Dictionary Use to Increase Students’ Vocabulary Mastery:

Electronic Dictionary or Printed One?

M. Arif Rahman Hakim

, Mohamad Jafre Zainol Abidin

and Agustina Indah Bahari

School of Educational Studies, Universiti Sains Malaysia,11800 USM, Penang, Malaysia

Fakultas Tarbiyah & Tadris, IAIN Bengkulu, Indonesia

Keywords: E-dictionary, Vocabulary Mastery, Indonesian Students.

Abstract: Dictionary usage is one of potential vocabulary learning strategies in developing learning process. With the

development of digital technology, types of learners’ dictionaries have been diversified during the last two

decades. This study had been designed to investigate whether students taught with e-dictionary achieve

vocabulary score better than students taught without e-dictionary. The study employed a quasi-experimental

study, particularly none-equivalent control group design pattern in which two groups studied vocabulary,

one by using electronic dictionary (experiment class), and the other by using printed dictionary (control

class). After ensuring the homogeneity, two classes were finally chosen as the sample of this research as the

experiment class and control class. Both of classes consisted of 34 students with almost similar English

subject average score. Result indicated that there was a significant difference between the achievement of

the experimental and control groups. The means were 61.426 for the control group, and 71.471 for the

experimental group. These differences in the students’ vocabulary learning scores were attributed to the

method of instruction used in the study; electronic dictionary. In addition, the result of independent samples

test ( = 0.05, df = 68-2 = 66) showed that t-value was higher than t-table (3.825 ≥ 1.9966) and Sig (2-

tailed) was smaller than 0.05 (0.00 ≤ 0.05). In summing up that the use of e-dictionary proved to be a

powerful tool for improving students’ achievement in vocabulary learning.

1 INTRODUCTION

There has been a widely spread belief that EFL

curriculum in Indonesia changed over the time.

Different approaches, methods and techniques have

been introduced to best facilitate English language

learning as well as to meet to the perceived needs

and demand both at micro and macro levels (Hakim,

Riswanto, & Rafiska, 2016). The rapid change and

development of technology also affected teaching

learning process within the classroom. Nowadays,

electronic dictionaries become one of the most

popular electronic materials among English

language learners, mostly from Taiwan, Japan, Hong

Kong, and Indonesia. “87% of the Chinese English

as a second language (ESL) students in Vancouver

that had been surveyed, had an electronic

dictionary.” (Tang, 1997). In line with the

phenomena above, more students in more countries

finally have their electronic dictionary in their

gadget, such as in their phones, android, and laptop.

This fact also happens to the Indonesian people.

Based on the researchers’ observation and

interview with students in some senior high schools

in the tenth grade in the country, most students had

their electronic dictionary in their electronic devices,

such as hand phone. In addition, there is only a small

number of students who bring printed dictionaries

to the classroom. They claimed that bringing printed

dictionary is more complicated than an electronic

dictionary in their gadget. However, based on the

researchers’ interview with some English teachers in

the same schools, their vocabulary mastery was not

considered good. When they were in teaching and

learning process, some students were still confused

to define a word’s meaning, even to pronounce that

word correctly. Moreover, when their teacher asked

them to define a word, they were frequently silent;

they did not know the definition. In addition, the

result of their English test is still not satisfying the

teacher. Actually, this case happened because

electronic dictionary is not used effectively in this

school. Although most of students had their own

electronic dictionary in their hand, they were still

afraid of using it in front of their teacher since

electronic gadgets (including phone or laptop) was

not allowed during teaching and learning process in

the school. Their English teachers also do not permit

their students to use an electronic dictionary. It is a

must for students to use a printed dictionary when

150

Hakim, M., Abidin, M. and Bahari, A.

Dictionary Use to Increase Students’ Vocabulary Mastery: Electronic Dictionary or Printed One?.

DOI: 10.5220/0008215000002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 150-159

ISBN: 978-989-758-416-9

English subject is being taught. The teachers

admitted that they did not know whether the

electronic dictionary is effective or not to use

electronic dictionary in English teaching and

learning process.

