P E R P U S T A K A A N
THESIS UNIVERSITAS M U H A M M A D I Y A H
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BY
INTAN MAYASARI NIM 372008039
MUHAMMADIYAH UNIVERSITY PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION
T H E CORRELATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION OF T H E EIGHTH YEAR STUDENTS OF
SMP NEGERI 16 PALEMBANG
THESIS
Presented to
Muhammadiyah University Palembang In partial fulfilbnent of tbe requirement
For tbe degree of Sarjana in Englisb Language Education
Br
Intan Mayasari NIM 372008039
MUHAMMADIYAH UNIVERSITY PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM August 2012
Palembang, 25 June, 2012 Advisor I,
Drs. H. A. Rozi Zakaria
Palembang, 25 June, 2012 Advisor D,
HJ. Halimah Tbobir, S.Pd.
This b to certify that Sarfana's thesb of Intan Mayasari has been approved by tbe board of examiners as tbe requirement for the Sarjana degree
in EngUsb Language Education
Drs. H. A. Rozi Zakaria, Chairperson
Hj. HaUmah Tbobir, S.P(t, Member
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^ My bigfamdy ' 'Rpnyamicba's ¥am£'. Ybanbja Cot for your great support.
^ My bonorabCe advisors, Mr. A Zabgria and Mrs. HaBaiab Ibobir, tbanbjbr your guidance, advice, patient and encouragement mfmisbing tbis tbesis.
^ Someone m somewben, tbard§ for your support, advice, projects, cares. Carves and prays. Motbmg comparts to wbatyou ftave done and given for me,
^ !bty best fiend Vbsrttaand<DbindaUCCn6'tbatgw andcares
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ABSTRACT
Mayasari, Intan. 2012. The Correlation between Vocabulary Mastery and Reading Comprehension of the Eighth Year Students of SMP Negeri 16 Palembang. Thesis, English Education Study Program, Sarjana Degree (SI), Faculty of Teacher Training and Education Muhammadiyah University Palembang. Advisors (I) Drs. H. A. Rozi Zakaria, (II) Hj. Halimah Thohir, S.Pd.
Key words: correlation, vocabulary, reading comprehension.
This thesis is entitled "The Correlation between Vocabulary Mastery and Reading Comprehension of the Eighth Year Students of SMP Negeri 16 Palembang". The main purpose of this study was to find out whether there is any correlation between Vocabulary Mastery and Reading Comprehension of the eighth year students of SMP Negeri 16 Palembang. The hypotheses of this study are, (1) there is no correlation between vocabulary mastery and reading comprehension. (2) there is a positive correlation between vocabulary mastery and reading comprehension. The problem of this study was: is there any correlation between vocabulary mastery and reading comprehension of the eighth year students of SMP Negeri 16 Palembang? The population of this study was the eighth year students of SMP Negeri 16 Palembang. The sample of this study was 80 students which were taken cluster random sampling from two classes. To conduct this study, descriptive method was used. The data were analyzed by using, (1) percentage analysis, and (2) Pearson Moment Product Coefficient. The results of the data analysis, it showed that the average score of the eighth year students in doing vocabulary test was 70.75 %, and the average of reading comprehension test was 64.5 %, it means that the students' vocabulary mastery was good and the students' competency in reading comprehension was fair.
Based on the finding, it was found that the correlation coefficient obtained is 0.99. It shows that there is a positive and highly correlation between vocabulary mastery and reading comprehension. It means that the students who get high score in vocabulary mastery also gets high score in reading comprehension, and the students who get low score in reading comprehension also gets low score in vocabulary mastery.
V
Alhamdulillahirabbiralamin. Praise to ALLAH SWT who has given his
blessing so that this thesis could be finished. The title of this thesis is "The
Correlation between Vocabulary Mastery and Reading Comprehension of the
Eighth Year Students of SMP Negeri 16 Palembang. It was also fully aware that this
thesis can never be finished without the help of others during the process of writing.
Therefore, in this occasion the deepest gratitude and appreciation to her advisors:
Drs. H. A. Rozi Zakaria as the first advisor and Hj. Halimah Thohir,S.Pd. as the
second advisor who have given her their guidance and encouragement in writing
this thesis and all of the lecturers who had been taught during studying at the
Faculty of Teacher Training and Education of Muhammadiyah University
Palembang.
The great appreciation to Drs. Usman, M.M. the Headmaster of SMP Negeri
16 Palembang, all the staff members, the teachers and especially for the eighth year
students of SMP Negeri 16 Palembang who contributed a good deal to collect the
data for this thesis. The deepest love is dedicated to my beloved parents Hermanto
and Yanti Mala, my lovely brothers and sister for their loving, praying and
supporting, also extended all of who helped to complete this thesis.
This thesis is very far from being perfect. Therefore, comments and creative
criticism are always welcome. Finally it is hoped that this thesis may given some
benefits for all us.
