i
A CORRELATIONAL STUDY BETWEEN THE STUDENTS’
MASTERY OF VOCABULARY AND SIMPLE PAST TENSE
TOWARD THEIR ABILITY IN READING NARRATIVE TEXT
(The Study of the Tenth Grade Students of SMA Muhammadiyah Plus Salatiga in the Academic Year of 2016/2017)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
Written by : FITRI HANDAYANI
113-13-134
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
v MOTTO
“A person who never made a mistake never tried anything new.” ― Albert Einstein
vi
DEDICATION
This graduating paper sincerely dedicated for:
1. Allah SWT, My Lord My God Almighty thanks for guiding me to face
everything in this life
2. My beloved parents, my father Mr. Sukirman and my lovely mother Mrs.
Istiyah, thanks for always supports me and being my best supporter in
every conditions, thanks for the motivations, finance, and also everlasting
prayer.
3. My beloved brothers, Imam Efendi and M. Choirul Amri I love you so
much.
4. PBI E 2013 specially for all member of “Jeneng Group”, thanks for the
supports, for your help to finish this graduating paper
5. My senior high school friends, Arbi Caraka and Yemima Eva. Bunch of
thanks for you guys has accompany me until now, for being my diary and
thanks for love me just the way I am. I love you so much
6. All of my friends and the other great person that cannot be mention one by
vii
ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidances, advices, helps, and encouragements from individual and institution, and the writer somehow realize that an appropriate moment for me to deepest gratitude for:
1. Rahmat Hariyadi, M. Pd,as the Rector of State Institute for Islamic Studies (IAIN) Salatiga
2. Suwardi, M. Pd,as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph. D,as the Head of English Education Department
4. Rr. Dewi Wahyu M., S.S., M.Pd, as a counselor who has educated, supported, directed and given the researcher advices, suggestions, and recommendations for
this thesis from beginning until the end.
5. Farrah Zakiyah Anwar, S.PdI, as the English teacher of SMA Muhammadiyah (Plus) Salatiga who has worked together with me to do the research in her class
6. All of the lecturers in English Education Department, thanks for your education
7. All of the staffs who have helped the researcher in processing of graduating paper administration
8. My beloved family who always supports me
9. My best friends who always motivate me
10. All of my friends from E class of TBI 2013
viii
Finally, this graduating paper is expected to be able to provide useful knowledge and information for the readers. Furthermore, the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.
Salatiga, September14th,2017 The Writer
Fitri Handayani
ix ABSTRACT
Handayani, Fitri. 2017. A CORRELATIONAL STUDY BETWEEN THE STUDENTS’ MASTERY OF VOCABULARY AND SIMPLE PAST TENSE TOWARD THEIR ABILITY IN READING NARRATIVE TEXT (The Study of the Tenth Grade Students of SMA Muhammadiyah Plus Salatiga in the Academic Year of 2016/2017). Counselor: Rr. Dewi Wahyu M., S.S., M.Pd.
Keywords: Vocabulary, Simple Past Tense, Reading, Narrative Text
The writer focused on the students‟ masteryof vocabulary and simple past tense
toward their ability in reading narrative text. It had an aim to find out how far the
students‟ vocabulary mastery and simple past tense, how far the students‟ ability
in reading narrative text and how far the correlation of both variables. The writer was done the research of the tenth grade students of SMA Muhammadiyah Plus Salatiga in XA Class and XB Class as subject of the research. The writer used random sampling in which the sample is approached with a prior purpose in mind and the criteria of the included elements in the study is predefined. The writer choose XB Class as sample. The writer conducted the pilot of the study first before doing the research in order to provide the valid and reliable test instrument. The writer conduct two test whch is helped the writer to find out the data. The first test is used to find the result of students‟ vocabulary mastery and simple past
tense, and the second test is use to find out the students‟ ability in reading narrative text. Based on the result, showed that students‟ vocabulary mastery and
simple past tense was at fair level with the mean score was 65.02. Then, for
students‟ ability in reading narrative text was at god level with the meanscore was
x
TABLE OF CONTENTS
TITLE PAGE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR‟S NOTES ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
H. Outline of the Graduating Paper ... 10
Chapter II THEORITICAL FRAMEWORK A. Previous Study ... 11
B. Reading 1. Definition of Reading ... 13
2. Reading comprehension ... 14
3. The purposes of Reading ... 15
4. Technique of Reading ... 16
5. Teaching Reading ... 18
C. Vocabulary 1. Definition of Vocabulary ... 19
2. Vocabulary Mastery ... 20
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4. Aspects in Learning Vocabulary ... 22
5. Technique of Teaching Vocabulary ... 24
D. Simple Past Tense 1. Definition of Tense ... 25
2. Definition of Simple Past Tense ... 26
E. Narrative Text 1. Definition of Narrative Text ... 27
2. Grammatical Structure of Narrative Text ... 28
3. Characteristics of Narrative Text ... 30
Chapter III RESEARCH METHODOLOGY
6. Technique of Validating Data ... 43
Chapter IV FINDINGS & DISCUSSION A. Result of Students‟ Vocabulary Mastery & Simple Past Tense .. 48
B. Result of Students‟ Ability in Reading Narrative Text ... 51
C. Correlation Result ... 53
D. Discussion ... 59
Chapter V CLOSURE ... 62 REFERENCES
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LIST OF TABLES
Table 3.1 Schedule of the Research 31
Table 3.2 List of Respondents 35
Table 3.3 Calculating Mean Score Formula 41
Table 3.4 Score Classification 41
Table 3.5 Pearson‟s Product Moment Correlation Formula 42
Table 3.6 R Value Interpretation 42
Table 3.7 Data Validation 44
Table 3.8 Data Validation 45
Table 3.9 Reliability Test Result 45
Table 3.10 Reliability Test Result 46
Table 3.11 Cronbach‟s Alpha Value Interpretation 47
Table 4.1 Students‟ Vocabulary and Simple Past Tense Score 48
Table 4.2 Students‟ Reading Narrative Text score 51
Table 4.3 Calculation Data 54
Table 4.4 Calculation Result of Required Data 55
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LIST OF CHART
Chart 4.1 Percentage of Students Ability in Reading 54
1 CHAPTER I INTRODUCTION
A. Background of the Study
Learning a foreign language involves acquiring four types of skills:
listening, speaking, reading, and writing. Those are the basic skills especially
in teaching and learning English as foreign language at schools or other
educational places whether formal or informal institutions. According to
Alshumaimeri (2011, p.2) “Reading is a crucial skill in learning and
communication.” Reading skill is often required for academic, professional,
and personal purposes. This is particularly true of an international language
like English to which most people are exposed in the world today.