Regarding to the teachers’ fear of letting students

use electronic dictionary, although more learners

appeared to take advantage of the technology, there

is little research on how learners use electronic

dictionaries, and how electronic dictionaries are

related to English vocabulary learning and English

learning in general. In addition, even though learners

seem to be very excited about electronic

dictionaries’ convenience, many educators and

researchers are concerned about their potentially

negative effects on language acquisition. They are

doubt about the value of electronic dictionaries for

some reasons, such as their poor quality and the

possibility of encouraging translation rather than

guessing. “Using their intuition or personal

experience rather than empirical evidence, some

educators even advocate banning the use of

electronic dictionaries in their classes” (Tang, 1997).

The use of electronic dictionaries in foreign

language learning settings has been reported to

facilitate vocabulary enhancement, often better than

paper dictionaries” (Fageeh, 2014). Zarei & Gujjar

(2012) investigated the contribution of electronic

and paper dictionaries to Iranian EFL learner’s

vocabulary learning and concluded that newly

electronic dictionaries on CD-ROM, internet, or as

hand-held one, have better contributions to

vocabulary learning in EFL students. This is

somehow due to their high capacity of vocabulary,

their speed in looking new word up, their low

weight, colorful LCD, stylish character and many

others in compression with paper back dictionaries

which are fragile, heavy to handle and time

consuming while looking up new words. In addition,

paper dictionaries will become out-of-date after

publishing, while electronic dictionaries can be

easily up-dated by connecting to the internet. In

addition, Flynn (2007)from School of Humanities,

University of Birmingham, United Kingdom

investigated the effects on vocabulary knowledge

and reading comprehension by using three classes

completed with electronic dictionaries, printed

dictionaries, and no dictionaries for each. He

concluded that electronic dictionary users were able

to achieve significantly higher scores than students

that did not use dictionaries. Moreover, electronic

dictionary users scored significantly higher than

printed dictionary users on the immediate post-test

productive measure.

Regarding to the previous researches above, as a

scholar or a candidate of teacher, the researchers

were interested in investigating the effect of using e-

dictionaries toward students’ vocabulary mastery. It

is important to prove the effect of electronic

dictionaries on students’ vocabulary mastery at other

places or objects and other participants or subjects

since all of previous studies above were conducted

at students of university in Iranian and Japan, or

foreign countries.

Whether negative or positive, the new

technology with new functions seems to have

affected the way students consult a dictionary,

although it is not known exactly what the effects are.

Given the popularity of electronic dictionaries

among Indonesian students, more research is needed

to uncover how electronic dictionaries affect English

learning so that educators can provide students with

informed advice. This study was conducted to

investigate the effect of electronic dictionary on

students’ vocabulary mastery at the tenth grade

students of Senior High School Number 3 Bengkulu,

Indonesia.

2 LITERATURE REVIEW

Vocabulary is one of language components,

especially in English, that can affect the all macro

skills. In other words, good vocabulary mastery is

very important for everyone who is learning a

language because, besides grammar, it is always

related to listening, speaking, writing, and reading.

In order to comprehend more about why vocabulary

has an important role in learning the language, it is

better to look at the definition of the vocabulary

first.

In Merriam-Webster (n.d.), vocabulary is defined

as a list or collection of words and phrases usually

alphabetically arranged and explained or defined; a

sum or stock of words employed by a language,

group, individual, or work or in a field of

knowledge; a list or collection of terms or codes

available for use (as in an indexing system); and a

supply of expensive techniques or devices (as of an

art form). In addition, Hornby, Cowie, & Lewis,

(2000) defines vocabulary as all the words that a

person knows or uses; all the words in a particular

language; the words that people use when they are

talking about particular subject; and a list of words

with their meaning, especially in a book for learning

foreign language.

Besides those definitions, some experts proposed

some other definitions. According to Richards &

Dictionary Use to Increase Students’ Vocabulary Mastery: Electronic Dictionary or Printed One?

151

Renandya (2002), vocabulary is the core component

of language proficiency and provides much of the

basis for how well learners speak, listen, read, and

write. In addition, Richards & Schmidt (2013) said

that vocabulary is a set of lexeme, including single

words, compound words, and idioms. Furthermore,

regarding to vocabulary term, Ur, (2011) stated that

vocabulary can be defined, roughly, as the words we

teach in the foreign language.

From the all definitions above, it can be

summarized that vocabulary is the core component

of language proficiency that consists of a set of

lexeme which provides much of the basis for how

well learners speak, read, listen, and write.

