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STUDENTS’ VIEW ON
RICH VOCABULARY INSTRUCTION
FOR READING COMPREHENSION: A STUDY AT
BANYUBIRU JUNIOR HIGH SCHOOL 1
THESIS
Partial in Submitted Fullfillment of the Requirements for the Degree of
Sarjana Pendidikan
Godlas Hadi Saputra Harianja 112010150
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@2014. Godlas Hadi Saputra Harianja and Debora Tri Ragawanti, MA-ELT
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
STUDENTS’ VIEW ON RICH VOCABULARY INSTRUCTION FOR
READING COMPREHENSION: A STUDY AT BANYUBIRU JUNIOR
HIGH SCHOOL 1
Godlas Hadi Saputra Harianja
Abstract
As one of academic skills, reading is considered important in education world. For students, mastering reading skills is beneficial to achieve academic goal as it allows them to receive knowledge to achieve that goal. However, in the process of comprehending texts, students sometime are faced with problems of unfamiliar words, especially when they read texts in foreign language. Later, these problems result in students’ difficulty to achieve comprehension of text content. To deal with this problem, Nation (2008) proposed a teaching instruction called Rich Vocabulary Instruction that can be used by teachers to assist student in achieving comprehension in reading. This study sets a purpose to seek what aspect of rich vocabulary instruction are taught in reading class and how the students view the advantages and disadvantages of the aspects toward their reading comprehension. To answer these questions a number of 54 students at Banyubiru Junior High School 1 in Central Java were involved as participants. Moreover, the data was collected by using instruments like class observation, questionnaire, and interview. The result of this study shows 4 aspects of rich vocabulary instruction (spoken, concept-referent, association, grammar function) that help students’ comprehension in reading. However, some discussions of these aspects were found difficult to understand due to some weakness in students’ ability and teaching techniques.
Key words: Reading comprehension, rich vocabulary instruction, students’