Palembang, June 2012
The writer
I.Ms
CONTENTS
Page
T I T L E i AGREEMENT >i
APPROVAL iii MOTTO AND DEDICATION iv
ABSTRACT v ACKNOWLEDGEMENT vi
CONTENTS vii LIST OF TABLES « LIST OF APPENDICES x
CHAPTER I INTRODUCTION
1.1 Background 1 1.2 Problems of the Study 7
1.2.1 Limitation of the Problem 7 1.2.2 Formulation of the Problem 8
1.3 Objective of tbe Study 8 1.4 Significances of tbe Study 8
1.5 Hypothesis 9 1.6 Tbe Criteria of Testing Hypothesis 10
CHAPTER II LITERATURE REVIEW
2.1 Tbe Concept of Correlation Research 11 2.2 Tbe Concept of Vocabulary Mastery 12 2.3 Tbe Concept of Reading Comprehension 13 2.4 Tbe Definition of Reading Comprehension 14
2.5 Previous Related Study 16
2.5.1 Tbe Similarity 17 2.5.2 Tbe Differences 17
vu
3.4 The Population 21
3.5 Sample 22 3.6 Techniques for Collecting Data 23
3.7 Technique for Analyzing Data 24
3.7.1 The Validity of Test 27 3.7.2 The Reliability of Test 27 3.7.3 Correlation Formula 28 CHAPTER IV FINDING AND INTERPRETATION
4.1 Findings 29 4.1.1 Tbe Result of Students' Test in Vocabulary and
Reading Comprehension 29 4.1.2 Tbe Result of Vocabulary Test in Filling in the
Blank and Match Test 30 4.1.3 The Result of Test Score of Reading Comprehension
In Multiple Choice Test 34 4.1.4 The Correlation between Vocabulary Mastery (X)
And Reading Comprehension (Y) 38
4.2 Interpretation of tbe Study 42 CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions 44 5.2 Suggestions 45 5.2.1 Englisb Teachers 45
5.2.2 Students 46 5.2.3 School Authority / Government 46
REFERENCES 47 APPENDICES 49
LIST OF TABLES
Tables Page 1. Tbe Population of the Samples 22
2. Number of tbe Sample of tbe Investigation 23
3. Conversion of Score Range 25 4. The Degree of Correlation Coefficients 26
5. Tbe Result of Vocabulary Test in Filling in tbe Blank and
Match Test 30 6. The Result of Test Score of Reading Comprehension in
Multiple Choice Test 34 7. Tbe Correlation between Vocabulary Mastery (X) and
Reading Comprehension (Y) 38
Appendices Page Appendix A Instruments 49
Appendix B Key Answer of Vocabulary Test 54 Appendix C Key Answer of Reading Comprehension Test 55
Appendix D tbe Pearson Product-Moment Correlation
Coefficient Distribution 56 Appendix E Students' Score in Vocabulary Test and Reading
Comprehension Test 58 Appendix F Surat Keputusan Dekan FKIP 62
Appendix G Surat Usui Judul dan Pembimbing Skripsi 63 Appendix H Surat Riset dari FKIP Muhammadiyah 64 Appendix I Surat Izin Penelitian dari Diknas Palembang 65
Appendix J Surat Keterangan Telab Meneliti 66 Appendix K Permohonan Untuk Simulasi Proposal Skripsi.... 67
Appendix L Undangan Simulasi Proposal 68 Appendix M Daftar Hadir Simulasi Proposal 69 Appendix N Surat Persetujuan Skripsi 72 Appendix O Kartu Bimbingan Skripsi 73 Appendix P Laporan Kemajuan Bimbingan Skripsi 74
CHAPTER I INTRODUCTION
This chapter consists of 1) background, 2) problems of the study, 3)
objectives of the study, 4) significances of the study, 5) hypothesis and 6) the
criteria of testing hypothesis
1.1 Background
Mastering a foreign language is one of the important things that are needed in
modem society and globalization era. Because language is one of instrument this is
important function in communication. The importance can be seen from some sides
of life, for example job requirement, one of the requirements is language
competence, both of spoken and written form. Then, there are a lot of education
books that are written in foreign languages so it can be said that mastering foreign
language is very important to survive in life.
As it is known, there are so many kinds of foreign language. English is one
of the important foreign languages. It has been discussed before foreign language
has many functions, so has English. It has a function as a bridge for all aspects of
human life, such as trade, communication, education, science, technology, society,
and culture.
In education, English is one of the foreign languages used to improve
students' ability. As quoted in Undang-Undang Sisdiknas (2003: 15) "Foreign
language can be used as the language of instruction in a particular educational
unit to support foreign language learners". That is the most important reason why
English is learned at school.
Actually, teaching English at junior high school is extremely important
because it is still the basis for the higher level. Brewster, Ellis, and Girard (1992:
23-24) define some reasons for starting to learn a foreign language earlier. First,
teaching English to young students is aimed at increasing the total number of years
spent learning language. Second, the indisputable fact those young learners have a
greater facility for understanding and imitating what they hear than adult. Third, the
aim of early foreign language learning is to prepare young learner linguistically,
psychologically, and culturally for language learning.
Singleton in Brumfit (1997: 7) also defines some reasons for teaching
English at primary level, they are:
1) The need to expose children from an early age to understanding of
foreign cultures so that they grow up tolerant and sympathetic to others.
2) The need to link communication to imderstanding of view concepts.
3) The need for maximum learning time for important languages, the earlier
3
4) The advantage of starting with early second language instruction so that
later the language can be used as a medium of teaching.
From some statements above, it can be concluded that studying foreign
language, especially English language, at junior high school is very important. By
learning foreign language earlier, it prepares young students to make a link of
communication to understand concept of communication it self.
It also maximizes learning time for learning foreign language, the earlier
they start the more time they get. They will more understand what they have
learned. For enhancing all aspects in foreign language, especially English skills
(listening, speaking, writing, and reading), the students need something to do.
Firstly, the students need to understand the meaning of words. The words here
means as vocabulary. For beginners, vocabulary mastery is the basic knowledge in
learning English. Coady and Huckin (1998: 5) say that vocabulary is the central to
language and of critical importance to language learning for the young learners.
Vocabulary supports all of the English skills. It should not be neglected by anyone
who learns a language. Then, knowing words is the key for understanding and being
understood. So it can be concluded that vocabulary takes the important aspect to
master English well as a foreign language. Knowing more words in English
language, it will make other person understand or make ourselves understood easily.
The importance of reading in many of the other pages of advice on this site
concerned. However, there is a further, very important reason why ESL students
should try to develop their reading skills: Educational researchers have found that
there is a strong correlation between reading and academic success.
In other words, a student who is a good at reading is more likely to do well
in school and pass exams than a student who is a weak at reading. Good readers can
imderstand the individual sentences and the organizational structure of a piece of
writing. They can comprehend ideas, follow arguments, and detect implications.
They know most of the words in the text already, but they can also determine the
meaning of many of the unfamiliar words from the context - failing this, they can
use their dictionary effectively to do so.
In summary, good readers can extract from the writing what is important for
the particular task they are employed in. And they can do it quickly! Educational
researchers have also found a strong correlation between reading and vocabulary
knowledge. In other words, students who have a large vocabulary are usually good
readers. This is not very surprising, since the best way to acquire a large vocabulary
is to read extensively, and if you read extensively you are likely to be or become a
good reader! So if you want your child to be successful at school encourage him or
her to read. Reading non-fiction in English is probably the most important, but
English fiction and any reading in the mother tongue if done extensively will help
your child develop the reading competence that is essential for academic
5
"Research findings in applied linguistics and reading research consistently
show a strong correlation between reading proficiency and academic success at all
ages, from the primary school through to university level: students who read a lot
and who understand what they read usually attain good grades." Pretonus, E.Paul
Shoebottom 1996-2012.
