Seminar

1. CORRELATION BETWEEN VOCABULARY MASTERY
AND READING COMPREHENSION OF
THE EIGHTH-GRADE STUDENTS
OF SMP NEGERI 32 SIGI
Enjel
NIM A12118106
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ART EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TADULAKO UNIVERSITY
2022

2. ABSTRACT
Enjel (A 121 18 106). This Skripsi is entitled Correlation between Vocabulary Mastery
and Reading Comprehension of the Eight-Grade Students of SMP Negeri 32 Sigi. English Education
Study Program, Language and Art Education Department Teacher Training and Education Faculty,
Tadulako University, under the supervision of (1) Darmawan (2) Mashuri.
The purpose of this research is to find out if there is any significant correlation between
vocabulary mastery and reading comprehension of the eighth-grade students of SMP Negeri 32 Sigi. A
correlational research design was used in this research and applied quantitative approach. The researcher
used a simple random sampling technique to choose the sample. 36 students were chosen as the sample
in this research. The researcher collected data using tests as the primary instrument, which included a
vocabulary and reading test. The average score of the vocabulary test was 85 and the reading
comprehension test was 80. It revealed that two variables have positive relationship. The Pearson
Product Moment result of both tests' data analysis was 0.539. The category was moderate. The value of
rtable was 0.329 when the degree of freedom (df) was 36 and the level of significance was 0.05.
According to the data, rxy is higher than rtable. It can be concluded that alternative hypothesis (Ha) is
accepted and null hypothesis (Ho) is rejected. This indicates that there is a positive and significant
correlation between the vocabulary mastery and reading comprehension of the eighth-grade students of
SMP Negeri 32 Sigi.
Keywords: Correlation, Vocabulary Mastery, Reading Comprehension
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3. CHAPTER 1 INTRODUCTION
1.1 Background
• Learning English has
become a must for
anyone who wishes to
engage in worldwide.
• vocabulary is one of the
important thing in
learning English.
• Willis (2008) who stated
that by reading, someone
can find the information
even the specific
information.
1.2 Problem Statement
• Is there any significant
correlation between
vocabulary and reading
comprehension?
1.3 The objective of the
Research
• To find out the whether
there is a significant
correlation between
vocabulary mastery and
reading comprehension
of the eighth-grade
students of SMP Negeri
32 Sigi.
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4. 1.4 Significance of the
Research
• This research can give
additional information
for other researchers who
wants to conduct further
research on the related
field.
1.5 Scope of the Research
• This research focuses on
the correlation between
the two variables which
are students’ vocabulary
mastery and reading
comprehension. For
vocabulary mastery, it is
noun, adjective, and verb
that the students have
learned from their
teacher. For reading,
descriptive text
1.6 Operational Definition
of Key Term
• Correlation: Relation
between Vocabulary
mastery and Reading
comprehension.
• Vocabulary: Noun,
adjective, a verb that the
students have learned
from their teacher.
• Reading: Descriptive
text is ability to describe
and comprehend the text.
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5. CHAPTER II
RELATED STUDIES, LITERATURE REVIEW, THEORETICAL FRAMEWORK, AND
HYPOTHESIS
2.1 Related
Studies
The first is taken from Yeheskil (2017).
the result of the computation is (Ho) is
accepted and the alternative hypothesis
(Ha) is rejected.
The second is carried out by Ka-Ong
(2018). the result of the computation is
(Ha) is accepted and the (Ho) is rejected.
The third related study is done by Dasep
(2018). the result is that there is a positive
correlation between vocabulary mastery
and reading comprehension.
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6. 2.2.1 Vocabulary Mastery
According to Hornby
(2006:1645) vocabulary is all the
words in a particular language.
2.2.2 Word Classes ( Part of Speech)
The meaning of words can often be helpful in
assigning words to a particular category. Word
classes consist of Noun, Adjective, Verb,
Adverb, Pronoun, Preposition, Conjunction.
2.2.3 Reading Comprehension
Reading improves Student’s intelligence
and creativity Furqon (2013).
2.2.4 Correlation between
Vocabulary Mastery and
Reading Comprehension
There is a lot of information is
arranged in words and applied in
written form. Therefore, the
researcher think that vocabulary
and reading comprehension
have a relationship.
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7. 2.3 Theoretical
Framework
The researcher assume that completing the process of
reading comprehension students must have two
elements. The first element is vocabulary knowledge,
the second element is reading comprehension.
2.4 Hypothesis
The hypothesis can be formulated there is any significant
correlation between vocabulary mastery and reading
comprehension or there is no significant correlation
between vocabulary mastery and reading comprehension of
the eighth-grade students of SMP NEGERI 32 SIGI.
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8. CHAPTER III
RESEARCH METHOD
3.1 Research Design
3.3 Research Variables
3.2 Population and Sample
3.4 Technique of Data Collection
This research
employed
correlational
research design.
The variable were
vocabulary mastery
and reading
comprehension.
3.2.1 Population
The population of this research
was the eight-grade students of
SMP Negeri 32 Sigi.
3.2.2 Sample
The researcher took 36 students.
