Post on 22-Jan-2023
THE RELATIONSHIP BETWEEN STUDENTS’ READING INTEREST IN
ACADEMIC BOOKS AND THEIR VOCABULARY MASTERY
(A Correlational Study at the Eighth Grade of MTs. Muhammadiyah 1 Ciputat
Academic Year 2015/2016)
“Skripsi”
Presented to Faculty of Tarbiyah and Teachers Training in Partial Fulfillment
and Requirement for the Degree of S.Pd. (S-1) in the
Department of English Education
By
SULIS SETYANINGSIH
1111014000099
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2016
IGMENTERIAN AGAMAUIN JAXARTAFITKJl.lr H. Jwndo na95 Cipttat lill) l do esio
FORM (FR)
No. Dokumen : FITK-FR-AKD-089
Tsl. Terbit : I Marer 2010
No- Revisi: : 0lHal 1/t
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama : Sulis Setyaningsih
- Tempat/Tgl.Lahir : Klaten, 10 Oktober 1991
NIM :1111014000099
Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : The Relationship between Students' Reading Interest inAcademic Books and Their Vocabulary Mastery.(A Correlational Study at the Eighth Grade of MTs.Muhammadiyah 1 Ciputat Academ ic Y ear 2015/2016).
Dosen Pembimbing : 1. Nida Husna, M.Pd, M.A. TESOL.
2. Ertin, M.A. TESOL.
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggungjawab secara akademis atas apa yang saya tulis.
Pemyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
lakarta,5 April 2016Mahasiswa Ybs.
NIM.1 1 I 1014000099
THE RELATIONSIIIP BETWEEN STUDENTS' READING INTEREST IN
ACADEMIC BOOKS AND THEIRVOCABULARY MASTERY
(A Correlational Study at the Eigh.th Grade of MTs. Muhammadiyah 1 Ciputat
Acadernic Year 2 0l 5 I 201 6)
"Skripsi"
Presented to Faculty ofTarbiyah and Teachers Training in Partial Fulfillment andRequirement for the Degree of S.Pd. (S-1) in the
Department of English Education
Compiled By:
Sulis S etyaningsih
1111014000099
Approved by:
Advisor II
YErtin.M.A. TESOL.
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBTYAH AND TEACIIERS TRAINING
STATE ISLAMIC UNIVERSITY OF' SYARIF HIDAYATUI,LAH
JAT<ARTA
2016
NrP. 19720705 200312 2 002
ENDORSEMENT SHEET
The examination committee of Faculty of Tarbiyah and Teachers' Training
certifies that the "Skripsi" scientific paper entitled "The Relationship behveen
Students' Reading Interest in Academic Books and Their Vocabulary
Mastery (A Correlational Study at the Eightlt Grade Students of Madrasalr
Tsanawiyalt Muhammadiyah 1 Ciputat)" written by Sulis Setyaningsih,
students' registration number: 1111014000099, was examined by committee on
April 5'l', 2016 and was declared to have passed and fulfilled one of the
requirements for the degree of S.Pd. (S-1) in the Depaftment of English
Education.
EXAMINATION COMMITTEE
Chairman
Secretary
Examiner I
Examiner II
&ab,Dr. Alek. M.Pd.NIP. 19690912 200901 I 008
Zaharil Anasv. M.Hum.NrP. 19761007 200710 1002
Dr. Ratna Sari Dervi. M.Pd.NrP. 19720501 199903 2 013
Zaharil Anasy. M.Hum.NIP. 19761007 200710 I 002
Jakarla, April 5'l' 2016
ledged byThe Dean ofFacultv Tarbiyah and T
ii
ABSTRACT
SULIS SETYANINGSIH, 2016, The Relationship between Students’ Reading
Interest in Academic Books and Their
Vocabulary Mastery (A Correlational Study at
the 8th
Grade of Madrasah Tsanawiyah
Muhammadiyah 1 Ciputat Academic Year
2015/2016), Skripsi, Department of English
Education, The Faculty of Tarbiyah and
Teachers Training, State Islamic University of
Syarif Hidayatullah Jakarta, 2016.
Keywords : Reading Interest in Academic Books,
Vocabulary Mastery
The purpose of this study is to know whether there is significant correlation
between students’ reading interest in academic books and their vocabulary
mastery on the eighth grade of Madrasah Tsanawiyah Muhammadiyah 1 Ciputat.
The sample of this study is 33 students from 96 students in the eighth grade. The
method of this study was quantitative method and the technique that used was
correlational technique. In collecting the data, the writer used questionnaire about
students’ reading interest in academic books and vocabulary test. Both of the data
were calculated with SPSS version 22 program. The result shows that there is a
positive correlation between students’ reading interest in academic books and
their vocabulary mastery. It proved by the rxy (0.507) which bigger than rtable
(0.344) in the degree significance 5%. It considered that null hypothesis (Ho) in
this research is rejected and the alternative hypothesis (Ha) which states that there
is correlation between students’ reading interest in academic books and their
vocabulary mastery is accepted. In conclusion there is relationship between
students’ reading interest in academic books and their vocabulary mastery. Even
though the relationship between two variables are not too significant but the
relationship tends to the positive value. It means that the students who have an
interest in reading academic books, they are better in vocabulary mastery rather
than the students who do not have an interest in reading academic books.
iii
ABSTRAK
SULIS SETYANINGSIH, 2016, The Relationship between Students’ Reading
Interest in Academic Books and Their
Vocabulary Mastery (A Correlational Study at
the 8th
Grade of Madrasah Tsanawiyah
Muhammadiyah 1 Ciputat Academic Year
2015/2016), Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2016.
Kata Kunci : Ketertarikan Membaca Buku-Buku
Akademik, Penguasaan Kosakata
Tujuan dari penelitian ini adalah untuk mengetahui apakah ada korelasi antara
ketertarikan siswa dalam membaca buku-buku akademik dan penguasaan
kosakata siswa kelas 8 di Madrasah Tsanawiyah Muhammadiyah 1 Ciputat.
Sampel untuk penelitian ini adalah 33 siswa dari 96 jumlah siswa di kelas 8.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan teknik
yang digunakan adalah teknik korelasi. Dalam pengumpulan data, penulis
menggunakan angket tentang ketertarikan siswa dalam membaca buku-buku
akademik dan tes tentang kosakata. Kedua data yang telah dikumpulkan kemudian
diolah menggunakan program SPSS versi 22. Hasilnya memperlihatkan bahwa
ada korelasi positif antara ketertarikan siswa dalam membaca buku-buku
akademik dan penguasaan kosakata siswa. Ini dibuktikan dengan rxy (0.507) yang
lebih besar dari rtabel (0.344) pada signifikan 5%. Hal ini dapat menyatakan bahwa
null hipotesis (Ho) pada penelitian ini ditolak dan hipotesis alternatif yang
menyatakan bahwa ada korelasi antara ketertarikan siswa dalam membaca buku-
buku akademik dan penguasaan kosakata siswa diterima. Kesimpulannya adalah
ada hubungan antara ketertarikan siswa dalam membaca buku-buku akademik dan
penguasaan kosakata siswa. Meskipun, hubungan antara kedua variabel tidak
terlalu signifikan tetapi hubungan menunjukkan nilai yang positif. Ini juga berarti
bahwa siswa yang memiliki ketertarikan dalam membaca buku-buku akademik,
penguasaan kosakata mereka lebih baik daripada siswa yang tidak memiliki
ketertarikan dalam membaca buku-buku akademik.
iv
ACKNOWLEDGMENT
In the Name of Allah, the Beneficent and the Merciful.
All praised is due to Allah, Lord of the worlds, who has given His loving and
blessing the writer to finish her last assignment in her study, “Skripsi”. Peace and
salutation be upon to the prophet Muhammad SAW, his family, his companion
and his adherence.
It is a pleasure to acknowledge the help and contributions to all of lecturers,
institutions, family and friends who have contributed in the different ways hence
this “Skripsi” is processed until it becomes a complete writing which will be
presented to the Faculty of Tarbiyah and Teachers Training in partial fulfillment
of the requirements for the degree of S.Pd. in English Language Education
Department.
First, the writer would like to express her deepest gratitude to her wonderful
mother, Mrs. Suminem, her precious father, Mr. Supardi, and her beloved brother,
Triyadi for giving their motivation, guidance, and pray all the time.
Furthermore, the writer would like to express her great honor and deepest
gratitude to her advisors, Nida Husna, M.Pd., M.A. TESOL. and Ertin, M.A.
TESOL. who have given precious help, the guidance and the advices patiently to
the writer during the completion and the development of the study.
The writer also realized that she will never able to finish this “Skripsi”
without help and support from people around her. Therefore, the writer would like
to give her gratitude and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and
Teachers Training Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd., as the Head of the English Education Department.
3. Zaharil Anasy, M.Hum., as the Secretary of the English Education
Department.
v
4. All lecturers and staff of the English Education Department who always
give motivation and valuable knowledge during her study.
5. Dr. Ratna Sari Dewi, M.Pd., as C class 2011 Academic Advisor who
always give support and advices during her study.
6. The principal of MTs. Muhammadiyah 1 Ciputat and Ms. Eka as a teacher
who has given permission, her support and help in conducting the
research.
7. All of students at the Eighth Grade of MTs. Muhammadiyah 1 Ciputat
Academic Year 2015/2016, as the participants of this research.
8. Her collage best friends Ellen Firdhayana, Muthia Hanifah, Rizka
Muslimaini, Mega Anjar, Aminah Siti Rohana, Eka Fitriyani, Novia and
all friends from C class 2011 for the great friendship, supports, and
knowledge they have shared.
9. Her best friends Irfian Firliani, Eka Nadia, Indri Dwi Astuti, Ratna Putri
Astono, Anggy, Febri, Yhana, and Anty who always support her in this
study.
The words are not enough to say any appreciation for their help and
contribution in this “Skripsi”. May Allah, the Almighty bless them all. Moreover,
the writer also realized that this “Skripsi” is far from perfect. It is a pleasure for
her to get critiques and suggestions to make this “Skripsi” better.
Jakarta, April 5th
, 2016
The Writer
vi
TABLE OF CONTENTS
COVER ........................................................................................................... i
ABSTRACT .................................................................................................... ii
ABSTRAK ...................................................................................................... iii
ACKNOWLEDGEMENT ............................................................................. iv
TABLE OF CONTENTS ............................................................................... vi
LIST OF TABLES ......................................................................................... viii
LIST OF APPENDICES ............................................................................... ix
CHAPTER I. INTRODUCTION ............................................................. 1
A. Background of the Study .............................................. 1
B. Identification of the Problem ........................................ 5
C. Limitation of the Study ................................................. 5
D. Formulation of the Problem .......................................... 5
E. Objective of the Study .................................................. 5
F. Significance of the Study .............................................. 6
CHAPTER II. THEORETICAL FRAMEWORK ................................... 7
A. Reading ......................................................................... 7
1. Definition of Reading ............................................. 7
2. Purposes of Reading ............................................... 9
3. Kinds of Reading ................................................... 10
4. Reading Strategies .................................................. 13
B. Reading Interest ............................................................ 15
1. Definition of Reading Interest ................................ 15
2. Types of Interest ..................................................... 16
3. Reading an Academic Book ................................... 17
C. Vocabulary .................................................................... 19
1. Definition of Vocabulary ........................................ 19
2. Vocabulary Mastery................................................ 20
3. Kinds of Vocabulary ............................................... 22
4. The Influence of Vocabulary and Reading ............. 23
D. Relevant of the Study.................................................... 23
E. Research Hypothesis ..................................................... 25
vii
CHAPTER III. RESEARCH METHODOLOGY ..................................... 26
A. Place and Time of the Study ......................................... 26
B. Research Design ........................................................... 26
C. Population and Sample ................................................. 26
D. Techniques of Data Collection ..................................... 27
1. Questionnaire .......................................................... 27
2. Test ......................................................................... 29
E. Trustworthiness of the Study ........................................ 30
1. Validity ................................................................... 30
2. Reliability ............................................................... 31
F. Techniques of Data Analysis ........................................ 32
1. Normality ................................................................ 32
2. Linearity .................................................................. 33
G. Statistical Hypothesis.................................................... 35
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION ... 36
A. Data Description ........................................................... 36
B. Data Analysis ................................................................ 38
C. Data Interpretation ........................................................ 44
CHAPTER V. CONCLUSION AND SUGGESTIONS ........................... 46
A. Conclusion ......................................................................... 46
B. Suggestions ........................................................................ 46
BIBLIOGRAPHY .......................................................................................... 48
APPENDICES ................................................................................................ 51
viii
LIST OF TABLES
Table 3.1 Likert Scale for Reading Interest Questionnaire ......................... 28
Table 3.2 The Indicators of Reading Interest Questionnaire ...................... 28
Table 3.3 The Indicators of Vocabulary Test ............................................. 29
Table 3.4 Category of Reliability ................................................................ 32
Table 3.5 Pearson Correlation ..................................................................... 34
Table 4.1 Score of Students’ Reading Interest Questionnaire .................... 36
Table 4.2 Score of Students’ Vocabulary Test ........................................... 37
Table 4.3 Normality Test Table .................................................................. 39
Table 4.4 Linearity Test Table .................................................................... 39
Table 4.5 Data Analysis Table .................................................................... 40
Table 4.6 Correlations Table ....................................................................... 42
Table 4.7 Correlation Interpretation Table ................................................. 45
ix
LIST OF APPENDICES
APPENDIX 1 The Blue Print of Reading Interest Questionnaire ............ 52
APPENDIX 2 Reading Interest Questionnaire ......................................... 53
APPENDIX 3 Silabus Bahasa Inggris Kelas 8 Semester 1 ....................... 55
APPENDIX 4 The Blue Print of Vocabulary Test .................................... 60
APPENDIX 5 Vocabulary Test ................................................................ 61
APPENDIX 6 Distribusi Nilai Signifkansi 5% dan 1% .................. 65
APPENDIX 7 Output SPSS Validity Test of Reading Interest
Questionnaire ..................................................................... 66
APPENDIX 8 Output ANATES Validity Test and Reliability Test of
Vocabulary Test ................................................................ 86
APPENDIX 9 Tabel Fungsi Distribusi pada Distribusi Probabilitas
t-Student ............................................................................ 88
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English is one of main languages that used in international communication.
