the comparative study

i

i

THE COMPARATIVE STUDY

OF STUDENTS’ MARITIME VOCABULARY MASTERY

BETWEEN TKPI AND NKPI AT THE TENTH GRADE

OF SMK NEGERI 1 PURING

IN THE ACADEMICYEAR OF 2016/2017

A THESIS

Submitted as a Partial Fulfillment of the Requirement To Acquire Sarjana

Pendidikan Degree in the English Education Programof Teacher Training

and Education Faculty of Purworejo Muhammadiyah University

by

NUR KHASANAH

132120197

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

PURWOREJOMUHAMMADIYAH UNIVERSITY

2017

ii

APPROVAL SHEET




OF SMK NEGERI 1 PURING


NUR KHASANAH

132120197

This thesis has been approved to be defended in front of the team of

Thesis Examiners

Approved by:

Consultant I

Abdul Ngafif, M.Pd, B.I

NIDN. 0602078404

Consultant II

Titi Rokhayati, M.Pd

NIDN. 0631057301

The Head of English Education Program

Sri Widodo,S.S, M.Hum

NIDN.0628057302

iii

RATIFICATION SHEET




OF SMK NE GERI 1 PURING


NUR KHASANAH

NIM. 132120197

This thesis has been defended in front of the team of Thesis Examiners

Teacher Training and Education Faculty of Purworejo Muhammadiyah

University On August 16th, 2017

The Board of Examiners

First Examiner :Ismawati Ike N., S.S.,M.Hum (…………………….....)

Second Examiner :Abdul Ngafif, M.Pd, B.I (…………………….....)

Third Examiner :TitiRokhayati, M.Pd (…………………….....)

Purworejo,August 2017

The Dean of TeacherTraining and Education Faculty

Yuli Widiyono, M.Pd

NIDN. 06 1607 8301

iv

STATEMENTS

Hereby I who sign in the following:

Name : NurKhasanah

NIM : 132120197

Faculty : Teacher Training and Educational.

Title :THE COMPARATIVE STUDY OF STUDENTS’ MARITIME

VOCABULARY MASTERY BETWEEN TKPI AND NKPI AT

THE TENTH GRADE OF SMK NEGERI 1 PURING IN THE

ACADEMIC YEAR OF 2016/2017

States that this thesis is absolutely my own work and the content is not writer by

someone else as the requirement in accomplishing the study in this university or

the other expert and a few part which I draw as the reference according to then

written rules and writer ethics of the thesis. If it is proven that this statement is

incorrect, this entirely become his responsibility.

Purworejo, 16 Agustus 2017

The Researcher

Nur Khasanah

v

MOTTO

دور وا قولكم أو اجهروا به إنه عليم بذات الص وأسر

And keep your words secret or be born, He knows what is in every heart.

-Q.S Al Mulk (ayat:13)-

If you love Knowledge you will be Enlighten.

-Prof. Dr. EndangFauziati, M.Hum-

Before you assume, Learn the facts!

Before you judge, Understand why!

Before you hurt someone, Feel!

Before you speak, Think!

Dimanapunkamuberpijaktinggalkanjejak yang bijak.

-The Researcher-

vi

DEDICATION

Proudly, I would like to dedicate this thesis to:

1. The researcher’s beloved parents, the deceased mother, Salsiati, and her

father, Khoerudin “Thanks for your praying, support, finance, motivation,

and advice given to me. I am not without you”.

2. The researcher’s sister, Siti Romiyatun and brother, Tri Budi Setiawan also

younger brother Andre Sidik Faijun and Ade Imam Arifin. “Thanks for

everything. I love you all.”

3. My beloved boyfriend, RobbahAlhabibi Ade Pamungkas. Thank you very

much for your truelove, support, help and prayer.

4. All researcher’s best friends, Faida, Sari, Iin, Wina, Mahmudah, Mina,

MbaYayuthanks for your motivation and for your helped thewriter in

accomplishing this reseach.

5. All members of class E in academic year 2013/2014.

6. All members of Girls Squad Thanks for your support and prayer.

7. All of UKM Jurnalistik Sinar Surya officers.

8. Everybody who helps me in compiled this thesis. not mentioned.

vii

ACKNOWLEDGEMENT

حيم حمن الر بســــــــــــــــــم هللا الر

Alhamdulillahirobil’alamin, thanks to Allah the most Gracious and most

Merciful. Finally, the researcher has been able to complete her thesis. This thesis

entitled “The Comparative Study of Students’ Maritime Vocabulary Mastery

between TKPI and NKPI at the Tenth Grade of SMK Negeri 1 Puring in the

Academic Year of 2016/2017”.This thesis is written to fulfill the requirements for

obtaining the SarjanaPendidikan Degree for the English Education Program of

Teacher Training and Education Faculty of PurworejoMuhammadiyah University.

The researcher realizes that she cannot complete this thesis without the

guidance, advice, suggestion, support and encouragement for many people during

the writing on thesis. In occasion, the researcher would like to thank to:

1. Drs. H. Supriyono, M.Pd. as the Rector of Purworejo Muhammadiyah

University.

2. Yuli Widiyono, M.Pd as the Dean of Teacher Training and Education

Faculty of Purworejo Muhammadiyah University.

3. Sri Widodo,S.S,M.Pd as the Head of English Language Education

Department of Purworejo Muhammadiyah Universitywho has given the

researcher to write this thesis.

4. Abdul Ngafif. M.Pd.B.I as the consultants 1,thanks for valuable guidance,

great suggestion, patience providing, time, help,encouragement and

support to do and improve this thesis well andappropriately as the way that

should do.

viii

5. Titi Rokhayati, M.Pda s the consultant 2 who has given ideas,

advice,guidance, and his kindness for correcting this thesis patiently.

6. All lecturers of English Education Program that enriching the researcher’s

knowledge personality, guidance during the completion of this thesis.

7. All friends in English Education Program of PurworejoMuhammadiyah

University, especially for E class.

8. Those cannot be mentioned one by one for the support.

Finally, as the proverb says, “nothing’s perfect” and so is the researcher’s

thesis. The researcher confesses that this thesis is still far from being perfect.

There are still great deals of mistakes that made. However, the researcher expects

that this research can be useful and give contribution in English teaching learning

improvement and development. Thanks.

Purworejo, 16 Agustus 2017

The Researcher

NurKhasanah

ix

ABSTRACT

Khasanah, Nur. 2017.“The Comparative Study of Students’ Maritime

Vocabulary Mastery between TKPI and NKPI at the Tenth Grade of SMK Negeri

1 Puring in the Academic Year of 2016/2017”. S1 Thesis. English Education

Program. Teacher Training and Education Faculty. PurworejoMuhammadiyah

University.

This research is a quantitative method. In collecting data, the researcher

prepare the research instrument, giving the test to the students, and analyzing the

result of the students’ score. The objectives of the study are to know the maritime

vocabulary mastery of the students and to find out whether or not there is any

significant difference of the students’ maritime vocabulary mastery between TKPI

and NKPI at the tenth grade of SMK N 1 Puringin the academic year of

2016/2017.

The population of the research is the tenth grade students in SMK N 1

Puring in the academic year 2016/2017. By employing purposive sampling, the

researcher takes 124 students coming from 4 classes as her sample. To gain the

data, she uses multiple choice tests as her instrument which consists of 20

questions with 4 (four) options and matching which consist 10 question. After

getting the data, she then did an analysis the data in order to answer the statement

of the problem and the hypothesis.

The results of this study showed that from t test is 2.215 in the significant

level 0.029 it is significant because 0.029 < 0.05.The mean score of students TKPI

is 74.26and the mean score of NKPI is 69.65 which belongs to good category.

From the analysis, it can be seen the score of tvalue is higher than ttable

(2.215>1.979). The score of tvalue is 2.215 and the degree of freedom (df) is 123.

For the value of the fobtained is lower than the value of ftable (1.543 < 1.397). It

means that the null hypothesis will be rejected and the alternative hypothesis will

be accepted.Based on the analysis of the data, testing of hypothesis and the

discussion, the conclusion can be drawn that there is any significant difference of

the students’ maritime vocabulary mastery between TKPI and NKPI at the tenth

grade of SMK N 1 Puring in the academic year of 2016/2017.

Keywords:Comparative study, Maritime Vocabulary, TKPI, and NKPI

x

TABLE OF CONTENTS Page

TITLE ................................................................................................................... i

APPROVAL SHEET .......................................................................................... ii

RATIFICATION SHEET .................................................................................. iii

STATEMENTS .................................................................................................. iv

MOTTO .............................................................................................................. v

DEDICATION ................................................................................................... vi

ACKNOWLEDGEMENT ................................................................................ vii

ABSTRACT ....................................................................................................... ix

TABLE OF CONTENT ...................................................................................... x

LIST OF TABLE .............................................................................................. xii

LIST OF FIGURE ............................................................................................ xiii

LIST OF APPENDICES .................................................................................. xiv

CHAPTER I. INTRODUCTION ..................................................................... 1

A. Background of the Study ......................................................................... 1

B. Identification of the Problem .................................................................. 4

C. Limitation of the Problem ....................................................................... 5

D. Statement of the Problem ....................................................................... 5

E. Objective of the Study ............................................................................ 5

F. Significance of the Study ........................................................................ 6

CHAPTER II. REVIEW OF RELATED LITERATURE ............................ 7

A. Theorical Review .................................................................................... 7

1. Theory of Vocabulary ....................................................................... 7

a. Definition of Vocabulary ...................................................... 7

b. Kinds of Vocabulary ............................................................. 8

c. The Importance of Vocabulary Mastery ............................... 9

2. Theory of ESP ................................................................................... 9

a. Definition of ESP .................................................................. 9

b. Type of ESP ........................................................................ 10

c. English for Vocational Purposes ......................................... 10

xi

d. Maritime English ................................................................. 11

e. Vocabulary for ESP............................................................. 12

