1. THE CORRELATION BETWEEN STUDENTS’ ACHIEVEMENT IN
VOCABULARY AND READING ABILITY
(Case Study at the Second Year Students of MAN II Bekasi, Academic Year 2006-2007)
A ‘Skripsi’
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S1)
By:
IKAH
102014023797
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2006

2. THE CORRELATION BETWEEN STUDENTS’ ACHIEVEMENT IN
VOCABULARY AND READING ABILITY
(Case Study at the Second Year Students of MAN II Bekasi, Academic Year 2006-2007)
A ‘Skripsi’
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S1)
By:
IKAH
10201302023797
Approped by:
Advisor
Drs. A. Munir Sonhadji, M.Ed.
NIP. 150 050 682
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2006

3. LEGALIZATION OF EXAMINATION COMMITTEE
A “Skripsi” titled “THE CORRELATION BETWEEN STUDENTS’
ACHIEVEMENT IN VOCABULARY AND READING ABILITY” (A case
Study at the Second Year Students of MAN II Bekasi, Academic Year 2006-
2007) was examined at examination session of The Faculty of Tarbiyah of Syarif
Hidayatullah State Islamic University Jakarta on Wednesday, 22 November, 2006.
This ’ skripsi’ has fulfilled the requirement for the degree of Strata-1 (S-1) at English
Department.
Jakarta, 1 February, 2007
Examination Committee
The Head of Committee The Secretary of Committee
Prof. Dr.Dede Rosyada, M.A Prof. Dr. H. Azis Fahrurrozi, M.A
NIP: 150 231 356 NIP: 150 202 343
Committee
Examiner I Examiner II
Drs. Syauki, M.Pd Drs. M. Farkhan M.Pd
NIP: 150 246 289 NIP: 150 229 480

4. ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises be to Allah, the
lord of the worlds, who has given the health and strength to the writer in completing
this “skripsi”. May Allah’s peace and blessing be upon His final Prophet and
Messenger, Muhammad, his family and his companions.
This “skripsi” is presented to the English Deparment of Tarbiyah Faculty
State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the
requirement for the Degree of first strata.
It is the great honor for the writer to make acknowledgement of indebtedness
to convey her sincere gratitude to Drs. A. Munir Sonhadji, M. Ed., who has patiently
given valuable advice and guidance to finalize this “skripsi”.
Alhamdulillah, the writer has finished this skripsi. Absolutely it is not only an
effort by her self alone, there are many “hands” help her. In this occasion, she
presents great honor to:
1. Prof. Dr. H. Dede Rosyada, the Dean of Tarbiyah and Education Faculty.
2. Drs. Nasrun Mahmud, the head of English Department.
3. Drs. A. Munir Sonhadji, M.Ed her advisor, who has given his time, support,
guidance, kindness, contributions, and patience in correcting and helping her
in finishing this skripsi.
4. Dra. Nida Husna The secretary of English Department.
5. All lecturers who have taught her in this English Department, for giving new
knowledge, advices in facing life, and for giving gorgeous study experiences.
i

5. 6. Drs. Adnan as the principal of MAN II Bekasi and also for the others who
help her
7. All teachers and the students at MAN II Bekasi for giving permission and
helping the writer to do this research.
8. The most special persons in her life, her beloved “ mum” and “dad”, who
have given their support during her study and her writing skripsi. Thank you
for your kindness and you are so patience. Her big sister, Teh Kani, Teh kana.
Her big brother Bang Mada, Bang Niken. And my little sister Mahdalena.
9. Her beloved best friends, ka Ahmad, Imah, Yani, Nap, Yuni, Nana, Jen, Enye,
Neng who have always been in the writer side in the facing all the laugher and
tears during her study.
10. To any other persons who can not be mentioned one by one to their any
contribution to the writer during finishing her “skripsi”.
Finally, yet importantly, the writer resizes that his “skripsi” still has some
weakness and mistakes. Thus, she would be grateful to accept any suggestion and
correction from anyone for the better writing.
Jakarta, 17 October 2006
The writer
IKAH
ii

6. TABLE OF CONTENTS
ACKNOWLEDGEMENT ..................................................................................... i
TABLE OF CONTENTS ....................................................................................... iii
CHAPTER I INTRODUCTION
A. Background of the Study ......................................................... 1
B. Limitation and Formulation of the Problem ........................... 4
C. Objective of the Study ............................................................ 5
D. Methodology of Research ...................................................... 5
E. Organization of the Study ...................................................... 6
CHAPTER II THEORETICAL FRAMEWORK
A. Vocabulary .............................................................................. 7
1. Definition of Vocabulary .................................................. 7
2. Kinds of Vocabulary ......................................................... 10
3. Teaching Vocabulary ........................................................ 13
B. Reading ................................................................................... 14
1. Definition of Reading ........................................................ 14
2. Aims of Reading ............................................................... 16
3. Types of Reading .............................................................. 18
4. Reading Comprehension ................................................... 19
5. Factors Affecting Comprehensions ................................... 21
iii