Reading is not actually a skill but a process composed of many different
skills. As Hunt (2004, p.134) which is quoted by Hermida (2009, p.4)
“Reading is a process shaped partly by the text, partly by the reader's
background, and partly by the situation the reading occurs in.”
It follows from the above definition that reading is not a passive
activity. In other words, the reader must make an active contribution to
acquire the available information. Reading is understanding a message
explained by the writer through visual and non visual. This activity involves
an interaction between thought and language.
According to Widdowson (1979) as cited by Jangahad, Moinzadeh &
Karimi (2011, p.2) has discussed reading as "The process of combining
2
view the reading process is not simply a matter of extracting information
from the text. Rather, it is viewed as a kind of dialogue between the reader
and the text.
Teaching and learning reading in the schools specially in the senior
high school is very concerned and gets the additional time than the other
English skills. Be able to read in English is very important. Success in
reading is the most necessary because it is a basic tool of education. All the
subject from elementary school until senior high school such as mathematic,
science, language and the others depends on the ability to read.
According to Depdikbud (1994, p.1) “Out of the four skills, listening,
speaking, reading and writing, the main emphasis is on reading skill because
it is believed that the acquisition of reading in a second or foreign language is
a main priority”. Based on pre survey had done by writer on 28 April 2017,
the English Teacher in SMA Muhammadiyah Plus Salatiga was agree with
this statement. They taught reading skill around 50% in every meeting
because the students there less in understanding the English text.
One of the purpose of teaching and learning English in school is that the
students able to read, get the idea and understand the book or written text in
English. To achieve those purposes, the students need to concerned some
factors. According to Harmer (2001, p.68) “Reading texts provide
opportunities to study language about vocabulary, grammar, punctuation, and
3
reading texts can introduce interesting topics, stimulate discussion and excite
imaginative responses.
Based on syllabus of English learning for senior high school students,
there are some texts must be learned by students. Those are: discussion text,
report text, procedure text, exposition text, hortatory text and narrative text. In
this graduating paper the writer just concern on narrative text.
In SMA Muhammadiyah Plus Salatiga the writer found some factors
which made the students having weakness in reading narrative text. Those
factors were students‟ vocabulary mastery and students‟ mastery of grammar
especially simple past tense.
According to Anjoshoma & Zamanian (2014, p.2) “Vocabulary
knowledge plays an important role in reading comprehension.” It means that
vocabulary was a crucial components in acquiring and understanding
language. Vocabulary have been a central to English language teaching
because without sufficient vocabulary students can‟t understand others or
express their own. Reading a language and comprehending it requires that
one process sufficient vocabulary. Nation & Newton (1997, p.5) explained
“Vocabulary is knowledge of words and word meanings.” Actually
vocabulary is more complex, vocabulary mastery is not only knowing the
words and its meanings, but also knowing about how the words sound and
how the words are used in the context.
Someone who has a lot of vocabularies of foreign language, they able to
4
of vocabulary helps someone understand language. It is supported by Wallace
(1982, p.13) “Vocabulary is one of the most important parts of languages,
because when speaking a language, the speakers need several words to
convey ideas.” Therefore, people able to understand what the speakers mean.
When a learner intends to learn foreign language, learner must learnt the
vocabulary of the foreign language first.
The second aspect to supports the students‟ ability in reading narrative
text is tense. Tense is one of the part of grammar. According to Sriphrom &
Ratitamkul (2014, p.66) “English tense generally pose difficulty for learners."
The English Teacher in SMA Muhammadiyah Salatiga said that the most
common error when students comprehend narrative text on using of tense.
For example when the teachers asked about the past from of the verb tense
most of them got the wrong answer.
According to Carter and McCarthy (2007, p, 405) as quoted by Mardani
& Azizifar ( 2014, p. 419) “Tense gives information about time while aspect
gives information about the speaker‟s perspective on time.”Agree with the
theory above, according to Longman Dictionary of Contemporary English
(2000) as cited by Mardani & Azizifar (2014, p. 419) “Tense is any forms of
a verb that show the time, continuance, or completion of an action or state
that is expressed by the verb.”
Verbs tense get lots of attention in English specially in teaching reading
and writing. In fact, they received perhaps more attention than any other
5
difficulties when they taught verbs tense in the school because of some
factors one of them was the student lazy to read, learnt and memorized the
verb. In the narrative text most of the tense that used is simple past tense,
because the narrative text tells about what happened in the past time.
Based on the explanation above, the writer interested in conducting a
graduating paper entitled “A Correlational Study Between the Students‟
Mastery of Vocabulary and Simple Past Tense Toward Their Ability in
Reading Narrative Text (The Study of Tenth Grade Students of SMA
Muhammadiyah Plus Salatiga in Academic Year of 2016/2017).”
B. Limitation of the Problem
The writer needs to limit this graduating paper, because there were many problems in reading narrative text as mentioned before. The writer
chooses two problems in this graduating paper those are: students‟ mastery of
vocabulary as X1 variable and simple past tense as X2 variable.The writer also
needs to limit the reading skill in reading comprehension skill of narrative
text as Y variable. The writer limits to analyze the correlation between the
student‟s mastery of vocabulary and simple past tense toward their ability in
reading narrative text. Moreover the writer also limits this graduating paper
only in the tenth grade students of SMA Muhammadiyah Plus Salatiga in the
academic year of 2016/2017.
6
1. How is the students‟ mastery of vocabulary and simple past tense of the
tenth grade students of SMA Muhammadiyah Plus Salatiga in the
academic year of 2016/2017?
2. How is the students‟ mastery of reading narrative text of the tenth grade
students of SMA Muhamadiyah Plus Salatiga in the academic year of
2016/2017?
