This study examined the correlation between vocabulary mastery and reading comprehension of second year students at SMK Negeri 3 Palu. Data was collected from 27 students through vocabulary and reading comprehension tests. Statistical analysis found a low positive correlation (r=0.322) between students' vocabulary scores and reading scores, indicating that higher vocabulary knowledge relates to better reading comprehension, though the relationship is modest. The study concludes that while vocabulary mastery and reading comprehension are correlated for these students, other factors also influence reading ability.

1. CORRELATION BETWEEN VOCABULARY
MASTERY AND READING COMPREHENSIONOF
THE SECOND YEAR STUDENTS OF SMK NEGERI 3
PALU
MOH FACHRUL SIDIQ
A 121 17 081
Supervisor : Prof. H. Hasan Basri, M.A., Ph.D

2. ChapterI
Background
Reading:
• Reading can make someone get more and wider
information.
• through reading the reader can develop his or her
cognitive skill to comprehend all information from a
paragraph or a text.
• Mickulecky & Jeffries (2004) point out that reading is
very important since it can enhance students’ general
language skills in English; assisting students to think in
English, enlarging students’ English vocabulary,
improving their writing, and it can be a good way to
obtain about new ideas, facts and experiences.

3. Vocabulary:
• Vocabulary is the most important part of every language
around the world.
• The wealth of a person's vocabulary is generally considered to
be a reflection of his intelligence or level of education.

4. Research Problem
“Is there a correlation between vocabulary mastery and
reading comprehension of the second year students of SMK
Negeri 3 Palu in academic year 2020/2021?”
Objective of Research
To find out the correlation between vocabulary mastery and
reading comprehension of students at second grade of SMK
Negeri 3 Palu.
Scope and Limitation
This study focuses on finding students’ vocabulary mastery
of content word, while in students’ reading comprehension
focuses on descriptive text.

5. Research Significance
• For students
• For teachers
• For other researcher

6. ChapterII
Previous Study
Ali (2010: 114) has analyzed the correlation between vocabulary
mastery and the reading comprehension done in university
students of the second semester of the English Department, the
Faculty of Tarbiyah and Teacher Training Syarif Hidayatullah,
State Islamic University Jakarta. He found that there was a
significant correlation between students’ vocabulary mastery and
reading comprehension. By having the vocabulary, it
significantly affects the comprehension of students’ reading
comprehension.

7. • Armykirana (2017) about the correlation between
students’ vocabulary mastery and their reading
comprehension of the third grade 0f SMK Negeri 7
Kediri In academic year 2016/2017. The result of her
research showed there was a correlation between
vocabulary and reading comprehension even though it
was a low correlation. Thus, it still indicates that there is
connection or correlation between vocabulary mastery
and reading comprehension.

8. Hypothesis
Alternative Hypothesis (Ha)
“There is a correlation between students’ vocabulary mastery and
reading comprehension”

9. CHAPTER III
Research Design
• The researcher used the correlational design of quantitative
research.
Population
• All the teen grade students at SMK Negeri 3 Palu
Sample
• The reseacher used cluster random sampling technique. The
class randomly selected and class TKJ B being the subject of
this research

10. Variable of the Research
• In this research, the independent variable is students’
vocabulary mastery, symbolized as X.
• The dependent variable of this research is reading
comprehension, symbolized as Y.
Instrument of the Research
• The instrument for both vocabulary mastery and reading
comprehension is multiple choice consisting of 30 items of
multiple choices.

11. Procedure of DataAnalysis
• Normality Test use Kolmogorov-Smirnov Design to determine the
normality test. The researcher used Microsoft Excel and SPSS to
analyze the data for normality test with the significant level (α
=0,05).
• Linearity Test use ANOVA Table design and SPSS to determine the
linearity test
• Hypothesis Test/Correlation Coefficient Test use Pearson’s Product
Moment correlation

12. ChapterIV
Finding
This research is aimed to know whether there is a
correlation between vocabulary mastery and reading
comprehension. The research was conducted at the second
year students of SMK N 3 Palu. The total number of the
sample was 27 students. To analyze the data, SPSS
(Statistical Package for the Social Sciences) version 20 was
used to analyze the result of Normality test and Linearity
test and Microsoft Excel was used to analyze coefficient
correlation test used Pearson Product Moment formula.

