AN ANALYSIS OF VOCABULARY MASTERY IN INTENSIVE

VOCABULARY SUBJECT OF THE FIRST YEAR STUDENTS AT

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF
FKIP UIR

A THESIS

Intended to fulfill one of the requirements for the award of Sarjana Degree in
English Language Teaching Education

RISKA KURNIA
SARI 146310986

ENGLISH LANGUAGE EDUCATION

FACULTY TEACHER TRAINING AND
EDUCATION
UNIVERSITAS ISLAM RIAU
PEKANBARU
2022
 ACKNOWLEDGEMENTS

First of all, from the deepest of my heart, I would like so much to express

sincere gratitude to the almighty one, Allah SWT who has given me an easiness,

healthy, mercy, both strength and ability to accomplish this thesis entitled “An

Analysis of Vocabulary Mastery in Intensive Subject of the First Year Students at

English Language Education Study Program of FKIP UIR” as one of the

requirements for the Award of Sarjana Degree in English Study Program. In

completing this thesis, the reseacher has received valuable contribution, advice,

support, motivation, help guidance from many people. Therefore, in this case the

researcher wants to express the deepest sincere thanks and gratitude for the

following greatpeople:

1. Dr. Sri Amnah, M.Si, as the dean of Teacher Training and

Education Faculty, as a facilitator.

2. Muhammad Ilyas, S.Pd., M.Pd, as the Head of English Study Program of

FKIP UIR, as a facilitator.

3. Dra. Hj. Syofianis., M.Ed, as my advisor, who always giving

input, correction, suggestion, guidance and time for me in

completing this

ii
 research.

4. EstikaSatriani., S.Pd., M. Pd, as vice advisor, who always giving

input, correction, suggestion, guidance and time for me in completing

this research.

5. The English Study Program lecturers and staffs who gave knowledge and

guidance to the researcher, whom their names cannot be mentioned one by

one.

6. The participants of this research, students at the first year of

English Language Education Study Program, FKIP UIR.

7. My beloved Parents, Riadi Jantoni, Sumidah and my sister, Rera Nova

Rika who have given me support in moral and material all the time, thank

you for the prays and loves, without them the researcher is nothing.

8. I would like to say thanks for all friends-in arms, namely: Sri Wulan

S.T, Hana Hartina S.Pd, Mitha Mardiana, Nidya Puteri, Firman Boy

S.Pd and Zulfikar S.Pd who always support and assistance in the writing

of this thesis.

Finally, the researcher realized that this thesis is still far from being perfect.

iii
Therefore, constructive critics and suggestions from the readers will be more

appreciated. The researcher hopes that this thesis can be useful for development

of education.

Pekanbaru, December

21st 2021

The Researcher

RiskaKurnia Sari

NPM: 146310986

iv
 ABSTRACT

RiskaKurnia Sari, 2021: An Analysis of Vocabulary Masteryin Intensive

Vocabulary Subject of the First Year Students at English Language
Education Study Program of FKIP UIR.

Keywords: Students levels, Vocabulary Mastery

Vocabulary mastery is the most important one to make easy in learning

those language skills. The purpose of this research to find out what are the
students' levels in vocabulary mastery of the first year students at English
Language Education Study Program of FK1P UIR.

The researcher used quantitative research. The subject for collecting data
were the first semester class A the sample of the research and B to try out the test
and was conducted from November - December 2021, there were 33 students 8
males and 25 females. The location of this research is at English Language
Education Study Program of FKIP UIR. The researcher was used vocabulary test
in multiple choice forms and researcher used simple purposive sampling. The
researcher shares the link via chairman of class and the researcher used SPSS 25
version 10 analysis the data and the researcher was analysis which one the
students levels in vocabulary mastery by vocabulary test.

The result of this research shows that the mean score of students is 69
(Good) and then 3 students got score 86-100 and categorized "excellent". 16
students score got score 66-85 and categorized "Good". At categorized "fair"
there are 11 students got score 46-65, and 3 students got score 26-45 and
categorized "Poor' ". As a final point, it can be concluded that most of the
students categorized "good" in vocabulary test.

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 TABLE OF CONTENT

DECLARATION....................................................................................................i
ACKNOWLEDGEMENT.....................................................................................ii
ABSTRACT...........................................................................................................iv
TABLE OF CONTENT.........................................................................................v
LIST OF TABLES..............................................................................................viii
LIST OF FIGURES..............................................................................................ix

LIST OF APPENDICES.......................................................................................x
CHAPTER I INTRODUCTION
1.1 Background of the Problem................................................................1
1.2 Setting of the Problem........................................................................5
1.3 Limitation of the Problem...................................................................5
1.4 Formulation of the Problem................................................................6
1.5 Objective of the Research...................................................................6
1.6 Significance of the Research...............................................................6
1.7 Definition of the Key Terms...............................................................7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Nature of Vocabulary.....................................................................8
2.1.1 Types of Vocabulary..................................................................9
2.1.2 The Classification of Vocabulary............................................11
2.1.3 The Importance of Vocabulary................................................15
2.1.4 Teaching English Vocabulary..................................................16
2.1.5 Learning English Vocabulary..................................................18
2.2 The Nature of Vocabulary Mastery.....................................................19
2.3 Vocabulary Mastery in Advanced level...............................................21
2.4 Relevant Studies...................................................................................24
2.5 Conceptual Framework........................................................................27

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CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design................................................................................29

3.2 Time and Location of the Research..................................................29

3.3 Population and Sample of the Research............................................30

3.4 Instrument of the research.................................................................31

3.4.1 Validity of the Instrument.....................................................32

3.4.2 Reliability of the Research....................................................39

3.5 Data Collection Technique...............................................................40

3.6 Data Analysis Technique..................................................................41

CHAPTER IV RESEARCH FINDING

4.1 Data Presentation..............................................................................43

4.2 Data Analysis....................................................................................45

4.3 Data Interpretation............................................................................53

CHAPTER V CONCLUSION AND SUGGESTIONS

5.1 Conclusion.......................................................................................56

5.2 Suggestion.......................................................................................57

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 LIST OF TABLES

Table 3.1 Population of the research....................................................................30

Table 3.2 Blue Prints of Vocabulary Tests...........................................................32
Table 3.3 Result of Validity Test for Try Out 1...................................................33
Table 3.4 Result of Validity Test for Try Out 2...................................................36
Table 3.5 Level of Acceptable Reliability...........................................................39
Table 3.6 Students' Score of Vocabulary Mastery...............................................42

Table 4.1 Score of Students Test..........................................................................43

Table 4.2 Categorize of Students' Scores.............................................................53

viii
 LIST OF FIGURES

Figure 2.1 Conceptual Framework.........................................................................................28

Figure 4.1 Students’ Answer of Noun Questions.....................................................46

Figure 4.2 Students’ Answer of Verb Questions......................................................47

Figure 4.3 Students’ Answer of Adjective Questions...............................................48

Figure 4.4 Students’ Answer of Adverb Questions.................................................49

Figure 4.5 Students’ Answer of Pronoun Questions.................................................50

Figure 4.6 Students’ Answer of Conjunction Questions...........................................51

Figure 4.7 Students’ Answer of Preposition Questions............................................52

Figure 4.8 Figure of Question Level..........................................................................54

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 LIST OF APPENDICES

Appendix 1 Test of Vocabulary Try out 1............................................................60

Appendix 2 Test of Vocabulary Try out 2...........................................................74
Appendix 3 Students Score for each Indicators...................................................88
Appendix 4 Students’ Answer sheet from Google form....................................101

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 CHAPTER I

INTRODUCTION

1.1 Background of the Problem

English has risen to prominence as a primary international language in recent

years. The ability to express one's thoughts and feelings to others worldwide is made

possible through the use of the English language. Everyone has to learn vocabulary to

learn a new language. Vocabulary is more important than just grammar for students

because it allows them to make sense of what they read and hear, especially in the

classroom, to communicate with their peers. As a result, learning a wide variety of

words is critical.

