(A Correlational Study at the Fourth Semester of the Department of English
Education of Syarif Hidayatullah State Islamic University of Jakarta)
By:
Nia Pebriyanti
1112014000034
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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"S,(rrpsi "Presented to the Facrlty of Tarbi,r,ah a*d Teachers' Training in Partial lrulflllment
r;f the Requirerrents lbr the Degree o{'S.Pd. (S-1) in English Language Education
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DEPARTN{ENT OF ENGLISH EDTI CATIOI{
FACULTY O}'TARBTYAH AND TEACHERS' TRAINIi*G
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Studenls' Collocation Knowledge and
Their
Reading Comprehension" (A Correlational Study at the 4th Semester of the Department of English Educationof
Syarif Hidayatullah State Islamic University of Jakarta), r+ritten by Nia Pebriyanti.
student's registration number I 112014000034, was examined by the Committee on
29 July 2A16. The "skripsi" has been accepted and declared to have fulfilled one
of
the requirements lbr the degree of "S.Pd." (Strata-1) in the Department of EnglishEducation.
Jakarta,29 July 2016
EXAMINATION COMMITTEE
CHAIRMAN
SECRETARY
E)LAMINER
I
EXAMINER II
Dr. Alek, M.Pd.
NIP. 19690912 200901 1 008
Zaharil Anasv. M.Hum. NIP. 19761007 2007t0
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Saya yang bertanda tangan di bawah ini,
Nama
Tempat/Tgl.Lahir NIM
Jurusan / Prodi
Judul Slripsi
Nia Pebriyanti
Tangerang, 24 F ebruafi 2A16
1 1 12014000034
Pendidikan Bahasa Inggns
The Relationship between Students" Collocation Knowledge
and Their Reading Cornprehension (A Correlatioreal Study at
the Fourth Semester Students
of
Departnneatof
English Educatioa Syarif Hidayatullah State Islamic University)Dcrsen Pemhimbing : 1. Dr. AIek, M.Pd.
2. Zabafil Anasy,
M.Hurn-dengan ini men,vatakan bahwa skripsi yang sa,r,-a buat benar-benar hasil kar1,a sendiri
dan saya bertanggung jaw'ab secara akademis atas apa yang say'a tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqas.vah.
Jakarta" 26 Jul"v 2016 Mahasisw'a Ybs.
Nia Petriyanti
v
Syarif Hidayatullah State Islamic University of Jakarta). Skripsi of English Education at the Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University of Jakarta, 2016.
Advisor I : Dr. Alek, M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
This study aimed to find and describe the relationship between students’ collocation knowledge and their reading comprehension. The population of this study was the fourth semester students of Department of English Education of Syarif Hidayatullah State Islamic University of Jakarta in academic year 2015/2016. There were 46 students from B and C classes selected as the sample of this study. This study used a quantitative method with the correlational study as the research design of study. The instruments used for collecting data were collocation knowledge and reading comprehension tests. Both tests were conducted to measure students’ collocation knowledge and reading comprehension. The data which was collected was calculated by using Pearson Product Moment Correlation to see whether there was any significant relationship between the two variables. Based on the research analysis, the relationship between the two variables was found at the 99% level of confidence (p < 0.01) with the value of rxywas 0.474 which was in the medium or moderate level. The
value was higher than the value of rtin the significant of 1%, in which 0.474 >
0.376. Moreover, the significance of t contribution revealed that the result was significant with the value of tcountwas 3.571. The value was higher than the value
of ttable at the level of significance 0.01, in which 3.571 > 2.692. Hence, the
alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. In
conclusion, there was a significant correlation between students’ collocation knowledge and their reading comprehension at the fourth semester of the Department of English Education of Syarif Hidayatullah State Islamic University of Jakarta in academic year 2015/2016.
Keywords : Correlational Study, Collocation Knowledge, Reading
vi
Syarif Hidayatullah State Islamic University of Jakarta). Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016.
Dosen Pembimbing I : Dr. Alek, M.Pd.
Dosen Pembimbing II : Zaharil Anasy, M.Hum.
Penelitian ini bertujuan untuk menemukan dan mendeskripsikan hubungan antara pengetahuan kolokasi dan pemahaman membaca siswa. Populasi pada penelitian ini adalah mahasiswa semester 4 Jurusan Pendidikan Bahasa Inggris, Universitas Islam Negeri Syarif Hidayatullah Jakarta tahun ajaran 2015/2016. Sebanyak 46 siswa dari kelas B dan C yang terpilih menjadi sampel penelitian. Penelitian ini menggunakan metode kuantitatif dengan korelasi sebagai desain penelitian. Instrumen penelitian yang digunakan untuk memperoleh data adalah tes pengetahuan kolokasi dan tes pemahaman membaca. Kedua tes tersebut dilakukan untuk mengukur pengetahuan kolokasi dan pemahaman membaca siswa. Data yang diperoleh dihitung menggunakan korelasi Pearson Product Moment untuk mengetahui apakah ada hubungan yang signifikan antara kedua variabel tersebut. Berdasarkan analisa penelitian, hubungan antara kedua variabel ditemukan level signifikansi 99% (p < 0.01) dengan nilai dari rxy adalah 0.474
yang berada pada level sedang. Nilai tersebut lebih tinggi dari nilai rtpada tingkat
kesalahan 1%, yaitu 0.474 > 0.376. Selain itu, signifikan nilai t mengungkapkan bahwa hasil tersebut signifikan dengan nilai dari thitungadalah 3.571. Nilai tersebut
lebih tinggi dari nilai ttabel pada level signifikan 0.01, yaitu 3.571 > 2.692. Oleh
karena itu, hipotesis alternatif (Ha) diterima sedangkan hipotesis nol (Ho) ditolak.
Dapat disimpulkan bahwa adanya hubungan yang signifikan antara pengetahuan kolokasi dan membaca mahasiswa semester 4 Pendidikan Bahasa Inggris, Univesitas Islam Negeri Syarif Hidayatullah Jakarta.
vii
All praises be to Allah, the Lord of the worlds, who has given the mercy and
blessing upon the writer during completing this skripsi as the final assignment in
her study. Peace and salutation may always be upon the Prophet Muhammad, the
savior of the humankind, who has brought the light onto this world and turned it
into a better place.
ThisSkripsiis a scientific paper that is presented as one of the requirements
for the degree “S.Pd.” in English Education. Completing this skripsi is long
processes and the writer would not have been able to complete it without help and
support of lecturers, institution, family and friends. Hence, in this occasion, the
writer is pleasure to acknowledge the help and contributions by conveying her
utmost gratitude to them who have helped her in completing thisskripsi.