13. The Result of Vocabulary Mastery
No Name Raw Score Max Score Individual Score
1 HIS 19 20 95
2 YP 13 20 65
3 TR 5 20 25
4 MSB 19 20 95
5 HS 20 20 100
6 WP 8 20 40
7 MHDA 19 20 95
8 MSR 20 20 100
9 AN 19 20 95
10 ADC 8 20 40
11 EAO 18 20 90
12 SS 17 20 85
13 RN 19 20 95
14 AM 18 20 90
15 MFJ 18 20 90
16 PA 16 20 80
17 FA 20 20 100
18 NFGN 20 20 100
19 MAA 20 20 100
20 KK 5 20 25
21 SZ 17 20 85
22 AW 19 20 95
23 FR 19 20 95
24 HMP 19 20 95
25 SA 19 20 95
26 MSA 17 20 85
27 ACPK 18 20 90
TOTAL 2245
MEAN 83,15

14. Based on the table above, it can be seen that the
mean score of the result of vocabulary mastery test was
83.15. There were 20 students who got score above average
or mean and 10 students who got score under the average
score. The highest score was 100 and the lowest score was
25.

15. The Result of Reading Comprehension
No Name Raw Score Max Score Individual Score
1 HIS 9 10 90
2 YP 4 10 40
3 TR 6 10 60
4 MSB 8 10 80
5 HS 6 10 60
6 WP 5 10 50
7 MHDA 6 10 60
8 MSR 6 10 60
9 AN 6 10 60
10 ADC 5 10 50
11 EAO 4 10 40
12 SS 3 10 30
13 RN 8 10 80
14 AM 1 10 10
15 MFJ 5 10 50
16 PA 5 10 50
17 FA 6 10 60
18 NFGN 6 10 60
19 MAA 4 10 40
20 KK 1 10 10
21 SZ 6 10 60
22 AW 4 10 40
23 FR 7 10 70
24 HMP 7 10 70
25 SA 6 10 60
26 MSA 7 10 70
27 ACPK 2 10 20
TOTAL 1430
MEAN 52,96

16. Based on table above, it can be seen that the
mean/average score of the reading comprehension test was
52.96. It means there was 15 students who got score above
the average and the other 15 students got score under the
average. The highest score was 90 and the lowest score was
10.

17. The Result of NormalityTest
In this case, if the result of normality test was higher than
significant level (α = 0.05), it means that the data were normal
distribution.

18. Based on table, it can be seen that the result of
normality test Asymp. Sig value was 0.247. It means that
the result of the data for normality test of vocabulary
mastery and reading comprehension test were normal,
because 0.247 > 0.05. Finally, the researcher concluded that
the data obtained were normal distribution.

19. The Result of LinearityTest
The researcher used statistical computation by using
SPSS version 20 to find out the linearity of the data obtained. In
this case, if the result of linearity test was higher that significant
level (α = 0.05), it means that the data were linear.

20. Based on table, it can be seen that the result of
linearity test Deviation from Linearity was 0.069. It means
that the result of the data for linearity test of vocabulary
mastery and reading comprehension test were linear,
because 0.069 > 0.05. Finally, the researcher concluded that
the data obtained were linear.

21. The Result of HypothesisTest
No Name X Y X2 Y2 XY
1 HIS 95 90 9025 8100 8550
2 YP 65 40 4225 1600 2600
3 TR 25 60 625 3600 1500
4 MSB 95 80 9025 6400 7600
5 HS 100 60 10000 3600 6000
6 WP 40 50 1600 2500 2000
7 MHDA 95 60 9025 3600 5700
8 MSR 100 60 10000 3600 6000
9 AN 95 60 9025 3600 5700
10 ADC 40 50 1600 2500 2000
11 EAO 90 40 8100 1600 3600
12 SS 85 30 7225 900 2550
13 RN 95 80 9025 6400 7600
14 AM 90 10 8100 100 900
15 MFJ 90 50 8100 2500 4500
16 PA 80 50 6400 2500 4000
17 FA 100 60 10000 3600 6000
18 NFGN 100 60 10000 3600 6000
19 MAA 100 40 10000 1600 4000
20 KK 25 10 625 100 250
21 SZ 85 60 7225 3600 5100
22 AW 95 40 9025 1600 3800
23 FR 95 70 9025 4900 6650
24 HMP 95 70 9025 4900 6650
25 SA 95 60 9025 3600 5700
26 MSA 85 70 7225 4900 5950
27 ACPK 90 20 8100 400 1800
S 2245 1430 200375 85900 122700