3. Theory of Maritime Vocabulary ..................................................... 12

a. Maritime Vocabulary .......................................................... 12

b. Types of Maritime Vocabulary ........................................... 17

B. Previous Study ...................................................................................... 19

C. Hypothesis ............................................................................................. 21

CHAPTER III. RESEARCH METHOD ...................................................... 22

A. Research Design .................................................................................... 22

B. Place and Time of the Research ........................................................... 23

C. Population, Sample and Sampling Technique ....................................... 24

D. Variable of the Research ....................................................................... 27

E. Research Instrument .............................................................................. 27

F. Technique of Collecting Data .............................................................. 30

G. Technique of Analyzing Data .............................................................. 30

CHAPTER IV. RESEARCH FINDING AND DISCUSSION .................... 38

A. Data Description .................................................................................... 38

B. DataAnalysis ......................................................................................... 41

1. Descriptive Analysis ....................................................................... 41

2. Infrential Analysis ........................................................................... 49

3. Test of Hypothesis ........................................................................... 54

C. Discussion ............................................................................................ 55

CHAPTER V. CONCLUSION AND SUGGESTION ................................. 59

A. Conclusion ............................................................................................ 59

B. Suggestion ............................................................................................. 60

REFERENCES

APPENDICES

xii

LIST OF TABLE

Table 1

Table 2

Table 3

Table 4

Table 5

Table 6

Table 7

Table 8

Table 9

Table 10

Table 11

Table 12

Table 13

Table 14

Table 15

Table 16

Table 17

The Scheduleof TheResearch

Population of The Research

Sample of The Research

Questions Categorization

The Data of The Research

The Criteria Reference-Scale

The Median of The Data

The Mode of The Data

Standard Deviation And Variance of TKPI And NKPI

The Descriptive Analysis of TKPI And NKPI Test

The Descriptive Analysis Based on The Computation of SPSS

Normality Test of TKPI Class

Normality Test of NKPI Class

The Summary of Normality Test Result

The Summary of Normality Test Based on SPSS

Test of Homogeneity of VarianceUsing SPSS

T-Test ComputationUsing SPSS

xiii

LIST OF FIGURE

Figure 1 Research Design

Figure 2 The Chart of the Data

Figure 3 The Chart of Normality test

xiv

LIST OF APPENDICES

Appendices 1 Letters

Appendices 2 List of TKPI and NKPI Samples

Appendices 3 Instrument of the Research

Appendices 4 Score of TKPI and NKPI Class

Appendices 5 Research Card

Appendices 6 Photos of Conducting Research

1

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is an important at thing in human life, many places in

this world has their own language which is different from others. People

use language as their tool to do communication, by process their formation

or behave intelligence that they get from other persons even in oral or

body language, without language people will be difficult to communicate

with each other and cannot get what they want.

As an international language, English takes the important role in

human life. It becomes one of the languages that be learnt most in the

world. The importance of English can be seen from its application in many

field, such as economy, technology, education, etc. In the era of

globalization, the growth of economy is increasing. In the field of

economy, the use of English becomes main requirement to reach the level

of international market place, it is signed by the growth of MEA. Then in

the field of technology most of all the product of technology use English

in all operation. By mastering English, it will be very usefulwith the rapid

development of technology. English become important part in their

education, most of English learners get their English from education.

Commonly in education level English learners study English in general but

2

2

some them also study English for specific purposes for example in

vocational high school and certain courses .

In Indonesia, English is the first foreign language which is taught

in formal education. English become important subject in schools that the

government include English as subject in curriculum. Learning English

that should be taught from elementary school until the university and it is

one of the compulsory subject for national examination. English has

applied as a standard of graduation, whereas English become a subject

which belong to national examination. Students cannot pass the natioanl

exam if they have low score. Another example when the students continue

the study to university by joining test of SMPTN and SBMPTN certainly

there are English subject. Then, if Indonesian students want to continue

their study abroad automatically mastering English is requirement.

To master English, means that the L2 learners must master four

basic language skill. Namely speaking, reading, listening and writing. In

teaching and learning language, there are four aspects supports those four

language skills such as grammar, vocabulary, spelling, and pronunciation.

Vocabulary as one of the language elements has a very important role in

foreign language learning. It is the basic and very principle requirement

for the students in learning English.

As people know that there are so many of teaching vocabulary in

English education. Teaching vocabulary not only for general purposes but

also more importantly, for specific ones. Teaching English for maritime is

3

an example of English for Specific Purpose (ESP), which emerged from

within the overall field of English Language Teaching (ELT). Teaching

vocabulary for maritime has differences, one of the differences that

significant is vocabulary in English maritime, because vocabulary

maritime related the term of ship and marine. Moreover from differences it

make another skills like reading, speaking and writing more specific about

ship and marine.

The researcher realized that during carrying out the teaching

practice in SMK N 1 Puring has many problem faced, one of the problem

is lack of mastering vocabulary for students. Knowing that this school is

maritime-based and have two types of English learning, there are English

in general and English for Maritime. In general both of them have the

same materials, the differences that there is no listening, the significant on

vocabulary where in English language for maritime is more specific on the

shipping language and marine.

The students in SMK N 1 Puring have a difference majors and only

maritime major are use materials English for Maritime. There are some

class major of English for maritime in SMK N 1 Puring such as TKPI,

NKPI and NKN. As the explaining above the researcher wants to compare

vocabulary mastery students in English for Maritime. The researcher

interested to conduct the research entitled “The Comparative Study of

Students’ Maritime Vocabulary Mastery Between TKPI and NKPI at The

4

Tenth Grade of SMK Negeri 1 Puring In The Academic Year of

2016/2017”.

B. Identification of the Problem

After getting information from several sources at school, the

researcher finds some problems related to vocabulary mastery in seventh

grade students of SMK N 1 Puring and they are as follows:

1. The lack of vocabulary mastery

Some of the students in the class are lack of the vocabulary mastery.

Some students also think that vocabulary is quite difficult to master

because the teacher just gives and explains it to the students.

2. The lack of the media learning

The teacher uses one source in teaching vocabulary. It makes the

students do not enthusiast in mastering vocabulary. It can make the

teaching learning process not effective. The students can not

understand the materials that the teacher explains easily.

3. The teacher does not use various method in teaching English

The teacher uses the same method to teach English all the time. It

makes the students’ not so challenged to answer the questions given

moreover, the learning atmosphere will be so bored.

5

C. Limitation of the Problem

In order to make the research say in its line and make her research

focus, she limits her research on vocabulary maritime. Furthermore, she

also limits the subject of the research on TKPI and NKPI class because

that class has same rule where only male students and focused in term of

ship and marine.

Here, she wants to compare the vocabulary mastery between TKPI

and NKPI because is there any significant differences or not.

D. Statements of the Problem

Based on the background of the study and of the limitation above,

the statement of the problems of this research can be formulated as

follows:

1. How is the maritime vocabulary mastery of the students at the tenth

grade of SMK N 1 Puring in the academic year of 2016/2017?

2. Is there any significant difference of the students’ maritime

vocabulary mastery between TKPI and NKPI at the tenth grade of

SMK N 1 Puring in the academic year of 2016/2017?

E. The Objectives of the Study

Based on background of the study and problem limitation above,

through this research the researcher has two goals and they are as follows:

6

1. To know the maritime vocabulary mastery of the students at the tenth

grade of SMK N 1 Puring in the academic year of 2016/2017.

2. To find out whether or not there is any significant difference of the

student’s maritime vocabulary mastery between TKPI and NKPI at

the tenth grade of SMK N 1 Puring in the academic year of

2016/2017.

F. The Significances of the Study

Hopefully, the result of this study will be useful for many people,

especially for those who are closely related to English education. The

significance of the study is stated as follows:

1. To the Teacher

This research is expected to give reference of comparison or students’

vocabulary mastery. It can be used as reference for them and compare

their ability and competence in teaching English.

2. To the Students

Measure the students of vocational high school especially English for

maritime in vocabulary mastery.

3. To the Researcher

The researcher hopes that this research can be used as reference for

other researcher to conduct further research about maritime

vocabulary mastery.

7

7

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Review

1. Theory of Vocabulary

a. Definition of Vocabulary

According to Hiebert and Kamil (2005:3) oral vocabulary is

the set of words for which he known the meanings when he

speak or read orally. Print vocabulary consist of those words for

which the meaning is known when he write or read silently.

Furthermore, Richards and Renandya in Sarani, (2012:120)

explains that vocabulary is a core component of language

proficiency and provides much of the basis for how well

learners speak, listen, read, and write.

Moreover, Hanson (2011:5) say that vocabulary refers to

words she use to communicate in oral and print language.

Receptive vocabulary refers to the words she understand

through reading and listening.

Based on the definition above, the researcher concludes that

vocabulary is a set of words or a single word which from the

meaning and the function is to communicate both oral and

printed language.

8

b. Kinds of Vocabulary

Lehr, Osborn, & Hiebert (2004:5) divide the vocabulary

intotwo group namely receptive and productive vocabulary.

Receptive vocabulary refers to the words people understand

through reading and listening. Productive vocabulary refers to

the words people use to communicate through writing and

speaking. In order to communicate effectively using oral and

print language, people must be able to flexibly use words that

they recognize and understand.

When people want to have effective reading, it requires two

types of reading namely word recognition vocabulary and word

meaning(Fisher & Watts-Taffe, in Hanson and Padua, 2011:5).

Word recognition is the readers’ ability to pronounce or figure

out the word by using word attack strategies. Word meaning

refers to words students know or can define.

