CHAPTER I

INTRODUCTION

This chapter presents an introduction of the study. It consists of background of

the study, limitation of the study, statements of the study, objectives of the study,

significances of the study, operational definition of the key terms, and organization of

the thesis.

A. Background of the Study

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

communication. Of course, people need cooperate with others because it has been

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

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

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

system of communication by which some massage can conveyed (Ramelan,

1991:4). Harmer says that language is an intensely political issue since it is bound

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

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

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

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

human environment. Ramelan (1992:1) also provides another explanation

regarding to the importance of language, as follows:

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

recently, it has been approved that it should be there is a language that is

universal so it can be used everywhere. For that reason, English has been the

most appropriate choice among the other language as an international means of

communication. Therefore, not only English men that are able to use the language

but also people from different countries. Many people from several countries

study about English since it is reasonable that if someone wants to communicate

with foreigner, of course, he has to able to speak English, for example when you

meet a stranger in somewhere or when you go abroad.”

We know that studying language cannot be separated from studying

vocabulary that continues to knowledge of meaning. But improving vocabulary

for students is not easy.

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

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

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

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

are: reading, speaking, writing and listening. Beside all those skills, Basic Course

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

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

vocabulary, and spelling. However, I would like to discuss one of the components

that is vocabulary.

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The teacher should be able to create or choose a technique, which is good

for students. In this thesis, the writer choose multiple choice exercise to improve

students vocabulary mastery

The basic argument that makes the writer interested in this component is

that students have some difficulties in learning English vocabulary. As you could

see that there are lost of ranges in English vocabulary items that will make some

difficulties for the students to understand. The other reason is that there is a lack

of attention from teachers of English in teaching vocabulary. On the one hand,

most of teachers English only pay attention on teaching grammar rather than on

teaching vocabulary. On other hand significant problem that their students

mastering English is due to their lack of vocabulary knowledge. As a result, when

the teacher asks a question to his student about “why can’t you finish your work

well?” the student probably will answer “the examination is too difficult, Sir.”

Then the teacher goes ahead on the next question, such as “why is it too hard for

you?” they might reply, “I can’t understand this word or this sentence, Sir.” Let’s

take an example of how it is difficult to study vocabulary; the word “elf”

probably will make confusion for the non-native English learners. This problem

actually because this word does not familiar in daily communication. .

The writer tries to select multiple choice tests as the materials with using

consideration.

B. Limitation of the Study

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Based on background of the study above the writer wants to what extend of

multiple choice exercise can improve the student’s vocabulary mastery of the

tenth grade of SMK Farmasi Nusaputera Semarang in the academic year

2009/2010. In this research, the writer uses experiment research. The writer uses

two classes as population that is one class taught with multiple choice exercises

and other class taught without multiple choice exercises. And the writer uses

multiple choice exercises as method to teach vocabulary at the tenth grade of

SMK Farmasi Nusaputera Semarang in the academic year 2009/2010. By this

research, the writer hopes it can be more useful for the students to improve the

student’s vocabulary mastery.

C. Statements of the Problem

The writer limits the discussion by starting the following problems:

1. To what extent do the tenth grade students of SMK Farmasi Nusaputera who

are taught using multiple choice exercise master vocabulary?

2. To what extent do the tenth grade students of SMK Farmasi Nusaputera who

are taught without using multiple choice exercise master vocabulary?

3. Is there any significant difference of the students English vocabulary mastery

between those who are taught using multiple choice exercise and those who

are taught without using multiple choice exercise?

D. Objectives of the Study

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The purposes of the study are as follow:

1.To find out the vocabulary mastery the tenth grade students of SMK

Farmasi Nusaputera who are taught using multiple choice exercise.

2.To find out the vocabulary mastery the tenth grade students of SMK

Farmasi Nusaputera who are taught without using multiple choice exercise.

3.To find out whether or not there is a significant difference of the English

vocabulary mastery between those are taught using multiple choice exercise

and those are taught without using multiple choice exercise.

E. Significance of the Study

After having done the study, the writer hopes can give a useful contribution for:

1. The Headmaster

Result of this research is hoped can give a model to improve students’

English vocabulary mastery in English teaching-learning process

collaboration.

2. The English teachers

The result of this study can be used by the teacher which the best technique in

teaching vocabulary. The teachers can apply and can achieve the objectives of

teaching vocabulary as effectively as possible. The teachers also can find out

whether or not the students’ mastery of vocabulary has matched with their

level as senior high school students.