First, the writer would like to express the deepest gratitude to her great
parents; her father Sanen and her dearest mother Nining Yuningsih for their love,
support, and moral encouragement in motivating the writer to finish her study.
Next, the writer would like to express the greatest honor and deepest gratitude to
her advisors, Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., for patiently guiding
her and giving her the most valuable help, advice, and support during completing
thisskripsi.
Moreover, the writer would like to express her gratitude and appreciation to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and
Teachers’ Training.
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
3. Zaharil Anansy, M.Hum., as the secretary of Department of English
Education.
4. All lecturers in the Department of English Education who always give
viii
7. Her family, especially her brother; Maulana Yusuf, for his time provided to
help her in inputting the data during writing thisskripsi.
8. Her best friends; Amalia, Mutiara Rahmah, Rizka Amalia, and Poetri Tanjung
Prameswara, Dyah Ayu W.L. for the friendship, love, knowledge, support,
and time they have provided unconditionally.
9. All of her friends in the Department of English Education, especially for
members of B class of 2012 for the encouragement, support, and love.
10. All the people who cannot be mentioned one by one for their contribution to
the writer during completing herskripsi. The words are not enough to say any
appreciations for their help.
Lastly, the writer realizes that this skripsi is still far from being perfect.
Despite the help from the aforementioned people, there are weaknesses and
shortages in this skripsi that remain as the writers’ responsibility. She, therefore,
welcomes all kinds of corrections and suggestions for a better writing.
Jakarta, July 26, 2016
ix
ABSTRACT... v
ABSTRAK... vi
ACKNOWLEDGEMENT... vii
TABLE OF CONTENTS... ix
LIST OF TABLES... xi
LIST OF FIGURES... xii
LIST OF APPENDICES... xiii
CHAPTER I. INTRODUCTION... 1
A. Background of Study ... 1
B. Identification of the Problems... 3
C. Limitation of the Problems ... 3
D. Formulation of the Study ... 4
E. Objective of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II. THEORETICAL FRAMEWORK... 5
A. Reading ... 5
1. Definition of Reading ... 5
2. Types of Reading ... 6
3. Purposes of Reading ... 7
4. Definition of Reading Comprehension ... 8
5. Strategies for Reading Comprehension ... 10
B. Collocation ... 12
1. Definition of Collocation ... 12
2. Types of Collocation... 14
3. Definition of Collocation Knowledge... 18
x
A. Time and Place of Research... 24
B. Method and Design of Research ... 24
C. Population and Sample ... 25
D. Instrument of Research ... 25
E. Technique of Data Collection ... 28
F. Technique of Data Analysis... 28
G. Statistical Hypothesis ... 30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION... 31
A. Research Findings ... 31
1. Description of the Data ... 31
a. Collocation Knowledge Score ... 31
b. Reading Comprehension Score... 35
2. Analysis of the Data... 39
a. Analysis of Linearity of Test ... 39
b. Analysis of Normality of Test... 40
c. Analysis of Correlation Coefficient ... 40
d. Analysis of Determination Coefficient ... 44
3. Hypotheses Testing ... 45
B. Discussion ... 47
C. Limitations ... 49
CHAPTER V. CONCLUSION AND SUGGESTION... 51
A. Conclusion ... 51
B. Suggestions ... 51
REFERENCES... 53
xi
Table 3.3 The Interpretation of Correlation ... 30
Table 4.1 The Collocation Knowledge Score of 4thSemester Students of Department of English Education ... 31
Table 4.2 The Statistical Score of Collocation Knowledge ... 34
Table 4.3 The Reading Comprehension Score of 4thSemester Students of Department of English Education ... 35
Table 4.4 The Statistical Score of Reading Comprehension ... 38
Table 4.5 The Linearity Test Results of the Data ... 39
Table 4.6 The Normality of the Tests ... 40
Table 4.7 The Data Analysis Table of Collocation Knowledge and Reading Comprehension... 41
Table 4.8 Pearson Product Moment Table... 44
xii
xiii
APPENDIX 3 The Collocation Knowledge Score of 4thSemester Students of
Department of English Education ... 63
APPENDIX 4 The Reading Comprehension Score of 4thSemester Students of Department of English Education ... 65
APPENDIX 5 Original Collocation Knowledge Test (Before Pilot-test) ... 67
APPENDIX 6 Output Anates of the Pilot Test ... 71
APPENDIX 7 Statistical Calculation of Collocation Knowledge Score ... 80
APPENDIX 8 Statistical Calculation of Reading Comprehension Score... 81
APPENDIX 9 SPSS Correlations “r” Product Moment ... 82
APPENDIX 10 Pearson Product Moment Table ... 83
APPENDIX 11 T-table ... 85
APPENDIX 12Surat Permohonan Izin Penelitian... 87
APPENDIX 13Pengesahan Proposal Skripsi... 88
APPENDIX 14Surat Bimbingan Skripsi... 89
APPENDIX 15Surat Permohonan... 90
APPENDIX 16Lembar Uji Referensi... 91
1
In learning a language, reading is a dominant activity in understanding the
contexts of any texts which need to be read by the students. They can get
information and improve their knowledge through reading. While reading,
learners’ skill in reading is needed in order to understand the massage of the text
easily. Therefore, reading is one of skills which is important to be learned and
improved like other language skills.
According to Richards, listening and reading are passive/receptive skill.1 As
receptive skill, reading requires the readers to decode the message of written
language. Reading can be defined as the process of understanding a text.2The text
that learners read will help them to develop their reading comprehension. Reading
is often known as a passive activity. However, reading is not totally passive
because while reading, students need to make use their background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies for helping them understand a text.3 Reading can be a useless activity when the readers do not get the message of what they read. Therefore, reading is not as easy
as thought because learners need some strategies to comprehend written language
properly.
One of required strategies in comprehending a text is vocabulary mastery.
Vocabulary is crucial and important in reading because mastering vocabulary can
help them to comprehend a text easily. However, mastering vocabulary is not only
knowing word by word but also knowing combination of words. One of word
combinations is collocation. Collocation refers to word combination which are
usually stick together. As Lewis stated that collocation is the way words naturally
1
Jack C. Richards and Richard Schmidt, Longman Dictionary of Language Teaching and Applied Linguistics, (4thEd.), (London: Pearson Education Limited, 2010), p. 322.