This language is used world widely in many fields such as information and
technology, economy, science, art, education, politics, and so on. People who has
English well, they can communicate with each other from another country. It is
because English has been taught around the world as a second or foreign
language. Therefore, English is as an international language that is considered
important has been taught around the world including in Indonesia.
In Indonesia, English is one of subjects which are taught in almost all level of
education as a compulsory subject. It can be shown from our government‟s
attention in the 2004 English curriculum.1 One of the aims of teaching and
learning English is to develop students‟ communication ability in English includes
writing, reading, speaking, and listening, in written or spoken form. It shows that
English has important role for education in Indonesia.
English in Indonesia is considered as a foreign language (EFL). Another
countries that considered English as a foreign language are China, Japan, Greece,
Poland, and so on.2 For those countries, English is generally not used as a daily
communication. EFL indicates the teaching of English in non English speaking
country. Learning English can occur as part of the school curriculum and usually
students just learn English actively in school.
In learning language, it also requires four certain major language skills;
listening, reading, speaking, and writing. As one of the language skills, reading
plays an important role because reading has become a part of people‟s life.
Through reading various printed materials, people are able to get a lot of
knowledge, information, or pleasure. Jo McDonough stated that in learning a
1 Depdiknas Kurikulum 2014: Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah
Menengah Pertama dan Madrasah Tsanawiyah. (Jakarta: Depdiknas, 2003), p. 14.
2 Allan Lauder, The Status and Function of English in Indonesia: A Review of Key Factors,
MAKARA, Sosial Humaniora, Vol. 12, No. 1, 2008, p. 10.
2
foreign language reading plays an important role and for students, reading English
material is their obligation in learning language even though they do not have to
speak or produce the language.3
Furthermore, in reading process, the readers are not only looking at words
from printed materials but also try to understand the message in the text based on
their background knowledge or their interests. Therefore, in reading process the
readers‟ eyes and brain are involved.
People can read many various printed materials such as newspaper,
magazines, academic or non academic books. For students, they practice reading
from academic books that used by their teachers as the main source of language
teaching. Academic book is like English reading textbook or student‟s worksheet
(LKS) that all students have. Each student is expected to be able to read well
through reading academic books or English reading textbooks.
Unfortunately, many students who read English text especially for
beginners level are often faced with some problems. Therefore, the investigation
of the eighth grade students should be noticed from the factors which influence it.
Interest becomes one of the factors which may affect the students„ reading ability
because reading is a skill. A skill cannot only be developed by learning but it also
must be developed by extensive and continual practice. Reading interest is a
feeling that causes special attention to read. The students will read actively if they
are interest in reading. It can make them consider reading activity as a habitual
activity for them. Interest is very influence for reading activeness. In reality, based
on the students‟ interview result, most all of the students are not interest in
reading because they think reading is an activity that make them bored and
difficult to comprehend the text especially in English. It is because they cannot
understand or know the meaning of words, so they cannot get the content of the
text. Therefore, they might end up become less interested in reading English
materials and then they will not adopt reading in a second language as a habit. It is
proved from the pre-research observation done by the writer to the second grade
3 Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide,
(Oxford: Blackwell Publishers, 1993), p. 101.
3
students in MTs. Muhammadiyah 1 Ciputat, where the writer did PPKT program
as the English teacher.
Based on the pre-research observation, the writer found that the students got
some difficulties in reading English. Such as the limited number of vocabulary,
difficult to memorize meaning of words. Consequently, students get the difficulty
to understand the meaning of words in reading English text. Moreover, the main
problem is most of students did not interest to read their English reading textbook.
They just read their English textbook if they are instructed by their teacher.
In reading a text, students are not only reading the text correctly but also
learning grammar, punctuation, vocabulary, and how to arrange every word
becomes a good sentence or paragraph. By reading, students can get new
vocabulary and can practice to apply the vocabulary that they have got. Moreover,
for the beginner level students, there are number of words that at least they have
to master.
Many researchers suggested that learners should be taught at least two
thousand high frequency words.4 From the 1.000 most frequent word families of
English includes 75 percent of common words in newspaper, academic texts, and
novels as well as about 85 percent of words commonly used in conversation.5
Therefore, for the students especially in junior high school or beginners level are
directed to read a lot of English textbooks or academic books. According to
Spears, academic books or their English textbooks usually provide considerable
help for students when they are learning English.6 She also stated that an English
textbook usually provides tables or boxes that contain some vocabularies with the
meaning that occur in the textbook. It really helps students to understand the
content of the text. One of the reasons why most of students have difficulty to
understand the contents of their textbook is because they lack of vocabulary.
4 Marianne Celce-Murcia, Teaching English as a Second or Foreign Language 3
rd Edition,
(Boston: Heinle & Heinle, 2001), p. 287.
5 Thomas S. C. Farrell, Teaching Reading to English Language Learners, (California:
Corwin Press, 2009), p. 62.
6 Deanne Spears, Developing Critical Reading Skills 7
th Edition, (New York: The McGraw-
Hill Companies, Inc., 2006), p. 5.
4
Hence, as the beginners, academic books or English textbooks are helpful to
improve their English especially their vocabulary.
Vocabulary is one of the language components that support the four language
skills. There are no languages that exist without words. Therefore, the mastery on
vocabulary plays a very significant part in learning new language. It is because
“vocabulary has always been a crucial part of language learning and teaching.”7
People cannot master a language well unless they have good mastery on
vocabulary. The more vocabularies they have, the more ideas they have and they
can communicate the ideas more effectively.
Moreover, Wilkins as cited by Scott Thornbury said “without grammar very
little can be conveyed, without vocabulary nothing can be conveyed.”8 Learners
will know or comprehend the text even though their knowledge about grammar is
not good enough. Without knowing the meaning of a word, the learners would be
difficult to name objects around their or communicate with other people.
Whereas, Norbert Schmitt states that reading is a key to vocabulary
improvement.9 The weak of vocabulary mastery may affect the students‟ reading
ability. If students want to master vocabulary, they must read a lot. As the more
they read the more vocabulary and new words they can encounter and can
understand text easily. But how can they encounter many vocabularies if they
have no interest in reading. They read only if they are instructed by their teachers.
Knowing how important vocabulary in language learning especially in
reading, makes reading and vocabulary cannot be separated because to understand
an English reading text students have to know the meaning of words. Therefore to
see the relationship between reading and vocabulary, the writer wants to conduct
the research entitled “The Relationship between Students‟ Reading Interest in
Academic Books and Their Vocabulary Mastery at the Eighth Grade Students of
MTs. Muhammadiyah 1 Ciputat in Academic Year 2015/2016”. Through this
7 Khanadee Rojananak and Jirapa Vitayapirak, Comparison of English Vocabulary Learning
Strategies for Good and Weak Learners at King Mongkut‟s Institute of Technology Ladkrabang,
International Journal of Languages, Literature and Linguistics, Vol. 1, No. 1, 2015, p. 1.
8 Scott Thornbury, How to Teach Vocabulary, (England: Longman, 2002), p. 13.
9 Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University
Press, 2000), p. 150.
5
research, the writer wants to prove whether both of them have a significance
relationship in learning language or not.
B. Identification of the Problem
Based on the background above, the writer identifies some problems related
to vocabulary mastery. They are as follow:
1. Students are lack of vocabulary. It is because they consider English is the
most difficult subject as long as they do not know the meaning of English
words.
2. Students get the difficulties to understand the meaning of words in their
textbook.
3. Students are difficult to remember some words that often occur when they
learn English.
4. Students are low interest in reading English text. Students just read their
textbook if they are instructed by their teacher.
C. Limitation of the Study
In this research, the writer focused on finding out the relationship of reading
interest in academic books and vocabulary mastery at the eighth grade students of
MTs. Muhammadiyah 1 Ciputat.
D. Formulation of the Problem
After conducting the limitation of the problems, the research problem is
formulated into: “Is there any significant relationship between reading interest in
academic books and vocabulary mastery at the eighth grade students of MTs.
Muhammadiyah 1 Ciputat in academic year 2015/2016?”
E. Objective of the Study
Based on the formulation above, the objectives of this research are to analyze
and to know whether there is a significance relationship between reading interest
in academic books and students‟ vocabulary mastery at the eighth grade students
of MTs. Muhammadiyah 1 Ciputat in academic year 2015/2016.
6
F. Significance of the Study
1. For the Students
The positive result of this study can support them to master their vocabulary
through reading their textbooks or academic books. Moreover, if they are
interested in reading and not only reading their English textbook when they are
instructed by their teacher.
2. For the Teachers
If the result of the study shows that there is a significant relationship between
reading interest and vocabulary mastery, so it can become a guide for teachers to
improve their students‟ vocabulary.
3. For the Writer
It will give the writer clear description about the relationship between
students‟ reading interest and their vocabulary mastery. And the implication of the
finding research will be suggested to next researchers.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
1. Definition of Reading
Reading is the act of interpreting printed and written word. The readers must
be able to translate the written words into meaningful language. Reading is the
most important skill from the other skills, but in vocabulary learning, reading is
the basic skill that students should be able to do.1 It is because through reading,
students can earn a lot of vocabulary that they do not know yet. In addition, in
learning and teaching process students are always associated with English
textbook and they are expected to understand the content of text and by reading
they can do it. Even beginner level students with a limited vocabulary can benefit
from reading. Moreover, the limited vocabulary is actually related with the
frequency in reading.
According to Harmer, reading is an activity that involved the eyes and brain.2
It means that reading is not only with eyes but also with brain. When the eyes see
the text then the brain will interpret the information of the text. In conclusion,
reading is not passive activity that just sits and read the books, but reading is
actually an active activity even though reading is not produce a language such as
writing and speaking. However, reading produces comprehension just like in
listening skill. If students can comprehend the text, so they can also produce a
language too.
As Harry Maddox stated, that reading has an important role among other
skills in language learning.3 It means that learners can get information, knowledge
or many advantages as much as they want if they can read well rather than the
other skills. Even though from the other skills also give them many advantages in
1 Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University
Press, 2000), p. 150.
2 Jeremy Harmer, The Practice of English Language Teaching, 3
rd Edition, (New York:
Longman, 1991), p. 190.
3 Harry Maddox, How to Study, (London: Pan Books, Ltd., 1963), p. 76.
8
learning language. This statement is also supported by the curriculum which noted
that from the four skills; listening, speaking, reading and writing, the main
emphasis is on reading skill as the priority because reading affecting the
acquisition in a foreign language.
Discussing reading, it is important to underline that reading is a complex
skill.4 It can be said that reading is not only the act of interpreting printed and
written words but also requires understanding and comprehending the means of
print text. Comprehension is the process of making sense of words, sentences and
connected text. It also involves the reader‟s knowledge and perceptions. Sanacore
(2001) stated that foreign language learners do not like to read in foreign language
because reading is a complex skill.5 For foreign language learners, many of them
feel that reading do not give them pleasure to the learners because the lack of
vocabulary. For example, when students reading for pleasure and they have some
the difficulties with the words, then they have to look up the dictionary. Hence,
looking the dictionary to know the meaning of words is very consuming time for
them and finally they cannot enjoy the reading.
Meanwhile, Grabe and Stoller stated that in academic settings, reading is the
best convenient way for students to learn new information and can be the fastest
access to get explanations and interpretations.6 By reading students can get new
information or explanation about something before their teacher explains it in the
class.
Based on the definitions of reading by some experts above, it can be
concluded that reading is a process of activity that requires skill and ability in
obtaining information from a written text available. In addition, to get the writer‟s
idea or information, readers must comprehend about what the text is about and to
get better comprehension, knowledge of readers also needed.
4 Geoffrey Broughton, et al, Teaching English as a Foreign Language 2
nd Edition, (New
York: Routledge, 2003), p. 89.
5 Noorizah Mohd, Reading Habits and References of EFL Post Graduate: A Case Study,
Conaplin Journal, Indonesian Journal of Applied Linguistics, Vol. 1, No. 1, 2011, p. 7.
6 William Grabe and Fredricka L. Stoller, “Reading for Academic Purposes: Guidelines for
the ESL/EFL Teacher”, in Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign
Language 3rd
Edition, (Boston: Heinle & Heinle, 2001), p. 187.
