i
ABSTRACT
THE EFFECT OF STUDENTS’ READING INTEREST AND STUDENTS’
VOCABULARY MASTERY ON STUDENTS’ READING
COMPREHENSION OF THE SECOND GRADE STUDENTS OF SMA NEGERI 5 BANDAR LAMPUNG
By
Elisabeth Gracia Simanjuntak
The purpose of this study was to find out whether there was a significant effect of students’ reading interest and vocabulary mastery on students’ reading comprehension. This was quantitative research applying ex post facto designs. The population of the research was the students of the second grade of SMAN 5 Bandar Lampung. There were ten classes of the second grade students. They were divided into two groups, XI MIA and XI IIS, but the researcher only chose one class of MIA as the sample of the research. The sample of this research was taken from XI MIA1. The member of sample was 30 students. The researcher analyzed the data by using SPSS 16.0 and Path analysis.The instruments used in this research were questionnaire of reading interest, vocabulary masterytest and reading comprehension test.
STUDENTS’ OF SMA NEGERI 5 BANDAR LAMPUNG
By
Elisabeth Gracia Simanjuntak
A Script
Submitted in a Partial Fullfilment of The Requirements for S-1 Degree
In
The language and Arts Department of Teacher Training and Education Faculty
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVESITY OF LAMPUNG
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CURRICULUM VITAE
The writer’s name is Elisabeth Gracia Simanjuntak. She was born in Mesuji on July 11th 1993. She is the first child of Sudirman Simanjuntak and Aprida Pakpahan.
At the age of four, she started her study at TK Dharma Wanita Simpang Pematang in 1998. She had her elementary school at SD Negeri 1 Simpang Pematang and graduated in 2005. She pursued her study at SMP Xaverius Metro and graduated in 2008. After graduating from junior high school, she continued her study at SMA K BPK Penabur Bandar Lampung. She graduated from senior high school in 2011. In the same year, she continued her study and was registered as a student of English Education Study Program at the Faculty of Teacher Training and Education, University of Lampung.
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DEDICATION
By offering my praise and gratitude to Jesus Christ for His never ending bless and guidance to me, I’d proudly dedicate this piece of work to:
My beloved parents: Drs. Sudirman Simanjuntak and Aprida Pakpahan My beloved sister: Hanna Benedicta Simanjuntak
My beloved brother: Jonathan Ronaldo Simanjuntak My beloved family of English Education Study Program 2011
iv MOTTO
Therefore I tell you, whatever you ask in prayer, believe that you have received it, and it will be yours.
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ACKNOWLEDGEMENTS
Praise is merely to Jesus Christ for his blessing and mercy that enabled the writer to accomplish this script entitled “The Effect of Students‟ Reading Interest and
Students‟ Vocabulary Mastery on Students‟ Reading Comprehension of the Second Grade Students of SMA Negeri 5 Bandar Lampung”.
This script is submitted as a compulsory fullfillment of the requirements in accomplishing S1 degree of English Education Study Program, Language and Arts Education Department, Teacher Training and Education Faculty, Lampung University.
Gratitude and honor are addressed to all people who helped and supported the writer in completing this script. Here, the writer would like to acknowledge her sincere gratefulness and respect to H. Ujang Suparman, M.A. Ph.D., as her first advisor, Dr. Muhammad Sukirlan, M.A., as her second advisor, who have contributed and given their invaluable evaluations, comments, and suggestions during the completion of this script. The writer also would like to express the deepest gratitude and respect to Dr. Ari Nurweni, M.A., as her examiner who assisted, guided, encouraged and gave knowledge to accomplish the script.
The writer‟s thankfulness is also due to Drs. Hi. Ahyauddin, M.Pd., the Headmaster of SMA Negeri 5 Bandar Lampung for providing opportunity to conduct the research and Dra. Endang Tri Noviati, the English teacher of SMA Negeri 5 Bandar Lampung for being so helpful during the research process in her class and all beloved students of classess XI MIA1 and XI MIA2 for their participation in this research.
The writer also would like to thank her beloved friends in English Department 2011, her seniors and juniors in of English Education Study Program at Teacher Training and Education Faculty, Lampung University and also her best friends for being such a great companion along the way in finishing this script.
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The writer realizes that this script has many weaknesses in certain ways thus suggestion are expected to make this paper better in the future.
BandarLampung, August 2015 The Writer
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4.1 Result of Data Analysis……….. 54 4.1.1 Students’ Reading Interest Based Data Analysis………... 55 4.1.2 Vocabulary Test Based Data Analysis………..…...……….... 56 4.1.3 Reading Comprehension Test Based Data Analysis…….………..…. 60 4.1.4 Effect of Students’ Reading Intereston students’ Reading
Comprehension... 65 4.1.5 Effect of Students’ Vocabulary Mastery on Students’ Reading
Comprehension... 67 4.1.6 Effect of Students’ Reading Interest and Students’ Vocabulary
Mastery on Their Reading Comprehension... 70
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LIST OF TABLES
Tables Pages
3.1 Spesification Scale of Questionnaire Score ... 37
3.2 Reading Interest Questionnaire Specification ... 40
3.3 Reading Comprehension Test Specification ... 41
3.4 Vocabulary Test Spesification ... 42
4.1 Score of Students’ Reading Interest ... 55
4.2 Descriptive Statistic of Reading Interest Questionnaire ... 56
4.3 Students’ Mastery of Noun ... 57
4.4 Students’ Mastery of Verb ... 57
4.5 Students’ Mastery of Adjective ... 58
4.6 Students’ Mastery of Adverb ... 59
4.7 Identifying Main Idea ... 61
4.8 Finding Spesific Information ... 61
4.9 Finding References... 62
4.10 Finding Inference ... 62
4.11 Understanding Vocabulary ... 63
4.12 Anova Table for Model ... 64
4.13 R-Square for Model... 64
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LIST OF APPENDICES
APPENDICES
Appendix 1: Kuesioner Reading Interest
Appendix 2: Try Out Reading Comprehension Test Appendix 3: Reading Comprehension Test
Appendix 4: Try Out Vocabulary Test Appendix 5: Vocabulary Test
Appendix 6: Result of Try Out Students’ Reading Comprehension Test Appendix 7: Result of Try Out Students’ Vocabulary Mastery Test
Appendix 8: Distribution of Try Out Students’ Reading Comprehension Test Upper Students
Appendix 9: Distribution of Try Out Students’ Reading Comprehension Test Lower Students
Appendix 10: Reliability Analysis of Try Out Reading Comprehension Test Appendix 11: Reliability Analysis of Try Out Reading Comprehension Test Appendix 12: Difficulty Level and Discrimination Power Try Out of Reading Comprehension
Appendix 13: Distribution of Try Out Students’ Vocabulary Mastery Test Upper Students
Appendix 14: Distribution of Try Out Students’ Vocabulary Mastery Test Lower Students
Appendix 15: Reliability Analysis of Try Out Vocabulary Mastery Test Appendix 16: Reliability Analysis of Try Out Vocabulary Mastery Test
Appendix 17: Difficulty Level and Discrimination Power Try Out of Vocabulary Mastery Test
Appendix 18: Result of Students’ Reading Comprehension Test Appendix 19: Result of Students’ Vocabulary Mastery Test
Appendix 20: Distribution of Students’ Reading Comprehension Test Upper Students
Appendix 21: Distribution of Students’ Reading Comprehension Test Lower Students
Appendix 22: Reliability Analysis of Reading Comprehension Test Appendix 23: Reliability Analysis of Reading Comprehension Test Appendix 24: Distribution of Students’ Vocabulary Mastery Test Upper Students
Appendix 25: Distribution of Students’ Vocabulary Mastery Test Lower Students
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Validity Judgement I Validity Judgement II
I. INTRODUCTION
This chapter concerns with the problem of this research. It consists of background of the problems, identification of the problems, limitation of the problems, formulation of the research questions, objectives of the research, and uses that are used in this research.