2
Ibid., p. 483.
3
co-occur in language frequently.4 In learning English as Foreign Language, the
awareness of collocation is precise especially in understanding the message of the
text accurately. In fact, reading English text is not as easy as reading native
language text. EFL learners may have some problems in reading English
literatures, books, novels, or any printed materials because of many factors.
One of problems in reading is that the students cannot read effectively and
understand fully English texts. Regarding to Kiaee that collocation and context are
important and have a strong connection to the reading comprehension,5 lack of
collocation knowledge can be one of factors of difficulty in comprehending
English texts for language learners, especially non-native language learners who
usually have less knowledge of collocation. Unlike native English learners, EFL
learners faced some difficulties in learning collocation because English is not used
in daily conversation. As a result, at school, when EFL learners read some English
books, magazines, newspapers, novels, etc., they are difficult to comprehend the
meaning of the texts. Related to preliminary study, many students faced difficulty
in comprehending novels and English texts because of unfamiliar vocabularies.
The unfamiliar vocabularies are collocation, such as, restore confidence, have
second thoughts, give someone a hand, etc. Because of lack of collocation
knowledge, they interpreted the meaning of the texts by translation word by word
that caused different meaning from the real one. As a result, the students were
difficult and slow in comprehending the text.
The statement above is in line with Brown and Kelly who stated that
students are helped a lot in reading comprehension by having collocation
knowledge.6 Moreover, Lien revealed in his study that EFL learners have better
abilities to comprehend a text if they have a better knowledge of collocation.7
4
Michael Lewis, Teaching Collocations: Further Developments in the Lexical Approach, (Boston: Language Teaching Publications, 2000), p. 132.
5
Seyyede S. S. Kiaee,et al., The Effect of Teaching Collocations on Enhancing Iranian
EFL Learners’ Reading Comprehension,Journal of Advances in English Language Teaching, vol.
1 (1), 2013, p. 6. Retrieved fromhttp://european-science.com/jaelt/article/view/76.
6
Mansoor Ganji, The effect on Reading Comprehension of Lexical Collocation Instruction, Subject Matter Knowledge, and Cultural Schema, Journal of Theory and Practice in Language
Studies, vol. 2 (1), 2012, p. 109. Retrieved from
http://ojs.academypublisher.com/index.php/tpls/article/view/tpls0201105112.
7
Therefore, learners who do not have knowledge of collocation may translate
word-by-word when they read unfamiliar combination of words in the English
texts. Consequently, their interpretation of the text will be different with the
original massage of the text even they do not get the massage of the text at all. In
fact, reading requires more than knowing individual words combined together to
produce a meaningful sentences. In this case, the more practice in learning
collocation is needed to increase students’ collocation knowledge. Thus, it will
influence their reading comprehension which can understand the text accurately.
Based on the explanation above, it can be assumed that having collocation
knowledge has a relationship with reading comprehension, therefore, it can be
proved by conducting a research with the tittle: The Relationship between
Students’ CollocationKnowledge and Their Reading Comprehension.
B. Identification of the Problems
Based on the background of study above, the problems which are related to
this research can be identified as follows:
1. Students have less motivation in reading because they assume that reading is
difficult activity.
2. It is supposed that many students have difficulty in reading because of lack of
collocation knowledge.
3. Students still cannot be aware of collocation in English text because the
exposure of collocation in school is still very limited.
C. Limitation of the Problems
In order to conduct an effective study, the problem of this research is limited
by focusing on the relationshipbetween students’collocation knowledge which is
limited in lexical collocation and their reading comprehension. The study is
conducted at the fourth semester of Department of English Education of Syarif
D. Formulation of the Study
Based on the limitation above, the research question can be formulated as:
“Is there any relationship between collocation knowledge and students’ reading
comprehension at the fourth semester of Department of English Education of
Syarif Hidayatullah State Islamic University ofJakarta?”
E. Objective of the Study
The objective of the study is to know and describe relationship between
students’ collocation knowledge and their reading comprehension at the fourth
semester of Department of English Education of Syarif Hidayatullah State Islamic
University of Jakarta.
F. Significance of the Study
The results of the study are expected to give benefits not only theoretically
but also practically. The significances of the study are conveyed to:
1. Students
By the result of the study, it will provide a reflection for the students in
enhancing collocation knowledge as well as their reading comprehension
improved;
2. English teachers
Theoretically, it will provide the English teachers an information about the
importance of enhancing students’ collocation knowledge related to their
reading comprehension. Therefore, in practice, the result will prompt teachers
to give an alternative instruction that will be able to increase and improve
students’ collocationknowledge and their reading comprehension;
3. Further researchers
The result of the study will be useful as an inspiration and additional
5
1. Definition of Reading
In learning English as foreign language, reading is one of essential skills
should be mastered. Reading is a dominant activity in understanding the contexts
of any texts which need to be read by the students. Reading is a process to get
information to improve knowledge. According to Grabe and Stoller, reading is the
ability to get the massage of the written text and understand the information
properly.1 When people are reading, they are also communicating. In reading,
there is an interaction between reader and writer. The text provides massage from
the writer which should be constructed by the reader. The statement is in line with
Alderson who stated that reading is a process of understanding a text message
through some processes of interaction with the text.2
Based on the definition above, therefore, reading cannot be determined as a
passive activity. Reading is a complex cognitive activity that involves the reader
and text to interact in interpreting the meaningful information.3 Reading is one of
receptive skills. According to Harmer, receptive skills are the process of
extracting meaning from the discourse from seeing or hearing.4 Therefore, to
understand the meaning of the text appropriately, the readers have to use their
eyes and mind simultaneously to grasp the massage related to what the writer
wants to give in order to avoid misunderstanding between the reader and the
writer.
People may have different purposes in reading. Some of them read for
recognizing written words, while for the others, they read to practice
1
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (2ndEd.), (New York: Routledge, 2002), p. 11.
2
J. Charles Alderson,Assessing Reading, (Cambridge: Cambridge University Press, 2000), p. 3.
3
Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford University Press, 1994), p. xiii.
4
pronunciation and speaking.5 Through reading, students can improve their other
skills such as speaking through the learning how to pronounce the words, writing
through the learning the sentence structure from the text, and listening through
reading aloud. Moreover, reading also can be a process for students to improve
their linguistic competence. As Grabe stated that reading can be defined as a
linguistic process which means that the readers will make phonemic connection,
recognize the words and the structural phrases organizing the words, and
linguistic knowledge of the language of the text.6
Thus, it can be drawn a conclusion that reading is an active attempt that
involves the readers to use their eyes and mind simultaneously in order to
construct the message of the text with their background knowledge as
information. In addition, the purposes reading can be determined in various ways.