9
2. Purposes of Reading
The purpose of reading is an important aspect of reading that is often
overlooked in reading. Consequently, many readers who tend to generalize their
strategies for all types of reading. For example, when the readers read newspaper,
they usually read the head line of the news and search what they want to know.
Unconsciously, they do csanning or skimming to find what they want to raed.
Therefore, deciding the purpose of reading is needed.
There are multiple purposes of reading in academic settings according to
Grabe and Stoller, as follows:7
a. To search for information. When the readers read the text, they aim to search
for specific or general information of text. They should not read the whole
text if they just want to get specific information. They can do scanning or
skimming.
b. For general comprehension. The readers read a text or book in order to know
what the content talking or discussing about generally. They were suggested
to read the whole text in order to comprehend the content of text. It will be
difficult if the readers are not reading carefully.
c. To learn new information. For example, the readers read newspaper in order
to get new information about something they did not know.
d. To synthesize and evaluate information. It requires critical evaluation of the
information so the readers can determine what information that they can
integrate or synthesize.
From the explanation above about purposes of reading, the writer concluded
that every reader may have different purpose when she or he reads a text. May be
the readers read just for pleasure or to get specific or general information. The
differences of reading purpose also make the readers use different reading
technique for each purpose. Therefore, every reader should at least have a purpose
when she or he reads in order to know what is an appropriate technique so reader
can read effectively.
7 Ibid.
10
3. Kinds of Reading
a. Intensive Reading
In many countries, intensive reading is the core of English programs. Ideas
and strategies that students bring to the class is the impact resulting from the
intensive reading classes.8 It can increase their comprehension skill. Intensive
reading usually involves translation and thus comprehension of the text. This
reading is done to carry out the specific information. There are following aspects
of intensive reading:9
1. Comprehension. The aim of this reading is to understand about the content of
particular text.
2. Regular and irregular sound-spelling relations. It means that the teaching of
this kind of reading emphasizes on phonics, spelling, accent, intonation and it
can be done through reading aloud.
3. Vocabulary. Learners are expected to develop their vocabulary and to know
the meaning of words they read and then use these words in the appropriate
context.
4. Grammar. In this reading, students should be able to analyze the grammar
features of the text.
5. Cohesion. It means that learners should know about the appropriate
conjunctions and words used in a sentence in order to comprehend the text
that they have read.
6. Information structure. Learners should be able to identify kinds of
information in the certain texts. For example, information in newspaper will
be different with information in magazines.
7. Genre features. In intensive reading, learners read many genres of text, so
they know the differences of vocabulary, information, grammatical and
8 Don Snow, From Language Learner to Language Teacher: An Introduction to Teaching
English as a Foreign Language, (Virginia: Teachers of English to Speakers of Other Languages,
Inc., 2007), p. 134.
9 I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p.
27.
11
cohesive features in every text. Through these features, learners can
comprehend the text.
8. Strategies. It means that intensive reading can help learners to develop their
useful reading strategies. They can use dictionary, while they are reading, or
can take notes. In intensive reading, learners receive more knowledge about
vocabulary, grammar, and cohesion to comprehend the text.
One goal of intensive reading may be the comprehension of a text. Because
students will not only read but they will discuss in detail about the text. In this
reading usually teacher works with the students, teacher helps them to explanation
the meaning of text. Therefore, the use of translation makes sure that students
understand.
b. Extensive Reading
Extensive reading is based on the theory that people learn to read by reading
material outside the normal curriculum. Extensive reading helps students to find
out interesting and readable materials. Furthermore, extensive reading can be
motivated by learner‟s interests, and those interests are amazingly varied. Richard
Day listed ten principles that can be used when designing an extensive reading
program especially for English language learners, which are following: 10
1. The reading material should be aesy especially for beginning and
intermediate levels of reading ability. Students have to read texts they find
easy and enjoyable as they learn to read.
2. Students are encouraged to read a large number of books on a wide variety of
topics such as books (fiction or non-fiction), magazines, newspaper, etc.
3. Students are allowed to select what they want to read from a variety of
reading material. They can stop reading when the reading text is not
interesting or difficult to read and change the books or the materials.
4. The students are encouraged to spend of their time to read everywhere and
anywhere.
10 Richard R. Day, Extending Extensive Reading, Reading in a Foreign Language, Vol. 27,
No. 2, October 2015, p. 295.
12
5. Students acknowledged that the purpose of extensive reading are for pleasure,
to get information, and to get general understanding.
6. By extensive reading is not only about comprehension but also improve the
students‟ knowledge and give them pleasure.
7. Students will be able to read as many books as possible so that they are
acquired to improve their reading speed. Otherwise the students who slow
reader would find it difficult to read in extensive reading.
8. Reading considered as individual activity and students do it in silent way. The
students choose what they want to read and strategies to read the materials
based on their purpose of reading.
9. Teacher can be a guide to help students to choose appropriate books to read
and to orient the goals of extensive reading.
10. Teacher can influence students to read many books by giving some actions,
such as teacher should read in the class. When the students see that the
teacher is reading, they may become curious about the book he or she is
reading.
Extensive reading gives many advantages, such as enhanced language
learning in such area as spelling, vocabulary, grammar, and text structure,
increased knowledge of the world, improved reading and writing skills, greater
enjoyment of reading, more positive attitude toward reading, higher possibility of
developing a reading habit.11
Moreover in extensive reading, the usage of dictionary should be minimized
by the students.12
It is because the usage of dictionary can affect slow reading and
make reading less enjoyable. Therefore, students should improve the habit of
guessing the meaning of unfamiliar words or skipping those words and keeping
the reading.
11 Jack Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology
of Current Practice, (New York: Cambridge University Press, 2002), p. 298. 12
Don Snow, op. cit., p. 141.
13
There are two other kinds of reading:13
a. Reading aloud: this reading concern to read aloud. The teacher asks the
students to read aloudly to make sure that students are reading accurately.
This kind of reading focuses on pronunciation more than to comprehension.
b. Silent reading: this reading enables the students to read without making
sounds and moving their lips. It can be shown that most people do reading
silently and they can comprehend the text.
There are the other kinds of reading such as top-down and bottom-up
processing model.14
In top-down model, readers can understand or interpret a text
based on their prior knowledge and experiences to the text as they read. Reading
is primarily directed by reader purposes and expectations. While in bottom-up
model, readers can understand or comprehend the text from the text itself. It
means that the readers translate each word and sentence or paragraph in order to
construct meaning from the text only. In this model, the prior knowledge and
experiences are not involved.
4. Reading Strategies
Teaching and learning a foreign language is not a simple process. From the
four language skills and reading is a complex skill. Therefore, it takes time to
improve students‟ reading ability. Hence, teachers should be able to use the
appropriate strategies or techniques to develop students‟ reading skill in the class.
The following principles may also be helpful for teachers to consider when
designing effective reading classes:15
a. Use reading materials that are interesting. The teacher is not only use an
English textbook as a source to teach in the class, but they can use various
reading materials such as from internet, newspapers, magazines, etc.
b. Make reading the major activity of the reading lesson. It means that teachers
do not have to always give a thorough explanation about reading material, but
13 Geoffrey Broughton, et al, op. cit., pp. 91—92.
14
Thomas S. C. Farrell, Teaching Reading to English Language Learners, (California:
Corwin Press, 2009), p. 18.
15
Ibid., pp. 73—78.
14
teachers should also give students chance to practice reading. After that
teachers can give them another task that is still associated with the reading
text.
c. Have a specific objective for each lesson. A learning that will be done in the
class, first teachers must determine the objectives to be achieved from the
materials. Usually it has already listed in the syllabus or lesson plans created
by teachers.
d. Use activities that allow students to bring their own experiences to their
reading. Teachers can use other strategies that can encourage students to have
a personal connection to a reading lesson. For example, KWL strategy; K for
„what do I Know?‟; W for „what do I Want to know?‟; L for „what have I
Learned?‟.
e. Focus your instruction on teaching, not testing. The aim of teaching reading is
to instruct students to be able to comprehend unfamiliar words and testing or
assessment has placed after the students have been taught effective methods
of comprehending the text.
f. Divide lessons into pre-, during- and post-reading phases. Pre-: teachers can
introduce the lesson objectives to students and encourage them to activate
their knowledge on the topic. During-: teaching a strategy or practicing a
strategy already taught. Post-reading; teachers can evaluate about the reading
lesson that they have already done.
g. Choose appropriate reading materials. It means that choosing the reading
materials depend on the needs of the students and the purposes of the reading
class.
Another strategy of reading:16
a. Skimming. It refers to the process of reading only for the general or main
ideas. Readers only read what is important to their purpose. For example,
reading popular magazines or the sports and entertainment sections of the
paper. By skimming, readers can read more in less time, because they do not
read everything.
16 I. S. P. Nation, op. cit., p. 70.
15
b. Scanning. Students search the text quickly to get specific information that
they need. This technique used when readers try to find specific information
without reading everything such as a telephone number, a date, a time, etc.
In conclusion, from those various reading strategies, students can use one of
them to read effectively. It is because readers has many different reading
purposes. Therefore, students‟ reading strategies should fit with their reading
purpose.17
They can choose an appropriate strategy based on their purpose of
reading. While, for teacher, those strategies can help them to teach reading and
develop student‟s reading skill in the classroom.
B. Reading Interest
1. Definition of Reading Interest
Reading is a skill and it can be developed by practice a lot. However, it is not
an easy thing to do. A reader needs to have motivation, a purpose, and an interest
in reading. The purpose of reading will affect the way to read. For example, a
reader who reads comic might be faster than a reader who reads literature book.
Actually, it will be different if a reader who reads literature book has high interest
in reading literature book, she or he can read as fast as a reader who reads comic.
Someone who has no interest in reading will not be able to understand the text
well. Because of an interest is like a factor that can push or support someone to do
something. Moreover, by having interest in reading, a reader can encounter new
vocabulary. Therefore, interest plays an important role in reading activity. It
means that students who has high interested in reading any kind of text, they will
have good ability to understand it.
Interest refers to “the liking and willful engagement in activity.”18
Another
definition, “interest is a motivational element in learning; the tendencies to select,
choose, or attend to something because of inquisitiveness, a feeling of its
17 Joe Cortina and Janet Elder, Opening Doors: Understanding College Reading 4
th Edition,
(New York: The McGraw-Hill Companies, Inc., 2005), p. 76.
18
Dale H. Schunk, Paul R. Pintrich, and Judith L. Meece, Motivation in Education: Theory,
Research, and Applications 3rd
Edition, (New Jersey: Pearson Education, Inc., 2008), p. 210.
16
importance, etc.”19
Learning process will run well and students will study
regularly, if they have high interest. Interest arises from the interaction of the
basic needs and the facility that they discover for satisfying what they interested
in.
Interest, pleasure, or personal enjoyment are animating intrinsic motivation. It
means that interest is as a resource that sustains intrinsic motivation when
frequent positive feedback is missing.20
Motivation is something that energizes,
directs, and sustains behavior; it gets students moving, points them in a particular
direction, and keeps them going.21
It means that motivation is the reasons that
underlying behavior that moves people to do or not to do something. Learning
motivation is to a wide extent driven by and highly dependent on an individual‟s
interest.
High interest in a subject tended to be associated with high ability in that
subject, and low interest with low ability. It means that the higher interest in
something so the more ability and knowledge that students can get. In case of
reading interest, students who have an interest in reading can memorize or
understand about what is being read. The prior knowledge will also affect the
understanding of the text that students read. In other words, students who has high
interest in reading, they will not only able to understand the printed words on the
text but they will go beyond those words and will be able to infer an implied
information of the text. Moreover, students are able to grasp the purpose of the
author.
2. Types of Interest
Urdan and Turner in Schunk classify interest into two kinds, namely personal
interest and situational interest.22
Personal interest is activities someone enjoys
19 Sharon J. Crawley and King Merritt, Remediating Reading Difficulties 3
rd Edition, (New
York: The McGraw-Hill Companies, Inc., 2000), p. 119.
20
Idit Katz, et al, Interest as a Motivational Resource: Feedback and Gender Matter, but
Interest Makes Difference, Social Psychology of Education, 2006, p. 28. 21
Jeanne Ellis Ormrod, Educational Psychology: Developing Learners, New Jersey:
Pearson Education, 2008, 6th edition, p. 384
22
Dale H. Schunck, et al, loc. cit.
17
and relatively stable over time, such as playing sports, spending time with family,
watching movies, reading, etc. Stone and Nielsen said that on personal interest
there is a positive interest that will increase for success.23
Personal interest may
affect on students‟ learning and performance. It means that they can learn well or
give the best performance if what they are learning is related to their personal
interest. The key to get students interested in something is called situational
interest.
Situational interest makes students want to explore about something. When
they already known what information that they want to find out, the situational
interest will decline or be reduced. It is because situational interest is temporary
and created by the external environment. Therefore, the teacher should be able to
create and maintain situational interest in students.
3. Reading an Academic Book
Academic books referred in this study is English reading textbooks which
used in the schools. The textbook is a tool, and the teacher must know not only
how to use it, but how useful it can be. Indeed, academic book is not only reading
textbook but also there are many kinds of academic books that provide knowledge
to the readers, such as journal, literature books, etc. Moreover, students in
secondary level are very interested in new things around them that they had ever
learned before and gain their knowledge about the world.24
They are very curious
about the topics based on the curriculum.