The totality of a language's words is referred to as its vocabulary. Learning

vocabulary is an integral part of improving one's command of the English language.

As a first step in learning English, students should focus on vocabulary. Connecting

the four facets of language acquisition—listening, reading, speaking, and writing—

serves as a bridge. One of the most important aspects of becoming fluent in English

as a second language is building a solid vocabulary. Words and meanings can be

understood and used by the students. Due to a lack of vocabulary, students cannot

even write or read a single sentence or phrase when speaking. As a result, many

students have difficulty speaking and conveying ideas in English because they lack

the vocabulary to do so.

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 Developing one's vocabulary is critical to one's success in learning the English

language. All four communication skills—speaking, listening, reading, and writing—

are connected by this one element (Huyen and Nga, 2003). Language learning was

slowed down by a lack of familiarity with the vocabulary. It implies that a lack of

vocabulary would have been a significant issue. The more vocabulary students have,

the more fluent they are in their native tongue. Students will have difficulty learning

English if they have a limited vocabulary. Students in Indonesia begin learning

English in elementary school, taught as a foreign language.

Learning vocabulary is an excellent way to boost your IQ and improve your

ability to speak English. The more words we know and understand, the easier it will

be to converse in the language. Improved reading comprehension is one of the many

benefits of expanding one's vocabulary. Developing a strong vocabulary is essential

to improving one's reading, speaking, and writing in English.

In addition, vocabulary is essential for anyone learning a new language.

Teaching vocabulary is a challenge for teachers because students often struggle to

learn new words. Although we recognize the significance of vocabulary development,

this does not excuse the neglect of other phonology, grammar, and translation skills.

Even if students have a solid command of the English language's vocabulary, that

doesn't mean they'll be fluent in speaking and writing the language when they

graduate.

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 At University, the researcher and some of her friends received the lowest

grades in vocabulary contexts when they were in their first year of study. The

researcher and a few of her pals, all of whom had limited vocabulary, we're struggling

to pick up the language. There are many reasons why a lack of vocabulary can make

it difficult for people who are learning English to communicate with others and

express their thoughts. For example, in a class where the teacher uses complete

English daily, all students do not understand what the teacher says. As a result, many

students use both English and Indonesian. Another example is that not all students in

academic courses that teach listening comprehend what they hear; as a result, many

students submit incorrect answers to listening exercises.

Students' vocabulary mastery is also affected by the problem above. Despite

this, the researcher uncovered a few issues. Some students have difficulty mastering

English.

First and foremost, there is a shortage of vocabulary. Vocabulary is the

cornerstone of communication; the more words we know, the more fluent our speech

becomes. Many silent languages are inevitable because of the lack of vocabulary,

resulting in the absence of ideas when searching for material. Consequently, the

conversation will likely be short, and there will be many silent languages. Second,

students have difficulty expressing their thoughts and ideas in class, and they have

problems coming up with appropriate English words to do so. It's a sign of their

limited exposure to other languages. Learning English was a challenge for many of
3
the students because they had no idea what the words they encountered meant. Due to

their apprehension of making mistakes, they admitted that they were passive in class.

Final point: it's all about the kids.

The researcher discovered that most students had trouble with vocabulary due

to their observations. Only a few students were engaged in class, with the majority

remaining stoic. During the teaching-learning process, students preferred to use

Indonesian rather than English. They complained that it was difficult to follow the

lecturer's instructions when she spoke English. They like to avoid answering the

teacher's questions by remaining silent.

To help students learn vocabulary, the researcher intends to analyze

vocabulary mastery in English Language Education FKIP Universitas Islam Riau

(FKIP). There is an intensive vocabulary subject at FKIP Universitas Islam Riau, and

this research is called "An Analysis of Vocabulary Mastery in Intensive Vocabulary

Subject of The First Year Students at English Language Education Study Program of

FKIP UIR."

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1.2 Setting of the Problem

There are several problems that can be found in the background of the

problem above, including the following:

First and foremost, there is a dearth of vocabulary. It is undeniable that a

person's ability to communicate is directly correlated to their command of a language.

There will be many silent languages if the vocabulary is too limited. This is because a

lack of vocabulary leads to a lack of ideas that can be used as source material.

Another problem is that students are unable to express their thoughts or ideas

in class because they lack the vocabulary to do so. It demonstrates that their language

skills are limited.

Finally, they are unmotivated to learn vocabulary and are fearful of

participating in the educational process. They're afraid of embarrassing themselves in

front of their peers if they make a mistake. As a result, they are unwilling to take a

chance on learning a new language.

1.3 Limitation of the Problem

After identifying the problems stated above, the researcher need to limit the

problem of this research, which is focus on vocabulary mastery levels of first-year

students at FKIP Universitas Islam Riau's English Language Education program.

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 1.4 Formulation of the Problem

The following formulation is "What are the levels of vocabulary mastery of the

first year students at English Language Education Study Program of FKIP UIR?‖.

1.5 Objective of the Research

As a result of this formulation, the researcher came to the conclusion that the

research's objectives are to find out how well the first year students of English

Language Education FKIP Universitas Islam Riau understand vocabulary.

1.6 Significance of the Research

The findings of this study are expected to make the following contributions:

1. For teachers, they may have more experience resolving issues related to teaching

and learning processes, as well as identifying solutions to enhance their teaching

ability. This may also serve as a source of information and input for the teaching and

learning processes.

2. For students to understand their vocabulary abilities and their ability to express

their ideas in order to enjoy and motivate them to learn English and practice their

vocabulary in front of the class.

3. To determine the predominant difficulty in first-year English Language Education

FKIP Universitas Islam Riau students' vocabulary mastery.

6
 1.7 Definition of the Key Term

To avoid misunderstandings and misinterpretations about the terms used in this

research, it is necessary to define the following terms:

1. Analysis:

Analysis is a rescarch methodology to make sense of the content of messages by

the text, images, symbols or nudio duta. (Niels Cheyle,2017). In this research, an

analysis means that the process of breaking a complex topic or substance into smaller

parts in order to gain a better understanding of it.

2. Vocabulary :

Vocabulary is a list of words as a basic component of language proficiency which

has a form or expression and contains of aspect, they are meaning, use of word, from

(pronunciation and spelling). (Rahmatillah, 2015:72). In this research, a vocabulary is

all about words the words in a language or a special set of words you are trying to

learn.

3. Vocabulary Mastery :

Vocabulary mastery is knowledge or a broad understanding of the meaning of a

word that owned a language. (Dody Wahyudi, 2016:6). In this research, vocabulary

mastery is the competence or complete knowledge of a list or a set of words that

make up language which might be used by particular person, class, or profession.

7
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 The Nature of Vocabulary

Learning language cannot be separated from learning vocabulary. Vocabulary

supports the speaker to express their opinions, ideas, and feelings in communication.

Vocabulary is the most important component language because it affects the four

language skills, there are listening, speaking, reading, and writing. Related in to the

importance of vocabulary learning is central to language acquisition, whether the

language first, second, or foreign. Generically, vocabulary is the knowledge of

meanings of words.

Based on Alqahtani Mofarch (2015:25) vocabulary is the total number of

words that are needed to communicate ideas and express the speakers meaning.

Vocabulary is the knowing of meaning of words. Knowing a meaning word is one

way to understand the whole meaning of sentence or paragraphs. Vocabulary can be

used to express ideas, feeling, think or information to people clearly and accurately.

Even though it is not only done by using words but also using body language or

gesture.