2. Types of Reading
In teaching and learning process, reading is a common activity for students
to get information. In the reading activity, there are two types of reading which
are usually done by the students. They usually read a short text for getting detail
information. In addition, they usually read a longer text for getting the overall
meaning of the passage. The kinds of reading are intensive and extensive reading.
a. Intensive Reading
Intensive Reading is reading a short text to extract specific or detail
information of the text. Students usually need a short time to do this kind of
reading. Intensive reading can be a way for the students to increase their
knowledge of language features and their control of reading strategies.7 In
addition, Intensive reading usually involves translation and comprehension of the
text. The use of the translation is to analyze language features that they learned,
5
Sacha Anthony Berardo,The Use of Authentic Materials in the Teaching of Reading, (The Reading Matrix: Vol.6 (2), 2006), p. 60. Retrieved from
http://www.readingmatrix.com/articles/berardo/article.pdf.
6
William Grabe,Reading in a Second Language: Moving from Theory to Practice, (New York: Cambridge University Press, 2009), p. 16.
7
and to make sure their comprehension.8 To reach students’ comprehension, they
need to pay attention of accuracy of reading regarding to the text, vocabulary, and
organization. The purpose of intensive reading is to help students to get the detail
meaning of the text, to develop their reading skill such as identifying main ideas,
recognizing text connectors, and the knowledge of grammar.9
b. Extensive Reading
Extensive reading is reading a larger text in order to comprehend a whole
meaningful text. In reading extensively, students usually spend more time because
sometimes they need to understand the part of sentences, paragraphs, and
chapters. As Nation stated that extensive reading is a learning activity which
focuses on meaning input and fluency development. When reading, the students
need to pay attention to the meaning of the text rather than the language features
of the text.10 Extensive reading can be a way for the students to build a reading
culture and their fluency by reading in quantity. In addition, extensive reading
provides positive experiences and motivation for the students in reading.11
3. Purposes of Reading
Students can read anything every time and ever where. Of course, they have
different purposes in reading. For example, when students read a newspaper,
getting main point of the information is their purpose of reading. On the other
hand, when they read a novel, the purpose of reading is for pleasure. According to
Grabe and Stoller, there are some purposes in reading:12
a. Reading to search for simple information
In reading to search, typically the readers do scanning a text for getting a
specific word or specific information.
8
I.S.P Nation,Loc. cit.
9
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge Press University, 2002), p. 296.
10
I.S.P Nation,Op. cit., p. 50.
11
William Grabe,Op. cit., p. 322.
12
b. Reading to skim quickly
In reading to skim quickly, the readers read for getting general comprehension
of text in a short time.
c. Reading to learn from texts
Reading to learn from texts refers to learning substantial information which
requires linkingthe text with the readers’ background knowledge.
d. Reading to integrate information
For getting information, reading to integrate information requires the reader to
decide what information they are going to pick.
e. Reading to write
Similar to reading to integrate information, reading to write refers to reading
for selecting information being read which can be a source for developing
writing.
f. Reading to critique texts
In reading to critique text, the readers need to select, critique and compose the
information of the text.
g. Reading for general comprehension
Reading for general information is actually a complex reading activity which
requires the readers to process words, strong skills in forming general meaning
in representing of mind ideas, and efficient coordination of many processes
rapidly and automatically under very limited time constraints.
4. Definition of Reading Comprehension
Reading is an activity which requires the reader to interpret a written text. In
interpreting the text, students need to convert word by word of the text by using
their eyes and brain simultaneously and process it with their background
knowledge in order to get a meaningful understanding of the text. The process of
According to Lems, reading comprehension is a skill to create meaning that
is given from a printed text.13 Alexander determined comprehension as an active
process to comprehend a text which requires learners’ background knowledge
with the information of the text.14 It can be described that comprehension needs
active readers who bring their ideas or background knowledge related to the
information of the text in order to make appropriate inferences easily. Without
comprehension, the readers just read word by word without getting the meaning of
the text.
Furthermore, reading comprehension is also determined as getting the
essential information from a text and understanding it as efficiently as possible.15
Students read a text and comprehend it based on their purposes of reading by
getting the information which they are looking for. For example, when they get an
advertisement, they deny the unimportant information and seek the most
significant information of the text. Therefore, comprehension above means that
the readers need the ability to locate the relevant information carefully based on
their particular purposes of reading.
Comprehending a text requires readers who have good comprehensions to
construct an appropriate message of the text. According to Gillet,et al., there are
some characteristics of being a good comprehensive reader such as: recalling their
prior knowledge of the reading topic, inquiring some questions about the topic
before and during the reading, constructing appropriate interpretations of the text
if the ideas are implicitly stated, and getting main ideas, making a summary, and
some representation of the words in the text.16
Based on the explanation above, thus, reading comprehension is important
and it is a complex process, which requires the readers to integrate words and
13
Kristin Lems, et al., Teaching Reading to English Language Learners: Insights from Linguistics, (New York: The Guilford Press, 2010), p. 170.
14
J. Estill Alexander,Teaching Reading, (Boston: Scott, Foresman and Company, 1989), p. 127.
15
Frangoise Grellet, Developing Reading Skill a Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge University Press 1999), p. 3.
16
sentences of the text using their brain into a meaningful whole.17 It means that
comprehending a text needs active readers to analyze and process words and
sentences to construct an appropriate meaning by connecting to their background
knowledge, personal experience and vocabulary mastery to get a meaningful
understanding of the text.
5. Strategies for Reading Comprehension
A message of written text can be properly received by the readers with
varying degrees of comprehending. Readers who have good skills in
comprehension will easily construct the meaning of the text. However, being good
comprehensive readers is not easy because sometimes they face some reading
problems which can disturb their comprehension. There are several essential
comprehension strategies for the readers to improve their reading
comprehension.18
a. Using Prior Knowledge
In order to comprehend a text, students need to integrate their new information
from the text with their background knowledge related to the text.
b. Asking and Answering Questions
When reading, making some questions and reading to answer the questions are
reading activities in improving their ability to get significant details from the
text. By asking some questions related to the text, the students will more pay
attention to the information to answer the questions.
c. Determining What is Important
The purpose of reading is getting information. However, most texts contain so
much information which sometimes make students confuse what information
should they get from the text. In this case, students need to deny the
unimportant information and focus on the most significant information from
the text based on their purpose of reading.
