SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2006

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English Vocabulary Mastery of Eleventh Grade Students of SMA Negeri 5 Malang

Ika Dani Pujilestari

Abstrak


The study is intended to find out the current English vocabulary mastery of
eleventh grade students of SMA Negeri 5 Malang. The school is chosen after
considering its students are heterogeneous. They have an average level in terms of
academic achievement among public high schools in Malang. The eleventh grade
students are chosen as subjects of this study under the consideration that the result
of the study will be useful for the teachers to make decision on what to do with
the students’ vocabulary mastery in the next grade. 
The design of this study is descriptive quantitative. There is only one
variable in this study, namely English vocabulary mastery. The subject of the
study is all students of eleventh grade at SMA Negeri 5 Malang in 2005/2006
academic year. The instrument of this study is an objective vocabulary levels test
(VLT). There are four levels in the test: 1000-word level, 2000-word level, 3000-
word level, and university word level. Each level consists of 60 words to be
tested. This VLT uses matching format. Each section of the test consists of six
words, three of which have to be matched with their equivalent in the students’
mother tongue, Indonesian. 
The data obtained from the administration of the test are in the form of raw
scores. These are analyzed by first, arranging the scores from the highest to the
lowest; second, presenting the frequency distribution; third, identifying the
maximum and minimum score; fourth, counting the number of students who are
categorized as mastering a certain level; and finally, classifying the students on
their mastery in each level.
The results of the data analysis show, in general, that the students’
vocabulary mastery is at 2000-word level. This can be seen from the number of
students mastering each level. There are 266 (99.6%) students mastering the 1000-
word level, 188 of them (70.4%) mastering the 2000-word level, 12 (4.5%)
students mastering 3000-word level, and no students mastering the university
word level. Since almost all students master 1000-word level and most master
2000-word level, generally speaking it can be concluded that the students’
vocabulary mastery is at 2000-word level. 
Based on the result of the study, it is suggested that teachers of senior high
schools in general encourage students to improve their vocabulary mastery. In the
teaching and learning process, the teachers can apply appropriate strategies to
teach vocabulary by applying both indirect and direct vocabulary teaching.
Teachers should spend more time to teach all 2000 high-frequency words plus
further 1000 high frequency words and the academic words (university word list)
to help the students to be able to cope with any English materials and to prepare 
 
 
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them to continue study at university. It is also suggested that teachers administer
vocabulary test regularly to monitor students’ progress in vocabulary learning.
The teachers of the subject of the study who are now teaching them at twelve
grade are suggested to occasionally review the words included in 1000 and 2000-
word level and to focus more on 3000-word level and general academic word. The
students are suggested to improve their vocabulary mastery by applying both
direct learning, such as using word lists, and indirect learning, such as learning
from context, doing extensive reading or extensive listening. Future researchers
are suggested to replicate this study to verify the present findings with some
modifications, such as by using other material sources taken for the test, using
another sampling technique in selecting the words to test, adding more vocabulary
items to test, and administering the test in more convenient time. They are also
suggested to conduct research to see the development of the students’ vocabulary
mastery from the first, second, and third year, or to see the students’ vocabulary
mastery at the beginning of tenth grade so that the teachers can decide what to do
with the students’ vocabulary mastery.

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