Desi Sri Astuti (2014:191-192) Vocabulary is the sum of words that make up

language or unit of language speech, used and understood by certain daily activities

such as in trade, technology, literature, politics, profession, and so forth. Vocabulary

8
is a component of a language that maintains all of information about meaning and

using word in language. It's mean that vocabulary is basic to communication and also

very important for acquisition process.

Based on the explanation above, it can be concluded that vocabulary is the

material/ wealth of words that are owned by a language, In language learning

definitely will not apart from learning vocabulary, because vocabulary has a very

important role vital in determining the fluency of communication. Communicate can

go through various languages, including English.

2.1.1 Types of Vocabulary

Vocabulary mastery can be divided into receptive vocabulary, productive

vocabulary, and vocabulary mastery. Receptive vocabulary is an ability related to the

problem of understanding vocabulary. Productive vocabulary is the ability related to

the problem of using vocabulary. While what is meant by vocabulary mastery is the

ability related to the problem of vocabulary correctly according to certain

grammatical rules. The following is an explanation of the 3 mastery of vocabulary:

1. Receptive Vocabulary

Receptive is a passive activity, only understanding in the thought process.

Receptive vocabulary is divided into two, listening and reading. Receptive language

skills are closely related to vocabulary mastery. As stated by Zunita Mohammad

Maskor (2016:263) Receptive vocabulary is known and understood its meaning by

9
learners when reading text or listening to the text. Mastery referred to is the

understanding of certain vocabulary in a sentence text. In other words it can be stated

that the receptive mastery of vocabulary in written form is not a verbal

comprehension (listening).

2. Productive Vocabulary

Productive implies to produce. Productive vocabulary is the ability to use or

apply the relevant vocabulary in a sentence text. Thus we can see the clarity of

meaning contained in the word or vocabulary. Productive vocabulary here is intended

for verbal mastery (speaking).

3. Vocabulary Mastery

In order to understand the language, vocabulary is crucial to be mastered by the

learner. Vocabulary mastery is needed to express our ideas and to be able to

understand other people's sayings.

In conclusion, the vocabulary can be presented in four units. They are: listening

vocabulary, speaking vocabulary, reading vocabulary and writing vocabulary.

Listening vocabulary is the words that people hear and understand when they are

talking to others or listening to radio and television. Reading vocabulary consists of

the word found by people when they are reading. While speaking vocabulary includes

the words people used in their daily life and conversation.

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2.1.2 The Classification of Vocabulary

Vocabulary is a set of words that is used to communicate in language. The

classification word of the language depends on their function in communication.

Classified word based on their functional categories and it is called as part of speech.

There are parts of speech such as nouns, verbs, adjectives, adverbs, pronouns,

preposition, and conjunctions.

1. Noun

Noun is the name of person, place, thing or idea (Naely Muchtar, 2017:541).

Nouns make up the largest class of words in most languages. We saw that nouns can

be divided into sub classes, namely:

a. Proper noun.

Proper noun is the peculiar names or distinguishing title of persons, places,

proper nouns are names for particular people, places or things. They always begin

with capital letter. Such as: Putri, Dika, Indonesia, etc.

b. Common noun.

Common noun is generic name for a person, place, or thing in a class or

group. Unlike proper noun, a common noun is not capitalized unless it either begins a

sentence or appears in title. They are called common, because alike applicable to all

the individuals in the class. Such as: woman, state, animal, etc.

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 c. Abstract noun

Abstract noun is a type of noun that you can't see or touch. However, in many

cases, that, think may be an intangible concept, or an abstract form of noun. Such as:

knowledge, friendship, beauty, love, etc.

d. Concrete noun

Concrete noun is a noun can be identified through one of the five senses

(taste, touch, sight, hearing, and smell). Such as: apple, house, cat, etc.

e. Countable noun

Count noun is a noun that can be modified by numeral and that occurs in both

singular and plural forms. Such as: a lion, books, an orange, etc.

f. Uncountable noun

Uncountable noun is the thing that we cannot count with number. Such

as:water, music, sugar, etc.

2. Verb

Verb is the lexical class which includes words expressing action, events,

states, and processes, Floriana Popescu (2001:14). Verb is word which mainly

functions as the predicate of a sentence, Placed verb into four classes: activities,

accomplishments, achievements, and states.

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 a. Activities: run, walk, write, drive, seek, listen to, and look for.

b. Accomplishments: paint a picture, draw a triangle, run a mile, build, etc.

c. Achievements: recognize, find, lose, understand, hear, and see.

d. States: know, love, have, and desire.

Action or activities and accomplishments seem more verbs like than

achievement and state verbs. So again although seem we think of a verb as a

classification, some verbs fit or exemplify the class better than other.

3. Adjective

Sawsan Qasim (2012:4), adjective is a word whose main syntactic role is to

modify noun or pronoun, giving more information about the noun and pronoun's

referent. Certain adjectives are typically used to describe particular noun. Adjectives

are a describing word. It tells more about a noun. An adjective usually appears before

the noun. Adjective is a word whose main function is to describe the quality of a noun

or as the complement of a noun.

Example: He is clever in the class. Clever is adjective.

4. Adverb

Adverb is a specific word class or lexical category and therefore contrasts

with other word classes, such as nouns, adjectives, verbs, or prepositions. Martin

13
Schafer (2011:1392). A good way to understand adverb is to think about them as the

words that provide context. Normally, we can spot an adverb by the fact that it often

ends in - ly, but there are lots of adverbs that do not end in this way. Moreover,

adverbs can be used in many combinations with each other. For example: tom speaks

English fluently. Fluently is adverb.

5. Pronoun

Andrew Carter (2010:20), pronoun are words that we often use to replace

noun. Pronouns are short words and can do everything that nouns can do and are one

of the building blocks of sentence. Common pronouns are I, she, he, it, you, we, they.

A pronoun can act as subject, direct object, indirect object, object of the proposition,

and more and takes place of any person, place, animal, or thing.

6. Conjunction

Conjunction is the word used to connect word, phrase by phrase, or sentence

by sentence, etc. Syamsul Bahri Panggabean (2016:2). A conjunction used to connect

words, phrases, clauses, or sentences. For example: (conjunction word: silver and

golden), (conjunction phrase: over the river and through the woods), (conjunction

clauses: Marianne planted a flower, and she watched it grow and is conjunction.

14
 7. Preposition

Preposition is all those words that help locate items and actions in time and

space. It is used to show relationship between the noun and pronoun in a sentence. A

proposition always is followed by a noun or pronoun in a sentence. It can never be

followed by a verb. For example: he sits on the chair. On is as preposition. Based on

the theories, the researcher conclude classification of vocabulary is one way to

improve English language skills, because that is a system needed to form a sentence,

regardless of what the respective duties or functions are.

2.1.3 The Importance of Vocabulary

Vocabulary is the first basic important aspect for learning English by learners.

By mastering vocabulary, they are able to communicate both orally and written well.

Also, by having a lot of vocabularies, the learners are hoped to master four skills in

English such as reading, speaking, writing, and listening.

According to Iman Alizadeh (2016:23) vocabulary can be concluded that all

of those which are concerned somehow with language teaching or learning should

develop method a full command of vocabulary on the part of learners. Vocabulary is

essential for successful second language use because, without an extensive

vocabulary, the learners will be unable to use the structures and functions we may

have learned for comprehensible communication.

15
 From the statement it can be concluded vocabulary is the first element in

English. It must be mastered well by young learners to support the English mastery.

Vocabulary has often been viewed as a basic element in language teaching, it is

considered to be the most important aspect because it can widen the student

intellectual development. In learning a foreign language the students have to know

what words mean. To get the meaning of words, the students should learn vocabulary.

In conclusion, vocabulary has an important role in life, vocabulary has main

function are to support the four major skills namely listening, speaking, reading, and

writing. Besides that, this will be difficult to understand listening, speaking, reading,

and writing if the students don't have some vocabularies.