7. 6. Correlation Between Vocabulary and Reading ................. 23
CHAPTER III RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology ............................................................ 24
1. The Purpose of Study ........................................................ 24
2. Operational Definitions of Variables ................................. 24
3. Place and Time of the Study ............................................. 26
4. Method of Study ................................................................ 26
5. The Technique of Sample Taking ..................................... 27
6. The Technique of Data Collecting .................................... 27
7. The Research Instrument ................................................... 28
8. Technique of Data Analysis .............................................. 28
B. Research Findings ................................................................... 29
1. The Description of Data .................................................... 29
2. The Analysis of Data ......................................................... 29
3. Test of Hypothesis ............................................................ 34
CHAPTER IV CONCLUSIONS AND SUGGESTIONS
A. Conclusion ............................................................................... 36
B. Suggestion ............................................................................... 37
BIBLIOGRAPHY .................................................................................................. 38
APPENDIXES
iv

8. CHAPTER I
INTRODUCTION
A. Background of Study
English is an international language. Almost all countries have adapted
English used as a compulsory subject at schools. The national education has
decided that English as a foreign language taught in Indonesian schools. It learned
started from primary schools up to university. People realize that teaching English
at this level becomes very important and need much concern. As an English
teacher, he or she demands to explore effective techniques, method, and
approaches.
The students have to master the four basic language skills. They are
listening, speaking, reading, and writing. Beside such basic skill, the student has
to master some vocabularies as well as possible.
Vocabulary is one important aspect in learning a foreign language. With a
limited vocabulary anyone will also has a limited understanding in terms of
speaking, reading, listening, and writing. It is true that it might be impossible to
learn a language without mastering vocabulary. Vocabulary is one of the
problems confronted by English language learners. Because of the limited
vocabulary, the learners cannot communicate to others clearly. Sometimes it is
difficult to group the idea transmitted to them. The acquisition of a large number
of vocabularies can help the students read, speak, listen, and write. A good
1

9. 2
vocabulary and ability to use words correctly and effectively can help the students
make school work easier and more rewarding, and also many tests that they take
in school include vocabulary questions. The more vocabularies they know the
better their chance to do well on an English test.
According to H. G. Tarigan, “Kualitas keterampilan berbahasa seseorang
jelas tergantung pada kuantitas dan kualitas yang dimilikinya maka semakin besar
kosakata yang kita miliki maka semakin besar pula kemungkinan kita terampil
berbahasa”.1 (The quality of language skill depends on the quantity and quality of
vocabulary. The more vocabulary we have, the bigger possibility to have a skill to
use the language).
Mastering vocabulary is the ability to get or to receive a lot of words. By
having and mastering vocabulary we will know the meaning of vocabulary in the
context. Measuring vocabulary helps to avoid making mistakes in understanding.
On the other hand, foreign students learning English reading text, one lack
of vocabulary, whereas in fact vocabulary is the most important thing in reading
skill.
Nowadays, the ability to comprehend English is necessary for peoplean
also to understanding English, people have to able to communicate English and
also able to read many kinds of English text. The ability to read is crucial in
contemporary society. People find many texts written in English, from holiday
1
Henry Guntur Tarigan, Pengajaran Kosakata (Bandung: Angkasa, 1986) p.2

10. 3
brochures to academic books, newspaper, advertisements, etc. therefore, the
ability to read English text in any form will give a great deal of advantages in our
lives.
Harry Madox said that “reading is the most important single in study”.2
And the curriculum stated that out of the four skills, listening, speaking, reading,
and writing, the main emphasis is on reading skill because it is believed that
acquisition of reading in a second or foreign language is priority.3
Reading is good thing in life because it is a factor of great importance in
the individual development and the most important activity in school. It is needed
in every level of field of study. Particularly in cases when students have to read
English materials for their own special subject.
Being able to read in English is very important as it is known that success
in reading is the most necessary because it is a basic tool of education. All the
subjects in Elementary School such as mathematics, science, language, and others
depend on the ability to read. In high school and college reading ability becomes
even more important. Through reading we acquire new ideas, obtain needed
information, seek support for our ideas and broaden our interest. We can also get
the message that the writer had expressed. The ability to read helps to distinguish
human being from other animal.
2
Harry Madox, How to Study (Greenwich: Fawcet Premier. 1963) p.76
3
Depdikbud, Kurikulum 1994, GBPP SMU (Jakarta: Depdikbud, 1994) p.1

11. 4
And one of the purposes of teaching English of a foreign language to
Indonesian people is that they can read, grasp the idea and understand the book
written in English. To achieve those purposes, students need a lot of words of
English to master. As Norbert said “ vocabulary is one of the most important
skills in a language”.4 So to achieve the success in language teaching learning
process especially English, vocabulary is one of important factors in all language
teaching.
Based on the description of vocabulary and reading above, it shows that
they have close relation. To get empirical data about it the writer will organize the
test result to prove the influence of student’s achievement in vocabulary and
reading. By getting the grades, the writer tries to find an answer that student’s
achievement in vocabulary influencing reading.
B. Limitation and Formulation of the Problem
To make the problem clear, it is necessary for the writer to limit the
problem. The limitation of the problem as the follows: The correlation between
students’ achievement in vocabulary and reading ability.
Based on the statement above, he writer formulates the problem: is
“Whether students’ vocabulary has a correlation with reading in Second year
students of MAN II Bekasi?
4
Norbert Schmitt, Vocabulary in Language Teaching (USA: Cambridge University Press,
1997) p. 40