Therefore, the teaching and learning should not only use textbook as a single
source but it can be combined with a variety of academic sources such as
newspaper, magazines, and many more. Unfortunately, in Indonesia, many
teachers still use reading textbooks as the primary source of language teaching in
the classroom. It is because academic books or English textbooks usually provide
23 David R. Stone and Elwin C. Nielsen, Educational Psychology: The Development of
Teaching Skills, (New York: Harper and Row Publishers, Inc., 1982), p. 165. 24
John T. Guthrie, Engaging Adolescents in Reading, (California: Corwin Press, 2008),
p. 10.
18
considerable help for students when they are learning English.25
It really helps
students to understand the content of the text.
As Henry and Djago said that textbook is related closely to the curriculum.26
They also said that good textbook should be related with and can support the
implementation the curriculum. It is provided to help students understand the
material that is suitable with the curriculum.
For junior high school students or the beginning level students, the words
they learn will be determined largely by their textbooks, because most of them
only have the textbook as the source in learning English. Yet, teaching and
learning language using textbooks also has significant advantages and also
disadvantages.
There are significant advantages of the textbook usage:27
1. Teachers may save lesson preparation time if using a textbook for their
lesson.
2. Students can learn in a sustainable manner and through textbook can prevent
materials that are not related to language learning activities.
3. Through a textbook the students can facilitate them to study and review
outside the class.
4. Textbook allows students to see the progress in a very concrete way as they
work through the book.
On the other hand, the usage of textbook in language learning and teaching
has disadvantages. Such as sometimes students feel bored with the teaching that
only use textbook, whereas the materials in textbook can be combined with other
sources related to the material. Besides, it makes teachers not creative or lazy in
preparing teaching materials for their students.
In conclusion, reading interest in academic books is a willingness and desire
of students to read and understand the meaning or content that present in
25
Deanne Spears, Developing Critical Reading Skills 7th
Edition, New York: The
McGraw-Hill Companies, Inc., 2006), p. 5. 26
Henry Guntur Tarigan and Djago Tarigan, Telaah Buku Teks Bahasa Indonesia,
(Bandung: ANGKASA, 2009), p. 21.
27
Don Snow, op. cit., p. 44.
19
academic books. Moreover, academic books are as the main source of the most
preferred in student‟s learning at school.
C. Vocabulary
1. Definition of Vocabulary
As Norbert said that vocabulary is most important language components for
the four skills in learning language.28
Students of a foreign language will speak
fluently, write easily, and understand what they read and hear if they has enough
vocabularies. As Lightbown and Spada stated that children with English as their
first language has little effort in learning vocabulary, in the other hand for non-
native speakers, learning vocabulary is not easy.29
Native speakers of English may
be easy in learning vocabulary but for some of non-native speakers, learning
vocabulary is not easy as native speakers. Because for non-native speakers,
English is not the language used in their daily activities, so they have to adapt to
the language.
Talking about vocabulary it means that talking about words. Vocabulary is a
list of words that is provided in the text or book. Without vocabulary, a language
will not be formed.
Based on Oxford Advanced Learner‟s Dictionary, vocabulary is defined as
follows: 30
a. All the words that a person knows or uses.
b. All the words in a particular language.
c. The words that people use when they are talking about a particular subject.
d. A list of words with their meanings, especially in a book for learning a
foreign language.
For more information about vocabulary, there are many definitions about it
from some experts. It is important for everyone to know what vocabulary is before
discussing about vocabulary mastery.
28 Norbert Schmitt, op. cit., p. 155.
29
Pasty M. Lightbown and Nina Spada, How Language are Learned 3rd
Edition, (New York:
Oxford University Press, 2006), p. 97.
30
A. S. Hornby, Oxford Advanced Learner’s Dictionary, (Oxford: Oxford University Press,
2000), p. 1506.
20
According to Ned, vocabulary is “the total number of words an individual
knows.”31
It means that the number of vocabularies that people has and they can
use every word in the appropriate context. Such as when people understand about
the words they are talking about, write, read, and listen. This happened because
English words have no only one meaning for every word but one word may have
several meaning for several contexts. That statement is supported by Fromkin and
Rodman who said that knowing language means knowing the pronunciation and
meaning.32
In the other hand, if the people did not know the language, the sound
they heard from other people will not give them any meaning.
While Ur argues that vocabulary can be defined as “the words we teach in
foreign language and vocabulary may be more than a single word.”33
It means that
all the languages in the world certainly have vocabulary. There is a foreign
language like English that has a meaning of a word but the meaning is composed
of more than one word for example: post office, mother in law, etc. Another
example is idiom.
From the statements above the writer summarized that vocabulary is a list of
words that is used to express the ideas or for general communication. Hence,
vocabulary is an important for language learners because vocabulary is a core of
language components. Therefore, through vocabulary, learners can understand an
English text or speech easily.
2. Vocabulary Mastery
In learning the four language skills (reading, speaking, writing, and listening),
vocabulary is one basic component to be mastered. It is because those skills need
knowledge of vocabulary. This statement is supported by Wilkins as cited by
31 Ned D. Marksheffel, Better Reading in the Secondary School: Principles and Procedures
for Teachers, (NewYork: The Ronald Press Company, 1966), p. 236.
32
Victoria Fromkin and Robert Rodman, An Introduction to Language 3rd
Edition, (New
York: Holt, Rinehart and Winston, 1978), p. 5.
33
Penny Ur, A Course in Language Teaching: Practice and Theory, (New York: Cambridge
University Press, 1996), p. 60.
21
Scott Thornbury who said that “without grammar very little can be conveyed,
without vocabulary nothing can be conveyed.”34
So, why we have to learn vocabulary? There are two main reasons why we
should learn vocabulary.35
First, we want to know or understand what the others
talking about. Second, we also want the others know or understand about what we
try to communicate to them. By learning vocabulary, there will be no
misunderstanding or misinterpretation.
Students cannot master a language well unless they have a good mastery on
vocabulary. Moreover, the vocabulary mastery is not a spontaneous process which
is easy to be done. The process of mastering vocabulary takes long time, but every
time students read, they have an oppurtunity to improve their vocabulay. Besides
reading, mastering vocabulary can be done by many practices such as listening to
the music, watching movies, trying to make conversation with native speakers,
and many more. Mastering vocabulary will make their school works easier.
As Nation in Schmitt suggested that the most frequent 2,000 words are
important for language learners.36
This is around the number of words that the
most native speakers use in their daily conversation. In addition, Gillet said,
“vocabulary size is a predictor of success in learning to read.”37
It means that by
having vocabulary the readers getting the success in reading. They can understand
of printed page, and getting the information of the writers.
By having a lot of words, students will be easy on understanding in reading
text and to make sentences. In writing, they will be very helpful to express the
ideas of the writing. In speaking, they will be have much expression in the speech.
In listening, students will be easy to understand what speakers mean.
On the contrary, students who lack of vocabulary will find some difficulty in
mastering the four basic language skills. Vocabulary mastery means students
34 Scott Thornbury, How to Teach Vocabulary, (New York: Longman, 2002), p. 13.
35
Jonathan Sarwono and Yudhy Purwanto, English for Academic Purposes: A Successful
Way to Learn Scientific English, (Yogyakarta: ANDI OFFSET, 2013), p. 191.
36
Norbert Schmitt, op. cit., p. 143.
37
Jean Wallace Gillet, et al, Understanding Reading Problems: Assessment and Instruction,
(Boston: Pearson Education , Inc., 2012), p. 46.
22
know and understand the meaning of words and also using those words in the
correct usage.
In conclusion, mastering vocabulary is important for foreign language
learners. Therefore, students should have many vocabularies and teachers should
have strategies to gain students‟ vocabulary. Without adequate vocabluary,
learners will find learning a language is really hard. As Richards and Renandya
said that vocabulary is the main language components in learning foreign
language and may be used as a consideration for how well learners speak, read,
listen, and write.38
In other word, the mastery on vocabulary is the vital aspect in
learning language.
3. Kinds of Vocabulary
According to Read, vocabulary is divided into two kinds; function and
content words.39
a. Function words. These words can make sentences grammatically correct,
such as prepositions, pronouns, auxiliary verbs, conjunctions, grammatical
articles or particles.
b. Content words. These words modify the meaning and provide links to the
sentences. He also classified content words into three general classes:
1. Nouns: words that is used for the name of person, place, idea, thing.
2. Verbs: words which is used in describing an action, experience or state.
3. Adjectives and adverbs: words used to describe the qualities of those things
or actions.
Meanwhile, Haycraft in Vocabulary, Semantics and Language Education
classified the vocabulary in two kinds:40
a. Receptive vocabulary is words in a context which students understand and
recognize in reading and listening, but they cannot produce those words
perfectly.
38 Jack C. Richards and Willy A. Renandya, op. cit., p. 255.
39
John Read, Assessing Vocabulary, (New York: Cambridge University Press, 2000), p. 18.
40
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics and Language Education, (New
York: Cambridge University Press, 1995), p. 370.
23
b. Productive vocabulary is words which students understand of those words
and they can pronounce and use appropriately in speaking and writing.
Those are kinds of vocabulary from some language experts. Even though,
they have different kinds of vocabulary, the important thing is students can learn
or understand even apply those vocabularies in the right context.
4. The Influence of Vocabulary and Reading
Vocabulary learning is an important language components in language
acquisition, whether the language is a second or foreign language. Vocabulary
also plays an important role in understnding the four skills of learning language
especially in reading. Reading and vocabulary are important to each other because
reading provides an opportunity for new words to be discovered, so the students‟
vocabulary can grow or incraese. Students cannot understand what they are
reading without knowing what most of the words mean.
Many students skipped the unknown words in reading text and continue their
reading. But sometimes those words that they skipped usually as the key of their
reading and the effect is they cannot get the main idea of reading text. Twaddwell
and Krashen in Bernard argue that through reading program, non-native speakers
will increase their vocabulary efficiently rather than trhough direct vocabulary
teaching.41
It means that there are many ways to increase students‟ vocabulary and
one of all ways is through reading actvities. In conclusion, vocabulary and reading
cannot be separated, because both of them relate to each other in language
learning.
D. Relevant of the Study
The writer used three relevant previous studies that supported her research.
First, the relevant study is from the graduating paper by Misbahudin in 2011 who
did a research about the relationship between vocabulary mastery and reading
ability. In his study, he went to analyze the correlation between both variables. He
41 Bernard D. Seal, “Vocabulary Learning and Teaching”, in Marrianne Celce-Murcia (ed.),
Teaching English as a Second or Foreign Language 2nd
Edition, (Boston: Heinle & Heinle
Publishers, 1991), p. 305.
24
used quantitative method by Pearson Product Moment to find out the significance
correlation between those two variables (variable X and variable Y). He took 40
students at the second grade of SMP YMJ Ciputat in the academic year 2010/2011
as the sample of his study. From his study, he found out that the correlation
between students‟ vocabulary mastery and their reading ability is significant and
he concluded that both of them cannot be separated each other.
While, in another study, Heri Hidayat and Siti Aisah also did a similar study
to know the relationship between two variables. Even though their study similar
with the first one but the variables, the sample, and the method that used in the
study were different. The variables in this study are reading interest (variable X)
and students‟ performance in IPS subject (variable Y). They used 38 students at
fourth grade at SDN 1 Pagerwangi Lembang as their sample of the study. The
research has shown that (1) student‟s reading interest of grade IV SDN I
Pagerwangi Lembang is good enough. It is based on computing result of student
answer category on read interest variable as much as 57.1%. (2) Student study
performance of grade IV in IPS subject is good enough. It is based on computing
result of student answer category on study performance variable as much as
48.6%. (3) There is significant connection among student study performance. It is
based on computing result obtained significant rate (0.003) < significance level
(0.05) with correlation coefficient of Rank Spearman (rs) as much as 0.485 is
significant enough relation.
The last is conducted by M. Zilhanip, Khairul Harha, and Lailatul Husna.
They did a study which was aimed to find out the correlation between vocabulary
mastery and the ability in comprehending reading text. The design of this research
was correlational one. The population is Students of SMAN 3 Batang Hari Jambi.
The number of sample was 30 students selected by using random sampling
technique. To get the data the researcher gave vocabulary and reading test then
analyzed the data by using Pearson Product Moment Formula. After analyzing the
data, the researchers got the result that showed a positive and significant
correlation between students‟ vocabulary mastery and their reading
comprehension of the first year students at SMAN Batang Hari Jambi. In this
25
study is very similar with the first study but the sample of this study that made this
study is different with the first study. In Misbahudin‟s study, he used students in
junior high school but in Zilhanip and friends‟ study used students in senior high
school.
From those studies above, there are some similarities and also differences
with the writer‟s study. The similarities such as the method that used in the study
that used quantitative method by Pearson Product Moment to find out the
significance correlation between those two variables (variable X and variable Y).
This method also used in the first and third relevant study. Moreover, the sample
of the writer‟s study is also same with the first study that used students in junior
high school as the sample. But the differences that make the writer‟s study
different with those studies are the number of samples that used in each study. In
addition, the two variables of the study are also different even though one of both
variables in each study is same with one of variables of the writer‟s study.