3. How far is the significant correlation between the students‟ mastery of
vocabulary and simple past tense toward their ability in reading narrative
text of the tenth grade students of SMA Muhammadiyah Plus Salatiga in
the academic year of 2016/2017?
D. Objectives of the Study
1. To find out the score of the students‟ mastery of vocabulary and simple
past tense of the tenth grade students of SMA Muhammadiyah Plus
Salatiga in the academic year of 2016/2017.
2. To find out the score of the students‟ reading narrative text of the tenth
grade students of SMA Muhamadiyah Plus Salatiga in the academic year
of 2016/2017.
3. To find out the significant correlation between the students‟ mastery of
vocabulary and simple past tense toward their ability in reading narrative
text of the tenth grade students of SMA Muhammadiyah Plus Salatiga in
7 E. Benefits of Study
The benefits of this graduating paper can be theoretically and practically.
1. Theoretically
The result of this graduating paper informs the English Teachers,
and it informs the students that, is there any influences of the students‟
mastery on vocabulary and simple past tense toward their ability in
reading narrative text of the tenth grade students of SMA
Muhammadiyah Plus Salatiga in the academic year of 2016/2017.
2. Practically
The result of this graduating paper is expected the English
Teachers in the classroom to pay attention about the students‟ mastery of
vocabulary and tenses specially simple past tense when they teach
reading narrative text. Hopefully, the result of this graduating paper can
be use as a reference for the following graduating paper is conducted by
the other researcher with the same topic.
F. Definition of the Key Terms
1. Vocabulary
Nation (2001) as cited by Ferreira (2007, p.11) stated “Vocabulary
knowledge implies knowing a word in the spoken form of the word and
the spoken form can be recognised and understood it in and out of context
rather than guessed at.”
8
Simple past tense is one of the kind of tenses in English Language. It
use to show the activities or experiences in the past time. However, the
definitions are more or less the same. According Leila & Emilia (2010:34)
“Simple past tense is a verb form that used to express one action which
happened or took place at a particular time in the past, also to express
repeated and habitual action in the past.”
3. Reading
“Reading is a process shaped partly by the text, partly by the
reader's background, and partly by the situation the reading occurs in.”
(Hunt, 2004, p.137)
4. Narrative Text
Narrative text is a text which contain about story in the past and have
a plot consist of orientation, complication, and resolution with the purpose
to entertain the reader.
G. Hypotheses
According Creswell (2009, p.132) “Hypotheses are predictions the
researcher makes about the expected relationships among variables.” They
are numeric estimates of population values based on data collected from
samples. Testing hypotheses employs statistical procedures in which the
investigator draws inferences about population from a study sample.
Hypotheses are used often in experiments in which investigators compare
groups. Creswell said that there are three kinds of hypotheses:
9
Represents the traditional approach: it makes a prediction that in
the general population, no relationship or no significant difference exists
between groups on a variable. The word is “There is no difference or
relationship” between the groups.
2. Directional hypotheses (Ha)
The investigator makes a prediction about the expected outcome.
basing this prediction on prior literature and studies on the topic that
suggest a potential outcome.
3. Nondirectional
A prediction is made, but the exact form of differences (e.g ..
higher. lower, more, less) is not specified because the researcher does not
know what can be predicted from past literature. Thus, the investigator
might write, "There is a difference" between the two group.
In addition, H0 is rejected if r-count > r table. There is correlation of
two variables. On the other hand, if r-count < r table, H0 is accepted and H0
says that there is no correlation of two variables. Furthermore, if H0 is
rejected, Ha is accepted. It means that there is correlation in this study.
However, if H0 is accepted, it means that Ha is rejected and there is no
correlation in this study. Based on the problem statements presented by the
writer, this research hypothesis is:
There is significant correlation between the students‟ vocabulary
10
(The study of the tenth grade students of SMA Muhammadiyah Plus Salatiga
in the academic year of 2016/2017).
H. Outline of the Graduating Paper
The first chapter is introduction. It consist of background of the study,
limitation of the problem, the problems statements, the objectives of the
study, the benefits of the study, the definition of key terms, hypotheses, and
outline of the graduating paper. The second chapter consists of the review of
the related study. The writer show the previews study to support this
graduating paper and the writer also show the definition and types of key
terms.The third chapter of this graduating paper is research methodology. In
this chapter the writer explain and report the general situation of SMA
Muhammadiyah Plus Salatiga and the writer also explain technique of sample
taking, technique of collecting data, technique of data analysis. The fourth
chapter of this graduating paper explains the data analysis of the data
interpretation that discusses the result of the tests. The last chapter, the writer
11 CHAPTER II
THEORETICAL FRAMEWORK
A. Previous Studies
In this chapter, the writer chooses some journals who relate with the
writers‟ research from the other researchers.
The first previous study conducted by Morvay (2005, p.1) entitle“The
relationship between syntactic knowledge and reading comprehension in
EFL learners”. Morvay chosen64 Hungarian native speakers in the 12th
grade learning English as a foreign language in Slovakia were tested in a
cross-sectional correlational study in order to determine the relationship
between the ability to process complex syntax and foreign language reading
comprehension. The study provide evidence that the ability to process
complex syntactic structures in a foreign language does contribute to one‟s
efficient reading comprehension in that language.
The second previous study come from Alqadi & Haitham (2013, p.1).
The study aimed at determining the degree of the effect of extensive reading
12
University (a public university in Mafraq city in Northern Jordan). The result
of this study find that extensive reading had a positive impact on enhancing
the grammatical accuracy of the EFL freshmen at Al al-Baytuniversity.
The third previous study come from Jangahard, Moinzadeh & Karimi
(2010, p.1) entitle “The Effect of Grammar vs. Vocabulary Pre-teaching on
EFL Learners’ Reading Comprehension: A Schema-Theoretic View of
Reading” This study was designed to investigate the effect of grammar and
vocabulary pre-teaching, as two types of pre-reading activities, on the Iranian
EFL learners‟ reading comprehension from a schema–theoretic perspective.
The results show no significant difference among the three groups though the
vocabulary group performed slightly better than the other two groups, and the
performance of the grammar group was seemingly worse than the control
group.