12. 5
C. Objective of the Study
The objectives of the study as below:
a. The writer wants to know how far vocabulary supports the students in
reading.
b. The writer wants to know whether students who have a good result in
vocabulary test also have a good result in reading.
D. Methodology of Research
This work is based on field research. In the field research, the writer
carries out the observation at MAN II Bekasi, and gives some test of vocabulary
and reading, and then the test calculated. At the same time the writer also does an
interview to they are English teacher of that of the second year. Library research
applied through reading some books and theories relevant to the topics.
After scoring of such test, the writer will calculate Coefficient Correlation.
Then the writer will have some concerning with the students’ score vocabulary
and reading. The writer tries to determine that are there any correlation between
students’ achievement in vocabulary and reading? These scores will use the
formula of Pearson Product Moment Correlation Coefficient.5
5
Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT Raja Grafindo
Persada, 2004) p.188

13. 6
E. Organization of the Study
This “skripsi” consist of four chapters. Chapter one is introduction,
consisting of background of the study, limitation and formulation of the problem,
the objective of the study, methodology of research and organization of he study.
Chapter two is theoretical framework. That is explains vocabulary,
definition of vocabulary, kinds of vocabulary, teaching vocabulary. And also
explains reading, definition of reading, aims of reading, types of reading, reading
comprehension, factors affecting comprehensions, correlation between
vocabulary and reading.
Chapter three is research methodology finding. It involves the purpose of
study, place and time of study, method of study, the technique of sample taking,
the technique of data collecting, the research Instrument, technique of data
analysis. In research finding involves the description of data, the analysis of data,
and test of hypothesis.
Chapter four is conclusion and suggestion.

14. CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary
In this chapter the writer wants to explain definition of vocabulary in
order to understand a language the learners have to understand the definition
of vocabulary first. It is difficult to make one definition of vocabulary. So, the
writer tries to take it from some references.
Vocabulary is the “Everest of language”.1 For this reason, a person
who wants to be able to communicate in a certain language has to master the
vocabulary of that language for the first time.
Vocabulary as one of the language aspects have to be learned when
people are learning a language. Good mastery of vocabulary is important for
anyone who learns the language used in listening, speaking, writing, and
reading besides grammar. A learner of the foreign language will speak
fluently and accurately, write easily, or understand what he or she reads or
hears if he or she has enough vocabulary and has a capability of using it
accurately. S. H. Burton said: “without a large vocabulary, it is impossible to
1
David Crystal, the Cambridge Encyclopedia of the English Language. Australia: Cambridge
University press , 1995, p.116
7

15. 8
use English language precisely and vividly”.2According to Collier “When a
student has mastered the fundamental grammatical patterns of language, his
next task is to master its vocabulary, or at least that of its vocabulary that he
need.”3
It is obvious that vocabulary is very important in learning a language,
especially English, because the English vocabulary is extremely large and
varies as well. Therefore, it is highly essential for English teachers to help
their students in mastering vocabulary.
Norbert Schmitt gave the definition of vocabulary as follows.
Vocabulary is a basis of a language: it is very important to be mastered
first. We cannot speak well and understand written materials if we do
not master it. Norbert Schmitt stated that no matter how successfully
the sound of the foreign language is mastered, without words to
express the wider range of meanings, communication in a foreign
language just cannot happen in any meaningful way.4
Longman Dictionary of Contemporary English defines “vocabulary
means all the words that someone know, learn of uses, or the words that are
typically used when talking about particular subject or a list of words with the
explanations of their meanings in a book for learning foreign language”.5
2
S. H. Burton, Mastering English Language, London: The Macmillan Press Ltd, 1982, p.98
3
Collier – Macmillan International: A Division of the Macmillan Company, The Key to
English Vocabulary: English Services London: Collier Macmillan Limited, 1971, p.1
4
Norbert Schmitt, op. cit, p.5
5
Longman, Dictionary of Contemporary English, Second Edition (Harlow: Longman Group,
1987) p. 1177

16. 9
Webster has three definition of vocabulary as follows:
1. A list or collection of words and phrases usually alphabetically arranged
and explained or define.
2. A list or collection of terms or codes available for use.
3. A sum or stock of word employed by a language group, individual or
work or in a field knowledge.6
In some literature, we found the meaning of vocabulary. There are
some definitions of vocabulary. A.S. Hornby in “Oxford Advanced Learner’s
Dictionary of Current English” states that vocabulary is:
1. Total number of words which (with rules for combining them) make up a
language.
2. (Range of) words known to, or used by, a person, in a trade, profession,
etc.7
Another dictionary, Webster’s New World College Dictionary,
defined vocabulary as a list of words ands, often, phrases, abbreviations,
inflectional form, etc, usually arranged in alphabetical order and defined or
otherwise identified, as in a dictionary or glossary.8
6
Merriam Webster, Collegiate Dictionary (America: Merriam Web Inc.2003) p.1400
7
A. S. Hornsby, Oxford Advanced Learner’s Dictionary of Current English, Revised and
updated, (Oxford University Press, 1987), p. 959
8
Merriam Webster, Webster’s New World College Dictionary, 4th ed, (Cleveland: Wiley
Publishing Inc, 2002), p. 1600