Moreover, it can be summed up that vocabulary is

all the words that are known and used by a person in

a language, completed with their meanings and the

meanings are used depend on the context.

Furthermore, those definitions clearly show that

vocabulary, besides the other English components

and skills, is the first and very basic element that

should be learned by English learners to master

English well. Thus, learning vocabulary is a crucial

matter in developing learners’ English.

2.1 What is Vocabulary Mastery?

In brief, vocabulary mastery can be defined as a

number of vocabulary (words) that owned by a

language user in a language, which contains

information about its meaning, form, and usage in

the context of communication. It is a very basic

knowledge that learners should master first before

mastering English overall. It is because vocabulary

learning is a principal issue for English learning

because it comprises the basic building blocks of

English sentences. Furthermore, vocabulary takes an

important part in the language use, particularly when

students want to convey and share their opinion

orally and written. The students can speak fluently

and have a good writing if they have some

vocabularies. Besides, it is also one of the factors to

master English as a foreign language. Alqhatani,

(2015) said; in order to understand the language,

vocabulary is crucial to be mastered by the learner.

Based on the opinion about vocabulary mastery

above, it can be said that it is quite complicated to

master vocabulary since it is the main elements of

language skill. If the students want to speak English,

they have to know some vocabularies first. If they

require to be able to write, they also have to learn

some vocabularies. And if they want to comprehend

what people speak through listening, they have to

study some vocabularies too.

From those explanations, it can be concluded that

vocabulary is involved in each aspect of our live,

and it is crucial to be acquired, especially when we

talk. By mastering vocabulary well, it avoids

mistakes in delivering message either through

speaking or writing and receiving message either

through listening or reading. Mastering vocabulary

will help the language learners, particularly English,

to convey message without feeling stuck because of

thinking about what vocabulary should be said.

2.2 Printed Dictionary vs Electronic

Dictionary

The experts had proposed some definitions of

electronic dictionary. Aust, Kelley, & Roby, (1993)

defined an electronic dictionary as an electronic aid

that offers immediate access to reference

information with a clear and direct return path to the

target information. In the same way, another expert

stated that electronic dictionary refers to a dictionary

used in electronic background whether in a compact

disc or online. The difference between printed and

electronic dictionary is that the latter can handle a

larger amount of data and operate translation. This

efficiency found in the electronic dictionary has

made it more practical and feasible to combine

sound, visual and text (Omar & Dahan, 2011).

Being able to have good vocabulary mastery

requires a comprehensive training and a deep

understanding on how to use dictionary. EFL

learners should be familiarized with different kinds

of dictionaries in the market as well as their

advantages and disadvantages. To collect data

insulting to the form of an electronic dictionary or

printed dictionary is a remarkably hard task.

According to Cerna (as cited Zarei & Gujjar, 2012),

publication of dictionaries is a challenging and time-

consuming enterprise with its own peculiar

difficulties. The same or similar problems may exist

in the preparation of electronic dictionaries.

Before the emergence of electronic science and

the development of electronic dictionaries,

traditional printed or paper dictionaries were

pursuing. Features like shape, size, and quality were

different, but application policies were the same. As

mentioned in Encarta Dictionary on CD-ROM

version 2005, from the age of Sumerian, when the

first dictionary was used, until recently paper

dictionaries have been the only source for

vocabulary learning and research works.

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3 METHODS

Based on the objective of study, the research method

used in this study was quasi-experimental study,

particularly nonequivalent control group design

pattern. This design is almost similar to pretest-

posttest control group design, but in this design,

either experiment group or control group was not

chosen randomly.

Thompson & Panacek (1995) also stated that a

quasi- experimental design often have manipulation

of the independent variable or control of the study

setting, but rarely have randomization.

The population of this research was the tenth

grade students of senior high school number 3

Bengkulu, Indonesia. The total number of students

was 302 students, which are divided into nine

classes. To determine the number of sample in this

research, it was considered based on the problem,

the objective, hypothesis, research method, and

instruments besides the time, power, and fund. From

those considerations, so the technique used to take

the sample was purposive sampling. Purposive

sampling was sample-determining technique

through particular consideration (Sugiyono, 2010).

This technique was used by considering the research

design used which needed control class and

experiment class.