Those three researches reveal three different lines. The first one
emphasizes on the correlation between syntactic knowledge with reading
comprehension. The second discuss about of the effect of extensive reading
on developing the grammatical accuracy. The last one discuss about the effect
of grammar and vocabulary on students‟ reading comprehension.
Dealing with review of some previous related researches, the writer
wants carry out a different graduating paper with same outline then
specializes on correlation between the students‟ vocabulary mastery and
simple past tense toward their ability in reading narrative text. The writer take
13
Students‟ Mastery of Vocabulary and Simple Past Tense Toward Their
Ability in Reading Narrative Text (The Study of Tenth Grade Students of
SMA Muhammadiyah Plus Salatiga in Academic Year of 2016/2017).”
B. Reading
1. Definition of Reading
In this part, the writer explains the definitions of reading from some
experts.
According to Hunt (2004, p.137) “Reading is a process shaped partly
by the text, partly by the reader's background, and partly by the situation
the reading occurs in.” It means reading is not only get the information or
idea from the text. Rather, it is a process of working with the text. When
reading an academic text, the reader recreate the meaning of the text,
together with the author.
Many experts have differently defined the word reading. According
to Grellet (1985) as quoted by Furqon (2013, p.69) “Reading is assigning
meaning and extracting information from written texts.” It means reading
requires some abilities to extract information from a text and to construct
new understanding.
The next definition come from Kennedy (1974, p.3) as quoted by
Jangahard, Moinzadeh & Karimi (2011, p. 2) :
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recognize a visual form, associate the form with a sound and / or meaning he has learned in the past and on the basis of past experience, understand and interpret its meaning.
From the definition above, the writer conclude that reading is not a
passive activity. In other word the reader must make an active contribution
to acquire the available information.
2. Reading Comprehension
According to Woolley (2011, p.15) “Reading comprehension is the
process of making meaning from text, the goal is to gain an overall
understanding of what is describe in the text rather than to obtain meaning
from isolated words or sentences.” In understanding text information the
learners develop mental models, representation of meaning of the text
ideas during the reading process.
According to Rahmani & Sadeghi (2011) as cited by Ahmadi &
Ismail (2012, p.3) “Reading comprehension is known as an interactive
mental process between a reader‟s linguistic knowledge, knowledge of the
world, and knowledge about a given topic.”
Grabe (2009, p.2002) stated the main component abilities of
comprehension processing include the following:
a. The text model of reader comprehension
b. Situation of reader interpretation
c. Set of reading skill and resources under the command of the
executive control mechanism in working memory (strategy, goals,
15
Based on the explanation above, the writer concludes that there are
some elements or components should be mastering by reader in the
reading comprehension process. Comprehension in the reading may seem
complicated to define because this skill can be inferred as the particular
understanding of reading. According to Grellet (1992, p.3):
Reading comprehension is understanding a written text, its mean extracting the required information from it as efficiently as possible. The goal of reading to catch the meaning from the text and comprehend the information that is conveyed in the text. comprehension is about the ability of people understanding something.
From some theories above, the writer conclude that reading
comprehension is a process to construct the meaning from the text by
integrates information from the text with information from prior
knowledge using inferential process. Reading comprehension will examine
how the readers construct mental or situation models of the text to enable
reading comprehension.
3. The Purposes of Reading
People read a text, a paragraph or a book for many purposes and its
purposes help to understand what is read by people. In general, the aim of
reading is to find some informations from the text. The other purpose of
reading is the learners understand the written language. In other words
how the learners gets the message from the writer‟s symbols and one of
the most important task for reader is to dig out and find out what the writer
16
According to Risdianto (2012, p.94) there are some purposes for
reading, namely:
a. For pleasure or for personal reasons to find general information such
as what a book is mostly about.
b. To find a specific topic in a book or article
c. To learn subject matter that is required for a class.
One students have mastered the basic decoding skills, they will begin
to read for a variety of purposes. If they are reading a book or article for
and or if they simply want to know about a particular subject such as grogs
they may want to read fast. It isn‟t necessary for them to read every word
or even know the meaning of every word in the text, they will probably get
the sense of the unknown word from the context.
According to Murcia (2001, p.187) mentioned four purposes of
reading, as follows :
a. To search for information
b. For general comprehension
c. To learn new information
d. To evaluate information
4. Techniques of Reading
Reading in a foreign or second or third language is much more
difficult than reading in the mother tongue. It doesn‟t come naturally and
needs a lot of practice. In addition, there are a number of skills and
17
being aware of them. According to Risdianto (2012, p.1) there are four
types of reading techniques:
a. Skimming
Skimming is reading rapidly in order to get a general overview
of the material. In this technique tell the readers what general
information is within a section. Skimming use to overview the text
book chapters or to review for a test. Skimming also use to decide to
read something at all, for example during the preliminary research
for a paper. Skimming tell the readers enough about the general idea
and tone of the material, as well as its gross similarity or difference
from other sources, to know if the readers need to read it at all.
b. Scanning
Scanning is reading rapidly in order to find specific facts.
Scanning use in research to find particular facts, to study fact-heavy
topics and to answer questions requiring factual support. Scanning is
a technique that requires concentration and can be surprisingly tiring.
The readers may have to practice at not allowing your attention to
wonder. The writer can take scanning to find an art or a next
concept, which the writer wants to read carefully.
The writer concludes that scanning is a way of reading in
which readers quickly go through a text to find a particular piece of
information
18
The work of Palmer (1921, p.21) notes “Intensive reading
means that the readers take a text, study it line by line and refer at
very moment to the dictionary about the grammar of the text it self.”
According to Nuttal (1982, p.23) “Intensive reading means reading
shorter texts to extract specific information”. This activity is likely
more to emphasize the accuracy activity involving reading for detail.
It is use to gaining a deep understanding of a text, which is important
for the reader. The process of scanning takes a more prominent role
here than skimming. Reader is trying to absorb all the informations
given, example: Reading dosage instruction for medicine.
d. Extensive Reading
According Coob (2007) as cited by Risdianto (2012, p.49)
“Extensive reading is an approach to language learning, including
foreign language learning by the means of a large amount of
reading.” Extensive reading is contrary with intensive reading, which
is slow, careful reading of a small amount of difficult text it is when
one is focused on the language rather than the text. In the extensive
reading students are free to choose a book that they like and are
allowed to read it at their own pace. The aim of this to help students
or readers enjoy reading.