1.1Background of the Problems
However, based on the interview with the English teacher of SMAN 5 Bandar Lampung, the students have difficulties in reading. First, the teacher said that the students still had many problems to comprehend teacher’s instructions during teaching learning process, therefore the condition of the classroom was passive and there were only some students who took part actively in the learning process. Second, when the teacher gave a reading text to the students, they were not able to answer the questions because they did not understand the text. The students had difficulties in guessing difficult words. This can be seen by the fact that the students do not know the meaning of the difficult words found in a reading text. Consequently, students just read a text without getting some information; they found difficulty in guessing some information in a text. The researcher assumed so because the students had a lack of vocabulary. It makes the students difficult to guess the meaning from the texts.
cause by several problems, and one of which is students’ lack of vocabulary
mastery. Accordingly, understanding students’ reading interest in reading English materials and the factors that lead to having high or low reading interest may assist teachers to address students’ reading needs more effectively and thus to
raise their attainment towards reading. The importance of identifying students’ reading interest towards reading in a second language can influence students’
reading achievement in English classes.
Then, when the researcher asked them the main ideas of the text, no one could raise their hands they only kept quiet in the class. When the researcher asked them why they did that, some of them answered that they actually knew the answer but they were not brave of delivery the answer. After that, some of students also said that they did not enjoy English class, especially in reading activity because the teacher did not use a good technique in teaching so students get bored. Consequently, the students become lazy in comprehending a reading text because they get bored by explanation of their teacher.
Reading interest is really important because the student’s reading comprehension might not be activated if they do not have motivation to learn English through reading. Students who have strong interest might take a part in reading. They might practice to read then often train themselves to make sense of the idea of the text in which it might lead to their better reading comprehension.
things that cannot be separated from one another. When learning to read students need vocabulary to understand the idea and when learning English vocabulary, the students need a lot of practice of reading, because reading is an active way in learning vocabulary. So, if the students know a lot of vocabulary, it will be easier for students to comprehend the written English text.
It is a must for senior high school students to have reading competence because they need to be able to do their reading assignments, reading tests, and others reading activities. Since the researcher assumes that students’ interest in reading and vocabulary mastery greatly effect students’ reading comprehension, so, if students want to be good in their reading comprehension, they must have good enthusiasm and a lot of vocabularies.
Based on the statements above, the researcher was interested in investigating the correlation between students’ reading interest, students’ vocabulary mastery on
their reading competence. In this study, the writer decides to design a problem to be researched with the title: Correlation between Students’ Reading Interest and Students’ Vocabulary Mastery on their Reading Comprehension of the second
grade students of SMAN 5 Bandar Lampung.
1.2Identification of the Problems
Based on the background above and according to the interview with the English teacher of SMAN 5 Bandar Lampung, the researcher would like to identify the problems as follows:
2. Students do not understand the ideas conveyed in texts. 3. Students have difficulties in guessing difficult words.
4. Vocabulary mastery of student hasn’t reached maximum level. 5. The students’ reading competence is low.
6. Students do not have interest when they want to begin reading activity in class.
7. Students are not interested in the topic of reading texts.
8. Students are unable to identify the main idea of the passage with very long sentences.
9. The technique the teacher uses may not be appropriate with the students. 10. Some students tend to be lazy in comprehending a reading text.
1.3Limitation of the Problems
In line with identification of problems, the researcher limits the problems into, students’:
1. Reading Interest 2. Vocabulary Mastery 3. Reading Comprehension
1.4Formulation of the Research Questions
1. Is there any effect of students’ reading interest on their reading comprehension of the second grade at SMA Negeri 5 Bandar Lampung in the 2014/2015 academic year?
2. Is there any effect of students’ vocabulary mastery on their reading comprehension of the second grade at SMA Negeri 5 Bandar Lampung in the 2014/2015 academic year?
3. Is there any effect of students’ reading interest and students’ vocabulary mastery on their reading comprehension of the second grade at SMA Negeri 5 Bandar Lampung in the 2014/2015 academic year?
1.5 Objectives of the Research
In line with formulation of research questions, the objectives of this research are as follows:
1. To investigate whether there is an effect of students’ reading interest on their reading comprehension of the second grade at SMA Negeri 5 Bandar Lampung in the 2014/2015 academic year.
2. To investigate whether there is an effect of students’ vocabulary mastery on their reading comprehension of the second grade at SMA Negeri 5 Bandar Lampung in the 2014/2015 academic year.
