THE INFLUENCE OF AUTONOMOUS LEARNING

AND VOCABULARY MASTERY ON READING

COMPREHENSION OF THE ELEVENTH

GRADE STUDENTS AT MAN 1 KAMPAR

THESIS

Submitted to State Islamic University Sultan Syarif Kasim Riau

in Partial Fulfillment of the Requirement for the Degree of

Magister in English Education

By:

RIFQO YULI SARI

SRN: 21790125844

POST GRADUATE PROGRAM

STATE ISLAMIC UNIVERSITY OF

SULTAN SYARIF KASIM RIAU

1442 H/ 2021M

iii

TABLE OF CONTENTS

APPROVAL SHEET

STATEMENT OF ACADEMIC INTEGRITY

ACKNOWLEDGEMENT .......................................................................... i

TABLE OF CONTENTS ............................................................................ iii

LIST OF TABLES ...................................................................................... vi

LIST OF FIGURES .................................................................................... viii

LIST OF CHARTS ..................................................................................... ix

LIST OF APPENDICES ............................................................................. x

ABSTRACT ................................................................................................ xi

CHAPTER I. INTRODUCTION

1.1 Background ................................................................................ 1

1.2 Statement of the Problem ............................................................ 6

1.3 Limitation of the Problem ........................................................... 9

1.4 Purpose and Objective of the Study ............................................... 10

1.5 Research question ........................................................................ 11

1.6 Significance of the Study ............................................................. 11

1.7 Rationale of the Research ............................................................ 12

1.8 Definitions of Terms .................................................................... 14

CHAPTER II. LITERATURE REVIEW

2.1 The Nature of Reading ................................................................ 16

2.1.1 The Nature of Reading Comprehension ............................. 19

2.1.2 Objectives of Reading ........................................................ 23

2.1.3 Types of Reading ............................................................... 25

2.1.4 The Process of Reading ..................................................... 27

2.1.5 Models of Reading............................................................. 28

2.1.6 The Importance of Reading ................................................ 30

2.1.7 The Nature of Narrative Text ............................................. 31

2.1.8 The Kinds of Narrative Text .............................................. 34

iv

2.2 The Nature of Autonomous Learning ............................................. 36

2.2.1 Levels of Autonomous Students............................................ 39

2.2.2 The Importance of Autonomous Learning ............................. 41

2.2.3 Characteristics of Autonomous Student ................................ 43

2.2.4 Relationship between Autonomous Learning and Reading

Comprehension ..................................................................... 46

2.3 The Nature of Vocabulary ........................................................... 48

2.3.1 Kinds of Vocabulary .......................................................... 49

2.3.2 Vocabulary Mastery .......................................................... 52

2.3.3 The Learning of Vocabulary Mastery ................................. 57

2.3.4 The Importance of Vocabulary Mastery ............................. 58

2.3.5 Relationship between Vocabulary Mastery and Reading

Comprehension .................................................................. 61

2.3.6 Relationship between, Autonomous Learning, Vocabulary

Mastery and Reading Comprehension ................................ 62

2.4 Related Studies ........................................................................... 64

2.5 Operational Concepts .................................................................. 72

2.6 Assumptions and Hypotheses...................................................... 73

2.6.1 Assumptions and Hypotheses ............................................ 73

2.6.2 Hypotheses ........................................................................ 74

CHAPTER III. RESEARCH METHODOLOGY

3.1 Research Design ........................................................................... 75

3.2 Place and Time of the Research..................................................... 76

3.3 Population and Sample .................................................................. 76

3.3.1 Population ............................................................................ 76

3.3.2 Sample ................................................................................. 77

3.4 Data Collection Technique ............................................................ 79

3.4.1 Reading Comprehension ...................................................... 79

3.4.2 Autonomous Learning.......................................................... 80

3.4.3 Vocabulary Mastery ............................................................. 81

v

3.5 Pilot Study .................................................................................... 81

3.5.1 Validity ................................................................................ 82

3.5.2 Reliability ............................................................................ 86

3.6 Data Analysis Technique .............................................................. 88

3.6.1 Descriptive Analysis ............................................................ 88

3.6.2 Inferential Analysis .............................................................. 89

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

4.1 Findings ........................................................................................ 91

4.1.1 The Influence of Autonomous Learning on Students’ Reading

Comprehension .................................................................... 91

4.1.2 The Influence of Vocabulary Mastery on Students’ Reading

Comprehension .................................................................... 107

4.1.3 The Influence of Autonomous Learning and Vocabulary Mastery

on Students’ Reading Comprehension .................................. 114

4.2 Discussion .................................................................................... 121

4.2.1 The Contribution of Autonomous Learning Towards Reading

Comprehension Ability ........................................................ 122

4.2.2 The Contribution of Vocabulary Mastery Towards Reading

Comprehension Ability ........................................................ 123

4.2.3 The Contribution of Autonomous Learning and Vocabulary

Mastery Towards Reading Comprehension Ability .............. 125

CHAPTER V. CONCLUSIONS, RECOMMENDATIONS AND

IMPLICATIONS

5.1 Conclusions .................................................................................. 127

5.2 Implications .................................................................................. 129

5.3 Recommendations ......................................................................... 130

BIBLIOGRAPHY

APPENDICES

vi

LIST OF TABLES

Table 2.1 Example of Narrative Text ............................................................ 34

Table 3.1 Population of the Second Grade Students ...................................... 77

Table 3.2 The Blueprint of Reading Comprehension ..................................... 79

Table 3.3 The Blue Print of Autonomous Learning Questionnaire ................. 80

Table 3.4 The Scale of Assessment Respondents ........................................... 81

Table 3.5 The Blue Print of Vocabulary Mastery Test ................................... 81

Table 3.6 The Validity of Reading Comprehension Test ............................... 84

Table 3.7 The Validity of Vocabulary Mastery Test ...................................... 85

Table 3.8 The Interpretation of Correlation ................................................... 87

Table 3.9 Reliability Test of Reading Comprehension ................................... 87

Table 3.10 Reliability Test of Vocabulary Mastery ....................................... 87

Table 3.11 The Classification of Students’ Score .......................................... 89

Table 3.12 Description of Data Analysis Technique ...................................... 90

Table 3.13 Classification of Correlation Coefficient ...................................... 90

Table 4.1 Result of Regression on Autonomous Learning and Reading

Comprehension Ability ................................................................. 92

Table 4.2 Classification of Students Autonomous Learning and Reading

Comprehension ............................................................................. 93

Table 4.3 The result of students’ response to the questions related to the first

indicator ........................................................................................ 94

Table 4.4 The result of students’ response to the questions related to the

second indicator ............................................................................ 96

Table 4.5 The result of students’ response to the questions related to the

third indicator ............................................................................... 98

Table 4.6 The result of students’ response to the questions related to the

fourth indicator ............................................................................. 101

Table 4.7 The result of students’ response to the questions related to the

fifth indicator ................................................................................ 103

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Table 4.8 The detail of students’ reading comprehension test ........................ 105

Table 4.9 Result of Regression on Vocabulary Mastery and Reading

Comprehension Ability ................................................................. 107

Table 4.10 The Classification of Students Vocabulary Mastery and Reading

Comprehension ............................................................................. 109

Table 4.11 The detail of students’ answer in Vocabulary Mastery ................. 110

Table 4.12 The detail of students’ reading comprehension test ...................... 113

Table 4.13 Result of Regression on Autonomous Learning and Vocabulary

Mastery on Reading Comprehension Ability ................................. 115

Table 4.14 The Classification of Students Autonomous Learning,

Vocabulary Mastery and Reading Comprehension ........................ 116

Table 4.15 The Frequency Distribution of Students’ Vocabulary Mastery ..... 119

Table 4.16 The Frequency Distribution of Students’ Reading

Comprehension ............................................................................. 120

viii

LIST OF FIGURES

Figure 3.1 The Relationship Among Variables................................................ 76

Figure 3.2 The Procedures of Pilot Study ........................................................ 82

ix

LIST OF CHARTS

Charts 4.1 Students’ Response on the Questions Related to the First

Indicator ..................................................................................... 95

Charts 4.2 Students’ Response on the Questions Related to the Second

Indicator ..................................................................................... 97

Charts 4.3 Students’ Response on the Questions Related to the Third

Indicator ..................................................................................... 101

Charts 4.4 Students’ Response on the Questions Related to the Fourth

Indicator ..................................................................................... 103

Charts 4.5 Students’ Response on the Questions Related to the Fifth

Indicator ..................................................................................... 104

Charts 4.6 Students’ Ability of Each Indicator in Reading Comprehension ... 106

Charts 4.7 Students’ Ability of Each Indicator in Vocabulary Mastery .......... 112

Charts 4.8 Students’ Ability of Each Indicator in Reading Comprehension ... 114

Charts 4.9 The Frequency of Vocabulary Mastery ......................................... 120

Charts 4.10 The Frequency of Reading Comprehension ................................ 121

x

LIST OF APPENDICES

Appendix 1 Questionnaire of Autonomous Learning ..................................... 140

Appendix 2 Test of Vocabulary Mastery ....................................................... 144

Appendix 3 Test of Reading Comprehension ................................................ 148

Appendix 4 Supervisor’s Control Card .......................................................... 157

Appendix 5 Decree of Supervisors ................................................................ 158

Appendix 6 Recommendation Letters ........................................................... 159

Appendix 7 TOEFL ...................................................................................... 162

Appendix 8 TOAFL ...................................................................................... 163

Appendix 9 Seminar Control Cards ............................................................... 164

xi

ABSTRACT

Rifqo Yuli Sari (2020): The Influence of Autonomous Learning and Vocabulary

Mastery on Reading Comprehension of the Eleventh Grade

Students at MAN 1 Kampar

This research was aimed at finding out the influence of students’ autonomous

learning and vocabulary mastery on reading comprehension at MAN 1 Kampar. This

research was a correlational study using a quantitative method with two independent

variables and one dependent variable. The subject of the research was eleventh grade

students of MAN 1 Kampar. The sample was taken by using random sampling

method from seven classes in which each class had a different number of students.

The total population was 193, and the total sample was 48. The data were analyzed by

using SPSS version 22. The data of the study were collected by using an adapted

questionnaire, a reading comprehension test and a vocabulary test. The results of the

research showed that there was a significant correlation between autonomous learning

and reading comprehension that could be seen from the results of the correlation. The

significance (p-value) < α, 0.004 < 0.05. Rxy was 0.412. It means that autonomous

learning and reading comprehension had a correlation. The correlation was in

medium level Rxy was in the range between 0.41-0.60. Then, there was a significant

correlation between vocabulary mastery and reading comprehension that could be

seen from the results of correlations. The significance (p-value) < α, 0.00 < 0.05. Rxy

was 0.739, which means that students’ vocabulary mastery and their reading

comprehension had a strong correlation because Rxy was in the range between 0.61-

0.80. Finally, there was a significant correlation between autonomous learning,

vocabulary mastery and reading comprehension. The results of the significance of

Fchange was 0.00 < 0.05, Rxy was 0.774 which means that autonomous learning,

vocabulary mastery and reading comprehension had a strong correlation because Rxy

was in the range between 0.61-0.80. In summary, there was a strong correlation

between autonomous learning, vocabulary mastery and reading comprehension of the

eleventh grade students of MAN 1 Kampar.

Keywords: autonomous learning, vocabulary mastery, reading comprehension,

correlational research.

xii

ABSTRAK

Rifqo Yuli Sari (2020): Pengaruh Pembelajaran Otonom dan Penguasaan

Kosakata terhadap Pemahaman Membaca Siswa

Kelas XI di MAN 1 Kampar

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran otonom dan

penguasaan kosakata siswa terhadap pemahaman membaca di MAN 1 Kampar.

Penelitian ini merupakan penelitian korelasional dengan menggunakan metode

kuantitatif dengan dua variabel bebas dan satu variabel terikat. Subjek penelitian ini

adalah siswa kelas XI MAN 1 Kampar. Pengambilan sampel menggunakan metode

random sampling dari tujuh kelas yang masing-masing kelas memiliki jumlah siswa

yang berbeda. Jumlah populasi 193, dan total sampel 48. Analisis data menggunakan

SPSS versi 22. Pengumpulan data dilakukan dengan menggunakan angket yang

disesuaikan, tes pemahaman bacaan dan tes kosakata. Hasil penelitian menunjukkan

bahwa terdapat hubungan yang signifikan antara pembelajaran otonom dengan

pemahaman membaca yang dapat dilihat dari hasil korelasi tersebut. Signifikansi

(nilai-p) <α, 0,004 <0,05. Rxy adalah 0,412. Artinya, pembelajaran otonom dan

pemahaman membaca memiliki korelasi. Korelasi berada pada level Rxy sedang

berada pada kisaran antara 0,41-0,60. Kemudian, ada hubungan yang signifikan

antara penguasaan kosakata dengan pemahaman bacaan yang dilihat dari hasil

korelasi. Signifikansi (nilai-p) <α, 0,00 <0,05. Rxy adalah 0,739 yang berarti

penguasaan kosakata siswa dan pemahaman bacaannya memiliki korelasi yang kuat

karena Rxy berada pada kisaran antara 0,61-0,80. Terakhir, ada korelasi yang

signifikan antara pembelajaran otonom, penguasaan kosakata, dan pemahaman

membaca. Hasil signifikansi Fchange 0,00 <0,05, Rxy 0,774 yang berarti

pembelajaran otonom, penguasaan kosakata dan pemahaman bacaan memiliki

korelasi yang kuat karena Rxy berada pada kisaran antara 0,61-0,80. Singkatnya, ada

korelasi yang kuat antara pembelajaran otonom, penguasaan kosakata dan

pemahaman membaca pada siswa kelas sebelas MAN 1 Kampar.

Kata kunci: pembelajaran otonom, penguasaan kosakata, pemahaman

membaca, penelitian korelasional.

xiii

مستخلص البحث

طالب لدى فهم المقروءالمفردات ل مستقل واستيعابال تعليمال(: أثر 2020رفقة يولي ساري )

بكمبار. 1 الحكومية الدراسي الثاني في المدرسة الثانوية الفصل

لدىالمقروء لفهمالمفردات مستقل واستيعابال تعليمالهدف هذا البحث لمعرفة أثر

بحث مترابط وهذا بكمبار. 1 الحكومية الثاني في المدرسة الثانويةطالب الفصل الدراسي

طالب البحث هو ع. وموضوعباستخدام الطريقة الكمية بين متغيرين مستقلين ومتغير تاب

الطريقة ب بكمبار. وأخذ العينات 1 الحكومية الفصل الدراسي الثاني في المدرسة الثانوية

وعدد العينات 193فيها يختلف عدد الطالب. وعددهم من سبعة فصول العشوائية البسيطة

االستبيان المناسب . وجمع البيانات باستخدام 22نوع SPSS. وتحليل البيانات باستخدام 48

الكبيرة بين واختبار فهم المقروء واختبار المفردات. ونتيجة البحث تدل على وجود العالقة

,a, 0.004 < 0.05> أهمية:لترابط بينهما. مستقل وفهم المقروء بنظرة نتيجة االتعليم ال

Rxy: 0.412 بمعنى أن تعليم مستقل وفهم المقروء مترابطان. وترابط في مرحلةRxy يقع

بنظرة بفهم المقروء المفرات استيعابثم توجد العالقة الكبيرة بين تقريبا. 0.60-0.41بين

بمعنى استيعاب المفردات وفهم a, 0.00<0.05 Rxy: 0.739> نتيجة الترابط. واألهمية:

توجد العالقة الكبيرة بين . أخيرا 0.80-0.61يقع بين Rxyالمقروء لهما ترابط قوي ألن

Rxy 0.774 0.05>0.00األهمية واستيعاب المفردات وفهم المقروء. ونتيجةتعليم مستقل

يقع بين Rxyبمعنى أن تعليم مستقل واستيعاب المفردات وفهم المقروء لها ترابط قوي ألن

تقريبا. اختصارا، توجد العالقة الكبيرة بين تعليم مستقل واستيعاب المفردات 0.61-0.80

.بكمبار 1الفصل الدراسي الثاني في المدرسة الثانوية الحكومية وفهم المقروء لدى طالب

احية: تعليم مستقل، استيعاب المفردات، فهم المقروء، بحث مترابطكلمة مفت

1

CHAPTER I

INTRODUCTION

1.1 Background

Reading is one of four important skills in learning English. Reading will

help students to achieve some clear aim, information and new knowledge. It

means that reading is one of the ways to get information. Reading is also needed

for career, for study purposes, or simply for pleasure. Teacher or student read

book to increase their knowledge and people read comic, magazine, or novel for

pleasure. As stated by Carrell et al (1988), reading is the most important of the

four skills in a second language. As one of language skills, reading should be

mastered by students in learning language. It is not only the process of eye

movement to the printed materials, but also the process of thinking. While

reading, the students need to understand the text in order to get information and

knowledge about the text itself. Mikulecky and Jefries (1986) stated that there are

five reasons why reading is very important in learning a new language. They are

in terms of thinking in a new language, building better vocabulary, feeling more

comfortable with written English, acquiring English, and studying abroad

especially to an English speaking country.