Reading is indeed very important in learning a foreign language. To give
reading its due importance in Indonesian system of language learning, it is a dire
need of time to understand the importance of reading in second language learning
with particular to learning English as a second language. Language skills are usually
grouped as receptive skills i.e. reading and listening, and productive skills i.e.
speaking and writing. "People who use a language have a number of sub - skills
within each of the four main skills." ( Lucantoni, 2001: 4)
The basic purpose of reading in first language learning is somehow different
from that of second language learning. "In FL (Foreign Language) learning, reading
is often used for purposes which are different from those found in mother - tongue.
The most typical use of reading in a foreign language class is to teach the language
itself." In this way, vocabulary, structures and other things can be learnt through
reading in a foreign language and to extend command over that particular language
(Nuttall, 1982: 19).
"Everything we do with language to improve our comprehension of what we
accuracy and power of expression are important. Likewise language is learnt
through talking and listening to others. Any improvement in spoken language helps
with the written language as well. Everyday life experiences enhance vocabulary
development. All this in a way or the other, contribute towards understanding of
written language. The natural sequence of learning a language is that first it is
listened and spoken, and then it is read and written. In case of English in
Indonesian, it is first read and written, and then some attention is paid towards the
speaking of it. The global need of communication however emphasizes that one
should be fluent in speaking and to listen to it with fiill comprehension.
However, the importance of reading skill nevertheless is minimized with
this change in global perspective. Rather, it has increased the importance to develop
reading skill manifold. Nobody denies the importance of a properly learnt reading
skill for learning of other language skill.
Based on the statement above, reading English is very important. It is
important to improve the reading mastery of vocabulary as one the influencing
factors in learning English as foreign language. It is clear that mastery of vocabulary
plays an important role the students learning as a foreign language.
Beside vocabulary, the students of junior high school level also have
problem in reading comprehension. Based on the description above, the researcher
7
vocabulary mastery and reading comprehension faced by the eighth year students of
SMP Negeri 16 Palembang.
The result must be useful for teachers of English in improving students'
vocabulary. The problems are necessary to be investigated and the result will be
written in a scientific report in the form of thesis entitled
"The Correlation between Vocabulary Mastery and Reading Comprehension of the
Eighth Year Students of SMP Negeri 16 Palembang"
1.2 Problems of tbe Study
This study is about the correlation between vocabulary mastery and reading
comprehension achievement in learning reading to the eighth year students of SMP
Negeri 16 Palembang. It is formulated as follow: Is there a correlation between
vocabulary mastery and reading comprehension to the eighth year students of SMP
Negeri 16 Palembang?
1.2.1 Limitation of tbe Problems The problems are limited to:
1) The subject of this investigation is only the eighth year students of SMP
Negeri 16 Palembang
2) The theme of the reading comprehension investigated is only about
1.2.2 Formulation of the Problem
The problem of this research is: Is there any correlation between vocabulary
and reading comprehension of the eighth year students of SMP Negeri 16
Palembang?
1.3 Objective of the Study
The objective of the study is to find out whether there is any correlation between
vocabulary mastery and reading comprehension of the eighth year students of SMP
Negeri 16 Palembang.
1.4 Significances of tbe Study
Hopefully, the result of this study may be useful to the teachers, students and
researcher,
a. Teachers
This research is expected to provide the eighth students' the information
about vocabulary and reading comprehension, in which the teachers will help their
students facing some problems in mastering both of them.
English teachers can use the result of the study as feedback on teaching
reading activities so that the objectives of the English teaching program (especially
9
b. Students
By learning reading comprehension, the students can take some information
to identify their problems in mastering both vocabulary and reading comprehension.
Furthermore, they can also increase their ability in vocabulary and reading
comprehension.
c. Institution
It is expected that reading the final project will have not find any difficulties
in understanding the vocabulary mastery and reading comprehension.
d. The researcher
By doing the research it is hoped that she can study and get information to
identify the problem in mastering both vocabulary and reading comprehension.
Besides, the research will get new experience and knowledge for the future of her
life.
1.5 Hypothesis
According to Arikunto (2010:113), hypothesis is a tentative answer to
research problem. The hypothesis of this research consists of two hypotheses: they
are the null hypothesis (Ho) and the altemative hypothesis (Ha). The hypotheses are
stated below:
Ho : There is a negative correlation between vocabulary and reading
Ha : There is a positive correlation between vocabulary and reading
comprehension
1.6 The Criteria of Testing Hypothesis
For testing the hypotheses formulated above, the critical value will be used.
The critical value presents a table for Pearson Product Moment correlation.
A correlation can differ from degree or strength of relationship (with the
Pearson Product Moment correlation coefficient that correlation in linear). "Zero"
mean have high correlation between the two variable and r=0.99. Note: the symbol
(r) coefficient for sample the Greek letter rho (r) was used for population the
CHAPTER H LITERATURE REVIEW
This chapter discusses, (1) The Concept of Correlation Research, (2) The
Concept of Vocabulary Mastery, (3) The Concept of Reading Comprehension, (4)
The Definition of Reading Comprehension, (5) Previous Related Study.
2.1 The Concept of Correlation Research
In general, a correlation study is a quantitative method of research in which
you have 2 or more quantitative variables from the same group of subjects, & you
are trying to determine i f there is a relationship (or co variation) between the 2
variables (a similarity between them, not a difference between their means).
Theoretically, any 2 quantitative variables can be correlated (for example, midterm
scores & number of body piercings!) as long as you have scores on these variables
from the same participants; however, it is probably a waste of time to collect &
analyze data when there is little reason to think these two variables would be related
to each other. Try to have 30 or more participants; this is important to increase the
validity of the research.
Your hypothesis might be that there is a positive correlation (for example,
the number of hours of study & your midterm exam scores), or a negative
correlation (for example, your levels of stress & your exam scores).
A perfect correlation would be an r = +1.0 & -1.0, while no correlation
would be r = 0. Perfect correlations would almost never occur; expect to see
correlations much less than + or - 1.0. Although correlation can not prove a causal
relationship, it can be used for prediction, to support a theory, to measure test-retest
reliability, etc.
Source:
http://wvYw2.capilanou.ca/programs/psvchologv/students/research/correIation.htmi
2.2 The Concept of Vocabulary Mastery
According to Burton (1982:98), vocabulary helps expressing the ideas
precisely, vividly without repeating a certain word and can not do well
comprehension questions. Vocabulary is a sum or stick of words employed by a
language, group, and individual or in relation to subject. Furthermore, Napa
(1991:6) says: "vocabulary is one of the components of language and that no
language exists without words. Words are signs or symbols for ideas.