17
Jane Oakhill,et al.,Understanding and Teaching Reading Comprehension:A Handbook, (New York: Routledge, 2015), p. 1.
18
d. Summarizing
Students need to summarize of what they read using their own words by
selecting the important ideas and choosing significant detailed from the text.
Practice in summarizing a text may lead the students to improve their skill in
understanding a reading text.
e. Making Inferences
Sometimes, many texts have unstated ideas which require the readers to
construct the full meaning of the text. Therefore, in this strategy, students infer
the meaning of what they read when the ideas of the text are not explicitly
stated. Inferring the meaning of the text can be done by using information
from the text and students’ existing schemata to fill in information.
f. Dealing with Graphic Information
Sometimes, a text consists of illustrations, graphs, maps, or diagrams.
Students need to pay special attention to the graphic information because they
often provide key points that students can use to support them in
understanding the message of the text.
g. Imaging
When imaging, it is necessary for students to create mental pictures of the text.
The imaging consists of graphically organizing key ideas of the text. Imaging
can help students to visualize what they read so that they easily have fully
understanding of the text.
h. Monitoring Comprehension
To achieve greater comprehension of texts, students need to monitor their
comprehension by considering their desire to gain from a text and their
understanding of the text. Students can monitor their comprehension by asking
them some questions such as “Am I understand what the author is saying?
What can I do to increase my understanding?” Students can reread the text to
build meaning and they can use dictionary if they face unfamiliar words
B. Collocation
1. Definition of Collocation
When students learn a language, they also will learn the form of words of its
language. All languages have different word formations that become a uniqueness
of every language. However, many languages may have similar word formations,
for instance, the combination of words which usually go together. Some linguists
call the combination of words as ‘lexical phrases’ or ‘lexical items’, others prefer
to call them ‘chunks’ of language. Meanwhile, the combination of words with
words which usually go together has been called as collocation.
Collocation is important and crucial in every language. Collocation can be
found in many kinds of text, such as magazines, newspapers, and/or educational
texts. When people hear the word ‘collocation’, they may have different
perspectives to define it because there is no single definition of collocation. The
first definition of collocation was introduced by Firth, J.R. who defined
collocation as ‘the company words keep’ which means the relationship of one
word with other words.19 The term of collocation is originally from the Latin verb
‘collocate’ that means ‘to set in order/to arrange’.
Other definitions of the term of collocation have been defined by linguists in
different ways. According to Palmer, collocation is a combination of two or more
words which must be learned by analyzing its essential whole part of its
component not pieced together.20 In addition, Hunston added, the statistical
tendency of pair of words which co-occur together can be defined as collocation.21
For example, the word shed collocates with words garden, job, etc. When shed
collocates with garden as garden shed, the word shed is a noun. In other case, it
becomes a verb when it collocates with the wordjobasshed job. According to the
19
Michael Lewis, Teaching Collocations: Further Developments in the Lexical Approach, (Boston: Language Teaching Publications, 2000), p. 48.
20
Graeme Kennedy, Amplifier Collocations in the British National Corpus: Implications for English Language Teaching, TESOL Quarterly, vol. 37 (3), 2003, p. 468. Retrieved from
https://www.jstor.org/stable/3588400.
21
definitions above, collocation is determined by structure and occurs in pattern
which is considered from the statistical/frequency-based perspective.
On the other hand, other linguists defined the term of collocation from
lexical point of view. Unlike statistical/frequency-based definition of collocation,
a lexical definition identifies collocation as a combination of two or more words
that frequently occur in a language.22 Michael Lewis pointed the words that to be
considered as collocation, are not combined freely, but the words co-occur
naturally.23 In addition, the statements above are in line with McCarthy who
argued that collocation is combination of words in a language which is closely
associated each other in natural way, for instance, it is common to sayshe has got
blonde hairrather than she has got yellow hair.24 Although both of the sentences
have similar meaning, learners are not suggested to collocate one word with other
words as they wish. Since there are many words combinations that usually stick
together, this does not mean that all co-occurring words can be considered as
collocation. Then, there are no rules to combine words to be collocation, people
usually determined the collocation by seeing the words that often stick together in
common sense. In short, collocation consists two or more words that sound
naturally for native language.
From definitions above, it is worth noticed that there is no single definition
of the word ‘collocation’. Since, there is no single meaning to describe what
collocation is, the form of collocation is usually unclear for many EFL learners
because sometimes the form of the words combination in target language have
different meaning when it is translated into the native language. For example, the
students may translate “membuat kesimpulan” from L1 into L2 “make a
conclusion”. However, the words are not usual for native speakers because they
usually use “draw a conclusion”, inwhich “membuat kesimpulan”as its definition
in L1. Therefore, it is translated as “draw a conclusion” to make the words
22
Ronald Carter, Vocabulary Applied Linguistic Perspectives, (2nd Ed.), (New York: Routledge, 1998), p. 51.
23
Michael Lewis,Op. cit.,p. 132.
24Michael McCharty and Felicity O’Dell,
acceptable without destroying the meaning and keep the original message in the
source language.
2. Types of Collocation
Knowing patterns of collocation is important because the words occur
together based on its patterns. Many experts classify collocation into several
types. There are two major classifications of collocation; grammatical and lexical
collocation.
a. Grammatical Collocation
Grammatical collocation is the words occur together within a combination of
lexical and grammatical word.25 In grammatical collocation, the co-occurring
words consist of a noun, an adjective, or a verb, plus a preposition or a
grammatical structure such as an infinitive or clause.26 A grammatical item is a
unit of language whose presence in the text is due to its grammatical function
rather than to any meaning it may represent. According to Ilson,et al., in The BBI
Combinatory Dictionary of English, grammatical collocations fall into following
combination:27
Type Pattern Example
G1 Noun + Preposition blockade against
apathy towards
G2
Noun followed byto+
Infinitive
It was apleasureto do it.
They had theforesightto do it.
They felt acompulsionto do it.
They made anattemptto do it.
He was afoolto do it.
G3 Noun followed bythat
clause
we reach an agreement that she would
represent us in court
25
Michael Lewis,Op. cit.,p. 134.
26
Jens Bahns, Lexical Collocation: a Contrastive View, ELT Journal, (Oxford University Press, vol. 47 (1), 1993), p. 57. Retrieved fromhttp://eltj.oxfordjournals.org/content/47/1/56.