In the process of teaching and learning in Indonesia, reading is considered

as the most important skill in which other skills are taught in conjunction. The

1

2

purposes are to enable students to read and understand the material of the text

correctly. It is essential to read in the right way in order to understand the target

language. Students who read the text in their own language it is not really difficult

for them to read it. However, when they read it in a foreign language they have

difficulties in reading.

Reading cannot be separated from comprehension, it is one the most

important thing. It becomes the key of successful in reading, in which the

comprehension will support students’ study especially in learning English. They

need to comprehend each contents of the text in order to understand what they

read. The students not only have to understand the structure of the text, but also

have to comprehend the meaning of the text itself. If the reader cannot understand

what the text means, it is difficult to carry out information in the text.

Comprehending English text is not easy, because English texts have many

unfamiliar words for the students. Besides, English texts also have the same word

but it is different in meaning. This is why, when reading students have to

comprehend their reading. So, they are able to carry out the information in the

text. Comprehension is necessary in order to get the main information from the

text. Without comprehension, reading would be meaningless. Students who can

read with good comprehension are indicated as good readers. In contrary, students

who cannot read with good comprehension are indicated as poor readers. Reading

with comprehension becomes an indispensable part of reading activity. However,

3

the reader needs more attention in order to get good interaction with the text to

fully comprehension.

The main of teaching reading at Senior High School level based on

Curriculum 2013 is to comprehend the meaning of transactional and interpersonal

inform of recount, narrative, procedure, descriptive, news item, report, analytical

exposition, hortatory exposition, spoof and any other texts. Based on the

observation conducted at MAN 1 Kampar on February 2020, the writer

interviewed an English teacher. The main of teaching reading from the teachers’

perspective is to understand the content of the texts that taught by the teacher. The

way to see whether the students understand the text or not is providing some

questions that related to the text after the teacher explained it. The writer noticed

that from the English teacher’s explanation, most of mistakes lied on finding the

main idea, they could not identify inference of the text, they lack of vocabulary

and they got difficulties to find the important point of the text.

Based on the information from English teacher about the students’ score

in reading comprehension, it was said that there were still many students who did

not reach the minimum criteria of achievement or we know as KKM, that is 71

for English subject. For some students, the goal of teaching reading has been

achieved, but it has not been achieved for some other students. Even though the

students have learned reading since Junior High School, but there were still some

students do not have good enough achievement in reading. It is difficult for them

4

to understand the information implied in the text. There were about a half of the

students in a class who can pass the minimum criteria of achievement. It means

that a half of students in the class who get low score in reading comprehension,

and they have to take remedial class. Then the students were less interested in

learning English autonomously, especially in reading textbook. The researcher

found that when the students faced difficult word while reading, they would not to

look up the meaning in their dictionary, they kept reading even though they did

not know the meaning. There were still many students tend to be passive in

teaching and learning process in the class, they did not use their free time to learn,

they seldom to preview the lesson before the class started and only a few students

who join out-class activities such as English Club to practice and learn English.

Those reasons were the causes why the students of MAN 1 Kampar had low

achievement in reading comprehension. The students were lazy to read because of

a lack of vocabulary. Sometimes when the students read a long text, it was

difficult for them to comprehend the text. They were lazy to read because they

had very limited vocabulary.

There are some factors that can influence the students’ achievement in

reading comprehension, two of them are autonomous learning and vocabulary

mastery. First is autonomous learning. Autonomous learning plays an important

role in teaching and learning. It is caused when anyone is autonomous learner in

learning process, he/she can develop his/her potential in everything they do

5

including potential in learning reading. Dafei (2007) states that autonomous

learning is one of the most important issues to determine whether an individual

reaches his/her potential or fall short of that potential. Moreover Ikonen (2013)

states that there are three reasons why autonomous learning is important in

teaching and learning. Firstly, it is argued that autonomous learners are more

efficient learners. Secondly, being able to control one’s own learning implies life-

long learning. Thirdly, as autonomous learning is characterized by critical

evaluation of and reflection on information. He also argues that autonomous

learning also implies active and critical participation in the community which is a

prerequisite of development on a larger scale. So, when the students become

autonomous learners, it can help them to achieve their achievement in reading. In

addition, Husni (2015) states that there was influence of learner autonomy on

students’ reading achievement.

The second is vocabulary mastery. Vocabulary is an important factor in

the comprehension of language and the number of words acquired by a learner is

related to competent language use (Nation, 1990). Students who have limited

vocabulary are at risk of not becoming proficient in reading. According to NRP

(2000) and Nagy (1998) vocabulary is a major factor of poor reading

comprehension, and students’ word knowledge is strongly linked to success in

academic. Moreover, vocabulary and reading are two things that cannot be

separated to one another. When learning reading students need vocabulary to

6

understand the idea and when learning English vocabulary, students need a lot of

practice of reading, because reading is the active way in learning vocabulary.

This research aims to find the influence of autonomous learning and

vocabulary mastery on students’ reading comprehension. Then the result can help

the teacher in teaching students at MAN 1 Kampar. In general, this study can be

reference in teaching English especially in teaching reading comprehension by

considering autonomous learning and vocabulary mastery as factors that can

influence students’ reading comprehension.

From the explanation above, the writer was interested in conducting a

research entitled “The Influence of Autonomous Learning and Vocabulary

Mastery on Reading Comprehension of the Eleventh Grade Student at MAN 1

Kampar”.

1.2 Statement of the problem

Reading is one of important skills that should be mastered by the

students. Reading is a basic skill, it is a skill for students’ success in school, and

indeed, throughout their life. Students will miss opportunities for personal

fulfillment and job success without the ability to read well. Carrell et al (1988)

states that reading is the most important of the four skills in a second language,

particularly in English as a second or foreign language. Based on the background

of the problem mentioned before, it was clear that there were a great number of

students who had many problems in reading comprehension. The students’

7

achievement was low in reading comprehension. They were not able to

comprehend the texts they were reading; it was difficult for them to find the main

idea, to find the important point of the text, to recognize word classes, to make an

inference from the content, and to identify references.

Learning to comprehend is complex and many factors can affect how to

comprehend better. In a classroom, teachers should be able to detect and

overcome the problem that could lead to their reading comprehension weakness.

That is why we need to do some research to discover the problem. To some

extent, the reading comprehension weakness is caused by internal factors of the

learners such as autonomous learning. That factor cannot be ignored in teaching

reading comprehension. According to Najeeb (2013), autonomous learning is a

construct of capacity for making informed decisions about one’s own learning.

Autonomous learner plays an important role. It is caused when anyone has

autonomy in learning process, he/she can develop his/her potential in everything

they do including in learning reading.

Besides reading skills, there are some components in English; namely,

vocabulary, structure, phonetic/phonology, etc. Vocabulary is one of the

problems faced by English learners. When they have a lot of vocabulary they can

understand English easily, especially in reading. Vocabulary is a very important

language aspect to be mastered. According to Hornby (1995) vocabulary is the

total number of words in a language and vocabulary as a list of words with their

8

meanings. Vocabulary is an important factor in the comprehension of language

and the number of words acquired by a learner is related to competent language

use (Nation, 1990). Students who have limited vocabulary are at risk of not

becoming proficient in reading. Vocabulary and reading are two things that

cannot be separated to one another. When learning reading students need

vocabulary to understand the idea and when learning English vocabulary,

students need a lot of practice of reading, because reading is the active way in

learning vocabulary.

Based on the explanation above, some questions are needed to be

addressed: What factors influence reading comprehension? Does autonomous

learning affect reading comprehension? Does students’ vocabulary mastery affect

reading comprehension? How is the influence between autonomous learning and

students’ reading comprehension? How is the influence between students’

vocabulary mastery and reading comprehension? How is the influence between

autonomous learning and students’ vocabulary mastery on students’ reading

comprehension? The problems identified in this study to verify if there is a

significant influence on students’ reading comprehension if the students are

autonomous learner and master vocabulary.

Based on the journals that the writer got, there are many researches that

conducted influence of autonomous learning on students’ reading comprehension

only or with other factor, for example: Mansour Koosha, Azam Abdollahi and

9

Fatemeh Karimi (2016) investigated about the relationship among EFL Learners’

Self-esteem, autonomy and reading comprehension, and Zafarian, Nemati (2016)

examined the impact of learner autonomy on reading comprehension of EFL

learners. The example of influence of vocabulary mastery on students reading

comprehension only or with other factor is the relationship between vocabulary

mastery and reading comprehension: an assessment perspective by Aulia Hanifah

Qomar and Maysara Devilia Sari (2019), and Fahrurrozi (2017) investigated the

relationship of reading interest with reading comprehension, the relationship of

vocabulary mastery with reading comprehension, and the relationship of reading

interest and vocabulary mastery to reading comprehension. However, only a few

researchers explored relationship between autonomous learning, vocabulary

mastery and reading comprehension.

Based on explanation above, a research on students‘ autonomous

learning, vocabulary mastery and how they are related to their achievement in

reading comprehension was conducted to find out whether there is significant

influence or not.

1.3 Limitation of the Problem

By considering time, facilities and to make the problem clear, it is

necessary to set the limitation. The researcher needs to limit this research on the

influence of autonomous learning and vocabulary mastery on students’ reading

comprehension of narrative text of the eleventh grade at MAN 1 Kampar. Based

10

on the school’s curriculum and the syllabus provided by the English teachers, in

the tenth grade, the teachers teach descriptive, recount and narrative texts. The

writer chose narrative text because they have been learned the text in the second

semester when they were in tenth grade, and this research will be conducted

when they are in the eleventh grade semester 1. Thornburry (2002) classified

vocabulary into function word and content word. Here, in this study the writer

only choose the content word, and the vocabulary mastery limited for only

reading skill. According to Chiu (2012), there are three major types of

autonomous learning skills; general learning, language learning, and high order

thinking skill. In this study, the writer only focuses on language learning.

1.4 Purpose and the Objective of the Study

The purposes and the objectives of this study are:

a. To examine the influence of autonomous learning on the students’ reading

comprehension.

b. To examine the influence of vocabulary mastery on the students’ students’

reading comprehension.

c. To examine the influence of autonomous learning and vocabulary mastery on

students’ reading comprehension.

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1.5 Research Question

The research questions of this study are:

a. Is there any significant influence of autonomous learning on students’ reading

comprehension?

b. Is there any significant influence of vocabulary mastery on students’ reading

comprehension?

c. Is there any significant influence of autonomous learning and vocabulary

mastery on students’ reading comprehension?

1.6 Significance of the Study

The findings of this study are expected to give contributions to the

knowledge already established in the area of language learning theoretically and

practically. Theoretically, this research is expected to contribute to providing

more knowledge about autonomous learning, reading comprehension and

vocabulary mastery, and also giving a clear understanding about influence of

autonomous learning and vocabulary mastery toward students’ reading

comprehension to English teachers, readers and writers. Practically, this study is

expected to offer fundamental consideration for English teachers in creating

English programs that can improve students' reading comprehension and

students' vocabulary skills, and also teachers can choose appropriate learning

strategies and methods.

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1.7 Rationale of the Research

Reading is one of the skills which should be mastered by the students. By

mastering reading, the students can get knowledge, information, and comprehend

the reading text easily. Reading is to gain information, knowledge and critique

for the writer’s idea and style, and reading can help the students to know about

the type of the text and comprehend its content.

This research was conducted to find out the influence of students’

autonomous learning and vocabulary mastery on their reading comprehension of

narrative text of the eleventh grade of MAN 1 Kampar. It was conducted in

consideration of students’ reading comprehension in which it is highly needed in

fulfilling their academic tasks. If the students’ reading comprehension is low, it

will influence the students’ learning not only the reading comprehension subject

but across all subjects.

One of the factors which can influence reading comprehension is

autonomous learning. In teaching and learning process, learner autonomy is an

important factor for academic success and mastering English. When someone has

good autonomous learning, he or she has an ability to organize or to control

himself or herself. According to Zhou et al in Husni Rijalul (2015), learner

autonomy is not only a general human need, but also supports of which would

enhance students’ positive feelings about themselves and their schoolwork.

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Another factor that is considered to influence reading comprehension is

vocabulary mastery. Reading in order to understand the whole text needs word

recognition that includes understanding vocabulary in the text. Therefore,

vocabulary mastery becomes an important factor in comprehending text. By

knowing the meaning of vocabulary in the text, the students will find it easier to

understand the text. The choice of vocabulary instruction and acquisition as

a topic of this study is based on a number of reasons. Vocabulary is

arguably the foundation of mastering a language and it’s role has been claimed

by Hammer (1991). If language structure makes up the skeleton of language,

then it is vocabulary that provides the vital organs and flesh.

Then, it can be assumed that students’ reading comprehension is supported

by two factors; namely, students’ autonomous learning and vocabulary mastery.

Based on the explanation above, the writer assumed that both students’

autonomous learning and vocabulary mastery are contributing to reading

comprehension on narrative texts. When the students have good level in

autonomous learning and being supported by mastered vocabulary, they will

achieve a higher level of reading comprehension. Thus, it can be predicted

theoretically that the students’ autonomous learning and vocabulary mastery have

a positive correlation with reading comprehension. However, those predictions

should be tested by using the research with data.

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1.8 Definitions of Terms

In order to avoid misunderstanding in this research, there are some

definitions that are related to the study:

a. Influence

Creswell (2009) defines influence is the correlational quantitative

research in which investigators measure the degree of association or relation

between two or more variables using the statistical procedure of correlational

analysis to have any effect. This degree of association, expressed as a number,

indicates whether the two variables are related or whether one can predict

another. In this study, influence means the correlational quantitative research

in which investigators measure the degree of association or relation between

autonomous learning, vocabulary mastery and reading comprehension skill.

b. Autonomous Learning

Autonomous Learning is usually defined as “the ability to take charge

of or responsibility for one’s own directed learning” (Holec, 1981). In

language learning area, “taking charge or taking responsibility” is related to

the context of learning. Therefore, learning autonomy is defined as learning in

which the students have the ability to take charge of or take responsibility for

their learning. In this study, autonomous learning means the students ability to

take charge of responsibility for their own learning.

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c. Vocabulary Mastery

Vocabulary is a list of words and phrases, usually arranged, explained,

or defined. The word “mastery” refers to great skill or knowledge of some

subject or activity (Oxford). In this study, vocabulary mastery means the

students ability in understanding, using word and meaning.

d. Reading comprehension

Spratt, et.al. (2005) define reading comprehension as a process of

responding to making sense of information, readers connect new knowledge

obtained from the text with the knowledge they already know. From this

definition, we can define reading comprehension as the students’ process to

making sense of information and they can connect new knowledge with the

knowledge they already know. In this study, reading comprehension means

the students ability in understanding reading texts.

e. Narrative Text

Narrative text is a text to entertain the reader. Meyers (2005) states

Narrative is one of the most powerful ways of communicating with others. It

is a kind of text to amuse, entertain, and to deal the readers with actual

experience. In this research, According to the syllabus of second grade

students, narrative text refers to the kinds of text such as fairy tales and folk

tales.

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CHAPTER II

LITERATURE REVIEW

2.1 The Nature of Reading

Reading is a basic skill. It is a skill for students’ success in school, and,

indeed, throughout their life. Students will miss opportunities for personal

fulfillment and job success without the ability to read well. Carrell et al (1988)

states that reading is the most important of the four skills in a second language,

particularly in English as a second or foreign language. It means that reading is

the most important skill to be developed in the classroom. Students must develop

their reading ability in order that they can know about world without going there.

Reading is an activity aiming to get the information about what we read. The

information from reading will be comprehended well by the readers through a

good comprehension. With a good comprehension, reading will give the reader

the actual messages from the author. Reading can also help the students to

improve their English. Through reading activity, they can enrich their

vocabulary, improve their structure and grammar, and enlarge their knowledge.

Harmer (1991) points out that reading is an exercise dominated by eyes

and brain. In reading, eyes and brain have big relationship. The eyes receive

message from what we read and the brain has to work out the significance and

make us understand what the message is about. In reading, students not only read

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but must understand what they read. So, they can get the knowledge and enjoy

what they read. Reading is a process of understanding the meaning of written

texts. According to Anderson (1995), reading is a process in which information

from the texts and the knowledge processed by the readers act together to

produce the meaning.