17. 10
Vocabulary is considered as the most important part in learning a
language. It is impossible for the students to read, write and speak a foreign
language without having enough knowledge of the vocabulary. Learning the
new vocabulary does not only mean memorizing the form of the word but also
understand its meaning.
2. Kinds of Vocabulary
Vocabulary varies in the four skills of language, listening, writing,
reading and speaking. Generally, a student will absorb listening and speaking
vocabulary before coming to the reading and writing vocabulary. But in real
situation, the process may change, especially in foreign language teaching.
Reading vocabulary may become the first stage before processing the
speaking and listening vocabulary.
According to the basis of frequency, vocabulary can be divided into
two kinds; there are high frequency vocabulary and low frequency
vocabulary.9
a. High frequency vocabulary consists of words that are used very often in
normal language, use in all four skills and across the full range of situation
of use. High frequency vocabulary consists of 2000 word families, which
are about 87% of the running words in formal written text and more than
95% of the words in informal spoken texts.
9
Paul Nation, New Ways of Teaching Vocabulary (USA: Teacher of English to Speaker of
Another Language/TESOL Inc, 1994), p.3

18. 11
b. The low frequency vocabulary on the other hand, covers only small
proportion of the running words of a continuous text, it means that low
frequency vocabulary is rarely, used in common activity of English
language. This group includes well over 100.000 word families.
I.S.P Nation calls those vocabularies as motivated vocabulary and
unmotivated vocabulary. Motivated (active) vocabulary consists of all the
words we need to use and feel no reluctance in using in our everyday life.
While, the unmotivated (passive) vocabulary can be divided into two groups:
1. Words which are only partly understood and are not well known enough to
use actively, and
2. Words which are not needed in daily communication.10
From the explanation above, we can conclude that active vocabulary is
all the words used in daily activities, partly while, passive vocabulary is all
the words recognized and understood, and not necessarily used.
Jo Ann Aebersold and Mary Lee Field classify into active and passive.
a. Active vocabulary refers to put item which the learner can use appropriately
in speaking or writing, and it is also called as productive vocabulary,
although in fact it is more difficult to put into practice, its means that to use
the productive vocabulary, the students must to know how to pronounce it
10
I.S.P Nation, Teaching and Learning Vocabulary, ( New York: Newbury House Publishers,
1990), p.94

19. 12
well, they must be familiar with collocation and understand the connotation
meaning of the word. This type is often used in speaking and writing skill.
b. Passive vocabulary refers to language items that can be recognized and
understood in the context of reading or listening and also called as receptive
vocabulary.
Besides receptive and productive vocabulary, Jo Ann Aebersold and
Marry Lee Field also classified vocabulary into topic-specific or content-
specific vocabulary. Topic-specific or content-specific vocabulary is the
words that appear frequently in a particular text because they are related to
the topic of the text.11 For example, in a text on the topic of ice cream, the
words flavor, texture, cone, toppings and carton might appear frequently. So,
those words can we call as topic-specific or content-specific vocabulary.
Meanwhile Djalinushah and Azimar Enong divided vocabulary into
two, namely general vocabulary and special vocabulary. General vocabulary
is of the words that are used in general. There is no limit of field and user.
Special vocabulary is that the words that are used in the certain field and job,
profession of special science and technology.12
11
Jo Ann Amberoid and Mary Lee Field, From Reader to Reading Teacher, (Cambridge:
Cambridge University Press, 1997), p. 139
12
Djalinushah and Azimar Enong, Tata Bahasa Inggris Modern dalam Tanya Jawab (Jakarta:
CU. Miswar, 1980) p.81

20. 13
From the explanation above, we know that every experts in every book
is different in classifying the kind of vocabulary, because every person has
different way in showing and telling their opinions and ideas. Some of them
who emphasize vocabulary to the items which the learners can use
appropriately in speaking or writing and to the language items which the
learners can use appropriately in speaking or writing and to the language
items that can be recognized and understood in the context of reading and
listening and some of them classify vocabulary that they have made are
different, but the point is the same, because their classification are based on
the different sides and aspects.
3. Teaching Vocabulary
Because of the importance of vocabulary, it needs a serious attention
in learning vocabulary from both learners and teachers. It becomes a great
challenging act for the teacher to teach vocabulary, what kind of methods they
use, what kind of vocabulary that they give, or how many vocabularies that
they should teach. There are some key principles of teaching vocabulary:13
1. Build a large sight of vocabulary.
2. Integrated new words with previous words.
3. Provide a number of encounters with a word.
4. Promotes deep level of processing.
13
Norbert Schmitt, op. cit, p.146

21. 14
5. Facilitate imaging.
6. Make new word “real” by connecting them to the student’s word in some
way.
7. Use variety techniques.
8. Encourage independent learning strategies.
As it has already mentioned at the beginning that there is no right or
best way to teach English skill, it all depends on the type of students, the
school system and curriculum, the word that are targeted and many other
factors. The choice of vocabulary to teach is also limited to the learner’s need,
experiences and interest.
B. Reading
1. Definition of Reading
Reading knowledge is broadened and well-informed by reading.
Reading is really crucial our knowledge is usually broadened and informed
by reading activities, and the activity of reading can be found in the internet,
book, etc.
Students should practice their reading more and more, so that their
reading ability and their reading experience will be improved. They may find
difficulty and frustrating, but if they keep practicing, they will have a good
sense of English and will help them to grasp the total meaning of the words.
Another thing should be remembered in reading that students should not open