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3. The Students

The tenth grade students of SMK Farmasi Nusaputera can improve their

vocabulary by doing much practice using multiple choice test more and more

to support their English skills.

4. The Writer

The writer will know the students ability in learning English vocabulary

based on multiple choice test.

5. The other researcher

Result of this research is hoped can be used as one of the information source

in improving students’ vocabulary mastery in SMK Farmasi Nusaputera or in

other schools.

F. Definition of the Key Terms

1. Application

Ask for something or ask to do something (Longman, 1993:53).

Making of a request (Hornby, 1974:37).

2. Multiple choice test

Showing several possible answers from which the correct one must be

chosen (Hornby, 1974:556).

3. Exercise

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Use your power, authority, or a right in order to achieve something (Hornby,

2003:149).

4. Improve

To become better in standard or quality (Longman, 1993:664).

5. Vocabulary Mastery

Vocabulary is total number of words which with rules for combining them

make up a language (Hornby, 1974:959).Mastery is complete control or

knowledge (Hornby, 1974:523).

Based on definition about vocabulary and mastery above, the writer

concludes defines vocabulary mastery is someone’s competence or

knowledge to uses and arranges words into a language.

6. SMK Farmasi Nusaputera

The pharmacist senior high school located in jl.Medoho no.3 Semarang is the

location of the research.

G. The Outline of the Thesis

In this discussion, the writer makes thesis outline to facilities the readers in

understanding this study. This thesis is divided into five chapters.

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

background of the study, limitation of the study, the purpose of the study, the

significance of the study and organization of study.

The second chapter presents the theory that related with the thesis.

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The third chapter, that contains type of research, subject of the study,

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

of the study, the technique of data analysis.

The fourth chapter is research finding and discussion, which concern with

the result of the study.

The fifth chapter contains conclusion and suggestion.

CHAPTER II

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REVIEW OF THE LITERATURE

This chapter presents a discussion of related literature as a theoretical base for

the study. The discussion includes previous study, relevant theories and hypothesis of

the research.

A. Previous Study

In this case, the writer will show the result of the research from the last thesis

which related with the writer’s research it is done by Ainun Jariyah on research “

The effectiveness of teaching English vocabulary through pictures at elementary

school the case of the fourth grade students of SD N Candisari I Mranggen Demak

in academic year 2007/2008 “.

The objectives of the research are, (1) to find out the vocabulary mastery of

the fourth grade students of SD N Candisari I in academic year 2007/2008 who are

taught without using pictures. (2) to find out the vocabulary mastery of the fourth

grade students of SD N Candisari I in academic year 2007/2008 who are taught

using pictures. (3) To find out well or not there significant different who are taught

using pictures and those taught without using pictures.

The writer used classroom action research at fourth grade students of SD N

Candisari I Mranggen Demak in academic year 2007/2008 for the method of

reseach.

The instruments of collecting data that the writer used are questioner,

observation sheet and test. The population of the research is all of the students of

9

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SD N Candisari I Mranggen Demak in academic year 2007/2008. That is 33

students.

The finding of the research that the picture as the media more effective in

improve student vocabulary mastery in elementary school that learning vocabulary

than learning without using picture as the media. It can be seen from the result of

the pre-test and the post-test.

Based on the result of her research, the writer gives suggestion that using

picture as the media is giving positive effect in the teaching vocabulary.

B. Relevant Theories

1.Language Definitions

Human is social being who always needs company in their life. It can

be hardly that we should life all alone without anyone to accompany us. We

need help from the others. That is why human beings always live together in

groups, cooperate, and interact with another. Interaction is a realization of

human being’s instinct to fulfill their needs. One of the ways to provide the

necessities of life is cooperating, associate, and exchange information and

experiences. To express their idea, they absolutely need a means of

communication, which is called language, because through communication

we will understand each other.

Sandra Lee McKay and Nancy Hornberger (1996:3) define language

is an intimate part of social identity. Longman (1993:2831) language is the

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system of human communication with of the structured arrangement of

sounds (or written representation) into larger u miss, e.g. morphemes, words,

sentences, utterances.

Jenny Hammond (1992:1) language is functional, the way it is

because of the meaning it makes used in a context of situation of well as a

context of culture. William O’ Grady, Michael Dobrovolsky, and Franciska

Tamba (1994:1) language is many things, a system of communication, a

medium for thought, a vehicle for literary expression, a social institution, a

matter for political controversy, a catalyst for nation building.