Based on the statement above, it can be concluded that vocabulary consists
of a number of a word and component of a language. In teaching vocabulary, the
teacher should make the students more understand with the words or knowing of
13
As we know that students' vocabulary mastery is very important to develop
their language skill. Therefore, it is necessary to mean some ways to handle the
vocabulary mastery.
It can be said that vocabulary is all the words of language. It is one of the
language aspects that are important in language skill, such as reading. Knowing the
meaning of the words can make the students easy to understand the context of
reading text. One of the weaknesses of students is that they do not have a lot of
vocabulary stocks in English. It is difficult for them to comprehend reading texts
because they do not know the meaning of words and the words are not familiar for
them.
23 The Concept of Reading Comprehension
According to Cooper et al (1988:3), reading is a process of constructing of
developing meaning to the printed text. He further states that to do this, the reader
brings his prior knowledge or experience to the text. The clues in the text cause the
reader's experience related to the topic. The reader uses the clues from the text in
combination with prior knowledge to form meaning. The use of these two elements
together is the interaction between the reader and the text. Furthermore, Womoke
(1985) cited in Yesi (1999:3), defines that reading can not be separated from
According to Procter (1993:54), comprehension is the process by which a
person understands the meaning of the written or spoken language. Comprehension
is often defined as understanding new information in light of what is already
known (Temple, 1998:24). Moreover, comprehension is even that take place in
mind (Finn, 1985:2)
Reading comprehension means understanding what has been read. It is an
active thinking process that depends not only on comprehension skill. Reading
comprehension involves understanding the vocabulary seeing relationship among
words and concept, organizing the author's purpose, making judgment and
evaluating.
According to Berber (1970:61-65), reading comprehension is a product of
level of cognitive, the process of application by the reader when requires
information fi-om printed media which involves into another one level build on the
preceding.
2.4 The Definition of Reading Comprehension
The definition of reading comprehension consists of:
1) Definition of Reading
Reading is one of the language skills which are learned by intensively by the
English education study program students. Brunner (1978; 150) stated that "Reading
15
ideas gain through an interaction between readers and author." Furthermore, it can
say that reading comprehension means reading with power of understanding of the
printed symbols.
Generally, the main purpose of reading is to understand the contents of the
text that someone reads. In summary, reading is the process which requires
comprehension and interpretation of the ideas represented by graphic symbols.
2) Definition of Comprehension
Comprehension is a process of thinking in order to understand written and
spoken material. Gunning (1992:188) states that comprehending the text is an
interactive process between the readers' background knowledge and the text. The
readers understand more or less about what they read according to what they already
know.
According to Harris et al (1981: 74), comprehension means the process of
getting the meaning of a communication, as in a personal letter, speech and sign
language. Comprehension refers to understanding the ability to get the meaning of
something, the meaning of one word series of words presented in the printed form
(Rubin, 19993:193).
3) Comprehension Questions
According to Saleh (1994:44 - 45 cited in lin Jauhari) testing reading can be
categories in term of forms multiple choice questions. A multiple choice question
consists of 5 items which present a problem situation, several options, which
provide possible solution the problem.
In the term of the objective of the question, there are knowledge,
comprehension, application and analysis, synthesis, and evaluation question. The
objective of knowledge questions is to find the information explicitly stated in the
passage. Furthermore, the objective of comprehension questions is to understand the
information implicitly stated in the passage.
In addition, the objective of an application question is to apply the
information he or she has read to another situation. And the objective of a synthesis
question is make predictions to solve problems. Find the objective an evaluation to
make a solution.
2,5 Previous Related Study
This study can be related to the of Ria Andriani's thesis is " The
Competency of Eleventh Grade students in Reading Comprehension and
Vocabulary Mastery at SMA Muhammadiyah 2" written in 2006.
The method used is descriptive method. The population was 148 Eleventh
Grade Students of SMA Muhammadiyah 2 Palembang in Academic year
17
The average of reading comprehension score was 74. 2% and the average
vocabulary mastery score was 69. 5% it means that the students' competency in
reading comprehension was good and the students' competency in vocabulary
mastery was fair.
2.5.1 The SimUarity
The similarity of those previous studies with the studies is using of the same
independent variable. Those are vocabulary and reading.
2.5.2 The Differences
The differences of those previous studies from this study are:
1) The location of the research
In previous study, the location of the research is at SMA Muhammadiyah 2
Palembang. In this study, the location of research is at SMP Negeri 16 Palembang.
2) The sample of the research
In previous study, the samples of the research were 40 students. In this
research, the samples of research were 80 students.
3) The objective
In previous study, the objective of the research is to know the ability of
students in reading comprehension and vocabulary mastery at SMA
whether there is any correlation between vocabulary mastery and reading
CHAPTER III
RESEARCH PROCEDURE
This chapter presents (1) method of research, (2) variable of the study (3)
operational definition, (4) population, (5) sample, (6) technique for collecting data,
and (7) technique for analyzing data.
3.1 Method of Research
This part uses descriptive method. According to Best (1989:76) states that "a
descriptive study describes and interprets what it is. It is concerned with conditions
or relationship that exist, opinions that are held. Processes that are going on, and
affect that are developing. It is primarily concerned with the present, although it
often considers past events and influences as they are related to current condition.
In short, the word descriptive is derived from the word "describe" which
means say somebody or something is like. The data will be obtained by giving the
written text to the students.
3.2 Variable of the Study
Variable is defining as something that varies from one case to another. The
dependent variable is variable which one observes and measures to determine the
effect of the independent variable.
Independent variable (the major variable) is the variable which is selected
manipulated and measured by the researcher (Arikunto, 2010:164). In this research
there are two variables, they are: independent variable (X) and dependent variable
(Y). Independent variable is a variable that is presumed to influence another
variable. Dependent variable is a category that is influenced by another category or
that is the consequent (Kerlinger, 1979:21). In this research the dependent variable
is vocabulary mastery (X) and the independent variable is reading comprehension
(Y).
33 Operational Definition
This study has operational definition as follows:
1) Correlation
Correlation means relationship and study which are similar with research
correlation considered in which the relationship between two variable in this
research, the vocabulary and reading comprehension.
2) Vocabulary
While Hornby (1984: 523) says that mastery is the complete control or
knowledge. Here, mastery is the whole power or ability to direct knowledge. It
means mastery is the ability to combine skill and knowledge in one certain area.