Eskey (1970) states that reading is exactly the most important of the four

skills in a second language around the world. As learn language, it means without

reading the learners know nothing. It is not easy to comprehend the meaning idea

from a text or passage. Students must have a good competence in knowing the

meaning of words, sentences, and the writer’s idea. When the students read a

text, they will know about words, sentences and the writer’s idea.

Moreover, Mickulecky and Jeffries (1986) explain that there are four

parts of the book that will help students learn to read better in English. First,

reading for pleasure, this can only happen if the students are given the

opportunity to select their own materials. They will read everything that they like

as much as they can. Second, reading comprehension skills, reading

comprehension involves specific thinking process. Greater awareness of the

relation between cognitive process and reading skill will help students apply the

skills when they are reading and comprehend the text. The skills are previewing,

asking question, guessing new words mean, finding main idea, understanding

pattern in English, and using signal words. Third, reading faster, students who

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read very slowly, word by word, often forget the beginning sentence by the time

they reach the end. Thus, instruction in reading faster will improve

comprehension. The last, learning to think English students also needs to work

on understanding English sentences, learn how to get the meaning of sentences,

and find out how ideas follow each other in English.

Reading can be used for communication between the writers and the

readers. According to Brenda Smith (1999), reading is the process of putting the

reader in the contact of communication. Reading is actually a conversation of

sort of interaction between the writers and the readers through the text as

facilitator. If you don’t know anything about a subject, then you pouring words

of texts into your minds is like you pouring water into your hands. So, in reading

you must know the idea or subject if you want to understand a text easily. For

instance, if you like sports, you will read about sports. And you will feel bored

and confused when you read about politics.

From the explanation above, we can conclude that reading is the most

important skill in a second language. Reading is an activity dominated by eyes

and brain that has goal to gain information about what the readers read. There are

four parts of the book that will help students learn to read better in English;

reading for pleasure, reading comprehension skills, reading faster and learning to

think English students also needs to work on understanding English sentences.

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2.1.1 The Nature of Reading Comprehension

The major goal of reading for students is comprehension. According to

Hornby (1995), comprehension is an excessive aimed at improving or testing

one’s understandings of a language whether written or spoken. Besides that,

comprehension has the same meaning as understanding. It can be explained that

comprehension is the ability to understand meaning in a text and also the

writer’s idea.

Reading comprehension is the process of understanding a text. It is a

complex process in which the readers use ability to find information, the

readers must be able to comprehend the text. According to Harmer (1991),

reading comprehension is very important for students because in fact the

textbook for most science and technologies are written in English. This means

that learners are expected to be able to understand English textbook that they

are reading. Sometimes the readers understand all sentences in the text, but still

cannot understand what is said as a whole in paragraph. This is because they do

not know how the materials are organized.

Moreover, reading is an activity in which the read negotiates meaning,

by bringing to the text schemata for understanding it, and finally the

comprehension toward the text is considered as the product of the negotiation

(Brown, 2004). In line with Brown, Spratt, et.al. (2005) define reading

comprehension as a process of responding to making sense of information,

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readers connect new knowledge obtained from the text with the knowledge they

already know.

Snow (2002) defines that reading comprehension as the process of

simultaneously extracting and constructing meaning through interaction and

involvement with written language. Comprehension entails three elements: the

reader who is doing the comprehending, the text that is to be comprehended,

and the activity in which comprehension is a part. The activity on the third

element is reading, the readers read a text to comprehend it. All of those three

elements interaction will produce as a reading comprehension. Grabe and

Stoller (2002) points out there are some purposes of reading:

a. Reading to search for simple information

To search simple information, we can scan the text to find the words

that contain the information that needed. As when we are reading an

announcement in the school, market, on the road, in the airport, the readers

usually just scan it to search about schedule, public event, etc.

b. Reading to skim quickly

The purpose of skimming is to know the main idea of the text or

passage or to find the important information that we read, such as in reading

newspaper. Mostly people just skim the news to get the main idea of it.

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c. Reading to learn from the texts

It usually occurs in academic and professional contexts when we

need to learn about the information in reading text.

d. Reading to integrate information

It is needed to evaluate the information from multiple sources.

e. Reading for general comprehension

Comprehension is the main purpose of reading. With a

comprehension, we can get the information that we need.

There are some components in reading comprehension which should be

focused on comprehending reading text. King and Stanley (1989) state that

there are five components that may help the students to read carefully:

a. Finding main idea

Finding the main idea of a paragraph is very important because it will

help the readers understand the text better. Each paragraph will usually

contain one main idea. The main idea of a paragraph is what the paragraph

develops. Main idea is usually expressed as a complete thought and it

indicates the writer’s purpose of writing.

b. Finding factual information

Factual information requires readers to scan specific details. The

factual information questions are generally prepared for students and those

which appear with WH question word. There are many types of questions:

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reason, purpose, result, time, comparison, etc in which of the answer can be

found in the text.

c. Finding the meaning of vocabulary in context

By finding the meaning of vocabulary in context, it means that the

readers could develop their guessing ability to the word which is unfamiliar

to them. One of ways is they can relate the close meaning of unfamiliar

words to the text and the topic of the text that is read. The words have nearly

equivalent meaning or nearly the same meaning as another word.

d. Identifying references

Instead of repeating the same word or phrase several times, writer

can usually short and frequently pronoun such as it, she, he, they, this, etc.

By being able to identify the word to which it refers to, it will help the

readers understand the reading passage.

e. Making inference

Inference is a skill where the reader has to be able to read between

lines. King and Stanley divide into two main attentions, draw logical

inferences and make accurate prediction.

The components of reading comprehension are supposed to be

indicators of comprehension of reading materials. If students can achieve all

components of reading comprehension, the students can comprehend the text

well. In this study, the writer integrates components of reading comprehension

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according to King and Stanley as indicator in instruments to measure student’s

reading comprehension.

2.1.2 Objectives of Reading

Reading should have a purpose, because someone is reading with a

purpose, tend to be more understanding than people who do not have

goals. Because reading is an active activity, responding to the meaning of what

is read, then read the main goal is to search for and obtain information,

including the content, understand the significance of reading. So intimately

with the goal in reading by Paul S. Anderson in Budi (2017) the following:

a. Reading to find or know the discoveries that have been made the hero; what

has happened to the special characters, or to solve the problems created by

the figures. Reading this kind of so-called reading to obtain the details or

facts (reading for details or facts).

b. Reading to find out why it is a good and interesting topics, issues contained

in the story, nothing is learned or experienced by the hero, and

summarize the things done by the hero to achieve his goal. Reading to

obtain the main ideas (reading for the main ideas).

c. Reading to discover, to know what is happening in every part of the

story, what happened to the early first, second, third, etc. Each stage is made

to solve a problem, scenes and events, events create dramatization. It's

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called reading to find out the order or arrangement, stories organization

(reading for sequences or organization).

d. Reading to find and to know why the characters feel like they were,

what was going to be shown by the author to the reader, why the

characters change, the qualities of the characters that make them

succeed or fail. It's called reading to conclude, reading inference (reading

for reference).

e. Reading to find and to know anything that is unusual, unnatural about a

character, what was funny in the story, or whether the story is true or not

true. This is called reading for classifying read to classify (reading for

classify).

f. Reading to discover whether the hero managed to live with certain

sizes, whether we want to do like that created by the character, or work the

way the characters work in the story. It's called reading rate, reading

evaluate (reading for evaluate).

g. Reading weeks to find out how the characters change how her life is

different from life as we know how the two stories have in common, how

the character resembles the reader. It's called reading to compare or

contrast.

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2.1.3 Types of Reading

According to Patel and Jain (2008) the types of reading are:

a. Intensive Reading

Intensive reading is related to further in language learning under the

teacher’s guidance. Intensive reading will provide a basic for explaining

difficulties of structure and for extending knowledge of vocabulary and

idioms. Intensive reading material will be the basis for classroom activity.

It will not only be read but will be discussed in detail in the target

language, sometimes analyzed and used as a basis for writing exercises.

Intensive reading is text reading or passage reading. In this reading the

learner read the text to get knowledge or analysis. The goal of this reading

is to read shorted text. This reading is done to carry out to get specific

information.

b. Extensive Reading

Extensive reading is used to obtain a general understanding of a

subject and includes reading longer texts for pleasure. The reader wants to

know about something. The reader does not care about specific or

important information after reading. Usually people read for to keep them

update.

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c. Reading Aloud

Reading aloud is basic form of classroom organization and

disciplines. In reading aloud, the students are confronted with written

sentences which have not spoken before. The aim of reading aloud is the

achievement or better speaking ability and the pronunciation of the students.

According to Elizabeth (2004) in Hudri (2017) reading aloud means reading

a book by producing sounds audible to other. Reading aloud by the teacher

can help the students in the improvement of their listening ability. Reading

aloud is useful at specific moment alone. Reading aloud prevents the

students from learning to understand the meaning of a sentence even when

he may not know one word in the sentence.

d. Silent Reading

Silent reading is a very important skill in teaching of English. This

reading should be employed to increase reading ability among learners.

Silent reading is done to acquire a lot of information. Silent reading must be

based on student’s selected text. Silent reading enables the students to read

completely silently without making sounds and moving his lips. It helps him

read with speed, ease and fluency. It aids comprehension and expands the

student’s vocabulary. According to Elizabeth (2004) in Hudri (2017), silent

reading means reading something without producing sounds audible to

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other. In silent reading the students can more easily work at their own

material pace or speed.

From the explanation above, we can conclude that there are four types

of reading; intensive reading, extensive reading, reading aloud and silent

reading.

2.1.4 The Process of Reading

Reading is” an interactive process (i.e., a series of interrelated actions)

that goes on between the reader and the text, resulting in comprehension”

(Alderson, 2000). The text presents letters, words, sentences, and paragraphs

that encode meaning. The reader uses knowledge, skills, and strategies to

determine what meaning is. Reader knowledge, skills and strategies include:

a. Linguistic competence: the ability to recognize the components of the

writing system; knowledge of vocabulary; knowledge of how words are

structured into sentences.

b. Discourse competence: knowledge of discourse indicators and how they

connect sections of the text to one another.

c. Sociolinguistic competence: knowledge about different types of texts and

their common structure and content.

d. Strategic competence: the ability to use top – down strategies, as well as

knowledge of the language (a bottom- up strategy).

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2.1.5 Models of Reading

Just as there are various ways of viewing literacy, there are various

theories and models surrounding the process of reading. The term model is may

be defined as “a systematic set of guesses or predictions about a hidden

process” (Davies, 1995 in Gridi, 2006). It refers to what happens on the level of

perception by the eyes and analysis by the brain during the process of reading.

This issue has led to the raise of three main modals of the reading process:

bottom-up model, top-down model and interactive model.

a. The Bottom-Up Model

This reading model is developed by Gough (1972, cited in

Dorkchandra, 2010) who claims that reading is a process of decoding letter-

by-letter, which increases familiarities with words; the readers will

automatically recognize the words. This helps them to read fluently. On the

top of this, when readers decode the letter, encode the sound and then

construct the meaning from the text, obviously, comprehension is produced.

Moreover, the bottom -up promotes practices in reading instruction

which develop the learners’ decoding abilities from bottom-up starting with

single letters up to words and phrases (Dubin and Bycina, 1991). Overall, the

bottom-up processes are prerequisites for reading. Reasonably because we

cannot even begin to read a word of any language; unless a correct recognition

about letters of that language is achieved.

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b. The Top-Down Model

The top –down model contrasted with the bottom-up model, because it

emphasizes “from brain to text” (Eskey, 2005 in Yahia Imane, 2015). In top-

down processing, the reader begins with higher order concepts (general

knowledge of the world or a specific situation) and full texts (paragraphs and

sentences), and works down to the concrete features of the text (e.g.,letters,

words, phrases, and grammatical structures). (Shakeri, 2012).

Dechant (1991) cited in Arab (2009) defends the top-down model

focusing on the fact that the processing of print begins in the mind of readers

by generating hypotheses about the text. In this way, readers engage in lower

processes; explicitly, identifying letters and words only to confirm these

hypotheses about the meaning of the print. Consequently, it is apparent that

the top-down reading model has a great deal of influence in promoting

readers’ prediction, guessing from context, and getting the main idea.

c. The Interactive Model

Interactive models posit interaction between bottom-up processing and

top-downprocessing (Shakeri, 2012). Besides, Stanovich (1980) in (Yahia

Imane, 2015) points out that:

Interactive models assume that a pattern is synthesized based on information

provided simultaneously from several knowledge sources…a deficit in any

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knowledge sources results in heavier reliance on other knowledge source,

regardless of their level in the processing hierarchy.

Differently stated, this model of reading involves aspects of

automaticity; namely, when a reader becomes more proficient in decoding,

less attention is devoted to this skill so that more attention is freed to examine

comprehension issues (Bader, 2007). However, some researchers suggested

that during the reading process, comprehension is more complex than the two

models would predict. They argued that comprehension is achieved through

the interaction of both the bottom-up and top down processes.

2.1.6 The Importance of Reading

Reading is one of the most important skills in learning language besides

listening, speaking, and writing. Reading is an activity that involves greater

level concentration and gives conversational skill to reader. It acquired a lot of

knowledge. Besides, reading can improve students’ attention span and

comprehension. In general, there are two reasons why reading is important in

daily life:

a. Reading will help to achieve some clear aim or information. It means that

reading is one of the ways to get information.

b. Reading is needed for career, for study purposes, or simply for pleasure.

Teacher or students reads a book to improve their knowledge and

people read comic, magazine, or novel for pleasure.

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For language teaching, reading is useful for language acquisition. It

can help to improve students’ English ability. Brown (1970) states that reading

competence is important because it underlines success in all area of study in

high school, but it is essential to personal enrichment and development of

intelligent citizenship. It means that increasing the ability of reading indicates

a student's success in other subject areas. If their reading is good, others

must be good too.

2.1.7 The Nature of Narrative Text

Narrative text is a storytelling whether telling a true story or fiction

(Syafii, 2007). The narrative text uses past tense because the story happened

in the past. The story can be myth, legend, fable, romantic, folktale, science

fiction, fairytales, etc. Sudarwati and Grace (2007) state that the purpose of

narrative text is to amuse or entertain the readers with a story that deals with

complication or problematic events which lead to a crisis and turn finds a

resolution. The organizations of narrative text are as follows:

a. Orientation refers to where and when the story happened. It introduces the

participants of the story; who and what is involved in the story

b. Complication tells the beginning of the problem which leads to the crisis

(climax) of the main participants.

c. Resolution tells the problem resolved, either in a happy ending or in sad

ending.

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d. Re-orientation is the closing remark to the story and it is optional. It

consists of moral lesson, advice from the writers.

In addition, Sundarwati and Grace also state that there are some language

features of the narrative text:

a. Using past tense (lived, saw, run etc.)

b. Focus on specific and usually individualized participant (Snow white)

c. Using adverb of time (once upon a time, one day, etc.)

d. Using time conjunction (when, then, etc)

e. Using the action verb. Action verb is a verb that shows an action,

(knocked, saw, heard, etc)

f. Using direct speech. It is to make the story lively. (Snow White said,” my

name is Snow White). The direct speech uses present tense.

Moreover, Joyce & Feez (2000) state that also suggest that narratives have

some linguistic features as listed below:

a. Specific often individual participants with defined identities. Major

participants are human, or sometimes animal with human characteristic.

b. Mainly use action verb (material processes).

c. Many narratives also use thinking verbs (mental processes) that gives us

information about what participants are thinking or feeling, such as

wondered, remembered, thought, felt, disliked.

d. Normally use past tense

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e. Dialogue often includes and uses a number of saying verb (verbal process)

such as said, asked, and replied. The tense may change to the present or

future in the dialogue. Sometimes these saying verbs also indicate how

something is said.

Knapp and Watkins (2005) claim that narrative text typically contains

action, dialogue, elaborate details. Narrative text, like other kinds of text,

consists of main idea. Main idea is what the writer wants to say about the

topic (MC Entire, 2004). It means that in narrative text main idea means what

a story is about. The following is an example of narrative text:

,

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Table II.1 Example of Narrative Text

2.1.8 Kinds of Narrative Text

Based on Anderson (2007), narrative text is divided into some kinds

such as in the following:

Title Snow White

Orientation Once upon a time, there lived a little girl named Snow White. She

lived with her aunt and her uncle because her parents were died.

Complication One day she heard her uncle and aunt talking about leaving Snow

White in the castle because they both wanted to go to America and

they didn’t have enough money to take Snow White.

