MI STATE ISLAMIC INSTITUE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION DEPARTMENT OF LANGUAGE EDUCATION STUDY PROGRAM OF ENGLISH EDUCATION BY YULIANA NIM THESIS

STATE ISLAMIC INSTITUE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION

DEPARTMENT OF LANGUAGE EDUCATION STUDY PROGRAM OF ENGLISH EDUCATION

2018 MI 1439 H

BY YULIANA NIM

1141120720

THESIS

STATE ISLAMIC INSTITUE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION

DEPARTMENT OF LANGUAGE EDUCATION STUDY PROGRAM OF ENGL,SH EDUCATION

2018 MI 1439 H BY

YULIANA NIM 1141120720

Presented to

State Islamic Institute of Palangka Raya in partial fulfillment of the requirements

for the degree of Sarjana

in English Language Education

THESIS

THE CORRELATION BETWEEN VOCABULARY

MASTERY AND READING ABILITY OF EIGHTH GRADE STUDENTS AT SMPN 1 PERMATA KECUBUNG IN THE ACADEMIC YEAR

2017/2018

iii

Sant Erliana M.Pd.

NIP. 198012052006042003 Dra. Hi. Rodhatul Jennah, M.Pd.

NIP. 196710031993032001

Chair, Department of Language Education

Vice Dean in Academic Affairs

Acknowledged by:

M. Zaini Miftah, M.Pd.

NIP. 197509152009121002

LugmanBaehagi, S.S, M.Pd

d7~

NIP.198709282015032003 Advisor I,

Palangka Raya, March

iz";

²⁰¹⁸

This is to certify that the thesis has been approved by the thesis advisors for Thesis Examination/Munaqasah by the Board of Examiners of the Faculty of Teacher Training and Education of the State Islamic Institute of Palangka Raya.

Teacher Training and Education Language Education

English Education Faculty

Department Study Program

1141120720 NIM

Yuliana Name

MASTERY IN VOCABULARY AND READING

ABILITYOF THE EIGHT GRADE STUDENTS

AT SMPN 1 PERMATA KECUBUNG IN

ACADEMIC 2017 /2018.

4. Luqman Baehaqi, S.S., M.Pd (Secretary I Examiner)

•C>

-11E.::;.;a~.::;;- "

...

~

.

3. M. Zaini Miftah, M.Pd.

(Examiner)

2. Santi Erliana, M.Pd.

(Main Examiner)

BOARD OF EXAMINERS •

1.

Hj. Apni Ranti, M. Hum ~.Ir:.. .

( Chair

I

Examiner)

Thursday

March

15\ 2018 MI 1439

H Day

Date

Has been examined by the Board of Examiners of the Faculty of Teacher Training and Education of the State Islamic Institute of Palangka Raya in the Thesis Examination/

Munaqasyah on:

Teacher Training and Education Language Education

English Education

1141120720 Nim

Faculty Department Study Program

Yuliana Name

THE CORRELATION BETWEEN STUDENTS' MASTERY IN VOCABULARY AND READING ABILITY OF THE EIGHT GRADE STUDENTS AT SMPN 1 PERMATA KECUBUNG IN ACADEMIC

2017/2018

Thesis Title

THESIS APPROVAL

v

This thesis is dedicated to:

My beloved Father Suhaini and Mother Hikmah for their valuable endless prayer, sacrifice and support. And my beloved sisters, Siti Jubaidah, Nor Aisyah, my husband Mery Candra Mirasa and my son Muazzam Habibi.

"Sesungguhnya Allah tidak akan mengubah nasib suatu kaum hingga mereka mengubah diri mereka sendiri".

(Q.S. Ar-Ra'ad:11) MOTTO AND DEDICATION

vi

Yuliana

NIM. 1141120720 Palangka Raya, March

iz ";

2018.

Declare that:

1. This thesis has never been submitted to any other teritory education institution for any other academic degree.

2. This thesis is the sole work of author and has not been written

in

collaboration with any other person, nor does it include, with due acknowledgement, the work of any other person.

3. If at later time it is found that this thesis is a product of plagiarism, I am willing to accept any legal consequences that may be imposed to me.

Teacher Training and Education Language Education

English Education Faculty

Department Study Program

1141120720 SRN

Yuliana Herewith, I:

Name

DECLARATION OF AUTHORSHIP

Vll

After the calculation, the result showed that tobserved was greater than t1able ( 0. 607 > 0.249). So there was positive correlation between students' vocabulary mastery and reading ability of the eight grade at SMPN 1 Permata Kecubung in academic year 2017/2018. It meant that alternative hypothesis (Ha) which stated that there is significant positive correlation between the mastery of English vocabulary and reading ability was accepted and null hypothesis (H⁰⁾ which stated that there is no significant positive correlation between the mastery of English vocabulary and reading ability was rejected.

This research applied quantitative and used correlational design. The population of this research was the eight grade students which consisted 45 students. The writer used total population as the sample. To collect the data, the writer used test which supported by documentation and interview beside the test.

The purpose of this research was to find out the correlation between students' vocabulary mastery and reading ability. It was carried out Eight Grade Students at SMPN 1 Permata Kecubung in academic year 2017/2018

Key Words: Correlation, Vocabulary, Reading, and Descriptive Text.

Yuliana. 2018. The correlation Between Students' Mastery in Vocabulary and Reading Ability of the Eight Grade Students at SMPN 1 Permata Kecubung in Academic 2017/2018. Thesis, Department of Language Education, Faculty of Teacher Training and Education, State Islamic Institute of Palangka Raya. Advisor: (I) M. Zaini Miftah, M.Pd., (II) Luqman Baehaqi, S. S, M.Pd.

ABSTRACT

Vlll

Setelah dilakukan penghitungan, hasilnya menunjukkan bahwa thitung lebih besar dari ttabel (0.607

>

0.249). Jadi ada hubungan yang positif antara pemahaman siswa terhadap kosakata dan kemampuan membaca pada siswa kelas 8 di SMPN 1 Pertmata Kecubung Tahun Ajaran 2017/2018. Berarti, alternative hipotesis (Ha) yang mengatakan bahwa ada hubungan positif yang signifikan antara pemahaman siswa terhadap kosakata dan kemampuan membaca diterima dan null hipotesis (Ho) yang menyatakan bahwa tidak ada hubungan positif yang signifikan antara pemahaman siswa terhadap kosakata dan kemampuan membaca ditolak.