5. Teaching Reading
According to Ricards (2001, p.207) “Teaching is a process
19
but more of it. Comprehending the text in one of reading„s goals. During
teaching reading process readers must paying attention about the
principles of teaching reading. According to Harmer (2005,p.12) There are
some principles can be standard to limit teachers when they teach reading.
a. Reading is not passive skill
b. Students need to be engaged with what they read
c. Students should to be encourage to respond to the content of a
reading text not just to language
d. Predictions is mayor factor in reading
e. Match the task to the topic
f. Good teacher exploit reading text to the full
C. Vocabulary
1. Definition of Vocabulary
Vocabulary is one of the language aspects that are very important for
English communication. Learning vocabulary is one of the first steps of
learning second language, because vocabulary is the basic aspect to
mastering the four of language skill. Those are speaking, reading, writing
and listening.
According to Hubbard (1983) as cited by Ferreira (2007, p.11)
“Vocabulary can be defined as a powerful carrier of meaning.” The
meaning is without establishing a strong vocabulary base first,
20
student should be able to recognize words, and know their meanings as
well.
According to Nation & Newton (1997) as cited by Furqon (2013,
p.71) “Vocabulary is knowledge of words and word meanings.” Actually
vocabulary is more complex, vocabulary mastery is not only knowing the
words and its meanings, but also knowing about how the words sound and
how the words are used in the context.
According to Kamil and Heibert (2005, P.34) vocabulary can be
generically defined as knowledge of words or word meaning, they stated
that vocabulary learning is the basis of language and without vocabulary,
one cannot learn any language; it is the knowledge of words.
Based on these explanations above, the writer concludes the
definition of vocabulary is a group of words and their own meaning and
use in the written language or spoken language to communicate among
people in the world.
2. Vocabulary Mastery
In order to understand the language, vocabulary is crucial to be
mastered by the learner. Vocabulary mastery is needed to express our
ideas and be able to understand other people's sayings. According to
Webster (1992, p.14) mastery refers to :
a. The authority of a master: dominion and the upper hand in a
21
b. Possession or display or great skill or technique, skill or
knowledge that makes one master of a subject comment.
While Hornby (1995) as cited by Alqahtani (2015, p.26) defined
“Mastery as complete knowledge or complete skill.”From that definitions
before, we can conclude that vocabulary mastery is an individual‟s great
skill in using words of a language, which is acquired based on their own
interests needs and motivation. Vocabulary mastery plays an important
role in the four language skills and it has to be considered that vocabulary
mastery is one of the needed components of language.
3. Kinds of Vocabulary
Lehr & Osborn (2001) as sited by a Furqon (2013, p.72) explained
two kinds of vocabulary description as follows:
First, words come in two forms, oral and print.
a. Oral Vocabulary
Includes the words that are recognized and used in listening and
speaking.
b. Print Vocabulary
Includes the words that are recognized and used in reading and
writing.
Second, word knowledge is composed of two forms, receptive and
22
a. Receptive vocabulary includes words that are recognized when we
hear or see them. It is the ability to comprehend passive vocabulary
which is used in reading and listening context.
b. Productive vocabulary includes words that are recognized when we
speak or write. It is an active ability which is used in speaking or
writing.
4. Aspects in Learning Vocabulary
There are many aspects that helps students to expand their
vocabularies.
a. Word Clases
According to Thornbury (2002, p.1) “Word is a microcosm of
human consciousness.” Word is classified based on their functional
categorized, it is called part of speech (Harmer, 1998, p.36). Words
play different roles in a text. They fall into one of eight different
word classes:
1) Nouns bits, pieces, record, player
2) Pronouns I, You, They
3) Verbs like, eat, read, forget, sleep
4) Adjectives old, second-hand, cleaver, handsome, lazy
5) Adverb up, above, under
6) Prepositions for, like
7) Conjunction and, although, but
23
b. Word Families
We have seen how words may share the same base of root
but take different endings: look, looking, looked. A word that
result from addition of an affix to a root, and which has a different
meaning from the root, it is called derivative. For instance: players,
replay, playful are each derivatives of play. Derivatives and
Thornbury (2002, p.5) stated “Affixation is one of the ways
new words are formed from old.”There are several kinds of word
formation such as :
1) Compound word
Compound word is the combining of two or more
independent words. For example :
a) Noun + verb + -er = record player, bus driver
b) Noun + noun = classroom, matchbox
2) Antonym
“Antonym is a word with opposite meaning.”
(Thornbury, 2002:9). For example :
24
b) Short >< tall
c) Young .>< old
3) Synonyms
Synonyms are words that share a similar meaning. Thus:
old, ancient, antique, aged, elderly are synonym in that they
share the common meaning of not young/new. However there
the similarity ends. According to Thornbury (2002,
p.9)“Synonyms are similar, but seldom the same.” Even
between words that seem interchangeable, such as taxi and
cab, or aubergine and egg-plant, one will be preferred over the
other in certain contexts and by particular speakers.
4) Hyponyms
Hyponyms is another –nym word that is useful when
talking about the way word meaning are related. A hyponyms
relationship is a kind of relationship, as in A hammer is kind of
a tool or A kiwi is kind of a bird.
5) Homonyms
“Words that share the same form but have unrelated
meaning are called homonyms.” (Thornbury, 2002, p.8). For
historical reason, English is rich in homonyms: well, bat, shed,
left, fair etc.
25
Commonly, there are several techniques concerning the teaching of'
vocabulary. However, there are a few things that have to be remembered
by most English Teachers if they want to present a new vocabulary or
lexical items to their students. It means that the English Teachers wants
students to remember new vocabulary. Then, it needs to be learn, practice,
and revise to prevent students from forgetting.
Here are some techniques of teaching vocabulary as stated by
Brewster, Ellis, and Girard (1992) as cited by Alqahtani (2015, p.26):
a. Using Object
b. Drawing
c. Using Illustrations and Pictures
d. Contrast
e. Enumeration
f. Mime, Expressions and Gestures
g. Guessing from Context
h. Eliciting
i. Translation
D. Simple Past Tense 1. Definition of Tense
Tense is basically categorized into two, namely present and past
tense. As the name suggests, present tense indicates present happenings,
26
usually use to express an action or condition that occurred in the past
event.