Snow White didn’t want her uncle and aunt to do this so she

decided it would be best if she ran away. The next morning she ran

away from home when her aunt and uncle were having

breakfast. She ran away into the woods.

Then she saw a little cottage. She knocked but no one answered so

she went inside and fell asleep.

Resolution Meanwhile, the seven dwarfs were coming home from work. They

went inside. There they found Snow White sleeping. Then Snow

White woke up. She saw the dwarfs. The dwarfs said, “What’s

your name?” Snow White said, “My name is Snow White.”

Doc, one of the dwarfs said, “If you wish, you may live here with

us.” Snow White said, “Oh could I? Thank you.” Then Snow

White told the dwarfs the whole story and Snow White and the

seven dwarfs lived happily ever after.

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a. Legend usually refers to individual characters, great heroes or king who

lived in the period before written records. While based on truth, these have

often been embellished over time.

b. Fairy tales are folk narrative text that includes elements of magic, magical

folk or supernatural. They often retain the structures and repetitive refrains

prevalent in folk tales.

c. Fables are often very brief tales with few characters, an element of the

fabulous and very overt morals. Animals are most often used as the

characters.

d. Folk tales serves to share the wisdom and experience of ordinary folk.

Animals frequently features in folk tales, alongside, or instead of, human,

both of whom succeed or fail in response to their ability to be quick-witted.

e. Myths are explanation stories that seek to explain the origins of natural and

supernatural phenomenon, human/ superhuman characteristics and spiritual

side of life. Examples include the Greek and Norse myths.

Moreover, there are five kinds of texts that include in Narrative. Based

on Spencer (2005) Narrative text is divided into:

a. Legend. A legend is a narrative of human actions that are perceived both

by teller and listeners to take place within human history.

b. A fable is a short allegorical narrative making a moral point, traditionally

by means of animal characters that speak and act like human beings.

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c. Fairy tale. According to Wikipedia, fairy tale is an English language term

for a type of short narrative corresponding to the French phrase “conte de

fee”. A fairy tale typically features such folkloric characters as fairies,

goblins, elves, trolls, dwarves, giants or gnomes, and usually magic or

enchantments. Examples of fairy tale in narrative texts are: Cinderella,

Pinocchio, Beauty and the beast.

d. Science fiction. According to Davenport (1995), science fiction is fiction

based on some imagined development of science, or upon the

extrapolation of tendency in society.

e. Romance. According to Webster, romance is a tale based on legend, love

and adventure, or the supernatural or a prose narrative treating imaginary

characters involved in events emote in time place and usually heroic,

adventurous, or mysterious. Examples of Romance: Romeo and Juliet,

Antonio and Cleopatra, etc.

In this research based on school based curriculum (K13), the social

function of narrative text is to entertain and teaches a moral value through a

short story. According to the syllabus, the kinds of narrative text that are used

in the second semester of first grade students are fairy tales and legends.

2.2 The Nature of Autonomous Learning

The term "autonomous learning" was first coined in 1981 by Henri Holec,

the "father" of learner autonomous. Many definitions have since been given to

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the term, depending on the writer the context and the level of debate educators

have come to. It has been considered as a personal human trait, as a political

measure, or as an educational move. This is because autonomous is seen either

(or both) as a means or as an end in education.

Henri Holec states that autonomous learning is the ability to take charge

of one’s own learning which means to have and to hold the responsibility for all

decisions concerning all aspects of this learning. Considering Holes’ self-directed

learning definition for autonomy (Holec 1981), there will be two different

processes. The first process is a gradual deconditioning, that make cause the

learner to avoid accepting ideas such as:

a. Being only one desirable method for learning.

b. Every teacher has one method.

c. The mother tongue knowledge is not used for learning a second language.

d. Any experience gained by learner of the matters cannot be transferred.

e. The learner cannot do any valid evaluation of his/her learning performance.

The second one is that Holec’s process consists of acquiring the

knowledge to know and feel learning needs in order to assume responsibility for

learning. In other words through the parallel operations language learner will

gradually precede from dependence position to independence position. Although

(Holec1981) and (Little 1991) defined the autonomy as the “ideal” state (Little

1991), but in fact is not seen as a steady state (an independent learner can choose

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teacher- direction with freedom (Pemberton et al. 1996). It is clear and obvious

in this way, taking responsibility for decisions will be undistinguished feature of

the autonomy concerning the best way of learning:

a. Determining objectives

b. Contents and developments definitions

c. Selected methods and techniques to use

d. Acquisition procedure monitoring

e. And evaluating what has been acquired (Holec 1981)

Benson (1997) classifies three main approaches of learner autonomy for

language learning: technical autonomy, psychological autonomy and political

autonomy which are related some social sciences schools (positivism,

constructivism and critical theory). The definitions of three approaches are:

a. Technical autonomy: learning a language outside an educational institution

without need to the teacher.

b. Psychological autonomy: a type of capacity that allows learners to take more

control over their own learning.

c. Political autonomy: control over the learning processes and content of

learning. (Benson 1996 and Pemberton et al. 1996).

According to Dickinson (1994), autonomous learning is a situation in

which the student is totally responsible for all the decisions concerned their

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learning and the implementation of those decisions. On a general note, the term

autonomous has come to be used in at least five ways (Benson & Voller, 1997):

a. For situations in which learners study entirely on their own.

b. For a set of skills which can be learned and applied in self-directed learning.

c. For an inborn capacity which is suppressed by institutional education. This

approach can be used to cultivate an innate skill possessed by a student that is

not recognized or that may even be suppressed within institutions of learning.

d. For the exercise of learners' responsibility for their own learning. Learning can

be useful in teaching the student to take responsibility for his or her own

learning outcomes

e. For the right of learners to determine the direction of their own learning. this

approach can be used to empower students to take control of their learning

process and acquisition

From the definitions above, we can conclude that autonomous learning is

a situation in which the students have to take responsibility on their own learning

such as determining the objectives, defining the contents and progressions,

selecting methods and techniques to be used, monitoring the procedure of

acquisition properly and evaluating what has been acquired.

2.2.1 Levels of Autonomous Student

In the late 1990’s a number of researchers claimed that the notion of

autonomous is a matter of levels (Kheira Hadi, 2018). There are several models

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of autonomous levels. First, Nunan (1997) puts a model of five levels of

autonomous in the learner action: awareness, involvement, intervention,

creation and transcendence. The concept of autonomous in language learning is

linked to the communicative approach. The second language learning will

proceed most effectively if learners are allowed to develop and exercise their

autonomous. The connection between autonomous in language learning and the

communicative approach is, therefore, relatively well-developed at a theoretical

level.

Second, Littlewood (1998) identifies three dimensions of autonomous

that are supposed to be gradually implemented. They involve as a first step, an

ability to operate independently with the language, and use it to communicate

personal meanings in real, unpredictable situations, (autonomous as a

communicator). As a second step, in classroom organization, it involves

learners’ ability to take responsibility for their own learning and to apply active

strategies, (autonomous as a learner). And as a final step, in a broader context,

it involves a higher and a greater generalized autonomous as individuals

(autonomous as a person).

Third, Macaro (1997) proposed a somewhat similar three-stage model:

autonomy of language competence, autonomy of language learning competence

and autonomy of choice and action. And finally, Scharle & Szab o’s (2000)

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proposes three phase model involving: raising awareness, changing attitudes

and transferring roles.

2.2.2 The Importance of Autonomous Learning in Language Learning

Autonomous learning has advantage in helping students to achieve high

degrees of independence and creativity. In language learning, many researchers

argue the significance of autonomous from different points of view. Harmer

(2007) suggests that to recompense for the limits of classroom time and to

enhance the chances for successful language learning, students need to be

encouraged to develop their own learning strategies so that as far as possible,

they become autonomous students.

Autonomous students are able to learn from their own successes and

failures by strategies that will help them to be more competent learners in the

future. Umeda (2000) cited in Onozawa, (2010) gives three reasons for the

importance of autonomous in education; developing a lifelong ability to cope

with the rapid social changes, fostering the students’ individuality, and

developing the diversity of the students’ educational and cultural background.

Benson (2001) indicates that developing such a capacity of taking control over

one’s own learning is always helpful.

According to Little (2003), there are two reasons of trying to make

students autonomous. First, if students are reflectively engaged with their

learning, it will be more efficient and effective, because it is more personal and

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focused. The efficiency and effectiveness of autonomous students means that

the knowledge and skills acquired in the classroom can be applied to situations

that arise outside the classroom. Second, if students are proactively committed

to their learning, the problem of motivation is solved. Autonomous students

draw on their intrinsic motivation when they accept responsibility for their own

learning, and success in learning strengthens their intrinsic motivation. In the

case of foreign languages there is a third reason. If language learning depends

on language use, students who have a high degree of social autonomous in their

learning environment should find it easier to master the full range of discourse

roles on which effective communication depends.

Karim Mattarima (2011) states that autonomous in learning is necessary,

and it is one of criteria of successful students. Autonomous students have strong

efforts to inquire what is learnt, how it is learnt, and why it is learnt. They will

need few helps from their teachers. They have great potency in appropriately

selecting their learning strategies, and mostly learn in their own strategies and

styles.

Dickinson (1995) as cited by Benson (2001) states that “taking an

active, independent attitude to learning and independently undertaking a

learning task, is beneficial to learning; that somehow, personal involvement in

decision making leads to more effective learning.” According to Benson

(2001), autonomous language students are better language students. Benson

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(2001) further explains that autonomous may lead to greater proficiency in

language use. Teachers and educational institutions should attempt to foster

autonomous through practices that will allow students to engage in modes of

learning in which this capacity can be developed.

According to a large body of empirical research in social psychology,

autonomous – “feeling free and volitional in one’s actions” Deci (1995) – is a

basic human need. It is nourished by, and in turn nourishes, our intrinsic

motivation, our proactive interest in the world around us. This explains how

autonomous students solve the problem of learner motivation: autonomous

students draw on their intrinsic motivation when they accept responsibility for

their own learning and commit themselves to develop the skills of reflective

self-management in learning; and success in learning strengthens their intrinsic

motivation. Precisely because autonomous students are motivated and reflective

students, their learning is efficient and effective (conversely, all learning is

likely to succeed to the extent that the student is autonomous). And the

efficiency and effectiveness of the autonomous student means that the

knowledge and skills acquired in the classroom can be applied to situations that

arise outside the classroom.

2.2.3 Characteristics of Autonomous Student

According to Dickinson (1993), autonomous students are able to

identify what has been taught. They are able to formulate their own learning

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objectives in collaboration with teacher, or as something that is in addition to

what teacher is doing. Furthermore, they are also able to select and implement

appropriate learning strategies consciously, and they can monitor their own use

in learning strategies. Lastly, autonomous students should monitor their own

learning and self-assessment. This is in line with Coterall (1995) who

mentioned that having the ability to evaluate the quality of their learning is

essential for autonomous students. She stated that in order to learn effectively,

students need to recognize the progress they are making and of what they can

do with the skills they have acquired. A similar report on autonomous students’

characteristics is also mentioned by Kemala (2014). She reported that

autonomous students were able to identify their learning needs, find the

material that they want to learn and select learning projects.

Dam (1990) also points out some classification of students that possess

autonomous. She claims that someone who qualifies as an autonomous student

is someone who can independently decides aims and purposes and set goals;

chooses materials and decides criteria for evaluation. Another characteristic of

an autonomous student is also proposed by Candy (1991). He lists some

characteristics of autonomous students as follows:

a. Methodological and disciplined

b. Logical and analytical

c. Reflective and self-aware

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d. Demonstrate curiosity, openness and motivation

e. Flexible

f. Interdependent and interpersonally complement

g. Persistent and responsible

h. Venturesome and creative

i. Show confidence and have a positive self-concept

j. Independent and self-sufficient

k. Have developed information seeking and retrieval skills

l. Have knowledge about and skill at, learning processes

m. Develop and use criteria for evaluating.

Thanasoulas (2000) also mentions seven main attributes characterizing

autonomous language students:

a. Have insights into their learning styles and strategies

b. Take an active approach to the learning task at hand

c. Are willing to take risks

d. Are good guessers

e. Attend to form as well as to content

f. Develop the target language into a separate reference system and are ready

to revise and reject hypotheses and regulations that do not apply, and

g. Have a tolerant and outgoing approach to the target language.

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In addition, students’ confidence correlates with academic success and

the capacity for autonomous. In line with Wenden (1991), he claims that

without confidence in their ability to learn successfully, students cannot

develop autonomous to their learning. It means that the students who possess

autonomous also possess the confidence of themselves.

From the explanation above, we can see there are many kinds of

characteristics by some researcher. Although many characteristics of

autonomous student have been proposed by researcher, there are some crucial

characteristic of autonomous student that agreed among them: students control

and responsibility over their own learning, able to make decision regarding the

learning process, determine goals, reflect on their learning, identify their

resources, monitor their progress and develop personal learning strategies.

These characteristics show what learners should be able to do in order to be an

autonomous student. In order to achieve success in developing these

characteristics, students need to be presented with autonomous learning

opportunities and support in the development of the necessary strategies to be

successful.

2.2.4 Relationship between Autonomous Learning and Reading Comprehension

The relationship between autonomous learning and the development of

language proficiency has recently been the subject of much heated debate.

Dafei (2007) states that one of the reasons why the relationship between

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autonomous and language proficiency, mainly reading proficiency, has become

a critical debate in recent years is that researchers have become aware of the

fact that effective learning is strongly affected by independent self-directed

learning. The other reason is that the global concern in education is forcing the

teachers to show the effectiveness of their teaching practices to gain

proficiency. And one of the requirements of proficiency gain is for the learner

to be autonomous (Zarei and Gahremani, 2010). Within the area of language

learning, the success of an autonomous learner depends on his activation and

use of metacognitive knowledge and metacognitive strategies (e.g. planning,

monitoring and evaluating) in every skill.

Most researchers believe that reading is a purposeful process, mainly at

more advanced stages, which involves the interaction of numerous skills,

abilities, strategies, and background knowledge to produce comprehension. It is

also thought that the higher levels of reading could be fostered by the

implementation of autonomous learner. In other words, a higher level of

comprehension may occur when the learners are autonomous and employ

metacognitive strategies, mainly monitoring strategies. The present study

intends to find out autonomous learning is related to their reading

comprehension ability.

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2.3 The Nature of Vocabulary

As explained in the background of the study, vocabulary takes such a

fundamental role in mastering English as a foreign language. There are some

definitions of vocabulary according to some experts.

Nation (2001) states that vocabulary knowledge implies knowing a word

in the spoken form of the word and the spoke form can be recognized and

understood in it and out of the context rather than guessing. In addition

Henriksen (1996) states that vocabulary knowledge is often defined as precise

comprehension which is operational as the ability to translate the lexical items in

to L1, the ability to find the right definition in a multiple choice task or the ability

to give a target language paraphrase. It means that vocabulary knowledge

requires the ability to reacts to words that the students do not need to think about.

The words just come into students’ mind to be used in an effective and natural

way. Even in a multiple choice task students react to the multiple definitions of

words and they know exactly the meaning of the words to be translated. So when

the students have knowledge of a word they do not take much time to think about

the word, they just have to use the word naturally and appropriately.

Hornby (1995) mentions his definition of vocabulary as the total number

of words in a language and vocabulary as a list of words with their meanings.

Richard and Schmidt (2002) argue that a set of lexemes, including single words,

compound words and idioms. Shared reading, defined by Hatch and Brown

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(1995) as the term vocabulary refers to a list or set of words for a particular

language or words that individual speakers of language might use.

According to Ur (1996), vocabulary can be defined roughly as the words

teacher teaches in the foreign language. The term “words” here means that the

new item of vocabulary maybe more than a single word, for example, father-in-

law and police office, which are made up from two or more words but express a

single definition or idea. In other case there are also compound words called as

multi-word idioms, for example call it a day.

From the definitions above, it can be concluded that vocabulary is a set or

list of words of a particular language including single words, compound words

and idioms that individual speakers of a language might use.

2.3.1 Kinds of Vocabulary

From all numbers of words, vocabulary can be classified into some

types. It can be classified based on different angels. First is Nation (2001), he

states that there are 2 kinds of vocabulary. They are receptive and productive

vocabulary. Receptive vocabulary refers to the words that native speakers and

foreign learners recognize and understand but hardly ever use. It is used

passively in either listening or reading. Productive vocabulary is utilized

actively either in speaking or writing. Listening vocabulary is generally larger

than speaking vocabulary while reading vocabulary is relatively larger than

writing vocabulary. Listening vocabulary is the words that people hear and

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understand when they are talking to others or listening to radio and televisions.