E. Research Hypothesis
Based on theories which were elucidated above, it could be posed theoretical
hypothesis: there is a relationship between students‟ reading interest in academic
books and vocabulary mastery at the eighth grade students of MTs.
Muhammadiyah 1 Ciputat academic year 2015/2016.
26
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the place and time of the research, research design,
population and sample, technique of data collection, trustworthiness of the study,
technique of data analysis, and statistical hypothesis.
A. Place and Time of the Study
This research conducted on 6th
January, 2016 and was held at MTs.
Muhammadiyah 1 Ciputat which is located at Jl. Dewi Sartika Gg. Nangka No. 4,
Cimanggis, Tangerang Selatan.
B. Research Design
The study was conducted through quantitative method and the design was
correlational study. The writer used quantitative method because quantitative
research represents findings in numerical form. This study also used bivariate
correlation because the writer wants to investigate the possibility of relationship
between two variables. The first variable is student’s reading interest in academic
books; it is considered as independent variable (variable X). The second variable
in this research and considered as dependent variable (variable Y) is student’s
vocabulary mastery. This study used Pearson Product Moment to find out and
describing the significance correlation between those two variables (variable X
and variable Y).
C. Population and Sample
According to Fraenkel and Wallen, ―population is the larger group to which
one hopes to apply the results.‖1 While Bluman defined sample is a part of the
population that is selected.2 Gay stated that 30 participants can be accepted as the
sample for a correlational study and generally considered to be minimally
1 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in
Education, (New York: McGraw-Hill Companies, Inc., 2009), p. 90.
2 Allan G. Bluman, Elementary Statistic: Step by Step Approach 7
th Edition, (New York: The
McGraw-Hill Companies, Inc., 2009), p.4.
27
acceptable sample size.3 In this research the population is the second grade
students of MTs. Muhammadiyah 1 Ciputat. The eighth grade students in this
school consist of three classes; class 8-1, 8-2, and 8-3. The total of students of
eighth grade was 96 students. The writer took 33 students as the samples by
simple random sampling technique. Through this sampling technique, every
student on the eighth grade has a chance to be selected as the sample in this
study.4 The writer collected every name of population and chose randomly by
taking 33 paper containing the name of students to be used as a sample.
D. Techniques of Data Collection
The writer used a questionnaire and a test as an instrument in this research. In
this case, the writer gives a questionnaire about student’s reading interest and a
vocabulary test in order to get the data about students’ vocabulary mastery. The
questionnaire and vocabulary test were given for the sample in this study. And
finally, the writer analyzed the data that have been obtained.
1. Questionnaire
In this research, the writer distributed the questionnaires in order to know
students’ reading interest score. The questionnaire was given in Bahasa Indonesia
to avoid misunderstanding and to ease the students in answering the questions.
The questionnaires were arranged based on theory of interest types (situational
and individual interest) as the indicators.
The questionnaires used four alternatives based on the Likert Scale Types.
Likert scale is used to measure attitude, opinion, perception based on the certain
object or phenomena.5 The questionnaire consisted of 24 statements including
positive and negative statements. The writer rated negative of statements on a
scale 1—4, in which 1 indicating no frequency in negative statement and 4
reflecting the most frequency. On the contrary, for positive statement, the writer
rated on scale 4—1, in which 4 indicated that they really agree with the statement
3 L. R. Gay and P. L. Diehl, Research Methods for Business and Management, (New York:
Macmillan Publishing Company, 1992), p. 319.
4 Jack R. Fraenkel and Norman E. Wallen, op. cit., p. 93.
5 Syofian Siregar, Statistika Deskriptif Untuk Penelitian, (Jakarta: Rajawali Pers, 2011), p.
138.
28
and 1 indicated that they really disagree with the statement. For more details, the
scale of reading interest questionnaires is presented in the following table:
Table 3.1
Likert Scale for Reading Interest Questionnaires
Positive Negative
Sangat Setuju (SS) 4 Sangat Tidak Setuju (STS) 4
Setuju (S) 3 Tidak Setuju (TS) 3
Tidak Setuju (TS) 2 Setuju (S) 2
Sangat Tidak Setuju (STS) 1 Sangat Setuju (SS) 1
Table 3.2
The Indicators of Reading Interest Qusetionnaire
The Measured
Aspect Indicators
Kinds of Statement Total
Positive Negative
The situational
interest
Support from students’ parents
and environment surrounded. 1, 2, 3 3
From teachers, friends and
school’s environment. 4, 6, 7, 8 5 5
The individual
interest
Self – motivation. 10, 12,
13, 14,
15
9, 11, 16 8
Frequency of reading English
materials.
17, 18,
19, 20
4
Students’ habit during and
after reading their English
textbooks.
21, 22,
23, 24
4
Total number of questionnaires 24
29
2. Test
A test is used to collect data of students’ vocabulary mastery. The test of
vocabulary mastery was an objective test in the form of multiple choice test
consisting 25 questions. There were four options (A, B, C, and D). The writer
took some questions based on the syllabus, students’ compulsory books, such as
students’ worksheet (LKS) for class VII (published by CV ARYA DUTA) or their
English textbook. The writer gives 4 for each question which is answered
correctly and 0 for the wrong answer. It means that if students can answer all
questions correctly, they get 100.
Table 3.3
The Indicators of Vocabulary Test
The
Materials Indicators
Number of
Question Total
Request and
Offer
Siswa mampu bertanya dan merespon
ungkapan meminta, memberi, menolak
barang atau jasa.
1, 2, 3, 4 4
Compliment
and Invitation
Siswa mampu merespon dan bertanya
jawab tentang ungkapan mengundang,
menerima, dan menolak ajakan,
memuji, dan memberi selamat.
5, 6, 7, 8, 9 5
Giving
Opinion
Siswa mampu merespon dan tanya
jawab tentang ungkapan meminta dan
memberi pendapat.
10, 11, 12,
13 4
Descriptive
Text
Siswa mampu menjawab informasi dan
memahami makna dalam teks deskriptif.
14, 15, 16,
23, 24, 25 6
Recount Text
Siswa mampu mengidentifikasi atau
menjawab informasi, makna yang
terdapat dalam recount text.
17, 18, 19,
20, 21, 22 6
Total number of questions 25
30
E. Trustworthiness of the Study
Before the instruments (questionnaire and test) were used to collect data, the
writer conducted pilot study. Pilot study was used to try out the instruments to get
validity and reliability in this study. The sample that the writer took in this pilot
study was 35 students from another school. The writer chose them randomly from
the secod grade of SMP Makarya in academic year 2015/2016. Then the data of
pilot study was processed by ANATES software version 4.0.9 and Statistical
Package for Social Science (SPSS) version 22 to measure the validity and
reliability. ANATES used to measure validity and reliability in vocabulary test
while SPSS version 21 used for questionnaire.
1. Validity
An instrument is valid when the instrument is able to measure what the
researcher is going to measure. The calculation of questionnaire validity used
correlation formula from SPSS version 22. There are two criteria to determine
validity of test items, as follows:
a. If rvalue > rtable at the level significance of 5%, it means that the instrument is
valid.
b. If rvalue < rtable at the level significance 5%, it means that the instrument is not
valid.
Because in this pilot study the respondents are 35 students and the writer used
5% of significance level, so the result of was 0.334. (See appendix 6) From
the criteria of questionnaire validity above, there were 24 items of questionnaire
valid and 6 items were not valid. The valid items were 2, 3, 4, 6, 7, 8, 9, 11, 13,
14, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 27, 28, 29, and 30. (See appendix 7) The
writer also used those 24 items of questionnaire to be tested in the study.
The criteria of validity by using ―ANATES‖ in vocabulary test:6
a. r_xy = 0.80 – 1.00 = very high
b. r_xy = 0.60 – 0.80 = high
c. r_xy = 0.40 – 0.60 = enough
6 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2012), p.
89.
31
d. r_xy = 0.2 – 0.40 = low
e. r_xy = < 0.20 = very low
After the calculation by using ANATES, the result of validity calculation of
vocabulary test showed that the validity value or XY correlation of vocabulary
test was 0.72. It means that the vocabulary test was valid and categorized into
high validity. From 50 questions which were tested to the students, there were 27
valid questions and 23 questions were not valid. The valid numbers were 2, 7, 8,
9, 10, 11, 12, 16, 17, 18, 19, 20, 21, 22, 24, 26, 27, 28, 33, 35, 36, 37, 38, 39, 41,
44, and 45. (See appendix 8) From those valid questions, the writer only chose 25
valid questions to be tested in the study.
2. Reliability
Reliability test refers to the consistency of the instrument even though it used
repeatedly in different time. There are two criteria to determine validity of test
items, as follows:
a. If alpha cronbach > rtable at the level significance of 5%, it means that the
instrument is reliable.
b. If alpha cronbach < rtable at the level significance of 5%, it means that the
instrument is not reliable.
From the calculation of questionnaire reliability by using SPSS version 22,
there was the result:
Reliability Statistics
Cronbach's
Alpha N of Items
,881 30
In this study, the was 0.334 and the alpha cronbach was 0.881. In
conclusion, alpha cronbach > rtable at the level significance of 5% (0.881 > 0.334),
it means that the questionnaire was reliable.
While using ANATES software version 4.0.9 to measure the reliability in
vocabulary test based on the criteria, as follows:
32
Table 3.4
Category of Reliability7
Value Remark
0.00 – 0.20 Very low
0.20 – 0.40 Low
0.40 – 0.70 Enough
0.70 – 0.90 High
0.90 – 1.00 Very high
From the ―ANATES‖ software calculation, it showed that the reliability value
of vocabulary test in the pilot study was 0.84. It means that the reliability of
vocabulary test was high. (See appendix 8)
F. Technique of Data Analysis
Before calculating the relationship between students’ reading interest in
academic books and their vocabulary mastery using Pearson Product Moment
Correlation Formula, the writer conducted the testing requirement analysis;
namely normality and linearity.
1. Normality
Normality test is done to determine a normal distribution of data. The data in
this research will be analyzed by SPSS version 22. In SPSS, there are two kinds of
normality test: Kolmogrov Smirnov Test and Shapiro Wilk Test.
The criterion of SPSS:
a. If respondents > 50, the normality test uses Kolmogrov Smirnov.
b. If respondents < 50, the normality test used Shapiro Wilk.
Because the respondents of this study were below 50, the normality test used
Shapiro Wilk Test.
7 E. T. Ruseffendi, Dasar-Dasar Penelitian Pendidikan dan Bidang Non-Eksakta Lainnya,
(Bandung: PT. TARSITO, 2004), p. 160.
33
The variable is:
a. A normal data distribution if the value of significance (sig) > 0.05.
b. An abnormal data distribution if the value of significance (sig) < 0.05.
2. Linearity
After computing normality test then the writer did linearity test. Thus,
linearity test is used to know the relation between dependent and independent
variable. The variables have linearity based on the testing criteria, as follows:
a. If the value of significance (sig) > 0.05, it means that the variable is linear.
b. If the value of significance (sig) < 0.05, it means that the variable is not
linear.
After that the writer used the correlation formula by Pearson Product Moment
Correlation to test the significance relationship between both of variables. The
formula used as follows:
a. Finding the number of correlation using formula:8
( )( )
√* ( ) +* ( ) +
r : product moment correlation coefficient of variable X and Y
N : the total number of samples
X : the students’ score in reading interest
Y : the students’ score in vocabulary mastery
ΣX : the sum of the reading interest scores
ΣY : the sum of vocabulary mastery scores
ΣX² : the sum of squares of reading interest scores
ΣY² : the sum of squares of vocabulary mastery scores
(ΣX)² : the squares of the sum of reading interest scores
8 Budi Susetya, Statistika Untuk Analisis Data Penelitian, (Bandung: PT. Refika Aditama:
2010), p. 121.
34
(ΣY)² : the squares of the sum of vocabulary mastery scores
ΣXY :the sum multiple of reading interest scores and vocabulary mastery
scores
b. To know the significance between two variables, the formula of the
significance test is:9
√
√
:
r : value of correlation coefficient
n : number of participants
c. To interpret the index scores of ―r‖ correlation product moment (rxy) usually
used the interpretation such as bellow:
Table 3.5
Pearson Correlation10
The Score of “r”
Product Moment (rxy)
Interpretation
0.00 – 0.20
There is a relationship between X and Y, but the
correlation is very weak or little so it is ignored or it is
considered no correlation in this rating.
0.21 – 0.40 There is a relationship between X and Y, but it is
weak or little.
0.41 – 0.70 There is a relationship between X and Y. The value is
medium.
0.71 – 0.90 There is high relationship between X and Y.
0.91 – 1 There is a very high (perfect) relationship between X
and Y.
9 Ibid., p. 182.
10
Ibid., p. 118.
35
G. Statistical Hypothesis
The statistical hypothesis of this study can be seen as:
Null Hypotheise (H0) : There is no relationship between students’
reading interest in academic books and their
vocabulary mastery at the eighth grade
students of MTs. Muhammadiyah 1 Ciputat.
Alternative Hypothesis (Ha) : There is a relationship between students’
reading interest in academic books and their
vocabulary mastery at the eighth grade
students of MTs. Muhammadiyah 1 Ciputat.
H0 : ρ = 0
Ha : ρ > 0
The criteria used as follows:
1. If ro > rt = Ha is rejected, Ho is accepted. It means that there is a significant
relationship between students’ reading interest in academic books and their
vocabulary mastery at the eighth grade students of MTs. Muhammadiyah 1
Ciputat.
