The correlation between students' vocabulary mastery and their interest in writing

THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND THEIR INTEREST IN WRITING (A Correlational Study of the 3rd Grade of English Education Program at STKIP Garut) A JOURNAL Submitted to the English Education Program of STKIP Garut as Partial Fulfillment of the Requirements for the Sarjana Pendidikan Degree By: Rahmi Nur Aini 11221016 ENGLISH EDUCATION PROGRAM SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP) - GARUT 2015 THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND THEIR INTEREST IN WRITING Written by Rahmi Nur Aini AN ABSTRACT This research investigated the correlation between the mastery of students’ vocabulary and their interest in writing. In collecting data, the writer used three kinds of instruments; they were vocabulary test, writing test, and questionnaire. The population of this research was the third grade students’ of English Education Program of STKIP Garut. The writer used proportional random sampling, so there were 30 students as the sample (15%) of the population: 6 men and 24 women. This research used quantitative method and the correlational design. The result of the research showed that tobserved was 3.597 and tcritical was 2.048. The criteria of test Ho accepted if – tcritical ≤ tobserved ≤ tcritical so that it was concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted because the score was -2.048 ≤ 3.597 ≥ 2.048; therefore, there was a significant correlation between students’ vocabulary mastery and their interest in writing. The coefficient correlation using Pearson/Product Moment was 0.562, (0.562) is in moderate category (<0+/-0.5). It means that there was a moderate relationship between students’ vocabulary mastery and students’ interest in writing. The percentage of vocabulary mastery influenced toward students’ interest in writing was 31.6%. Keywords: correlation, vocabulary, mastery, writing, interest. ABSTRAK Penelitian ini meneliti tentang korelasi antara penguasaan kosa kata siswa dengan minat mereka dalam menulis. Dalam pengumpulan data, penulis menggunakan tiga jenis instrumen diantaranya tes kosa kata, tes menulis, dan kuesioner. Penelitian ini diterapkan pada siswa tingkat 3 Jurusan Pendidikan Bahasa Inggris STKIP Garut. Penulis menggunakan teknik pengambilan sampel yaitu proportional cluster random sampling, sehingga terdapat 30 sampel atau 15% dari total populasi: 6 laki-laki dan 24 perempuan. Penelitian ini menggunakan metode kuantitatif dan desain korelasi. Hasil penelitian ini menunjukkan bahwa thitung = 3.597 dan ttabel = 2.048. Kriteria tes yaitu Ho diterima apabila -ttabel ≤ thitung ≤ ttabel, dapat disimpulkan bahwa Ho ditolak dan Ha diterima karena nilainya adalah -2.048 ≤ 3.597 ≥ 2.048. Maka terdapat korelasi yang signifikan antara penguasaan kosa kata siswa dengan minat mereka dalam menulis. Penghitungan korelasi koefisien menggunakan Pearson Product Moment, hasilnya yaitu 0.562. (0.562) terdapat dalam kategori sedang. Maka dapat disimpulkan bahwa hubungan antara penguasaan kosa kata siswa dengan minat mereka dalam menulis berkategori sedang. Dan persentase pengaruh penguasaan kosa kata siswa terhadap minat mereka dalam menulis yaitu sebesar 31.6%. Kata kunci: korelasi, kosa kata, penguasaan, menulis, minat. The Background of the Study Vocabulary is the first aspect that should be mastered in a language learning process. According to Zimmerman in Huckin (1997: 5) “Vocabulary is central to language and of critical importance to the typical language learners”. It means that vocabulary is necessity to the language learning process, and it can also help learners to understand English easier. A language learner have to know the words such as the use of words itself, it is often called as the quality of vocabulary knowledge. In the university especially, more knowledge about vocabulary in English can help students to develop their writing skill. According to Chastain (1988) in Coombe (2011) “the lack of needed vocabulary is the most common cause of the students’ inability to say what they want to say during communication activities”. Students who are interested in writing activities will be more motivated to write and more likely to remain committed to the writing process. Writing is one of the important skills in teaching English. Nation (2009: 112) states that “writing is an activity that can usefully be prepared for the other skills including listening, speaking, and reading”; however, from the four basic skills in English, writing is assumed as the most difficult basic to be mastered. Nowadays, in the university level writing has become central as a measure for academic success. Students work hard to learn how to make more informed decisions about their writing and gain more control over improvement of English writing skill. Suparno (2004: 29) argues that writing is not easy because the writer should be