While reading vocabulary is the words that found by people when they are

reading. Writing vocabulary is the words that people use in writing essays,

reports, letter, etc. And speaking vocabulary is the words that people use in

their daily life and conversation.

Second, according to Nation (2008) vocabulary can be classified into

academics words, technical words, high frequency words and low frequency

words. Academic words are those which appear in English language academic

texts. Technical words are those which have specific meaning within a specific

field of expertise. High frequency words are quite simply those words which

occur most frequently in written material and commonly used in daily speech,

they are often words that have little meaning on their own, but they contribute a

great deal to the meaning of a sentence. Low frequency words those which

uncommonly occur in a language.

Third, vocabulary can be classified into a stock of words which have

been taught by the teacher and a stock of words which have not been taught

Harmer (1991). The first kind of vocabulary refers to the stock of words which

have been taught by the teacher or learnt by the students and which are

expected to be able to use. While the second term refers to the words of which

the students will recognize when they meet them, but of which they will

probably not be able to pronounce.

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Fourth, Thornburry (2002) states that vocabulary can be classified into

function words (grammatical words) and content words. Function words are

those which have little lexical meaning or have ambiguous meaning but serve

to express grammatical relationship with other words within a sentence. They

are always relatively few and resistant to change. They are lexically

unproductive and are generally invariable in form. Prepositions, pronouns,

determiners, conjunctions, auxiliary and particles belong to function words.

And contents words are those which have clear meaning such as nouns, most

verbs, adjectives and adverbs that refer to some object, action or characteristic

Fifth, Lehr and Osborn (2001) explain two kinds of vocabulary

description as follow.

First, words come in two forms, oral and print.

1. Oral vocabulary includes the words that are recognized and used in listening

and speaking.

2. Print vocabulary includes the words that are recognized and used in reading

and writing.

Second, word knowledge is composed of two forms, receptive and

productive.

1. Receptive Vocabulary includes words that are recognized when we hear or

see them. It is the ability to comprehend passive vocabulary which is used in

reading and listening context.

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2. Productive vocabulary includes words that are recognized when we speak or

write. It is an active ability which is used in speaking or writing.

From the classification above, we can conclude that vocabulary can be

classified into receptive vocabulary, productive vocabulary, academic

vocabulary, technical vocabulary, high frequency vocabulary, low frequency

vocabulary, functional vocabulary, content vocabulary, vocabulary has already

been known and vocabulary has not been learnt. All of those classifications of

vocabulary have to be understood by the students.

2.3.2 Vocabulary Mastery

John (2000) states that vocabulary is knowledge of knowing the

meanings of words and therefore the purpose of a vocabulary test is to find out

whether the learners can match each word with a synonym, a dictionary – tape

definition, or an equivalent word in their own language. In learning vocabulary

automatically they have to know the meaning of words themselves and can use

it in sentences. Vocabulary mastery can be defined as a number of vocabulary

(words) in a language which contains information about its meaning, form, and

usage in context of communication. It is the basic knowledge that students

should master first before mastering English. Vocabulary learning is a principal

issue for English learning because it comprises the basic building blocks

of English sentences.

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The vocabulary mastery is not a spontaneous process which is easy to be

done. The process of vocabulary mastery begins when someone is still an

infant. Basically, the baby’s first language comes from the mother tongue.

They will master the vocabulary through the simple words by listening to the

words which are uttered by someone else. It is known that English vocabulary

learning cannot run successfully without English ability (English skills) because

both of them are very important in English teaching and learning process. The

students cannot do well in comprehension without large vocabulary, for the

passages and questions involve a range of words much wider than that of daily

conversation.

To make the discussion clear, Harmer’s opinion about vocabulary

mastery in his book can be added. Harmer (2001) says that there are some

aspects that have to be discussed in vocabulary namely; word meaning

(synonym, antonym, connotation and denotation), extending use such as

idioms, spelling and pronunciation.

a. Meaning

The meaning can be classified according to the form they attach to. It

can be classified into three forms: lexical meaning, morphological meaning,

and syntactic meaning.

Lexical meaning is the meaning that attaches to words as word.

For example, the meaning of a building for human habitation that attaches to

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house is lexical meaning. Morphological meaning is the meaning that

attaches to morpheme. Morpheme is the smallest unit that carries

information about meaning or function. And the meaning that attaches to the

word arrangement in a sentence is the syntactic meaning.

A word meaning can also be defined by its relationship to other

words. One should also know the denotation and connotation of a word in

order to know the negative or positive meanings that occur in the word.

1) Synonym

The term synonymy derives from Greek: syn- + -nymy. The two

parts mean “same and name”. Synonymy deals with sameness of

meaning, more than one word having the same meaning, alternatively the

same meaning being expressed by more than one word. In other words,

synonym is words whose denotation is the same but has different

connotation.

2) Antonym

Antonym is the opposite of meaning. It derives from Greek,

“ant- and nymy”, the two parts mean “opposite + name”. Antonym deals

with oppositeness of meaning. Antonyms are not differentiated for

formality or dialect or technicality; antonyms occur within the same style,

dialect, or register.

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3) Connotation

Connotation is more complicated than denotation. Connotation is

feeling and emotion that occurs within a word. Thus, it can be said that

connotation is denotative meaning which is stretched. In other words,

connotation is the feeling and emotion associated with a meaning.

4) Denotation

Denotative meaning is called as some terms such as den

notational meaning, cognitive meaning, conceptual meaning, ideational

meaning, referential meaning, or proportional meaning. This is called

denotational, referential, conceptual, or ideational because the meaning

refers to a certain referent, concept, or idea from reference. Denotative

meaning is also called cognitive meaning because the meaning concerns

with consciousness or knowledge.

b. Use

According to Nation (2001), there are some ways to draw the

attentions to the use of words by quickly showing the grammatical pattern

the word fits into (countable/uncountable, transitive/intransitive, etc.),

giving a few similar collocates, mentioning any restrictions on the use of

the word (formal, informal, impolite, only used with children, etc.), and

giving a well-known opposite or a well-known word describing the group

or lexical set it fits into.

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c. Spelling

Spelling is the writing of a word or words with the necessary letters

and diacritics present in an accepted standard order and an arrangement of

letters that form a word or part of a word; the process of forming

words by putting letters together. According to Ur (1996) there are some

important points that should be considered when teaching vocabulary that is

form (pronunciation and spelling). The learners have to know what a word

sound is like (its pronunciation) and what it looks like (its spelling).

d. Pronunciation

According to Hewings (2004), pronunciation of a language is the main

components of speech which combine together. These components range

from the individual sounds that make up speech, to the way in pitch (the rise

and fall of the voice is used to convey meaning). Pronunciation can be said

as the act of uttering with articulation; the act of giving the proper sound and

accent; utterance; as, the pronunciation of syllables of words; distinct or

indistinct pronunciation. It is a way in which language is spoken. It includes

segmental feature, vowel, and the intonation patterns. The listeners are

supposed to apply them well and correctly. According to Ur (1996), there are

some important points that should be considered when teaching vocabulary

that is form (pronunciation and spelling). The learners have to know what a

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word sound is like (its pronunciation) and what it looks like (its spelling).

These are fairly obvious characteristics and the words will be perceived by

the learners when encountering the items for the first time.

From the explanation above, we can conclude that students should

master the words of the language because language consists of words. It is in

order to be able to use the language approximately. Mastered a large number

of words, they will be able to express their ideas in the language approximately.

2.3.3 The Learning of Vocabulary

According to Discoll, Liz and Pye, Glennis (2005), there are some ideas

to help students learn vocabulary:

a. Write new words in a note book

In learning new words to determine difficult words, students can use

dictionaries and the thesaurus, pronounce unfamiliar words, and develop a

system for learning new words.

b. List other related words

This idea will be easy to students to master vocabulary and can understand

about a reading text.

c. Write the words in phrases

This idea can help students remember the words so long time and will be

difficult to forget it.

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d. Note anything particular about grammar

This idea also helps the student master vocabulary and will be easy to

understand about reading text.

e. List word in group

By listing word in group, the students will be easy to remind the word.

In addition, Brown (1994) states that vocabulary is also the focus of

drill, exercise, and memorization effort. Below, there are some guidelines for

the communicative treatment of vocabulary instruction:

a. Allocate specific class time to learn.

b. Help students learn vocabulary in context.

c. Play down the role of bilingual dictionaries.

d. Encourage students to develop strategies in determining the meaning of

words.

Based on review above, it will be easy to improve students’ vocabulary.

In learning vocabulary, students can develop some strategies above, because, it

can enrich students’ vocabulary mastery.

2.3.4 The Importance of Vocabulary Mastery

Thornburry (2002) states that vocabulary means a large collection

of items. He adds that learning vocabulary is important because it

enriches someone’s knowledge of words. This implies that. The success of the

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learner in learning a language depends on not only the size of vocabulary

but also vocabulary building.

Cameron (2001) in Alqahtani (2015) believes that building a useful

vocabulary is central to the learning of a foreign language at primary

level. Building vocabulary means both understanding the meanings of

words and learning to decode those words. Thus, the students can

Wallace (1982) mentions two main reasons about the importance of

vocabulary.

1. Language exists in two forms, spoken and written, both of them need

vocabulary to develop the existence itself.

2. Vocabulary is needed for production in learning English as a foreign

language rather than only needed for recognition it.

To show the importance of vocabulary, Bromley (2004) states that

vocabulary holds some important roles in teaching learning process. They are

as follows:

a. Promoting Fluency

Student who recognize and understand many words, read more quickly

and easily than those with smaller vocabularies.

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b. Boosting Comprehension

Vocabulary knowledge strongly influences comprehension. In a

component analysis of comprehension, word meanings were found to make

up 74% of comprehension.

c. Improving Achievement

A large vocabulary means a large of conceptual knowledge which

makes academic learning easier. Students with large vocabulary score higher

on achievement test then those with small vocabularies.

d. Enhancing Thinking and Communication

Words are tools for analyzing, inferring, evaluating and reasoning. A

large vocabulary allows for communicating in ways that are precise,

powerful, persuasive and interesting.

In conclusion, realizing that the knowledge of vocabulary is very

important, learners have to pay a greater attention to the vocabulary

teaching. Teachers can emphasize the importance of vocabulary early in

school and continue to provide students with opportunities to build word skills.

Multimedia tools are good ways to expose students to new concepts and

enhance their desire to build vocabulary skills. If someone can master

vocabulary well, He or she will be able to promote fluency, boost

comprehension, improve achievement and enhance thinking and

communication.

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2.3.5 Relationship between Vocabulary Mastery and Reading Comprehension

One of the reasons why students find reading in some subject fields

difficult is because of their less of vocabulary. Whereas in fact of vocabulary is

the most important thing in reading skill. Most of people find the difficult word,

we still just continue our reading in the hope that the word we read is not

important, or that its meaning will become clear later on. However, sometimes

these word that we passed usually as the key of our reading and understanding.

People cannot catch and grasp the idea from our reading as well as possible. So

looking up the difficult words in dictionary is better for us. More knowing of

vocabulary will easier to read something. Here vocabulary have important role

in reading aspects especially.

Bromley (2004) states that vocabulary knowledge sponsors reading

fluency, enhances academic achievement and improves reading comprehension.

“It is clear that a large and rich vocabulary is the hallmark of an individual.

Indeed, a large vocabulary repertoire facilitates becoming an educated person to

the extent that vocabulary knowledge is strongly related to reading proficiency

in particular and school achievement in general”

Cooper (1984) describes vocabulary as being the key ingredient to

successful reading. (Laufer, 1989; Maher Salah, 2008; Nation, 2001) maintain

that when the percentage of unknown vocabulary in a given text increases, the

possibility of comprehending the text decreases. Laufer (1989) claims that a

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reader whose vocabulary is insufficient to cover at least 95% of the words in a

passage will not be guaranteed comprehension. Readers themselves consider

vocabulary knowledge to be the main obstacle to second language reading

comprehension. Yorio (1971) surveyed second language students, who stated

that vocabulary was their most important problem in reading comprehension.

2.3.6 Relationship between autonomous learning, vocabulary mastery and

reading comprehension

Reading comprehension and vocabulary mastery are parts of English

proficiency, and students’ English proficiency was significantly and positively

related to their autonomous learning (Dafei, 2007). To have good

comprehension in reading, a reader has to practice more by reading

autonomously. However, it is not an easy thing to do. A reader needs to have a

purpose and an interest to do it. By having an interest in reading autonomously,

a reader will encounter a lot of new vocabulary. Then, by having good

vocabulary mastery, a reader might be more interested in reading more often.

Therefore, autonomous learning and vocabulary mastery have strong

relationships in reading comprehension. It can be hypothesized that someone

who has good level in autonomous learning and has good vocabulary

knowledge, he may have good comprehension in reading any kind of text,

including narrative text.

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It is evident that autonomy in vocabulary learning is necessary.

Blachowics & Fisher (2000) puts a lot of emphasis on the necessity of

autonomy. They indicated that a student should be willing and have confidence

in their learning ability so as to achieve good vocabularies. Learner autonomy is

very important in the employment of vocabulary learning since it offers learners

numerous privileges including enhancing their motivation and thus realizing

vocabulary acquisition. According to Tuan (2011), the study of lexical items is

indeed fundamental in the acquisition of English language. It is thus,

improbable for a learner to interact effectively when there is the absence of

vocabulary. Besides, it is highly unlikely that a student would be able to acquire

all necessary new words while in school, and therefore, he/she is must invent

ways to gain more vocabulary. In this regard, Tuan (2011) suggests that learner

autonomy is now a huge benefit for learners of vocabulary. Feng (2015) agrees

that learner autonomy is increasingly attracting much attention from learners of

English language especially in studying vocabulary.

It is necessary for the students to be autonomous learner in vocabulary

and reading comprehension. Another important factor in comprehending a text

is vocabulary. Vocabulary is an important factor in the comprehension of

language and the number of words acquired by a learner is related to

competent language use (Nation, 1990). Students who have a limited

vocabulary are at risk of not becoming proficient in reading . In addition,

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vocabulary is a major factor of poor reading comprehension, and students’

word knowledge is strongly linked to success in academics (NRP, 2000 and

Nagy, 1998). Stahl and Nagy (2006) add that the more words we have, the

more complex ways we can think about the world.

Then, it can be assumed that students’ reading comprehension is

supported by two factors, namely students’ autonomous learning and

vocabulary mastery. Based on the explanations above the writer assumes that

both the students’ autonomous learning on English text and vocabulary mastery

are taking part in reading comprehension on narrative text. When the students

have good level in autonomous learning and being supported by mastered

vocabulary they will achieve the higher level of reading comprehension. Thus it

can be predicted theoretically, the students’ autonomous learning on English

text and vocabulary mastery have positive correlation toward reading

comprehension.

2.4 Related Studies

Some relevant studies have been conducted for recent years about

autonomous learning, vocabulary mastery and students’ reading comprehension

skill. According to these previous studies, the researcher could get more

understanding about the detailed information of the research on the variables of

the thesis. First a study from Mansour Koosha, Azam Abdollahi and Fatemeh

Karimi (2016) about the relationship among EFL Learners’ Self-esteem,

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autonomy and reading comprehension. The purpose was to see whether any

significant relationship exists among EFL learners’ self-esteem, autonomy, and

reading comprehension; and whether there is any significant difference between

EFL learners’ self-esteem and autonomy in predicting their reading

comprehension skill. 121 EFL students who were studying English Language

Literature and Translation at Islamic Azad University Central Tehran Branch

were the participants and they were randomly selected. The results of this study

showed that there was a significant relationship among EFL learners’ self-

esteem, autonomy, and reading comprehension. There was also a significant

difference between EFL learners’ self-esteem and autonomy in predicting their

reading comprehension. The similarity of these two studies is the questionnaire

of autonomous learning, it is questionnaire adopted by Zhang and Li (2004). The

difference is the participant, Koosha, Azam And Fatemh’s study conducted at

Islamic Azad University, it means that the participants in University level. While

this current study will be conducted at MAN 1 Kampar, it means that the

participants in Senior High School level.

Second is a study from Zafarian and Nemati, (2016) about the effect of

learner’s autonomy on EFL learners reading comprehension. This study

examined the impact of learner autonomy on reading comprehension of EFL

learners. The participants of this study were 100 learners who took part in

advanced classes whose score fall into the range of 48 to 60 (advanced level

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according to the test placement chart). The result of this study, there was a

significant positive relationship between learner autonomy and reading

comprehension of EFL learners. Also running multiple regressions revealed that

learner autonomy can predict reading comprehension of learners. Also, the t-test

was computed to determine the significance of difference between male and

female on learner autonomy questionnaire. On the basis of the above results,

there is no significant difference between male and female learners in autonomy

level. The similarity is the level of the participants, they are in the Senior High

School level. The differences are the questionnaire of autonomous learning and

the test for reading comprehension. Zafarian A Nemati’s study used

questionnaire of autonomous learning adopted by Spratt and Chan (2000) and for

reading comprehension test derived from PET Practice Tests developed by Jenny

Quintana (2003). While this current study will use questionnaire of autonomous

learning adopted by Zhang and Li (2004) and for reading comprehension test, the

writer will take some report texts on student’s book and make question from

those texts.