Penelitian ini menggunakan kuantitatif dan desain korelasional. Populasi dari penelitian ini adalah siswa kelas 8 yang terdiri dari 45 siswa. Sampel dari penelitian ini adalah seluruh total populasi. Untuk mengumpulkan data, penulis menggunakan tes dan juga didukung dengan dokumentasi serta wawancara.

Tujuan dari penelitian ini adalah untuk mencari tahu hubungan antara pemahaman siswa terhadap kosakata dan kemampuan membaca. Ini dilaksanakan pada siswa kelas 8 di SMPN 1 Permata Kecubung di tahun ajaran 2017/2018.

Kata Kunci: Hubungan, Kosakata, Membaca, dan Text Deskripsi

Kemampuan Membaca Pada Siswa Ke/as Delapan SMPN 1 Permata Kecubung Akademi 2017/2018.

Pembimbing (I) M. Zaini Miftah, M.Pd.,

(II) Luqman Baehaqi, S.S, M.Pd.

ACKNOWLEDGMENTS

ix

His appreciation is addressed to:

1. Dean of Faculty of Teacher Training and Education of the State Islamic Institute of Palangka Raya, Drs. Fahrni, M.Pd., for his invaluable assistance both in academic and administrative matters.

2. Vice Dean in Academic Affairs, Dra. Hj. Raudhatul Jennah, M.Pd., for her invaluable assistance both in academic and administrative matters.

3. Chair of Department of Language Education, Santi Erliana, M.Pd., for her invaluable assistance both in academic and administrative matters.

4. Chair of English Education Study Program and as frist advisor, M. Zaini Miftah, M.Pd., his invaluable assistance both in academic and administrative matters, and also his generous advice.

5. Second advisors, Luqman Baehaqi, S.S, M.Pd., for his generous advice,

\,.

valuable guidance and elaborated correction during his busy time to the completion of her thesis.

6. Both the members of the board of exammers, for their corrections, comments and suggestions which are profitable to the accomplishing of this thesis.

blessing bestowed in her whole life particularly during the thesis writing without

which this thesis would not have come to its final form. Sholawat and salam

always be bestowed to the last prophet Muhammad SAW., having shown us the

role of life to make our life true.

x

Palangka Raya, March iz", 2018.

The writer,

to finish her study. May Allah SWT bless them all. Amin.

Candra Mirasa for their moral support and endless prayer so that he is able 9. Her beloved parents, Mr. Suhaini , Mrs. Hikmah and Her husband Mery

his permission to take research at the school.

8. The principal of Sl\1P Negeri I Permata Kecubung, Sukamara Regency, for depth knowledge of English and English teaching.

7. All lecturers of Study Program of English Education from whom she got in-

x

CHAPTER II REVIEW OF RELATED LITERATURE . . . . . . . 7

A.

Related Studies . . . . . . . . . . . . 7

B. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

1. Definition of Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . 10

2. The Kinds of Vocabulary... 10

C. Reading... 16

1. Definition of Reading Comprehension . . . . . . . . 16

2. Type of Reading Comprehension... 17

3. Descriptive paragraph... 18

D. The Importance of Vocabulary for Reading . . . . . . . . 21

E. The English Teaching at SMPN I Permata Kecubung. 22 INTRODUCTION .

A.

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

B. Problem of the Research . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . 4

C. Objectives of the Study... 4

D. Hypothesis of the Study... 4

E. Assumption of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

F. Scope and Limitation... 5

G. Significance of the Study... 5

H. Definition of Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

CHAPTER I COVER . COVER (Second Page)... 11

ADVISOR APPROVAL... m TIIESIS APPROVAL... IV MOTTO AND DEDICATION... v

DECLARATION OF AUTHORSHIP... vt ABSTRACT... Vll ABSTRAK (Indonesian) viii ACKNOWLEDGEMENT... Ix TABLE OF CONTENTS... x

LIST OF TABLES... Xll LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XIV LIST OF APPENDICES... xv

LIST OF ABBREVIATIONS xvi

TABLE OF CONTENTS

Xl

REFERENCES APPEND DIBS

1. Rsearch Insrument 25

a. Test... 26

b. Documentation. 26

2 Instrument Try out... 26

3. Instrument Validity 27

a. Face Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

b. Content Validity 28

c. Construct Validity... 29 4. Instrument Reability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 D. Variable of the Study... 32

E. Data Collecting Prosedure 33

F. Index of Difficulty... 3 5 CHAPTER IV RESEARCH FINDING AND DISCUSSION... 38 A Data Presentation... 3 8 B. Research Finding... 49 1. Testing Normality .. .. .. . . . . .. . . . ... .. . . . ... . . . ... 49 2. Testing Homogenity... 52 3. Testing Linierity . .. . .. . . . .. .. .. . . 53 C. Correlation Between Vocabulary and Reading Using

manual Calculation... 53 D. Correlation Between Vocabulary and Reading Using SPSS Calculation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 E. Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

CHAPTER V CUNCLUSION AND SUGGESTION 65

A. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 B. Suggestion... 66

Xll

Table Page

2.1 Types of Pronoun... 11

3 .1 The Population Distribution of the Research . .

. . . . .

. . . . .

.

. . . . . . .

. . .

. . . . . . . 25

3 .2 Content speciffication ofltem in Research Instrument .. .

.

.

. .. . . .. . . .

. .

. . .

. . . 28

3. 3 Criteria Index of Difficulty . . . . . . . . . . . . . . . 3 6 4. 1 The Students' Vocabulary Score . . .

. . . 40

4. 2 Distribution of the Students' Achievement Criteria For Vocabulary Test of SMP Negeri 1 Permata Kecubung... 41

4.3

.

The Score Distribution Frequency and Percentage in Vocabulary Mastery of the Eight Students of SMP Negeri 1 Permata Kecubung... 42

4. 4 The Students Reading Scores . .

.

. . . . . .

.

.

. . .

. . . .

.

. . . . . . . .

. . .

.

. . . .