3. To investigate whether there is an effect of students’ reading interest and students’ vocabulary mastery on their reading comprehension of
1.6 Uses
The findings of this research might be beneficial both theoretically and practically.
1. Theoretically, the result may be used to support the existing theory on the teaching of English as a Foreign Language.
2. Practically, the findings of this study are expected to give some advantages for the students, the teacher, the researcher and other researchers.
1) For the students, by learning reading comprehension, the students can take some information to identify their problems in mastering vocabulary and their reading competence and also increase their reading interest. Furthermore, they can increase their competence in vocabulary and reading comprehension.
2) For the teacher, as a contribution to English teachers concerning how to improve their quality of teaching and learning process (reading activity) and give the solution to overcome the problems in their learning reading comprehension too, so that the objectives of the English teaching program (especially reading goals) can be achieved.
II. THEORETICAL BACKGROUND
The theoretical background for the research is provided in this chapter. The discussion will be divided into two sections, that is, review of previous research and review of related literature.
2.1 Review of Previous Research
There have been several correlated studies dealing with reading interest, vocabulary mastery and reading comprehension. First, the correlation between reading
interest and students‟ ability to find the main idea in a short text a study of second
- year students at SMAN 4 Malang, conducted by Fitriani (2008). This paper is conducted to find out the level of reading interest and significant correlation between the students reading interest and their ability to find main idea in a short text. The population of this study is the second year students of SMAN 4 Malang, which covers 40 students. The instrument that is used by the writer is questionnaire. It is used to measure the students reading interest. Besides, using questionnaire, the writer also used a test of reading. The finding of this research shows that there is significant correlation between reading interest and students‟ ability to find the main idea in a short text.
Lil „Alamin Seloaji Babadan Ponorogo”, conducted by Fitri (2009). She was
student of English Education Department, Faculty of Education, State Islamic College of Ponorogo. The paper is aimed to find the correlation between English vocabulary mastery and writing ability of grade students of SMP IT Rahmatan
Lil „Alamin Seloaji Babadan Ponorogo. It was also to find out the correlation
between English vocabulary mastery and writing ability. The population is 84 of
Eighth Grade Students of SMP IT Rahmatan Lil „Alamin Seloaji Babadan
Ponorogo. The instruments of collecting the data are test and documentation. The test consists of subjective test and objective test. In this research, the writer found that there was a positive correlation between English vocabulary mastery and writing ability of grade students of SMP IT Rahmatan Lil „Alamin Seloaji Babadan Ponorogo.
The third previous study is the correlation between reading interest and the achievement in reading comprehension of the ninth grade students of SMP Negeri 1 Tambakboyo, conducted by Shoim (2011). He was a student of English Department Faculty of Language and Arts Education Universitas PGRI Ronggolawe Tuban 2011. In this paper, he analyzed that there was a significant correlation between reading interest and the achievement in reading comprehension. He found some aspects that caused the students had difficulty in comprehending the text which he found in his research were: students‟ lack of
vocabulary and grammar, students‟ interest in the reading text, teachers‟ ability in
guiding and managing their class and inappropriate reading strategy. But, the writer
did not find about the correlation between students‟ reading interest and students‟
instruments. They are questionnaire and the test of reading comprehension. The researcher does not give a limit for the respondents, but she gave the choice for each question and the questions used in this study are closed question, it means that the respondents just choose available options.
To sum up, based on the previous studies, it can be stated that all above mentioned studies reconfirmed the importance of the correlation between independent and dependent variable that are reading interest and ability to find the main idea in a short text, students‟ vocabulary mastery and writing ability, reading interest and the achievement in reading comprehension. All relationship above gives effect in the English learning process, especially in reading. However, there are still some issues which have not been investigated, that is, the correlation between reading interest and vocabulary mastery related to reading ability. Therefore, this research will be carried out to investigate the correlation between reading interest and vocabulary mastery related to reading ability and also to find out the correlation between students‟ vocabulary mastery and reading interest
Review of Related Literature 2.2.1 Reading Interest
Krapp, 2004). According to Ortlieb (2010:5), interest is positive attitudes of attraction toward objects or events. They learned responses which predispose the organism to certain lines of activity and which facilitate attention. Interest is the set of attending, the tendency to give selective attention to something. Interest arises through the interaction of basic needs and the means used to satisfy them. The students who are interested in reading are usually the students for whom reading satisfies the basic needs of personal adequacy or self-esteem, esteem of others, curiosity, or success.
Reading interest is a feeling that accompanies or causes special attention to reading. The students may read actively if they are interested in reading. Reading interest can make them consider reading activity as a habitual activity for them. Reading interest may affect reading activeness. Reading achievement is also dependent upon the student‟s motivational reading, and poor reading or reading failure may be caused by lack of interest. To achieve success in reading, the students must want to learn. The students generally come to school wanting to learn to read. However, when the students are unable readers, they almost certainly do not want to read. Teachers must know how to get the unable reader interested in reading and they must also be concerned with the type and the readability of reading materials that may encourage extensive and that may raise the student‟s general level of reading interests and tastes.
needed to do early starting from family, school surroundings and further in community surrounding. Child reading interest development is not only determined by desire and attitude toward reading matters. Some factors influenced, either in child self or out of child self.
According to Ortlieb (2010:2) it is imperative that teachers use non- traditional texts to engage readers so that students do not become disinterested in the reading process, for example, students often love to read other types of printed text such as magazines and newspapers while they would not even consider reading a book.
Frymeir (in Crawley and Mountain, 1995) identified six factors that influenced the development of children's interests. These factors are as follows:
1. Previous Experience.
Students may not develop their interest toward something new that they have never been experienced.
2. Self Concept.
Students may reject information that feels threatened; otherwise the student may receive it if it is felt useful and help them to improve their skill.
3. Values.
Student interest arises if a subject is presented by an authoritative people. 4. Understandable Subject
Information that is easily understood by students may attract their interest. 5. The Level of Pressure Involvement.
6. The Complexity of subject material.
Students who are better intellectually and psychologically flexible are more attracted to something more complex.
Based on theories states, it can be inferred that interest includes; previous experience, self concept, values, understandable subject, level of pressure involvement, and complexity of subject material.