able to produce something new and can give an idea or ideas to the reader through writing. While the students writing something, they should know the vocabulary that must be used. They also should know a lot of vocabularies to make their writing are good word by word or sentence by sentence. It becomes difficult for students to catch up to grade level standards and rehabilitate their writing skills. Furthermore, existing knowledge and idea become a problem for students to write. They should write many words that they know in their writing. Based on the previous experiences, during writing something, students cannot use various words because they have limited vocabulary. As the result, they have not an interest to write in English. The Problem Statements The research problems of the study are: Is there any correlation between the students’ vocabulary mastery and their interest in writing? How is the correlation between the students’ vocabulary mastery and their interest in writing? A Review of Related Literature General Concept of Vocabulary Vocabulary is one of language elements considered necessary for language mastery. Without having enough knowledge of vocabulary, it is impossible for the students to read, to write, and to speak in a foreign language. Learning the new vocabulary does not only mean memorizing the form of the word but also understanding its meaning. “Vocabulary is all the words in a particular language” (Wehmeier, et al., 2005: 1707) in Cahyono and Widiati (2008: 1). It means that every language has words. Word is used in a language to communicate and to express their ideas. In a simple, a word is a set of letters that has meaning. Words can be expressed through spoken or written one to show felling or thoughts that can be used in the language. In other book, Harmer (2004: 18) distinguishes problematic issue of vocabulary. There are five word meanings: polysemy, antonym, synonym, hyponymy, and connotation. Vocabulary is more important than grammar. With grammar, it cannot improve their English skill, but with vocabulary, it can improve their English skill by mastering as many words as possible. Thornbury (2002) asserts that there are seven factors which influence students to learn vocabulary including cognate or loan words, pronunciation, spelling, length and complexity, grammar, meaning, range, connotation, and idiomaticity. Mastery is a competency to understand the whole knowledge. It can be said that vocabulary mastery is the competence to understand the total number of words. If students master vocabulary, then they can perform their language competence well; on the contrary, by having too limited vocabulary, the students will find difficulties in mastering English skills. According to Campilo (1995: 37), there are two types of vocabularies, namely productive or active vocabulary and receptive or passive vocabulary. Coombe (2011) identifies that there are two types of tests in assessing students’ vocabulary knowledge. The first is a discrete vocabulary test and the second is an embedded vocabulary assessment. To test vocabulary knowledge by using a discrete vocabulary test, there are two formats of tests; those are multiple-choice questions (MCQs) and matching. According to Coombe (2011), to test vocabulary knowledge by using embedded vocabulary assessment, there are three formats of test, namely assessing vocabulary in reading comprehension, assessing vocabulary in writing, and assessing vocabulary in speaking. General Concept of Writing Writing is a process to put the ideas or something in written form while Calkins (1994: 4) defines writing as a process of choosing a topic, exploring the topic into the best possible draft, sharing the draft, then revising it. Writing is also a process of developing an idea. According to Grenville (2001) in Muslikh (2014), the purposes of writing are to entertain such as novels, stories, poems, song lyrics, plays, to inform such as newspapers, articles, scientific business or reports, instructions or procedures, and to persuade for example advertisements and articles. There are four elements in prerequisite writing skill, they are motivation, how to enrich vocabulary, how to develop an idea, and knowledge how to write. One of the alternatives way suggested is the use of vocabulary journal. The vocabulary journal is a type of dictionary personally that students record the words they found along with their meanings and the other important aspects of the words itself (Bozkurt, 2007). Ideas can be developed in many ways; they are examples and illustrations, narrative, description, instructions about a process, comparison/contrast, analogy, cause and effect, and definition. According to White in Muslikh (2014), a good writing is a product of thinking which must have four pillars including the appeal to target audience, a coherent structure, a smooth, and an appropriate style. Effect of Interest Interest in