. .

.

.

.

.

. . .

.

. . . . .

. . . . .

.

. .

.

44

4.5 The Distribution of Students' Achievement Criteria for Reading Test of SMP Negeri

1

Permata Kecubung Comprehension . . . . . . 46

4.6 The Score Distribution Frequency and Percentage in Reading Mastery of the Eight Students of SMP Negeri 1 Permata Kecubung . . .

. . .

.

. . .

. .

. . . . . . .

. . .

. . . .

4 7 4.7 Normality Vocabulary Test using SPSS Program 49 48. Normality Reading Test using SPSS Program . . . . . . . . . . . . .. . . . . .

..

.. .

. .. .. . . 51

4.9 Test ofHomogeneity ofVariencess... 52

4.10 Anova Table... 53

4.11 Score Distribution of Vocabulary and Reading Comprehension... 54 4. 12 Interpretation of Correlation... 5 7

LIST OF TABLES

Xlll

XIV

4.1 Frequency of Vocabulary Test Scores... 43 4.2 Frequency of Reading Test Scores... 48

4.3 Normal Q-Q Plot ofVocabulary 51

4.4 Normal Q-Q Plot ofReading... 52 4.5 The Combination of Students Vocabulry Score and Reading Score... 60 Page Figure

LIST OF FIGURES

xv

8.

The Measurment of instrument Reability

9.

Index of Difficulty

10.

The Students Try Out Result

11.

Nukilan table of Correlasi coeficient

12.

Research Decress

13.

Syllabus

14.

Photo of the study

15.

Curriculum Vitae

1. Research Schedule 2.

Students Code Name

3.

Instrument Try Out

4.

Instrument Correlasi

5.

The Measurement of Instrument Validity Using Pearson Product Moment Calculation

6.

The Measurment of Instrument Validity ofvocabulary Try out

7.

The Measurment of Instrument validity ofReading

Try

out

XVl

Degree Of Freedom Standar Devitation Altrnative Hypothesis

Null Hypothesis

Statistical Package for the Social Sciences

Junior High School (Sekolah Menengah Pertama Negeri) LIST OF ABBREVIATIONS

Df SD Ha Ho SPSS SMPN

ilp;:r: .. ·.

INTRODUCTION

1

therefore Language is a fundamental human faculty used for creative expression; face-to-face communication, scientific inquiry, and many other purposes. Most humans are born with the ability to acquire language automatically and effortlessly if provided the right input by their environment (Galderen, 2006, p. I).

Large vocabulary can halp to express an idea precisely in communication it is often belived that a large numbers of word to master English language are needed.

As we know that learner's problem in english understanding to meaning of word,

A. Background of the Study

English is an international language which is used in many aspects of life such as science, art, technology, culture, economy and educations. Improving English is the important thing for every country to get prepared in global competition. Therefore, many people in the world, where English is not their native language, need to learn this language. The preparation for global competition starts from school level up to the universtiy.

It

is because students are the agent of change and transformation for their countries.

In this chapter the writer explains about the background of the study, the research problem, the objective of the study, hypotesis of the study, assumptions, scope and limitation, significance of the study, definition of key terms.

CHAPTER I INTRODUCTION

word from differentations and applying words in sentences. some words forms grammatically: such as noun, verb, adjective, adverb, pronoun (parts of speech).

Teaching vocabulary to young learner is not easy. There is a difference between teaching to children and adults. According to Harmer (2007, p. 82) teaching children is not simple thing, but also learn all short of other things at the same time, trying to find information from whatever is going on around them.

The students have to master the four basic language skills. They are listening, reading, speaking and writing. Beside those skills, the students also should mastered language components especially vocabulary. Vocabulary is one important aspects in learning a foreign language. With limited vocabularies, students would face many problems in learning listening, reading, speaking and writing.

Besides the four skills, the students also need to master the language

components such as grammar, vocabulary, and pronunciation. From the three

language components, vocabulary is one important aspect in learning English as a

foreign language.

It

is the very first aspect that needs to be mastered.

It

might be

impossible to learn a language without mastering its vocabulary. By mastering

vocabulary, we will know the meaning of vocabulary in the context. Moreover,

measuring vocabularies helps to avoid making mistakes in comprehending the

language.

In

learning, for example, one's ability in getting the messages intended

to transfer by the writer depends on his closely related vocabulary to the topic of

the reading selection In reading, vocabulary knowledge is essential to

comprehending text. When students do not understand at least 90% of the words

m a text, they do not adequately understand what they read it means that vocabulary very important to reading ( Hanson & Padua, 2011, p 6).

The result of preliminary - observation conduct by the writer revealed that the obstacles in learning do not only occur at the children at elementary school, but also in junior high school ones. (Mr. Candra it conducted on, April 28t\ 2011).

The teacher at the observed school concludes that the students find difficulties in reading and comprehending assigned texts due to limited vocabularies. The students also make overgeneralization of words meaning and still find problems in distinguishing between two words as the students' elementary do. For some students who have basic in English, they could enjoy the learning process because the could understand even just some amount of vocabularies. But, for most of students who have very little or even no basic at all, they find it difficult to learn English because they do not undestand the meaning of the words. It makes them less motivated in learning English. Their lack of interest in English is caused by lack of comprehension as the result of lack of vocabularies. This fact leads to assumption that vocabulary does determine one's language skill.

Based on the finding above the writer assumes that vocabulary is essential in mastering the language skill especially, reading. The language skill and the language component tend to have causal relationship. Therefore, the writer was interested in proposing an undergraduate thesis proposal entitled:

"The Correlation Between Vocabulary Mastery Reading Ability of Eighth Grade Students at SMPN 1 Permata Kecubung in the Academic Year 2017/2018''

3

E. Assumptions of the study

The assumption of this study is the mastery of English vocabulary has significant correlation toward the improvement of the students' reading comprehension.

D. Hypotesis of the Study . Hypothesis of the study are:

Ha. There is significant positive correlation between the mastery of English vocabulary and reading ability

Ho. There is no significant positive correlation between the mastery of English vocabulary and reading ability.

C. Objectives of the Study

The objective of the study is to find the correlation between vocabulary and reading ability of the Eighth Grade students at SMPN I Permata Kecubung.