2.2.2 The Students Interest in Reading English Comprehension
Interest plays a role in decision to read, in the level of engagement with the text during reading, and thus also in the product the reader creates in terms of comprehension of the text and learning forms the text (Snow, 2002). From the statement above, the writer assumes that the students are not disappointed with their English if they are interested in their English reading. Students are more likely to read what they think interested in the reading material, for example, reading programs
that provide dedicated reading time do influence the students “intention to read” by
making available materials of interest to students and eliminating competing factors.
2.2.3 Vocabulary
important role in language use. Hiebert, (2005: 2-3) defines vocabulary as knowledge of words and words meaning in both oral and print language and in productive and receptive forms. Harmer (1991: 158) summarizes that knowing a word (vocabulary) means knowing about meaning, word use, word formation, and word grammar. Word meaning is also governed by metaphors and idioms, e.g., the word hiss refers to the noise of snake and to someone‟s threat to others. In learning vocabulary to get the appropriate meaning of the words of sentences, the thing that must be considered is sense relation. It is important to distinguish the meaning of individual item of what they mean in the real word, their meaning in relation to other words within the vocabulary system of the language Mccharty (1990:14). Beside that there are many important aspects in learning vocabulary:
a. Synonym
Synonym means that two or more words have the same meaning Mccharty (1990:16). Many words in English appear very close in the meaning to each other. It will depend on the situations and the context the words appear it. For example:
Short = „small’ Good = ‘kind’
Finish = ‘end’
Toilet = ‘lavatory’
b. Antonym
Large >< ‘small’
Cheap >< ‘expensive’
Close >< ‘open’
Difficult >< ‘easy’
Little >< ‘big’
c. Homonym
Homonym is word spelt and pronounced like another word but with a different meaning, for example:
Beach –‘bitch’
Head –‘hat’
See –‘sea’
Peace –‘piece’
Our –‘hour’
d. Idioms
Idiom is group of words with a meaning that is different from the meaning of all the individual words. For example:
At last (finally)
Called up (telephone)
Get on (entire)
Talk over (discussion)
e. Quantifiers
symbol, etc. that quantifies. Examples:
Someone anyone everyone no one none
Somebody anybody everybody no body
Something anything nothing
Reading vocabulary consists of the word found by people when they are reading. According to Fromkin, V (1999:64), there are two classes of words, namely:
a. Lexical content words
In English, nouns, verbs, adjectives, and adverbs make up the largest part of the vocabulary. They are the content words of language, which are sometimes called the open class of lexical items because we can and regularly do add new words to them. Modem, for example, was added to the classes or nouns as a result of developments in personal computing.
b. Function words
Conjunction such as, and & or, preposition such as in or of, the articles the and a/an, part of the class of determiners, and pronouns have been referred to as closed class words that is called grammatical or function words. It is not easy to think of new conjunction or preposition or pronouns that have recently entered the language.
1. Content word
Content word represents the name of the subject or thing, that is concrete noun (book, scissors, and bag) action done by with these things, that is verb (go, find, and run), and the qualities of these things, that is adjective (small, tall, and far).
2. Function word
Function word are those word which are used as a means of expressing relation grammar structure, such as conjunction (but, or, and), article (a, an, and the), and auxiliaries (are, be, is).
3. Substitute word
Substitute word are those, which represent the individual things or specific action as substitute for whole from classes of words, that is, identifies (anything, anyone).
4. Distribute word
Distribute word are those are distribute in use according to grammatical matter as presence of a negative such as either, too, or, yet.
The classification of words of a language depends on their function in communication (Hatch and Brown, 1995: 218). Words are classified into functional and content words. Functional words are the words we use to make our sentences grammatically correct. Pronouns, determiners, and prepositions, and auxiliary
lexical feature. In the study of word classification, the researcher limits on nouns, verbs, adjectives, and adverbs.
a. Nouns
A noun is a word (or group of words) that is the name of a person, a place, a thing or activity or a quality or idea; nouns can be used as the subject or object of a verb. Nouns can be divided into sub classes. There are proper nouns and common nouns. There are also countable nouns (pens, pillows, fruits), mass or uncountable nouns (sugar, water, money), abstract nouns (idea, religion, faith), concrete nouns (chair, table, cap), and collective nouns (class, government, group).
b. Verbs
Verbs are words that denote or describe an action, experience or state. Vendler in Hatch and Brown (1995) places verbs into four classes: activities (sleep, drink, eat), accomplishment (catch, kill, build), achievement (lose, find, recognize), and states (love, have, know).
c. Adjectives
Adjective is a modifier that used to highlight quantities or attributes. Its most usual position is before the noun it modifier, but it fills other positions as well. The types of adjective are:
1. Determiners
2. Descriptive adjectives
They usually indicate an inherent quality (good, bad, young), or physical state such as (black, purple, yellow), size or age.
d. Adverb
Adverb is a word that adds to the meaning of a verb, adjective, another adverb or a whole sentence. The types of adverbs are explained below:
a. Adverb of manner – quickly, neatly, awkwardly
b. Adverb of place and direction – here, away, outside, left, straight
c. Adverb of time – define time such as yesterday, today, tomorrow; indefinite time such as recently, nowadays, soon, already, before, later d. Adverb of frequency – usually, always, sometimes, never
e. Adverb of degree – very, too, quite, extremely, more, almost, entirely, partially, wholly
Based on the explanation above, the writer concludes that vocabulary is the total number of words, written or spoken that has certain meanings from a certain group of people.
2.2.4 Vocabulary Mastery
vocabulary is the vital aspect in learning language. Vocabulary mastery is an important thing in order to master four major skills such as speaking, reading, writing, and listening. According to Wilkins as stated in Thornbury (2002),
“without grammar very little can be conveyed, without vocabulary nothing can
be conveyed.” Moreover, learning vocabulary of foreign language presents the
learner with several challenges.
A large vocabulary helps students to express their ideas precisely, vividly, and
without repeating yourself in composition.” Therefore, vocabulary has an
important role because it is the basic instrument of language. The meaning of mastery is: 1) great skill or knowledge. Vocabulary mastery is the student‟s ability to understand the meaning of words by using the context and to use effectively words to express their ideas in communication. Vocabulary is one of the language components which have to be considered as integrated parts of language skills to development of the four language skills. Students‟ mastery in senior high school is related to mastery in competence standard and basic competence.
