thesis the relationship between vocabulary size and writing ability of the english language ...

188 Pages·2009·2.06 MB·English

THESIS

THE RELATIONSHIP BETWEEN
VOCABULARY SIZE AND WRITING ABILITY
OF THE ENGLISH LANGUAGE LABORATORY STUDENTS
AT UNIVERSITAS PELITA HARAPAN

Proposed to accomplish a partial fulfillment
for obtaining the Bachelor’s Degree in English Department

Written by
F u l l N a m e : YUDYCA PUTRA
Student Number : 10120040026

ENGLISH DEPARTMENT
FACULTY OF EDUCATION
UNIVERSITAS PELITA HARAPAN
KARAWACI
2009
STATEMENT OF THESIS AUTHENTICITY

I, whose status is outlined below,
Name : Yudyca Putra
Student Number : 10120040026
Study Program : English Department
Faculty of Education
Universitas Pelita Harapan
Concentration : Linguistics and Teaching
Hereby declare that my thesis entitled:
THE RELATIONSHIP BETWEEN VOCABULARY SIZE AND WRITING
ABILITY OF ENGLISH LANGUAGE LABORATORY STUDENTS AT
UNIVERSITAS PELITA HARAPAN
1. is an original piece of work, written and completed on my own, based on
lecture notes, field studies, journals, reference books, and other resources
as listed on the work cited section in this thesis;
2. is not a duplication of other published writings, except for passages that
include information on respective reference; and
3. is not a translation of other works.
I understand that if my statement above is proven untrue, this thesis is forfeited.

Karawaci, February 25th 2009

Yudyca Putra
APPROVAL BY THESIS ADVISORS

THE RELATIONSHIP BETWEEN
VOCABULARY SIZE AND WRITING ABILITY
OF ENGLISH LANGUAGE LABORATORY STUDENTS
AT UNIVERSITAS PELITA HARAPAN

Thesis

Written by:
Name : Yudyca Putra
Student Number : 10120040026
Study Program : English Department
Concentration : Linguistics and Education

Karawaci, February 25th 2009
Approved by:
First Advisor Second Advisor

(Dr. Hananto) (Hanna Suteja M.Hum.)
Approved by:
Head of English Department Dean of Faculty of Education

(Dr. Hananto) (Sheldon Carl Nord Ph.D.)
THESIS EXAMINER COMMITTEE

THE RELATIONSHIP BETWEEN
VOCABULARY SIZE AND WRITING ABILITY
OF ENGLISH LANGUAGE LABORATORY STUDENTS
AT UNIVERSITAS PELITA HARAPAN

This thesis has been approved and presented in the final examination on February
11th 2009 to accomplish the S1 degree of the Sarjana Pendidikan English
Department, Faculty of Education, Universitas Pelita Harapan.

Examination Committee Head,

(Clara Evi C. Citraningtyas, Ph.D.)
Examination Committee Member 1 Examination Committee Member 2