Third is a study from Rijalul Husni (2015) about the influence of learner

autonomy and learning style towards students’ reading achievement at senior

high school level in Rokan Hulu Regency. This study investigated the influence

of learner autonomy and learning style on students’ reading achievement at

Senior High School Level in Rokan Hulu Regency. The respondents of this study

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were the second year students of Senior High School Level in Rokan Hulu

Regency. Total sampling was used. The total sample of this study was 177

students. The finding of this study showed that there was influence of learner

autonomy and learning style on students’ reading achievement at Senior High

School Level in Rokan Hulu Regency. The similarity is the level of the

participants, they are in the Senior High School level. The difference is the

research design.

Fourth is a study from Myartawan, Latief and Suharmanto (2013) about

the correlation between learner autonomy and English proficiency of Indonesian

EFL college learners. This study investigated the correlation between learner

autonomy psychologically defined in the study as a composite of behavioral

intentions to do autonomous learning and self-efficacy in relation to autonomous

learning, and English proficiency. The sample comprised 120 first semester

English-majored students of a state university in Bali, Indonesia. The data were

collected from documents and by administering two questionnaires. Multiple

linear regression analysis conducted revealed that learner autonomy and English

proficiency as defined in the study had a significant, strong, positive relationship.

The similarity of these two studies is the research design. The differences are the

participant and the instrument. Myartawan Latif and Suharmanto’s study

conducted at first semester English majored students of a state University in Bali,

it means that the participants in University level. While this current study will be

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conducted at MAN 1 Kampar, it means that the participants in Senior High

School level. The questionnaire that used by Myartawan Latif and Suharmanto

was adopted by Macaskill and Taylor (2010). While this current study will use

questionnaire of autonomous learning adopted by Zhang and Li (2004).

Fifth is a study from Zarei Abbas Ali and Gahremani Kobra (2010) about

on the relationship between learner autonomy and reading comprehension. This

study investigated the relationship between MA students’ autonomy and their

reading comprehension ability. The instruments were 32 item questionnaires and

20 item multiple choices reading comprehension test. The sample was 68

participants. The result of this study showed that there was a positive relationship

between learners’ autonomy and the reading comprehension ability but the one

way ANOVA showed that the differences among the scores of low, mid and high

autonomy-level students on the reading comprehension test were not statistically

significant. Regression analysis showed that, of the factors considered in the

questionnaire, only the Nature of Language Learning was a reliable predictor of

reading comprehension ability of the participants. The similarity is the level of

the participants, they are in the Senior High School level. The difference is the

questionnaire of autonomous learning. Zarei Abbas Ali and Gahremani Kobra’s

study used questionnaire of autonomous learning adopted by Cottrell’s

questionnaires of 2000 and 1999 studies. While this current study will use

questionnaire of autonomous learning adopted by Zhang and Li (2004).

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Sixth is a study from Mulyadi (2017) about the effects of logical thinking

mastery towards students’ reading comprehension at state senior high school in

east Jakarta. This study analyzes empirically the effects of logical thinking and

vocabulary mastery towards students’ reading comprehension. The result of this

study is there is a significant effect of logical thinking and vocabulary mastery

concurrently towards students’ reading comprehension. The similarity is the level

of the population, they are in the Senior High School level. The difference is

participant. Mulyadi’s study conducted at twelfth grade students of three schools;

SMA 88, SMA 98 and SMA 106, while this current study will be conducted at

eleventh grade students of 1 school, it is MAN 1 Kampar.

Seventh is a study from Fahrurrozi (2017) about relationship between

students’ reading interest and vocabulary mastery with reading comprehension

ability. This study investigate the relationship of reading interest with reading

comprehension, the relationship of vocabulary mastery with reading

comprehension and the relationship of vocabulary mastery with reading

comprehension. The result of this study is showed that there is positive

correlation between the variables of reading interest and vocabulary together

with the reading comprehension. The similarity of these two studies is the

research design. The difference is the participants. Fahrurrozi’s study conducted

at elementary school level, while this current study will be conducted at senior

high school level.

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Eighth is a study from Eva Faliyanti (2015) about the correlation between

students’ vocabulary mastery and their interest in English toward reading

comprehension in descriptive text. This study investigate the relationship of

reading interest with reading comprehension, the relationship of vocabulary

mastery with reading comprehension and the relationship of reading interest and

vocabulary mastery with reading comprehension. The result of this study is there

is positive correlation between the variables of reading interest and vocabulary

together with the reading comprehension. The similarity of these two studies is

the research design. The difference is the participants. Eva Faliyanti’s study

conducted at English Department students of FKIP Muhammadiyah University

of Metro, it means that the participants in University level. While this current

study will be conducted at MAN 1 Kampar, it means that the participants in

Senior High School level.

Ninth is a study from Angelina Wan Lin Tan (2017) about relationship

between vocabulary size and reading comprehension levels of Malaysians

tertiary students. This study investigated the relationship between vocabulary

size and reading comprehension performance among students in a tertiary

institution in a Malaysian context and examined the vocabulary size required for

students to achieve reading comprehension at various levels of proficiency. The

result of this study showed that the average vocabulary size of the students was

just over 6000 word families and this vocabulary size was generally insufficient

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for adequate reading comprehension. Students needed an average vocabulary size

of about 8000 word families to achieve adequate reading comprehension and

about 10000 word families to achieve proficient reading comprehension. Based

on the individual student’s performance, this study did not find a linear

relationship between vocabulary size and reading comprehension performance,

nor was there a threshold vocabulary size for adequate reading comprehension.

The similarity of these two studies is the research design. The difference is the

participants. Angelina Wan Lin Tan’s study conducted at second year Diploma

Mass Communication students at a private University College in Malaysia, it

means that the participants in University level. While this current study will be

conducted at MAN 1 Kampar, it means that the participants in Senior High

School level.

Tenth is a study from Amal Hayati (2016) about the correlation between

Indonesian students’ vocabulary mastery and their reading comprehension. This

study explores students’ background knowledge in pre reading activities suggests

the importance of interaction in the process of meaning making which requires

appropriate vocabulary. The result of this study showed that there was a positive

correlation between students’ vocabulary mastery and their reading

comprehension at the fourth semester students of STKIP Dharma Bakti Lubuk

Alung. The similarity of these two studies is the research design. The difference

is the participants. Amal Hayati’s study conducted at the fourth semester students

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in University level. While this current study will be conducted at MAN 1

Kampar, it means that the participants in Senior High School level.

2.5 Operational concepts

This research has three variables. The first one is the students’

autonomous learning. The second one is the students’ vocabulary mastery. Then,

the third one is students’ reading comprehension. The students’ autonomous

learning is the first independent variable (also called variable X1). The students’

vocabulary mastery is the second independent variable (also called variable X2)

Furthermore, the students’ reading comprehension is a dependent variable (also

called variable Y).

After reviewing the related literatures on the variables of this research, it

can be concluded that the indicators as the operational concept for the three

variables of this research as follows:

a. Indicators of students’ reading comprehension (King and Stanley, 1989)

1) Finding main idea

2) Finding factual information

3) Finding meaning of vocabulary in context

4) Finding reference

5) Finding inference

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b. Indicators of autonomous learning (Henri Holec, 1981)

1) Students are able to determine the objectives

2) Students are able to define the contents and progression

3) Students are able to select methods and techniques to be used

4) Students are able to monitor the procedure of acquisition

5) Students are able to evaluate what has been acquired

c. Indicators of students’ vocabulary mastery (Thornburry, 2002)

1) Students are able to identify nouns

2) Students are able to identify verbs

3) Students are able to identify adjective

4) Students are able to identify adverb

5) Students are able to identify synonym

6) Students are able to identify antonym

2.6 Assumptions and Hypotheses

Based on the phenomena found at school regarding to the students’

reading comprehension skill, it is necessary to state assumptions as well as

hypotheses.

2.6.1 Assumptions

It is assumed that autonomous learning and vocabulary mastery can

influence students’ reading comprehension skill

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2.6.2 Hypotheses

Some hypotheses can be stated as follows:

H01 : There is no significant influence of autonomous learning on students’

reading comprehension skill.

H02 : There is no significant influence of vocabulary mastery on students’

reading comprehension skill.

H03 : There is no significant influence of autonomous learning and vocabulary

mastery on students’ reading comprehension skill.

Ha1 : There is a significant influence of autonomous learning on students’

reading comprehension skill.

Ha2 : There is a significant influence of vocabulary mastery on students’

reading comprehension skill.

Ha3 : There is a significant influence of autonomous learning and vocabulary

mastery on students’ reading comprehension skill.

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CHAPTER III

RESEARCH METHOD

3.1 Research Design

In order to comprehend the influence of two different factors affecting

students’ reading comprehension skills, the writer was used a quantitative

research. According to Cresswell (2012), in quantitative research, the

investigator identifies research problem based on trends in field or on the need to

explain why something occurs. Describing a trend means that the research

problem can be answered best by a study in which the researcher seeks to

establish the overall tendency of responses from individuals and to note how this

tendency varies among people. However, some quantitative research problems

require that you explain how one variable affects another. It will be used in

examining autonomous learning and students’ vocabulary mastery that are

assumed influencing reading comprehension of narrative text of students at MAN

1 Kampar. According to Gay and Airisian (2000), a correlational approach

involves collecting data to determine whether, and to what degree, a relationship

exists between two or more quantifiable variables. Like statistical correlations

(product moment correlation coefficient), statistical regression examines the

association or relationship between variables (Geoffrey Marczyk et al, 2005).

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76

However, the main purpose of statistical regression is prediction or finding the

percentage of influence.

There were three variables consisted in this study. Autonomous learning

(X1) and vocabulary mastery (X2) were independent variables. The independent

variables are variables that influence or becoming factors of how dependent

variables may exist (Sugiyono, 2017). While students’ reading comprehension

(Y) was dependent variable in the study. The relationship among the variables is

illustrated in the following figure:

Figure III.1 The Relationship Among Variables

3.2 Place and Time of the Research

This study was conducted at MAN 1 Kampar which is located on Jl.

A.Rahman Samad, Kuok, Kampar. The researcher took the data from August

until October 2020.

3.3 Population and Sample

3.3.1 Population

The population of this study was the second grade students of MAN 1

Kampar in academic year of 2020/2021. According to Cresswell (2012),

X1

X2

Y

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population is a group of individuals who have the same characteristic. A target

population or the sampling frame is a group of individuals or a group of

organizations with some common defining characteristic that the researcher can

identify and study.

Kumar (2011) explained that “the class, families living in the city or

electorates from which you select your sample are called population or study

population and are usually denoted by the letter N”. The total number of the

population was 193 students who were in the first semester. There were seven

classes consisted around 25 until 31 students per each class. Here is the table of

population of the second grade students at MAN 1 Kampar.

Table III.1 Population of the Second Grade Students

at MAN 1 Kampar

No Classes

Total of

Students

1 XI Agama 1 25

2 XI Agama 2 27

3 XI MIA1 31

4 XI MIA 2 27

5 XI IIS 1 28

6 XI IIS 2 28

7 XI IIS 3 27

Total 193

3.3.2 Sample

In order to minimize the number of the population, the sample of the

study needs to be taken. According to Cresswell (2012), a sample is a subgroup

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of the target population that the researcher plans to study for generalizing about

the target population. In an ideal situation, the researcher can select a sample of

individuals who are representative of the entire population.

Darmadi (2014) stated that sample is a part of number and characteristic

that belong to the population. The procedure to get the sample will be using

probability sampling. In quantitative research, probability sampling is the most

rigorous and famous form of sampling. According to Cresswell (2012)

probability sampling allows the writer to select individuals from the sample as

the representative of the population and make generalization to the population.

Since the populations are homogenous and every person has the same

opportunity to be selected as the respondents, the writer will use simple random

sampling, in which every member of the population had an equal and

independent chance of being selected to be the sample. Creswell (2012) stated

that in simple random sampling, the researcher selects participants for the sample

so that any individual has an equal probability of being selected from the

population. The intent of simple random sampling is to choose individuals to be

sampled who are representative of the population. According to Gay (2012) the

minimally acceptable sample size for correlational study is 30 respondents. The

writer selected 25% of population, the distribution of the sample was 25% x 193

= 48.

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Because of the data was taken online, the researcher did these following

steps:

1. Sent the instruments file through e-learning with the help of English teacher.

2. The students were asked to answer the questions on their paper and took

photos of the answer then upload to e-learning.

3. Then the writer downloaded the students’ answer in e-learning.

3.4 Data Collection Technique

There were three different instruments used in this study to collect the

data. For one independent variable; autonomous learning (X1) was measured by

using questionnaire. One independent variable and one dependent variable;

vocabulary mastery (X2) and reading comprehension (Y) were measured by

using test.

3.4.1 Reading Comprehension

The data was taken to measure students’ reading comprehension skill

was a test about reading comprehension using narrative text that related to their

study. The blue print of reading comprehension test is shown in the following:

Table III.2 The Blueprint of Reading Comprehension

No Components of reading

comprehension

Number of

items

Number of each

items

1 Finding main idea 5 1, 6, 11, 16, 21

2 Finding factual information 5 2, 7, 12, 17, 22

3 Finding meaning of vocabulary 5 3, 8, 13, 18, 23

4 Finding reference 5 4, 9, 14, 19, 24

5 Finding inference 5 5, 10, 15, 20, 25

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3.4.2 Autonomous Learning

To collect the students’ autonomous learning data, the writer gave

questionnaire to them. Questionnaire that used in this study was a set

questionnaire designed by Zhang and Li (2004). The participants responded on

the basis of five points Likert Scale. They are asked to decide whether never,

rarely, sometimes, often and always in answering the questionnaires. To avoid

the misunderstanding, the indicators and the items of questionnaires are shown

in the following:

Table III.3 The Blue Print of Autonomous Learning Questionnaire

No Indicators of autonomous learning Item Number

1 Students are able to determine the

objectives

12

2 Students are able to define the contents

and progression

1, 4, 7, 14

3 Students are able to select methods and

techniques to be used

2, 3, 5, 8, 9, 16, 17, 19, 20, 21

4 Students are able to monitor the

procedure of acquisition

11, 13, 15

5 Students are able to evaluate what has

been acquired

6, 10, 18

The interval scale for the questionnaire consists of five levels in each

questions, they are shown in the following:

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Table III.4 The Scale of Assessment Respondents of Autonomous Learning

Interval Score Autonomous Learning

5 Always

4 Often

3 Sometimes

2 Rarely

1 Never

3.4.3 Vocabulary Mastery

The data was taken to measure students’ vocabulary mastery was a test

about vocabulary mastery. The blue print of vocabulary mastery test is shown

in the following:

Table III.5 The Blue Print of Vocabulary Mastery Test

No Indicators of Vocabulary Mastery Item Number

1 Students are able to identify noun 1, 7, 13, 19

2 Students are able to identify verb 2, 8, 14, 20

3 Students are able to identify adjective 3, 9, 15

4 Students are able to identify adverb 4, 10, 16

5 Students are able to identify synonym 5, 11, 17

6 Students are able to identify antonym 6, 12, 18

3.5 Pilot Study

Pilot study was used before collecting the data. The purpose of using pilot

study was to make sure that all the tests have validity and reliability. The pilot

study was done by doing try out the instruments, in this study, vocabulary

mastery test and reading comprehension test. In this study, the writer contributed

try out to 27 students who are not selected to be participants before.

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Before the test is administered to the sample of the study, it is very

necessary for the researcher to distribute a test which is already valid and

reliable. So, there will be pilot test in order to try out the instruments used to

collect the data, in this case, the instruments are two different tests of vocabulary

mastery and reading comprehension of narrative text.

Figure III.2 The Procedures of Pilot Study

3.5.1 Validity

According to Cresswell (2009) validity in quantitative research refers to

whether one can draw meaningful and useful inferences from scores on

particular instrument. In addition, validity is used to find out whether what we

want to measure is measured in our instruments.

Pilot Study

Questionnaires Test

Vocabulary

Mastery

Reading

Comprehension

Reliability

Test

Validity

Test

Validity

Test

Reliability

Test

Autonomous

Learning

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Heaton (1995) states that the validity of a test is “the extent to which it

measures what it is supposed to measure and nothing else”. In this research, the

research questions in the instruments had been formulated based on the

indicators of each variable and a review of the related literature. Then,

questions to be asked in the instrument were examined by the thesis advisor

beforehand to ascertain their validity and appropriateness.

