1
English Vocabulary Mastery on Students’ of
Informatics Engineering Department University of
Nusa Putra Sukabumi
1
Dede cahyadi, 2Jasmansyah
dede.cahyadi@nusaputra.ac.id, jasmansyah@nusaputra.ac.id
Nusa Putra University, Sukabumi, Indonesia
Abstract- The mastery of vocabulary in English is an
absolutely necessity. People will have never speak English
well if they do not have a good vocabulary. Vocabulary has
a very important role in shaping language skills for a
person. Teaching with an emphasis on aspects of English
proficiency including vocabulary aspects may need to be
considered for the future. If the idea can be realized, the
teaching of vocabulary as an important component in
teaching English will get its own attention.
The purpose of this study is to obtain a description of
the mastery of English vocabulary students in Informatics
Engineering major, University of Nusa Putra Sukabumi.
The hypothesis proposed in this research is the mastery of
English vocabulary of students of Informatics Engineering
Department of University of Nusa Putra Sukabumi in
general is good.
This study uses descriptive method with data
collection techniques and data analysis techniques through
questionnaires and ability tests. Data obtained through
capability tests were analyzed using mean and standard
deviation formulas (Nasrum Harahap in Gunardi 1988:
33). The pollution of this research is the students of
Informatics Department of Nusa Putra Sukabumi
University in the first semester, III, V and VII of academic
year 2017-2018., using random sampling, test question is
given as well as answer / fill questionnaire together .
Based on the results of research and discussion
concluded that the mastery of English vocabulary of
students in Informatics Engineering University of Nusa
Putra Sukabumi is good. The results show that the
majority of students (respondents) get grades in both
categories and are very good.
Keywords: Vocabulary Mastery, English, Ability,
Score
I. Pendahuluan
Mastery of vocabulary in English is a must for English
learners. One can never speak English both oral and written if
they have no good vocabulary. Vocabulary has a very
important role in shaping language skills for English learners.
The better the mastery of one's vocabulary, the better in
English the better (Brown, 1987: 87). Rivers in Nunan (1992:
17) stated that vocabulary is essential for successful study on
the second language. Wilkins in Thornbury (2002: 13)
summed up that without vocabulary nothing can be conveyed.
Vocabulary refers to all words in the whole language used
in a particular variety. According to Kridalaksana, vocabulary
is a component of a language that maintains all of information
about meaning and using word in a language.
Becousethe importance of vocabulary mastery in
educational institutions that organize / open a language
department, the vocabulary is always recommended as a
separate course separate from other subjects. Vocabulary is
often also combined with other courses such as reading
courses (Reading) or listening courses (Listening).
English vocabulary learning at the University of Nusa
Putra Sukabumi is not placed as a separate course, but
inclusive into English subject. Vocabulary is not a focus as an
important point, that vocabulary tends to be ignored. If any,
the vocabulary is usually recommended in passing. In such
conditions the agency's supportive capacity for vocabulary
mastery as an important component in shaping English
language skills, becomes very weak. Therefore, this condition
may be a barrier for the development of English teaching in
the university. At the same time, may be an obstacle in the
effort to print alumni who have a good mastery of English.
As a reflection, English language proficiency of alumni of
Nusa Putra University is often complained by the institution or
companies that recruit graduates of University of Nusa Putra.
This is certainly a bad image for the University of Nusa Putra
which of course it is necessary and very important to be
responded by doing revamping better. Improvement in
teaching and learning process (PBM) needs to be done, and
teaching English by the old way may need to be revisited.
Teaching English by emphasizing on aspects of English
proficiency including vocabulary aspects, may need to be
considered for future. If this idea can be realized by itself the
teaching of vocabulary as an important component in the
teaching of English will get its own attention.
This research is an effort to give attention to the
vocabulary of English students of Informatics Department
University of Nusa Putra Sukabumi. The aim of this study to
provide a simple description of the mastery of English
vocabulary of the students of Informatics Engineering
Department Nusa Putra University Sukabumi.
The purpose of this study is to get description in detail about
the mastery of English vocabulary of students in Informatics
Engineering major, University of Nusa Putra Sukabumi. While
the usefulness of this research is expected to be useful for
improving the teaching and learning process of English
especially vocabulary aspects at the Department of Informatics
Engineering University of Nusa Putra Sukabumi.