(Dr. Hananto) (Matthew David Myers M.A.)
ABSTRACT
Yudyca Putra (10120040026)
THE RELATIONSHIP BETWEEN VOCABULARY SIZE AND WRITING
ABILITY OF ENGLISH LANGUAGE LABORATORY STUDENTS AT
UNIVERSITAS PELITA HARAPAN
(xxi + 167 pages; 43 figures; 39 tables; 10 Appendices)
The present study is mainly interested in finding the relationship between
vocabulary size and writing ability by using a quantitative explanatory
correlational approach. The study also attempts to justify and support the
investigation by examining the subjects’ vocabulary size and the instruments’
reliability.
The study involved three raters (two of which were lecturers) from the
Faculty of Education and 32 EFL learners who were the English language
laboratory students who took a Reading Skills course at Universitas Pelita
Harapan. Almost all of the students were freshmen.
The subjects’ vocabulary size was estimated by using the receptive and
productive version of the Vocabulary Levels Test (VLT) designed by Norbert
Schmitt (2005) and Paul Nation (2001) respectively. Additionally, their writing
ability was rated from their essays by using the analytical scale (ESL Composition
Profile) established by Jacobs et al (1981).
The test battery was administered weekly in which the writing test was the
first, followed by the productive vocabulary size test and finally the receptive
vocabulary size test. The raw data were then digitalized (inputted into computer)
and analyzed using statistical methods. The scores of the vocabulary tests were
correlated with the scores of writing test by using either Pearson product moment
or Spearman rank correlation depending on the results of the data assumption tests
(relationship linearity and distribution normality). Kuder-Richardson 20 (KR20)
and Cronbach’s alpha were computed to estimate the internal consistency
reliability of the vocabulary size instruments while Intraclass Correlation
Coefficient (ICC) was administered to estimate the inter-rater reliability of the
writing instrument.
Despite the fairly reliable vocabulary size instruments, the inter-rater
reliability of the writing test was found to be very low (almost none). In this case,
the interpretation on the subjects’ writing ability would be less accurate. The
subjects’ receptive and productive vocabulary sizes were found to be around
5,400 and 3,500 words respectively. In general, vocabulary size had low
correlation with writing ability. However, in a developmental point of view,
writing ability was found to have moderate correlation with the academic words.
On the other hand, it had almost no correlation with the 2,000 and 3,000 word
level of receptive vocabulary size. The remaining word levels had low correlation
with writing ability.
From these results, it could tentatively imply that when it comes to
teaching, teachers should be very selective when choosing the most appropriate
vocabulary level that is the most efficient for a writing lesson. Considering the
vocabulary size level of mastery and its contribution to writing, teaching academic
words productively is the most efficient for a writing lesson.
Reference: 56 (1979 – 2008)
v
ABSTRAK
Yudyca Putra (10120040026)
THE RELATIONSHIP BETWEEN VOCABULARY SIZE AND WRITING
ABILITY OF ENGLISH LANGUAGE LABORATORY STUDENTS AT
UNIVERSITAS PELITA HARAPAN
(xxi + 167 halaman; 43 gambar; 39 tabel; 10 lampiran)
Yang menjadi perhatian utama dari studi ini adalah menemukan hubungan
antara besarnya kosakata dan kemampuan menulis dengan menggunakan metode
korelasi eksposisi kuantitatif. Hal tersebut hendak dijamin dan didukung dengan
memeriksa besarnya kosakata subjek penelitian dan reliabilitas dari alat-alat ukur
penelitian yang dipakai.
Penelitian ini melibatkan tiga juri penilai (dua diantaranya adalah dosen)
dari Fakultas Ilmu Pendidikan dan 32 pelajar Inggris sebagai bahasa asing yang
merupakan siswa-siswi laboratorium bahasa Inggris yang mengambil mata kuliah
Reading Skills di Universitas Pelita Harapan. Hampir semua siswa-siswi tersebut
merupakan murid baru.
Besarnya kosakata subjek penelitian diperkirakan dengan menggunakan
versi reseptif dan produktif dari Vocabulary Levels Test (VLT) yang, secara urut,
dirancang oleh Norbert Schmitt (2005) dan Paul Nation (2001). Berikutnya,
kemampuan menulis mereka dinilai dari esai-esai mereka dengan menggunakan
skala penilaian analitik (ESL Composition Profile) yang diperkenalkan oleh
Jacobs dan kawan-kawan (1981).
Serangkaian tes penelitian dilaksanakan secara mingguan. Tes pertama
adalah tes menulis, dilanjutkan dengan tes kosakata produktif, dan diakhiri dengan
tes kosakata reseptif. Data-data mentah lalu diubah menjadi bentuk digital
(dimasukkan kedalam komputer) dan dianalisis dengan menggunakan metode-
metode statistik. Nilai-nilai dari tes kosakata dikorelasikan dengan nilai-nilai dari
tes menulis menggunakan metode korelasi Pearson dan metode korelasi ranking
Spearman, tergantung dari hasil tes-tes asumsi data (hubungan yang linear dan
distribusi yang normal). Kuder-Richardson 20 (KR20) dan Cronbach’s alpha
digunakan untuk memperkirakan tingkat reliabilitas konsistentsi internal dari alat
ukur besarnya kosakata sedangkan Intraclass Correlation Coefficient (ICC)
digunakan untuk mengestimasi reliabilitas antar-penilai dari alat ukur kemampuan
menulis.
Meskipun alat-alat ukur besarnya kosakata ditemukan cukup akurat
(konsisten), tingkat reliabilitas antar-penilai untuk tes menulis ditemukan sangat
rendah (hampir tidak ada). Oleh karena itu, interpretasi akan kemampuan menulis
subjek penelitian menjadi kurang akurat. Besarnya kosakata reseptif dan produktif
dari subjek penelitian ditemukan, secara urut, sekitar 5,400 dan 3,500 kata. Pada
umumnya, besarnya kosakata memiliki korelasi yang rendah dengan kemampuan
menulis. Meskipun demikian, jika dilihat dari sudut perkembangannya,
kemampuan menulis memiliki korelasi yang sedang dengan kosakata akademis.
Disisi lain, kemampuan menulis hampir tidak memiliki korelasi dengan besarnya
kosakata tingkatan 2,000 dan 3,000 kata. Sisa dari tingkatan-tingkatan kosakata
tersebut memiliki korelasi yang rendah dengan kemampuan menulis.
Ditinjau dari hasil-hasil penelitian diatas, dapat disimpulkan secara kasar
bahwa ketika mengajar, guru-guru hendaknya menjadi sangat selektif dalam
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memilih tingkat kosakata yang paling efisien untuk pelajaran menulis. Dengan
memperhitungkan tingkat penguasaan kosakata dan tingkat kontribusi kosakata
tersebut di dalam kegiatan menulis, mengajarkan kosakata akademis secara
produktif merupakan cara yang paling efisien untuk pelajaran menulis.
Referensi: 56 (1979 – 2008)
vii
ACKNOWLEDGEMENTS