2.Teaching-Learning English at SMK

The teaching- learning English at SMK should follow the recent

curriculum of SMK which is determined by the government. Curriculum is a

set of teaching plan that give direction for the teaching and learning process.

According to Sutomo ( 1998:12) teaching is the interaction process between

teachers and students for developing the function of human being in receiving

their culture.

The teacher and students influence the success of teaching learning.

Teaching is an interaction of process between the teacher and students or

group of students to get knowledge skill, attitude and to stable what they are

learning. The teacher has quite important role to make the students successful

in learning process. Therefore, the teacher must work effectively. If the

teacher can work effectively, in teaching and learning activities, the process

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of teaching learning English will be success. In addition, the writer can say

that he will be effective if he tries new methods and interesting techniques

and he always looks the better way to do the job ( Charles, 1994:20).

In teaching learning at SMK, the English teacher should have a good

mastery of four skill languages. A good teacher should serve a model of good

listening, speaking, reading and writing. In addition, English teacher may still

need to have a good mastery of the English grammar because they should be

able to diagnose their student. The student still gets difficulties in using

English communication ( Depdiknas, 2004)

3.Vocabulary

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

of which is dependently meaningful. Besides pronunciation and grammar,

Vocabulary is an important role in a language. Vocabulary supports the

speakers or writers in the context of communication or written to express their

ideas in target language. There are some definitions of vocabularies as follow:

a. Vocabulary is total number of words which with rules for combining them

make up a language (Hornby, 1974:959).

b. Vocabulary is a listing of words used in some enterprise or the system of

techniques and symbols serving as a means of expression (accessed from:

http://wordnetweb.princeton.edu.com:2009).

c. Vocabulary deals with word as lexical units that are considered as the

culture meaning of speech community (Lado, 1964:182)

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d. Vocabulary is a language user’s knowledge in words ( The Sage English

Dictionary and Thesaurus: 2009)

e. Vocabulary is an alphabetical list of words used in a book, often including

their translation or definition.

From the explanation above, we have a conclusion that vocabulary is

a list of words in the written or spoken English with their meaning, which is

employed in a language by group or individual or vocabulary is the stock of

words used by people or by particulars class or person.

4.Learning Vocabulary

In learning vocabulary, the students already have satisfactory words-

in their own language for everything in the classroom that they might want to

name from the students’ point of view, such words do not seem really

necessary because words in the mother tongue serve all practical purposes.

The teachers must look at vocabulary from the students’ point of view. They

might use the written words and put them into display in the classroom.

Repetition is the one way to learn new words. There are two ways in

which the teacher can aid comprehension to approach the students in English

teaching- learning process, linguistic and non- linguistic ( Krashen, 1983:

64). To make the speakers’ speech more comprehensible to less competent

speakers. According to Allen, the characteristic of linguistic aspects of

simplified input which appear to promote comprehension as follow:

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a. Slower rate and clearer articulation, which helps acquirer identify word

boundaries more easily, and allows more processing time.

b. More use of high frequency vocabulary, less slang, fewer idioms.

c. Syntactic simplification, shorter sentences.

The vocabulary mastery in English as the foreign language is very

significant in daily conversation. It is explained by Davies and Pearse (2000,

Chapter 4), In communication, vocabulary is often more important than

grammar. It frustrating to the intermediate learners when they discover that

they can not communicate effectively because they do not know many of the

words they need.

Based on the explanation above we know that without mastering a

large number of vocabularies it is impossible to master English as much

vocabulary as possible so they can develop their language skills. The more

vocabularies the learners have, more chances they master the language.

According to Allen (1989:9), there are five facts about vocabulary

lesson

a. Foreign language for familiar object and person are important to teach,

but we can not expect most members of the class to learn them easily.

b. Teaching such words will require special skills because students often fill

their native-language words familiar objects and persons are all the really

need.

