907 0.3420 0.3761 0.4694

45 0.2429 0.2876 0.3384 0.3721 0.4647

46 0.2403 0.2845 0.3348 0.3683 0.4601

47 0.2377 0.2816 0.3314 0.3646 0.4557

48 0.2353 0.2787 0.3281 0.3610 0.4514

49 0.2329 0.2759 0.3249 0.3575 0.4473

50 0.2306 0.2732 0.3218 0.3542 0.4432

75

APPENDIX 11

T-TABLE

Titik Persentase Distribusi t (df = 1 – 80)

Pr

df

0.25 0.10 0.05 0.025 0.01 0.005 0.001

0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884

2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712

3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453

4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318

5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343

6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763

7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529

8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079

9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681

10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370

11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470

12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963

13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198

14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739

15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283

16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615

17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577

18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048

19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940

20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181

21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715

22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499

23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496

24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678

25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019

26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500

27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103

28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816

29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624

30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518

31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490

32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531

33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634

34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793

35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005

36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262

37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563

38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903

39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279

40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688

41 0.68052 1.30254 1.68288 2.01954 2.42080 2.70118 3.30127

42 0.68038 1.30204 1.68195 2.01808 2.41847 2.69807 3.29595

76

43 0.68024 1.30155 1.68107 2.01669 2.41625 2.69510 3.29089

44 0.68011 1.30109 1.68023 2.01537 2.41413 2.69228 3.28607

45 0.67998 1.30065 1.67943 2.01410 2.41212 2.68959 3.28148

46 0.67986 1.30023 1.67866 2.01290 2.41019 2.68701 3.27710

47 0.67975 1.29982 1.67793 2.01174 2.40835 2.68456 3.27291

48 0.67964 1.29944 1.67722 2.01063 2.40658 2.68220 3.26891

49 0.67953 1.29907 1.67655 2.00958 2.40489 2.67995 3.26508

50 0.67943 1.29871 1.67591 2.00856 2.40327 2.67779 3.26141

51 0.67933 1.29837 1.67528 2.00758 2.40172 2.67572 3.25789

52 0.67924 1.29805 1.67469 2.00665 2.40022 2.67373 3.25451

53 0.67915 1.29773 1.67412 2.00575 2.39879 2.67182 3.25127

54 0.67906 1.29743 1.67356 2.00488 2.39741 2.66998 3.24815

55 0.67898 1.29713 1.67303 2.00404 2.39608 2.66822 3.24515

56 0.67890 1.29685 1.67252 2.00324 2.39480 2.66651 3.24226

57 0.67882 1.29658 1.67203 2.00247 2.39357 2.66487 3.23948

58 0.67874 1.29632 1.67155 2.00172 2.39238 2.66329 3.23680

59 0.67867 1.29607 1.67109 2.00100 2.39123 2.66176 3.23421

60 0.67860 1.29582 1.67065 2.00030 2.39012 2.66028 3.23171

61 0.67853 1.29558 1.67022 1.99962 2.38905 2.65886 3.22930

62 0.67847 1.29536 1.66980 1.99897 2.38801 2.65748 3.22696

63 0.67840 1.29513 1.66940 1.99834 2.38701 2.65615 3.22471

64 0.67834 1.29492 1.66901 1.99773 2.38604 2.65485 3.22253

65 0.67828 1.29471 1.66864 1.99714 2.38510 2.65360 3.22041

66 0.67823 1.29451 1.66827 1.99656 2.38419 2.65239 3.21837

67 0.67817 1.29432 1.66792 1.99601 2.38330 2.65122 3.21639

68 0.67811 1.29413 1.66757 1.99547 2.38245 2.65008 3.21446

69 0.67806 1.29394 1.66724 1.99495 2.38161 2.64898 3.21260

70 0.67801 1.29376 1.66691 1.99444 2.38081 2.64790 3.21079

71 0.67796 1.29359 1.66660 1.99394 2.38002 2.64686 3.20903

72 0.67791 1.29342 1.66629 1.99346 2.37926 2.64585 3.20733

73 0.67787 1.29326 1.66600 1.99300 2.37852 2.64487 3.20567

74 0.67782 1.29310 1.66571 1.99254 2.37780 2.64391 3.20406

75 0.67778 1.29294 1.66543 1.99210 2.37710 2.64298 3.20249

76 0.67773 1.29279 1.66515 1.99167 2.37642 2.64208 3.20096

77 0.67769 1.29264 1.66488 1.99125 2.37576 2.64120 3.19948

78 0.67765 1.29250 1.66462 1.99085 2.37511 2.64034 3.19804

79 0.67761 1.29236 1.66437 1.99045 2.37448 2.63950 3.19663

80 0.67757 1.29222 1.66412 1.99006 2.37387 2.63869 3.19526

Catatan : Probabilitas yang lebih kecil yang ditunjukkan pada judul tiap

kolom adalah luas daerah dalam satu ujung,

77

APPENDIX 12

Surat Izin Penelitian

78

APPENDIX 13

Pengesahan Proposal Skripsi

79

APPENDIX 14

Surat Bimbingan Skripsi

80

APPENDIX 15

Lembar Ujian Referensi

81

82

83

84

85

APPENDIX 16

Samples of Filled Tests

86

87

88

89

90

91

92

93

94

95

96