Students use vocabulary which is arranged into sentence to express their opinion, thinking and also idea in their society. They use it in social communication. The other importance of vocabulary is suggested as follows: “Vocabulary is important to students-it is more important than grammar for communication purpose, particularly in the early stages when students are motivated to learn the basic
words they need to get by in language. Also, as the lexical system is „open‟, there
is always something new to learn when students have „done‟ the grammar. So
understand nuances of meaning, to become more proficient in their own choice of
words and expressions.”
In brief, the researcher assumes that 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 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. In this research used the content words (nouns, verbs, adverbs, and adjectives)
2.2.5 Vocabulary Test
A test of vocabulary measures students‟ knowledge of the meaning of certain
English book for second grade students senior high school.
According to Nation (1990:78), there are two steps to consider when looking at tests of total vocabulary size, they are:
1. Selecting
Usually it is not possible to test all the words within a particular group. First, we must exclude all the words that we cannot easily test, for example a, the, of, be. In fact, the test will be easier to make if we test only nouns, verbs, adjectives, and adverbs. Second, after we have excluded the words we cannot test, we must find a good way of choosing the test items from the words left. The best way is to number the words and then to choose every tenth word if this will give enough words for the test.
2. Testing
There are recognition and recall test. In recognition test, we want to see if the learners hear or see an English word then write or say a mother-tongue word, or English synonim or definition. While in recall test, we are interested in the
learners‟ producing the word. In such test the learner hear or see a mother
-tongue word or simple English synonim or definition, or they see a picture and then they write or say the English word.
Second is testing, the suitable test will be tested to students. In this research, the researcher chooses the certain words from narrative text in designing her vocabulary test.
2.2.6 Correlation between Vocabulary and Reading Comprehension
Vocabulary and reading cannot be separated, because both of them relate each other. Vocabulary is very important to reading comprehension. Students cannot understand what they are reading without what most of word mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary. Building vocabulary skill improves reading comprehension and reading fluency. So, without building a large vocabulary, student cannot read successfully. Burton (1982:98) says that we cannot do well in comprehension without a large of vocabulary, for the passage and question
involve a range of word much wide than that a daily conversation.
Building vocabulary can be started from teacher practice, students influenced by the conversation, short reading texts and games. One of difficulties of students face when learn English is vocabulary because they always confused when they did not find the meaning of word. It is because they seldom in memorize and use this language. 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
2.2.7 Influence of Reading Interest to Vocabulary Mastery
Reading has been the skill most emphasized in traditional Foreign Language (FL) teaching, and even today is the mainstay of English as Foreign Language (EFL) instruction in many countries (Risdianto, 2012:35). Reading interest has a significant correlation with the advance of country. Especially for English language study, reading interest is very useful for students. By reading as a habitual activity, they will use their time to do positive activity. It is believed that they will get information little by little. Reading texts also provide opportunities to study language, vocabulary, grammar, punctuation, and the way that construct sentence, paragraphs, and texts. Finally, good reading texts can introduce interesting topics, stimulate discussion, and excite imaginative responses (Harmer, 2001:68). Therefore, the writer can assumed that reading interest can influence the other aspects of language study especially vocabulary mastery.
2.2.8 Reading
Reading is one of the ability of students in their life. It is generally accepted that reading is one of the most crucial skills needed by the students of secondary school, of senior high school and university. By reading, the learners may have further practice of language they have further practice of language they have already met through listening and speaking, they will also get much information, such as education, science, technology and culture, they require from the text as well. In relation to the definitions of reading, Edhita (1989:14) defines that reading are the meaningful interpretation of printed or written verbal symbols. Dubin explained the
that the brain does most of the work”. While Lado states “reading in a foreign language consists of grasping meaning in that language though its written
representation”. Generally, reading can be defined as an interaction with a
printed message. It means that reading is not passive action; there is some intellectual energy to be expanded. Reading is the art of transmitting the ideas, facts, and feelings from the mind and soul of a reader, with accuracy and understandings, and much more.
The statements above show various definitions of reading. Reading means a complex process of thinking in assigning meaning from printed materials which
involve most of the readers‟ 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.
Depending on the purposes of reading, reading can also be classified into two types of activities (Grellet, 1981), intensive and extensive reading.
a. Intensive reading
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 ones‟ own pleasure. This is a fluency activity, mainly
involving understanding. Example: Reading a newspaper, article, short story or novel.
Finnochiaro (1983) defines that reading comprehension is the ability which depends on the accuracy and speed of graphic perception, that are perception of writer‟s symbol, control of language relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use contextual clues and recognition control illusion. Tinker and McCullogh (1975: 197) explain that comprehension depends upon grasping word and meaning, grouping words into unitary thought complexes, that is grasping the relation between words in sentences in paragraph, between paragraph in large whole, they further claim that comprehension skill include the ability to skim, read for the main idea, to follow and anticipate sequence of event, to read to grasp relevant details, to read to follow direction or to draw conclusion, or to evaluate critically. Anderson et al (1969: 106 – 107) maintain that there are three
levels of comprehension, namely “ reading the lines”, interpreting what the
author says; “reading between the lines”, interpreting what is meant by the
author; and “reading beyond the lines”, making generalization of what is read.
The comprehension entails three elements (Snow, 2002 : 11): 1. The reader who is doing the comprehending
These include cognitive capacities (e.g., attention, memory, critical analytic Ability, inference, visualization ability), motivation (a purpose for reading, an interest in the content being read, self-efficacy as a reader), and various types of knowledge (vocabulary, domain and topic knowledge, linguistic and discourse knowledge, knowledge of specific comprehension strategies). 2. The text that is to be comprehend
The features of text have a large effect on comprehension. Comprhension does not occur by simply extracting meaning from text. During reading, the reader constructs different representations of the text that are important for
comprhension.
3.The activity in which comprehension is part
During reading, the reader processes the text with regard to the purpose. Processing the text involves, beyond decoding, higher-level linguistic and
semantic processing and monitoring.