According to Carter and McCarthy (2007, p, 405) as quoted by
Mardani & Azizifar ( 2014, p. 419) “Tense gives information about time
while aspect gives information about the speaker‟s perspective on time.”
Agree with the theory above, according to Longman Dictionary of
Contemporary English (2000) as cited by Mardani & Azizifar (2014, p.
419) “Tense is any forms of a verb that show the time, continuance, or
completion of an action or state that is expressed by the verb.”
2. Definition of Simple Past Tense
Simple past tense generally expresses events or situations that exist
or happen at a particular point in the past. According to Leila & Emilia
(2010, p.34) Simple past tense is a verb form that is used to express:
a. One action which happen or took place at a particular time in the
past. For example:
1) I was a student at that time
2) She was a teacher in 1975
3) I visited Bali last year
4) Mr. Hasan bought a new car two days ago
b. Repeats, habitual actions in the past. For example:
1) He used to have five goats and two cows
27
Time markers that are usually use in the simple past tense are :
1) Yesterday, for example: yesterday afternoon, yesterday
morning, etc.
2) Last, for example: last week, last month, last year, etc.
3) Ago, for example: two days ago, a week ago, a month ago, etc.
4) In, for example: in 1975
5) At, for example: at 7.00, at8.30, etc.
6) When, for example: when I was young...
The simple past tense is formed by using the simple past form of the verb.
a. For regular verbs, the past form made by adding –ed to the simple
form. For example:
28
E. Narrative Text
1. Definitions of Narrative Text
Narrative text is one popular and common form of writing. In
narrative, stories are told and plots unfold. Narrative have characters and
plot with a sequence of events. Narrative text is a genre of written text.
Genre is specific style that used in written, art, film, or music. Genre of the
text is particular text type or style of writing. Genre is as a staged,
goal-oriented, purposeful activity in which speakers engage as members of our
culture. Narrative text is a text which contents imaginative story.
Narrative text contains fiction, non-fiction, fairy tales, and folklore.
The purposes of narrative text is to entertain and attract the attention of the
reader. According to the English dictionary means (1) a spoken or written
account of connected events: a story, (2) the narrated part of a literary
work, as distinct from dialogue, (3) the practice or art of narration.
Narrative text can be a real story, a fantasy, or a combination of both.
Which includes narrative text are a fairy tale, mystery, scientific fiction,
horror, adventure, fables, myths, legends, historical stories, ballads, and
personal experience.
According to Mustikasari & Hardiyanti ( 2010, p.1) “A personal
experience story could be joined the narrative, since it has sequence of events.
In other word, it has structure. The structures of the personal experience story
29
In the plot, narrative text there is always the problem peak/climax of the
story, followed by a settlement. The social function of narrative text is to
entertain or amuse.
2. Grammatical Structure of Narrative Text
When the students study about narrative text, they must be able to
analyzed some structures of the text. For this structure, the students know
the part of story in the text. From the grammatical structure of narrative
text are following;
a. Orientation (beginning or introduction)
It introduces the main characters, setting and time. The
opening paragraph introduces characters or participants of the story
and sets the scene (it answers the questions who, when, what and
where). This part of the story is critical for the reader to connect or
feel involved with the story. In the orientation, students able to
know who is/are the main character and where or when the story
happen. The time or period in narrative text is not specific and the
reader cannot know the date or year happened. This paragraph
usually open with; once upon a time, one day, a long time ago, long
–long time ago, a hundred ago, etc.
b. Complication (middle)
In this paragraph show the problems happen among the
characters. It is developing the problems which involve the main
30
c. Resolution (ending)
Resolution is the end of paragraph which the problem is
dissolved. It is about how the problems in the story are solved
(better or worse). Here, the main characters of the story find ways
to solve the problems.
3. Characteristics of Narrative Text
There are some characters of narrative text which differ this text with
others. The specific characteristic of this text contain imaginative story of
the writer.
The language features in narrative text are:
a. Specific characters
b. Using time words; connective conjunction such as then, before, after
that, a few moments later etc, and temporal conjunctions such as:
once upon a time, one day, long time ago, many years ago, etc.
c. Past tense; simple past tense, past perfect, past continous, past
31 CHAPTER III
RESEARCH METHODOLOGY
A. Location of Research
1. Location of the Research
This graduating paper was conducted in SMA Muhammadiyah Plus
Salatiga. This school located at Kyai Haji Ahmad Dahlan Street No.1
Soka, RT 03, RW 06, Sidorejo Lor, Salatiga. It was establised in 1977. It
stands in the area of 5445m2. The total students around 150 students.
There are three departments in this senior high school, they are
Mathematics and Science, Social Science, Linguistics and Culture. The
headmaster of this school is Mrs. Dian Iindrihartani, S.sos, M.Pd.
2. Time Setting
The time setting of the graduating paper was May 12- Sept, 2017
3. Schedule of the Research
Table 3.1
Schedules of the Research
NO ACTIVITY DATE
1
Submitted the permission letter to SMA
Muhammadiyah Pus Salatiga April 12, 2017
2
Discussed and arranged the research instruments with the English teacher of
SMA Muhammadiyah Plus Salatiga
April 20 – April 27, 2017
3
Done the observation in the class when
32
4
Gave students vocabulary and simple past
tense questionnaire for XA Class May 2, 2017
5
Gave the students reading narrative
questionnaire for XA Class May 3, 2017
6
Analyzed the result score and valid or
invalid questions May 3 – May 7, 2017
7
Gave the students vocabulary and simple
past tense questionnaire for XB Class May 8, 2017
8
Gave the students reading narrative text
questionnaire for XB Class May 10, 2017
9 Composed the report of the research May – September, 2017
B. Research Methodology 1. Approach of Research
According to Khotari (2004, p.27) “A research design is the
arrangement of conditions for collection and analysis of data in a manner
that aims to combine relevance to the research purpose with economy in
procedure.”In this graduating paper, the writer used quantitative research.
It means that the writer collected and analyzed the data statistically from
the students‟ scores of variables to find out the correlation between
students mastery of vocabulary and simple past tense toward their ability
in reading narrative text.