From the theories above, the researcher finds that there are

twokinds of vocabulary, the first is receptive and productive

vocabulary and the second is word recognition and word

meaning. She thinks that the first type of vocabulary is wider

than the second because the first type covers almost all aspect of

language skills.

9

c. The importance of Vocabulary Mastery

According to Fauziati (2010:61), without a sufficient

vocabulary, one cannot communicate effectively or express his

idea in both oral and written form. It means that vocabulary is a

foundation and basic of a language. Without vocabulary, one

cannot transmit their thoughts to others.

Tokac (2005:14) says that students cannot understand an

English text well or a person who istalking to them in English

because of insufficient vocabulary knowledge.

From those theories above, it can be said that mastering

vocabulary becomes the key success of language learning

because without mastering vocabulary. It is impossible for

language learners to master four basic skill of language.

2. Theory of ESP

a. Definition of ESP

Pettersen (2013:14) states that ESP is an approach to

language teaching in which all decisions as to content and

method are based on the learner's reason for learning.

According to Basturkmen (2010:2), ESP as an important

subcomponent of language teaching, with its own approaches to

curriculum development, material design, pedagogy, testing and

research.

10

Based on theories above means that they should be able to

use what they learn in the ESP classroom in other relevant

subjects and aspects of their work and studies.

b. Types of ESP

The aim of the ESP is to determine the needs of a specific

group of learners. ESP is often divided into English for

Academic Purposes (EAP) and English for Occupational

Purposes (EOP), (Hutauruk, 2015).

Alfehaid(2011:31) says that the type of ESP under

investigation in the present study is assumed to prepare its

students for both their academic studies and their professional

lives.

Based on the explanation above EOP is often closely

related to students’ work or profession, becausethey are most

likely required to have a certain level of English proficiency at

work which is an indicator of good work performance

whereasEAP focuses on equipping students with thespecific

communicative skills to participate in these environments.

c. English for Vocational Purposes

Basturkmen’s in Widodo (2015: 16) explains that ESP

Branches, the one area of ESP, which remains rarely explored in

the ESP literature, is English for Vocational Purposes (EVP) or

11

Vocational English (VE), though some studies reported

vocationally-oriented language learning or VE programs.

According to Widodo (2015:17) English for Vocational

Purposes (EVP) is the point of departure for developing EAP,

EPP, or EOP competences as students continue their studies into

higher education programs.

Based on the explanation above, the researcher concludes

that students can start to learn academic or vocational English at

an earlier age and at a lower level of proficiency.

d. Maritime English

According to Pettersen (2013:15) Maritime English is a

product of life on the ocean itself used for clear

communication between ship and shore, between

crewmembers, between crew and passengers where the cost of

communication breakdown can be damage to property, to the

environment or loss of life.

Maritime and Fisheries English (BIMP) is an English

coursewhich is specially designed for the crew of the ship

whose native language is not LanguageEnglish. In addition,

BIMP is also oriented to the needs of high school / advancedIn

the marine ( marine / nautical / shipping) area as

wellProfessionals who are in the field (Kemendikbud, 2013:

1).

12

From the explanations above, the researcher concludes that

Maritime English as part of ESP that seafarers as well as other

ESP learners need just limited knowledge of English directly

related to the field has been dominating criterion in Maritime

Training and Education.

e. Vocabulary for ESP

According to Paltridge (2013: 115),ESP vocabulary can be

referred to in the literature by very different names from one

study to another. These terms include special purpose,

specialized, technical, sub - technical, and semi - technical

vocabulary.

Hutauruk (2015) states that ESP vocabulary can be

practiced and consolidated by similar methods and techniques

used for practicing and consolidation of general vocabulary.

From those theories above, it can be said that learning

vocabulary for general and for ESP is different but ESP

concentrates more on language in context than on teaching

grammar and language structures.

3. Theory of Maritime Vocabulary

a. Maritime Vocabulary

Pettersen (2013:16) states that Maritime English vocabulary

is hardly unique per se, but takes on different meanings

through polysemy, homonymy and compounding. Thus

13

Maritime English vocabulary is partly a result of “shifts” in

meaning.

According to Pettersen (2013:17), the following examples

may contribute to illustrate the phenomenon:

1) “Shifts” in meaning

Examples of “Shifts” in meaning are given in (1):

(1a) Bank: GE: a financial institution, the bank of a river. ME:

a bank of fog, a bank of oars.

(1b) Port: GE: an artificial harbour.

ME: an opening in the hull (porthole), the left hand side of a

ship.

2) Compounding

Examples of compounding include the following types:

(2a) noun plus noun: ballast water, radio officer.

(2b) present participle plus noun: mooring ropes, navigating

cadet, regulating valves.

(2c) past participle plus noun: compressed air, I-shaped beam,

fitted bolts, cast iron.

3) Compounds are common in technical contexts.

Below some modes of compounding various nouns in a

semantic relationship, are suggested.

(3a) A of B e.g. the cover of a cylinder

→ the cylinder cover

(3b) A with/has B e.g. water with salt in it

→ salt water

(3c) A contains B e.g. the house which contains the

wheel

→ the wheelhouse

14

(3d) A made of/from B e.g. wire made of copper

→ copper wire

(3e) A in/on/at B e.g. the plate at the back

→ the back plate

(3f) A operated by B e.g. a pump operated by hand

→ a hand pump

(3g) A shaped like B e.g. a nut shaped like a butterfly

→ a butterfly nut

(3h) A uses B e.g. a turbine driven by steam

→ a steam turbine

(3i) A invented by B e.g. callipers invented by Vernier

→ Vernier callipers

4) Other examples of compounding are presented

Other examples of compounding are presented in (4).

(4a) adjectives

deep tank, double bottom, forecastle, upper deck

(4b) adjectival compounds

oil tight, water tight

(4c) reverse combinations

depth moulded, length overall

(4d) ordinal numbers

first mate, second engineer

(4e) prepositions

`tween deck, overhaul

(4f) names of seasons

summer load line

(4g) proper nouns turned into common noun

jacob’s ladder, samson post

(4h) geographical names

north Atlantic load line

15

5) Other lexical aspects

Other example lexical aspects:

(5a) clippings

(5b) initialization

(5c) acronyms

(5d) metaphors/metaphorical use of e.g. animal names

(6a) Captain, navy, officer (from French)

(6b) cargo, canoe, niña (from Spanish)

(6c) anchor (from Greek)

(6d) admiral (from Arabic)

(6e) yacht, dock, buoy, hull, cruise (from Dutch)

(6f) tornado, hurricane (from Caribbean)

(6g) tsunami (from Japanese)

6) “Shifts” in grammatical functions

Example of “Shifts” in grammatical functions:

(7a) term Bow

GE noun: device for playing a musical instrument, a

weapon verb: a body motion

ME noun: the foremost end of a ship

(7b) after

GE time relater (preposition/adverb)

ME adjective (the after end of the ship)

Maritime English syllabus which is expected to cover a far

wider range of language skills to be achieved in the fields of

vocabulary, grammar, discourse abilities, etc., SMCP

(2000:11).

According to SMCP (2000:12) in general are:

a. Spelling of letters

When spelling is necessary, only the following

spelling table should be used:

16

Letter Code Letter Code

A Alfa N November

B Bravo O Oscar

C Charlie P Papa

D Delta Q Quebec

E Echo R Romeo

F Foxtrot S Sierra

G Golf T Tango

H Hotel U Uniform

I India V Victor

J Juliet W Whisky

K Kilo X X-ray

L Lima Y Yankee

M Mike Z Zulu

b. Spelling of digits and numbers

A few digits and numbers have a modified pronunciation

compared to general English:

Number Spelling Pronunciation

0 Zero ZEERO

1 One WUN

2 Two TOO

3 Three TREE

4 Four FOWER

5 Five FIFE

6 Six SIX

7 Seven SEVEN

8 Eight AIT

9 Nine NINER

1000 Thousand TOUSAND

From explanations above means that maritime vocabulary

is a complex linguistic phenomenon of many components:

general English, general ME, ME in shipbuilding, navigational

17

ME, ME in semiotic systems etc. The SMCP should be taught

and learnt selectively, according to the users` specific needs

rather than completely.

b. Types of Maritime Vocabulary

According to Yongxing (2013:16) among all these fields

only Maritime English of Navigation and its vocabulary

represent pure Maritime English field as it does not have any

correspondence with any other technical field.

Yongxing (2013:16), in ESP texts four types of vocabulary

can be distinguished:

1) Structural words: e.g. are, this, only, however

2) General words: e.g. table, run, dog, road, weather, cause

3) Technical terms related to a lot of technical fields: e.g.

engine, spring, value, acid, budget

4) Technical terms related to one field: auricle, schistosome,

fissure, electrophoresis.

Nation (2000:15) says that we can distinguish four

kinds of vocabulary in the text: high frequency words,

academic words, technical words and low frequency words.

Four other vocabulary categories are:

1) High frequency words

In the example text, these words are not marked at

all and include function words: in, for, the, of, a, etc. The

18

highfrequency words also include many content words,

government, forests, production,adoption, represent,

boundary. The classic list of high frequency words is

Michael West=s (1953) A General Service List of English

Words which contains around 2,000 word families. Almost

80% of the running words in the text are high frequency

word.

2) Academic words

The text is from an academic textbook and contains

many words that are common in different kinds of

academic texts, policy, phase, adjusted, sustained.

Typically these words make up about 9% of the running

words in the text.

3) Technical words

The text contains some words that are very closely

related to the topic and subject area of the text. These

words include indigenous, regeneration, podocarp, beech,

rimu(a New Zealand tree), timber. These words are

reasonably common in this topic areabut are not so

common else where. As soon as we see them we know

what topic is being dealt with. Technical words like these

typically cover about 5% of the running words in a text.