2.1.4 Teaching English Vocabulary

There are four stages in teaching vocabulary namely: presentation, practice,

production, and review.

1. Presentation

Presentation is one of the most important stages in teaching vocabulary. It

indicates that it is introducing new lexical items to learners. Learners need to learn

both the meaning and the form of a new word and used in presenting of new

vocabulary items are visual techniques, verbal techniques and translation.

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 2. Practice

Practice is an original investigation undertaken in order to gain new knowledge,

partly by means of practice and the outcomes of that practice. Ernes Ermonds

(2018:63). If the teacher just presents the meaning of the new words, the students may

easily forget them. The teacher should provide vocabulary exercises in order to give

students an opportunity to practice the new words.

3. Production

The students should produce something as a product of their own. In this way, the

students will turn words from receptive to productive and put them into long-term

memory.

4. Review

Review is new work on old language a challenge, requiring ingenuity and

creativity. It produces better results for teaching and learning vocabulary. In the

reviewing stage, students have more opportunities to use language and receive

feedback. Methodologists agree that communicative activities are the best ways to

help students to review vocabulary.

Besides, visual aids can make vocabulary revision more interesting and effective.

Revision can be done in both individuals and collaboration, Vocabulary is essential in

dealing communication both of spoken and written, (Pushpanathan Thiruvengadam,

17
2018:53). Vocabulary is mainly reviewed through the warm-up step. That means

teachers review vocabulary learnt in an earlier lesson. It aims at refreshing student

memories or as a preparation for a new presentation.

Based on those explanations of teaching vocabulary, there searchers conclude that

teaching vocabulary is a process of giving knowledge and guide the students to

learning words. Teacher takes an important role of teaching English

vocabulary. The teacher have to know the purpose of learners, teacher will be

able to teach vocabulary in accordance with the needs of the learner.

2.1.5 Learning English Vocabulary

Learning is something we cannot help do because it is deeply rooted in our

human genes, (Ane vortrup, 2016:22). Learning is the process by which information

is obtained, stored, retrieved, and used. There are some ways which may be used to

help the students to learn and master vocabulary as follows:

a. By using dictionary

Obviously, students' has to have at least good vocabulary. Meanwhile when the

students have troubles catching the meaning of word, dictionaries can be used

effectively if the students are aware of words limitation and consult them only to find

a quick definition.

18
 b. By using note book

One of the most effective ways to control the learning of new words is to keep a

small one in our pocket so that somebody can write down word whenever see them.

C .By guessing meaning

Often, especially in reading, the students will find words whose exact

meaning is not absolutely necessary for them to know in order to understand the

sentence. Therefore, the students do not run to the dictionary every time they meet a

strange word. They have to wait and see if something else in the context becomes a

clue to its meaning.

Finally, vocabulary is the most required skill when learning a foreign

language. It is on vocabulary that all the other skills, reading, writing, speaking, and

listening are based and develop because learners can express themselves better.

Knowing more words allows a learner to choose their words more precisely and so

become more effective and accurate when communicating with others.

2.2 The Nature of Vocabulary Mastery

Vocabulary mastery refers to the great skill in processing words of language.

According to Syarifudin (2017:2) Vocabulary mastery is one of factors to master

English as foreign language. Mastering a language means being able to comprehend

the vocabulary both in speaking and in writing. Mastery is an individualized and

19
diagnostic approach to leaching in which students proceed with studying and testing

at their rate in order to achieve a determined level of success.

Vocabulary mastery is the most important one to make easy in learning those

language skills. Vocabulary is one of language elements which need to be mastered.

If the students master vocabulary, they can easily improve the language skills such as

listening, speaking, reading and writing.

Mastering in language teaching is defined as a learner's proficiency in a

second language and foreign language as the result of what has been taught or learned

after period of instruction. Its mean vocabulary mastery can be defined as a number

of vocabulary (words) in a language which contains information about its meaning,

form, and usage in context of communication. It is the basic knowledge that students

should master first before mastering English.

Meanwhile, Vocabulary mastery is emphasized for communication purposes

to be applied through an appropriate technique, (Ahmad Zulfahri, 2016:48). It is an

individual achievement and passion. Vocabulary mastery is not a spontaneous process

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

easy to be done. The process of vocabulary mastery begins when someone is still

baby.

Basically, the baby's first language comes from the mother tongue. They will

master the vocabulary through the simple words by listen the words which are uttered

20
by someone else. It is known that English vocabulary learning cannot run

successfully without English ability or English skills, because both of them are very

important in English teaching and learning process. To summarize those statements,

vocabulary mastery is not merely remember the words. A learner who has known

words would be able to use the words appropriately both for spoken or Written needs.

Vocabulary mastery is defined as students' complete knowledge of meaning and form

of words in context appropriately. Students' vocabulary mastery refers to students'

ability to recognize, understand and use vocabulary in English.

From explanation above, the researcher can conclude that vocabulary mastery

it can be inferred that learners when should master the words of the language because

language consists of words. It is in order to be able to use the language

approximately. Having mastered a large number of words, they will be able to

express their ideas in the language approximately.

2.3 Vocabulary Mastery in Advanced Level

Common European Framework of Reference for Language (CEFR) is an

internationally recognized standard for describing language proficiency. CEFR is

widely recognized throughout Europe and is increasingly common throughout the

world. The CEFR was drawn up by the Council of Europe in 1990 as part of a

broader effort to promote cooperation between language teachers in all European

countries. The Council of Europe also wants to increase clarity for employers and

21
educational institutions that need to evaluate the language skills of prospective

employees or students.

In Europe, the CEFR is increasingly becoming the standard way of describing

foreign language proficiency levels, especially in an academic setting. If learning

more than one language, like most Europeans, the CEFR is a simple, standard way to

list two or more language Curriculum Viet (CV). CEFR is used extensively in

language teaching in Europe, both in the public education sector and in private

language schools. In many countries, the CEFR has replaced the leveling system

previously used in foreign language teaching. There are six levels in CEFR:

1. English level Al (Beginner)

In this level, students can understand and use familiar everyday expressions

and very basic phrases aimed at the satisfaction of needs of a concrete type, and also

the students can interact a simple way provided the other person talks slowly and

clearly and is prepared to help.

2. English level A2 (Elementary English)

In this level, students can understand sentences and frequently used

expressions related to areas of most immediate relevance, and also the students can

describe in simple terms aspects of his/her background, immediate environment and

matters in areas of immediate need.

22
 3. English vocabulary B1 (Intermediate English)

In this level, students can understand the main points of clear standard input

on familiar matters regularly encountered in work in work, school, leisure, etc. And

also the students can describe experiences and events, dreams, hopes and ambitions

and briefly give reasons and explanations for opinions and plans.

4. English vocabulary B2 (Upper-Intermediate)

In this level, students can understand the main ides of complex text on both

concrete and abstract topics, including technical discussions in his/her field of

specialization and also can produce clear, detailed text on a wide range of subjects

and explain a viewpoint on a topical issue giving the advantages and disadvantages of

various options.

5. English vocabulary C1 (Advanced English)

In this level, students can understand a wide range of demanding, longer texts,

and recognize implicit meaning and also the students can produce clear, well.

structured, detailed text on complex subjects, showing a controlled use of

organizational patterns, connectors and cohesive devices.

6. English vocabulary C2 (Proficiency) In this level, students can understand

with ease virtually everything heard or read and also the students can express him/her

23
spontaneously, very fluently and precisely, differentiating finer shades of meaning

even in more complex situations.

In conclusion, it can be concluded that Indonesian students should start

learning English from elementary school because of that they can follow the

standards of the CEFR which senior high school can already be at BI level. English

language education students must have an advanced level.