The present study entitled “THE RELATIONSHIP BETWEEN
VOCABULARY SIZE AND WRITING ABILITY OF ENGLISH LANGUAGE
LABORATORY STUDENTS AT UNIVERSITAS PELITA HARAPAN” is written
as one of the requirements to accomplish the S1 degree of the Sarjana Pendidikan
at Universitas Pelita Harapan, Karawaci.
It is because of God’s mighty guidance and blessings that I finally
managed to finish the present study. I would also like to express my deepest
gratitude for the following people who have given unwavering support during the
process and the completion of this thesis:
1. Sheldon Carl Nord, Ph.D., as the dean of the Faculty of Education.
2. Dr. Hananto, S.Pd., M.A., as the current Head of the English Department and
as the first thesis advisor, who was willing to spare some of his time and had
given inspirational ideas, unwavering encouragement, and guidance
throughout the entire process of this thesis writing. I also thank for his writing
tips and tricks, statistical knowledge, and suggested books which were very
helpful during the thesis writing.
3. Hanna Suteja, S.Pd., M.Hum., as the second thesis advisor, who had been very
thoughtful, patient, and understanding. In addition, I really appreciate for her
keen and detailed proofreading as well as for her inspirational advices,
support, encouragement, and guidance during the process and the completion
of this thesis writing.
viii
4. The late Prof. Nggandi Katu, as the former dean of the Faculty of Education,
who had introduced me into the world of statistics through one of his courses,
Introduction into Statistics, which eventually inspired the use of quantitative
approach for the present study.
5. Clara Evi Candrayuli Citraningtyas, M.A., Ph.D., the former Head of the
English Department since the fourth semester, who had been very supportive
throughout my study at the English Department.
6. Agus Santoso, S.Pd., M.A., the former Head of the English Department, for
his guidance throughout my study at the English Department since the first
semester and for his willingness to spare his precious time to become one of
the raters in this thesis.
7. M.B. Rini Wahyuningsih, Ph.D., as my Academic Advisor, for her guidance
and advices during my study at Universitas Pelita Harapan.
8. Matthew David Myers B.A., M.A., who had given countless support and
encouragement during my study at the English Department. I would also like
to thank for his willingness to become one of the raters in this thesis.
9. All the lecturers and staff members at the English Department of Universitas
Pelita Harapan: Dr. I Made Markus, S.Pd., BA Honours, Kimberly Myers,
B.A., M.A., Irene Rebecca Angela Tobing, MIM., M.Sc., Yovita Aridita
Utama., S.E., and Kurniawan Susanto, S.E., MBA., for their expertise,
dedications, valuable lessons, kindness, tolerance, and care.
10. Dra. Susan Tauladan, M.Pd., as the Head of Language Laboratory, who had
given me the opportunities to work as a language laboratory instructor in the
past few years.
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11. All the English language laboratory students who took Reading Skills course
of the academic year 2008/2009 on Thursdays at 12.30 and 13.20 from
February 14th to May 29th at Universitas Pelita Harapan, for their voluntary
participations as the subjects in this research. I also had valuable time with
them as their language laboratory instructor.
12. My parents and my sisters for their prayer, supports, and love. I would like to
specifically thank my mother who had been keeping my food intakes under
her surveillance. Thanks to her that I was able to stay healthy during the long
hours of my thesis writing.
13. My best friend, Novi Lina S.Pd. “Novi”, who had been very supportive and
thoughtful. Thanks for her keen proofreading as well as her mental support
during the process of this thesis writing.
14. My fellow friend in Bina Nusantara University, Verra Ngo “Verra”, as well as
my friend in Atma Jaya University, Marisa Elizabeth “Ica”, for their prayer
and support. I would like to specifically thank Verra who had been very kind
to become my guide and navigator in the search of libraries at other
Universities in Jakarta.
15. My classmates and friends:
a. 2003 batch: Natalia, S.Pd. “Nat-Nat” and Desi Paramita Putri S.Pd.
“Echi”, Sara Melisa S.Pd., S.E. “Sara”, for sharing their experience as well
as tips and tricks in thesis writing;
b. 2004 batch: Natalia Tatan “Tatan”, Patricia Lauranita Gultom “Lala”,
Willa Monika S.Pd. “Monik”, Jastring Tanoto S.Pd. “Ting-Ting”, Putri
Cynthia Oktavia Shri Dewi Purnamasari Siswono ”Oktav”, Hartley Julius
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