27
Type Pattern Example
G4 Preposition + Noun
by accident
in advance
in agony
on somebody’s advice
G5 Adjective + Preposition They areangry atthe children
They arehungry fornews.
G6 Adjective and a followingto
+ Infinitive
Adjective with dummy subject “it”:
It was necessary to work
Adjective with real and animate subject:
She (the girl) is ready to go.
G7
Adjective followed bythat
clause
She was afraid that she would fail her
examination
It was imperative that I be there at three
o’clock
G8 Verb Pattern of Collocation
Verb with specific preposition and an
object:
They came by train
Verb followed by an object + to infinitive:
They permitted the children to watch
television
b. Lexical Collocation
Lexical collocation is the words occur together within two lexical different
elements.28 Unlike grammatical collocation, lexical collocation does not contain
of prepositions, infinitives, or clauses, but typically contains of various
combination of nouns, adjectives, verbs and adverbs.29 A lexical item is a unit of
language which represents a particular area of meaning which has a unique pattern
of combination with other lexical items. According to Ilson, et al., in The BBI
28
Michael Lewis,Loc. cit.
29
Combinatory Dictionary of English, lexical collocations fall into following
combination:30
Type Pattern Example
L1
Verb (usually transitive) +
Noun/Pronoun (or prep.
phrase)
Verb denoting creation:
Come to an agreement
Compose a music
Verb denoting activation:
Fly a kite
Launch a missile
L2 Verb (eradication and/
nullification) + Noun
Reject an appeal
Break a code
L3 Adjective + Noun Strong tea
A chronic alcoholic
L4 Noun + Verb Bombs explode
Bees sting
L5 Noun + Noun
Larger unit to which a single member
belongs:
A herd of buffalo
A bouquet of flowers
The specific, concrete, small unit of
something larger, more general:
A bit of advice
An article of clothing
L6 Adverb + Adjective Hopelessly addicted
Sound asleep
L7 Verb + Adverb
Amuse thoroughly
Apologize humbly
Appreciate sincerely
30
In addition, due to the importance of learning collocation, Hill suggested the
types of collocation which need to be taught to English language learners, as
follows:31
Pattern Example
Adjective + Noun A huge profit
Noun + Noun A pocket calculator
Verb + Adjective + Noun Learn a foreign language
Verb + Adverb Live dangerously
Verb + Preposition + Noun Speak through an interpreter
Adverb + Verb Half understand
Adverb + Adjective Completely soaked
Furthermore, He also classified collocation into more specific types, as
follows:32
a. Unique Collocations
Unique collocations are fixed collocations in the sense that the word fixedly
collocates with the word and cannot be replaced by other words. For example,
foot the billand shrug our shoulders.
b. Strong Collocations
Strong collocations are less fixed than unique collocations but they have a
strong and very strong combination. Few words can replace the target
collocates, for example,rancid butterandmove to tears.
c. Weak Collocation
Weak collocations are easily predictable combinations of usual words in
English. For example, long hair and green shirt. Since they cause no real
31
Jimmie Hill, Revising priorities: from grammatical failure to collocational success. In M. Lewis (Ed.), Teaching collocations: Further Developments in the Lexical Approach, (Boston: Language Teaching Publications, 2000), p. 51.
32
difficulty for learners, they need to be made aware of their predictable
collocations.
d. Medium-Strength Collocations
Medium-strength collocations are words that frequently go together. These are
neither free nor completely fixed. Students may know the individual words
hold and conversation, but not the word combinations. For example, hold a
conversationandmake a mistake.
3. Definition of Collocation Knowledge
The acquisition of vocabulary is a significant component in using a
language. The knowledge of words can be seen as a learners’ ability to store
words in their memory and use them accurately and appropriately in a given
context. Doczi, et al., grouped vocabulary knowledge into passive and active
vocabulary knowledge. Passive vocabulary knowledge is an ability to recognize
and understand lexical units. Meanwhile, an ability to use lexical units in speech
and writing is called active vocabulary knowledge.33 Learners need to have
vocabulary knowledge because by having vocabulary knowledge, they are able to
use it to form a language production and form a meaning in comprehension as
needs in communication.
Nevertheless, having vocabulary knowledge does not only know words but
also know the combinatory possibilities of the words. Learners must be able to
combine words to other words to form phrases, and combine words to form
grammatical patterns, clauses, and sentences to use a language. The combination
of words with words usually has been called as collocation.34 Meanwhile, the
ability to store sequences of words as the bases of language learning is called
collocation knowledge.35
Having knowledge of collocation is clearly crucial for foreign language
learners in learning English. Hill pointed out that “It is possible that up to 70% of
33
Brigtta Doczi, and Judit Kormos,Longitudinal Developments in Vocabulary Knowledge and Lexical Organization, (New York: Oxford University Press, 2016), p. 7.
34
Robert Ilson,et al.,Op. cit., p. vii.
35
everything we say, hear, read, or write is to be found in some form of fixed
expression.”36It seems that knowledge of collocation relates to the proficiency of
language learning. Having collocation knowledge can help learners to form an
appropriate understanding of text. The reason that learners do not understand what
they read is that they read every word as if it were separate from every other word.
In other words, they do not recognize collocation as meaningful phrases, which
would inhibit their understanding of the text. Moreover, knowledge of collocation
can help learners to use appropriate words in producing a language. For instance,
the words beautiful and handsome have similar meaning, however, it is not
appropriate to say she is a handsome girl and he is a beautiful boy. There are
many collocations that are more appropriate to use in natural way. It means that
the given context is central in using collocation to create the appropriateness of
words.
However, for English foreign language learners, having collocation
knowledge might be nearly impossible. Collocation sometimes cannot be
understood literally, therefore the words cannot be used with confident. Learners
may know words but their collocation knowledge is very limited because
collocation frequently occurs in spoken and written English in fact English is not
used in everyday life in foreign language learners’ area. Therefore, there should
be a further effort to learn collocation to improve their collocation knowledge.
Ideally, the acquisition of collocation is not instantaneously acquired. It
must be learned gradually from numerous exposures. Collocation can be learned
in various ways. There are varieties of collocation dictionary for those who wish
to learn more about collocation. The dictionaries provide a much more
comprehensive account of a word collocates rather than the traditional dictionary.
Novels, newspapers, magazines, radio programs, and movies also can be sources
for learning collocation. In addition, corpora concordances also can be a good
resource for learners to determine their collocation frequencies and explore the
collocation use.