Determining the classes that were the sample of

this research was seen based on the ability level

owned by each sample class. So, the researcher used

every class’ average score from all classes in the

population. In addition, the number of students in

the class also considered it. In other words, the

sample of this research was homogeneous in terms

of grade, the number of students, and English

average score.

Based on data above, so sample for this research

was class X MIA 1 as control class (learning

vocabulary using printed dictionary) and X MIA 2

as the experiment class (learning vocabulary using

electronic dictionary).

4 RESULT AND DISCUSSION

4.1 Pre-Test Result

Pre-test was conducted for both experiment class

and control class in Senior High School Number 3

Bengkulu, Indonesia. The pre-test was given before

the instructional intervention to measure the starting

of the two classes; experiment and control class.

This test was the way to see the students’

vocabulary mastery before the researcher gave the

instructional intervention. The researcher took X

MIA 2 as the experiment class and X MIA 1 as the

control class. In pre-test, students were asked to do

the test which consisted of questions, and it was

multiple-choice question with five options; A, B, C,

D and E. Both groups were given the same

questions, and they had to do the pre-test

individually in 80 minutes. The pre-test result was

analysed by using IBM SPSS Statistics 20. The

following table was the result of pre-test scores got

from the experiment and control group.

Table 1: Descriptive Statistics for Pre-Test Result

Group

Min

Max

Mean

SE Mean

Exp.

20.0

65.0

42.132

12.6601

2.17118

Control

22.5

65.0

45.441

11.7175

2.00953

As displayed in Table 1, the mean scores of

experiment group and control group are 42.132 (SD

= 12.6601) and 45.441 (SD = 11.7175),

respectively. In addition, the lowest score in the

experiment class was 20, and the highest score in

the same class was 65. Whereas, the lowest and the

highest score in control class were 22.5 and 65,

respectively. In order to explore the significance of

the mean differences of the experiment and control

classes, another independent sample t-test was

employed. The results of the t-test are shown in

Table 2.

Table 2: Independent Samples t-test for Pre-Test

Pre-Test

Diff.

Paired Difference

Sig. (2-tailed)

Experime

nt-Control

Mean

-1.118

0.2

3.308

18.573

2.954

Table 2 shows that obtained t-value for 66

degrees of freedom is 1.118. Meanwhile, t-table

was found 1.9966 at level of significance = 0.05

with df = 66, two tailed of test. The t-value was

compared to the t-table, and t-value was found

smaller than t-table. It means that there is no

significant difference between the groups at the

beginning of instructional intervention and they are

homogenized. The result of students’ pre-test in

both experiment and control class is illustrated in

the figure below.

Dictionary Use to Increase Students’ Vocabulary Mastery: Electronic Dictionary or Printed One?

153

Figure 1: Pre-Test Score

Figure 1 indicated that students’ vocabulary

mastery was still low at the beginning. It can be seen

from mean score of experiment class, which was

only 42.132, and control class, which was only

45.441. From this result, the researcher concluded

that the average score for both classes were low; two

groups had similar background knowledge.

4.2 Instructional intervention

After giving pre-test, the researcher gave the

instructional intervention to both experiment class

and control class which was helped by an English

teacher of Senior High School Number 3 Bengkulu,

Indonesia. In teaching and learning process, the

researcher used electronic dictionary as the

instructional intervention in experiment class while

in control class, the researcher only used printed

dictionary in teaching and learning process. The

researcher did the instructional intervention as many

as eight (8) meetings in X MIA 2 as the experiment

class. The limitation of the time for conducting more

meetings was caused by the curriculum rule where

the process of teaching for vocabulary could only be

done during General English class that was only

done twice a week. Moreover, it was also caused by

the semester examination that was held earlier than

semesters before.

4.2.1 Instructional Intervention for

Experiment Class (Using Electronic

Dictionary)

The researcher gave the instructional intervention to

the students by using electronic dictionary (E-

Dictionary). Since the material of study had to be

taught in all of the four skills (listening, speaking,

reading, and writing), in the first meeting, the

researcher gave the material about Recount Text by

reading a text entitled “Meeting My Idol” with some

highlighted words inside. Then, a vocabulary

exercise was given to the students. In this section,

students had to find the definition of each word by

using monolingual electronic dictionary and

matched it with the available definitions beside the

list of highlighted words. While the students were

finding the definition of the unknown words and did

the exercise, the researcher monitored students’

activity. The researcher gave the instructional

intervention until the students got a good progress at

the end of meeting.