The problem of the study is as follow:

Is there any correlation between vocabulary and reading ability of the Eighth Grade students at SMPN I Permata Kecubung?

B. Research Problem

H. Definition of Key Trems

This research has clarification of the key terms as follows:

I . Correlation

Correlationmeans

the extent to which the two variables vary directly (positive correlation)or inversely (negative correlation). The degree of relationship is expressed as anumeric index called the

coefficient of correlation.(Ary

et, all,

2006, p. 27)

G. Significance of the Study

The study is expected to be significant for the students, teacher, and future researcher. First, of all, the study can solve the students' problems in reading.

Then, this study is expected to give contribution to the English teacher as the enrichment of English teaching strategy. Finally, the result of the study can give contribution to support the theory of teaching and learning particularly at Junior High School level.

F. Scope and limitation

The scope and limitation of the study are based on the skills, text-type and level comprehension. First of all, the study focuses on reading instead of the other skills. Then, from the many of text-types studied in SMPN I Permata Kecubung, the study only discusses about descriptive text. Finally, based on the curriculum of the school, the level of comprehension to be investigated in the study is at the literal.

5

This study is similar to research correlation considered in which the relationship between two variables in this research, the vocabulary and reading comprehension.

2. Vocabulary

According to Fauziaty (2001, p 155). Vocabulary is central to language and of critical importance to typical language learner. It means that Vocabulary has a complex function in human being's life. Vocabulary is the form of all words that human being use to communicate each other.

3. Reading

Reading is an active process, not a passive one. There is no proper reading of a text which reveals the texts true meaning (Erliana, 2007, p 1 ). According to Smith as quoted (Ginting, 2005 p.20) that reading is a process of building an understanding of the written text. By reading the students will find information and be able to enrich their vocabulary after they read a text of passage.

4. Descriptive

Description is about sensory experenence how somthing looks, sounds,

tastes. Mostly it is about visual experience, but description also deals with other

kinds of perception ( Kane, 2000, p 352). Is a text which say what a person or a

thing is like. Its purpose is to describe and reveal a particular person, place or

thing. The descriptive text to be used here are those taken from LKS that used in

the school.

5. Literal Comprehension

Literal comprehension; that is skill of getting primary direct literal meaning of a word, idea, or sentence in contex ( Burns, et, all, 2004 p. 255 ).It is one of the types in reading comprehension, and then the students will answer the question based on the text which has they read.

7

8

was 1.697.so it meant t.1ue '.:'.

^ttablc

even so zero hypothesis was received and

A. Related Studies

In this chapter, some literatures related to the study are reviewed as means to clarify the present study. The researcher has found two related studies as done by the previous researchers, they are : Nurkholis(2009) studied about correlation between the mastery of English vocabulary and ability in translating English text into Indonesia. The objective of this thesis is there any correlation between the mastery of English vocabulary and ability in translating English text into Indonesia.

Based on the problem of the study, the objective of the study is to look for the correlation between the mastery of English vocabulary and the ability in translating English text into Indonesia. The calculation contribution of variable

X

to variable

Y

showed that the value of

KP

was 0.56 % it meant contribution variables was able to contribute to variable

Y

0.56 % and the others 99.44% was influenced by other aspects. And based on the calculation of t.1uc

was 0.07

and

^table

This chapter discusses about the related studies, vocabulary, The previous of studies, definition of vocabulary, the kinds of vocabulary, reading , definition of reading comprehension, type of reading comprehension, descriptive paragraph, the importantce of vocabulary for reading comprehension, the teaching at S11PN

1

Permata Kecubung.

CHAPTER II

REVIEW OF RELATED LITERATURE

alternative hypothesis was refused. (2009:vi)

Secondly, related to the study of vocabulary, Juliansyah ( 2005 ) tried to measured the correlation among students' mastery of English grammar, vocabulary and listening comprehension score at SMA Muhammadiyah I Palangka Raya. The result of his study showed that there is positive correlation among the variables. The measurement result is F observe greater than Ftable· It meant that alternative hypothesisis accepted and null hypothesisis rejected. (2005 : vi)

The third study, based on the Ikah (2000) data described above, the comparison between students' achievement in vocabulary and reading ability it can be obtained that the value of isl.00 the degree of freedom (df) is 38. In the table of the degree of significant of 5% and I% the value of the degree of significant is 0.304 and 0.393. It means that Ho is achievement in vocabulary and reading ability is significant. The writer also concludes that most students are still weak not only in their achievement of vocabulary, but also in reading comprehension ability. The writer also finds out that the correlation between vocabulary and reading is significant. So, both of them cannot be separated each other.

Based on the previous studies above, the writer would like to conduct different study. In this case the writer had different subject and object of the study.

In this study the writer's subject was at SMPN I Permata Kecubung and the study is about The Correlation between Vocabulary Mastery and the Writing skill.

B. Vocabulary

1. Definition of vocabulary

Vocabulary has important role m learning language. By mastering many kinds of vocabularies it is expected to be able to help the students' achievement in their learning. According to Davis

(2006,

p

5)

vocabulary knowledge is related to and affects comprehension. The relationship between word knowledge and comprehension is unequivocal.

From this statement can be understood that if one have little vocabulary so one cannot communicative efficiently. One will get troublesome to express his or her ideas both oral and written text. So that vocabulary is regarded essential important thing in learning language.

2. The kinds of Vocabulary

Vocabulary is the one of the most important aspect of the foreign language learning. Further, vocabulary is the meaning associated with spelling word, the focus in the meaning. So the learners have to know about vocabulary if they want to get success in their learning language. Vocabularies are varieties. Here, the level of vocabulary is for intermediate students of S:rvIPN 1 Permata Kecubung.

That based on the subject profile of vocabulary used by the teacher. In the subject profile of vocabulary contents some core materials taught by teacher to the students as follow are related, there are many kinds of vocabulary that should be comprehended by the teachers before giving it to the students. Summarizing many kinds of vocabulary elaborated. According to Thornbury

(2002,

p

3-12)

vocabulary is divided into:

10

the subject or may be indicate the situation.