In reading a literature, a reader uses a technique to make easier for them in getting information. There are two techniques in reading, that is, scanning and skimming.
1. Scanning
scanning depends on the purpose. Scanning is used to locate specific information, for example in encyclopedia or an index. It also can be used to review an article just read in order to mentally fix the important information, to discover the general organization or framework of the article, or to preview an article.
2. Skimming
Skimming is used to quickly identify the main idea of the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots material to read in a limited amount of time. There are many strategies that can be used when skimming. Some people used strategy by reading the first and last paragraph using heading, summarizes and other organizer as they move down the page or screen. In short, reading is a skill to interpret the word of a text in order to get information from that text. Then to get the information, every students is very needed to master the vocabulary in order to make easy students to comprehend what their have done to read. Specially, when they are want to read the text about other knowledge which usually has some difficult words. Nuttal (1992) states that there are five reading skills that should be mastered by reader to comprehend the text deeply; they are as follow:
1. Determining main idea
2. Finding the specific information or part of text
Finding the specific information or part of text means looking for the information that relevant to the goal in mind and ignores the irrelevant.
3. Finding reference
Reference is the intentional use of one thing to indicate something else in which one provides the information necessary to interpret the other. Finding reference means interpreting and determining one linguistic expression to another. There are two types of references; cataphoric and anaphoric reference. A cataphoric reference unit refers to another unit that is introduced later on in the text/speech. To understand the unit refers to by a cataphoric reference you would need to look ahead in the text. Meanwhile, an anaphoric reference unit, on the other hand, refers to another unit that was introduced earlier in the text. To understand the unit referred to by an anaphoric reference you would need to look back in the text.
4. Finding inference
Inference is good guess or conclusion drawn based on the logic of passage. Finding inference means the reader imply the sentences or passages understand and conclude it logically.
5. Understanding vocabulary
Considering the theories above, the five reading skills is important to comprehend the text. So in this research, the researcher used all of sort reading skill.
2.2.9 Theoretical Assumption
Considering the theories described, the researcher assumed to the idea that reading interest and vocabulary mastery has an important and special place in the reading comprehension, especially in finding the meaning. Vocabulary plays an important part in learning to read. As beginning readers, students use the words they have heard to make sense of the words they see in print. Vocabulary and reading cannot be separated, because both of them relate to each other. For the reading interest, students who have high interest toward reading tend easier to comprehend the passage that they read than the students who have low interest. Reading interest and vocabulary is very important to reading comprehension. Readers cannot understand what they read without knowing the word and high interest in reading. Reading involves much more than word recognition. Based on the assumption above, the researcher assumed by having high interest toward reading and mastering vocabulary, the students will be able to comprehend the text maximally, especially in reading comprehension of second year students of SMA Negeri 5 Bandar Lampung.
2.2.10 Hypotheses
To find the answer the problem, the writer should propose as follows: 1. H0 : there is no effect of students‟ reading interest
H1 : there is an effect between students‟ reading interest on their reading comprehension.
2. H0 : there is no effect of students‟ vocabulary mastery on their reading comprehension.
H1 : there is an effect of students‟ vocabulary mastery on their reading comprehension.
3. H0 : there is no effect of students‟ reading interest and students‟ vocabulary mastery on their reading comprehension. H1 : there is an effect between students‟ reading interest and
students‟ vocabulary mastery on their reading comprehension.
III. METHOD
These chapters concerned with setting of the research, research design, data collecting techniques, try out of data collecting techniques, research procedure, data analysis, and hypothesis testing.
3.1 Setting of the Research
The research was conducted at SMAN 5 Bandar Lampung. The writer chose this school because there was no research yet conducted here previously and the topic for testing students’ Reading comprehension is appropriate for students Senior
3.2 Research Design
This research was a quantitative research. Quantitative research was associated with social survey technique like structured interviewing and self administered questionnaires, experiments, structured observation, content analysis, and the analysis of official statistics. It implied that the application of measurement of predetermined variables, as well as to the gathering and analysis of numerical data. The design used in this research is ex post facto design because there was no control group and no treatment to the subject but collecting the data by seeing the correlation between cause and effect that happened. Hatch and Farhady (1982:26) said that ex post facto design is often used when the researcher does not have control over the selection and manipulation of the independent variable. This was a correlation research. A correlation research was a detection of the correlation between one variable and others based on the available correlation coefficient.
The data of the research were students’ reading interest, students’ vocabulary mastery and students’ reading comprehension. In this study, the data that
collected are numbers, so the research design was descriptive quantitative. This study dealt with three kinds of variables, they were reading interest as the independent variable, vocabulary mastery as the independent variable, and the achievement reading comprehension as dependent variable. The ultimate purpose of the study as determines the effect of the independent variable (interest of reading and vocabulary mastery) on the dependent variable (reading comprehension).
variables because it is assumed that reading interest and vocabulary mastery influence students’ reading comprehension.
2. Students’ reading comprehension (Y) as a dependent variable because it is assumed that reading comprehension is affected by students’ reading interest and students’ vocabulary mastery.
The data were correlated to find out the correlation each other. The design of the research was presented as below:
Picture 3.1 The Design of the Research
Usman, M (in Sewall Wright, 1934) Where:
X1 : Students’ Reading Interest (Independent variable) X2 : Students’ Vocabulary Mastery (Independent variable) Yo : Students’ Reading Comprehension (Dependent variable)
3.3 Data Collecting Techniques
In collecting the data, the researcher used three techniques: questionnaire, written test of vocabulary, and written test of reading. So, there are 20 items of the questionnaire of reading interest and the researcher tried out 50 items of
X1
X2
vocabulary and 45 items of reading comprehension test. After that, the researcher analyzed those items to see their difficulty level and discrimination power. Then, only 40 items of vocabulary and 40 items of reading comprehension test were chosen by the researcher, which had the perfectness of level difficulty and the ideal of discrimination power. The following were the description of instrument, the level difficulty, discrimination power of the test items, validity and reliability.
1. Questionnaire
Questionnaire is a list of questions and statements to be answered by the students. The questionnaire consists of 20 items. The questionnaire was made based on the theory of factors that influence interest, they are previous experience, self concept, values, understandable subject, level of pressure involvement, and complexity of subject material. The result of questionnaire is scored based on Likert Scale. The scores range from 1-5. There are five options to answer the question in one item of questionnaires. They are strongly agree, agree, neither agree nor disagree, disagree and strongly disagree. The objective of questionnaire is to know the students’ reading interest scores.