19

4) Low frequency words

The fourth group of words is the low frequency

words. They include words like zoned, pioneering,

perpetuity, aired, pastoral. In the text they are marked in

italics. They make up over 5% of the words in an academic

text.

The researcher concludes that this classification of words is

certainly useful for pedagogical practice because it provides a clear

goal for teaching vocabulary. It suggests the type as well as the

number of words that need to be learned so as to be able to cope

effectively with specific goals in language use.

B. Previous Study

The researcher took some studies as consideration. The first study

entitled “The Effects of Vocabulary Mastery on Comprehending Maritime

English Texts: A Case Study of Seafarers of Nautical Class” which is

written by Ika Erawati (2014). Based on the description result and the

percentage of students on vocabulary type in figure 1, it can be concluded

that core vocabulary type had been mastered by 50% students or 15 of 30

students, semi-technical vocabulary type had been mastered by 37%

students (11 of 30 students), and technical/ maritime vocabulary type had

been mastered by 6% (two of 30 students). While 30% students or 10 of

30 students were considered to have mastery both on core vocabulary and

20

semi-technical vocabulary, and 47% students (14 of 30 students) were

considered to have no mastery on the three vocabulary types.

The differences between Erawati’s research and the researcher’s lie

on the type of the research (Experimental Research Vs Comparative

study), where the similarity is on element of the language and the subject

of the research which is on the same education nautical class.

The second result entitled “A Comparative Study of English

Speaking Skill between Male and Female Students’ on the First Grade

Students of State Junior High School 5 Purworejo in the Academic Year

2011/ 2012.” which is written by Aditya Nuril Ismiati (2013). The result

of the differences study of English speaking skill between male and female

students’ on the First Grade Students of SMP N 5 Purworejo. The

researcher is able to conclude that the percentage total score on first grade

students of SMP N 5 Purworejo is 69.23% so the frequency indicates that

the skill is average. The percentage of English speaking skill of Male is

64.42%, so the frequency indicates that the skill is average, and the

percentage of English speaking skill of Female is 74.03%, so the

frequency indicates that the skill is above average.

The differences between Aditya’s research and the researcher’s lie

on the element of the language (Speaking Vs. Vocabulary) and the subject

of the research which is on the education level (Junior high school Vs

Vocational High school), where the similarity is on the type of the research

and research design (Comparative Study).

21

C. Hypothesis

According to Sugiyono (2010:84), the hypothesis sets forth for

recent study is a tentative answer of the research problem.

Based on the framework above, there are two forms of hypotheses

in this study, they are; Null Hypothesis (Ho) and Alternative hypothesis

(Ha) as follows:

Ho: There is no significant difference of the students’ maritime vocabulary

mastery between TKPI and NKPI at the tenth grade of SMK N 1

Puring in the academic year of 2016/2017.

Ha: There is any significant difference of the students’ maritime

vocabulary mastery between TKPI and NKPI at the tenth grade of

SMK N 1 Puring in the academic year of 2016/2017.

22

22

CHAPTER III

RESEARCH METHOD

A. Research Design

In order to make a systematic research, the researcher has to decide

the type of the research that will be conduct. The research can be

categorized as comparative study.

According to Sugiyono (2014:93), Comparative analysis is done by

comparing the theory with one another, and the results of research one

with other research. Moreover, a method is a procedure or way that is used

in solving the problem of study (Sudjana, 2009:16). The purpose of the

study is to find out the comparative study of students’ maritime

vocabulary mastery between TKPI and NKPI at the tenth grade of SMK N

1 Puring in the Academic year of 2016/2017. In this thesis, the researcher

uses test as method. So, the design of this research can be drawn as

follows:

Figure 1. Research Design

X Y

In which:

X : students TKPI

Y : students NKPI

23

B. Time and Place of the Research

This research is conducted at SMK Negeri 1 Puring which is

located at Jl. Selatan-selatan Km. 4 Puring, Kebumen, Jawa Tengah. In

doing the research, the researcher does a number of steps and those steps

can be seen in the research schedule below:

Table 1. The schedule of the research.

Activities

Month

March April May June July August

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 1 2 3 4 5

Submittin

g the

research

title

x x

Proposal x

Seminar

proposal x x

Chapter 1 x x

Chapter 2 x x

Instrument x x

Collecting

data x

Chapter 3 x x

Analysis

data x x

Chapter 4 x x x

Chapter 5 x

Abstract

and

acknowled

gment

x x

Finishing x x x

Examinati

on x x

24

C. Population, Sampling Technique, and Sample

1. Population

Population is the total of research subject (Arikunto, 2013: 173).

According to Sugiyono (2014: 117), population is the generalization

areas that consist of object or subject that has quality and certain

characteristic that carried out by researcher to learn and to draw

conclusion. In this research, the population is the tenth grade students

of SMK Negeri 1 Puring in the academic year of 2016/ 2017 consisting

of 13 classes. The total of population is 406 students.

Table 2. Population of the Research

Class Number of students

X TKR 1 34

X TKR 2 34

X TKR 3 35

X TKR 4 36

X TKR 5 36

X NKN 1 27

X NKN 2 27

X TKPI 1 36

X TKPI 2 33

X NKPI 1 27

X NKPI 2 28

X TPHPI 1 27

X TPHPI 2 27

Total 406

Based on the theories above, the researcher concluded that

population is a group of person or individual having quality and

characteristics which a researcher gets the data needed.

25

2. Sampling Technique

According to Sugiyono (2014: 118), sampling is the technique to

get the sample. Arikunto (2013: 177) also stated that sampling is the

way drawing a sample of research. There are many sampling

techniques which can be chosen to draw a sample accurately in the

research such as:

a. Random Sampling

Random sampling is a sampling technique in which the

researcher shuffles the subject of population, so all subjects

have a chance to be chosen.

b. Stratified Sampling

Stratified sampling is a sampling technique in which the

researcher assumed that the population is divided into

stratification. The sample takes based on strata.

c. Area Probability Sampling

Area probability sampling is a sampling technique in which

the sample is drawn from every area, so the sample will

represent the different area in the population.

d. Proportional Sampling

Proportional sampling is a sampling technique which used

to complete the use of probability sampling, because

sometimes each area has different number of subject.

Therefore, to get the representative sampling, the subject which

26

taken of each area must be equal with the number of subject of

each area.

e. Purposive Sampling

Purposive sampling is a sampling technique in which the

drawing of the sampling is based on the specific purpose by

considering the time, effort, and other factors.

f. Quota Sampling

Quota sampling is a sampling technique which based on the

quota and criteria that the researcher needs. The samples have

drawn random at area and stratification.

g. Cluster Sampling

Cluster sampling is a sampling technique which based on

the cluster.

h. Double Sampling

Double sampling is a sampling technique in which the

researcher takes two samples. The number of the first sample is

bigger than the second sample. The second sample is useful to

check the truth of data of the first sample or to complete the

number on the first sample.

From the explanation above, the researcher used purposive

sampling to gain the data of the research, because the researcher took

the samples of four class that have the same capabilities. The other

reason why the researchers choose this sampling is because of several

27

considerations, such as the even semester ends on June, limited time to

find a maritime-based school that meets the criteria to be a sample of

research. Moreover, this technique has the advantage on the precision

of researchers in selecting data source according to the studied

variable.

3. Sample

According to Sugiyono (2014: 118), sample is a part of the total

and characteristic which belongs to population. The researcher takes

four classes her sample. They are class X NKPI 1, X NKPI 2, X TKPI

1, and X TKPI 2 students of SMK Negeri 1 Puring in the academic

year of 2016/ 2017.

Table 3. Sample of the Research

No. Class Number of students

1. X TKPI 1 36

2. X TKPI 2 33

3. X NKPI 1 27

4. X NKPI 2 28

Total 124

D. Variable of the Research

Variable is a characteristic or attribute of an individual or an

organization that (a) researchers can measure or observe and (b) varies

among individuals or organizations studied (Creswell, 2012:112).

28

Moreover, Sugiyono (2010: 137) says that in survey research, usually the

samples are comparable is independent samples.

In this study there is one variable only namely independent variable

and it is the students’ maritime vocabulary mastery, which is symbolized

by “X”.

E. Instrument of the Research

According to Sugiyono (2014: 147), research instrument is a tool

which is used to measure the natural phenomenon and social phenomenon

that is observed. Research instrument is means by which something is

performed or affected, and is a device for precise measurement. The

instrument used to collect data in this research is a test about vocabulary.

Arikunto (2013:266) states that test is a series of question or the other

tools which is used to measures of ability, intelligence of knowledge, skill

owned by individual or group.

Here, she uses multiple choice test and matching in getting the

data. The researcher administered vocabulary test. In the test, the multiple

choice consist of 20 questionsand matching consist of 10 questions. This

instrument aim to measurement the students’ ability in mastering maritime

vocabulary.

Table 4. Questions Categorization

No. Criteria Types of

Question

Question

Number

1. The replaced word of “port” MC (Task 1)

1

29

2. The similar meaning word of

“vessel” MC 2

3. The synonymous word of

“rushing” MC 3

4. The opposite meaning word of

“moving” MC 4

5. The same meaning word of

“voyage” MC 5

6. The similar meaning word of “

command” MC 6

7. The contrasted meaning word of

“safe” MC 7

8. The same meaning word of “chief” MC 8

9. The replaced word of “stowage” MC 9

10. The antonymous word of

“keeping” MC 10

11. The synonymous word of “shore” MC 11

12. The replaced word of “orders” MC 12


“warnings” MC 13


“assisted” MC 14


“engine” MC 15

16. The similar meaning word of “the

marina” MC 16


“bridge” MC 17

18. The replaced word of “loading” MC 18

19. The antonymous word of

“manned” MC 19

20 The opposite meaning word of

“ahead” MC 20

21. Describing about ship Matching (Task 1)

1

22. Describing about captain Matching 2

23. Describing about port Matching 3

24. Describing about vessel Matching 4

25. Describing about cargo Matching 5

26. Describing about deck Matching 6

27. Describing about deckhand Matching 7

28. Describing about engineer Matching 8

29. Describing about navigation Matching 9

30. Describing about maritime Matching 10

30

F. Technique of Collecting Data

Arikunto (2013:193) states that data collection is one of procedure

in systematic research. In general, instruments are used to collect data and

it can be divided into two types, a test and non- test. The researcher used

multiple choice and matching test to collect the data. The researcher

explained the direction as clearly as possible to make the students

understand the materials being tested.