2.4 Relevant Studies

Relevant studies are intended to avoid plagiarism toward the design and

finding of the previous researchers. The researcher needs to review previous research

of similar topics in order to find out the similarities and differences between the

previous research and this research. According to Syaff'I (2017:109), relevant

research is required to observe some previous researchers. These are relevant research

which have relevancy to this research.

1. A research done by Handayani, Rasyidah, Kasyulita, 2015 entitled

―Improving students’ vocabulary Mastery Through Cartoon Movie at

the grade Fifth Students of SDN 016 RambahSamo. This research used

Classroom Action Research (CAR) which conducted to solve the students’

problem in Vocabulary Mastery. This research conducted in two cycles; in

every cycle consist of plan, action, observation and reflection. The data are

24
 gathered through qualitative and quantitative data. The finding of this

research indicated that the implementation of cartoon movie was successful

since there improvement of students vocabulary mastery.

2. A research done byArif Rahman Hakim. 2011 entitled ―A Descriptive

Study on the Students’ Mastery of English Vocabulary at the Eighth Grade

of SMP Negeri 4 Martapura in Academic Year 2010/2011―. This research

used a descriptive quantitative-qualitative method. The results show that

the students got problem in doing the test because the test was

difficult.Based on the data analysis, it can be concluded that the English

vocabulary mastery of the eighth grade students of SMP Negeri 4

martapura is in the ―enough‖ category which mean that vocabulary

mastery of the eight grade students of SMP Negeri 4 Martapura in

academic year 2010/2011 is in average level compared to the level of

vocabulary mastery that should be mastered by them.

3. A research done by Nugroho, Nurkamto, Sulistyowati, 2012)

entitled― Improving Students’ Vocabulary Mastery Using Flashcards‖. In

collecting the data, the researcher used qualitative and quantitative

methods. The technique of qualitative data was interview, observation,

document analysis, and test. For the quantitative data, the data are analyzed

by finding and comparing the mean scores in pre-test and post-test

(descriptive statistics). Based on interview, observation, analyzing the

document, and

25
 test result, the students made improvement in vocabulary mastery. The

students can learn vocabulary more easy than before. When flashcards are

used, in the first and the second cycle, students are active and enthusiastic

in joining learning activity. The tests score results shows an improvement

of the students’ achievement. The students’ mean score in the pre-test is

45.70, in post-test 1 is 70.52, and in post-test 2 is 80.13. It can be

concluded that teaching English vocabulary by using flashcards as media

does improve the students’ vocabulary mastery. The result of the research

implies that English teachers need to choose the appropriate media in

teaching vocabulary; one of them is flashcards.

4. A research done by Firman Rahman, 2016 entitled ―An Analysis of

Students’ Difficulties in Vocabulary Mastery: A Survey Study at Second

Grade Students of SMPN 19 Mataram in Academic Year 2015/2016‖ aims

to find out the kinds and factors of students‟ difficulties in vocabulary

mastery. The data are analyzed by descriptive qualitative method. The

finding showed that the students still faced the problems or difficulties in

vocabulary mastery. The kinds of difficulties faced by students in

vocabulary mastery are (a) most of students have difficulties in grammar,

(b) how to understand the meaning of words, (c) how to spell and (d) other

difficulties such as identifying noun-adjective vocabulary and making

translation. There are some factors that caused students difficulties in

26
 vocabulary mastery (a) the students‟ interest in learning vocabulary, (b)

students‟ ability in remembering new words, (c) difficult in identifying

past tense form, and (d) difficult in pronunciation.

2.5 Conceptual Framework

Nowadays, as an International language, English is an important language.

English helps someone to be able communicate and interact with other people from

various countries, to convey wishes, suggestions and ideas. Everyone cannot learn a

language without learning vocabulary. Vocabulary more than just grammar, because

vocabulary is the key to understanding what students hear and read, especially at

school, with the aim that students are able to communicate with others. For this

reason it is very important for them to master a lot of vocabulary.

Vocabulary is very useful for anyone who studies a foreign language.

However, teachers must be creative in teaching vocabulary to make their students

easy in master vocabulary. We realize that the importance of vocabulary learning, but

it does not mean that other components such as phonology, grammar, translation, can

be ignored. Even though the students have mastered English vocabulary well, it does

not guarantee for them to use English language perfectly, because their vocabulary is

just the basic for learning English.

27
 From the previous theoretical review, the researcher had discussed a term of

an analysis of students' levels in vocabulary mastery at English Language Education

FKIP Universitas Islam Riau.

Figure 2.1 Conceptual Framework

An Analysis of Vocabulary Mastery in Intensive Vocabulary Subject

of The First Year Students at English Language Education Study
Program FKIP UIR

Students’ Problem:

Lack of Vocabulary

Cannot Express their Ideas

Difficult to understand

Purposive Sampling

Class B of English Language Education FKIP Universitas Islam Riau

28
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

This research used a descriptive quantitative approach in order to answer the

proposed question. According to Hossein Nassaji (2015:129) Descriptive research is

to describe a phenomenon and its characteristics. Descriptive study is describes

current events and that the research questions or problems raised are based on the

appreciation of present phenomena, events, or state of affairs. Quantitative research

employs strategies of inquiry such as experimental and surveys, and collect data on

predetermined instruments that yield statistical data.

In order to communicate well in a foreign language, students should acquire

an adequate number of words and should know how to use them accurately. There

were some factors that caused students' difficulties in learning vocabulary, such as the

written form is different from the spoken form in English, the number of words that

students need to learn is exceedingly large, the limitation of sources of information

about words, the complexity of word knowledge.

3.2 Time and Location of the Research

This research was conducted from November – December 2021 at English

Language Education Faculty of Teacher Training and Education, Islamic University

29
of Riau which is located at Jl. Kaharudin Nasution, Simpang Tiga, Bukit Raya, Kota

Pekanbaru Riau.

3.3 Population and Sample of the Research

3.3.1 Population of the Research

A population is a group of individuals that have same characteristic,

(Creswell, 2012:143). The population in this research is all the first year students' at

English Language Education FKIP Universitas Islam Riau 2021/2022 Academic.

There were 2 classes of the first semester at English Language Education FKIP

Universitas Islam Riau. The total populations ware 66 students.

Table 3.1 Population of the research

Classes Total of the students

A 33
B 33
Total 66

3.3.2 Sample of the Research

Sample is a set of elements taken from a larger population. To conduct this

study, the researcher used simple purposive sampling. Purposive sampling is

technique sampling used by researchers if researchers have certain considerations in

30
taking the sample. The reason for using the purposive sampling technique is because

researcher only can use one class from both classes at the English Language

Education FKIP Universitas Islam Riau. The students consist has 66 students it was

big population and made the researcher choose use sampling technique. The

participants of the research are the students' of a class English Language Education

FKIP Universitas Islam Riau.

3.4 Instrument of the Research

In this researcher, the researcher was used vocabulary test in multiple choice

forms. The vocabulary test is taken from vocabulary test, which is take form website.

The numbers of items are 35 items of a multiple choice type test with four options: A,

B, C, and D.

In this research, the test was used to determine the students' levels in

vocabulary mastery. The researcher used multiple choice tests that consist of 35

items. The point that had been examined can measure and evaluate the indicator of

test in operational concept. The category of students' levels in vocabulary mastery

English are Noun, Verb, Adjective, Adverb, Pronoun, Conjunction, Preposition. The

time allocation was 45 minutes for all the students, the researcher give 2 minutes for 1

question. And the researcher was analysis the students' answer by using SPSS 25

version.