Table 3.1 Specification Scale of Score of Questionnaire Answer Alternatives Scale of Score
A. Sangat Setuju ( Strongly Agree) 5
B. Setuju ( Agree) 4
C. Ragu-ragu ( Neither agree nor disagree) 3
D. Tidak Setuju ( Disagree) 2
E. Sangat tidak setuju ( Strongly disagree) 1
2. Vocabulary Test
The instrument used in this is in the form of a test on vocabulary is synonym and antonym vocabulary test. There are 50 questions which consists of 30 questions of synonym and 20 questions of antonym. The words are concerned on some vocabularies that is used in the narrative text of reading test from English book for second grade of senior high school. Reffering to the syllabus, the writer chose narrative text, because narrative text is one of the text that to be mastered by second grade student of senior high school. Then, the students had to choose the correct word from five given words. After giving the test to the students, the researcher analyzed the appropriate test items in order to find the validity of the research. The test was conducted in 60 minutes for the tryout and 60 minutes for the test. The scoring is based on the correct answer, that is, one correct answer is scored 1; one wrong answer is scored 0. The objective of vocabulary test is to know the students’ vocabulary scores.
3. Reading Comprehension Test
instruments for reading comprehension test. It is multiple choices test which one question has five options (a, b, c, d, e) with one correct answer and four distracters. The students need to read the passage first so that they can identify the main idea, specific information, reference, inference, and vocabulary of the passage. Then, they scrolled back to the relevant point in the text as the students do each question. After giving the test to the students, the researcher analyzed the appropriate test items in order to find the validity of the research. The test was conducted in 90 minutes for the tryout and 90 minutes of the test. The scoring criterion is determined around 0-100, so that if a student is able to answer all the test items, his score is 100. In scoring the students’ result of the test, the formula can be seen as follow:
Where:
S = The score of the test
r = The total of the right answer n = The total items
(Henning,1987)
3.4 Try Out of Data Collecting Techniques
A. Validity
the Hatch and Farhady (1982:281), there are two basic types of validity, such as content validity and construct validity. Therefore, to measure whether the test has a good validity, this research used content and construct validity. The validity of the instrument was presented as follows:
1. The validity of the questionnaire
Validity is a matter of relevance; it means that the test measures what is claimed to measure. To measure whether the test has a good validity, it has to be analyzed from content of the test is sufficiently representative and comprehensive for the test to be valid measure it is supposed to measure. While construct validity focuses on the kind of the test that is used to measure the comprehension. Since the purpose of the test is to measure as well as to know students’ reading interest, the researcher applied a
questionnaire that she developed by using the theory about interest from Frymeir (in Crawley and Mountain, 1995).
represented the level of the appropriateness of the questionnaire toward students in their level of comprehension. On the other hand, Construct Validity referred to the formation of the questionnaire proposed. It also made students easier to understand each items orderly arranged in their reading interest investigated.
The content validity of this questionnaire can be seen as follow:
Table 3.2 Table of Reading Interest Questionnaire Specification No Factors that influence students reading
interests.
6. The Complexity of Subject Material 9, 20
Jawablah dengan jujur seberapa benar pernyataan tersebut mendeskripsikan anda. Jangan menjawab apa yang anda pikir harus anda jawab, atau apa yang orang lain jawab. Tidak ada jawaban yang benar dan salah pada pernyataan ini”. After that, the reviewers agree if the questionnaire has good contain validity. The containts were already related to the purpose of the questionnaire. Overall, there were not any deleted items. It assumes that the questionnaire test is valid.
2. The validity of Reading Test Content Validity
In relation to the content validity, it is intended to see whether or not the tests are a good representation of the materials that to be tested. The ways to find out this kind of validity are formulating the questions based on the aim of teaching reading for the second grade of senior high school students and choosing the topics of the texts concern on the narrative text that is provided in English book for second grade of senior high school. The content of the test is represented in the table of specification below:
Table 3.3 Table of Reading Comprehension Test Specification
No. Skills of Reading Item Number Percentage
of Item
1982). To make sure the test reflects the theory in reading comprehension, the researcher examined whether the test questions actually reflect the meaning of reading comprehension or not.
3. Thevalidity of Vocabulary Mastery Test Content Validity
In vocabulary mastery test, the content validity was concerned on choosing some vocabularies that was used in the narrative text of reading test for second grade student senior high school from English book for second grade of senior high school.
Table 3.4 Specification of Vocabulary Test
No Word Items numbers of the test Percentage
1. Verb 2, 10, 13, 15, 21, 24, 25, 29, 30, 33, 37, 40 30 %
2. Noun 3, 6, 9, 16, 17, 18, 19, 20 20 %
3. Adjective 4, 7, 12, 14, 22, 23, 26, 27, 28, 34, 38, 39 30 %
4. Adverb 1, 5, 8, 11, 31, 32,35, 36 20 %
Total Numbers 40
Construct Validity
B. Reliability
1. Reliability of Questionnaire
Reliability refers to whether the test gives us an indication of how accurate the test score were (Shohamy, 1985: 70). However, every item in reading interest questionnaire was analyzed to make sure that the items consisted of good unity. To find whether the test was reliable or not, the writer used Cronbach Alpha. Cronbach Alpha is used to find the reliability of the questionnaire; it is because Cronbach coefficient alpha is the most common method of estimating the reliability of treatment outcome questionnaires. Chronbach's coefficient alpha estimates the consistency of items included in a questionnaire. The alpha ranges between 0 and 1. The higher the alpha, the more reliable the questionnaire would be (Setiyadi, 2006:167). And for knowing the classification of reliability, the following scale was used:
Between 0.800 to 1.00 = very high reliability Between 0.600 to 0.800= high reliability Between 0.400 to 0.600= moderate reliability Between 0.200 to 0.400= low reliability Between 0.000 to 0.200= very low reliability
Reliability Statistics
Cronbach's Alpha
Cronbach's Alpha Based on
Standardized Items N of Items
The reliability coefficient questionnaire can be found by using Cronbach Alpha. The data showed that the reliabilty coefficient of the questionnaire was r = .831. It means that the questionnaire had high reliability. It indicates that the questionnaire that was used in this research was reliable and applicable instrument to measure both students’ reading interest and its correlation toward students’ vocabulary
mastery and students’ reading comprehension. There were no items dropped in order to maintain the number of items.