4.2.2 Instructional intervention for Control

Class (Using Printed dictionary)

Different to experiment class, students in control

class were taught directly by their English teacher,

not by the researcher. It is due to avoiding biased in

taking the data. In the control class, the teacher gave

the same material as the experiment class related to

the four English skills without using electronic

dictionary. In other words, students in control class

only used printed dictionary to find the definition of

the unknown words and did the exercise after

reading the text. In teaching, the teacher gave the

material, explained the whole material based on the

lesson plan that had been designed, gave some

examples, gave some material about English

vocabulary, asked the students to do some task, and

asked them to collect their task.

4.3 Post-Test Result

After the researcher had done the instructional

intervention by using electronic dictionary for eight

(8) meetings, the researcher gave the post-test for

both classes at the last meeting. The post-test

instrument was same as the pre-test instrument, and

the researcher gave the same instrument to the

students without informing them first. Post-test was

aimed at knowing whether there was a significant

effect of electronic dictionary as a instructional

intervention that was given to the experiment class

or not.

The result of the post-test score in experiment

class is better than in control class. It can be seen

from the students’ post test score. The result of post-

test was analyzed by using IBM SPSS Statistics 20.

The result of post-test from statistical computation is

shown in the following table.

Table 3: Descriptive Statistics for Post-Test Result

Group

Min

Max

Mean

SE Mean

Exp.

40.0

95.0

71.471

12.7938

2.1941

Control

42.5

85.0

61.426

8.4128

1.4428

0.5

1 5 9 131721252933

Experiment

Control

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As table 4.3 indicates, the mean score of post-test

in experiment group is 71.471 (SD = 12. 7938),

while that of control group is 61.426 (SD = 8.4128).

Moreover, the lowest score in the experiment class

was 40, and the highest score in the same class was

95. Whereas, the lowest and the highest score in

control class were 42.5 and 85, respectively. In order

to examine the differences and see whether they

were significant, an independent sample t-test was

applied. The results are demonstrated in Table 4.

Table 4: Independent Samples t-test for Post-Test

Post-Test

Difference

Paired Difference

Sig. (2-tailed)

Experimen

t-Control

Mean

3.8

0.0

10.044

15.7029

2.626

Table 4 clearly indicates that the mean difference

of the post-test measured at the time of post-test was

significant, indicating that the type of dictionary did

have an influence on vocabulary scores. With set

level of significance = 0.05 and df = 66, it was found

that t-value was higher than t-table (3.825 ≥ 1.9966),

and Sig. (2-tailed) was smaller than 0.05. Therefore,

it is concluded that there is a significant difference in

vocabulary scores of the experiment and control

groups on the post-test and that the experiment

group performed better on the test. It could be

claimed that the experiment group significantly

outperformed the control group in vocabulary test.

The total score of students’ post-test in both

experiment and control class is drawn in Figure 2.

As displayed in Figure 2, there was difference

between students’ post-test score in experiment class

and control class. Students’ vocabulary achievement

in both experiment class and control class increased

to moderate level. However, there was still a

significant difference between both classes’ mean

score. It can be seen from mean score of both

experiment class and control class, which was

71.471 and 61.426, respectively. In conclusion,

students taught by using e-dictionary achieved

vocabulary score better than those taught without e-

dictionary or by using printed dictionary.

4.4 The Normality of the Data

Before analyzing the data, the normality of the data

should be measured. It can be seen on the charts

below.

4.4.1 The Result of Pre-Test Score

Normality Test

The result of normality data test for pre-test score

both in experiment and control class is demonstrated

in Table 5.

Table 5: Normality Tests of Pre-Test Score

Group

Kolmogorov-

Smirnov

Shapiro-Wilk

Statistic

Sig.

Statistic

Sig.

Exp.

.148

.05

.954

Control

.145

.06

.951

As Table 5 indicates, the significance values of

experiment class and control class pre-test score

calculated by Shapiro-Wilk formula were 0.165 and

0.129, respectively. It means that they are higher

than the level of significance (0.05). So, it can be

assumed that the data in pre-test results were

distributed normally.