31
 Table 3.2 Blue Prints of Vocabulary Tests

No Category/ Indicator Number of Question

1 Noun 1,2,3,4,5
2 Verb 6,7,8,9,10
3 Adjective 11,12,13,14,15
4 Adverb 16,17,18,19,20
5 Preposition 21,22,23,24,25
6 Conjunction 26,27,28,29,30
7 Preposition 31,32,33,34,35
Total 35 items

The researcher was use vocabulary online test appropriate with advanced level

then the researcher using Google form to make it easy to share and the researcher was

used the test and researcher was try out the validity and reliability.

https://docs.google.com/forms/d/e/IFAIpQLSeRAIR2v3191Jb34BaAsV38fgdQjKdI

DNTDQNIeGs4F1oe2AA/viewform?usp=sflink it was the link for take the data.

3.4.1 Validity of the Instrument

Validity is one important thing in developing and evaluating measuring

instrument. A test is declared valid if the test can measure what is actually being

measured, (Zaim; 2016:41). To find out whether the test is valid or not must be done

through a review of the test grid to ensure that the test questions are representative of
32
the entire content or material that should be controlled proportionally. It means that

validity is the level to which inferences made from assessment results are appropriate,

meaningful and useful in terms of the purpose of the assessment. To analyze the

validity of the vocabulary mastery test, the researcher conducted a try out to 35 items

by handing them to 35 students who are not included in the research sample.

The researcher used SPSS 25 version program to analyze the data. The

researcher compared r value to It at significant level of 5% is 0.344 (df-N-2=33). The

r value of each item should be higher than the rt to be considered as a valid question.

If the value of r on the analysis of less than r table, it can be concluded that these

items are not significantly correlated with the total score (declared invalid) and must

be removed or corrected. The result of the analysis showed that there were 32

questions accepted or valid and the others were rejected or invalid The invalid items

were question number 25, 32, 35. These items were dropped because the scores are

under 0,344.

Table 3.3 Result of Validity Test for Try Out 1

No Indicators Correlation r Table Explanations Conclusion

(N- 2=
33, >=5%)
1 N1 0,443 0,344 r hitung > r Valid
Tabel
2 N2 0,498 0,344 r hitung > r Valid
Tabel

33
3 N3 0,533 0,344 r hitung > r Valid
Tabel
4 N4 0,353 0,344 r hitung > r Valid
Tabel
5 N5 0,370 0,344 r hitung > r Valid
Tabel
6 V1 0,346 0,344 r hitung > r Valid
Tabel
7 V2 0,393 0,344 r hitung > r Valid
Tabel
8 V3 0,503 0,344 r hitung > r Valid
Tabel
9 V4 0,429 0,344 r hitung > r Valid
Tabel
10 V5 0,523 0,344 r hitung > r Valid
Tabel
11 ADJ1 0,487 0,344 r hitung > r Valid
Tabel
12 ADJ2 0,368 0,344 r hitung > r Valid
Tabel
13 ADJ3 0,351 0,344 r hitung > r Valid
Tabel
14 ADJ4 0,709 0,344 r hitung > r Valid
Tabel
15 ADJ5 0,443 0,344 r hitung > r Valid
Tabel
16 ADV1 0,515 0,344 r hitung > r Valid
Tabel
17 ADV2 0,431 0,344 r hitung > r Valid
Tabel

34
18 ADV3 0,495 0,344 r hitung > r Valid
Tabel
19 ADV4 0,463 0,344 r hitung > r Valid
Tabel
20 ADV5 0,365 0,344 r hitung > r Valid
Tabel
21 PRN1 0,0550 0,344 r hitung > r Valid
Tabel
22 PRN2 0,379 0,344 r hitung > r Valid
Tabel
23 PRN3 0,617 0,344 r hitung > r Valid
Tabel
24 PRN4 0.387 0,344 r hitung > r Valid
Tabel
25 PRN5 0,212 0,344 r hitung > r Invalid
Tabel
26 C1 0,352 0,344 r hitung > r Valid
Tabel
27 C2 0,358 0,344 r hitung > r Valid
Tabel
28 C3 0,621 0,344 r hitung > r Valid
Tabel
29 C4 0,531 0,344 r hitung > r Valid
Tabel
30 C5 0,536 0,344 r hitung > r Valid
Tabel
31 PS1 0,466 0,344 r hitung > r Valid
Tabel
32 PS2 0,261 0,344 r hitung > r Invalid
Tabel

35
 33 PS3 0,466 0,344 r hitung > r Valid
Tabel
34 PS4 0,582 0,344 r hitung > r Valid
Tabel
35 PS5 0,290 0,344 r hitung > r Invalid
Tabel

Because in table 3.3 there are 3 questions invalid then the researcher take the

data again in the same clause (class B). The researcher compared r value to It at

significant level of 5% is 0.344 (df-N-2=33). The result of the analysis showed that

there were all questions accepted or valid. From the table below can be seen:

Table 3.4 Result of Validity Test for Try Out 2

No Indicators Correlation r Table Explanations Conclusion

(N- 2=
33, >=5%)
1 N1 0,443 0,344 r hitung > r Valid
Tabel
2 N2 0,498 0,344 r hitung > r Valid
Tabel
3 N3 0,533 0,344 r hitung > r Valid
Tabel
4 N4 0,353 0,344 r hitung > r Valid
Tabel
5 N5 0,370 0,344 r hitung > r Valid
Tabel
6 V1 0,346 0,344 r hitung > r Valid
Tabel

36
7 V2 0,393 0,344 r hitung > r Valid
Tabel
8 V3 0,503 0,344 r hitung > r Valid
Tabel
9 V4 0,429 0,344 r hitung > r Valid
Tabel
10 V5 0,523 0,344 r hitung > r Valid
Tabel
11 ADJ1 0,487 0,344 r hitung > r Valid
Tabel
12 ADJ2 0,368 0,344 r hitung > r Valid
Tabel
13 ADJ3 0,351 0,344 r hitung > r Valid
Tabel
14 ADJ4 0,709 0,344 r hitung > r Valid
Tabel
15 ADJ5 0,443 0,344 r hitung > r Valid
Tabel
16 ADV1 0,515 0,344 r hitung > r Valid
Tabel
17 ADV2 0,431 0,344 r hitung > r Valid
Tabel
18 ADV3 0,495 0,344 r hitung > r Valid
Tabel
19 ADV4 0,463 0,344 r hitung > r Valid
Tabel
20 ADV5 0,365 0,344 r hitung > r Valid
Tabel
21 PRN1 0,0550 0,344 r hitung > r Valid
Tabel

37
22 PRN2 0,379 0,344 r hitung > r Valid
Tabel
23 PRN3 0,617 0,344 r hitung > r Valid
Tabel
24 PRN4 0.387 0,344 r hitung > r Valid
Tabel
25 PRN5 0,362 0,344 r hitung > r Valid
Tabel
26 C1 0,352 0,344 r hitung > r Valid
Tabel
27 C2 0,358 0,344 r hitung > r Valid
Tabel
28 C3 0,621 0,344 r hitung > r Valid
Tabel
29 C4 0,531 0,344 r hitung > r Valid
Tabel
30 C5 0,536 0,344 r hitung > r Valid
Tabel
31 PS1 0,466 0,344 r hitung > r Valid
Tabel
32 PS2 3,261 0,344 r hitung > r Valid
Tabel
33 PS3 0,466 0,344 r hitung > r Valid
Tabel
34 PS4 0,582 0,344 r hitung > r Valid
Tabel
35 PS5 0,390 0,344 r hitung > r Valid
Tabel

38
3.4.2 Reliability of the Instrument

A test is declared reliable or can be trusted if gives consistent result if tested

multiple times, (Malawi & Maruti: 2016:23). A data is declaring reliable when

examined by different researchers the same data is obtained, also when done in the

same time obtained the same data,

To know whether are valid or not, the researcher measured its validity.