learning is a factor supporting the students who participate in the process of learning. Without interest, the learning activity will be less effective and efficient. Garcia and Caso (2004) in Monem (2010, p. 65) found that students who are interested in their writing tasks are more focused and engaged. Students who have high interest will be more motivated to do positive performance in the process of writing. Students were more willing to follow through with task completion. In the contrary, students who have low interest will cause pessimism in the writing activity. Theory Transfer or Transfer Training Transfer theory and transfer training is the utilization of abilities, knowledge, and attitudes that were studied in one circumstance to another learning circumstance (Perkins & Salomon, 1992). Transfer training can be a phenomenon that makes the students learns more easily, and it can also develop a deeper understanding of the task if they bring some abilities from previous learning to a new learning situation. Transfer training has two categories including near and far (Cree & Macaulay, 2000). Near transfer training can be applied with the same way when the skills and knowledge are used. This transfer category usually involves the tasks that are always applied in the same order; thus, this category is easily to be practiced; besides far transfer involves the skills that are applied in change situations. This type needs the instruction where the students are trained to adapt the guidelines of changing situations. This type is more difficult to be instructed and cannot allow the students to adapt with new situations. In order to transfer takes place, learners must be motivated to do two things. First, they must be able to recognize opportunities for transfer. Second, they need to possess the motivation to take advantage of these opportunities. The Research Methodology A quantitative method was conducted by the writer to reveal the problem of this paper. According to Creswell (2009: 4), “Quantitative research was a means for testing objectives theories by examining the correlation among variables. These variables were measured on instruments, so that the numbered data were analyzed by using statistical procedures”. The quantitative method in this study was the most suitable method to examine the correlation between variables. The data needed to be analyzed used a mathematical based method in particular statistics. The correlation design was used in this research since it was intended to investigate the correlation between variables. This opinion also implied that the writer did not attempt to control or to manipulate the variables as in an experiment design; instead she relates using the correlation statistics, two or more scores for each sample. This study used an explanatory design. As it is stated by Creswell (2012: 340), an explanatory design is a correlational design in which the researcher is interested in the extent to which two variables (or more), that is where changes in one variable are reflected in changes in the other. There were two variables in this research: they were independent and dependent variable. The independent variable in this research was the students’ vocabulary mastery, and the dependent variable was the students’ interest in writing. Sugiyono (2010: 117) says that population is a generalization area which consists of subject, and it has a quality and certain characteristic to be studied by the researcher. Meanwhile, Cohen et al. (2007: 100) states that a sample is a smaller group or a subset of the total population in such a way that the knowledge gained is a representative of the total population. The population of this research was the third grade students of English Education Program of STKIP Garut which consisted of five classes, about 200 students. The sampling technique that was used in this research was a proportional cluster random sampling. Arikunto (2003: 134) gives an indication to take sample. If the population is less than 100, it is better to take the total population, but if the population is more than 100, the sample can take 10-15% or 20-25% of the population; therefore, the writer took 15% of the population; there were 30 students as the sample, 6 men and 24 women. To gain the data needed, the writer used three types of instruments, a vocabulary test, a writing test and a questionnaire. A vocabulary test used to measure the students’ vocabulary mastery. It’s taken from Word Power 4500 Vocabulary Tests and Exercise by L. A. Hill. The test consisted of 100 multiple choice questions for synonyms antonyms. Time allocation for this test was 40 minutes, the point of each number was 1, the highest score was 100, and the lowest score was 0. A writing test used to find out the students’ writing scores in order to examine the variables using statistical procedures. It’s taken from Let’s Write English by George E. Wishon and