Verbs are the words that indicate the name of action that is done of 3. Verbs

Subject Object Possessive Possessive Adjective (+noun) Pronoun

I Me My Mine

You You Yours Yours

He Him His His

She Her Her Hers

It It Its -

We Us Our Ours

They Them Their Theirs

Table 2.1 Types of Pronoun Example:

Pronoun was a word that used in place of a noun or noun phrases.

2. Pronouns

: Teacher, Jakarta Example

Yao Ming ( Sargeant, 2007, p7-8 ).

always begin with a capital letter e.g, Muhammad Ali, Mike Tyson, particular people, places and things were proper nouns. They common nouns, e.g, classroom, book, students etc. The names of proper noun. Words for people, places and things were called 1. Nouns wasdivided into two types there were common noun and follow:

Word classes are well-known as parts of speech in grammatical English as

a. Word Classes.

: an, a, the Example

noun

is

being

used.

: After, before, both and . Example

8. Determiner

Determiner is

a

word that comes before a noun to show how the 7. Conjunctions

Conjunctions are words that are used to connect a word and word, a sentence and other sentence.

: for, like, forwards, behind Example

pronoun, and others words in a sentence.

: friendly, rapidly, up, down.

Example 6. Prepositions

Prepositions are words that show the correlation among noun, another adverb or whole sentence.

: nice, beautiful, smart, good.

Example 5. Adverbs

Adverbs are words that clarify verbs, adjective, noun phrase, referred to by a noun or pronouns.

: run, swim, eat, and sleep.

Example 4. Adjectives

Adjectives m words indicate a quality of the person or thing 12

>,,

Advertisement + entertainment ~ advertainment

~ Biographical + picture ~ biopic

~ Motor + hotel ~ motel

>,,

Smoke + fog ~ smog

• Clipping is the word formation process in which a word is reduced or shortened without changing the meaning of the word. Clipping b. Word Families

A word family compromises the base word plus its inflexions and its most common derivatives.

Words may share the same base or root but take different endings. The use of affixes to make a verb past or plural noun are called inflection. A word that results from the addition of an affix to a root, and which has different meaning from the root is called derivative.

• Inflexions

:

plays, playing, played

• Derivatives

:

player, replay, playful c. Word Formation

In Linguistics the word formation rs process which consists in the reduction of a word to one its parts

• Compounding

:

second-hand, word processor, typewriter

• Blending is the word formation process in which parts of two or

more words combines to create a new word whose meaning is often

a combination of the original word . for example :

differs from back-formation m that the new word retains the meaning of the original word.

Clipping mainly consists of the following types:

1. Back clipping or apocopations is the most common type, in which the beginning is retained.

2. Fore-clipping or aphaeresis retains the final part.

3. Middle clipping or syncope, the middle of the word is retained.

d. Multi-word Units

Most well-known multi-words units are in the form of phrasal verbs or idioms.

• Phrasal Verb : Look for, Look after

• Idioms e. Collocations

The term collocation generally refers to the way in which two or more words are typically used together (Jeanne, 2007, p 5).

For example: this week, once more, once again, as well.

f

Synonyms and Antonyms

Synonyms are words that share a similar meaning.

Example:

Student = Pupil Buy= Purchase Sick= Ill

14

Push

>< pull

h. Homonyms

Homonyms are words that share the same form but have unrelated meaning. Examples: well, left, fair

Another confusing words such as homophones with having the same sound but different meaning such as meet, meat. While the word which is the same in writing but different in pronouncing called homograph such as

a live concert, where do you live?.

There are five essential steps in vocabulary learning. They are : 1. Having sources for encountering new words.

2. Getting a clear image.

3. Learning the meaning of words.

4. Making a strong memory connection between the forms ad meaning of the words.

5. Using words in sentences.( Abdul,

2002)

Man>< woman

g. Antonyms are word pairs that are opposite in meaning Examples:

Hot >< cold

C. Reading

1. Definition of Reading Comprehension

Reading comprehension is the ability to read text, process it, and understand its meaning. An individual's ability to comprehend text is influenced by their traits and skills, one of them is the ability to make inferences. In order to comprehend text well, students need to practice their reading. They need to improve their ability and experience in reading. During the process, they might find it difficult and frustrating. But, as the time goes by, they will realize that with more experience in reading text they might find a way to easily comprehend the text. They will acquire more knowledge and new words from reading process.

Some students may be able to comprehend the text easily and some of them might find it difficult. Those are depends on their basic knowledge and experience.

If

word recognition is difficult, students use too much of their processing capacity to read individual words, which will interfere their ability to comprehend what they read.

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). Reading is a means of language acquisition, communication and of sharing information and ideas.

Reading comprehension is a complex task, which requires the orchestration of many different cognitive skills and abilities. Of course, reading comprehension is necessarily dependent on at least adequate word reading:

readers cannot understand a whole text if they cannot identify (decode) the words in that text (Oakhill, et, all, 2015, p 1 ).

16

The essence of reading act is comprehension.

It

becomes a primary challenge m teaching or learning of reading skill. In order to learn or understand the message of the author, the students are hoped to have the ability to comprehend the written textbook.

2. Types of Reading Comprehension

Readers employ different types of comprehension in order to understand fully what they read. To take ideas that were directly stated is literal comprehension ; thisis the most basic type. High-order comprehension includes interpretive reading ; critical and creative comprehension. To read between lines is interpretive reading

;

to read for evaluation is critical reading ~ and to read beyond the lines is creative reading.

Anderson states that reading (2000, P 5) is more than just a visual task.

It

means that in reading, the reader must not only see and identify the symbol, but also must interpret what the reads in the light of his own background, associate it with experience, and project beyond this in terms of ideas, judgments, applications, and conclusion. From the opinion above, we can conclude that reading is a process of decoding or interprenting written symbol in order to acquire the meaning behind it based on the reader's background knowledge.

Reading means a complex process of thinking and assingning the meaning from

painted material which most of the readers' intellectual act such as pronunciation

and comprehension in order to retreive the ideas of information carried by the

text.