In this research, the researcher carried out some steps, there are:

1. Making the draft of instrument

The researcher makes a question in the form of multiple choice

and matching as her instrument.

2. Asking for expert judgment

The next steps is doing for the expert of maritime vocabulary to

see the instrument she made. The expert will give some advice or

revision about the instrument.

3. Giving a test to the students.

After making instrument, the students must do the test. The test is

oral test. During the test, the researcher hoped the students get high

score.

G. Technique of Data Analysis

This research is a quantitative research, so it needs the data analysis. In

this research, to analyze the data, the researcher used an appropriate

31

technique to find out whether there is any significant difference or not of

students maritime vocabulary mastery between TKPI and NKPI.

1. Descriptive Analysis

According to Sugiyono (2010: 29) descriptive analysis is a statistic

which has function to describe or to give a description on the observed

object by data sample or population without doing analysis and make

conclusion to general.

The descriptive analysis includes the measurement of mean, mode,

median, range, variance and standard deviation (SD). In this research,

the researcher uses mean and SD to analyze the data.

a. Mean

Sugiyono (2010: 49) state that mean is the average score

obtained by the subject of the study.

The formula to get mean is as follow:

𝑀𝑒 =∑ 𝑥𝑖

𝑛

Where:

Me : Mean

: The total of the scores

: The total number of students or sample

32

b. Median

Median is one of explanation based on the middle value of

the data which have been organized from the lowest to highest

or from the highest to the lowest (Sugiyono, 2010: 48).

c. Mode

Mode is a technique to explain based on the value which is

popular or which often being found (Sugiyono, 2010: 47).

d. Range

Range is a way to talk about the spread of distribution of

scores. (Sugiyono, 2010: 55).

The range formula is as follows:

-

e. Variance

Variance is used to explain the homogeneity. Sugiyono,

2010:56).

The formula is:

S2 =

Where:

S2 = sample variance

= number of sample

33

= the square of each score subtracted by mean

score.

f. Standard Deviation

The standard deviation is the way of showing the spread of

the score. It measures the degree to which the group of score

deviates from the mean. (Sugiyono, 2010: 58).

The formula is:

Where:

SD = the Square of the deviation standard

2)( xx = the square of each score subtracted by mean

score

= the total number of the students

2. Inferential Analysis

In this analysis, there is a test of hypothesis. The hypothesis test

utilizes t-test. The t-test used to see the score difference between

variables; the maritime vocabulary mastery of the students. The

researcher analyzes the data to the hypothesis. This analysis is

conducted to find out the comparison of students maritime vocabulary

mastery between TKPI and NKPI.

1

)( 2

N

xxSD

34

a. Normality test

This test is intended to determine the distribution of the

maximum and minimum values as well as the variability of

research data. Test is usually carried out by using the test for

normality distribution with the chi square technique. As the

formula to test the normality of the data with Chi Square

(Sugiyono, 2010: 107) is as follows:

X2 =

Where:

= the chi square value

= the observed frequency

= the expected frequency

= degree of freedom (the total class interval….1)

The result of computation is consulted to the table of chi

square. The data are normal if the obtained value is lower

than the critical value of the in the table. The researcher

analyse the normality test by using SPSS with the Kolmogorov

Smirnov.

35

b. Test of Homogeneity

Test of homogeneity aims to find out whether or not the

scores of one group have homogenous variance compared with

the scores of the other group (Sugiyono, 2014: 275).

The formula is as follow:

F =

(Sugiyono, 2010: 175)

If the price < it states that the variance of the two

group are homogeneous.

The researcher used SPSS to analyse the homogeneity of

variance. The data come from population with the same variant or

a variant of the same if the probability >0.05.

3. Test of Hypothesis

The test of hypothesis is meant answer the hypothesis stated in

chapter II and here, there are two possibilities of the formula used

based on the result of normality test. If the data are normal, the

parametric statistic formula will be used (t-test), if the data are

abnormal, she will use the non-parametric statistic formula (Mann-

Whitney U- test). Here are the complete formula will be used.

1) T –test

Separated Variance:

𝑡 =𝑥¯₁ − 𝑥¯₂

√𝑠₁2

𝑛₁+

𝑠₂2

𝑛₂

36

2121

2

22

2

11

21

11

2

)1()1(

nnnn

snsn

XXt

Polled Variance:

Sugiyono, (2010:138)

Where:

t = Value of t that was computed

1X = The mean score of TKPI

2X = The mean score of NKPI

n1 = The number of student of TKPI

n2 = The number of student of NKPI

S12 = Variance of TKPI

S22 = Varianceof NKPI

If the price < it states that Ho is accepted and

Ha is rejected. Ho accepted means that variance is homogeneous.

The researcher used SPSS to analyse the homogeneity of

variance. The data come from population with the same variant or

a variant of the same if the probability >0.05.

2) Mann- Whitney U-test

U-test is used to test the comparative hypothesis of two

independent samples when the data is ordinal Sugiyono,

(2010:153).

37

The formula is as follows:

𝑈1 = 𝑛1𝑛2 +𝑛1(𝑛1 − 1)

2− 𝑅1

And

𝑈2 = 𝑛1𝑛2 +𝑛2(𝑛2 − 1)

2− 𝑅2

Where:

n1 = total sample 1

n2 = total sample 2

U1 = total ratings 1

U2 = total ratings 2

R1 = total ratings of sample n1

R2 = total ratings of sample n2

38

38

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Data Description

In this chapter, the researcher discussed about the research result of

this thesis. The researcher used the test as the instrument of the research; it

means that the test become the most important factor on the students’

maritime vocabulary mastery measurement. The data was collected from

124 students of TKPI and NKPI at the tenth grade of SMK Negeri 1

Puring in the academic year 2016/2017.

Table 5. The data of the research

TKPI Class NKPI Class

No. Identity Score No. Identity Score

1 student 73 1 student 60





















39



































56 student 67 SUM 3831

57 student 80

58 student 73

59 student 87

60 student 87

61 student 87

62 student 87

63 student 63

64 student 70

65 student 80

40

66 student 87

67 student 63

68 student 67

69 student 87

SUM 5124

Then, to ease in reading and in comprehending the data, she groups

the data based on the table of criteria-reference scale of Arikunto

(2013:245). The table of criteria-reference scale can be seen below:

Table 6. The criteria reference-scale

Score Grade Level

80 – 100 A Excellent

66 – 79 B Good

56 – 65 C Sufficient

40 – 55 D Fairly Sufficient

≤ 39 E Fail

After grouping the data based on the table above, she then

transforms it into a bar chart which can be seen below:

Figure 2. The chart of the data

VeryGood

Good SufficientFairly

SufficientFail

A B C D E

80 – 100 66 – 79 56 – 65 40 – 55 ≤ 39

Sum of TKPI 27 23 11 4 0

Sum of NKPI 17 23 10 5 0

27

23

11

4

0

17

23

10

5

0

Data Description

Sum of TKPI

Sum of NKPI

41

From the chart above, it can be seen that most of the students got

the score included in the category A (80-100) that is 27 students (39.13%)

for TKPI class and 17 students (30.90%) for NKPI class, belongs to

excellent category. Meanwhile, the other dominant score of the students is

in the category B (66-79) that is 23 students (33.33%) for TKPI class and

23 students (41.81%) for NKPI class, belongs to good category. Those are

the dominant score got by the students in category B both for TKPI class

and NKPI class.

Then, the researcher is going to analyze the data using two type of

statistics namely descriptive and inferential statistic.

B. Data Analysis

After presenting the data got in test, the researcher then do

computation in order to analyze the data. Here, she analyses the data using

descriptive analysis and inferential analysis. The detail computation and its

analysis can be seen below:


The descriptive analysis is meant to describe the data the

researcher got during the research without drawing the conclusion

(Sugiyono, 2010: 29). She computes the data based on central

tendency (mean, median, mode) and based on dispersion (standard

deviation, variance, range). The detail computation can be seen below:

42

a. Central tendency

The goal of computing the data central tendency is to explain the

data of the group based the on the central tendency of that group. It

consist of mean, median, and mode.