Figure 3: Histogram of Pre-Test Normal Data in

Experiment Class

100

1 5 9 131721252933

Experiment

Control

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155

Meanwhile, the histogram of pre-test scores

normal data in the control class is illustrated in

Figure 4;

Figure 4: Histogram of Pre-Test Normal Data in Control

Class

The pre-test result of both experiment class and

control class was almost similar where the pre-test

mean score of experiment class was 42.132 (the

average of students’ mastery was 42.132 x 100% =

42.132%), and pre-test mean score of control class

was 45.441 (the average of students’ mastery was

45.441 x 100% = 45.441%). The qualification of the

students’ achievement level is shown in Table 4.6.

Table 6: Scale Interval Percentage of the Students’

Achievement

Interval Percentage

Qualification

90% - 100%

Very Good

80% - 89%

Good

60% -79%

Moderate

40% - 59%

Low

0% - 39%

Failure

Since the average of students’ mastery in

experiment class was 42.132% and in the control

class was 45.441%, it is concluded that both classes

were in low qualification level.

4.4.2 The Result of Post-Test Score Normality

Test

The result of normality data test for post-test score

both in experiment and control class is displayed in

Table 7.

Table 7: Normality Tests of Post-Test Score

Group

Kolmogorov-

Smirnov

Shapiro-Wilk

Statistic

Sig.

Statistic

Sig.

Exp.

.159

.951

.13

Contr

.168

.938

.05

As displayed in Table 7, the significance

values of experiment class and control class post-test

score calculated by Shapiro-Wilk formula were

0.130 and 0.053, respectively. It means that they are

higher than the level of significance (0.05). So, it

can be assumed that the data in pre-test results were

distributed normally.

The histogram of post-test scores normal data in the

experiment class is illustrated in Figure 5

Figure 5: Histogram of Post-Test Normal Data in

Experiment Class

Meanwhile, the histogram of post-test scores

normal data in the control class is illustrated in

Figure 4.6.

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Figure 6: Histogram of Post-Test Normal Data in Control

Class

The post-test result of both experiment class

and control class was different where the post-test

mean score of experiment class was 71.471 (the

average of students’ mastery was 71.471 x 100% =

71.471%), and post-test mean score of control class

was 61.426 (the average of students’ mastery was

61.426 x 100% = 61.426%). Based on the table of

scale interval percentage of the students’

achievement, the qualification of students’

achievement for both classes was increasing from

low to moderate. However, there was still significant

difference between the post-test mean score

achieved by experiment class and the post-test mean

score achieved by control class.

4.5 The Homogeneity of the Data

4.5.1 Homogeneity of Pre-Test

Levene Statistics in IBM SPSS Statistics 20 was

used to analyze the homogeneity of variances of

experiment and control class pre-test score. The

results are displayed in Table 8 and Table 9.

Table 8: Test of Homogeneity of Variances

Levene Statistic

df1

df2

Sig.

1.259

.313

Table 9: Analysis of Variances

ANOVA

Sum of Squares

Mean

Square

Sig.

Between

Groups

1843.172

184.317

1.230

324

Within

Groups

3445.982

149.825

Total

5289.154

From the SPSS output in both table 4.8 and table

4.9 above, it can be seen that Levene’s test was

0.313, and it was bigger than 0.05 (0.313 > 0.05). In

other words, it is concluded that the data variances

are homogeneous or equal.

4.5.1 Homogeneity of Post-Test

Levene Statistics in IBM SPSS Statistics 20 was also

used to analyze the homogeneity of variances of

experiment and control class post-test score. The

results are demonstrated in Table 10 and Table 11.

Table 10. Test of Homogeneity of Variances

Levene Statistic

df1

df2

Sig.

1.000

.440

Table 11: Analysis of Variances

ANOVA

Sum of Squares

Mean Square

Sig.

Between

Groups

974.238

97.424

.506

.868

Within

Groups

4427.232

192.488

Total

5401.471

From the SPSS output in both table 10 and table

11 above, it can also be seen that Levene’s test was

0.440, and it was bigger than 0.05 (0.440 > 0.05). In

other words, it could be concluded that the data

variances are also homogeneous or equal.

4.6 The Analysis of the Pre-Test and

Post-Test

In analyzing the pre-test and post-test result, the

score of both experiment and control class was

compared to know whether any significant

difference or not. It can be seen in the following

table.