The certain area in teaching means a lesson taught. It is usually arranged by a
21
Homby (1984: 523) says that vocabulary is series of words in foreign
language used to express meaning in form of symbols of groups of letter, either a
physical object or an idea and it also can be constructed as an ability to combine
skill or knowledge of words that used to express meaning, in case of the physical
object or idea, in form of symbols of group of letter in a single or more one word.
3) Reading Comprehension
Students are people, over the age of 10, who are studying at junior high
school. Ability means power as skill required to do something. The students' ability
in reading comprehension means the power of people over the ages 10, who are
studying at senior high school in understanding the message the reading materials.
3.4 The Population
Population is the total number of the subjects of an investigation.
According to Hannagan in Selinger (1988; 431) "Population is a group of people (or
items) about which information is being collected" The researcher concludes that
population is a number of group interest to the research, a number of group which
TABLE 1: The Population of the Eighth Year Students of SMP Negeri 16 Palemhang Years 2011/2012
Students
No Classes Males Females Total
1. VIII. 1 17 22 39
2. VIII. 2 20 19 39
3. VIII. 3 18 22 40
4. "1 r 1 TT A VIII. 4
e%e\
20 19 39
5. VI1I.5 20 20 40
6. VIII.6 19 21 40
7. VIII.7 18 21 39
8. vin.8 20 19 39
9. V1I1.9 20 20 39
10. VIII. 10 20 20 40
Total 192 203 395
Source: SMP Negeri 16 Palembang Year 2012
3.5 Sample
Arikunto (2010) says that a sample is a small group that is observed.
Arikunto (2010: 177) states that in taking the number of sample, i f the number of
23
enough to take 25-30 percent from the total number of population that have been
decided.
TABLE 2: The Sample of the Eighth Year Students of SMP Negeri 16 Palemhang Year 2012
Students
No Classes Males Females Total
1 VIII. 9 20 20 40 2 VIII. 10 20 20 40 Iritai 40 40 80
The samples of investigation were 80 students. The sample 80 students were
taken cluster random sampling from two classes.
3.6 Techniques for Collecting Data
As presented above, the data of this research from the test are taken from the
score of students' ability in reading and their mastery vocabulary. Then, they were
computed to find out if there was correlation between reading comprehension and
vocabulary mastery.
1) Data Collection
In this research, there are two instruments which utilized to obtain the data.
There are vocabulary test and reading comprehension test. The eighth year students
2) Procedure of Data Collection
The procedure of data analysis has been arranged as the following steps:
a. Preparing
1) Checking the students name and identify
2) Checking the data completeness
3) Checking the data content
b. Tabulating
1) Scoring the students works
2) Giving codes the students errors
3) Coding with the correlation of data process on computer screen
3.7 Technique for Analyzing Data
a) Percentage Analyzing
The data obtained would be analyzed by using percentage analysis to
know the students' ability in using reading comprehension and vocabulary in
individual score.
The formula as follows:
R
X= -— 100%
txn
X= Total Correct Answer
T= Number of Items
25
To conversion of the percentage analysis is shown in table 3.3
TABLE 3: Conversion of Score Range
No Score Criteria
1 75-80 Excellent
2 70-74 Good
3 55-69 Fair
4 45-54 Poor
5 40-44 Very poor
Source: Lecture Notes
In analyzing the data, the Person Product Moment Coefficient was used and
the coefficient correlation is:
n Q : X Y ) - ( Z X ) Q : Y )
> / i< 2 x T^ ^ G X) 5 '| n( 2 Y 2 ) - Q: Y) 2
r = Correlation Coefficient
n = Number of the Sample X = Vocabulary
The following table shows the degree of correlation coefficients
TABLE 4: The Degree of Correlation Coeffieients
Goeiiicieni iniervai uegree oi Gurreiauon
0.00-0.199 Very weak
0.20 - 0.399 Weak
0.40 - 0.599 Fair
0.60 - 0.799 Strong
0.80- 1.000 Very strong
Source: Sugiyono, 2001 cited in Evit, 2006: 27
Correlation coefficients whose magnitudes are between 0.80 and 1.000
indicate variables which can be considered very highly correlated. Correlation
coefficients whose magnitudes are between 0.60 and 0.799 indicate variables which
can be considered highly correlated. Correlation coefficients whose magnitudes are
between 0.40 and 0.599 indicate variables which can be considered moderately
correlated. Correlation coefficients whose magnitudes are between 0.20 and 0.399 indicate variables which have a low correlation. Correlation coefficients whose
27
3.7.1 The Validity of Test
According to Sugiyono (2011:173) "Validity means the instrument can
be used to measure what it should be measured". Validity is the most important
quality to consider on the preparation and means that the test must be appropriate in
term of the objective (Gronlund 1993: 19). According to Richard, et al, (1985:61)
"Validity of the test materials is checked through the content validity, it is a form of
validity which is based on the degree to which a test adequately and sufficient
measures that a particular skills or behaviors it sets out to measure."
To take the tests has a high degree of content validity to conform the test
items in accordance with the specification table of the test.
3.7.2 The Reliability of Test
According to Tinambunan (1988:14) "reliability refers to the consistency of
the test scores. That is, how consistent the score or other evaluation results are from
one measurement to another. "The reliability of the test material was evaluated
through the internal consistency reliability. " The reliability also the test score is
typically report's by means of reliability coefficient or the standard error
measurement "(Richard, et al, 1985:146). Thus reliability also means the
3.7.3 Correlation Formula
According to Arikunto (2010: 319) the Person Product Moment Coefficient
was used in analyzing the correlation:
y N E X Y - ( Z X ) ( E Y )
' ^ I —
^ { N E X ' - ( S X ) ' } { N E Y ' - ( S Y) 7
r = Correlation Coefficient
N = Number of the Sample
X = Vocabulary
CHAPTER IV
This chapter discusses (1) the findings of the study and (2) interpretation of
the study.
4.1 Findings
The findings of the study were (1) the result of vocabulary test, (2) the result
of reading comprehension test, and (3) the correlation between vocabulary mastery
and reading comprehension.
To find out the correlation between vocabulary mastery and reading
comprehension, the number of tests had been administrated to the eighth year
students of SMP Negeri 16 Palembang. The result of the tests given to do the
samples of the eighth year students of SMP Negeri 16 Palembang shows that scores
varied from 50 up to 80. The highest score of vocabulary mastery was 80 and the
lowest score was 50. While the highest scores of reading comprehension was 80 and
the lowest score was 50.
