A COMPARATIVE STUDY ON STUDENTS’ READING COMPETENCE
BETWEEN STUDENTS WHO GOT WEEKLY VOCABULARY TASK AND THOSE WHO DID NOT
A THESIS
Submitted to English Department as the Partial Fulfillment of the Requirements of S.Pd Degree
By:
Ratih Anggraeni 1101050023
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
ii
APPROVAL
Title : A Comparative Study on Students’ Reading
Competence between Students Who got Weekly
Vocabulary Task and Those Who Did Not
Nama : Ratih Anggraeni
NIM : 1101050023
Faculty : Teacher Training and Education Faculty Department : English Department
Supervisor : Dra. Titi Wahyukti, M.Pd.
Approved by:
Consultant
Dra. Titi Wahyukti, M.Pd
NIK. 195303251983122001
iv
MOTTO
“There is always the b est way to do things”
Selalu ada cara terbaik untuk mengerjakan segala sesuatunya. "Good start will lead you to great end."
Awal yang baik akan membimbing Anda ke hasil yang luar biasa. "God has given everything we need to be success."
Tuhan sudah memberikan semua yang kita butuhkan untuk meraih kesuksesan. “The biggest mistake might be done about someone is not doing
anything”
Kesalahan terbesar yang mungkin dilakukan seseorang adalah tidak berbuat apa-apa.
Niscaya Allah akan meninggikan orang-orang yang beriman di antaramu dan orang-orang yang diberi ilmu pengetahuan beberapa
derajat...
vi
DEDICATION
This thesis is dedicated for special people in my life who give me a lot of
support to finish it
1. Thanks for my beloved parents (Mamah, Alm. Papah and Ayah) who
have given me a lot of support and love. You have educated me well,
thanks so much.
2. My beloved brothers and sisters (Mas Indra, Mba Minda, Anis, Mas
Adnan, Riski, Via) thanks for your care and also support
3. My beloved grandma who has accompanied me everyday
4. All my friends in English Department and other faculty (Trio Kwok
Kwok dkk, A.g Somplak, Family of PBI Class A, and others)
5. All my lecturers in English Department. Thanks for giving me a lot of
knowledge
6. Thanks for Mrs. Titi Wahyukti as my supervisor who guide me in
conducting my research and give me a lot of knowledge. Thanks a
bunch for your support Mrs. Titi Wahyukti
PREFACE
First of all the writer would like to say thanks to the Almighty Allah SWT who has given us His mercy and blessing, and also His chance so that the writer can finish this thesis as a partial fulfillment for requirement of S.Pd Degree at English Department, Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto . The success of making this thesis also get support and help from some people who mentioned bellow:
1. Drs. Ahmad, M.Pd, the Dean of Teacher Training and Education Faculty who permit me to conduct this research
2. Drs. Pudiyono, M.Hum, the Head of English Department who also gives me permition to do this research
3. Dra. Hj. Titi Wahyukti, M.Pd, as my supervisor who guide me in conducting the research and during writing this thesis
4. Sulistyaningsih, S.Pd., M.Pd, the Head Master os SMP N 5 Purwokerto who permit me to conduct the classroom action research in that school 5. Dody Noer Dwiana, S.Pd as English teacher and collaborative teacher in
this research. Thanks a lot for your cooperation and hospitality.
viii
The writer certainly realizes that this thesis is far from being perfect. Therefore, the writer welcomes constructive comments and suggestions from the reader. However, what is more important that this thesis would be useful for education field.
Purwokerto, February 2015
Ratih Anggraeni
TABLE OF CONTENT
x
4. The Aspect of Vocabulary ... 14
5. The Problems of Learning Vocabulary ... 17
6. Learning Vocabulary ... 19
C. Weekly Vocabulary Task 1. The Nature of Weekly Vocabulary Task... 21
2. Advantages and Limitations of Multiple-choice ... 22
D. Basic Assumption... 23
E. Hypothesis of the Research ... 24
CHAPTER III RESEARCH METHODOLOGY A. Method of the Research ... 25
B. Place and Time of the Research ... 25
C. Subject of the Research ... 26
D. Technique for Collecting Data ... 29
E. Technique of Analyzing Instrument ... 31
F. Technique for Analyzing the Data ... 34
CHAPTER IV RESULT AND DISCUSSION A. Result of the Data 1. The Result of Interview ... 38
2. The Result of Test ... 39
B. Discussion ... 46
CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusion... 50
B. Implications ... 50
REFERENCES
APPENDIXES
LIST OF TABLES
A. Table 3.1
The Number of the Population ... 26 B. Table 3.2
The Students Who Get Weekly Vocabulary Task ... 27 C. Table 3.3
The Students Who Do Not Get Weekly Vocabulary Task ... 27 D. Table 4.1
The Result of Students Who Get Weekly Vocabulary Task ... 40 E. Table 4.2
The Result of Students Who Do Not Get Weekly Vocabulary Task .. 41 F. Table 4.3
xii
LIST OF FIGURE
A. Figure 2.1
Kinds of Vocabulary ... 14 B. Figure 4.1
Chart of the Mean of Reading Comprehension ... 47 C. Figure 4.2
Chart of the Mean of Each Aspect of Reading Comprehension ... 47
LIST OF APPENDIXES
Instruments
Interview guides
Questions of reading test The answers key
The answer sheet
Appendix 1
Interview transcripts
Sample of list of vocabulary Sample of vocabulary test
Appendix 2
The blueprint of reading test
Appendix 3
Validity, reliability, and item difficulty analysis
Appendix 4
The score of students who got weekly vocabulary task
The score of students who did not get weekly vocabulary task The categories of students‟ score
The mean of reading competence
xiv
ABSTRACT
A COMPARATIVE STUDY ON STUDENTS’ READING COMPETENCE
BETWEEN STUDENTS WHO GOT WEEKLY VOCABULARY TASK AND THOSE WHO DID NOT
By
RATIH ANGGRAENI 1101050023
The primary aim of this research was to investigate whether there is significant difference on students‟ reading competence between students who got weekly vocabulary task and those who did not. The data were collected through interview and reading test.
The method of this research was an ex-post facto. This research was conducted in Januari 2015 by involving the ninth grade students as the population. The number of population were 272 students. Proportional random sampling was used to take the sample. Students who became the sample were 60. Since it was an ex-post facto, therefore the sample was divided into two groups. 30 students who get weekly vocabulary task and 30 students who do not get weekly vocabulary task. Interview was done to get information about weekly vocabulary task. A test was used to asses students‟ reading competence. T-test was used to analyze the data.
The result of the data computation was compared by using one-tail test. The t-test result was 2.8454 and t-table in the level of significance 0.05 in df=58 was 1.6715. So, t-test > t-table (2.8454 > 1.6715). Therefore the hypothesis was accepted. It was proven that there was significant difference on students‟ reading competence between students who got weekly vocabulary task and those who did not.
Keywords : Weekly vocabulary task, reading competence