According to Muijs (2004, p.1) “Quantitative research is explaining
33
mathematically based methods (in particular statistics).”According to
Kumar (2011, p33):
Study is classified as quantitative if you want to quantify the variation in a phenomenon, situation, problem or issue; if information is gathered using predominantly quantitative variables; and if the analysis is geared to ascertain the magnitude of the variation.
Based on those explanations, the writer conclude that quantitative
research is a research field in question that emphasizes the analysis of the
data is numeric and reviewing research in the field of real life.
2. Type of Research
This graduating paper categorized into correlative type. The
purpose of correlational according to Leedy & Ormord (2010, p.183) is
“To investigate the extent to which differences in one characteristic or
variable are related to differences in one or more other characteristics or
variables.”
A correlation occurs if one variable (X) increases and another
variable (Y) increases or decreases. A study that produces a correlation
coefficient of 0.00 signifies that there is no association between the
variables investigated. As Simon &Goes (2011, p.1) stated that
correlational studies display the relationship among variables use such
techniques as ceoos-tabulation and correlations.
So that, the writer correlated two variables of this graduating paper,
34
and Sorensen (2010) which is quoted by Setyosari (2013, p.198) “A
population is defined as all member of any well- defined class of
The population of this graduating paper was the tenth students
of SMA Muhammadiyah Plus Salatiga in the academic year of
2016/2017. The tenth grade students of this school devided into two
classes, XA class and XB class. XA class consists of 25 students, 9
students for male and 16 students for female. The XB class consists
of 24 students, 14 students for male and 10 students for female. So,
the total population of this research is 49 students.
b) Sample
According to Arikunto (1996, p.173) “Sample is the
35
is less than 100, it is better to take all of them as the sample but if the
total population is more than students.
In addition Sigh (2007, p.89) “Sampling is defined as the
process of selection of sampling units from the population to
estimate population parameters in such a way that the sample truly
represents the population.”According to Ary, Jacobs, Sorensen &
Razavieh (2010, p.150):
There are two steps sampling in research, probably sampling and non probably. In probably sampling consists of four types in sampling. The four types of probability sampling most frequently used in educational research are simple random sampling, stratified sampling, cluster sampling, and systematic sampling.
In this graduating paper, the writer used random sampling
technique. According to Ary, Jacobs, Sorensen & Razavieh (2010,
p.150):
The best known of the probability sampling procedures is simple random sampling and the basic characteristic of simple random sampling is that all members of the population have an equal and independent chance of being included in the random sample.
The sample of this research was the students in XB class of
SMA Muhammadiyah Plus Salatiga in academic year of 2016/2017.
From 24 students in XB class all of them participated to do the test.
The students are list as follows:
Table 3.2 Respondents
36
ID Number Name
1 4567 AgusBambangSetiawan ABS
2 4569 AlgiaKuspratamaAdhik AKA
3 4672 Andyka Rahman Hafizd ARH
4 4573 AnggiPuriIsnaeni API
5 4575 ApilliaKheisyaBibaAme AKBA
6 4576 ArdhikaDwiWiranata ADW
7 4578 AuliaDoranti AD
8 4579 ConiGunawan Putra CGP
9 4581 DzamaMaulana Ibrahim DMI
10 4584 FathulArifinMaidepa FAM
11 4586 HenyRiswanti HR
12 4590 LailyNurulHikmah LNK
13 4592 LutfanidndaPangesti LP
14 4593 MochammadSolichin MS
15 4594 Muhamad Kelvin MK
16 4596 Muhammad FadhilHidayah MFH
17 4598 Ngatini N
18 4600 Panji Yoga Rizaldy PYR
19 4601 PutriTridianaCahya PTC
20 4620 Ramadha Bastian RB
narrative text in the first semester. This consideration is related to the
difficulties in mastery of vocabulary and simple past tense toward
37 4. Method of Collecting Data
Collecting data methodology is the important thing should do to
give some strategies in collecting the data that writer need in the
research. The purpose of this collecting data is getting some facts,
believable information, and other supporting data. The writer used some
methodologies to get the data such as test, observation, and
documentation.
a) Test
To get the data the writer used test intruments. “Test is a series
of questions or exercises and the other instruments which is used to
measure skill, intelligent knowledge, comprehension or talent which
is had by individual or group (Arikunto, 2010, p.266).”
Bachman & Palmer (1996, p.23) assumed “The primary
purpose of a language test is to provide a measure that we can
interpret as an indicator of an individual‟s ability.” The two
measurement qualities, reliability and construct validity are thus
essential to the usefulness of any language test. Reliability is a
necessary condition for construct validity, and hence for usefulness.
However, reliability is not a sufficient condition for either construct
validity or usefulness.
In conducting this graduating paper, the writer used two kinds
of test in order to collect the necessary data. The first test used to
38
second test used to measure the students mastery reading narrative
text.
The writer held two phases of the test. Every phase of the test
held on 2 days. The first phase was the test for validating the
instrument of the research. It was done by XA Class along 2 days.
The first day they done the vocabulary and simple past tense test and
the second days they done reading narrative text. The purpose of this
text to know the valid or invalid instruments that used by writer.
The second phase was the real test. The test done by students
in XB Class. They done this test on 2 days. The first day they done
the vocabulary and simple past tense test, the next day they done
reading narrative text. The result of this test used to know the
correlation between students mastery of vocabulary and simple past
tense toward their ability in reading narrative text.
b) Observing
The writer also done the observation before she conducted the
research. The writer joined the teacher in the class when the English
learning process happened. This case purposed to know the real
students‟ condition in the class. According to Rugg & Petre (2006,
p.110):
39 c) Documentation
In a research, the documentation is needed because it use to
prove that the writer have done the research and also to get more
data. In this graduating paper the writer also used documentation
such as photos, list of sample names, list of attendance etc.
5. Technique of Data Analysis
To analyzed a correlative research of students mastery of
vocabulary and simple past tense toward their ability in reading narrative
text, the writer used statistical technique. Thus, the writer used the
percentage formula to know how the score of both variables. While to
know the correlation, the writer used Pearson‟s product-moment formula.