4.1.1 The Result of Students' Test in Vocabulary and Reading Comprehension The test for vocabulary is filling in the blank consisting of 5 items and
matched form consisting of 5 items while for reading comprehension test is
multiples choice form consisted of 10 items. The time allocated for the students was
30 minutes. The total numbers of the sample in this research were 80 students.
The students' scores in vocabulary test can be seen in table 4.1 and the
scores of the students in reading comprehension test can be seen in table 4.2
TABLE 4.1.2 The Result of Vocabulary Test in Filling in the Blank and Match Test
Number of Number Number of Answer Score (%) Sample of Item Correct Incorrect
1 10 o 6 2 80
2 10 0 2 80
3 10 6 4 60
4 6 4 oO
5 10 7 3 70
6 10 7 3 70
7 10 6 4 60
8 10 8 2 80
9 10 6 4 60
10 10 8 2 80
11 10 7 3 70
12 10 7 3 70
13 10 8 2 80
14 10 8 2 80
15 10 8 2 80
16 10 6 4 60
08 Z 8 01 pp
02 £ 2 01 £P
02 £ 2 01 ZP
02 £ 2 01 IP
08 Z 8 01 OP
09 f 9 01 6£
09 P 9 01 8£
09 P 9 01 L£
02 £ 2 01 9£
08 Z 8 01 S£
08 Z 8 01 P£
02 i 2 01 ££
09 P 9 01 Z£
02 £ 2 01 1£
08 Z 8 01 oe
i\r\
08 Z 8 01 63
02 £ 2 01 83
08 Z 8 01 23
08 Z 8 01 93
08 z 8 01 sz
08 z 8 01 PZ
02 £ 2 01 £Z
08 Z 8 01 33
02 £ 2 01 13
08 Z 8 01 03
09 P 9 01 61
c 1 01 89
AA
09 V
A 7 01 U I 29 AO
Us C
O
5 01 99
7 7 AC
US
c
S
c 01 C9
7 7 A/
UL
c
t 01 t'9
l'7 AA
09 F
0
7
01 fQ
t-7
AO Uo
7 O
s
01 70
C/7 AA
09 4*
F
0
7
01 TO
17
AO UK
7 O
5 01 00
U7
AO Us
7
L Q 8 01 6C
U 7
A/
UL C t OT 07
AO
UV F A 7 OT AC
i.7
A/ UL
0! oc
77
AO Us
7 Q S OT cc
77
A /
UL L 2
AT
U l F7
09 i_ F n
y
AT
U l CC
L7
08 c o 8 AT
UL CS
e\e\
08 6
o
8 AT U l T C IS
08 3 8 01 AC
OS
08 3 8 01 6P
02 £ 2 01 HP
09 9 01 LP
09 9 01 9P
33
72 10 7 3 70
73 10 6 4 60
74 10 7 3 70
75 10 5 5 50
76 10 7 3 70
11 10 6 4 60
78 10 6 4 60
79 10 8 2 80
80 10 8 2 80
Total 80 566 238 56600
The result of the students' average percentage of vocabulary was
R
X= X 100%
mt
80x10
X= —X 100% 800
TABLE 4.1.3 The Result of Test Score of Reading Comprehension in Multiple Choice Test
Number of Number Number of Answer Score (%) Sample of Item Correct Incorrect
1 1 f\
n
1 70 / O
Z 1 (\ 1 •5 /o
3 l U 0 4 4
A 1A l U £ O 4 A 60
c
J
1A l u Q o 7 £ 80
o i n 4
4
60
\J\J
7 i n 7 7 70
o
o i n
c J
50
J U
0 i n
l U
Q
O 7 £ 80
o u
i n £ O 4
4
60 uu
11
11 i n l U
7 7 70
/ u
1 7 i n 7 7 70
/ u
17 i n 7 7 70
14
14 i n i U
7 7
J
70
15 10 6 4 60
16 10 6 4 60
17 10 7 3 70
18 10 5 5 50
19 10 7 3 70
20 10 6 4 60
21 10 7 3 70
22 10 7 3 70
o o o o o o o o o o o o o o o o o o o o o o o o o o o
O o
ON
o
-J
o - J o Ov o o
On
O o o
On
O On
O
ON
o o o
On
O
ON
o o
ON
o o
0 0
o
On
o
ON
o - J
o ON o o
NO
OO NO NO NO VY OO NO
OO NO NO NO NO
V NO
m f*9 r9 r*9 »ci (N m (N V m V V
NO 0 0 NO NO NO V CO NO OO NO NO NO
V NO NCt NO
V V V V V
V NO V in CO
in
ON
in o NO NO
(N
NO
NO NO in NO
NO
NO NO OO NO
ON
NO in
NO
c-37
78 10 6 4 60
79 10 7 3 70
80 10 7 3 70
Total 80 516 284 51600
The result of the students' average percentage of reading comprehension was
R
Y=
— 7 ^ 100%nxt
Y - -P^x 100%
80x10
Y= — X 100%
800
TABLE 4.1.4 The Correlation between Vocabulary Mastery (X) and Reading Comprehension (Y)
Number of
Sample X Y Y^
Cross Product (X.Y)
1 80 70 6400 4900 5600
2 80 70 6400 4900 5600
3 60 60 3600 3600 3600
4 60 60 3600 3600 3600
5 70 50 4900 2500 3500
6 70 60 4900 3600 4200
7 60 50 3600 2500 4200
8 80 70 6400 4900 6400
9 60 50 3600 2500 3000
10 80 60 6400 3600 4800
11 70 60 4900 3600 4200
12 70 60 4900 3600 4200
13 80 80 6400 6400 6400
14 80 60 6400 3600 4800
15 80 80 6400 6400 6400
16 60 50 3600 2500 3000
17 80 70 6400 4900 5600
18 60 60 3600 3600 3600
19 60 70 3600 4900 4200
20 80 70 6400 4900 5600
21 70 60 4900 3600 4200
22 80 70 6400 4900 5600
39
24 80 80 6400 6400 6400
25 80 70 6400 4900 5600
26 80 60 6400 3600 4800
27 80 70 6400 4900 5600
28 70 70 4900 4900 4900
29 80 70 6400 4900 5600
30 80 70 6400 4900 5600
31 70 60 4900 3600 4200
32 60 50 3600 2500 3000
33 70 60 4900 3600 4200
34 80 70 6400 4900 5600
35 80 70 6400 4900 5600
36 70 60 4900 3600 4200
37 60 50 3600 2500 3000
38 60 60 3600 3600 3600
39 60 50 3600 2500 3000
40 80 70 6400 4900 5600
41 70 60 4900 3600 4200
42 70 60 4900 3600 4200
43 70 60 4900 3600 4200
44 80 70 6400 4900 5600
45 70 70 4900 4900 4900
ZA AA OU 7A /U 7jOUU AAA d.7nn HZUU
47 60 60 3600 3600 3600
48 70 60 4900 3600 4200
49 80 70 6400 4900 5600
51 80 70 6400 4900 5600
52 80 80 6400 6400 6400
53 60 60 3600 3600 3600
54 70 60 4900 3600 4200
55 80 70 6400 4900 5600
56 70 60 4900 3600 4200
57 60 70 3600 4900 4200
58 70 60 4900 3600 4200
59 80 70 6400 4900 5600
60 80 70 6400 4900 5600
61 60 60 3600 3600 3600
62 80 70 6400 4900 5600
63 60 50 3600 2500 3000
64 70 70 4900 4900 4900
65 50 60 2500 3600 3000
66 80 60 6400 3600 4800
67 60 70 3600 4900 4200
68 70 70 4900 4900 4900
69 70 70 4900 4900 4900
70 80 70 6400 4900 5600
71 60 60 3600 3600 3600
72 70 80 4900 6400 5600
73 60 50 3600 2500 3000
74 70 70 4900 4900 4900
75 50 60 2500 3600 3000
76 70 80 4900 6400 5600
41
78 60 60 3600 3600 3600
79 80 70 6400 4900 5600
80 80 70 6400 4900 5600
Total 5660 5160 400600 417080 416100
The total X :5660
The total Y :5160
The total :400600
The total Y^ :417080
The total XY :416100
In analyzing the data, the Pearson Product Moment Coefficient was used.