The following were levels of reading comprehension according to Smith and Wayne and Carnine (Bruns,et, all, 2004, p 255) were:

a. Literal comprehension; that is skill of getting primary direct literal meaning of a word, idea, or sentence in context.

b. Interpretation ; this level is to identify ideal and meaning that were not explicitly stated in the text.

c. Critical Reading; thisis to evaluate what is read, and examines critically the thought of the authors' text.

d. Creative Reading ; that is to apply ideas from the text and to combine authors' ideas with other ideas to from new or expand old ones.

C. Descriptive paragraph

a. Factual description

A factual description describes a particular person, place or thing. Its purpose is to tell about the subject by describing its features without including personal opinions. A factual description differs from an information report because it describes a specific subject rather than general group (Anderson, et,

all, 2003,

p

26).

1. Examples of factual description text include:

a) Description of a particular building b) Description of a specific animal c) Description of a place

d) Description of a specific person

2. Grammatical features of a factual description

Factual description usually includes the following grammatical features:

18

27).

a) Verbs in the present tense

b) Adjectives to describe the features of the subject

c) Topic sentence to begin paragraph and organize the various aspects of the description.

3. A general opening statement in the first paragraph

a) This statement introduces the subject of the description

b)

It

can give the audience brief details about the when, where, who or what of the subject

c) A series of paragraphs about the subject

d) Each paragraph usually begins with a topic sentence.

e) The topic sentence preview the details that will be contained in the remainder of the paragraph

f) These paragraphs build the description of the subject.

4. A concluding paragraph (optional)

The concluding paragraph signals the end of the text (Anderson, et, all,

2003,

p

Topic

Time- less presen ttense

20

{

Deinonychus is an interesting example of a fast-

liiiiiiiiiiiiiiiiiiiiiiiiiiiiil

running dinosaur.

A

conclusion

and fourth toes are in the normal position.

a huge sickle shapes claw and is raised. The third toe is small and point backward. The second toe has whole tail can be held stiff

vertebrae surrounded by bundles of bony rods so the The tail, approximely 3 meters in length, has

..--

Deinonychus is small by dinosaur standards.

It

is Natural science.

cretaceous period, can be found in the Museum of The model of Deinonychus, a dinosaur from the

Deinonychus

~- ~:nten

The toes of Deinonychus are unusual. The first about 2.

5

meters in length and stand about one meter

4-_ l:iiiiiiiiiiiiiiiiiiiiiiiiiiiii~

high at the shoulder.

This reptile has a long tail, spindly legs and

l

slender neck. The head is large and the jaws are lined

l:..iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii~

with sharp teeth.

Series of paragraphs describing the subject

Opening statement introducing the subject

Model of a description

Hiebert and Kamil also mention that The National Reading Panel identified the components of reading as phonemic awwereness, phonics, fluency, vocabulary, and comprehension. Vocabulary holds a special place among these components. Vocabulary is not a developmental skill or one that can ever be seen as fully mastered. The expansionand elaboration of vocabularies is something that extends across a lifetime.

Good reading comprehension depends on understanding the words wewere reading. The more words we recognize and understand in a text, the better our comprehension will be. So, the vocabulary holds the most importance role on reading especially reading comprehension, it is impossible to understand the text if do not know or not recognize the words from it text ( Mikulecky and Jeffries, 2007, p 26 ).

Based on the explanation above, the writer concluded that vocabulary is a very important thing to comprehend, especially in reading process. By gaining more vocabulary, students will find it easy to comprehend a text. So, in order to

).

D. The Importance of Vocabulary for Reading Comprehension

The role of vocabulary and reading was a complex one, as reading researchers have long recognized. Words represent complex and, often, multiple meanings. Furthermore, these complex, multiple meanings of words need to be understood in thecontext of other words in the sentences and paragraphs of texts.

Not only were students expected to understand words in texts, but also texts can

be expected to introduce them to many new words ( Hiebert and Kamil, 2005, p I

According to Wishon and Julia as quoted ( Nirwanto, 2004, p 3) description reproduces the way thing look, smell, taste, feel, or sound; it way also evoke The teaching ofEnglis at SMPN 1 Permata Kecubung is conducted based on two kinds of curriculum. For the seventh grade students, the school use the revised 2013 curriculum as for the eighth and ninth grade students the KTSP (School Based Curriculum) is still applied. In the process of English teaching and learning, the teacher usually prepare a learning skenarion for each skills. For the reading skill, the teacher has prepared some text and he will ask the student to read the text and explain the content of the text to them. After that, the teacher will assess the stundents comprehension by giving question according to the text.

The teaching material is based on the syllabus of SMPN 1 Permata Kecubung.

In

the syllabus, there are some kinds of text that should be taught by the teacher such as recount text, narrative text, and descriptive text.

In

this research, the writer wil choose the descriptive text as the reading material.

Teaching is the process of attending to people's needs, experiences and feelings, and making specific interventions to help them learn particular things ( Britishcourse,

2017).

The purpose of teaching is not to teach students how to memorize facts, or how to know all the correct answers. The purpose of teaching lies in getting students to truly understand the concept being examined.

E. Tbe English Teaching at SMPN 1 Permata Kecubung

be succeeded m reading, it is important for the students to improve their vocabulary.

22

The generic structures of descriptive text are identification (identifes phenomenon to be described) and description ( describes parts, qualities, characteristics).

It

also has significant lexogrammatical features such as focus on specific participants, use of attributive and identifying process, frequent use of Epithets and Classifiers in nominal groups, and use simple present tense.

moods, such as happiness, loneliness, or fear it is used to ceate a Saul image of

people, place, even of unity f time, days, and times for day or reasons. May also

be used to described more thath the outward appearance of people.

It

may about

their traits of character or personality.

CHAPTER III RESEARCH METHOD

,, '._·-- ^__ ,·.,.·:.·:·;-_ -_-::··.;.:.'.

..

·>----f-i-:_,\·_·_·_-_· __ < .:\_· =·.<.i-_<.-·_:,.:~

24

In

this chapter the writer explained about the research method. This chapter consisted research design, population and sample, research instrument, variabel of the study, data collecting procedure and index of difficulty.

A. Research Design

The research design uses correlation design, Correlational researchgathers data from individuals on two or more variablesand then seeks to determine if the variables are related (correlated).

Correlationmeans the extent to which the two

variables vary directly (positive correlation)or inversely (negative correlation).