36
From the explanation above, it can be concluded that collocation knowledge
is defined as an ability to store the combination of words to other words which
sound naturally, to use them accurately to produce a language, and to construct
meaning in comprehension. In addition, collocation must be recognized in a text
or speech and learned in order to improve collocation knowledge. By having
collocation knowledge, it will improve English learners’ fluency, accuracy, and
appropriateness in forming a language production and meaning in comprehension.
C. Related Previous Studies
The relationship between collocation and the language proficiency has been
conducted by some researches. Zahra Yazdandoost, et al., has investigated The
Relationship among Collocation Knowledge and Listening, Speaking, Reading
and Writing Proficiency of Iranian EFL Learners. The study focused on
investigating both lexical and grammatical collocation knowledge and their
relation to the language proficiency; reading, writing, speaking, and listening.
There were 50 male and female Iranian graduate students of different fields of
study who were studying English as a foreign language involved in this study.
Both lexical and grammatical collocations tests are conducted in this study to
measure the students’ collocation knowledge. For finding out students’ listening,
reading, speaking, and writing proficiency, the study took an IELTS sample tests
(IELTS Practice Plus Pearson Education Longman University, Version two). The
study revealed that the language proficiency has a relationship with students’
lexical and grammatical collocation knowledge. Moreover, knowledge of
collocation can predict the students’ performance or proficiency in all four
language skills.37
In addition, Elsa Sastrawati, et al., investigated A Correlation between
Students’ Reading Interest and Their Lexical Knowledge of Collocations towards
Their Reading Ability. The aims of the study were to find out the relationship
between students’ reading interest and their lexical knowledge of collocations and
37
Zahra Yazdandoost, et al., The Relationship among Collocation Knowledge and Listening, Speaking, Reading and Writing Proficiency of Iranian EFL Learners, Journal of International Scientific Publications, vol. 8, 2014, pp. 408—419. Retrieved from
how these affected to their reading ability. There were 88 second year students of
English Department of Bung Hatta University who were involved in this study.
For correlation study, approximately 30 samples were regarded enough that
relates variables. This study distributed questionnaire to find out the students’
response in reading interest, conducted collocation test to measure the students’
knowledge in lexical collocation, and conducted reading test to find out the
students’ ability in reading. The result of analyzing data of this study revealed that
reading interest has a relation with lexical knowledge of collocation towards
students’ reading ability.38
Another study isThe Effect of Teaching Collocation on Enhancing Iranian
EFL Learners’ Reading Comprehension by Seyyede Samaneh Sadat Kiaee, et al.
The study used quasi-experiment as a research design to examine the effect of
collocation instruction on enhancing Iranian EFL learners’ reading
comprehension. The study involved 70 EFL intermediate students from Safir
English Institute in Tehran, Iran. They were randomly divided into experimental
group and control group. The experimental group was given collocation treatment
while there was no treatment for control group. In experimental group, the
procedure of collocation instruction included teaching and recognizing
collocations, giving examples, and practicing activities, all of which were
designed to enhance the participants’ understanding of collocations. The study
used reading comprehension pretest and posttest consisted of three reading
passages which had about 40 collocations to test the level of students’ reading
comprehension. The result indicated that the experimental group outperformed the
control group in reading comprehension. Thus, it revealed that the teaching of
38
Elsa Sastrawati, et al., A Correlation between Students’ Reading Interest and Their Lexical Knowledge of Collocations towards Their Reading Ability,Abstract of Undergraduate of Faculty of Education of Bung Hatta University, vol. 4 (1), 2015, pp. 1—14. Retrieved from
http://ejurnal.bunghatta.ac.id/index.php?journal=JFKIP&page=article&op=view&path%5B%5D=
collocation has a significant role in improving EFL learners’ reading
comprehension.39
Although there has been a study examined EFL learners' collocation
knowledge with language proficiency and there has been a study examined the
relationship between reading interest and lexical knowledge of collocation
towards reading ability, not many studies have investigated EFL learners'
collocation knowledge which is limited in lexical collocation with respect to a
specific language skill, reading. Moreover, since there has been the investigation
that concerns with the effect of teaching collocation on enhancing EFL learners’
reading comprehension in the Iranian setting, it is worth noting that the present
study, therefore, examined the relationship between students’ collocation
knowledge limited in lexical collocation and their reading comprehension in
Indonesian setting.
D. Thinking Framework
Based on the theories above, reading is one of language skills which is
important to be learned. In learning a language, students will get information
through reading in order to improve their knowledge to produce a language.
Reading is defined as a process of interpreting text to get information and expand
knowledge. In reading, the use of eyes and brain are required to process the words
and connect it with their background knowledge to get information appropriately.
Reading is not only knowing the words but also comprehending the text.
Comprehending a reading text is a skill to construct meaning of the text
appropriately. Hence, comprehending a text needs an active reader who is able to
connect their particular knowledge to the information provided in the text to
interpret the message properly. Without comprehension, the readers just read
word by word without getting the message of the text.
Moreover, when students read a text, they also will analyze words in the text
to construct meaning. There are many word formations in passages. One of them
39
S. S. S. Kiaee, et al., The Effect of Teaching Collocations on Enhancing Iranian EFL
is multi words, namely collocation. Collocation consists of two or more words
which co-occur together frequently in natural way. Collocation can be found in
English texts such as books, magazines, newspapers, novels, etc. In learning a
language, collocation is crucial because by having collocation knowledge, it will
help students in comprehension and production of a language. Collocation
knowledge is defined as an ability to store multi words which frequently co-occur
together.
Having a better knowledge of collocation also has an impact to thestudents’
language proficiency, especially reading. In reading, students frequently translate
word by word to understand the text. However when they face collocation in a
text, they may not translate it word by word. For example, students who have lack
of collocation may translate “have second thoughts about something” as think
about it twice, however the correct one is decide that it may not be a good idea
after all. When students face collocation words, they have to guess the meaning of
one word to the collocated word and connect it to the context of the text in order
to get complete comprehension. Therefore, the students need to aware every
collocation they get after hearing or reading, in order to improve their knowledge
of collocation. By having better knowledge of collocation, it will help them in
comprehending a text accurately.
Thus, based on the explanation above, it can be identified that collocation
has a great deal with reading. It can be supposed that the more students getting
aware about collocation and having a better collocation knowledge, they will
easily and quickly get a complete comprehension of the text; while students who
have lack of collocation knowledge will not able to comprehend the text properly.