Vocabulary
•15 questions
•5 multiple choice
•5 fill in the blank
•5 matching item
Reading
• 15 questions
• 10 multiple
choice
• 5 true or false
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9. 3.5 Technique of Data Analysis
Using the Pearson Product Moment
Adopted from Sugiyono (2016)
Notes:
rxy : correlation coefficient
N : the total of sample participating in this study
Σx : the total score of students’ vocabulary mastery
Σy : the total score of students’ reading
comprehension
Σxy : the total of multiple scores of vocabulary
mastery and reading comprehension
Σx2 : the total of the square score of students’
vocabulary mastery
Σy2 : the total of the square score of students’
reading comprehension
3.6 Technique of Data Analysis
.
• Alternative hypothesis (Ha): there is a positive and significant
relationship between students’ vocabulary mastery and their reading
comprehension ;
• Null hypothesis (H0): there is no positive significant relationship between
students’ vocabulary mastery and their reading comprehension.
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10. CHAPTER IV
FINDINGS AND DISCUSSION
4.1 Findings
The findings of this research explain the result of data collection by
testing students’ vocabulary and reading comprehension.
4.1.1 Data Analysis
The researcher presented the results gathered by measuring students' vocabulary
mastery and reading comprehension in this chapter. Each test's score was determined
by counting the total number of right answers given by the students for vocabulary
mastery and reading comprehension. After the results of each test were determined,
the Pearson Product Moment Correlation was used to investigate the correlation
between students' vocabulary mastery and their reading comprehension.
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11. The Pearson Product Moment Correlation analysis was then
used to determine the scores :
r𝑥𝑦 =
N 𝑋𝑌 – ( 𝑋) ( 𝑌)
N 𝑋2 − 𝑋 2 N 𝑌2 − 𝑌 2
r𝑥𝑦 =
36(247158) – (3048)(2892)
36(265380) − 3048 2 36(234820) − 2892 2
r𝑥𝑦 =
8897688 – 8814816
9553680 − 9290304 8453520 − 8363664
r𝑥𝑦 =
82872
263376 89856
r𝑥𝑦 =
82872
23665913856
r𝑥𝑦 =
82872
153837.2967
r𝑥𝑦 = 0.539
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12. Table 3.1
correlation coefficient interpretation
Coefficient Interval Relationship level
0.00-0.199
0.20-0.399
0.40-0.599
0.60-0.799
0.80-1.000
Negligible
Low
Moderate
High
High to very high
It was categorized that students' vocabulary mastery and
reading comprehension are moderate correlated.
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13. 4.2 Discussion
In this research, all data that have been analyzed, it shows that there is a positive and significant
correlation between vocabulary mastery and reading comprehension, although the category of the relationship is
moderate. But, the result of the value of rxy is higher than the value of rtable. So, it can be concluded that there is a
significant relationship between vocabulary mastery and reading comprehension. It is also supported by Yeheskil (2017),
who stated that if the rtable is higher than rxy, it means there is no significant correlation. The opposite, if the rxy is
higher than the rtable, it means there is a significant correlation.
However, to make this research more certain. There are several research examining the relationship
between vocabulary mastery and reading comprehension have been done. Ka-Ong (2018) investigated the correlation of
students’ vocabulary mastery and reading comprehension in narrative text, and discovered a positive correlation between
vocabulary mastery and reading comprehension which using SPSS data analysis, and the category is moderate. Bahri
(2018), who investigated the correlation between students’ vocabulary mastery, and their reading comprehension, and
also found a positive and significance correlation between vocabulary mastery and reading comprehension. It was found
that the category is high. Hayati (2016) also found a positive and significant correlation between vocabulary mastery and
reading comprehension. Reskiawan and Syam (2019) also get a positive and significant correlation between vocabulary
and reading comprehension.
Therefore, the researcher indicates that there is a significant correlation between eighth-grade students'
vocabulary mastery and reading comprehension of SMP Negeri 32 Sigi. It is also supported by the data that has been
analyzed by the researcher.
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14. CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducting the research, it was found that there is a significant correlation between
vocabulary mastery and reading comprehension at SMP Negeri 32 Sigi. This also indicated that the
alternative hypothesis (Ha) was accepted, whereas the null hypothesis (Ho) was
5.2 Suggestion
In the light of the research findings, it is found that vocabulary mastery has contribution
to reading comprehension. Therefore, the teacher should be able to choose a good method for
teaching vocabulary. Students should be more active in the learning process and contribute a lot in
the learning process. For example, do assignments and highlight a new word they don’t understand
when students read a text. Be active in finding a new word in English. In order to expand their
vocabulary and make it easier for them to comprehend what they are reading. For future researchers,
it is better to consider the number of participants when taking data. Because, to reach a broader
generality, similar types of studies should be conducted in the future with a larger population.

15. THANK YOU
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