Table 12: The Analysis of Pre-Test and Post-Test

Group

Mean Score

Increasing

Pre-Test

Post-Test

Experiment

42.132

71.471

29.339

Control

45.441

61.426

15.985

In the pre-test, the average scores between the

experiment class and control class were compared.

In experiment class, which was treated by using

electronic dictionary, the increasing was higher than

control class, which was taught by using printed

dictionary. It can be seen that in the post-test result,

the mean score in experiment class was 71.471 while

in control class was 61.426; the mean scores in both

experiment class and control class was increasing as

it was compared to the mean score result in pre-test.

The increasing of mean score in experiment class

was 29.339 points and in control class was only

15.985 points; it showed the different achievement

of both classes in post-test.

Based on the data, the result of pre-test in

experiment class was: there was 0 (0%) student in

Very Good qualification, 0 (0%) student in Good

qualification, 5 (14.7%) students in Moderate

Dictionary Use to Increase Students’ Vocabulary Mastery: Electronic Dictionary or Printed One?

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qualification, 17 (50%) students in Low

qualification, and 12 (35.3%) students in Failure

qualification. Meanwhile, in post-test, there were 4

(11.8%) students in Very Good qualification, 7

(20.6%) students Good qualification, 19 (55.9%)

students in Moderate qualification, 4 (11.8%)

students in Low qualification, and 0 (0%) students in

Failure qualification.

Students’ pre-test and post-test score in

experiment class can be also seen on figure below.

Figure 7: Students’ Pre-Test and Post-Test Score in

Experiment Class

Based on the figure above, the post-test score

was higher than pre-test score. It means that teaching

vocabulary by using electronic dictionary could not

only increase the students’ score in vocabulary test,

but also could improve students’ achievement in

vocabulary mastery.

Based on the data, the result of pre-test in control

class was: there was 0 (0%) student in Very Good

qualification, 0 (0%) student in Good qualification, 5

(14.7%) students in Moderate qualification, 23

(67.6%) students in Low qualification, and 6

(17.6%) students in Failure qualification.

Meanwhile, in post-test, there was 0 (0%) student in

Very Good qualification, 1 (2.9%) student in Good

qualification, 24 (70.6%) students in Moderate

qualification, 9 (26.5%) students in Low

qualification, and 0 (0%) student in Failure

qualification.

Students’ pre-test and post-test score in control

class can be also seen in Figure 8. The post-test

score in control class was also higher than pre-test

score. However, the increasing of students’ score

was not very significant. In other words, students

taught by using printed dictionary could not achieve

vocabulary score better than students taught by using

electronic dictionary.

Figure 8 Students’ Pre-Test and Post-Test Score in Control

Class

5. CONCLUSION

This study investigated if there are any considerable

differences between the experimental and control

groups’ results due to educational method

(electronic dictionaries vs. paper dictionaries) on

vocabulary learning. Results indicated that there was

a significant difference between the achievement of

the experimental and control groups, in favor of the

experimental group. The means were 61.426 for the

control group, and 71.471 for the experimental

group. These differences in the students’ vocabulary

learning scores were attributed to the method of

instruction used in the study. This means that the use

of ED proved to be a powerful tool for improving

students’ achievement in vocabulary learning.

The present study also showed that newly

invented dictionaries, as hand-held electronic

dictionaries, have better contributions to vocabulary

learning in EFL students. This is somehow due to

their high capacity of vocabulary, their speed in

looking new word up, their low weight, colorful

LCD, stylish character, and many others in

compression with paper dictionaries which are

fragile, heavy to handle, and time consuming while

looking up new words. Moreover, electronic

dictionaries can be easily up-dated by connecting to

the Internet, while the paper dictionaries will

become out-of-date after publishing.

Using electronic dictionaries gives students more

opportunities to acquire a greater understanding of

the vocabulary used. In addition, electronic

dictionaries provide practice for students by offering

a real language experience. Bataineh (2014) supports

these findings and reported that using electronic

dictionaries to enhance vocabulary learning maybe

highly beneficial because it motivates EFL students,

stimulates their enthusiasm, enriches the educational

environment, emphasize the individual’s needs, and

reduces the stresses and anxieties associated with

Very…

Good

Moder…

Low

Failure

0 0

Frequency