The coefficient correlation is:
N S X Y - g X j g Y )
V{ N I ; X2 -Q ; X) 2 } {N I; Y2 - ( 2 Y)2
_ 80.416100-5660 X 5160
V{80 X 400600-(5660)2 } {80 X 417080-(5160)2
3328800-29205600
V(32048000-32035600)(33366400-26625600)
— 25876800 ~ V12400X 6740800
= 25876800 V6728400
_ 25876800
25939159
Correlation 0.99 means high correlation, indicating variables which can be
considered very highly correlated.
The percentage of the total correct answer on the vocabulary mastery test was:
X = -^^x 100%
80x10
= 70.75 %
The percentage of the total correct answer on reading comprehension test was:
Y = - ^ ^ x 100% 80x10
= 64.5 %
4.2 Interpretation of the Study
From the analysis, the average score of the eighth year students in doing
vocabulary test was 70.75 %, and the average of the eighth year students in reading
comprehension test was 64.5 %, it means that the students' vocabulary mastery was
good and the students' competency in reading comprehension was fair.
In doing vocabulary mastery test the students who get 80 score was 32
students, 70 was 24 students, 60 was 22 students and 50 was 2 students. In reading
comprehension test, the student get 80 score was 6 students, 70 were 33 students, 60
were 32 students and got 50 were 9 students. In short, the highest score was 80 and
43
Based on the finding, it was found that the correlation coefficient obtained
was 0.99. It shows that there was a positive and highly correlation between
vocabulary mastery and reading comprehension. It means that the students who get
high score in vocabulary also gets high score in reading comprehension, and the
students who get low score in reading comprehension also gets low score in
This chapter presents the conclusion of the study followed by suggestions to
English teacher, students and school.
5.1 Conclusions
From the data gathered during the research. There are three conclusions that
can be made. First, the average of vocabulary mastery score was 70.75 %. It can be
concluded that the students' competency in vocabulary was good. Secondly, the
average of reading comprehension score was 64.5 %. It can be concluded that
students' reading comprehension was fair, it is based on the test items given to the
eighth year students of SMP Negeri 16 Palembang.
In doing vocabulary mastery test the students who get 80 score is 32
students, 70 is 24 students, 60 was 22 students and 50 was 2 students. In reading
comprehension test, the students who get 80 score is 6 students, 70 are 33 students,
60 are 32 students and got 50 are 9 students. In short, the highest score is 80 and the
lowest one is 50.
Finally, it was found that correlation coefficient obtained was 0.99.
According to the average of reading comprehension and vocabulary mastery scores,
45
it indicated that there is a positive correlation between their vocabulary and reading
comprehension.
The students getting high score in vocabulary also get high score in reading,
and the students getting low score in reading, also get low score in vocabulary. But,
it is denied i f the students' vocabulary and reading comprehension are also
influenced by other factors, such as: the students' grammar and pronunciation.
5.2 Suggestions
To improve the students' command in English, there are some suggestions to be considered.
5.2.1 English Teachers
English teachers are suggested to:
Q Give more practice in vocabulary and reading
tX Teach more effectively, interesting and motivate the students in learning
vocabulary in the class room,
n Create an interesting lesson which is relevant to the students' needs
especially vocabulary in reading.
Q Teach reading comprehension and vocabulary, and explained as clearly
as possible and also give the students homework
5.2.2 Students
Students are suggested to:
n Increase reading activities in English
tX Have dictionaries in reading lesson
tt Listen carefully and pay attention to the teacher's explanation
D The students should ask to the teacher i f there is something that they don't understand
n The students are hoped to be active and creative in enriching their
vocabularies
5.2.3 School Authority / Government
The school / government should provide:
n More facilities, such as library with sufficient books, news paper, and
dictionary so the students can get a lot of knowledge and enrich their
vocabulary and improve their reading ability.
Q Media to the English teacher in teaching English like pictures, globes,
47
REFERENCES
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktek ,
Jakarta:
Rineka Cipta.
Brewster, Jean and Ellis Gail. 1992. The Primary English Teaching Guide. Oxford: Oxford University Press.
Brumfit, C. Moon, J and Tongue, R. 1997. Teaching English to Children. From Practice to Principle. Collins ELT: Longman.
Burton, 1982. Mastering English Language. New York. The Mai Million Press Ltd.
Coady, James and Huckin, Thomas. 1997. Second Language Vocabulary Acquisition. London: Cambridge University Press.
Direktorat Jendral Pendidikan Dasar dan Menengah. 2003. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Jakarta: Dirjen Pendidikan Dasar dan Menengah.
Fraenkei, Jack R and Norman E. Wallen. 1993. Educational Research: A Guide to the Process. New York: McGraw-Hill, Inc.