The degree of relationship is expressed as anumeric index called the coefficient of

correlation.(Ary

et, all, 2006, p. 27)

This design tried to measure the rate of interdependence between two variable correlation studies related to the correlation scoring between two variables. This study involved the measurement of the correlation degree.

In working out this study, the writer used quantitative research. Quantitative

research is inquiry employing operational defenition to generate numeric data to

answer predetermined hypothesis or qoestion( Arikunto, 2006, p. 648). This

design explained and to know about the correlation between the mastery of

English vocabulary and the reading skill in descriptive paragraph for the English

Students of Sl\1PN I PermataKecubung.

writer used the test as the instrument of the study.

PermataKecubung. In order to know the interpretation of the calculated result, the reading of English learning of Eighth Grade Students at of S:MPN 1

they were to measure the significant students' correlation between vocabulary and prove the study itself The writer was helped by them to find the aims of the study,

The data were very important in the study. They were needed to support and 1. Research Instrument

C. Research Instrument

Source data: from the Data of SMPNl Permata Kecubung

School Class Total

SMP Negeri 1 VIDA 21

Permata Kecubung

VIDB 25

TOTAL 45

Table 3.1

The Population Distribution of the Research.

2017/2018.

study is all of students of S:MPN 1 PermataKecubung in Academic years or object meanwhile the sample is a part of population. The population of this population was defined as all members of any well-defined class of people, events subjects it was taken all subjects. And Donald Ary et.al (2006, p 138) stated that According to Arikunto (2006, p. 130) if the subject of research less than 100 B. Population and sample

25

2. Instrumentation

Try

Out

The try out of instruments was conducted in class VIII - A and VIII - B with the total number of the students was 42 students. The writer conduct a try out before it applied to the real sample of this study.

a. Test

The researcher would take the data of this research by using a test. The test is used to know the result of student's test and this result will give the description where is more ability of the student comprehended between vocabulary mastery and reading comprehension. The test is vocabulary test and reading test. The test was students' vocabulary mastery in multiple choice test which focused on word classes and there were 30 items for the try out test which consisted 11 items for noun, 10 items for verb and 9 items for adjective. The test for reading in multiple choice test which focused on descriptive text which consisted 7 descriptive text.

There were 30 items for try out test. The test for vocabulary and reading was adopted from

"KTSP, Referensi Bahan Ajar, Target Pegangan Guru, Bahasa lnggris untuk SMPIMTS Kelas VIII.

b. Documentation

Documentation in this study is used as the second technique to support the

data. Documentation is applied to get the needed information at eight grade

students of SMPN 1 PermataKecubung, such as the number of students, classes,

and the students' name list. All those data is collected from the documents

available of SMPN 1 PermataKecubung.

3. Instrument Validity

Ary ( 2006, p 225 ) stated that an instrument was considering being a good one if it meets some requirements. One of them is validity. Validity defined as the extent to which instrument measured what it claimed to measure. The validity of a test is the extent to which it measures what is supposed to measure and nothing else. Every test, whether it is a short, informal classroom test or a public examination, should be valid made by the constrctor. The test must aim to provide a true measure of a particular skill that it is intended to easure, to the extent that is measure external knowledge and other skills at the same time, it will not be a Try out is used to measure to the suitable instrument and the students' ability in mastering English vocabulary and their reading ability. Before the writer does the try out, the writer arranges the procedure of the instrument that will be used to test the students that consist of:

1. Planning, it consists of purpose formulation, determining the variable and categorizing the variable

2. The vocabulary and reading of test items

3. Editing, it consists of work basic, answer key. Etc.

4. Try out

5.

Analyzing the result.

6. The writer will take other place for try out. The place is school at S1\1P Negeri 2 Permata Kecubung.

27

Indicator Language Items of Types of Descriptions test items skill & test test

component

The students Vocabulary 30 items Multiple ^@" Word classes

are able to choice

responds the rs= Descriptive text

meamng of

descriptive text Reading 30 items Multiple

accurately, choice

fluently, and

Table 3.2

Content Specification of Items in Research Instrument

in most of the school's material.

the material that used in the school. The writer used the kinds of text that used items for vocabulary and 30 items for reading, and the construction based on In constructing the instruments of the study, the writer considered 30 predict or be related to other measures (Daniel, 2004, p 32).

content of the instrument. That instrument can also theoretically be expected to but can be improved by asking experts and respondents about their views on the Content validity is obviously related to theoretical knowledge of the area,

b. Content validity

of SMPN 1 PermataKecubung.

research, can be suitable to the others at the same level of Eighth Grade Students teachers, indicators, and test. The type of the test items, which will use in this The type of face validity, if the test items look right to other testers,

a. Face Validity

main foci for the test validation.

valid test. Face validity, content validity, and construct validity became the three

N

IXY IX IY

= index number correlation " r" product moment

= number of sample

= amount of multiplication result between X score Y score

= amount of all X score

= amount of all Y score ( Ary, et, all 2006, p. 123) rxy

Where:

r =

N1>rr-CT:xXz:y)

~y

~{NLX

²

-{f x)

²

RNLY

²

-{fY)

^2}

By Product Moment Formula

of Product Moment by Pearson as follows.

To measure the validity of the instrument, the writer used the formulation students accepted in the moment when the research is done.

Kecubung. The purpose is to make the test is appropriate with the lesson that the match each of the items test with the curriculum that is used by SMPN I Permata

Based on the explanation above, in making the test the researcher tried to purpose to find the language skill and referred to the syllabus.

measure the language skill, because of that the instruments were constructed in The instruments that the writer constructed in the study were aimed at c. Construct Validity

I

acceptable.