22. 15
a dictionary too often because it will slow down their reading rate and can
make them bored. If they find new words, they should try to guess the
meanings by trying to find out any clue words according to the context in the
passages
There are a lot of definitions of reading. Linguists give definitions
about reading, their opinions about reading vary.
Some of them say reading is the process to get, to understand, to catch
the content of the reading. And also reading is a process to understand a
written text which means extracting the required information from it as
efficiently as possible.
According to Walter R. Hill “Reading is what the reader does to get
the meaning he needs from textual sources.”14 Meanwhile Guy L. Bond and
Eva Bond Wagner explained the meaning of reading as “the process of
acquiring and author’s meaning and of interpreting, evaluating, and effecting
upon those meanings.”15
F. Dubin explained the meaning of reading as “reading is primarily a
cognitive process, which means that the brain does most of the work.”16
14
Walter R. Hill, Secondary School Reading: Process, Program, procedure, (Boston: Allyn
and Bacon), 1979, p.4
15
Guy L Bond and Eva Bond Wagner, Teaching The Child to Read, (New York: The
Macmillan Company, 1969), p.4
16
F. Dubin, D.E. Eskey and W. Grabbe, Teaching Second Language Reading for Academic
Purposes (California: Edison-Wesley Publishing Company, 1986), p. 6

23. 16
Those statements above show the various definitions of reading, they
mean generally. Reading means a complex process of thinking in assigning
meaning from printed materials which involve most of the reader’s
intellectual act such as pronunciation and comprehension in order to receive
ideas or information extended by the text. It can be seen that reading is not
only looking at word in the form of graphic symbols but also getting meaning
from word to word or line to line to understand what we read. It means that
reading is a process to understand the text content and to get information.
2. Aims of Reading
A person may read for many purposes, and purpose helps to
understand more what is read by people. If he is reading for pleasure or
reading for pure recreation and enjoyment, he may read either quickly or
slowly based on the way he likes or feels. But if reads for studying or setting
information such news, science or same line, which are part of his study or
assignment he does it very slowly and carefully.
According to Paul S. Anderson, there are seven aims of reading,
reading for details and fact, reading for main ideas, reading for sequence or
organization, reading for inference, reading for classifying, reading for
evaluating and reading for comparing of contest.17
17
A Widyamartaya, Seni Membaca Untuk Studi (Yogyakarta: Kanisius, 1992) p.90

24. 17
a. Reading for details and fact is reading to know what is done by the subject
of the story
b. Reading for main ideas is reading to get the problem statement
c. Reading for sequence of organization is reading to know each part of the
story
d. Reading for inference is reading to know what is the writer meant by its
story
e. Reading for classifying is reading to find unusual things
f. Reading for evaluating is reading to know the value of the story
g. Reading for comparing or contest is reading to compare the way of life of
the story with the way of life of the reader.
Another author said that the aim of reading is:
a. Reading for pleasure
b. Reading for information (in order to find out something or in order to do
something with the information you get).18
Meanwhile Lester and Allice Crow classified two general purposes.
These purposes includes; Leisure-time reading and more serious reading.19
18
Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge university Press,
1981) p. 4
19
Lester and Allice Crow, How to Study: to Learn Better, Pass Examination, Get better
Grades (USA: Collier Macmillan Publishers, 1976) p.53

25. 18
1. Leisure-time reading. It is reading for enjoyment which may vary in to
follow your favorite sport, comic, article, and movie program.
2. More serious reading. It is reading to study for a goal such as to obtain
factual information and solve problems.
3. Types of Reading
Depending on the purposes of reading it also can be classified into two
types of activities, intensive and extensive reading.20
a. Intensive reading:
Intensive reading means reading shorter texts to extract specific
information. This activity is likely more to emphasize the accuracy
activity involving reading for detail. The process of scanning takes a more
prominent role here than skimming. Reader is trying to absorb all the
information given, example: Reading dosage instruction for medicine.
b. Extensive reading:
Reader deals with a longer text as a whole, which requires the
ability to understand the component part and their contribution the overall
meaning, usually for one’s own pleasure. This is a fluency activity, mainly
involving global understanding. Example: Reading a newspaper, article,
short story or novel.
20
Christine Natal, Teaching Reading Skill in A Foreign Language (London: The Nemenn
Educational Ltd, 1982) p.23