Creswell (201:159), validity is the development of sound evidence to demonstrate

that the test interpretation (of scores about the concept or construct that the test is

assumed to measure) matches its proposed use. It means that validity is the level to

which inferences made from assessment results are appropriate, meaningful and

useful in terms of the purpose of the assessment. The table below is the categories of

reliability test used in determining the level of reliability of the test from split half and

Kuder Richardson.

Table 3.5 Level of Acceptable Reliability

No Reliability Validity
1 >0.90 Very High
2 0.80-0.90 High
3 0.70-0.79 Reliable
4 0.60-0.69 Marginal/Minimally
5 <0.60 Unacceptable low
(Cohen,Manion,& Morison,2007, p.506)
39
 To obtain the reliability of the vocabulary test, the researcher used SPSS 25

version Program to find out whether the test was reliable or not.

Reliability Statistics

Cronbach’s Alpha N of Items

0,857 35

From the table above, it can be seen that the value of Crobach's Alpha is

0.857. It means that the vocabulary mastery was high.

3.5 Data Collection Technique

To collect the data of this research, the researcher use a vocabulary test as an

instrument. According to Cohenet al (2000:404). test is subject to items analysis,

differences by item difficulty interactions in multiple choice mathematics items. In

the first time after all letter permission was done the researcher call the chairman of

class A to make a group with them. After that researcher introduce to the students and

tell want to take the data in their class. After the students respond the researcher and

students discuss when the best time to do the vocabulary test. 22 November is the first

time the researcher share the link of Google form and the students have 45 minute to

collect the test and after one hour all the students submit their test and then the

researcher analysis data.

40
3.6 Data Analysis Technique

To facilitate the measurement of students' vocabulary mastery, the raw scores

are converted in the standard scores using the percentage correction to see the mean

score of vocabulary mastery, the writer tried to calculate the mean score of the

vocabulary test by using the following formula:

M=∑X

Where:

M = the mean.

∑ X = the sum of all scores.

N = the total number of subjects

To judge the students' grade and the level of the vocabulary mastery, the

researcher used the criteria from standard of evaluation and for analysis the data each

indicator the researcher accordance with the categorization, the students' achievement

is classified as shown in the table below. There are 5 groups of students' score as seen

in the following table:

41
Table 3.6 Students' Score of Vocabulary Mastery

SCORE GRADE CLASSIFICATION

85 -100 A Excellent
66 - 85 B Good
46 - 65 C Fair
26 - 45 D Poor
Under 25 E Failed
(Dewi Ratnawati;2006)

42
 CHAPTER IV

RESEARCH FINDING

4,1 Data Presentation

The data was obtained from score was test used Google form. The first

semester students of FKIP Universitas Islam Riau were to answer 35 questions of

multiple choices. The answer would determine their knowledge about vocabulary.

There are score of students' test get after the researcher share the link and checking

the students correct each indicator.

Table 4.1 Score of Students Test

NO NAME N V ADJ ADV PN C PR SCORE CATEGORIZE

1 Student 1 4 3 5 3 0 2 2 55 Fair
2 Student 2 4 5 5 4 2 5 4 80 Good
3 Student 3 4 4 4 4 3 1 3 63 Fair
4 Student 4 5 5 5 4 4 4 4 86 Excellent
5 Student 5 4 5 5 3 2 2 4 68 Good
6 Student 6 4 4 4 4 3 4 3 78 Good
7 Student 7 4 2 5 4 2 2 4 65 Fair
8 Student 8 5 5 5 5 2 2 4 77 Good
9 Student 9 5 5 5 4 4 3 4 83 Good
10 Student 10 4 2 4 4 2 2 3 60 Fair
11 Student 11 4 4 4 4 1 2 5 58 Fair

43
12 Student 12 5 5 5 3 3 4 4 80 Good
13 Student 13 3 4 5 2 3 2 4 68 Good
14 Student 14 2 4 5 3 3 2 3 66 Good
15 Student 15 3 4 5 2 3 2 4 68 Good
16 Student 16 4 4 5 4 4 3 3 75 Good
17 Student 17 3 4 5 2 3 2 4 68 Good
18 Student 18 5 4 4 3 5 4 4 80 Good
19 Student 19 5 4 4 4 5 4 5 88 Excellent
20 Student 20 2 4 2 1 2 0 1 32 Poor
21 Student 21 4 5 2 0 2 1 1 43 Poor
22 Student 22 3 4 5 3 2 2 2 64 Fair
23 Student 23 4 5 2 2 4 3 5 67 Good
24 Student 24 4 4 5 4 3 4 4 77 Good
25 Student 25 4 4 4 4 5 3 4 77 Good
26 Student 26 5 4 4 4 5 4 4 83 Good
27 Student 27 4 1 2 3 2 1 1 38 Poor
28 Student 28 3 4 3 5 5 4 5 79 Good
29 Student 29 2 3 3 4 3 3 3 63 Fair
30 Student 30 5 5 5 4 5 3 1 80 Good
31 Student 31 5 5 5 5 5 5 5 97 Excellent
32 Student 32 5 4 5 2 3 1 2 58 Fair
33 Student 33 4 2 5 2 3 1 1 53 Fair
Totally 131 131 141 109 10 87 110 2277
3

44
 Mean 3,96 3,96 4,27 3,30 3,1 2,6 3,3 69 Good
Score 2 3 3
Note:

N = Noun ADV = Adverb PR = Preposition

V = Verb PN = Pronoun

ADJ = Adjective C = Conjunction

Based on the table above, it can be presented that 3 students got score 86-100

and categorized "excellent", 16 students score got score 66 until 85 and categorized

"Good". At categorized "fair" there are 11 students got score 46 until 65, and 3

students got score 26 until 45 and categorized "Poor". As a final point, it can be

concluded that most of the students categorized "good" in vocabulary test. The

following is a diagram showing the result students difficulties in vocabulary test.

4.2 Data Analysis of Students'

The researcher was taken the data by Google form since November -

December 2021. In the test, researcher used 35 questions. Which consist of indicators

namely: Noun, Verb, Adjective, Adverb, Pronoun, Conjunction and Preposition. In

each indicator have 5 questions.

45
4.2.1 Students' difficulty in Answering Noun Questions

The researcher created and shared five questions are number 1 until number 5

to find the noun with total sample are 33 students. For the noun indicator researcher

has given multiple choice test in order to make students easy to answer. Here is the

table of students' scores as follow:

Number 5

Number 4
Incorrect
Number 3 Correct

Number 2

Number 1

Figure 4.1 Students’ Answers of Noun Questions

From the diagram above shows that from 5 questions about determining Noun

only 2 students who cannot answer questions number 1 correctly, its mean that

questions number 1 is categorize easy question. There are 5 students who answer

number 2 and number 3 questions incorrect, its mean that questions number 2 and 3

categorize also easy questions. It also shows from 33 students there are 24 students

who answer questions number 4 correctly, it can categorize easy questions. And there

46
are 11 students cannot answer questions number 5, Its mean that questions number 5

is categories medium questions.

4.2.2 Students' difficulty in Answering Verb Questions

The researcher created and shared five questions are number 6 until number

10 to find the verb indicators with total sample are 33 students. For the verb indicator

researcher given multiple choice test in order to make students easy to answer. Here

is the table of students’ scores as follow:

Number 10

Number 9
Incorrect
Number 8 Correct

Number 7

Number 6

Figure 4.2 Students' Answers of Verb Questions

From the diagram above shows that from 5 questions about determining verb

only 20 student who can answer questions number 6 and 8 correctly, its mean that

categorize medium question. There are 7 students who answer number 7 correctly, its

mean that categorize easy questions. It also shows from 33 students there are 31

students who answer questions number 9 correctly, it is categorize easy questions.

47
And there are 5 students cannot answer questions number 10. Its mean that categorize

easy questions.