1) Mean

The mean score of the data from test of the TKPI and NKPI

class can be seen in the table below:

a) TKPI

𝑀𝑒 = ∑ 𝑥𝑖

𝑛

= 5124

69

= 74.260

= 74

b) NKPI

𝑀𝑒 = ∑ 𝑥𝑖

𝑛

= 3831

55

= 69.654

= 70

2) Median

The midpoint of a distribution of the data from pre-test and

post-test can be seen below:

43

Table 7. The median of the data

Data TKPI NKPI

Median Score 73 70

3) Mode

The most frequently occurring value in a data set both from

pre-test and post-test is as follows:

Table 8. The mode of the data

Data TKPI NKPI

Mode Score 73 80

b. Data Dispersion

1) Standard Deviation

Standard deviation is a measure of the dispersion of scores

from the mean of scores. It is calculated by obtaining the

square root of the variance of a set of scores. The formula is:

Table 9. Standard Deviation and Variance of TKPI and NKPI

TKPI Class NKPI Class

No. Score x - x¯ x2 Score x - x¯ x2

1 73 -1,26 1,59 60 -9,65 93,21

2 73 -1,26 1,59 80 10,35 107,03

3 73 -1,26 1,59 67 -2,65 7,05

4 73 -1,26 1,59 53 -16,65 277,37

5 70 -4,26 18,16 67 -2,65 7,05

6 70 -4,26 18,16 87 17,35 300,86

7 93 18,74 351,16 80 10,35 107,03

8 63 -11,26 126,81 70 0,35 0,12

9 53 -21,26 452,02 50 -19,65 386,30

10 63 -11,26 126,81 60 -9,65 93,21

11 73 -1,26 1,59 83 13,35 178,10

44

12 80 5,74 32,94 63 -6,65 44,28

13 87 12,74 162,29 87 17,35 300,86

14 63 -11,26 126,81 60 -9,65 93,21

15 93 18,74 351,16 77 7,35 53,96

16 80 5,74 32,94 70 0,35 0,12

17 63 -11,26 126,81 87 17,35 300,86

18 93 18,74 351,16 53 -16,65 277,37

19 80 5,74 32,94 87 17,35 300,86

20 53 -21,26 452,02 43 -26,65 710,46

21 80 5,74 32,94 80 10,35 107,03

22 77 2,74 7,50 53 -16,65 277,37

23 80 5,74 32,94 87 17,35 300,86

24 80 5,74 32,94 67 -2,65 7,05

25 77 2,74 7,50 73 3,35 11,19

26 73 -1,26 1,59 87 17,35 300,86

27 73 -1,26 1,59 70 0,35 0,12

28 73 -1,26 1,59 67 -2,65 7,05

29 77 2,74 7,50 50 -19,65 386,30

30 90 15,74 247,72 67 -2,65 7,05

31 60 -14,26 203,37 77 7,35 53,96

32 63 -11,26 126,81 70 0,35 0,12

33 50 -24,26 588,59 50 -19,65 386,30

34 80 5,74 32,94 63 -6,65 44,28

35 80 5,74 32,94 77 7,35 53,96

36 53 -21,26 452,02 50 -19,65 386,30

37 87 12,74 162,29 70 0,35 0,12

38 63 -11,26 126,81 80 10,35 107,03

39 63 -11,26 126,81 53 -16,65 277,37

40 73 -1,26 1,59 63 -6,65 44,28

41 77 2,74 7,50 80 10,35 107,03

42 93 18,74 351,16 97 27,35 747,77

43 73 -1,26 1,59 77 7,35 53,96

44 87 12,74 162,29 60 -9,65 93,21

45 83 8,74 76,37 70 0,35 0,12

46 60 -14,26 203,37 80 10,35 107,03

47 67 -7,26 52,72 80 10,35 107,03

48 63 -11,26 126,81 77 7,35 53,96

49 73 -1,26 1,59 53 -16,65 277,37

50 80 5,74 32,94 73 3,35 11,19

45

51 73 -1,26 1,59 70 0,35 0,12

52 73 -1,26 1,59 80 10,35 107,03

53 63 -11,26 126,81 80 10,35 107,03

54 70 -4,26 18,16 53 -16,65 277,37

55 83 8,74 76,37 63 -6,65 44,28

56 67 -7,26 52,72 SUM 8492,41

57 80 5,74 32,94

58 73 -1,26 1,59

59 87 12,74 162,29

60 87 12,74 162,29

61 87 12,74 162,29

62 87 12,74 162,29

63 63 -11,26 126,81

64 70 -4,26 18,16

65 80 5,74 32,94

66 87 12,74 162,29

67 63 -11,26 126,81

68 67 -7,26 52,72

69 87 12,74 162,29

SUM 7657,41

a) TKPI

SD = √∑(X−X)2

(𝑛−1)

SD = √7657.41

69−1

= √7657.41

68

= √112.60

= 10.61

46

b) NKPI

SD = √∑(X−X)2

(𝑛−1)

SD = √8492.41

55−1

= √8492.41

54

= √157.26

= 12.54

2) Variance

Variance is the quadrate of standard deviation, because the

researcher has found the standard deviation. She just needs to

quadrate it to get the variance.

a) TKPI

S2 = ∑(Xi−X)2

(𝑛−1)

= 7657.41

68

= 112.60

b) NKPI

S2 = ∑(Xi−X)2

(𝑛−1)

= 8492.41

54

= 𝟏𝟓𝟕. 𝟐𝟔

47

3) Range

The range of the data can be known by subtracting the

maximum score with the minimum score. The range of this

research is as follows:

a) TKPI

𝑅 = 𝑋ℎ𝑖𝑔ℎ𝑒𝑠𝑡-𝑋𝑙𝑜𝑤𝑒𝑠𝑡

𝑅 = 93 − 50

R = 43

b) NKPI

𝑅 = 𝑋ℎ𝑖𝑔ℎ𝑒𝑠𝑡-𝑋𝑙𝑜𝑤𝑒𝑠𝑡

𝑅 = 97 − 43

R = 54

The result computation above was presented in the

following table.

Table 10. The Descriptive analysis of TKPI and NKPI test

Source M Me Mo SD V R H L

TKPI 74 73 73 11 113 43 93 50

NKPI 70 70 80 13 157 54 97 43

Where:

M : mean

Me : the median

Mo : the mode

SD : standard deviation

48

V : thevariance

R : the range

H : the highest score

L : the lowest score

To take more clearly and to ensure that the result of

manual computation is correct, the researcher encloses the

computation SPSS 16.0. The table below will show about

SPSS result.

Table 11. The descriptive analysis based on the

computation of SPSS.

From the computation above, it can be seen that the mean

score of pre-test is 71.50. Based on the students’ category (table

4.2), the means score belongs to good because the mean in the

score class of 66-79. So, it can be concluded that the result of

49

the pre-test is good. Besides, the mean score of post-test is 81.00

belongs to excellent because it is the score of 80-100. So, it can

be conclude that the result of post-test is excellent.


In answering the hypothesis stated in Chapter II, the researcher

employs the technique of analysis called as inferential analysis. There

are two formulas used to calculate namely test of normality and test of

significance/hypothesis. The detail computation is as follows:

a. Test of Normality

To find out whether the data has normal distribution or not and

to decide which formula will be used to do test of significance, the

chi-square formula is used. The complete computation can be seen

below:

1) TKPI Class

a) Determining the amount of class interval

Sugiyono (2010:80) divides the interval into 6 (six)

sectors and each sector have its own percentage. The

percentage is 2.27%, 13.53%, 34.13%, 34.13%,

13.53%, and 2.27%.

b) Determining the length of class interval

Class length = the highest score- the lowest score

6 (the amount of class interval)

= 93-50

6

= 7.17

50

c) Making the table of normality test

Table 12. Normality test of TKPI class

d) Comparing X2value and X2

table

The result of computation above shows that the

X2value is 10 and the X2

table is 11.070 with the degree of

freedom 5 and the level of error 5%. The result of

comparison shows that the X2value< X2

table (10 < 11.070)

which means that the data of TKPI class have normal

distribution.

2) NKPI Class

By applying the same method, the researcher did the

computation to know whether the data of NKPI class have

normal distribution or not and the result of the computation

is put on the table below:

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh

50-57 4 2 2,14 4,57 2,45

58-65 11 9 1,66 2,77 0,30

66-73 19 24 -4,55 20,70 0,88

74-81 19 24 -4,55 20,70 0,88

82-89 11 9 1,66 2,77 0,30

90-97 5 2 3,14 9,84 5,28

Sum 69 69 0 61 10

51

Table 13. Normality test of NKPI class

The result of computation above shows that the

X2value is 10 and the X2

table is 11.070 with the degree of

freedom 5 and the level of error 5%. The result of

comparison shows that the X2value< X2

table (10 < 11.070)

which means that the data of NKPI class have normal

distribution. The table below is the summary of the

normality test.

Table 14. The summary of normality test results

Variables X2value

X2table

At sig. level

of 0.05

Normality

level

TKPI 10 11.070 Normal

NKPI 10 11.070 Normal

To ensure that the result of manual computation is correct, the

researcher also encloses the computation of SPSS. The researcher use

the Kolmogorov-Smimov technique test because this technique is

simple and it uses two comparisons as the way to compute the

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh

43-52 5 1 3,52 12,36 8,32

53-62 10 7 2,56 6,55 0,88

63-72 16 19 -2,77 7,68 0,41

73-82 16 19 -2,77 7,68 0,41

83-92 7 7 -0,44 0,19 0,03

93-100 1 1 -0,49 0,24 0,16

SUM 55 55 0 35 10

52

normality test. A data is said normal if the value ρ is higher than 0.05.

The table below showed the result of SPSS 16.0.

Table 15. The summary of normality test based on SPSS

Based on the computation above, it shows that both the value pf

normality test of pre-test and post-test (Asymp. Sig. (2-tailed) are higher

than 0.05. They are 0.434 and 0.397. It means that the data is normal. The

histogram below shows clearly about the normality of the data between

TKPI and NKPI. The histogram below shows more clearly about the

normality of the data.

Figure 3. The chart of normality test

53

b. Test of Homogeneity

It is aimed to find out whether the score of the group

compared have homogenous variance or not. The other function is

to determine which formula will be used to measure the test of

hypothesis in which it will use t-test formula. The computation is

as follows:

F = the highest variance

the lowest variance

F = 157.27

112.61

F = 1.40

Being compared between fobtained and ftable, the value of

fobtained is lower than ftable (1.40 < 1.54). It means that the data have

homogenous variance. The researcher also enclosed the

computation of SPSS to make sure that the computation done using

manual computation is correct. Below is the result of SPSS

computation.