Haryadi, 2011. Pedoman Penulisan Skripsi. Palembang: FKIP, Universitas Muhammadiyah.
Hatch, Evelyn and Anne Lazaraton, 1991. The Research Manual Design and Statistics for Applied Linguistic. Los Angeles: Newbury House Publishers.
Heaton. J.B and Methold. K.1973. Reading with Understanding. Yogyakarta. Kanisius.
http://mol2006busan.org/58/importance-of-reading-comprehension-in-second-language learning. Palembang: March 8, 2012.
Jauharri, Tin. 2005. The Correlation between Vocabulary Mastery and Reading Ability of the First Year Students at SMP Nadatu! Ulama Palembang.
Unpublished Undergraduate Thesis, Palembang. FKIP, University PGRI Palembang.
Margono, S. 2010. Metodologi Penelitian Pendidikan. Komponen MKDK. Jakarta: Rineka Cipta.
Saleh, Yuslizal. 1992. Technique of Teaching as Foreign Language.
Unpublished Monograph Faculty of Teacher Training and Education, University of Sriwijaya.
Sugiyono, 2011. Metode Penelitian Pendidikan ( PendekatanKuantitatif, Kualitatif and R&D. Bandung: Alfabeta.
NAME CLASS
I. Reading Test Textl
THE C L E V E R PARROT
A man had a parrot. It was a very beautiful bird and every day the man talked
to it.
"Pretty Polly", he said. "You are a pretty Polly".
"Pretty Polly", the parrot said. "You are a pretty Polly".
Every day the man spoke new words to the parrot. "Hallo", he said and "goodbye".
One day the parrot was not in its cage. It was flying about the room. The man came to the room and saw the parrot."What are you doing?" he said.
"What are you doing?" the parrot said.
The man laughed. Then he went out to visit his friends.
That evening a thief came to the house. He walked round the house and looked into the windows. There was no one at home. The thief broke open the door and entered the house. First he went into the sitting-room. In the sitting-room he found some books and papers. He put them into a bag. Then he went into the bedroom. In the bedroom he found a gold watch and some money. He put these into the bag, too. He stole many things from the house and put them into his bag.
The bag was soon full. The thief put it over his shoulder and walked to the door. He opened the door and looked out. There was no one there.
"What are you doing?" a voice said.
The thief jumped high into the air and dropped his bag. Then he ran out of the house and down the road.
B. A man C. A thief
D. A beautiful bird
2. Whom did the man visit? A. His friends
B. A thief C. No one D. A funny man
3. What did the thief try to steal in the bedroom? A. A gold watch and some money
B. The parrot
C. The key to the door D. Some books and papers
4. Whom did the thief hear? A. A policeman
B. The owner of the house C. The parrot
D. The owner's friends
5. Why did the thief run out of the house? A. Someone saw him
Text 2
THE F I E R C E DOG
A farmer had a very fierce dog. The dog ran round the farm all day and all night. It barked and growled at everyone. Sometimes it bit people. One day bit a small boy.
"Your dog bit my son" the boy's mother said to the farmer.
"What was your son doing on my farm?" the farmer asked.
"He was only going for a walk. He wasn't doing anything wrong".
" I did not ask your son to walk on my farm", the farmer said.
" I don't know your son. My dog doesn't know your son. It always bites people it doesn't know".
Another time the dog bit a young girl. The girl's father was very angry.
"Your dog bit my daughter", the man said to the farmer.
"What was your daughter doing on my farm?" the farmer asked.
"She was only getting her ball. She was playing in the road and her ball went into your field".
The farmer laughed. " I did not ask your daughter to come into my field. I don't know your daughter. My dog doesn't know your daughter. It always bites people it doesn't know".
The people of the village did not go near the farm after this. They didn't went the dog bite them.
One day a stranger went to the farm. He wanted to speak to the farmer. He opened the gate and walked in. the fierce dog ran up and bit his leg. The stranger ran back to the village.
"The farmer's dog bit me", the stranger said.
"It bites everybody", the people in the village said.
But nobody gave the money to the farmer because of the dog. They gave it to the poor.
Choose tbe correct answer. Write only A, B, C or D for each answer. 6. What did the dog do all day and all night?
A. It bit people
B. It barked and growled C. It ran round the farm D. It helped the farmer
7. Why did the dog bite the boy? A. Because he hit it
B. Because the farmer told it to do this
C. Because the boy was doing something wrong D. Because it did not know the boy
8. Whose leg did the dog bite? A. The farmer's
B. The young girl's C. The stranger's D. No one's
9. Why did the stranger want to see the farmer? A. To tell the farmer about the dog
B. To tell him to wait for someone C. To give him some money D. To give him his address
10. Why did no one give the stranger's money to the farmer? A. The people did not know the farmer
B. They were afraid of the dog
NAME CLASS
II. Vocabulary Test
Put tbe correct word the following list in place of each set stars. Remember to write the verb in tbe correct tense.
1. I ... my uncle last night and had a long talk with him. 2. The teacher ... the classroom and the students stood up. 3. The careless servant... the book.
4. I left my pen on my desk but it is not here now. Someone . 5. Ali and Amat are ... to a film tonight.
. it.
Find tbe correct meaning in List B for each word in List A. each word must have the same meaning which it has in the passage.
List A
6. Fierce
7. Bite
8. Angry
9. Frightened
10. Red-faced
7 u ListB
A. Very afraid
B. Tame
C. Shy
D. Very annoyed
E. Savage
F. In a bad temper
2. A
3. A
4. C
5. D
6. B
7. D
8. C
9. C
KEY ANSWER OF VOCABULARY TEST
1. Visited
2. Entered
3. Dropped
4. Stole
5. Going
6. Fierce —> Savage
7. Bite —> Cut with one's teeth
8. Angry —»In bad temperature
9. Frightened —> Very afraid
d f - « - 2
Level of Significance (Q)for Two-Tailed Test
1 80 70
2 80 70
3 60 60
4 60 60
5 70 50
6 70 60
7 60 50
8 80 70
9 60 50
10 80 60
11 70 60
12 70 60
13 80 80
14 80 60
15 80 80
16 60 50
17 80 70
18 60 60
19 60 70
20 80 70
OA OA 9P
OA 08 PP
09 OA iP
09 OA ZP
09 OA \P
OA 08 OP
09 09 6£
09 09 8£
09 09 A£
09 OA 9€
OA 08 99
OA 08 Pi
09 OA ii
09 09 Zi
09 OA M
<