Before the instruments were carried out to the sample of the study, it

was very necessary to obtain the validity of the instrument. 27 students whom

were not the sample were asked to fill out two instruments; vocabulary mastery

test and reading comprehension test. Based on the try out which was conducted

to the students, the validity of the instruments could be seen in the following

table:

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Table III.6 The Validity of Reading Comprehension Test

Item Pearson

Correlation

Sig. (2-

tailed) Description

Q1 .429* .026 VALID

Q2 .532** .004 VALID

Q3 .581** .002 VALID

Q4 .744** .000 VALID

Q5 .437* .023 VALID

Q6 -.341 .082 INVALID

Q7 .553** .003 VALID

Q8 .435* .023 VALID

Q9 .553** .003 VALID

Q10 .851** .000 VALID

Q11 .597** .001 VALID

Q12 .510** .007 VALID

Q13 .649** .000 VALID

Q14 .769** .000 VALID

Q15 -.328 .095 INVALID

Q16 .736** .000 VALID

Q17 -.211 .291 INVALID

Q18 .631** .000 VALID

Q19 .864** .000 VALID

Q20 .484* .010 VALID

Q21 .398* .040 VALID

Q22 .564** .002 VALID

Q23 .581** .001 VALID

Q24 .724** .000 VALID

Q25 .865** .000 VALID

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Table III.6 shows the validity test result of reading comprehension

instrument. There were 22 of 25 items which was considered as valid items.

Meanwhile, the invalid items were item number 6, 15 and 17. Those items were

deleted from the test, and only valid items were distributed to the sample of the

study.

Table III.7 The Validity of Vocabulary Mastery Test

Item Pearson

Correlation

Sig. (2-

tailed) Description

Q1 .541** .004 VALID

Q2 .584** .001 VALID

Q3 .556** .003 VALID

Q4 .641** .000 VALID

Q5 .641** .000 VALID

Q6 .775** .000 VALID

Q7 .541** .004 VALID

Q8 .661** .000 VALID

Q9 .768** .000 VALID

Q10 -.222 .267 INVALID

Q11 .431* .025 VALID

Q12 .431* .025 VALID

Q13 .657** .000 VALID

Q14 .556** .003 VALID

Q15 .700** .000 VALID

Q16 .556** .003 VALID

Q17 .677** .000 VALID

Q18 .875** .000 VALID

Q19 .578** .002 VALID

Q20 .578** .002 VALID

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Table III.7 shows the validity test result of vocabulary mastery

instrument. There were 19 of 20 items which was considered as valid items.

Meanwhile, the invalid item was item number 1. That item was deleted from the

test, and only valid items was distributed to the sample of the study.

3.5.2 Reliability

Beside validity, a good test should also be considered reliable. Harris

(1974) said that “By reliability is meant the stability of test scores. A test cannot

measure anything well unless it measures consistently”. Kumar (2011) also said

that “the concept of reliability in relation to a research instrument has a similar

meaning: if a research tool is consistent and stable, hence predictable and

accurate, it is said to be reliable. The greater the degree of consistency and

stability in an instrument, the greater its reliability is”. A prior test was also

taken by students who were not the sample of this study. Both validity and

reliability of the test were measured by using SPSS version 22.

In other words reliable shows the consistency of a measuring device

inside measuring the same symptoms. The following table is the level of

internal consistency of Cronbach Alpha:

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Table III.8 The Interpretation of Correlation Coefficient

No Interval Explanation

1 Between 0.800 – 1.000 Very strong

2 Between 0.600 – 0.799 Strong

3 Between 0.400 – 0.599 Less strong

4 Between 0.200 – 0.399 Weak

5 Between 0.000 – 0.199 Very weak

Adopted from (Riduwan, 2010)

Table III.9 Reliability Test of Reading Comprehension

Reliability Statistics

Cronbach's Alpha N of Items

.874 25

Table 3.9 shows that the value of Cronbach alpha is 0.874 which

indicates the reliability of the reading comprehension test distributed to the

students is highly reliable because the value is in the range of > 0.80 which

means the test is reliable and acceptable to be used as the instrument for data

collection.

Table III.10 Reliability Test of Vocabulary Mastery

Reliability Statistics

Cronbach's Alpha N of Items

.891 20

Table 3.10 shows that the value of Cronbach alpha is 0.891 which

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indicates the reliability of the vocabulary mastery test distributed to the

students is highly reliable because the value is in the range of > 0.80 which

means the test is reliable and acceptable to be used as the instrument for data

collection.

3.6 Data Analysis Technique

It is very important to analyze the collected data to find out the result of

the study. In analyzing the data, there were two kinds of analyses used;

descriptive and inferential analysis. According to Creswell (2014), “Descriptive

analysis of data for variables in a study includes describing the results through

means, standard deviations, and range of scores. While inferential questions or

hypotheses relate variables or compare groups in terms of variables so that

inferences can be drawn from the sample to a population”.

3.6.1 Descriptive Analysis

In descriptive analysis, the researcher analyzed the frequent of students’

autonomous learning and the level of students’ vocabulary mastery and

students’ reading comprehension. To analyze the data taken from the

questionnaires of autonomous learning, SPSS 22 was used. It was used to

determine frequency, mean and standard deviation of the collected data.

Moreover, to analyze the data from students’ vocabulary mastery and

students’ reading comprehension the researcher used analytic methods of

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scoring. According Hudges (1989), analytic methods of scoring is “methods of

scoring which require a separate score for each of a number of aspects of a task

are said to be analytic”.

Ms. Excel 2010 was used to calculate the real scores of the students’

vocabulary mastery and reading comprehension skill as well as the total scores.

After all scores were being calculated, they were classified into students’ ability

based on the classifications proposed by Arikunto (2006). The following table

is the classification scores of the students’ ability:

Table III.11 The Classification of Students’ Score

No Score Category

1 80-100 Very good

2 66-79 Good

3 56-65 Fair

4 40-55 Poor

5 30-39 Very Poor

3.6.2 Inferential Analysis

For inferential analysis, the researcher analyzed the influence of

autonomous learning on students’ reading comprehension skill, the influence of

vocabulary mastery on students’ reading comprehension skill and the influence

of autonomous learning and vocabulary mastery on students’ reading

comprehension skill. The following table is the data description that will be

analyzed in this study:

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Table III.12 Description of Data Analysis Technique

Independent

Variable(X)

Dependent Variable

(Y) Statistical Test

Autonomous Learning Students’ Reading

Comprehension Skill

Pearson Product

Moment Correlation

Vocabulary Mastery Students’ Reading

Comprehension Skill

Pearson Product

Moment Correlation

Autonomous Learning

and Vocabulary

Mastery

Students’ Reading

Comprehension Skill Multiple Regression

For both Pearson product moment correlation (r) and multiple

regression, they were analyzed by using SPSS 22. The interpretation of

correlation coefficient by Sugiyono (2017) was used to determine the

correlation between variables. Here is the classification of correlation

coefficient:

Table III.13 Classification of Correlation Coefficient

The Interval of

Coefficient Interpretation

0,00-0,199 Very Low

0,20-0,399 Low

0,40-0,599 Mediocre

0,60-0,799 Strong

0,80-1,000 Very Strong

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CHAPTER V

CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS

This final chapter provides the conclusions of the study on the basis of the

research findings through data analysis. Some recommendations are also given based

on the conclusions made through the findings of the study.

5.1 Conclusions

Based on the data analysis in the previous chapter, the data has

accomplished the requirements and the approval of the research hypothesis about

the influence of autonomous learning and vocabulary mastery on reading

comprehension of the eleventh grade students of MAN 1 Kampar. Some

conclusions are drawn based on three hypotheses;

Firstly, based on the result on the previous chapter, autonomous learning

(X1) is one of factors that can influence students’ reading comprehension. The

result of the simple correlation analysis showed that there was an influence of

autonomous learning on students’ reading comprehension of narrative text. The

hypothesis which stated that there is an influence of the two variables above was

accepted. Moreover, both variables had a one-way relationship as the more

autonomous students are, the better they read and understand the narrative text.

On the contrary, the less autonomous students are, the lower their ability to

comprehend narrative text.

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Secondly, based on the result on the previous chapter, vocabulary mastery

(X2) is one of factors that can influence students’ reading comprehension. The

result of simple correlation analysis, it was proven that there was an influence of

students’ vocabulary mastery on reading comprehension of narrative text. The

hypothesis which stated that there is an influence of the two variables was

accepted. Besides, the two variables had one way relationship that was the better

students‘ vocabulary mastery, the higher students‘ level of reading

comprehension on narrative text would be. On the contrary, the less students’

vocabulary mastery, the lower students’ level of reading comprehension on

narrative text.

Lastly, based on the result on the previous chapter, autonomous learning

(X1) and vocabulary mastery (X2) are two of many factors that can influence

students’ reading comprehension. There was an influence of the three variables

altogether. From the result of the data in chapter IV, it can be concluded that the

variables correlate. The increase of autonomous learning and vocabulary mastery

was followed by the increase of reading comprehension. This means that

students’ level of autonomous learning and vocabulary mastery gave a

contribution to the improvement of students’ reading comprehension on narrative

text. The student with a high level of autonomous learning and sufficient stock of

vocabulary finds it easier to understand the text literally and also interpretatively.

Therefore, the ability in reading narrative text is strongly supported by the level

of autonomous learning and vocabulary.

129

5.2 Implications

Based on the research finding, it can be known that there is a significant

influence of autonomous learning and vocabulary mastery on reading

comprehension. It implied that autonomous learning and vocabulary mastery are

important variables in giving a contribution to their reading comprehension.

Therefore, the researcher presents some points of the implication of what

has been discussed which is to improve the reading comprehension. Autonomous

learning plays an important role in teaching learning process and for student who

want a good result in reading comprehension. It is caused when students are

autonomous learner in learning process, they can develop they potential in

everything they do including potential in learning reading. It is necessary for the

teacher to promote to the students about autonomous learning and the students

can be aware and increase their autonomous level. If the students’ autonomous

level is good, they can improve their reading achievement because the good

autonomous learning will result in high reading comprehension while the poor

autonomous learning will result in low reading comprehension.

Besides that, the students should have good vocabulary mastery. The

students who have good vocabulary mastery will have better reading

comprehension than students who do not. The students who have a high skill of

vocabulary mastery, they will easy to understand the text. While students who

have a low skill of vocabulary mastery, they will get the difficulty to understand

130

the text. Teachers should motivate students for maintaining their interest in

reading and improving vocabulary mastery.

5.3 Recommendations

On the basis of the results of the study, some recommendations are

provided in order to improve the students’ reading comprehension. The

recommendations are as follows: First, teachers are recommended that they

promote autonomous learning in reading. Students can start by thinking about

what materials or how the way they want to do in studying English. They can

pick material what they want to study and also pick strategies in learning which

can make them understand easier. In order to increase their autonomous level, the

teacher can promote about autonomous learning by explaining what the students

should do if they want to increase their level of autonomous. In promoting

autonomous learning, the teacher should explain in interest way. It is aimed to

build their consciousness to feel that reading is a need. To promote autonomous

learning in reading, teachers need to consider the factors which may affect

students’ autonomous learning in reading, such as gender differences, the way

they study or characteristics of the students. The factors which are interrelated

can be used as the way teachers elaborate and design the techniques in teaching

reading.

Second, the students are recommended that they have enough vocabulary

in order to understand the text literally and interpretatively. However, students

131

should not only know the meaning of words in a text but also their functions in

the text. It is important to know the functions of words and their classes (part of

speech). In other words, based on the classification of vocabulary knowledge,

students should not be given breadth vocabulary in which they only focus on the

amount of vocabulary they have but they should be more focused on depth

vocabulary in which the students are aware of how to put every word in a

sentence appropriately and accurately so that they know the function of the word

and its position in a sentence.

Third, the researcher realizes that the results of the research are far from

being perfect; therefore, the researcher expects this research will be useful as a

reference to the next researcher who is interested in undertaking a similar study

maybe with different topics. This is very important because more studies are

conducted with a various topics, it is very likely that the quality of teaching is

improving.

132

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142

QUESTIONNAIRE OF AUTONOMOUS LEARNING

Respondent : The Eleventh Grade Students at MAN 1 Kampar

Direction :

1. This questionnaire’s purpose is to collect the data for a research only and your

honesty is very expected

2. Answer every statement below based on your personality and habit by giving

checklist sign (√) in one of number collum (5, 4, 3, 2, 1) and this is the meaning of

letters : a. Number 5 is “Always”

b. Number 4 is “Often” c. Number 3 is “Sometimes”

d. Number 2 is “Seldom”

e. Number 1 is “Never” 3. After fulfill the questionnaire, please return back and thankyou very much for your

participation

Name/Nama : _______________________

Class/Kelas : _______________________

Gender/Jenis Kelamin : male/laki-laki female/perempuan

No Statements / Pernyataan

Always

(selalu)

Often

(sering)

Sometimes

(kadang-

kadang)

Seldom

(jarang)

Never

(tidak

pernah)

5 4 3 2 1

1 I think I have ability to learn English well.

(Menurut saya, saya mempunyai

kemampuan untuk belajar Bahasa Inggris

dengan baik)

2 I make good use of my free time in English

study.

(Saya memanfaatkan waktu luang saya

untuk belajar Bahasa Inggris)

3 I preview before the class.

(Saya melihat pelajaran terlebih dahulu

sebelum kelas dimulai)

4 I find I can finish my task in time.

(Saya bisa menyelesaikan tugas saya tepat

waktu)

143

5 I keep a record of my study, such as

keeping a diary, writing review etc.

(Saya menyimpan catatan dari pelajaran

saya, seperti menulis catatan harian,

mengulas tulisan dll)

6 I make self-exam with the exam papers

chosen by my self.

(Saya membuat ujian diri dengan kertas

yang saya pilih sendiri)

7 I reward myself such as going shopping,

playing, etc when I made progress.

(Saya memberikan hadiah kepada diri saya

sendiri dengan cara seperti berbelanja,

bermain dll ketika saya membuat

kemajuan)

8 I attend out-class activities to practice and

learn the language.

(Saya menghadiri kegiatan diluar kelas

untuk praktek dan belajar bahasa)

9 During the class, I try to catch changes to

take part in activities such as pair/group

discussion, role-play, etc.

(Selama di kelas saya mencoba untuk

mengambil peluang untuk mengambil

bagian dalam kegiatan seperti diskusi

berpasangan/ diskusi kelompok, bermain

peran dll)

10 I know my strengths and weaknesses in my

English study.

(Saya mengetahui kelebihan dan

kelemahan saya dalam belajar Bahasa

Inggris)

11 I choose books, exercises which suit me

neither too difficult nor too easy.

(Saya memilih buku-buku, latihan-latihan

yang sesuai dengan saya, yang tidak terlalu

sulit dan tidak terlalu mudah)

12 I study English here due to getting a good

job, help to my major and interest of

144

English culture, such as film, sports, music,

etc.

(Saya belajar Bahasa Inggris dengan

tujuan saya akan mendapatkan pekerjaan

yang bagus, membantu saya dalam jurusan

dan minat saya terhadap budaya Bahasa

Inggris seperti film, olahraga, musik, dll)

13 I think the learner-teacher relationship is

that of partners.

(Menurut saya hubungan murid-guru

bagaikan partner)

14 I think my success or failure in English

study is mainly due to myself.

(Menurut saya kesuksesan dan kegagalan

saya dalam Bahasa Inggris lebih

disebabkan oleh diri saya sendiri)

15 I strongly oppose if the students should

design the teaching plan together with

teachers.

(Saya sangat tidak setuju jika murid harus

terlibat dalam merancang rencana

pembelajaran bersama dengan guru)

16 When the teacher asks questions for us to

answer, I would mostly like to think and

ready to answer.

(Ketika guru memberikan pertanyaan

kepada kami untuk di jawab, saya biasanya

berfikir dan siap untuk menjawabnya)

17 When I meet a word I do not know, I

mainly look up the dictionary.

(Ketika saya menemukan kata yang saya

tidak tahu, saya biasanya mencari artinya

di kamus)

18 When I make mistakes in study, I’d usually

like the following books or dictionaries to

correct.

(Ketika saya membuat kesalahan dalam

belajar, saya biasa nya mencari buku atau

kamus untuk mengoreksi nya)

145

19 When I am asked to use technologies that I

have not used before (e.g. internet

discussion), I usually try to learn new skills.