The next hypothesis put forward is: "Mastery of English
vocabulary students in Informatics Engineering Department
University of Nusa Putra Sukabumi is good"
II. METHODOLOGY
This research uses descriptive method with data collection
and data analysis techniques presented as follows:
a. Data collection technique
To collect the data in this research, used two types of
instruments: questioner and ability test. Questioners are used
to obtain supporting data on various matters relating to student
vocabulary mastery. The ability test is used to measure
students' vocabulary skills / mastery. This test is a matter of
being quoted from wordpower 1500, written by L.A Hill. This
book is specialized in both formal and non-formal education
institutions.
b. Data analysis technique
The data obtained through the ability test, and then analyzed
by using the formula of mean and standard deviation
(NasrumHarahap in Gunardi 1988: 33) with the following
formula:
Information :
DS = Standard Devision
I = Fill in Interval Class
N = Number of Frequencies
After the results are known, then the writer makes the
distribution of values with a score of 0.100, then determine the
numbers of student success limits based also on the division of
assessment criteria proposed by NasrumHarahap (in Gunadi
1988: 34).
 A = Very Good = between the numbers 81 - 100%
 B = Good = between the numbers 61 - 80%
 C = Fair = between the numbers 41 - 60%
 C = Fair = between the numbers 41 - 60%
 C = Fair = between the numbers 41 - 60%
 C = Fair = between the numbers 41 - 60%
 C = Fair = between the numbers 41 - 60%
 D = Less = between the numbers 21 - 40%
 E = Less Once = between the numbers 0 - 20%
III. Population and Sample
a. Population
The polution of this research is student of Informatics
Department of University of Nusa Putra Sukabumi academic
year 2017-2018, consisting of four classes;
b. Sample
The type of sample which is used in this study is a random
sample (random sampling). From the whole population of this
study taken one class randomly to become respondents, who
do the test questions given at once answer / fill out the
questionnaire distributed.
IV. RESEARCH RESULT
Distribution of questionnaires to students of Informatics
Engineering Department, University of Nusa Putra Sukabumi
first semester on October 10, 2017. Number of students
attended 20 people, with the number of items : eleven (11)
numbers. The entire item from number one to number eleven
is directed to the English Vocabulary (Vocabulary) teaching
and learning process (PBM). This questionnaire consists of
questions of Yes / No questions and multiple choice questions.
While the vocabulary test is conducted on October 12,
2017, the test participants are the same class consisting of 20
students. This vocabulary test consists of four sections with a
total of ninety-two (92) questions. The type of question varies
greatly, synonymously. Antonym, derivation, and structure
(choice of words in sentences).
Learning Process Teaching English Vocabulary. In this
section will be presented data obtained through a
questionnaire. This data includes teaching and learning
activities of English, difficulties faced by students, the efforts
undertaken by students to overcome difficulties faced by them,
and suggestions - student suggestions for the development of
teaching and learning process vocabulary in particular and
English in general at the Department of Informatics
Engineering University of Nusa Putra Sukabumi.
Presentation of this data is done in table form as follows:
TABLE 1 : VOCABULARY EXCERSISES
No Description Sum Percentage
(%)
1 Yes 11 55
2 No 9 45
The table above shows that 45% of students stated that they
have never been given vocabulary exercises and 55% of
students said they had been given vocabulary training during
English learning.
TABLE 2 : WEEKLY VOCABULARY LEARNING
 No Description Sum Percentage 3 Less than happy 0 0
(%) 4 Unhappy 0 0
1 Yes 9 45
2 No 11 55
The table 2 shows that 55% of students stated that they were
not given vocabulary lessons every week and 45 students said The table above shows that 65% of students stated quite happy
they were given vocabulary lessons every week. memorizing vocabulary and 35% of students expressed
pleasure memorizing English vocabulary.
TABLE 3 :
GIVING VOCABULARY IN UNCERTAIN TIME TABLE 7 :
No Description Sum Percentage THE WAY STUDENTS MEMORIZING VOCAB.
(%) No Description Sum Percentage
1 Yes 10 50 (%)
2 No 10 50 1 Open the dictionary 6 30
The table 3 above shows that 50% of students say they are and memorize it
given vocabulary lessons at any time and 50% of students say 2 Memorize through 6 30
they have never been given vocabulary lessons. reading test
3 Memorize through 4 20
TABLE 4 : fictures
LEARNING FREQUENCY OF VOCABULARY 4 Memorize through 2 10
No Description Sum Percentage songs
(%) 5 Memorize through 2 10
1 Once in a week 8 40 internet & games
2 Once in two weeks 3 15 The table 7 shows the way how students memorize
3 Once in a month 5 25 vocabulary, 30% of students said memorizing vocabulary by
4 Sometimes 2 10 opening dictionaries and memorizing them, 20% of students
5 Never 1 5 memorize through image, 10% of students memorize through
The table above shows that 40% of students said the songs and 10% of students memorize through internet &
frequencies of vocabulary lessons learned once a week, 15% games.
of students said the frequency of vocabulary exercises
obtained once in two weeks, 10% of students stated that the TABLE 8:
frequencies of the exercises given were sometimes and 25% of STUDENTS’ DIFFICULIES IN LEARNING
students claim to have a vocabulary lesson once a month. One VOCABULARY
person did not answer (5%).