Julia M. Burks page 66. Time allocation for this test was 40 minutes. They should write at least 150 words. After the tests were done, the writer gave a questionnaire to samples. The writer used Likert scales. Likert scale scoring system in this research as follows: strongly agree (5), agree (4), undecided (3), disagree (2), strongly disagree (1). The questionnaire consisted 25 questions that had to be answered according to their own perceptions. Time allocation for this test was 20 minutes. In this research, some techniques were applied to collect the data they were research instruments as well as research library and browsing the internet research. The score of the writing test were derived as follow: Table of Writing Scores No. Aspects Score 1 Content 30 2 Organization 20 3 Vocabulary 20 4 Language Use 25 5 Mechanics 5 Total Score 100 Source : ESL Composition Profile (Jacobs, et al., 1981). The writer percentage the questionnaire to make the interpretation easier using the formula: P = The writer used some categories for interpreting data based on reference proposed by Sugihartono et al (2007): Categories for Interpreting Data of Questionnaire Percentage Description 0,0% 1,0% – 5,0% 6,0% – 25,0% 26,0% – 49,0% 50,0% 51,0% – 75,0% 76,0% – 95,0% 96,0% – 99,0% 100% none of students almost none of students a small part of students almost half of students half of students more than half of students most of the students almost all of the students all of the students The writer did not use test manuals to get information about validity and reliability, because the tests were taken from sources that have been tested for validity and reliability as Word Power 4500 Vocabulary Tests and Exercises and Let’s Write English. But, the writer had to test the validity and reliability of questionnaire. It was done because the questionnaire instrument was made by the writer. In this research, especially for questionnaire instrument, the writer used Spearman-Brown formula to calculate the reliability coefficient of questionnaire. The formula of Sprearman-Brown as follows: The interpretation used Guilford criteria, as follow: Table of r Score Interpretation Reliability Coefficient (r) Interpretation 0,00 ≤ r < 0,20 Very low 0,20 ≤ r < 0,40 Low 0,40 ≤ r < 0,60 Enough 0,60 ≤ r < 0,80 High 0,80 ≤ r ≤ 1,00 Very high Source: Statistika Penelitian Pendidikan (Sundayana, R., 2014: 70). Next, the writer used Lilliefors test examine whether the data was normal distributed or not. Lilliefors test was done because the normality distribution of data was a requirement to determine what type of statistics used in next analysis. The criteria of normality data: if < so the data normal distributed. The next step was to analyze the data with Pearson/Product Moment Correlation. This technique was used because the writer had to measure the correlation between the students’ vocabulary mastery and their interest in writing. The formula used Pearson/Product Moment: Related to Cohen, Manion, & Morrison (2007: 521), the coefficient of correlation (effect size) was interpreted as: Coefficient of Correlation Scales < 0 + / - 0.1 < 0 + / - 0.3 < 0 + / - 0.5 < 0 + / - 0.8 * + / - 0.8 Weak Modest Moderate Strong Very strong To test whether the correlation coefficient that was produced significant or not, the t test was used with the following steps: Formulating the null and alternative hypothesis. Computing value of with formula: Computing value of with formula: (dk = n-2) Using criteria of test: Ho is accepted if -≤ ≤ If significant correlation was generated, then the magnitude of the effect between variables could be searched by the coefficient of determination with the formula, as follow: D = (rxy)2 x 100% In this research, the writer had taken the following procedures to finish the research. There were several steps which were implemented on collecting data, as follow: Making a research proposal. Revising the research proposal. Determining the population and sample using the technique of proportional cluster random sampling. Determining data collecting procedures; those were vocabulary test, writing test, and questionnaire as well as research library and browsing the internet research. Determining the data processing procedures; the writer proposes the research permission to the institute or a place where the research was conducted. The object research was the third grade students of English Education Program of STKIP Garut. Giving three instruments to the samples. Analyzing the result of collecting data used mathematically based method in statistics. Arranging all the research data findings into report paper and editing first before it was ready to submit to the advisors. Making a conclusion. FINDINGS The Result of Vocabulary and Writing Test The writer got the students’ vocabulary scores. The total score of this test was 2161. The lowest score of vocabulary test was 53 and the highest score was 89. Then, the