26. 19
In other words Francoise Grellet defines that “skimming is quickly
running one’s eyes over a text to get the gist of it. While, “scanning is
quickly going through a text to find a particular piece of information.”21
So if a person wants to get an address, phone number, a date in a
book over paragraph in order to locate a special piece of information, that
activities is called “scanning” but if he reads all the passage in order to
know about what it deals about his reading, that is called “skimming”.
In skimming a reader must ask himself what the text is talked
about. He must move his eyes quickly over the text, looking especially at
the main title, the beginning and the end, and the first sentence of
paragraph. In scanning the reader must ask himself weather or not the text
contains what he is looking for and if any, he must find where is located,
he moves also his eyes more or less quickly over the text for specific
items.
4. Reading Comprehension
The essence of reading act is comprehension: it becomes a primary
challenge in teaching or learning of reading skill. In order to learn or
understand the massage of the author, the students are hoped to have the
ability to comprehend the written textbook. Comprehension means
understanding the meaning or the point of a topic, F. Dubin, D.E Eskey and
21
Francoise Grellet, op cit., p. 4

27. 20
W. Grabe show a more specific explanation, comprehension means relating
what we do not know or new information, which is not random collection of
facts but a “theory of a world” in each of our heads.22
Reading with comprehension means to understand what has been read.
Dorothy Rubin states that reading comprehension is a complex intellectual
process involving a number of abilities. The two major abilities concern word
meanings and reasoning with verbal concepts.23 English has been taught as a
foreign language in our country, however, it does not mean that the result of
teaching English in our school is satisfactory, despite the fact that it is taught
continuously for six years at the high school, three years at SMP, and three
years at SMA. Ramelan say that most SMA graduates are still very poor in
their reading comprehension, since they cannot usually read or understand
articles in English dailies.24
There are different lists of skills that they feel are basic to
understanding. The skills usually listed are as follows:25
1. React to the sensory images (visual, kinesthetic, taste, smell) suggested by
words.
22
F. Dubin, D.E Eskey and W. Grabbe, op cit, p. 6
23
Dorothy Rubin, Diagnosis and Correction in Reading Instruction, (New York: CBS
College Publishing, 1982) p.207
24
Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992) p.3
25
Dorothy Rubin, op. cit, p.207

28. 21
2. Interpret verbal connotations and denotations.
3. Recognize and understand the writer’s purpose.
4. Determine whether the text affirms, denies, or fails to express an opinion
about a supposed fact or condition.
5. Identify the antecedents of such words as who, some, or they.
5. Factors Affecting Comprehensions
As it has already been shown, reading comprehension need some
intellectual ability to master it. There are six basic factors that influence the
students’ ability in comprehending written materials.
a. Background Experiences
Students who have little experience may have some difficulties in
comprehending many ideas and activities with which other children are
familiar before they learn in school. For an example, a student who never
sees or hears about the mountain, and in some occasions dealing with it
will find the story hard to follow, so he must have experiences in his
background that enables him to bring personal meaning to the events an
feelings if the story.
b. Intellectual Abilities
Second aspect of comprehension is the students’ ability to think, it
all depends on his intellectual development. Although the teacher gives
the same textbook and same purpose of reading, the result of reading may

29. 22
be different. The number of ideas that they understand and the depth of
their understanding will be largely dependent upon their general capacity
to learn. The slow learning or dull-normal students cannot be expected to
show same reaction or gain the same appreciations as the bright students
when they read together for pleasure or to gain information.
c. Language Abilities
The third aspect is the students’ language abilities, including
semantics or word meaning and grasp of syntax. Understanding of
semantics comes from experience with words in various, personally
meaningful settings. A grasp of syntax is needed to recover the structure
of the language, so the students have to master syntax which links deep
and surface structure.
d. Affection
Such as personal interest, motivation, attitudes, beliefs, feelings;
students will attend a better understanding to the story about a topic if they
find personally interesting. The cause of greater understanding is also
affected by reader’s attitude and beliefs, readers could understand
materials better when it matches their own attitudes and beliefs on a topic.
This affection is usually linked to each other.

30. 23
e. The purpose of reading
This fifth factor also determines the comprehension ability, student
could also have difficulties to understand the story if he reads it with no
particular purpose in mind. Comprehension is always directed and
controlled by the needs and purposes of an individual.26 If that so, they
must establish their own purpose before reading and commits the entire
story to memory.
f. Skills of comprehending
Another factor which influences the depth and the amount of
comprehension is the skills that the students have developed for that
purpose; the ability to comprehend develops gradually from the simple to
the complex skills. The teacher give a balanced program, include direct
teaching of techniques which will aid the student in developing attitudes
and skill of thoughtful, purposeful reading.
6. Correlation between Vocabulary and Reading
One reason why children find reading in some subject fields difficult
because of their lack of vocabulary. Whereas in fact of vocabulary is the most
important thing in reading skill. Most of us if we find the difficult word, we
still just continue our reading in the hope that the word we read is not really
important or that it’s meaning will become clear later on. But sometimes these
word that we passed usually as the key of our reading and understanding. We
26
F. Dubin, op.cit, p. 14

31. 24
can not catch and grasp the idea from our reading as well as possible. So
looking up the difficult words in dictionary is better for us.

32. CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
1. The Purpose of Study
The purpose of this study is to get empirical data about the correlation
between students’ achievement and reading ability, at the second grade
students of Madrasah Aliyah Negeri (MAN) II Narogong , Bekasi.
2. Operational Definitions of Variables
There are two kinds of variables in this research, the first variable is
the students’ vocabulary achievement score which is taken by how many
vocabularies that they know from the test given; it is considered as
independent variable (variable X). The second variable is their Reading ability
score which is taken from their comprehension in reading with the texts; we
considered it as dependent variable (variable Y).
The students’ vocabulary achievement from the test of vocabulary that
is carried out by English book for Senior High School and work sheet (LKS-
Lembar Kerja Siswa), while reading comprehension ability was carried out by
the work sheet (LKS-Lembar Kerja Siswa).
25

33. 26
3. Place and Time of the Study
The research was conducted at MAN II Bekasi that is located on Jalan
Bojong Asih V Perum Narogong Indah Rawa Lumbu, Bekasi.
The research was carried out from July 24th up to 1st August, 2006.
After getting an agreement of the school principal and then consult to an
English teacher who is teach at the second year of IPS (Social Sciences) of
MAN II Beaks.
4. Method of Study
In completing the data, the writer used the field research. In the field
research, the writer conducted the research for the students at the second year
of MAN II Bekasi. The writer gave a test to the students and asked them to
answer the question that she made.
This research uses the correlation method, with the analysis of Product
Moment according to Karl Pearson.1 It is usually used to correlate two
variables based on its correlation coefficient value. It is useful to describe and
find out the significance of the correlation between those two variables,
variable X and variable Y.
1
Prof. Drs. Anas Sudijono, op. cit, p. 177-178

34. 27
5. The Technique of Sample Taking
The writer takes the whole students of IPS II at MAN II Bekasi
because they have enough knowledge and motivation in their study and their
reading ability is also good enough.
There are 123 students they are of IPA I, IPA II, IPS I, and IPS II, that
placed on second year of MAN II Bekasi. From those classes the writer took
one class of class IPS II they are 40 students as an experiment class and also
as sample of this study. The percentage of the sample in this research is 33%.
6. The Technique of Data Collecting
In completing the data, the next step of this research is collecting the
data; the function of data collecting is to determine the result of the research.
In collecting data, the writer uses some techniques.
a. Field Research
In this research, the writer gave a test to the students of IPS II at MAN
II Bekasi. This test was focused on the vocabulary test and reading test.
b. Testing
Since the writer wanted to investigate the correlation between two
kinds of test, vocabulary and reading comprehension, so the writer uses
test method. The test is divided into two parts; the first is vocabulary,
which consists of 20 items. The second is reading comprehension, which
also consists of 20 items.

35. 28
7. The Research Instrument
The research instrument plays an important role to collect data. The
instrument used in this research is an objective test, and the writer used one
type of objective test, which is multiple-choice type. Multiple-choice type can
be scored objectively and can measure learning out come directly.
In this research, the test consisted of 40 items with five alternatives.
The alternatives include one correct answer and four wrong answers. There
are four passages and from each passage the writer makes a question on
reading comprehension including question of vocabulary, main idea, detail,
not detail, and inference. The test of vocabulary is not only based on the
contents of the passage in the textbook but also taken from another book,
which is correlated to their study and syllabus.
From these tests, the writer takes all questions that have significant
correlation with the students’ compulsory book, like New Light Contextual
Approach to Learning English for Year XI (Published by PT Pabelan) and
work sheet (LKS- Lembar Kerja Siswa) kelas 2 (Published by PT Hayati). So
the questions of the test calculated are relevant to the objective of the course.
8. Technique of Data Analysis
To find out the influence of the students’ achievement vocabulary to
their reading ability, the writer uses a Pearson product moment correlations.

36. 29
The correlation technique is an analysis technique to evaluate hypothesis
concerning correlation between two variables that are examined statistically.
In the correlation technique, the variables are compared to know
whether the correlation is very significant or it only happen by chance. The
formula of product moment correlation is:2
rxy 
 xy
x y 
2 2
rxy = the correlation coefficient
∑xy = the sum of the multiplication between variable X score and
variable Y score.
∑x2 = the sum of standard deviation from Variable X
∑y2 = the sum of standard deviation from Variable Y
B. Research Findings
1. The Description of Data
As it has been mentioned in chapter one, the writer used the field
research. She held field research by taking the scores of 40 students as an
experiment test and analyzed those scores in order to find out whether there is
any correlation between students’ achievement vocabulary and their reading
2
Prof. Drs. Anas Sudijono, op cit, p. 183

37. 30
ability by using the Pearson r formula. So, in total there are 40 scores because
the samples had 2 set of scores.
The first score is vocabulary that consists of 20 items and the second
one is reading comprehension ability that also consists of 20 items, the
scoring is 5 for each correct answer and 0 for the wrong answer. The data of
vocabulary and reading test score result can be seen in the following tables.
(The form of the test and the result score can be seen in appendix).3
2. The Analysis of Data
Having finished the field research by using vocabulary test and
reading comprehension test, the writer uses statistic calculation of the Pearson
Product Moment Formula to analyze the data from the result of vocabulary
test and reading comprehension test. The following table shows the
calculation result based on the theory.
3
See Appendix 1 and 2, p. 41-44