No Description Sum Percentage
TABLE : 5 (%)
MOTIVATION IN VOCABULARY EXCERSISE 1 Less in pronunciation 6 30
No Description Sum Percentage 2 Less recognize words 5 25
(%) 3 Less understanding of 4 20
1 Very happy 6 30 meaning and writing
2 Happy 14 70 4 Less of Passion 2 10
3 Quite Happy 0 0 5 Quickly bored and 2 10
4 Unhappy 0 0 easy to forget
6 Less facilities of books 1 5
The table above shows that 30% of college students are very and dictionaries
happy to teach vocabulary exercises, 70% of college students
are happy to teach vocabulary exercises, and 0% of students The table above shows the difficulties of students in
express quite happy, 0% expressed displeasure with learning vocabulary such as 30% of students expressed
vocabulary exercises. difficulty in pronunciation, 25% of students said less
TABLE 6 : understand / memorize words, 20% of students said less in
MOTIVATION IN MEMORIZINGVOCABULARY memorize meaning and writing, 10% of students stated less
No Description Sum Percentage passion or less active , 10% of students stated that they are
(%) quickly bored and easy to forget, and 5% said that they less
1 Happy 7 35 facilities books and dictionaries in learning vocabulary.
2 Quite happy 13 65
Test results

The vocabulary result was done a week after filling the
questionnaire in the third semester with a total of 17 students
attending at the time, while the vocabulary test consisted of
four sections with a total number of 92 numbers.Furthermore,
the average score of vocabulary test is determined on 10
students according to the data, using the mean formula, so that
the students get the Value;
a. 100 = nil
b. 90 = 1 person 5%
c. 80 = 5 people or 25%
d. 70 = 7 people or 35%
e. 60 = 4 people or 20%
f. 50 = 2 people or 10%
g. 40 = 1 person or 5%
h. 30 = nil
i. 20 = nil
j. 10 = nil
Overall value of the students are:
a. Students who score 60 and above as many as 17
people or 85%;
b. Students who score below 60 points are 3 or 15%;
c. The above information indicates that the students
who took the test score of 60 (sixty) and above
were 85%, while 15% of the students
gotscoreunder 60. This means that 85% of
students are in good and excellent category
according to the classification of value categories
(KKN) used in this study, while 15% of students
are in less category. Thus, the average value
obtained based on the results of the distribution of
the value of the student's vocabulary test is 74.8
In relation to the above average values, NasrunHarahap (in
Gunardi, 1988: 33) recommends that ifall students have got an
average score of 60 and above then the teaching program does
not need to be repeated. A value of 60 is considered as the
minimum standard or the lowest limit of student success.
While the value between 61 to 90 is in good category and very
well in accordance with the explanation NasrunHarahap.
Therefore, the hypothesis that has been used earlier that
reads "mastery of English vocabulary of students majoring in
Informatics Engineering University of Nusa Putra Sukabumi is
good" can be received well.
V. Conclusions and Suggestions
a. Conclusion
1. The mastery of English vocabulary of students in
Informatics Engineering department, University of
Nusa Putra Sukabumi is good. The results showed
that the majority of students (respondents) get the
value in both categories and very good.
2. The mastery of English vocabulary of students
majoring in Informatics Engineering University of
Nusa Putra Sukabumi which shows good and
excellent material. Some things become the
supporting factor, among others: student interest is so
high, willingness and activity of students in doing the
tasks and exercises given by the teacher, the method
3. teaching applied by the teacher, readiness /
availability of learning facilities, utilization of
language laboratory facilities, and other supporting
factors.
b. Suggestions
By adopting the suggestions conveyed by students through
anket about the need for vocabulary (vocabulary) is taught as a
single subject for maximum ias development.
In addition to vocabulary, other language skills, especially
Reading and Speaking are also recommended to be taught as a
separate subject. The need for additional hours of learning
English from the previous two (2) hours of lessons a week to
six (6) hours of lessons in a week. It is intended that the
students get a longer portion of time in learning and practicing
English, so hopefully the result ias better than ever.
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