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c. Students are very likely to feel that foreign words for familiar object are

not really needed when the foreign language is not used for

communication outside the language class.

d. When the students feel no real need to learn something, a feeling of need

must be created- by the teacher.

e. To create in students’ mind a sense of personal need for a foreign word, it

is not enough to say, “Here is a word to learn”. “Here is what the word

means”. “The word will be useful to you someday”

According to Thornbury (2004:13) that vocabulary teaching has not

always been very responsive to such problems and teachers have not fully

recognized the tremendous communicative language in developing an

extensive vocabulary. The importance of having an extensive vocabulary is

about knowing a lot of words. But what does it mean to know the word? At

the most basic level, knowing the meaning of a word involves knowing its

form and its meaning.

Finally, knowing the meaning of the word commonly associated with

it (its collocations) as well as its connotations, including its register and its

cultural accretions

5. Teaching Method

According to Harmer (2001: 78) a method is the practical realization of

an approach which describes how language is used and how its constituent parts

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interlock- in other words it offers a model of language competence. Methods

include various procedures and techniques as part of their standard fare.

When methods have fixed procedures, informed by a clearly articulated

approach, they are easy to describe. The more all- embracing they become,

however, the more difficult it is to categorize them as real method in their own

right. For effective teaching to take place a good method must be adopted by a

teacher. A teacher has many options when choosing a style to teach by. The

teacher will need to consider students’ background knowledge, environment,

and learning goals when deciding what teaching method to use.

According to Wikipedia, the free encyclopedia, that there are many

diversities in teaching methods as follow:

a. Questioning

A teaching method that includes questioning is similar to testing. A

teacher may ask a series of questions to collect information of what students

have learned and what needs to be taught. Testing is another method of

questioning. A teacher tests the students on what was previously taught in

order to identify if students has learnt the material.

b. Explaining

Another teaching method is explanation. The form is similar to

lecturing. Lecturing is teaching, giving a speech, by giving a discourse on

specific subject that is open to the public, usually given in the classroom.

This can also be associated with demonstrating or modeling. A teacher may

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use experimentation to demonstrate a science class. A demonstration is the

circumstance of proving conclusively. Modeling is used as a visual aid to

learning. Students can visualize an object or problem, then use reasoning

and hypothesizing to determine an answer.

c. Demonstrating

Demonstrations are done to provide an opportunity in learning new

exploration and visual learning tasks from a different perspective.

Demonstrations can be exercised in many ways.

d. Collaborating

Students’ working in groups is another way to teacher can enforce a

lesson plan. Collaborating allows students to talk among each other and

listen to all view points of discussion or assignment. It helps students think

in unbiased way. When the lesson plan is carried out, the teacher may be

trying to asses the lesson of working as team, leadership skills, or

presenting with roles.

e. Learning by teaching

Learning by teaching is a widespread method in Germany. The

students take the teacher’s role and teach their peers.

6. Multiple Choice Test

Hornby (1974:556), defines multiple choice test is showing several

possible answers from which the correct one must be chosen that use for

examination. Multiple choice test is a test consisting of items containing either

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a question or uncompleted statement and the students are required to select the

correct or the best answer from the alternatives provided (accessed from:

http//plymouthschools.com:2009).

From the explanation above, we conclude that multiple choice test is a

form of assessment in which respondent are asked to select one or more choice

from the list that usually used in education testing, but sometime we can find

multiple choice used for elections and in marketing research.

According to Heaton (1975:42) multiple-choice can be divided into two

kinds as follow:

a. Multiple-choice that is useful to distinguish between the following two

major kinds of multiple- choice vocabulary items.

For example:

Group A: choose the letter of the word which is nearest in meaning to the

word in italics.

He’s been very feeble since his illness.

A. unwell B. thin C. foolish D. weak

Group B: Choose the letter of the correct or best word to complete each

sentence.

Have you heard the planning committee’s … for solving the

city’ traffic problems?

A. theory B. design C. proposal D. purpose

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b. Multiple-choice that constructs more difficult based on the context: too little

context is insufficient to establish any meaningful situation, while too much

context will provide too many clues (both grammatical and semantic).

For example:

1) I saw nasty … between two cars this morning.

A. happening B. danger C. damage D. accident

2) I was speaking to Ann on the phone when suddenly we were …

A. hung up B. run out C. broken down D. cut off

3) I should have returned this book last Tuesday, it is now five days …

A. postponed B. Excessive C. overdue D. delayed

4. Application of Multiple Choice Exercises to Improve Vocabulary

Learning a new language involves mastery of the skill of listening,

speaking, reading, and writing. Need vocabulary oral training is generally

assumed to be the key to mastery of these skills. It is the purposes of the thesis

to suggest how visual aids can help the teacher add variety an especially, reality

to the classroom situation.