E. Theoretical Hypothesis
Based on the theories discussed above, it can be proposed theoretical
hypothesis that there is a significant relationship between students’ collocation
24
X Y
This study was conducted for two months, from May to June 2016. The
study was conducted for distributing collocation knowledge and reading
comprehension tests. The place of the study was at Syarif Hidayatullah State
Islamic University of Jakarta which was located at Jalan Ir. Juanda No.95,
Ciputat, Tangerang Selatan. The consideration of conducting the study at this site
was because of the accessibility and familiarity of the situation and the
participants.
B. Method and Design of Research
The method of this study was quantitative method. Meanwhile, the research
design of this study was correlational study. The real design of the study is
[image:37.595.109.504.344.618.2]represented as follows:
Figure 3.1
Research Design
Note:
X = Independent Variable
Y = Dependent Variable
r = Relationship
From the chart above, this study investigated the correlation between two
variables. The variables were independent and dependent variables. The
independent variable was “collocation knowledge” which was known as X
variable. Meanwhile, the dependent variable was “reading comprehension”which
was known as Y variable.
C. Population and Sample
The population of the study was the fourth semester students of Department
of English Education at Syarif Hidayatullah State Islamic University of Jakarta in
academic year 2015/2016. There were 3 classes; 4A, 4B, and 4C and each class
consisted of 17, 23, 23 students. The total number of 3 classes was 63 students.
The target population of this study was chosen because they have already passed
or learned the related subjects investigated in this study such as vocabulary,
morphology and reading subjects. According to Cohen, taking the larger sample is
better to give greater reliability and facilitate more sophisticated statistics to be
used.1Therefore, the study was considered to take large sample for collecting data
consisted of 46 students which were selected using purposive sampling technique.
The samples were chosen from 4B and 4C classes of Department of English
Education. Meanwhile, the other 17 students from 4A class were involved to be
participants in testing validity and reliability of the research instrument.
D. Instrument of Research
In this study, test was used as the instrument for collecting data. There were
two different tests conducted in this study; reading comprehension and collocation
knowledge tests.
1. Reading Comprehension Test
In this study, the reading comprehension test was adopted from Longman
Complete Course for the TOEFL Test Preparation for the Computer and Paper
Test by the reason that the book consisted of the TOEFL paper-based test which
usually used in the institutional TOEFL. In other words, the test was suitable for
the participants of this study as undergraduate students. After being analyzed
manually, the passages in the reading test contained lexical collocation whose
score was appropriate to be correlated with the score of lexical collocation
knowledge in order to find its significant relationship.
1Louise Cohen, et al., Research Method in Education (6thEd.), (New York: Routledge,
a. Conceptual Definition
Reading comprehension is an ability to understand the meaning of a text by
identifying main idea, detailed information, finding reference and similar words,
and making inference of the text. Reading comprehension test was conducted to
identify the students’ reading comprehension.
b. Operational Definition
Reading comprehension is an ability shown by the score gained by the
students based on the test, which comprises of main idea, detailed information,
reference word, similar word, and inference of text. The test was conducted by
using multiple choice test type which consisted of four passages. Total items were
twenty which were divided by five items in each passage.
[image:39.595.110.514.313.711.2]Here was the blue print of reading comprehension test:
Table 3.1
The Blue Print of Reading Comprehension Test
Aspect Indicator Item Number Total
Item
Comprehending
the English
Text.
1. Determining main idea of the text 1, 6, 11, 16 4
2. Identifying stated detail
information on the text 3, 13, 20 3
3. Identifying unstated detail
information on the text 5, 9, 15 3
4. Making inference based on the
text 4, 8, 18 3
5. Finding reference word in the text 7, 14, 17 3
6. Identifying similar word in the
text 2, 10, 12 19 4
2. Collocation Knowledge Test
In the collocation knowledge test, the items were adapted from two
collocation workbooks, Natural English Collocation written by Jon Marks and
Alison Wooder; and Using Collocation for Natural English written by Elizabeth
Walter and Kate Woodford. The test was conducted by using multiple choice test
type. Before administering the test, there were 40 items which have been analyzed
to check the validity and reliability of the test (see appendix 5). The result
revealed that the validity and reliability of the test were 0.65 and 0.79 (see
appendix 6). After being analyzed, there were 20 items of collocation knowledge
test which were chosen for collecting data (see appendix 1).
a. Conceptual Definition
Lexical collocation knowledge is an understanding about a combination of
two or more words such as various combinations of nouns, adjectives, verbs, and
adverbs that go together frequently and naturally in a language. In this study,
lexical collocation knowledge test was conducted in order to know students’
knowledge of lexical collocation.
b. Operational Definition
Collocation knowledge is an understanding shown by the score gained by
the students based on the test, which comprises of 8 lexical collocation categories
such as V + N/Pronoun, N + V, Adj + N, N + N, Adv + Adj, V + Adv, V + Adj +
N, and Adv + V.
[image:40.595.105.515.309.751.2]Here was the blue print of collocation test:
Table 3.2
The Blue Print of Collocation Test
Aspect Item Indicator Item Number Total Item
1. Understanding the meaning of
collocation based on the context.
Verb (transitive) +
Noun/Pronoun 1, 4, 16 3
Noun + Verb 5, 20 2
Aspect Item Indicator Item Number Total Item
2. Using collocation based on the context.
Adjective + Noun 2, 11, 19 3
Adverb + Adjective 6, 14, 18 3
Verb + Adverb 3, 9, 17 3
Adverb + Verb 10, 13 2
Verb + Adjective + Noun 8, 12 2
TOTAL 20
E. Technique of Data Collection
This study employed two different tests for getting the data. The tests used
in this study were collocation knowledge test and reading comprehension test. The
tests were conducted to measure the students’ collocation knowledge and their
reading comprehension. A multiple-choice test type was used in designing both
tests and each test consisted of 20 items. The assessment guideline for assessing
the tests was number of true score was divided by total number of the test and was
multiplied by 100. In collecting the data, the first test conducted in this study was
collocation test for collecting data of students’ collocation knowledge. Afterward,
reading comprehension test was conducted for collecting data of students’ reading
comprehension test.
F. Technique of Data Analysis
For analyzing the data, the study used a formula of Pearson
Product-Moment Correlation. Pearson product-moment correlation can be used to analyze
data which is collected from the result of the two variables measurement in
interval scale.2 The formula used for finding the number of correlation, as
follows:3
2Jonathan Sarwono, Metode Penelitan Kuantitatif dan Kualitatif, (Yogyakarta: Gra