(Ketika saya diminta untuk menggunakan

teknologi yang saya tidak pernah

menggunakan sebelumnya (contoh:

internet), saya biasanya mencoba untuk

belajar kemampuan baru)

20 I think the following way is most useful in

my English study: doing exercises of

grammar, translation word, etc.

(Menurut saya cara yang paling berguna

dalam belajar bahasa inggris yaitu dengan

mengerjakan latihan tata bahasa,

penerjemahan kata dll)

21 I usually use materials selected: only by

myself.

(Saya biasanya menggunakan materi

pelajaran yang saya pilih sendiri)

-THANK YOU-

146

TEST OF VOCABULARY MASTERY

Respondent : The Eleventh Grade Students at MAN 1 Kampar

Instructions:

1. Write down your name, class and gender above the answer sheet.

2. Give the cross (X) for the answer that you choose.

3. There are 20 items

4. Please answer the question based on the correct answer.

1. Entertainment is something that give us …

a. Fear

b. Hospitality

c. Pleasure

d. Hostility

e. Sorrow

2. Rainbow …..in the sky after the rain..

a. Sets

b. Rises

c. Arrives

d. Disappears

e. Appears

3. Teguh : This fried chicken is my favourite.

Hilma : I like it too. This fried chicken is very …..

a. Delicious

b. Bitter

c. Salty

d. Sweet

e. Plain

4. They called the police ________ after the accident.

a. Eventually

b. Immediately

c. Slowly

d. Peacefully

e. Hardly

5. All typing errors must be deleted from this memo. The underline word has

similar meaning to …

a. Circled

b. Corrected

c. Erased

d. Edited

e. Adopted

147

6. I do not want to live in this filthy colony. The opposite of the underline word is

…

a. Nice

b. Dirty

c. Clean

d. Gross

e. Good

7. Something that you can find in your bedroom is a ….. .

a. Blackboard

b. Bed

c. Stove

d. Garden

e. Mirror

8. My mother is a nurse. She works in Harapan Bunda Hospital. She ….. the sick

people.

a. Thinks

b. Ignores

c. Helps

d. Finds

e. Teach

9. Diana’s barbie is broken. Diana is very …… now.

a. Confuse

b. Terrible

c. Happy

d. Sad

e. Charm

10. I was suck in a jam for _______ two hours.

a. Nearly

b. Immediately

c. Simply

d. Hardly

e. Slowly

11. Animals in the wild seem more ferocious than they really are. The underline

word has similar meaning to …

a. Hairy

b. Fierce

c. Silly

d. Callous

e. Beautiful

148

12. At 12 o’clock, the employees will be dismissed to have lunch in the cafeteria.

The opposite of the underline word is …

a. Accepted

b. Rejected

c. Terminated

d. Gathered

e. Appreciated

13. Grant is a tailor. He makes ….. .

a. Clothes

b. Bag

c. Belt

d. Ice cream

e. Table

14. Rina : I want to wear my white gown to Amanda’s party. What do you think?

Lisa : I think the red one is better.

Rina : Ok. I will …… the red gown

a. Wrap

b. Go

c. Wear

d. Give

e. Take

15. This exercise was too ….. for me. I got score 100.

a. Difficult

b. Expensive

c. High

d. Easy

e. Small

16. You should _______ smoke as it is dangerous for your health.

a. Always

b. Usually

c. Never

d. Seldom

e. Often

17. Doctors discourage massive doses of drugs for infants. The underline word

has similar meaning to …

a. Light

b. Huge

c. Repetitive

d. Infrequent

e. Small

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18. Heavy air pollution is dangerous for our health. The opposite of the underline

word is …

a. Thin

b. Handy

c. Fragile

d. Easy

e. Light

19. A person who becomes the head of embassy is called…

a. A representative

b. An ambassador

c. A lecture

d. An envoy

e. A teacher

20. We can _______ knowledge by reading.

a. Submit

b. Take

c. Give

d. Count

e. Gain

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The Beauty and the Beast

Once upon a time, there was a girl named Beauty. She lived with her father and

her sisters in a small village. Beauty was a beautiful girl. She was also hard-working.

She always helped her father on the farm.

One day, her father set out for the city. He saw an old castle and went in. No-

one was in but there was food on the table. Then he walked around the castle. He

picked a rose from garden for Beauty. Suddenly an angry Beast appeared. He wanted

to kill Beauty’s father unless Beauty was brought to him. Beauty’s father told her

daughters what had happened. Beauty’s sisters ordered her to see the Beast. Beauty

went to see the Beast and had to stay at the castle. She felt scared, lonely and sad. She

tried to run away but was stopped by the Beast. The Beast treated Beauty well. Soon,

Beauty began to like the Beast. One day, through the Beast’s magic mirror, Beauty

saw that her father was sick. The Beast allowed her to go home. Her father was happy

to see her.

One night, Beauty had a dream. A fairly told her that the Beast was sick.

Beauty hurried back and saw the Beast dying. She began to cry. Tears fell onto the

Beast. Suddenly, the Beast changed into handsome prince. Beauty and the Beast got

married and lived happily ever after.

(http://riskyedynawawi.blogspot.com/2010/02/beauty-and-beast.html)

1. What is the main idea of the second paragraph?

A. There was a girl named Beauty

B. When the merchant leave for the city, he saw a beautiful rose and threw it up

when he left

C. When the merchant leave for the city, he saw a beautiful rose and picked it up

when he left

D. Beauty saw that his father was ill

E. Beauty thought of the Beast and looks into the mirror

2. Why did the beauty hurried back to the castle?

A. Because of her sister asked her to go there

B. Because of the beauty’s father is sick

C. Because of the beast is sick

D. Because she wanted to see the beast

E. Because of she wanted to give it back the rose that her father stole

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3. Suddenly an angry Beast appeared. The underlined word has opposite meaning to

...

A. Came out

B. Arrived

C. Reappeared

D. Vanish

E. Showed up

4. He picked a rose from garden for Beauty.

The word “he” refers to …

A. The beast

B. The beauty

C. The stranger

D. The father

E. The farmer

5. From the previous text we can infer that…

A. The beast changed become a handsome prince and then married to Snow

white’s sister

B. Beauty was happy when the first time she met the beast

C. The Beauty live with the beast, her sister and her father

D. The Beauty and beast get married and lived happily ever after

E. The beast was sick and then died

TOBA LAKE

Once upon a time, there was a man who was living in north Sumatra. He lived

in a simple hut in a farming field. He did some gardening and fishing for his daily life

One day, while the man was do fishing, he caught a big golden fish in his trap.

It was the biggest catch which he ever had in his life. Surprisingly, this fish turned

into a beautiful princess. He felt in love with her and proposed her to be his wife. She

said; “Yes, but you have to promise not to tell anyone about the secret that I was once

a fish, otherwise there will be a huge disaster”. The man made the deal and they got

married, lived happily and had a daughter.

Few years later, this daughter would help bringing lunch to her father out in the

fields. One day, his daughter was so hungry and she ate his father’s lunch.

Unfortunately, he found out and got furious, and shouted; “You damned daughter of a

152

fish”. The daughter ran home and asked her mother. The mother started crying, felt

sad that her husband had broke his promise.

Then she told her daughter to run up the hills because a huge disaster was about

to come. When her daughter left, she prayed. Soon there was a big earthquake

followed by non-stop pouring rain. The whole area got flooded and became Toba

Lake. She turned into a fish again and the man became the island of Samosir.

(https://freeenglishcourse.info/story-of-narrative-text/)

6. What is the main idea of paragraph three?

A. There was a man who was living in north Sumatra

B. The daughter would help bringing lunch to her father out in the fields

C. The daughter was so hungry and she ate his father’s lunch

D. While the man was do fishing, he caught a big golden fish in his trap

E. The mother told her daughter to run up the hills because a huge disaster was

about to come

7. What is the condition that the beautiful princess gave to the man when accepting

his proposal?

A. Not to tell anyone about the secret that she was once a fish

B. Not to tell their child about the secret that she was once a fish

C. Tell their child how they met

D. Not angry for what she did after married

E. Never eat fish after they married

8. … otherwise there will be a huge disaster.

The underlined word has opposite meaning to ...

A. Little

B. Great

C. Mighty

D. Lusty

E. Big

9. … and she ate his father’s lunch. The word “she” refers to …

A. The daughter

B. The mother

C. The grandmother

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D. The father

E. The stranger

10. From the text above we can infer that …

A. The daughter changed into a fish

B. The woman is a fish

C. The man and the woman are fish

D. The woman broke her promise to her husband

E. The man broke his promise to his wife

SNOW WHITE

Once upon a time there lived a little girl named Snow White. She lived with

her aunt and uncle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn’t have enough money

to take Snow White.

Snow White didn’t want her uncle and aunt to do this so she decided it would

be best if she ran away. The next morning she ran away from home when her aunt

and uncle were having breakfast. She ran away into the woods.

Then she saw a little cottage. She knocked but no one answered so she went

inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went

inside. There they found Snow White sleeping. Then Snow White woke up. She

saw the dwarfs. The dwarfs said, “What’s your name?” Snow White said, “My name

is Snow White.” Doc, one of the dwarfs said, “If you wish, you may live here with

us.” Snow White said, “Oh could I? Thank you.” Then Snow White told the dwarfs

the whole story and Snow White and the seven dwarfs lived happily ever after.

(https://freeenglishcourse.info/snow-white-a-narrative-text/)

11. What is the main idea of the last paragraph?

A. Snow white stayed with the dwarfs

B. Snow white and the dwarfs were coming home

C. The dwarfs go to work

D. The dwarfs back from work

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E. Snow white go to America with her aunt and uncle

12. Why did Snow white run away?

A. Her uncle and aunt would go to America and leave her alone

B. Her uncle was angry with her

C. Snow White’s life was not very happy

D. Because of her parents passed away

E. Because she wants to live with the dwarfs

13. She ran away into the woods. The underlined word has similar meaning to ...

A. Escape

B. Remain

C. Stay

D. Separate

E. Divide

14. They went inside. The word “they” refers to …

A. Uncle and aunt

B. The dwarfs

C. Snow white

D. Snow white and the dwarfs

E. Uncle

15. The dwarf said, “ If you wish, you may live here with us.”

From that sentence, we can infer that …

A. He asked Snow White for a permission to stay with her

B. He offered Snow White to stay with them

C. He showed his interest in Snow White

D. He agreed to stay with Snow White

E. He wishes to stay with Snow White

Sangkuriang

On a land of Parahyangan, there lived a beautiful princess named Dayang

Sumbi. Because of her oath, she had to marry a dog named Tumang. Dayang Sumbi

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with her dog lived happily and blessed with a boy, Sangkuriang. The boy didn’t know

that their dog was his father.

One day, Dayang Sumbi asked Sangkuriang with his dog to hunt a deer.

Sangkuriang got nothing. He did not want to disappoint his mother. He decided to kill

his dog then he took the dog’s liver and carried home. Dayang Sumbi thought it was

venison. After knowing the truth, Sangkuriang was hit and expelled by his mother. In

that incident, Sangkuriang got wounded and scar.

Sangkuriang grew overseas into a powerful handsome man. Then, he met

Dayang Sumbi and fell in love with her. When they were discussing their wedding

plans, the woman looked at the wound in Sangkuriang's head. It matched to her son's

wound who had left several years earlier. Soon she realized that she felt in love with

her own son. She wanted to thwart their marriage. She gave a condition to make a

dam that covered the entire hill and to make a boat during one night.

Sangkuriang agreed then worked with help of many genies. The dam and boat

were almost finished. Dayang Sumbi prayed to God. The roosters crowed so all

genies left that job. Sangkuriang realized that he had been tricked. He was angry; he

kicked that boat into the middle of a forest. Then, that boat shaped like a mountain.

That is the legend of Tangkuban Parahu.

(https://englishcoo.com/contoh-narrative-text-legend/)

16. What is the main idea of the second paragraph?

A. Sangkuriang grew overseas into a powerful handsome man

B. Sangkuriang was asked by sangkuriang to hunt a dog with his deer

C. Sangkuriang was asked by sangkuriang to hunt a deer with his dog

D. Sangkuriang decided to kill his dog

E. There lived a beautiful princess named Dayang Sumbi

17. Who is Tumang?

A. Sangkuriang’s dog

B. Sangkuriang’s friend

C. Sangkuriang’s mother

D. Sangkuriang’s father

E. Sdayang Sumbi’s father

18. Dayang Sumbi asked Sangkuriang with his dog to hunt a deer. The underlined

word has similar meaning to ...

A. Game

B. Quest

156

C. Chase

D. See

E. Followi

19. She wanted to thwart their marriage. The word “she” refers to …

A. Tumang

B. Sangkuriang

C. The genies

D. The dog

E. Dayang Sumbi

20. Which of the following can you infer from the text above?

A. Sangkuriang killed the dog because he did not want to disappoint his father

B. Sangkuriang killed the dog and was expelled by his mother

C. Sangkuriang married to Dayang Sumbi and live happily ever after

D. Dayang Sumbi realized that Sangkuriang is her son and thwart the wedding

E. Dayang Sumbi asked all genies to leave before dawn

Red Riding Hood

Once upon a time, there lived a beautiful girl who always wore a red cape with

a hood. She was known as the Red Riding Hood. One day, she would visit his

grandmother who lived deep in the forest. Her mother warned her not to talk to

strangers.

In the woods, there lived a wicked wolf. The wolf saw the Red Riding Hood

and wanted to eat her. The wolf went and talked to her and knew where she was

going. The wolf decided to eat his grandmother first and then wait for her. When he

arrived at Grandma's house, the wolf swallowed her whole. Then the wolf steadily

put on grandma's clothes and slipped himself into bed, waiting for the Red Riding

Hood.

When the Red Riding Hood arrived, she was surprised to see the arm, ears, and

big teeth grandmother. The wolf burst out laughing and pouncing on her in an instant.

The Red Riding Hood was terrified and shouted for help. A good woodcutter was

passing by at home, he saw the big wolf trying to catch the little girl. He immediately

hit the wolf on his head with his ax.

157

The woodcutter and the Red Riding Hood cut the wolf's stomach and took out

the grandmother. She hugged the Red Riding Hood with joy. A big bad wolf could

not hurt anyone anymore. Since then, the Red Riding Hood had never talked to a

stranger again.

(http://az-bahasainggris.blogspot.com/2018/03/contoh-narrative-text-dongeng-

red.html)

21. What is the main idea of the last paragraph?

A. The woodcutter and the Red Riding Hood cut the wolf's stomach and took out

the grandmother

B. The grandmother hugged the Red Riding Hood with joy

C. The wolf could not hurt anyone anymore

D. She was surprised to see the arm, ears, and big teeth grandmother

E. There lived a wicked wolf

22. Who was helped the red riding hood and her grandmother from the wicked wolf?

A. The haunter

B. The grandfather

C. The stranger

D. The woodcutter

E. The dwarf

23. The Red Riding Hood was terrified and shouted for help. The underlined word

has similar meaning to ...

A. Frightened

B. Unafraid

C. Terrible

D. Happy

E. Pleasant

24. He immediately hit the wolf on his head with his ax. The word “he” refers to …

A. The wolf

B. Red riding hood

C. The Woodcutter

D. Grandmother

E. The stranger

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25. From the text above, we can infer that …

A. The wolf is strong

B. The wolf is smart

C. The wolf is greedy

D. The wolf is kind

E. The wolf is hard working

17-07-20

10-09-20

11-09-20

25-09-20

20-11-20

26-11-20

Sent file chapter I, II and III

Revised

Revise the instrument

Checking the result of the tryout and the revised chapter III

Sent chapter IVFindings and discussions

Chapter V Revise conclusions and implications

I. Personal Detail

Name : Rifqo Yuli Sari

Place, Date of Birth : Bangkinang, July 30th

1994

Gender : Female

Nationality : Indonesia

Religion : Islam

Address : Jl.D.I.Panjaitan No.72,Bangkinang

Marital Status : Single

Phone Number : 085278834331

Email : rifqoyulisari@gmail.com

II. Education Background

1. SD (Elementary School) : SD 011 Langgini Bangkinang (2000-2006)

2. MTS (Junior High School) : Mts Darun Nahdhah (2006-2009)

3. MA (Senior High School) : MA Darun Nahdhah (2006-2012)

4. Sarjana/S1 (Bachelor Degree) : University of Riau (2012-2017)

5. Pascasarjana/S2 (Postgraduate) : State Islamic University of Sultan Syarif

Kasim Riau. (2018-2021)

III. Job Experiences

1) Private English Teacher (2017-2018)

2) THL at Dinas Perkim (2018- Now)

(Rifqo Yuli Sari, M.Pd)

CURRICULUM VITAE