22. TheresearchertestedthehypothesisbyusingPearson
productmomentformulatoprovethehypothesisofthisstudy
canbeacceptedorrejected.
rxy =
𝒏 𝚺𝒙𝒚 − 𝚺𝒙 𝚺𝒚
(𝒏𝚺𝒙𝟐 − (𝚺𝒙)𝟐 𝒏𝚺𝒚𝟐 − (𝚺𝒚)𝟐)
rxy =
𝟐𝟕. 𝟏𝟐𝟐𝟕𝟎𝟎 − 𝟐𝟐𝟒𝟓 𝟏𝟒𝟑𝟎
(𝟐𝟕. 𝟐𝟎𝟎𝟑𝟕𝟓 − (𝟐𝟐𝟒𝟓)𝟐 𝟐𝟕. 𝟖𝟓𝟗𝟎𝟎 − (𝟏𝟒𝟑𝟎)𝟐)
rxy =
𝟑𝟑𝟏𝟐𝟗𝟎𝟎 − 𝟑𝟐𝟏𝟎𝟑𝟓𝟎
(𝟓𝟒𝟏𝟎𝟏𝟐𝟓 − 𝟓𝟎𝟒𝟎𝟎𝟐𝟓 . 𝟐𝟑𝟏𝟗𝟑𝟎𝟎 − 𝟐𝟎𝟒𝟒𝟗𝟎𝟎)
rxy =
𝟏𝟎𝟐𝟓𝟓𝟎
(𝟑𝟕𝟎𝟏𝟎𝟎 . 𝟐𝟕𝟒𝟒𝟎𝟎 )
rxy =
𝟏𝟎𝟐𝟓𝟓𝟎
𝟏𝟎𝟏𝟓𝟓𝟓𝟒𝟒𝟎𝟎𝟎𝟎)

23. rxy =
𝟏𝟎𝟐𝟓𝟓𝟎
𝟑𝟏𝟖𝟔𝟕𝟕. 𝟔𝟒
rxy = 𝟎. 𝟑𝟐𝟐
After calculating the data by using Pearson product
moment formula above, it can be seen that the result of rxy
value was 0.322. The value was checked in interpretation of
correlation coefficient table from Susetyo (2010, p.118) as
follows:

24. Table of ‘r’
product moment
Interpretation
0.00-0.20 Very low correlation
0.21-0.40 Low correlation
0.41-0.60 Average/medium correlation
0.61-0.80 High correlation
0.81-1.00 Very high correlation

25. According to the interpretation of correlation
coefficient’s table above, it can be seen that the value 0.322
was categorized as low correlation. It can be concluded that
ha is accepted, means that there was a correlation between
vocabulary mastery and reading comprehension of the
second year students at SMK Negeri 3 Palu in the academic
year 2020/2021 even though with low correlation, because
the rxy value 0.322 was in the range of 0.21-0.40.

26. Discussion
Based on the results of data analysis , the researcher
concluded that there was correlation between students’
vocabulary mastery and their reading comprehension.
Although the scores of vocabulary and reading test were
different the result showed that there was correlation.

27. ChapterV
Conclusion
Based on the results of data analysis and the hypothesis
testing that have been presented before, the researcher
concludes that there is a low correlation between
vocabulary mastery and reading comprehension of the
second year students of SMK Negeri 3 Palu.

28. Suggestion
Some of suggestions are focused on teachers,
students, and another future researchers

29. Thank You