2. If ro < rt = Ha is rejected, Ho is accepted. It means that there is no significant
relationship between students’ reading interest in academic books and their
vocabulary mastery at the eighth grade students of MTs. Muhammadiyah 1
Ciputat.
36
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Data Description
The writer conducted the research at MTs. Muhammadiyah 1 Ciputat and 33
of the eighth students were chosen as the sample of the research. In this research,
the writer used two instruments; a questionnaire and a test. The writer gave a
questionnaire in order to get the data about students‟ reading interest in academic
books, while a test to get the data about students‟ vocabulary mastery. The
questionnaire was given in Bahasa Indonesia to avoid misunderstanding and the
indicators were arranged based on theory of interest types; individual and
situational interest. In the questionnaire, there were 26 statements and used the
Likert Scale to answer the statements. Whereas, the vocabulary test was taken
from students‟ worksheet based on the syllabus. There were 25 questions and four
options (A, B, C, and D) to answer these questions. The score of reading interest
questionnaire and vocabulary test can be seen as the following tables:
Table 4.1
Score of Students’ Reading Interest Questionnaire
No. Resp. Reading Interest (X)
Student 1 71
Student 2 60
Student 3 64
Student 4 64
Student 5 88
Student 6 81
Student 7 74
Student 8 75
Student 9 80
Student 10 70
Student 11 78
Student 12 57
Student 13 61
Student 14 50
Student 15 85
Student 16 62
37
Student 17 52
Student 18 66
Student 19 51
Student 20 69
Student 21 78
Student 22 66
Student 23 75
Student 24 66
Student 25 69
Student 26 67
Student 27 72
Student 28 75
Student 29 68
Student 30 64
Student 31 75
Student 32 68
Student 33 73
∑N= 33 ∑X= 2274
From the table above, it is known that the respondents are 33 students. The
mean score of reading interest questionnaire is 68.91, while the highest score is 88
and the lowest score is 50. Then, the median score or the middle score is 69. In
addition, the mode score or the score that appear the most is 75.
Table 4.2
Score of Students’ Vocabulary Test
No. Resp. Vocabulary (Y)
Student 1 72
Student 2 76
Student 3 84
Student 4 88
Student 5 84
Student 6 76
Student 7 64
Student 8 100
Student 9 100
Student 10 100
Student 11 100
Student 12 64
Student 13 68
38
Student 14 48
Student 15 100
Student 16 100
Student 17 64
Student 18 74
Student 19 74
Student 20 96
Student 21 92
Student 22 84
Student 23 74
Student 24 84
Student 25 84
Student 26 84
Student 27 84
Student 28 88
Student 29 80
Student 30 52
Student 31 64
Student 32 84
Student 33 80
∑N= 33 ∑Y= 2666
From the table above, it is known that the respondents are 33 students. The
mean score of vocabulary mastery is 80.79, while the highest score is 100 and the
lowest score is 48. Then, the median score or the middle score is 84. In addition,
the mode score or the score that appear the most is 84.
B. Data Analysis
To analyze the data above, firstly the writer used SPSS version 22 to test
normality of the instruments in this research in order to know whether reading
interest questionnaire and vocabulary test came from the distributed normal
population with the significant 5%.
39
Table 4.3
Normality Test Table
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Reading_Interest ,083 33 ,200* ,982 33 ,847
Vocabulary ,137 33 ,122 ,941 33 ,072
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
From the table above, the writer used Shapiro-Wilk because the respondents
in this research were below 50. It can be seen that reading interest questionnaire
was normally distributed, because the value of significance is 0.847 and it is
bigger than the value of 5%. It means that 0.847 > 0.05. In addition, vocabulary
test was also normally distributed. It is because the value of significance is 0.072
and it is bigger than the value of 5%, so 0.072 > 0.05.
After that, the writer also tested linearity using SPSS software to see
regression of relationship between two variables is linear. The table as follows:
Table 4.4
Linearity Test Table
Sum of
Squares df
Mean
Square F Sig.
Vocabulary * Reading_Interest Between Groups (Combined) 4511,182 22 205,054 1,203 ,395
Linearity 1600,463 1 1600,463 9,391 ,012
Deviation
from
Linearity
2910,719 21 138,606 ,813 ,671
Within Groups 1704,333 10 170,433
Total 6215,515 32
From the table above, it can be seen that reading interest questionnaire and
vocabulary test has linear regression. The linearity is 0.012 and deviation from
linearity is 0,671. It can be concluded that the data used have a good linear
regression because linearity is smaller than the significant of 5% (0.012 < 0.05)
and deviation of linearity is bigger than 5% (0.671 > 0.05). It means that the high
40
interest in reading academic books will be followed by an increase of sudents‟
vocabulary mastery. Hence, the linearity test is used to determine the effect of
independent variable towards dependent variable in the research.
The next step, the writer used the formula of “r” Pearson product moment to
know the relationship between reading interest in academic books and vocabulary
mastery. Before doing the calculation, the data were described such as below:
Table 4.5
Data Analysis Table
No. Resp. X Y XY X2
Y2
Student 1 71 72 5112 5041 5184
Student 2 60 76 4560 3600 5776
Student 3 64 84 5376 4096 7056
Student 4 64 88 5632 4096 7744
Student 5 88 84 7392 7744 7056
Student 6 81 76 6156 6561 5776
Student 7 74 64 4736 5476 4096
Student 8 75 100 7500 5625 10000
Student 9 80 100 8000 6400 10000
Student 10 70 100 7000 4900 10000
Student 11 78 100 7800 6084 10000
Student 12 57 64 3648 3249 4096
Student 13 61 68 4148 3721 4624
Student 14 50 48 2400 2500 2304
Student 15 85 100 8500 7225 10000
Student 16 62 100 6200 3844 10000
Student 17 52 64 3328 2704 4096
Student 18 66 74 4884 4356 5476
Student 19 51 74 3774 2601 5476
Student 20 69 96 6624 4761 9216
41
Student 21 78 92 7176 6084 8464
Student 22 66 84 5544 4356 7056
Student 23 75 74 5550 5625 5476
Student 24 66 84 5544 4356 7056
Student 25 69 84 5796 4761 7056
Student 26 67 84 5628 4489 7056
Student 27 72 84 6048 5184 7056
Student 28 75 88 6600 5625 7744
Student 29 68 80 5440 4624 6400
Student 30 64 52 3328 4096 2704
Student 31 75 64 4800 5625 4096
Student 32 68 84 5712 4624 7056
Student 33 73 80 5840 5329 6400
∑N=33 ∑X=2274 ∑Y=2666 ∑XY=185776 ∑X2=159362 ∑Y
2=221596
Formula:
( )( )
√* ( ) +* ( ) +
Calculation:
∑N= 33
∑X= 2274
∑Y= 2666
∑X2= 159362
∑Y2= 221596
(∑X) 2
= 5171076
(∑Y)2= 7107556
∑XY= 185776
42
( )( )
√* ( ) +* ( ) +
= ( ) ( )( )
√, ( ) ( ) -, ( ) ( ) -
=
√, -, -
=
√( )( )
=
√
=
= 0.507
The calculation above is obtained manually to get the score of “r” in order to
know the relationship between reading interest in academic books and vocabulary
mastery. The writer also used SPSS version 22 to make sure the result of the
calculation above. By using SPSS software is to know whether the calculation that
the writer did manually was correct and to make sure that there is no mismatching
calculation between scores that the writer counted. The calculation of SPSS was
described as follows:
Table 4.6
Correlations Table
Reading_Interest Vocabulary
Reading_Interest Pearson Correlation 1 ,507**
Sig. (2-tailed) ,003
N 33 33
Vocabulary Pearson Correlation ,507** 1
Sig. (2-tailed) ,003
N 33 33
**. Correlation is significant at the 0.01 level (2-tailed).
From the 33 respondents was found the relationship between two variables rxy
is 0.507. It means that the relationship is positive or there is a relationship
between reading interest in academic books and vocabulary mastery. The results
43
of those two calculations (manual calculation and SPSS calculation) are the same.
By using SPSS, the correlation value is 0.507. It means that there is no mismatch
in the process of calculating the data.
After finding the “r” correlation score, the writer counted the significance of
variables by calculating rxy is tested by significance test formula.
Formula:
√
√
Description:
=
r = 0.507
n = 33
Calculation:
√
√
= √
√ – ( )
= √
√ –
= ( )
√ =
The calculation above is the score of significant test in order to know the
significant between two variables. The calculation is done to test the hypothesis
that has been made.
Before testing the tcount, the writer made two hypothesis of significance as
follows:
Ha : There is significant relationship between two variables.
Ho : There is no significant relationship between two variables.
44
The formulation of test:
1. If thitung > ttabel = Ha is accepted, Ho is rejected. It means that there is
significant relationship between students‟ reading interest in academic books
and their vocabulary mastery.
2. If thitung < ttabel = Ha is rejected, Ho is accepted. It means that there is no
significant relationship between students‟ reading interest in academic books
and their vocabulary mastery.
Based on the calculation above, the result is compared by the ttable in the
significant of 5% and N= 33, the writer found the Degree of Freedom (Df) and
ttable with the formula:
Df = N ─ nr ( ) ( ( ))
= 33 ─ 2 = ( – )
= 31 = ( ) = 2.040 (See appendix 9)
From Df = 31, it is obtained ttable of 5% = 2.040. It indicated that to > ttable
(3.279 > 2.040). Therefore, the alternative hypothesis (Ha) is accepted. In other
words, there is a significant relationship between reading interest in academic
books and vocabulary mastery.
C. Data Interpretation
From the calculation above, it showed that the correlation value is ro 0.507
and rtable from the total of respondents (N= 33) in 5% of significance level is
0.344. (See appendix 6) The Degree of Freedom (Df) is 31, so the writer got the
ttable is 2.040.
The statistical hypothesis state:
1. If ro > rt = Ha is accepted, Ho is rejected.
2. If ro < rt = Ha is rejected, Ho is accepted.
Based on the score of ro 0.507, it indicated that the score of ro > rt, in which
0.507 > 0.344. It means that Ha is accepted or in other words there is relationship
between reading interest in academic books and vocabulary mastery.
45
To interpret the index score ro= 0.507, the table of “r” product moment shows
that the correlation value is on the medium size, in which between 0.41 – 0.70.
Table 4.7
Correlation Interpretation Table
The Score of “r”
Product Moment (rxy)
Interpretation
0.00 – 0.20 Very low
0.21 – 0.40 Low
0.41 – 0.70 Medium
0.71 – 0.90 High
0.91 – 1 Very high
The medium correlation means that the relationship tends to the positive
value and there is no negative relationship. The data were tested in order to know
whether the correlation value is significant or not and the result was significant
(thitung > ttable or 3.279 > 2.040).
To sum up, the data interpretation showed a finding that reading interest in
academic books and vocabulary mastery correlates each other. Based on the result
of statistical calculation (manual calculation and using SPSS) reading interest in
academic books gave contribution ro 0.507 to vocabulary mastery. Although the
relation is just in medium level, but it has a linear relation that indicated the higher
someone„s interest in reading, then the better his or her vocabulary mastery will
be. In other words, the students who have an interest in reading academic books,
they are better in vocabulary mastery rather than the students who do not have an
interest in reading academic books. Vocabulary mastery is affected by reading
interest in academic books.
46
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the score of ro 0.507, it indicated that the score of ro > rt, in which
0.507 > 0.344, the research showed that Ha is accepted or in other words there is a
relationship between reading interest in academic books and vocabulary mastery.
From the table of “r” product moment shows that the correlation value is on the
medium level, in which between 0.41 – 0.70. Then, when it was tested by the
significance t contribution, it showed that the result was significant. The score of
tcount is bigger than the score of ttable. The score of significance tcount is 3.279.
Meanwhile, the Df = 31 indicates significant score of 5% is 2.040. Because tcount >
ttable (3.279 > 2.040) it means Ha is accepted. Therefore, the writer summarized
that reading interest in academic books has relationship to vocabulary mastery.
Even though the relationship between two variables are not too significant but the
relationship tends to the positive value and there is no negative relationship. It
means that the students who have an interest in reading academic books, they are
better in vocabulary mastery rather than the students who do not have an interest
in reading academic books.
B. Suggestions
1. For Teachers
Based on the result of this research, teacher should have ability to motivate
and encourage their students to read as much as possible especially reading
interest in their English textbook or other academic books. It is because it will be
an encouragement and helping for students to master the vocabulary by reading an
interesting text.
2. For Students
Based on the findings of this study, the writer found some students have
difficulty in understanding the meaning of the text because they lack of
vocabulary due to a lack of interest in reading.. In order to develop their
47
vocabulary, they have to be motivated and facilitated by their teachers and parents
to make reading as a good habit for them. Then they can easily follow teaching
and learning process in the class.
3. For the Next Researchers
For the next researchers, this study can be the one of references to conduct a
research on the same field. They need to do further investigation to cover the
limitation of this study. They can find or use other factors that related and
influence in the development of vocabulary mastery. It is because vocabulary
mastery is not only related to interest in reading but also with other factors which
are assumed can affect students’ vocabulary mastery.