2. Reliability of the Instruments
Shohamy (1985) states that reliability refers to the extent to which the test is consistent in its score. It can also give an indication of how accurate the test score. The researcher used split-half method to estimate the reliability of the test, since the formula is simple. It is because (1) it avoids troublesome correlation and (2) in addition to the number of item in the test, it involves only the test, mean, and standard deviation, both of which are normally calculated anyhow as a matter of routine. To measure the coefficient of the reliability between odd and even group, the research uses the Pearson Product Moment formula as follows:
∑ rxy=
√[∑ ][ ∑ ]
In which,
rxy: coefficient of reliability between the first half and the second half items X : the total numbers of odd items (variable)
Y : the total numbers even items (variable) X2 : square of X
Y2 : square of Y
(Lado, 1997) Before getting the final data, the researcher gave the tryout of vocabulary and reading comprehension test. Then, the researcher used the formula to calculate the reliability of the vocabulary and reading comprehension test in order to know the items in the test show the consistency in its score. The test items are reliable when the value closes to 1.
The criterion of reliability as follow: - 0.90-1.00 : high
- 0.50-0.89 : moderate - 0.0-0.49 : low
To know the coefficient correlation of whole items, the researcher used Spearman Brown’s Prophecy Formula (Hatch and Farhady, 1982). The formula is as
follows:
In which,
rk : the reliability of the test
The researcher found that the reliability of reading comprehension and vocabulary mastery try out test were high reliability, 0.98 (on reading comprehension), 0.97 (on vocabulary mastery). (See Appendices 11 and 16).
C. The Difficulty Level of the Test Items
Difficulty level relates to how easy or difficult the item is from the point of view of the students who take the test. It s important since the items, which are too easy (that students get right) can tell us nothing about differences within the test population. To see the level of difficulty, the research used the formula as follows:
in which:
LD : level of difficulty
U : the number of upper group who answer correctly L : the number of lower group who answer correctly N : total number of students
The criteria are:
Less than 0.30 = difficult
0.30-0.70 = middle (good item)
More than 0.70-1.00 = easy
The researcher found out that there were 2 items (4.4%) were difficult, 41 items (91.1%) were average, and 2 items (4.4%) were easy in reading comprehension test and 3 items (6%) were difficult, 45 items (90%) were average, and 2 items (4%) were easy in vocabulary mastery test. However, the researcher omitted all the difficult and easy items to get good items test. (See Appendices 12 and 17).
D. Discrimination Power
Discrimination power refers to “the extent to which the item differentiates
between high and low level students on the test. A good item according to this criterion is “one in which good students did well, and bad students failed”
(Shohamy, 1985: 81). To calculate the discrimination power (DP) of the test items, the researcher uses the following formula:
In which,
DP: Discrimination Power
U: the total of correct answer of the higher group L: the total of correct answer of the lower group N: total number of students
(Shohamy, 1985) The criteria are:
0.00- 0.20 = Poor
0.41- 0.70 = Good
0.70- 1.00 = Excellent (should be omitted) The criteria are:
1. If the value is positive discrimination – a large number or more knowledgeable students than poor students get the item correct. If the value is zero, it means that there is no discrimination.
2. If the value is negative, it means that more low students then high level students get the item correct.
3. In general, the higher, the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.
(Shohamy, 1985)
Based on the criteria of the try out test that analyzed by the researcher (See Appendices 12 and 17), the researcher concluded that 5 items (11.1%) were poor and 40 items (88.8%) were good or positive discrimination in reading comprehension test, 10 items (20%) were poor and 40 items (80%) were good in vocabulary mastery test.
3.5 Research Procedure
In conducting the research, the writer used the steps as follows:
a) Determining the problem
In order to determine the problem, the writer red some books that relate to the topic.
b) Determining the instrument
In this research, the writer used appropriate instrument in order to be able to be interpreted. The instruments are:
1. The Reading Comprehension test 2. The Reading Interest questionnaire 3. The Vocabulary test
c) Finding the sample
The sample of this research was X1 Mia 1 students of SMA N 5 Way Halim Bandar Lampung.
d) Trying out the instrument
Before distributing the instruments, the researcher tried out them first in order to guarantee the result to be more valid. Trying of three kinds of the instruments (reading interest questionnaire, test of vocabulary and reading comprehension) in order to check its validity, reliability, difficulty level and discrimination power.
e) Identifying the instruments
f) Distributing the instrument
Three of the instruments were distributed to the students. Giving those tests to the students in order to identify their reading interest, vocabulary mastery and reading comprehension score.
g) Scoring the data
The researcher counted the score of questionnaire, vocabulary test, and also reading comprehension test in order to find how far the students can answer all the test items.
h) Analyzing the data
After the researcher got all the data, the researcher analyzed the data by using SPSS and Path analysis to see the cause and effect of each variable. i) Making the conclusion
The last, the researcher made the discussions and conclusions of this research.
3.6Data analysis
intended not to discover causes but to shed light on the tenability of causal models a researcher formulates based on knowledge and theoretical considerations.
Direct effect means the effect of a variable directly to another variable. Meanwhile, indirect effect means the effect of a variable on another variable through the mediation of one or more intervening variables. In Path analysis also there is Path coefficient, it is a standardized regression coefficient (p) showing the direct effect of an independent variable in the path model.
The analysis of this research can be seeing in the following picture: Picture 3.2 Design of the research
Usman, M (in Sewall Wright, 1934) Where:
X1 : Students’ Reading Interest (Independent variable)
X2 : Students’ Vocabulary Mastery (Independent variable)
Y0 : Students’ Reading Comprehension (Dependent variable)
p01 : Path coefficient of X1 to Y0 p02 : Path coefficient of X2 to Y0 p21 : Path coefficient of X1 to X2
ɛ
: ErrorY0
X2 X1
p01
p21