All actual teaching of new language material must be done in relation to

the situation of the classroom and familiar studying activities. We should never

attempt to speak about who is not familiar until we are confident that the words

we need have been exercised enough and have proved themselves reliable tools

in the familiar spares of the students situation.

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As the person who manages the classroom activity, a teacher may use

multiple choice tests as the media to measure a specific students’ ability. It has

been familiar for the students that every time they finished new topic, they are

usually provided with multiple choice test.

Through media multiple choice test, the teacher can give students’

motivation to enrich their vocabulary more seriously, they will know more

about the structures. Consequently, in daily activities the students will get more

vocabularies or words that they never known or heard before.

C. Hypothesis of the Research

Based on the review of the theory and the logical frame work above, the

hypothesis of the research is formulated as follow:

1. Working hypothesis

There is any significant difference of the tenth grade students in improving

students’ vocabulary mastery between those taught by using multiple choice

exercises and taught without using multiple choice exercises.

2. Null hypothesis

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There is no significant difference of the tenth grade students in improving

students’ vocabulary mastery between those taught by using multiple choice

exercises and taught without using multiple choice exercises.

CHAPTER III

METHOD OF THE RESEARCH

This chapter presents a discussion of the research method used in this study.

The discussion includes design of the research, setting of the research, subjects of the

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research, design of the research, procedures of collecting data, instrument of the

research, and techniques of data analysis.

A. Design of the Research

The method is basically a means is used to solve the problem to get a certain

objective. In addition, method is a procedure in carrying out the research dealing

with the technique of collecting data and analyzing the data. In this research, the

writer uses descriptive quantitative especially in experimental method. In this

research, there are two groups. One of group is called as an experimental group,

which will be given a treatment by using multiple choice exercises to improve

students’ vocabulary mastery, and another group is called as a control group,

which they will be taught without using multiple choice exercises. In order to get

the reliable data, the writer uses pre-test and pos-test control design to measure the

students’ ability. Pre-test is used to measure the students’ ability before they are

taught using multiple choice exercises. Post-test is used to measure the students’

ability after they are taught using multiple choice exercises. The writer chooses

two classes for experimental research. One class is an experimental group and the

other class is the control group.

Group Pre-test Independent Variable Post-test

A

B

Y1

Y2

Teaching vocabulary by using multiple choice exercise.

Teaching vocabulary without using multiple choice

exercise.

Y1

Y2

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B. Setting of the Research

The writer will conduct the research on August 2009. The writer takes place

in SMK Farmasi Nusaputra in the academic year 2009/2010.

C. Subjects of the Study

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

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

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

make the research to be more effective; that is, the application of multiple-choice

test to improve students’ vocabulary mastery. The subject of this study is

researcher, English teachers and the tenth grade students of SMK Farmasi

Nusaputera Semarang in academic year 2009-2010.

1. Population of the Study

Population is a set of individuals that meets sampling criteria. Arikunto

(2006: 130) defines that population is all subject of the research. The population

intended here are the tenth grades students of SMK Farmasi Nusaputera

Semarang in academic year 2009-2010 and entire numbers of students in the

school are 110 that divided in the four groups.

2. Sample

According to Arikunto (2006: 131) says that sample is a part of number of

the subject that is investigated. Based on the definition above, sample is a part

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of the individuals or subject sample from the population who investigated so

sample has to represent the population in this research.

Arikunto (2002: 120) explain that if the subject is more than 100 people,

it can be taken 10% until 20%. Because the total member of population is 110

students, therefore in this study, the writer will use sample as the subject, and

the counting of the total member of samples are 22110100

20 =x . Therefore, in

this study, the writer uses 22 students as sample of the study.

D. Research Variables

A variable is object of research or anything which become attention point

from a research (Arikunto, 2006: 118). Variable is something which varies in many

ways. Basically, there are two types of variables in the research, as follows:

1. Independent variable is experimental group; the students are given treatment by

using multiple choice exercises during teaching learning process.

2. Dependent variable is control group, the students are taught without using

multiple choice exercises during teaching learning process.

From the two variables, then the writer tries to create three possibilities. The

first possibility is that there will be a positive different between the variable, so by

teaching vocabulary with multiple choice exercise the students can improve their

vocabulary. The second possibility is that there will be a negative difference

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between the variable, so by teaching vocabulary with multiple choice exercise the

students can’t improve their vocabulary effectively. The third possibility is that

there is not any different between two variables, so both teaching multiple choice

exercise or without multiple choice exercise will have equal score in vocabulary.