48
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52
APPENDIX 1
The Blue Print of Reading Interest Questionnaire
The
Measured
Aspect
Indicators
Kinds of Statement
Total Positive Negative
The situational
interest
Support from students’
parents and environment
surrounded.
1, 2, 3 3
From teachers, friends and
school’s environment. 4, 6, 7, 8 5 5
The individual
interest
Self – motivation. 10, 12, 13,
14, 15 9, 11, 16 8
Frequency of reading
English materials.
17, 18, 19,
20
4
Students’ habit during and
after reading their English
textbooks.
21, 22, 23,
24
4
Total number of questionnaires 24
53
APPENDIX 2
ANGKET PERTANYAAN (QUESTIONNAIRE) TENTANG
KETERTARIKAN MEMBACA BUKU AKADEMIK
A. Petunjuk Umum
1. Angket ini bersifat ilmiah, tidak ada tujuan lain.
2. Jawablah pertanyaan ini dengan jujur.
3. Berilah tanda checklist (√) pada pertanyaan yang sesuai dengan
pengalaman yang anda alami.
4. Atas bantuannya saya ucapkan terima kasih.
B. Biodata Responden
1. Nama Lengkap :
2. Jenis Kelamin :
C. Keterangan Jawaban
1. SS : Sangat Setuju
2. S : Setuju
3. TS : Tidak Setuju
4. STS : Sangat Tidak Setuju
No. Pertanyaan SS S TS STS
1. Bagi saya membaca buku pelajaran Bahasa Inggris di
rumah sangat menyenangkan.
2.
Orang tua saya selalu mendorong atau memotivasi
saya untuk membaca buku pelajaran Bahasa Inggris
minimal beberapa menit setiap harinya.
3.
Saya akan memanfaatkan sumber lain yang ada di
rumah seperti internet, koran, majalah, dan lain-lain
untuk membaca materi pelajaran Bahasa Inggris.
4. Setelah pelajaran selesai, guru memberikan tugas
untuk membaca buku pelajaran Bahasa Inggris.
5. Saya hanya akan membaca buku pelajaran Bahasa
Inggris hanya karena perintah dari guru.
6. Saya senang membaca buku-buku pelajaran Bahasa
Inggris di kelas atau perpustakaan sekolah.
7.
Saya akan mengunjungi perpustakaan untuk membaca
buku-buku Bahasa Inggris yang berhubungan dengan
materi pelajaran Bahasa Inggris yang sedang saya
pelajari di sekolah.
54
8.
Teman-teman saya selalu menjelaskan arti dari kata-
kata Bahasa Inggris yang ada dalam buku pelajaran
Bahasa Inggris yang tidak saya mengerti.
9. Saya hanya akan membaca buku pelajaran Bahasa
Inggris ketika akan menghadapi ulangan saja.
10. Saya selalu membaca buku pelajaran Bahasa Inggris
sebelum pembelajaran di kelas dimulai.
11. Saya mengalami kesulitan ketika membaca buku
pelajaran Bahasa Inggris.
12. Saya tidak mengalami kesulitan ketika membaca buku
pelajaran Bahasa Inggris.
13. Menurut saya, membaca buku pelajaran Bahasa
Inggris sangat menarik dan menyenangkan.
14. Saya menikmati setiap kali membaca buku pelajaran
Bahasa Inggris.
15.
Saya membaca teks yang ada di buku pelajaran
Bahasa Inggris untuk menambah pengetahuan
kosakata Bahasa Inggris saya.
16.
Saya merasa takut atau tidak percaya diri ketika guru
meminta saya untuk membaca teks Bahasa Inggris
yang ada dalam buku pelajaran.
17. Saya selalu membaca buku pelajaran Bahasa Inggris
pada malam hari sebelum pelajaran esok hari.
18. Dalam satu minggu, saya akan menyediakan waktu
membaca buku pelajaran Bahasa Inggris.
19.
Saya meluangkan waktu setiap akhir pekan untuk
membaca teks Bahasa Inggris seperti buku, novel,
koran, majalah, dan lain-lain.
20. Setiap malam saya belajar pelajaran Bahasa Inggris
secara teratur selama minimal 30-60 menit.
21.
Setelah membaca teks di dalam buku pelajaran Bahasa
Inggris, saya selalu menjawab pertanyaan-pertanyaan
yang tersedia untuk mengecek pemahaman saya
tentang teks tersebut.
22.
Saya selalu menggaris bawahi setiap kata-kata yang
tidak saya mengerti pada saat membaca teks yang ada
dalam buku pelajaran Bahasa Inggris lalu mencari
artinya dikamus.
23. Saya membaca teks pada buku pelajaran Bahasa
Inggris dengan keras atau nyaring.
24.
Saya selalu mengulang atau mempelajari kembali
materi belajar minggu lalu untuk mengingatkan saya
tentang kata-kata Bahasa Inggris yang sudah saya
pelajari dalam buku pelajaran.
55
APPENDIX 3
SILABUS PEMBELAJARAN
Sekolah : MTs. Muhammadiyah 1 Ciputat
Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Membaca
4. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount
yang berkaitan dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Membaca
nyaring
bermakna teks
tulis
fungsional dan
esei berbentuk
descriptive
dan recount
pendek dan
sederhana
1. Teks fungsional
pendek berupa:
Undangan
Contoh :
Dandi,
Please come
to our meeting
Day : Saturday
1. Brain
storming
tentang
berbagai hal
terkait teks
fungsional
pendek
berbentuk
“undangan”
/pesan
Membaca
dengan
nyaring dan
bermakna teks
fungsional
pendek
Mengidentifik
asi berbagai
informasi
dalam teks
Tes
lisan
Tes
tertulis
Membaca
nyaring
1. Melengkapi
2. Pilihan
Read the the
text aloud
and clearly.
1. Complete
the
test using
correct
words
6 x 40
menit
1.Buku teks
yang
relevan
2.Gambar
terkait
tema/topik
3.Benda-
56
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
dengan
ucapan,
tekanan dan
intonasi yang
berterima yang
berkaitan
dengan
lingkungan
sekitar
Merespon
makna dalam
teks tulis
fungsional
pendek
sederhana
secara akurat
lancar dan
berterima yang
berkaitan
dengan
lingungan
sekitar
1. Teks
Date:March
1st,2008
Time : 10.00
Place : Osis
Reuni
Don’t be late !
Budy
Secretary
Pesan Singkat
Lia,
I’m out for
shopping
your meal is in
refrigerator
Mom
2. Teks esei
pendek
2. Mendengarka
n undangan
yang
dibacakan
oleh
guru/teman
3. membaca
nyaring teks
fungsioanl
pendek
tentang
undangan/pes
an pendek
4. menjawab
pertanyaan
tentang isi
teks
fungsional
pendek
“undangan”
/pesan
pendek
fungsional
pendek
Mengidentifik
asi fungsi
sosial teks
fungsional
pendek
Mengidentifik
asi ciri
kebahasaan
teks
fungsional
pendek
ganda
3. Uraian
2. Choose the
correct
answer
3. Answer the
following
questions
based
on the text
benda
sekitar
57
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
fungsional
pendek
berupa
- Undangan
- pesan
singkat
2. Tata Bahasa
- Request
3. Kosa kata
- kata
terkait –
tema
dan jenis
teks
4.
UngkapanBaku
- Don’t be
late !
- Don’t miss
it !
berbentuk
descriptif dan
recount
1. Teks tulis
berbentuk
descriptive dan
recount
Makna gagasan
Makna tekstual
dalam teks
5. Menyebutkan
tujuan
komunikatif
teks
fungsional
pendek
“undangan”
/pesan
pendek
6. Menjwab
pertanyaan
tentang ciri
kebahasaan
teks
fungsional
pendek
“undangan”
/pesan
pendek
1. Tanya jawab
berbagai hal
terkait
1. Menjawab mau
tau
pertanyaan
tentang :
1. Makna
gagasan
2. Makna
tekstual dalam
teks
Tes
tulis
PG
T / F
1. Choose the
best
option
based on
the text.
2. State
whether
the
statements
are TRU or
FALSE.
4 x 40
menit
1.Buku teks
yang
relevan
2.Koran/maj
alah
3.Gambar
peristiwa/t
empat
4.Lingkunga
n sekitar
58
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Merespon
makna dan
langkah
retorika dalam
esei pendek
sederhana
secara akurat,
lancar dan
berterima
yang berkaitan
dengan
lingkungan
sekitar dalam
teks berbentuk
descriptive
dan recount
descriptive dan
recount
2. Langkah
retorika teks
descriptive dan
recount
3. Tujuan
komunikatif teks
descriptive dan
recount
4. Ciri kebahasaan
teks descriptive
dan recount
tema/topik
bacaan
2. Review
kosakata dan
tatabahasa
terkait jenis
teks
descriptive/re
count
3. Membaca
teks
descriptive/re
count
4. Menjawab
pertanyaan
tentang
informasi
yang terdapat
dalam teks
5. Menjawab
pertanyaan
tentang
tujuan
descriptive
dan recount
3. Langkah
retorika teks
descriptive
dan recount
4. Tujuan
komunikatif
teks
descriptive
dan recount
5. Ciri
kebahasaan
teks
descriptive
dan recount
6. Membaca
nyaring
teks
descriptive
dan recount.
Tes
lisan
Membaca
nyaring
3. Answer the
questions
Read the text
aloud.
59
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
komunikatif
tdan langkah
retorika teks
descriptive /
recount
6. Menyebutkan
ciri-ciri
kebahasaan
teks yang
dibaca
7. Membaca
nyaring dan
bermakna
teks
descriptive /
recount
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
60
APPENDIX 4
The Blue Print of Vocabulary Mastery Test
The
Materials Indicators
Number of
Question Total
Request and
Offer
Siswa mampu bertanya dan
merespon ungkapan meminta,
memberi, menolak barang atau
jasa.
1, 2, 3, 4 4
Compliment
and Invitation
Siswa mampu merespon dan
bertanya jawab tentang ungkapan
mengundang, menerima, dan
menolak ajakan, memuji, dan
memberi selamat.
5, 6, 7, 8, 9 5
Giving
Opinion
Siswa mampu merespon dan tanya
jawab tentang ungkapan meminta
dan memberi pendapat.
10, 11, 12, 13 4
Descriptive
Text
Siswa mampu menjawab informasi
dan memahami makna dalam teks
deskriptif.
14, 15, 16, 23,
24, 25 6
Recount Text
Siswa mampu mengidentifikasi
atau menjawab informasi, makna
yang terdapat dalam recount text.
17, 18, 19, 20,
21, 22 6
Total number of questions 25
61
APPENDIX 5
NAMA :
VOCABULARY TEST
Choose the correct answer by crossing (x) a, b, c, or d!
1. Clerk : “Pondok Indah Theater, may I help you?”
Siska : “Yes…..”
a. I’d like to watch movie?
b. Do you sell ticket?
c. Could I have a ticket for 6 p. m?
d. May I see the movie?
Questions number 2 to 3 are based on the following text!
2. This advertisement is commonly found in the….
a. Hotel c. Barber shop
b. Market d. Shoe shop
3. How long does this advertisement valid?
a. 31 December 2015 c. 1 December 2015
b. 31 days d. A year
4. like – you – juice – orange – would – some - ?
The correct sentence should be....
a. Some orange juice would you like?
b. Would you like orange juice some?
c. Would you like some orange juice?
d. Would you some like orange juice?
5. Sheila : “The cake is very tasty.”
Mother : “...........”
Sheila : “Mom, I want you to make it again for me.”
a. Thank you dear. c. I’m not going to make it again.
b. I hate you. d. It’s not sure.
6. Tony : “Wow. You look so fresh with that blue jeans.”
Dion : “…… I bought it yesterday.”
a. Congratulation. c. It’s awful.
b. Thank you very much. d. I don’t understand.
Trendy Shoes
Available children and ladies shoes with fashionable styles.
Get the latest products with 20% off. This advertisement is valid from 1-31 December 2015.
62
7. Ardy : “I have two tickets for a movie, would you like to go?”
Ferry : “….. I like watching movie.”
a. I don’t think so. c. Sorry, I can’t.
b. No, thank you. d. That sounds great.
Questions numbers 8 to 9 refer to the following text!
8. What is the text?
a. Memo c. Invitation
b. Message d. Post card
9. Agnes is the….
a. Invitor c. Guest
b. Event Organizer d. Venue
10. Jodi : “........”
Rio : “I think it’s sweet.”
a. What is your opinion about mango?
b. What is mango?
c. How to make mango juice?
d. Do you like mango?
11. Amy : “Do you think papaya is good for juice?”
Tika : “…….”
a. I’m with you. c. I think so.
b. No, thank you. d. I don’t like it.
12. Rico : “…..this plant can grow in a dry land?”
Ferry : “In my opinion it cannot grow in a dry land.”
a. What do you know c. How can
b. Do you think d. How is
13. Yuni : “…..papaya leaves?”
Ria : “In my opinion it’s bitter but contain much chlorophyll.”
a. What is your opinion about c. Do you like
b. What is d. How do you like
Dear Agnes,
Hi friend, I invite you to my 13th
birthday party.
Date : 10th
October 2015.
Time : 03 p. m.
Place : Jln. Durian Raya No. 32, Bantar Kemang, Bogor.
Please come in! Without you the party will be different.