average of students’ vocabulary test was 74.52 and the standard deviation was 10.95. The writer got the students’ writing scores. The total score of this test was 2082. The lowest score of writing test was 39 and the highest score was 91. Then, the average of students’ writing scores was 69.40 and the standard deviation was 14.42. Analyzing and Interpreting the Data of Questionnaire The statements of questionnaire were: I like writing. Writing is fun. I think writing activity is essential and useful. I like writing in my spare time. I think writing is easy. The objects I've written are very important. I have strong will when I am writing. I like to make a list of ideas before I write. I always enjoy doing writing projects. I am person who can find good words, ideas, and perceptions through writing. I like to share my knowledge and opinion to the others through writing. I have a lot of things deep in my heart that I want to write about. I write something at least three times or more in a week. I cannot count how many times I write. If I have difficulty in writing, I will learn more about new vocabulary. I have started writing in English when I was in Junior High School. I try to write the least that I can. I feel difficulties to use various words when I am writing. I master enough vocabulary in English. I try to learn more vocabulary to increase my interest in writing. I have many ideas that I want to express it in written form. To improve our skills in writing, we must master vocabulary. We should master appropriate vocabulary or genre to be able to write certain topic. The variety of vocabularies can affect sentences or paragraphs in order to be a good writing. My language competence is used to create pieces of writing. No. Result of Questionnaire (%) (5) (4) (3) (2) (1) No. 1 0.0 46.7 36.7 10.0 6.7 No. 2 3.3 40.0 46.7 3.3 6.7 No. 3 20.0 66.7 10.0 3.3 0.0 No. 4 6.7 16.7 60.0 10.0 6.7 No. 5 0.0 3.3 53.3 30.0 13.3 No. 6 10.0 50.0 36.7 0.0 3.3 No. 7 0.0 13.3 60.0 20.0 6.7 No. 8 3.3 56.7 30.0 10.0 0.0 No. 9 0.0 10.0 53.3 33.3 3.3 No. 10 0.0 20.0 46.7 30.0 3.3 No. 11 0.0 26.7 56.7 16.7 0.0 No. 12 6.7 43.3 40.0 10.0 0.0 No. 13 0.0 20.0 26.7 46.7 6.7 No. 14 6.7 16.7 46.7 26.7 3.3 No. 15 10.0 70.0 20.0 0.0 0.0 No. 16 13.3 23.3 40.0 23.3 0.0 No. 17 10.0 60.0 30.0 0.0 0.0 No. 18 6.7 46.7 36.7 10.0 0.0 No. 19 3.3 13.3 56.7 23.3 3.3 No. 20 13.3 63.3 23.3 0.0 0.0 No. 21 20.0 23.3 50.0 6.7 0.0 No. 22 50.0 46.7 3.3 0.0 0.0 No. 23 43.3 40.0 13.3 3.3 0.0 No. 24 46.7 40.0 10.0 3.3 0.0 No. 25 13.3 26.7 60.0 0.0 0.0 Note: (5) strongly agree, (4) agree, (3) undecided, (2) disagree, (1) strongly disagree. From the table above, the writer concluded that many English students do not like writing activity. They think the activity is difficult because they have to put their own words; however, some of them thought that writing is fun because it can be a challenge for them to train the memory, language, and thinking ability. Writing activity is essential and useful especially for the other skills including listening, speaking, and reading; in the fact, writing is not an easy skill to be mastered. It needs various words and ideas. Most of the students agree if writing is the most difficult skill. They should have knowledge of language elements in order to master it well. Students who are interested in writing will be able to write something that is very important to be informed. In the writing activity, students have to make a list of ideas and review it. They are also the important thing that must be done to make a good writing. The other thing that is important is students have to enjoy writing. They who enjoy in writing will have an interest, so it makes them more focused to put many good words, to arrange the ideas, and their own perception in writing. It will be easier for them to share their knowledge, information, or opinion to others through writing. Based on the previous experience, many students still get difficult to use the various words. They do not know what the words which have to be used in their writing; as the result, some of them do not have a habit to write something in their daily life. One of the solutions of the problem is they have to learn many vocabularies. Vocabulary has an important role in writing, including expressing the ideas in a writing form. Vocabulary mastery itself includes knowing the phrases, finding words inside them, and knowing even more than those words. Vocabulary mastery can affect the writing interest. Some students do not have an interest in writing because some of them thought that they have no many ideas that want to be expressed in a written form. To develop an idea will be difficult if they do not try to inform or share the idea itself. To make a good idea, the students should have a good ability in vocabulary because it will provide a clear communication of thought in writing; besides, to do these things they must have many genres