Table 16. Test of homogeneity of variance using SPSS

From the table above, it can be seen that the level of

significance based on mean is 0.149. Sugiyono (2010:175) says

that if the price < it states that the variance of the

two group are homogeneous.

54

3. Test of Hypothesis

To find out which hypothesis will be accepted, the researcher

applies t-test formula as the main formula. Then, knowing that the data

coming from the post-test of TKP and NKPI class have normal

distribution and they are homogenous, the researcher will employ t-test

formula as stated in the chapter III. The computation below shows the

use of t-test formula.

tobtained =𝑥1−𝑥2

√(𝑛1−1)𝑠12+(𝑛2−1)𝑠22

𝑛1+𝑛2−2[

1

𝑛1+

1

𝑛2]

= 74.26−69.65

√(69−1)112.612+(55−1)157.272

69+55−2[

1

69+

1

55]

= 4.61

√7657.30+8492.43

122[0.014+0.018]

= 4.61

√ 7726.91(0.032)

= 4.61

√247.26

= 4.61

15.72

= 2.215

ttable= 1.979

To determine which hypothesis is accepted, the researcher uses

the following certainty. If the tvalue is higher than ttable, Ho is rejected

and Ha is accepted and vice versa. Seeing the result of computation, it

shows that the tvalue is higher than ttable (2.215 > 1.979). It means that

hypothesis null is rejected and hypothesis alternative is accepted.

55

Then, to ensure that the computation done using manual

computation has correct computation, he then did computation using

SPSS and the result of computation will be seen below.

Table 17. T-test computation using SPSS

The data above were collected by applying Paired-Samples T-test

in SPSS 16.0. The T-test employed students score to find the

probability value (ρ value) / Sig. From the result above, Sig (ρ value)

is 0.29. It means that there is a significant difference mastery

vocabulary. So, Ha is accepted.

In conclusion, Ho is rejected and Ha is accepted. Therefore, the

hypothesis of the study which says” There is a significant difference of

the students’ maritime vocabulary mastery between TKPI and NKPI at

the tenth grade of SMK N 1 Puring in the academic year of

2016/2017”.

C. Discussion

In this part of the thesis, the researcher will discuss more deeply about

the data got and the result of the computation in order to answer the

formulation of the problem stated in chapter I and also the hypothesis as

56

stated in chapter II. The researcher describes the interpretation of research

result about descriptive analysis and inferential analysis. The following are

the detail:


a. TKPI Class

Before getting the data, the researcher did test both for

TKPI and NKPI class. The goal is to know the students’ ability

before the test done because when the research wants to compare

between two groups, they should have almost the same quality or

capability (Sugiyono, 2013: 143). The result of TKPI class, the

highest score of the tenth grade students at SMK N 1 Puring is 93,

and the lowest score is 50, the mean is 74.26 and the standard

deviation is 10.61. it means that the test result of the tenth grade

students at SMK N 1 Puring include as good category on

classification of students’ vocabulary skill. For detail of test result

the, the researcher marks the result of the 69 samples. The students

who get score A (80 – 100) are 27 students and the percentage is

39 %, belongs to excellent category. The students who get score B

(66 - 79) are 23 students and the percentage is 33 %, belongs to

good category.

b. NKPI Class

The result of NKPI class, the highest score of the tenth

grade students at SMK N 1 Puring is 97, and the lowest score is 43,

57

the mean is 69.65 and the standard deviation is 12.54. it means that

the test result of the tenth grade students at SMK N 1 Puring

include as good category on classification of students’ vocabulary

skill. For detail of test result the, the researcher marks the result of

the 55 samples. The students who get score A (80 – 100) are 17

students and the percentage is 30 %, belongs to excellent category.

The students who get score B (66 - 79) are 23 students and the

percentage is 41 %, belongs to good category.


The discussion of this is based on the computation of inferential

analysis in the previous part of the thesis. To determine which

hypothesis will be accepted, the researcher employs t-test formula as

the main formula. This formula is used when the data have normal

distribution and when the data have abnormal distribution, the

researcher is going to use non-parametric formula that is spearman

rank order. But, before applying the formula, she must do two initial

tests namely test of normality and test of homogeneity.

The first test is test of normality. From the computation of

normality test using chi-square formula, the result shows that the data

of post-test from TKPI class and NKPI class have normal distribution.

Both of the data (X2obtained) are lower than the value of X2

table (10 and

10 < 11.070). Then, from the computation of homogeneity, the

computation shows that both of the data calculated (pretest experiment

58

and control class) have same variance or homogenous. The value of

the fobtained is lower than the value of ftable (1.397 < 1.543).

After knowing that the data have normal distribution and

homogenous, the researcher applied t-test formula to answer the

formulation of the problem and to determine which hypothesis will be

accepted. From the computation of t-test formula, it shows that the

tvalue is higher than ttable (2.215 > 1.979) which means that the

hypothesis alternative is accepted and hypothesis null is rejected. In

other words, the researcher conclude that” There is a significant

difference of the students’ maritime vocabulary mastery between TKPI

and NKPI at the tenth grade of SMK N 1 Puring in the academic year

of 2016/2017”.

59

59

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the analysis of the data, testing of the hypothesis and the

discussion in previous chapter, the conclusion can be drawn that students’

maritime vocabulary mastery between TKPI and NKPI at the tenth grade of SMK

N 1 Puring in the academic year of 2016/2017 is difference.

It can be proved from the t test is 2.215 in the significant level 0.029 it is

significant because 0.029 < 0.05. The mean score of students TKPI is 74.26 and

the mean score of NKPI is 69.65 which belongs to good category. Moreover, the

result of tvalue is higher than ttable. From the previous analysis, it can be seen the

score of tvalue is higher than ttable (2.215>1.979). The score of tvalue is 2.215 and the

degree of freedom (df) is 123. For the value of the fobtained is lower than the value

of ftable (1.543 < 1.397). It means that the null hypothesis will be rejected and the

alternative hypothesis will be accepted.

Based on the analysis of the data, testing of hypothesis and the discussion,

the conclusion can be drawn that there is any significant difference of the

students’ maritime vocabulary mastery between TKPI and NKPI at the tenth grade

of SMK N 1 Puring in the academic year of 2016/2017.

60

B. Suggestion

In this final section, the researcher would like to present some suggestions.

a. For teachers

The teacher should try a new method with interesting technique.

Teaching vocabulary especially in maritime class is attractive and

variously, so, it is able to make the students more interested. It makes

the students sharing with their friend, about their favorite things that

can be implemented in their class.

b. For students

The students should pay attention to the teacher’s explanation.

Therefore, they could catch the material given by the teacher, not only

know about the new words, but also understand the meaning of some

words. The students should also have high motivation to and practice

what they have read. The students are able to increase their skill in

vocabulary mastery indirectly. By the result of the research, hopes it

can dig the students’ interest in English and attracted in learning

English without under pressure feeling and forced.

c. For other researcher

Other researcher are expected to a similar research with a similar

topic by using a wider scope and large population. Therefore, the result

will be more applicable in a tertiary level.

REFERENCES

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Basturkmen, Helen. 2010.Developing Courses in English for Specific Purposes.University of

Auckland, New Zealand: Palgrave Macmillan

Creswell, J. W. 2012. Research Design: Qualitative, Quantitative, and MixedMethods

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Elfrieda H. Hiebert and Michael L. Kamil. 2005. Teaching and Learning Vocabulary. University