Debby
63
Questions numbers 14 to 16 are based on the following text!
My grandmother is very gentle, soft, loving, and caring person. She has
lived with me for as long as I can remember. Grandma was born in Kalimantan.
My grandmother has very dry grey hair which she usually pulls up into a
bun. She has dark brown eyes that twinkle whenever she sees me.
My grandmother likes telling brief stories of her childhood and expresses
them very well. She is fit and energetic and she loves to shop. Grandma walks to
the market nearly every day.
14. What does the text describe?
a. A neat old women c. A tired grandmother
b. A beautiful girl d. A nice grandmother
15. Which sentence is true to describe grandma’s hair?
a. She has short straight hair c. She has very dry grey hair
b. Her hair short and wavy d. Her hair is long and straight
16. What does grandma do every day?
a. Jogs in the backyard c. Walks to the market nearly
b. Watches drama in her room d. Reads newspaper
Questions numbers 17 to 18 are based on the following text!
Last night I went to café with my family. It was my father’s birthday. We
ate hamburger and some spaghetti. And then I had some chocolate ice cream.
After dinner we saw a music concert. Finally, we went home at 10 p. m.
17. The text above is called as a…..
a. Descriptive text c. Recount text
b. Procedure text d. Narrative text
18. We saw a music concert, the word we refer to….
a. The reader c. The writer and the family
b. The writer d. The family
Questions numbers 19 to 22 are based on the following text!
On Wednesday, my friends and I went to Yogyakarta. We stayed at
Dirgahayu Hotel which located is not far from Malioboro.
On Thursday, we visited the temples in Prambanan. Thre are three big
temples, the Brahmana, Syiwa and Wisnu temples. We are really amazing. We
visited only Brahmana and Syiwa temples. It is because Wisnu temple is being
renovated.
On Friday morning, we went to Yogya Kraton. We spent about two hours
there. Then we continued our journey to Borobudur. We arrived there at 4 p. m.
In the evening, we left for Jakarta by bus.
64
19. The text above discusses about….
a. The writer’s first visit to Prambanan.
b. The writer’s trip to Yogyakarta.
c. The writer’s impression about the guide.
d. The writer’s experience in Yogya Kraton.
20. The text above is called as a….
a. Recount text c. Descriptive text
b. Narrative text d. Spoof
21. The purpose of the text is to…..
a. Entertain readers
b. Report an event to the police
c. Describe someone
d. Tell past events
22. What are the big temples in Prambanan?
a. Angkor wat, Syiwa, and Sudra Temples
b. Wisnu, Syiwa, and Borobudur Temples
c. Prambanan, Borobudur, and Wisnu Temples
d. Brahmana, Syiwa, and Wisnu Temples
Questions numbers 23 to 25 are based on the following text!
LADY GAGA
Lady Gaga is a famous American singer. Her real name is Stefani Joanne
Angelina Germanotta. Her birthday is on twenty-eigthth of March. Her mother
and father are Italian but they live in New York. She has a sister called Natali. She
is pretty. She has straight black hair, brown eyes and a long nose. Her favorite
color is purple. Her favorite food is spaghetti. She likes very much the pop star
Madonna. Lady Gaga can play piano very well.
23. What is her real name?
a. Stefani Joanne Angelina Germanotta.
b. Natalia
c. Lady Gaga
d. Madonna
24. What is her favorite color?
a. Purple c. Blue
b. Red d. Green
25. Where is her parents live?
a. New York c. Boston
b. Washington D. C. d. California
Good Luck
65
APPENDIX 6
DISTRIBUSI NILAI SIGNIFIKANSI 5% dan 1%
N
The Level of
Significance N
The Level of
Significance
5% 1% 5% 1%
3 0,997 0,999 38 0,320 0,413
4 0,950 0,990 39 0,316 0,408
5 0,878 0,959 40 0,312 0,403
6 0,811 0,917 41 0,308 0,398
7 0,754 0,874 42 0,304 0,393
8 0,707 0,834 43 0,301 0,389
9 0,666 0,798 44 0,297 0,384
10 0,632 0,765 45 0,294 0,380
11 0,602 0,735 46 0,291 0,376
12 0,576 0,708 47 0,288 0,372
13 0,553 0,684 48 0,284 0,368
14 0,532 0,661 49 0,281 0,364
15 0,514 0,641 50 0,279 0,361
16 0,497 0,623 55 0,266 0,345
17 0,482 0,606 60 0,254 0,330
18 0,468 0,590 65 0,244 0,317
19 0,456 0,575 70 0,235 0,306
20 0,444 0,561 75 0,227 0,296
21 0,433 0,549 80 0,220 0,286
22 0,432 0,537 85 0,213 0,278
23 0,413 0,526 90 0,207 0,267
24 0,404 0,515 95 0,202 0,263
25 0,396 0,505 100 0,195 0,256
26 0,388 0,496 125 0,176 0,230
27 0,381 0,487 150 0,159 0,210
28 0,374 0,478 175 0,148 0,194
29 0,367 0,470 200 0,138 0,181
30 0,361 0,463 300 0,113 0,148
31 0,355 0,456 400 0,098 0,128
32 0,349 0,449 500 0,088 0,115
33 0,344 0,442 600 0,080 0,105
34 0,339 0,436 700 0,074 0,097
35 0,334 0,430 800 0,070 0,091
36 0,329 0,424 900 0,065 0,086
37 0,325 0,418 1000 0,062 0,081
86
APPENDIX 8
REKAP ANALISIS BUTIR
=====================
Rata2= 32,11
Simpang Baku= 6,42
KorelasiXY= 0,72
Reliabilitas Tes= 0,84
Butir Soal= 50
Jumlah Subyek= 35
Nama berkas: D:\TRY-OUT VOCABULARY TEST.ANA
Btr Baru
Btr Asli
Daya Pembeda %
T. Kesukaran Korelasi Sign. Korelasi
1 1 -22,22 Mudah -0,227 -
2 2 44,44 Mudah 0,376 Sangat Signifikan
3 3 33,33 Mudah 0,235 -
4 4 -11,11 Sangat Mudah -0,241 -
5 5 -11,11 Mudah 0,010 -
6 6 -11,11 Mudah -0,029 -
7 7 44,44 Mudah 0,404 Sangat Signifikan
8 8 55,56 Sedang 0,453 Sangat Signifikan
9 9 33,33 Sangat Mudah 0,395 Sangat Signifikan
10 10 44,44 Sedang 0,322 Signifikan
11 11 33,33 Sedang 0,280 Signifikan
12 12 44,44 Sedang 0,401 Sangat Signifikan
13 13 22,22 Mudah 0,188 -
14 14 11,11 Mudah 0,182 -
15 15 22,22 Sangat Mudah 0,248 -
16 16 55,56 Sedang 0,426 Sangat Signifikan
17 17 66,67 Sedang 0,523 Sangat Signifikan
18 18 33,33 Sedang 0,283 Signifikan
19 19 77,78 Sedang 0,651 Sangat Signifikan
20 20 88,89 Sedang 0,763 Sangat Signifikan
87
21 21 55,56 Sedang 0,451 Sangat Signifikan
22 22 33,33 Mudah 0,393 Sangat Signifikan
23 23 11,11 Mudah 0,052 -
24 24 100,00 Sedang 0,801 Sangat Signifikan
25 25 22,22 Sedang 0,137 -
26 26 33,33 Mudah 0,401 Sangat Signifikan
27 27 33,33 Mudah 0,376 Sangat Signifikan
28 28 66,67 Sedang 0,430 Sangat Signifikan
29 29 0,00 Sedang 0,107 -
30 30 33,33 Mudah 0,261 -
31 31 22,22 Mudah 0,225 -
32 32 22,22 Sangat Mudah 0,248 -
33 33 33,33 Mudah 0,321 Signifikan
34 34 33,33 Sedang 0,253 -
35 35 66,67 Sedang 0,446 Sangat Signifikan
36 36 66,67 Sedang 0,632 Sangat Signifikan
37 37 33,33 Sedang 0,325 Signifikan
38 38 44,44 Sedang 0,350 Signifikan
39 39 66,67 Sedang 0,540 Sangat Signifikan
40 40 22,22 Sedang 0,170 -
41 41 55,56 Mudah 0,351 Signifikan
42 42 11,11 Sedang -0,018 -
43 43 22,22 Sedang -0,025 -
44 44 33,33 Sedang 0,299 Signifikan
45 45 44,44 Sedang 0,316 Signifikan
46 46 11,11 Sedang 0,052 -
47 47 11,11 Sedang 0,043 -
48 48 0,00 Mudah -0,055 -
49 49 11,11 Mudah 0,171 -
50 50 -22,22 Sangat Mudah -0,385 -
88
APPENDIX 9
Tabel
Fungsi Distribusi pada Distribusi Probabilitas t-Student
dk 0,6 0,7 0,8 0,9 0,95 0,975 0,99 0,995 0,999 dk
1 0,320 0,727 1,376 3,078 6,314 12,706 31,821 63,657 318,309 1
2 0,289 0,617 1,961 1,886 2,920 4,303 6,965 9,925 22,327 2
3 0,277 0,584 0,978 1,638 2,353 3,182 4,541 5,841 10,215 3
4 0,271 0,569 0,941 1,533 2,132 2,776 3,747 4,604 7,173 4
5 0,267 0,559 0,920 1,476 2,015 2,571 3,365 4,032 5,893 5
6 0,265 0,553 0,906 1,440 1,943 2,447 3,143 3,707 5,208 6
7 0,263 0,549 0,896 1,415 1,895 2,365 2,998 3,499 4,785 7
8 0,262 0,546 0,889 1,397 1,860 2,306 2,896 3.355 4,501 8
9 0,261 0,543 0,883 1,383 1,833 2,262 2,821 3,250 4,297 9
10 0,260 0,542 0,879 1,372 1,812 2,228 2,764 3,169 4,144 10
11 0,260 0,540 0,876 1,363 1,796 2,201 2,718 3,106 4,025 11
12 0,259 0,539 0,873 1,356 1,782 2,179 2,681 3,055 3,930 12
13 0,259 0,538 0,870 1,350 1,771 2,160 2,650 3,012 3,852 13
14 0,258 0,537 0,868 1,345 1,761 2,145 2,624 2,977 3,787 14
15 0,258 0,536 0,866 1,341 1,753 2,131 2,602 2,947 3,733 15
16 0,258 0,535 0,865 1,337 1,746 2,120 2,583 2,921 3,686 16
17 0,257 0,534 0,863 1,333 1,740 2,110 2,567 2,898 3,646 17
18 0,257 0,534 0,862 1,330 1,734 2,101 2,552 2,878 3,610 18
19 0,257 0,533 0,861 1,328 1,729 2,093 2,539 2,861 3,579 19
20 0,257 0,533 0,860 1,325 1,725 2,086 2,528 2,845 3,552 20
21 0,257 0,532 0,859 1,323 1,721 2,080 2,518 2,831 3,527 21
22 0,256 0,532 0,858 1,321 1,717 2,074 2,508 2,819 3,505 22
23 0,256 0,532 0,858 1,319 1,714 2,069 2,500 2,807 3,485 23
24 0,256 0,531 0,857 1,318 1,711 2,064 2,492 2,797 3,467 24
25 0,256 0,531 0,856 1,316 1,708 2,060 2,485 2,787 3,450 25
26 0,256 0,531 0,856 1,315 1,706 2,056 2,479 2,779 3,435 26
27 0,256 0,531 0,855 1,314 1,703 2,052 2,473 2,771 3,421 27
28 0,256 0,530 0,855 1,313 1,701 2,048 2,467 2,763 3,408 28
29 0,256 0,530 0,854 1,311 1,699 2,045 2,462 2,756 3,396 29
30 0,256 0,530 0,854 1,310 1,697 2,042 2,457 2,750 3,385 30
31 0,256 0,530 0,853 1,309 1,696 2,040 2,453 2,744 3,375 31
32 0,255 0,530 0,853 1,309 1,694 2,037 2,449 2,738 3,365 32
33 0,255 0,530 0,853 1,308 1,692 2,035 2,445 2,733 3,356 33
34 0,255 0,529 0,852 1,307 1,691 2,032 2,441 2,728 3,348 34
35 0,255 0,529 0,852 1,306 1,690 2,030 2,438 2,724 3,340 35
89
36 0,255 0,529 0,852 1,306 1,688 2,028 2,434 2,719 3,333 36
37 0,255 0,529 0,851 1,305 1,687 2,026 2,431 2,715 3,326 37
38 0,255 0,529 0,851 1,304 1,686 2,024 2,429 2,712 3,319 38
39 0,255 0,529 0,851 1,304 1,685 2,023 2,426 2,708 3,313 39
40 0,255 0,529 0,851 1,303 1,684 2,021 2,423 2,704 3,307 40
41 0,255 0,529 0,850 1,303 1,683 2,020 2,421 2,701 3,301 41
42 0,255 0,528 0,850 1,302 1,682 2,018 2,418 2,698 3,296 42
43 0,255 0,528 0,850 1,302 1,681 2,017 2,416 2,695 3,291 43
44 0,255 0,528 0,850 1,301 1,680 2,015 2,414 2,692 3,286 44
45 0,255 0,528 0,850 1,301 1,679 2,014 2,412 2,690 3,281 45