E. Instrument of the Study

Instrument plays an important role in the research project. Instrument of the

research is equipment or media that it is used to get the data. Arikunto (1996:139)

says that an instrument is a means that plays an important role to collect data in a

research. There are some instruments that we can use them to collect the data, such

as test, questioners, observation, interview, document, etc.

In this research, the writer used objectives test to collect the data. A test, in

a simple term, is a method of measuring a person’s ability, knowledge or

performance in a given domain (Brown, 2004: 3).

There are two tests will be used the writer, they are:

1. Pre test

Test is given to the students before the writer giving treatment to the

students. It is used to know the students’ vocabulary mastery at first. The test

is given to all of group, experimental group and control group.

2. Post test

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It is used to know the students’ vocabulary mastery after they are taught.

It is done to find out whether or not any significant difference between the

students are taught by using multiple choice exercise and the students are

taught without multiple choice exercise.

In this study, the writer asks the students to answer the test. The test

consists of 20 multiple-choice tests with four options A, B, C and D. The students

were given 45 minutes to do the test. On scoring each item number of the test has

scored 1 point if the students answer correctly and the score 0 (zero) is given if the

student answer wrongly.

To get the score of the test, the total score of multiple choice then divided

by 2 (two), so that the highest score of students who answer all of the test items is

10 (20: 2).

After the writer scores the test, the writer analyzes each item of the test to

find out its validity, reliability, difficulty level and also the discriminating power.

1. Validity of test

Validity is important quality of any test. A test will be called to be

valid if there is measure what is intended to measure. According to Arikunto

(2002: 65), a test is valid if it measures what it purpose.

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To prove whether the test is used by the researches is valid or not,

she uses a formula called Pearson product moment as follows :

∑ ∑∑=

22xyy.x

xyr

Where:

rxy = validity

x = the number of respondent

y = items number

∑x = sum of x scores

∑y = sum of y scores

2x∑ = sum of the square of x scores

2y∑ = sum of the square of y scores

(Arikunto, 2002: 70)

After getting the result, the researcher categories it into standard of

validity as follows:

Table3.1. Standard of Validity

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0.80 – 1.00

0.60 – 0.80

0.40 – 0.60

0.20 – 0.40

0.00 – 0.20

very valid

valid

valid enough

less valid

not valid (Arikunto, 2002: 75)

2. Reliability

A reliable test is one that produces consistent results when administered

on different occasions (Penny, 2006: 44). Reliability of the test shows the

stability and consistency of the test scores when the test is used. Whenever a

test is administered, the test uses would like some assurance that the results

could be replicated if the some individuals were tested again under similar

circumstances.

To measure the reliability of the test, the writer uses the formula as

follows:

xy

xy11 r1

2.rr

+=

Where:

r11 : reliability

rxy : validity

x : the sum of add numbers of the correct items.

y : the sum of even numbers of the correct items.

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To know the reliability of the test from the computation above, value r11

is consulted to the category as follows:

Table3.2. Standard of Reliability

> 0.90

0.80 – 0.90

0.70 – 0.79

0.60 – 0.69

<0.60

Very highly reliable

Highly reliable

Reliable

Marginally/minimally reliable

Unacceptably low reliable (Cohen, Manion, and Marrison, 2007: 507)

3. Level of difficulties

The difficulties index of an item shows how easy or difficult the item

proved in the test. The level of difficulties uses the formula as follow :

Js

JsBP =

Where :

P : level of difficulty

JsB : the number of the correct answers

Js : the number of the respondent

After getting the result, the researcher categories it into standard of level

of difficulty as follows:

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Table3.3. Standard of Level of Difficulty

0.00 – 0.59 Difficult0.60 – 0.75 Medium0.76 – 1.00 Easy

From the computation above, the writer gets the level of difficult of the test.

4. Discriminating power

Discriminating power is an index that dedicates what extent is the test can

discriminate between upper and lower grade students. It is important to know

about discriminating power of the test, because if we know it, we will know the

discrimination between upper grade students and lower grade students. The

index of discriminating power can tell us whether the students can do it well or

not in each item.