In addition to make the measurement more accurate, the writer calculated
the data by SPSS (Statistical Product and Service Solutions). The details
of each technique are follows:
a) Calculate the score of vocabulary and simple past tense test and
calculate the score of reading narrative test
1) Vocabulary and Simple Past Tense
The writer constructed two tests to measure and to examine
students‟ ability. The first test was multiple choice and short
essay to measure the students‟ ability in vocabulary and simple
past tense. It consist of 20 numbers. In the multiple choice test,
40
answer all items correctly, they would get perfect score by
multiplying with 5. The writer used scale 10-100.
∑N= the total of right answer.
2) Reading Narrative Text
The second test was reading narrative test. The total numbers of
this test was 8 numbers. Every correct answers get 1 point.
Then, the total of correct answer multiple by (100:8). The writer
used scale 10-100.
∑N= the total of right answer.
b) Measuring both the average of the test regarding subjects‟ ability in
vocabulary and simple past tense toward reading narrative text used
the following formula:
Final Score = ∑N X 5
41
c) Interpreting how good are students‟ ability in vocabulary mastery
and simple past tense toward reading narrative text based on the
overall average score:
Table 3.4 Score Classification
(Sudijono, 2011, p.35)
No Student‘s Score Mark Interpretation
1. 80 – 100 A Excellent
2. 66 – 79 B Good
3. 56 – 65 C Fair
4. 46 – 55 D Bad
42
d. Calculating the correlation coefficient between the two variables
using Pearson‟s product-moment formula to find out the correlation
coefficient. The formula is as follows:
Table 3.5
Pearson’s Product-Moment Correlation Formula
r = ( ) ( )( )
43
Close to or beyond -0.7 Strong downhill (negative) relationship
Closer to -0.5
Moderate downhill (negative)
relationship
Closer to -0.30 Weak downhill (negative) relationship
0 No linear relationship
Closer to +0.30 Weak uphill (positive) relationship
Closer to +0.5 Moderate uphill (positive) relationship
Close to or beyond +0.7 Strong uphill (positive) relationship
+1 Perfect uphill (positive) relationship
6. Technique of Validating Data
“Three key concepts in quantitative methods are validity, reliability
and generalisability.” (Muijs, 2004, p.64). According to Fraenkel, Wallen
& Hyun (2012, p.147:
The quality of the instruments used in research is very important, for the conclusions writer draw are based on the information they obtain using these instruments. Accordingly, writer use a number of procedures to ensure that the inferences they draw, based on the data they collect, are valid and reliable
Validity is an important key to effective research. Validity is the
most important idea to consider when preparing or selecting an
instrument for use. Cohen, Manion & Morrison (2017, p.133) stated:
44
In order to check the validity of the data, the writer gave the trial
test to 24 students of SMA Muhammadiyah Plus Salatiga. They were
students from XA Class. To analyzed the validities the writer use SPSS.
The total population of this research was 25 students so the Pearson‟s r
must be 0.396 or higher.
Table 3.7
Data Validation for Vocabulary and Simple Past Tense Tests
45
Table 3.8
Data Validation for Reading Narrative Text Tests
No
There were 20 valid questions for vocabulary and simple past tense test and 8
valid questions for reading narrative text test.
Moreover, besides the validity test the writer also need to test the
reliability of the data findings on students mastery of vocabulary and simple
past tense toward their ability in reading narrative text. “Reliability refers to
the extent to which test scores are free of measurement error” (Muijs, 2004,
p.71).
To calculate the reliability, the writer also used SPSS program. The
result of reliability test will be show as follow:
Table 3.9
Reliability Test Result ( Vocabulary and Simple Past Tense Test)
Case Processing Summary
46
Cases Valid 25 100.0
Excludeda 0 .0
Total 25 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Test Result ( Reading Narrative Test)
Case Processing Summary
N %
Cases Valid 25 100.0
Excludeda 0 .0
Total 25 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.667 8
To interpret the result of the reliability test in SPSS, the writer used
47
Table 3.11
Cronbach’s Alpha Value Interpretation
According to George and Mallery as quoted by Gliem&Gliem (2003, p.87)
Value of Cronbach’s Alpha Interpretation
> 0.9 Excellent
> 0.8 Good
> 0.7 Acceptable
> 0.6 Questionable
> 0.5 Poor
< 0.5 Unacceptable
Based on the result, the value of Cronbach‟s Alpha for vocabulary
and simple past tense test is 0.807, which is more than 0.8. It means that the
vocabulary and simple past tense test has good reliability. In addition, the
value of Cronbach‟s Alpha for reading narrative text test is 0.667, which is
48 CHAPTER IV
FINDINGS & DISCUSSION
A. Result of Students Vocabulary and Simple Past Tense Test
In this part, the writer presents the calculation of students‟ score in
vocabulary and simple past tense test.
Table 4.1
Students’ Vocabulary and Simple Past Tense Score
No Name Score Qualification
49
Based on the table above, showed the total score of vocabulary and simple
past tense test was 1.565. To know the mean score of vocabulary and simple past
tense test, the writer calculated the mean score used the following formula:
1565 = 24
= 65.2
Where:
Mx = the mean.
Σ X = the sum of all scores.
N = the total number of subjects.
The average score of vocabulary and simple past tense test of the tenth
grade students of SMA Muhammadiyah Plus Salatiga in the Academic Year
of 2016/2017 was 65.02.
Next step the writer calculated the data to find out the percentage of
students„ mastery on speaking fluently and accurately used the formula:
P=
By which:
P = The percentage
F = The frequency
Mx=
50
N = The number of students
1. The total number of students‟ score in vocabulary and simple past tense
that having excellent qualification is 0 students. It means that the
percentage is 0%
2. The total number of students‟ score in vocabulary and simple past tense
test that having Good qualification are 16 students. The percentage is as
follow:
3. The total number of students‟ score in vocabulary and simple past tense
test that having Fair qualification are 8 students. The percentage is asa
follow:
4. The total number of students‟ score in vocabulary and simple past
tense test that having Poor qualification is 0 student. It means that the
percentage is 0%
5. The total number of students‟ score in vocabulary and simple past
tense test that having Failed qualification is 9 students. It means that
the percentage is 0%
Based on the explanations above, the highest percentage was 66.6% in
Fair qualification. The average of students‟ score of vocabulary mastery and