38. 31
Table 1
The Result of Product Moment Table
No X Y x y by x2 y2
1. 60 55 -2 -1 2 4 1
2. 75 75 13 19 247 169 361
3. 80 65 18 9 162 324 81
4. 50 50 -12 -6 72 144 36
5. 60 50 -2 -6 12 4 36
6. 45 40 -17 -162 272 289 256
7. 70 55 8 -1 -8 64 1
8. 60 55 -2 -1 2 4 1
9. 60 65 -2 9 -18 4 81
10. 80 65 18 9 162 324 81
11. 70 40 8 -16 -128 64 256
12. 55 45 -7 -11 77 49 121
13. 55 55 -7 -1 7 49 1
14. 75 65 13 9 117 169 81
15. 75 70 13 14 182 169 196
16. 65 75 3 19 57 9 361
17. 50 25 -12 -31 372 72 961
18. 45 55 -17 -1 17 289 1
19. 40 45 -22 -11 242 484 121
20. 55 45 -7 -11 77 49 121
21. 65 70 3 14 42 289 196
22. 45 60 -17 4 -68 64 16
23. 70 60 8 4 32 49 16
24. 55 50 -7 -6 42 9 36
25. 50 50 -12 -6 72 144 36
26. 50 50 -12 -6 72 144 36
27. 60 55 -2 -1 2 4 1
28. 60 65 -2 9 -18 4 81
29. 65 80 3 24 72 9 576

39. 32
30. 60 50 -2 -6 12 4 36
31. 65 45 3 -11 -33 9 121
32. 65 45 3 -11 -33 9 121
33. 70 35 8 -21 -168 64 168
34. 75 65 13 9 117 169 81
35. 70 65 8 9 72 64 81
36. 45 60 -17 4 68 289 16
37. 75 65 13 9 117 169 81
38. 70 55 8 -1 -8 64 1
39. 75 60 13 4 52 169 16
40. 65 60 3 4 12 9 16
N=40 2480 2240 0 0 ∑by=4648 ∑x =4459 ∑y =4887
2 2
xy 
 xy
( x 2 ) ( y 2 )
x 2
SDx 
N

4459
40
 111,475
= 10.5
y 2
SDy 
N

4887
40

40. 33
 122,175
= 11.05
r xy 
 xy
( x 2 ) (  y 2 )
r xy 
4648
(4459) (4887)
r xy 
4648
21791133
r xy 
4648
4668,09
r xy  0,99
df  N - nr
= 40-2 = 38
To know the correlation them in 5% and 1% significance, the writer
used r table with df formula: df = N – nr
df = degrees of freedom
N = total number of respondents
Nr = numbers of variable (X and Y)
df = N – nr = 40 – 2 38 (“r” value consultation table)
df = 38, so it used the nearest df that 40.
At the degree of significance of 5% = 0.304
At the degree of significance of 1% = 0.393

41. 34
3. Test of Hypothesis
The writer has mentioned the hypothesis before from the hypothesis,
the writer have criteria of test hypothesis:
If ro > rt The alternative hypothesis (Ha) is accepted and Null
Hypothesis (Ho) is rejected. It means there is correlation between students’
achievement in vocabulary and reading ability.
If ro < rt The alternative hypothesis (Ha) is rejected and Null
Hypothesis (Ho) is accepted. It means there is correlation between students’
achievement in vocabulary and reading ability.
According to the table of significance, it can be seen that df 38 is
closer to r table df 40, so the writer took the r table df 40, we get point 0,304
on r table for the 5% significance degree, and point 0,393 on 1% significance
degree. So it means point 0.99 on ro is very high than r table (0.99 > 0.304
and 0.99 > 0,393), from that result, we can conclude that null hypothesis (Ho)
is rejected and alternative hypothesis (Ha) is accepted.
In conclusion, there is a correlation between students’ achievement in
vocabulary and there is significant.

42. 35
The level of influence is as follows
Table 2
The “r” Product Moment Table
Product Moment (r) Interpretation
0.00 – 0.20 Very low
0.20 – 0.40 Low
0.40 – 0.70 Moderate
0.70 – 0.90 High
0.90 – 1.00 Very High
Based on the result of statistics calculation above, the correlation
between the two variables X and Y is positive, it is 0.99. In another word, the
correlation between the students’ achievement vocabulary and their reading
ability is considered very high as seen in the table above.

43. CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data described above, the comparison between students’
achievement in vocabulary and reading ability, are obtained that the value of ro is
1.00 the degree of freedom (df) is 38. In the table of the degree of significant of
5% and 1% the value of the degree of significant is 0.304 and 0.393. It means that
Ho is rejected and Ha is accepted, and it can be concluded that a correlation
between students’ achievement in vocabulary and reading ability is significant.
The writer also concludes that most students are still weak not only in
their achievement of vocabulary, but also in reading comprehension ability. For
example using dictionary is very helpful for them to find out the meaning of
words. The writer also finds out that the correlation between vocabulary and
reading is significant. So, both of them cannot be separated each other.
B. Suggestion
Based on the conclusion above, it is suggested that in reading ability and
in vocabulary are:
1. English teacher is a motivator and stimulator. The teacher should support the
students’ expectation about reading and arouse their interest to increase their
reading comprehension.
36

44. 37
2. A teacher should know and able to implement a good method in teaching
reading, because it is quite complicated to learn.
3. The teacher should encourage the students to have and use dictionary as a tool
to help them with difficult words.
4. The teacher should also give a high motivation to the students to read more
and more English literature to increase their vocabulary level.

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