JA

BAD= -

JB

BB

Where:

D = discriminating power

BA = the number of an upper group of students who can answer the

items correctly

JA = the number of an upper group of the students

BB = the number of an lower group of students who can answer the

items correctly

JB = the number of a lower group of the students

30

Table3.4. Standard of Discriminating Power

D: 0.00 −0.20

D: 0.21 − 0.40

D: 0.41 – 0.70

D: 0.71 − 1.00

D: negative

Poor

Satisfactory

Good

Excellent

Not discriminating power(Arikunto,2006:218)

F. Technique of Data Collection

In collecting data, there are some steps or procedures will be taken by the

writer as follows:

1. The writer comes to SMK Farmasi Nusaputera Semarang and asks permission

to the head master of the school to do research in his school.

2. The write gives pre-test to the students.

3. The writer teaches vocabulary by using multiple choice tests as the treatment.

4. The writer gives post-test to the students.

5. The writer corrects the students’ answer.

6. The writer analyzes the data.

G. Technique of Data Analysis

31

After gathering the data, the writer computes the data by using a statistical

formula which called t-test. The writer calculates the significant of difference in

effectiveness of using natural learning process in teaching English as follow :

1. There are two group namely experimental group and control group.

2. To divide the experimental group and control group randomly.

3. The research subjects are the same in each group.

4. Here the steps of using t-test:

a. First, the writer makes a table for the writer.

Control Group Experimental GroupNo Pre Test Post

Test

Residual Squared

Residual

No Pre

Test

Post

Test

Residual Squared

Residual

X1 X2 X X² Y1 Y2 Y Y²

b. Second, the writer calculates the result of t- test

This technique is use to find out whether using natural learning

process is effective or not.

The following is the steps of using t-test:

The writer calculates the mean of each group.

32

The writer uses to formula as follow:

1) Control group

Mx = N

x∑

2) Experimental group

My = N

y∑

Where :

Mx : mean of control group

My : mean of experimental group

∑ x : residual of control group

∑ y : residual of experimental group

N : number of sample

c. Third, the sum of squared deviation each group

1) Control group

2

22

−= ∑∑ N

xxx

2) Experimental group

2

22

−= ∑∑ N

yyy

Where:

= the arithmetic standard deviation of control group

33

= the arithmetic standard deviation of experimental

group

= Residual score of control group

= Residual score of experimental group

N = number of the sample

d. Fourth, the writer applies all of the into t-test formula. That test

formula is as follow :

−

−++

−=∑ ∑

yxyx NNNN

yx

MyMxt

11

2

22

Where:

t = The t – value for non independent (correlated) means

M = The mean of each group

N = The number of pairs

x = Deviation of each score x 2 and x1 (post test-pre test)

y = Deviation of each score y 2 and y1 (post test-pre test)

x1 = The score of control group pre test

x 2 = The score of control group post test

34

y1 = The score of experimental group pre test

y 2 = The score of experimental group post test

After finding the result with t-test, it is consulted to t tabel to

know whether the hypothesis accepted or not. If t counted > t tabel so the

hypothesis alternative (Ha) can be accepted. It means that the

students who are taught by using multiple choice test learning

process have better English vocabulary mastery. While if r counted < r

tabel , so the hypothesis is not accepted. It means that there is not a

difference between the students taught by using multiple choice test

learning process and those taught by without multiple choice tests

BIBLIOGRAPHY

Arikunto, Suharsimi. 2002. Dasar-Dasar Eveluasi Pendidikan (edisi revisi). Jakarta: PT Rineka Cipta.

Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta

35

Hammond 1992. English for social purposes. Moquiare University

Hornby, AS. 1995. Advanced Learners Dictionary of Current English. Oxford: University Press.

http://wordnetweb.princeton.edu.com:2009

Longman, 2000. Language Activator. Longman.

Longman. 1993. The Word Dictionary of Language Teaching Applies Used Linguistic the Word’s First Production Dictionary. Longman Group UK Limited 2000.

McKay, Hornberger. 1996. Sociolinguistic and Language Teaching. Cambridge: University Press.

O’Grady, Dobrovolsky, Tamba, 1997, Contemporary linguistic : An introduction. Pearson education

Ramelan, MA. 1992. Introduction to Linguistic Analysis. Semarang: IKIP Semarang Press.

Sandra Lee Mc Kay, Nancy H Hornberger. 1996. Sociolinguistic and Language Teaching. Cambridge: University Press.

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