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APPENDICES 1

APPENDICES 2

Appendices 2

TKPI 1 Class

No. Name

1 ABDUL AZIZ

2 ADITYA ALVIANDRY WAHYU WIDODO

3 AGIL MOHAMAD IQBAL

4 AJI MUNANDAR

5 AKHMAD RIZALDI

6 ALDY MUHAMMAD TAUFIK

7 ALFAN BIMANTORO

8 ALWIY PURWADI

9 ANDRIANSYAH ILHAM PRATAMA

10 ARDI SISWOYO

11 ARIF CANDRA TRI WAHYUDI

12 BRIYAN ADITIYA RISWANTO

13 DIMAS ADETIA

14 DIMAS RIZQULLOH

15 FEBRIYANTO

16 FENDI WIBOWO

17 GINANJAR BAROKAH

18 GUNA ATMAJI

19 HADI TRIYANTO

20 HANIF SETIAWAN

21 IMAM BUDI SANTOSO

22 IRFAN ARIFUDIN

23 KRIS JULIYANTORO

24 LATIF HIDAYAT

25 MUHAMMAD ADI CATRA

26 NURUL RAHMATULLAH

27 RANJID INDRAWAN

28 RENDI INDRAWAN PRASETIA

29 RESTU AJI PRAYOGO

30 RIZKI YOGA PRATAMA

31 SAHLAN FAUZI

32 SUKMATRINARTO

33 TAUFIK HIDAYAT

34 WIDI APRIANTO

35 YUSUF ARROSYID

36 WAHYU PRATAMA YUDHA

TKPI 2 Class

No. Name

1 ABDI ALBANI

2 AFIT SUPRIYADI

3 AGUNG SAPUTRO

4 AHMAD FATONI

5 AKAS TURUT RAHAYU

6 ALFIDIYA FAJAR FITROHARDIKO L

7 ALIEF NUR IKHSAN

8 ANDRI SUTRISNO

9 ANDRIYAN VEGA RAHARJO

10 ARIS KUSUMA WARDHANA

11 ARONGGO BIATNO PUTRO

12 AZIS DWI SAPUTRA

13 BAGAS SAPSENO

14 BUDI BOWO LEKSONO

15 DAFFA MAHARDHONO

16 DJOKO WAHYU PRIBADI

17 DWIKY NUR FAUZI

18 DWIYAN SEPTO HIMAWAN

19 EDY SUPRIYANTO

20 FAJAR SETIYA BUDI

21 FEBRI FIRMANSYAH

22 FEBRI NUR WAHID

23 FERI DWI NUGRAHA

24 IDAM KHOLID

25 INGGIH ARMANTO

26 IWANG CHANDRA YUANNA

27 LUTFI KHAKIM

28 RAHMAT FIKIH HARYANTO

29 RENO SUGIARTO

30 RIFAN ZULKARNAIN

31 SOLEHAN

32 WAHYU SETYO WIBOWO

33 WAHYUDI

NKPI 1 Class

No. Name

1 ABDUL ROZAQ

2 ACHMAD DANI SEPTIAN

3 AGUS TRISTIAN

4 AKHMAD FAOZI

5 ANGGA ISNAN WARDANA

6 ARADIA ROZAK

7 ARIS WIDODO

8 BURHANUDIN

9 DEDE PURNOMO

10 DAROBI

11 EKO SUBEKTI

12 FARIZ YULIAN SENJA

13 GIGIH SAPUTRO

14 HANDY SETIA PERMANA

15 HANI MAKSUD MUSTAJAB

16 IKSAN MAULANA

17 INDRA KIRANA

18 IRFAN GUNAWAN

19 JITU NOVIONO

20 MASNGUDI

21 MUCHTAR ALI RIZQI

22 MUHAMAD TAUFIQ HIDAYATUL

IKHSAN

23 SIGIT GUNAWAN

24 TONITA

25 WAHYU MEGA SUKAMTO

26 YUDHA DATHU MADHE IROCHIM

27 ZIDANE ZAKARIA FAUZAN

NKPI 2 Class

No. Name

1 ADHIMAS SIDIQ HIMAWAN

2 ADITYA RIZKY MAULANA WIJAYA

3 ADITYA RIZKY SETIAWAN

4 AFIQ AKROM MU'TASIM

5 ARI TRIANTO

6 ARIF SAMSUDIN

7 DAWUD SETIYONO

8 DENI REKSA

9 FANDI AKHMAD

10 FANI ROBIHUL ARROF

11 FENDI NUR PRATAMA

12 FERDIAN DWI WIDYATMOKO

13 FERRY ANDREAWAN

14 FIKRI HAIKAL

15 FIRDAUS AHMALUHUDIN

16 IRNAWAN ADI PERMANA

17 KUAT FEBRIANTO

18 MAHFUD LUKMAN HAKIM

19 MUHAMMAD MASHARI

20 MULDIYANTO

21 NUR ROKHMAN

22 NUR TAOFIK

23 RAHMAN WIDODO

24 SAID KARTIKA NEGARA

25 TU BAGUS MAJID

26 WAHYU RIJLAENI

27 WIDODO

28 YUDA ARMI SATRYADI

APPENDICES 3

Task 1

Read the following texts, then answer the questions by choosing A, B, C, or D that best

answers each question.

Question for number 1 to 5.

IN PORT

It is a lovely autumn day, sunny with a fresh northerly wind. A car arrives at

Number 2 berth Gabriel Huidobro Quay at the Raos Dock complex in the Port of

Santander. The door of the car opens and a man gets out. Captain Andrew James is back

on duty after his annual leave. He says goodbye to the company agent in the car and starts

to walk up the gangway to the MS Marina, a multi-purpose dry cargo vessel of 12,000

DWT. She lies moored to the quay at berth No. 3 in the Inner Harbour.

All around him is the life and bustle of the port. Trucks and lorries are rushing

back and forth, delivering goods in containers, crates and bales. Stevedores are moving

cargo in and out of the warehouses. Crane drivers are operating the quayside cranes and

ship’s derricks, which are lifting the heavy cargo, loading and unloading the ships. On

board the deckhands are attaching slings, hooks and other lifting devices to lift the cargo

and store it into the holds and on deck. The deckhands must also lash the cargo so that it

will not shift during the voyage.

1. “In the Port of Santander.” The underlined word can be replaced by …

a. ship

b. harbour

c. cargo

d. voyage

2. It provides pilots and pilot vessels. The bold word has the similar meaning with …

a. ship

b. tug

c. towage

d. crane

3. Trucks and lorries are rushing. The synonymous word for the bold word is …

a. shore

b. lake

c. river

d. busy/bustle

4. Stevedores are moving cargo in and out of the warehouses. The opposite meaning of the

bold word is …

a. move

b. lifting

c. stay

d. leave

5. It will not shift during the voyage. The same meaning of the underlined word is …

a. Storm

b. Sea

c. Cruise

d. Wave


The master of the ship, the captain, is in command of the ship. He is

responsible for the efficient navigation of the ship, the lives of those on board, and

the safe delivery of the cargo. The chief officer (first mate) is the senior deck

officer, He is responsible for the work done by members of the deck department.

He allocates duties to the junior deck officers, navigating cadets, the ratings and

petty officers of his department. The chief officer usually is in charge of the

morning and evening watches. He supervises the loading, stowage and discharge

of cargo and ensures its safe keeping. The second and third officer usually keep

"12 to 4 and the 8 to 12" watches respectively. The second officer is often called

the navigating officer. He is responsible, under the captain, for the navigation of

the ship and for the care of the navigational equipment.

6. Is in command of the ship. The bold word has the similar meaning with …

a. master

b. captain

c. chief

d. instruction

7. The safe delivery of the cargo. The underlined word has contrasted meaning with …

a. danger

b. keep

c. destroy

d. warning

8. The chief officer (first mate) is the senior deck officer. The same meaning of the

underlined word is …

a. chef

b. leader

c. member

d. owner

9. Stowage and discharge of cargo. The underlined word can be replaced by …

a. goods

b. stopwatch

c. cargo

d. warehouse

10. Ensures its safe keeping. The antonymous word of the bold word is …

a. warning

b. safe

c. destroy

d. cadets


The third officer is responsible, under the chief officer, for the safety

equipment on board. The senior radio officer is responsible for all radio

communications between the ship and other ships or shore stations. He reports

directly to the captain who gives orders for radio messages to be transmitted

from the ship. The radio officer receives radio weather reports and navigational

warnings. The chief engineer is responsible, under the captain, for the efficient

operation of the main engines and all machinery on board. He is assisted by the

second engineer, the junior engineers, engineering cadets and petty officers and

rating of the engine-roll department.

11. The senior radio officer is responsible for all radio communications between the ship

and other ships or shore stations. The synonymous word for the bold word is …

a. ship

b. cave

c. beach

d. island

12. The captain who gives orders for radio messages. The underlined word can be replaced

by …

a. receive

b. command

c. report

d. message

13. The radio officer receives radio weather reports and navigational warnings. The bold

word has the similar meaning with …

a. caution

b. announcement

c. sight

d. signal

14. He is assisted by the second engineer. The same meaning of the underlined word is …

a. helped

b. report

c. chief

d. signal

15. The engine-roll department. The bold word has the similar meaning with …

a. officer

b. machine

c. chief

d. cadets


Leaving Port

The Marina is now ready to sail from the Raos Dock in the Port of Santander. The Pilot has

come on board and is greeted by the Second Mate, who takes him up to the bridge to meet the

Captain. Here is the conversation between the pilot and Captain James.

e met before. I’m Alejandro Rodriguez.

Rodriguez.

ontrol. The cargo loading

operations are completed. I think we are actually all set to start singling up.

Rodriguez studies the wheelhouse poster, which contains information on the Marina. The

interview continues.

ou would like to give me? Any recent changes on board?

– I have the pilot card for you. Here you are. I’ll be happy to fill you in with any

maneuvering data you need.

m manned?

ahead to astern?

, let’s see, 15 seconds.

-hand or left-hand propeller?

-hand propeller.

16. The Marina is now ready to sail. The bold word has the similar meaning with ….

a. cargo

b. ship

c. cabin

d. quay

17. The bridge to meet the Captain. The same meaning of the underlined word is …

a. the house of commands

b. dangerous

c. port

d. marina

18. The cargo loading operations are completed. The underlined word can be replaced by ...

a. available

b. contain

c. failed

d. bustle

19. Is the engine room manned. The antonymous word of the bold word is …

a. manage

b. mind

c. unmanned

d. move

20. From ahead to astern. The opposite meaning of the bold word is …

a. In front of

b. beside

c. back

d. rearward

Task 2

Match the words on the right with definitions on the left.

No. Question Options

1. A large boat for transporting people or goods by sea. a. Ship

2. The person in command of a ship. b. Cargo

3. A town or city with a harbor or access to navigable

water where ships load or unload. c. Deck

4. A ship or large boat. d. Port

5. Goods carried on a ship, aircraft, or motor vehicle. e. Maritime

6. A floor of a ship, especially the upper, open level

extending for the full length of the vessel. f. Deckhand

7. A member of a ship’s crew whose duties include

cleaning, mooring, and cargo handling. g. Navigation

8. A person who controls an engine, especially on an

aircraft or ship. h. Vessel

9. The process or activity of accurately ascertaining one’s

position and planning and following a route. i. Captain

10. Connected with the sea, especially in relation to

seaborne trade or naval matters. j. Engineer

Key Answer

Task 1

1. B

2. A

3. D

4. C

5. C

6. D

7. A

8. B

9. D

10. C

11. C

12. B

13. A

14. A

15. B

16. B

17. A

18. B

19. C

20. D

Task 2

1. A

2. I

3. D

4. H

5. B

6. C

7. F

8. J

9. G

10. E

APPENDICES 5

APPENDICES 6

Appendices 6

Photos conducting test of TKPI class

Photos conducting test of NKPI class

the comparative study

Documents