4.2.3 Students' difficulty in Answering Adjective Questions

The researcher created and shared five questions are number 11 until number

15 to find the verb indicators with total sample are 33 students. For the adjective

indicator researcher given multiple choice test in order to make students easy to

answer. Here is the table of students' scores as follow:

Number 15

Number 14
Incorrect
Number 13 Correct

Number 12

Number 11

Figure 4.3 Students’ Answers of Adjective Questions

From the diagram 4.3 above shows that from 5 questions about determining

adjective all the questions students get under 10 answer questions incorrectly. And

the researcher categorize questions number 15 until 20 easy questions.

48
4.2.4 Students' difficulty in Answering Adverb Questions

The researcher created and shared five questions are number 16 until number

20 to find the verb indicators with total sample are 33 students. For the adverb

indicator researcher given multiple choice test in order to make students easy to

answer. Here is the table of students' scores as follow:

Number 20

Number 19
Incorrect Correct
Number 18

Number 17

Number 16

Figure 4.4 Students' Answers of Adverb Questions

From the diagram above shows that from 5 questions about determining

adverb 15 students who cannot answer questions number 16 correctly. There are 19

students who answer number 17 incorrectly, it and number 18 questions has 17

student who answer incorrect, and the researcher conclude is categorize medium

questions. And then there are 29 students who answer questions number 19 correctly.

And there are 9 students cannot answer questions number 20. It is mean that

questions number 19 and 20 is categorize questions.

49
4.2.5 Students' difficulty in Answering Pronoun Questions

The researcher created and shared five questions are number 21 until number

25 to find the Pronoun indicators with total sample are 33 students. For the pronoun

indicator researcher given multiple choice test in order to make students easy to

answer. Here is the table of students' scores as follow:

Number 25

Number 24
Incorrect Correct
Number 23

Number 22

Number 21

Figure 4.5 Students' Answers of pronoun Questions

From the diagram above shows that from 5 questions about determining

pronoun 8 students who cannot answer questions number 21 correctly, it conclude

categorize easy questions. There are 18 students who answer number 22 incorrectly

and at number 23 questions has 25 student who answer correct. And there are 11

students who answer questions number 24 incorrectly, the researcher categorize that

questions number 22 until 24 medium questions And there are 8 students can answer

questions number 25. It is mean that questions number 25 is difficult questions.

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4.2.6 Students' difficulty in Answering Conjunction Questions

The researcher created and shared five questions are number 26 until number

30 to find the conjunction indicators with total sample are 33 students. For the

conjunction indicator researcher given multiple choice test in order to make students

easy to answer. Here is the table of students' scores as follow:

Number 30

Number 29
Incorrect Correct
Number 28

Number 27

Number 26

Figure 4.6 Students' Answers of Conjuction Questions

From the diagram above shows that from 5 questions about determining

conjunction 13 students who can answer questions number 26 correctly. There are 8

students who answer number 27 correctly and at number 28 questions has 10 student

who answer incorrect. And there are 20 students who answer questions number 29

incorrectly. And there are 15 students cannot answer questions number 30. It is mean

that questions number 26, 28, 29, 30 can categorize medium questions and questions

number 29 is difficult questions.

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4.2.7 Students’ difficulty in Answering Preposition Questions

The researcher created and shared five questions are number 31 until number

35 to find the Preposition indicators with total sample are 33 students. For the

preposition indicator researcher given multiple choice test in order to make students

easy to answer. Here is the table of students' scores as follow:

Number 35

Number 34
Incorrect
Number 33 Correct

Number 32

Number 31

Figure 4.7 Students’ Answers of Preposition Questions

From the diagram above shows that from 5 questions about determining

preposition 8 students who can answer questions number 31 incorrectly. There are 5

students who answer number 32 correctly and at number 33 questions has 8 students

who answer incorrect. And there are 10 students who answer questions number 34

incorrectly. And there are 10 students cannot answer questions number 35. It is mean

that questions number 31 and 33 categorize easy questions. And question number 34

and 35 is medium questions and questions number 32 is categorize difficult questions.

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4.3 Data Interpretation

Table 4.2 Categorize of Students' Scores

SCORE GRADE CATEGORIZED FREQUENCY PERCENTAGE

86-100 A Excellent 3 Students 09,09%
66-85 B Good 16 Students 48,48%
46-65 C Fair 11 Students 33,33%
26-45 D Poor 3 Students 09,09%
Under 25 E Fail 0 Students 0,00%
33 Students 100,00%

Based on the table above, it can be presented that 3 students got score 86.100

and categorized "excellent", 16 students score got score 66-85 and categorized

"Good". At categorized "fair" there are 11 students got score 46-65, and 3 students

got score 26-45 and categorized "Poor". As a final point, it can be concluded that

most of the students categorized "good" in vocabulary test. The following is a

diagram showing the result students difficulties in vocabulary test.

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 Noun Verb Adjective Adverb Pronoun Conjunction Preposition

4.8 Figure of Question Level

Based on the diagram, the researcher presents the description for each

indicators as follow: Noun question has 5 questions and most of students can get

answer the question number 1 until 4 but in question number 5, 11 students cannot

answer question, from 33 students who answer number 1 until 5 about 80% of

students can answer noun’s question correctly.

At the verb’s questions 13 students got confused in answer question number 6

and 8. 56% of students can answer verb’s question correctly from 33 students who

answer question number 6 until 10.

Then in 5 questions of adjective the students can be answer and only 6 until 10

students’ answer adjective’s question incorrectly. From 33 students who answer

question number 11 until 15 about is 75% of students can answer adjective’s

questions correctly.

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 At adverb’s questions almost 20 peoples cannot answer question number 15

until 18 correctly. From 33 students who answer question number 15 until 20 about is

61% of students can answer adverb’s questions correctly.

Almost the students cannot answer correctly question number 25 at pronouns

categorized. From 33 students who answer question number 20 until 25 about is 56%

of students can answer pronoun’s questions correctly.

In the conjunction’s questions the student cannot answer correctly question

number 26. From 33 students who answer question number 26 until 30 about is 80%

of students can answer conjunction’s questions correctly.

Lastly, at Preposition’s questions there are 13 students who can answer

questions number 31 correctly. There are 8 students who answer number 32 correctly

and at number 33 questions has 10 students who answer incorrect, there are 20

students who answer question number 34 incorrectly, and there are 15 students cannot

answer question number 35. I concludes that from 33 students who answer question

number 31 until 35 about is 42% of students can answer preposition’s questions

correctly.

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 CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1 Conclusion

After the researcher got all the data and analysis the data, the researcher can

be concluded that:

The students of first year of English Language Education of FKIP-UIR were

in good level of vocabulary mastery. It was found based on some indicators of

vocabulary including nouns, verbs, adjectives, adverb, pronoun, conjunction and

preposition. On the other hand, it can be seen from the result of the research. Instead,

the result showed that there were 3 students got score 86-100 and categorized

"excellent", 16 students score got score 66 until 85 and categorized "Good". At

categorized "fair" there are 11 students got score 46 until 65, and 3 students got score

26 until 45 and categorized "Poor" categorized. Based on the explanation above, it

could be concluded that majority level of the students’ vocabulary mastery was in

good level.

5.2 Suggestion

From this research the researcher was give some suggestion for some people

who be read this research:

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1. for the lecturer should give chalks for students make students easier and

happy to understand and give more effective time when they are improve

their vocabulary.

2. for the students, try to read a lot of books and analyze the words in every

text it is will increase the vocabulary and also help their ability in reading,

speaking, writing and listen comprehension.

3. for the further researchers are expected to conduct research about other

skill in different grade with different kind of text or can add the factor of

difficulty that students faced and can make another level for know the

level of student in elementary, middle and high school and especially in

English language education they must be able understand using the

indicators when they are joined English language education.

57
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