of words that must be used, so they can share their ideas to be informed to the others by many ways. Like vocabulary, the other language components are also necessary for the students to produce a good English writing including grammar, spelling, handwriting, etc. Analyzing the Data Collection To test validity and reliability, the writer used Microsoft Office Excel. The writer arranged the data collected and analyzed them; as a result, there were five numbers of statements which were invalid, they were number 8, 16, 17, 18, 19. So, the invalid statements unnecessary to be tested the reliability. The valid data was arranged, calculated, and divided into two same parts. The writer divided it into first total 10 (number 1-11) and the rest 10 (number 12-25). After that, using Microsoft Office Excel the result of rxy was 0.6196. The writer used Sprearman-Brown formula to calculate the reliability coefficient of questionnaire. The coefficient of reliability of questionnaire was 0.7651. According to criteria in Sundayana (2014), it showed that the reliability coefficient of questionnaire was in a high category. Criteria of normality is if Lmax < Ltable so that the data were normal distributed. From the result of vocabulary test, it was got the value of Lmax = 0.1557 < Ltable = 0.1634, then the data were normal distributed. From the the result of vocabulary test, it was got the value of Lmax = 0.0955 < Ltable = 0.1634, then the data were normal distributed. According to Sundayana (2013: 55) if data is normal distributed, it is used Pearson/Product Moment. This test is used to test the hypothesis significance correlation between students’ vocabulary mastery and their interest in writing. The result of this test was 0.562. Related to Cohen, Manion, & Morrison (2007: 521) 0.562 was in moderate category. It shows that there was moderate relationship between students’ vocabulary mastery and students’ interest in writing. To test whether the correlation coefficient produced significance or not, the t test was used. The value of was 3.597 and was 2.0484. The criteria of test: Ho is accepted if – ≤ ≤ . So that it was concluded that Ho was rejected because the score was – 2.0484 ≤ 3.597 ≥ 2.0484. Because the result shows that there is a significant correlation between students’ vocabulary mastery and their interest in writing, it should be calculated how big the percentage of correlation between the variables using determination coefficient formula. And the result was 31.6%. It shows that vocabulary mastery influences toward students’ interest in writing as much as 31.6%. CONCLUSIONS By using Pearson/Product Moment, the correlation between two variables was 0.562 and by using t test, the result was Ho was rejected and Ha was accepted because the score was – 2.0484 ≤ 3.597 ≥ 2.0484. It means that there is a significant correlation between students’ vocabulary mastery and their interest in writing, so the first question was answered. For the second question; the correlation between students’ vocabulary mastery and their interest in writing is as much as 31.6%. It could be concluded that from 100%, one of the aspects which influences the students’ interest in writing is vocabulary mastery as much as 31.6% and the other aspects which influences the students’ interest in writing as much as 68.4%. The result of analyzing and interpreting the questionnaire shows that some of students do not like writing activity because they have to put their own words and ideas; however, some of them thought that writing is fun because it can be a challenge for them to train the memory language and thinking ability. Most of the students agree if writing is the most difficult skill. They should have knowledge of language elements to master it well. Based on the some recent studies, students will have more willing to write if they have an interest to the topic of writing itself. They who enjoy in writing will have an interest, so it makes them more focused, and it will be easier for them to share their knowledge, information, or opinion to the others through writing. Many students still get difficulties to use various words. Vocabulary mastery can affect the writing interest. Some recent studies show that there is a phenomenon of learning that brings some knowledge or skills to a new learning situation. The phenomenon is called transfer theory and transfer training. To write something, students must have ideas to be expressed. To make a good idea, they should have good ability in vocabulary because it will provide a clear communication of thought in writing. REFERENCES Alwasilah, C. (2001). Empowering College Student Writers Through Collaboration. Jakarta: Gramedia Pustaka. Arikunto, S. (2003). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT Rineka Cipta. Bozkurt, N. (2007). The Effect of Vocabulary Notebooks on Vocabulary Acquisition. Thesis. 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