29

(Riduwan 2004, p. 110)

0,000 - 0, 199 = Very Poor Validity 0,200 - 0,399

=

Poor Validity 0,400 - 0,599 = Fair Validity 0,600 - 0,799

=

High Validity 0,800 - 1,00 = Very High Validity interpreted to the criteria or the correlation index as follows:

To know the validity level of the instrument, the result of the test was

tobserved<ttable

= Invalid

tobserved>ttable =

Valid the measurement of validity using thiscriteria:

The distribution of

^trabLe

at alpha 5% and the degree of freedom (n-2) with

n

r

the value of

tobserved

The coefficient of correlation of the result of

^robserved

Number of students

t

Where:

tab served= r~ c=:»

vl - r2

p. 110)

Furthermore, it was calculated using Test-t calculation below (Riduwan, 2004,

l:X2 - (l:X)2

s2

ⁿ

n Where:

s2 =Varians

In order to find the Standard Deviation we used the following formula:

Instrument Reliability

The proportion of Subjects who answer correctly The Proportion of Subjects who answer incorrectly The multiplication between p and q

Total number oftest item Standard Deviation of the test

{

r11 Where:

r11 p

q

l:pq N s2

4. Instrument Reliability

The good instrument in a study is not only the instrument valid but also reliable to measure what suppose to be measured. The reliability of ameasuring is the degree of consistency which it measure what everits measuring. this quality is essential in any kind of measuement (Ary, et, all. 2010 p 236).

In addition to validity test to measurement the reliability of the whole test can be estimated by using the formula of Kuder and Richardson 20. Here is the reliability calculation of vocabulary:

31

individual, though or more individuals may have the same variable trait or Variable defined as "Characteristics that tend to differ from individual to

D. Variable of the Study

study.

whole numbers of test items are reliable and can be used as the instrument of the From the measurement of instrument try out reliability it is known that the

0.000-.0199

:

Very Poor Reliability 0.200-0.399 : Poor Reliability 0.400-0.599

:

Fair Reliability 0.600-0.799

:

High Reliability 0.800- 1.000 : Very High Reliability interpreted based on the qualification of reliability as follows:

To know the level of reliability of instrument, the value of r

¹¹

was

rl 1 >

r

^{table =}

Reliable

r

¹¹ <

r

^table=

Not Reliable

The last decision is comparing the value of r

¹¹

and ~ n Number of Subject Participant

LX

²

The quadratic summary of students' total score

LX

Students total score

1 ). by product moment formula:

reading comprehension ability, the writer will use the formula as bellow c. To find out the correlation coefficient of the vocabulary mastery and

N = number of the students (Thoha, 2003, p. 94).

M = mean

X = the sum of students score Where:

the formula as bellow:

b. To find out the average score of the students' ability, the writer will use N = number of test items (Depdikbud)

S = students' score

n = number of true answer Where:

S=-xIOO n N

a. Calculated the students' score by using formula:

To analysis the data obtained, the writer will use the formula as below:

I.

Data Collection procedure

variables, they were: Vocabulary Mastery and Reading Ability.

measure" ( Latif, 2014, p. 11). In this research, there were two continuous

33

product moment toward the table of "r" product of result. The Interpretation The second is

by

consulting the result of index correlation number "r"

There ts very high /strong between variable X and variable Y.

There is high I strong correlation between variable X and variable Y.

There rs average correlation between variable X and variable Y.

There is low correlation between variable X and variable Y.

There is correlation between variable X and Variable Y, yet is very low so that it is regarded there is no correlation.

0,90-1,00 0,70-0,90 0,40-0.70 0,20-0,40 00,0-0.20

Interpretation The amount of "r" product moment

Interpretation Orientation Table 3.3

2). by using interpretation orientation. Sugiyono (2004, p. 267).

(Ary, et, all, 2006, p .123).

= amount of all Y score

= amount of all X score

= amount of multiplication result between X score Y score

= number of sample N

= index number correlation "r" product moment

F. V = facility value (index of difficulty) Where:

F.V= -

R N

The index of difficulty can be known by the formula:

the students. (Thoha,

2003,

p.

145)

is actually an empiric probability in order to pass certain item for certain group of answer correctly and total sample (tastee I students). Theoritically, it can said F. V

Index of difficulty is a ratio between the sample (tastee

I

students) who

F. Index of difficulty

nr = the amount of variable.(

Sugiyono, 2005,

p. 103).

N = Number of cases df = degrees of freedom

df=N -nr formula:

In order to find the degree of freedom ( df), the writer use the following high/strong correlation.

And for the last one, if the "r" product moment is at

0,00-0,20

it considered as Fauth, if the "r" product moment is at

0, 70-0, 90

it considered as high correlation.

the "r" product moment is at

0, 40-0, 70

it considered as average correlation.

the "r" product moment is at

0,20-0,40

it considered as low correlation. Third,

If

the "r" product moment is at

0, 00-0,20

it considered as no correlation. Second, if orientation on Table 3.3 shows that there are several levels of correlation. First, if

35

Criteria Index of Difficulty

p Interpretation

< 0,30 Difficult

0,30-0,70 Fair

>0,70 Easy

Table 3.3 N = the number of students taking the test R = represent the number of correct answer

. ··2.:: .. ~ ..

,_ .: -.-'<. . =:" :· .· ;.~>·· . -·: .. - :. -:: .. ,·.: ·.: .: ... ··:: .

. JJ1:r,!{

ijESE:ARCH FINDING ANDDISCUSSIQN

37 n = 16

N=20

It

is known that:

N

= Total Number of Test Item

n =

Number of True Answers S = Students' Score

Where:

S=--

n

x 100

N

following formula:

In order to determine the students' vocabulary score, the writer used the

1.

The students'

Vocabulary

score.

4.1

below:

45

Students. The vocabulary score of students participants were presented in table Kecubung. Then for vocabulary class was chossen

VIII - A

and VIII -

B

consisted The vocabulary test for eight grade students at SMP Negeri l Permata A. Data Presentation

between vocabulary and reading using

SPSS

and discussion.

correlation between vocabulary and reading using manual calculation, correlation

In this chapter the writer explainsof

of data persentation, reseach finding,

I

^SCORES

I

I CODES I

^{ANSWERS TRUE}

0~

Cl 16 80 6400

C2 18 90 8100

C3 14 70 4900

C4 14 70 4900

C5 13 65 4225

. -· C6 11 55 3025

C7 15 75 5625

C8 9 45 2025

C9 17 85 7225

CIO 8 40 1600

Cl I 8 40 1600

Cl2 ¹¹ 55 3025

Cl3 15 75 5625

Cl4 14 70 4900

Cl5 16 80 6400

Cl6 17 85 7225

Cl7 17 85 7225

I Cl8 12 60 3600

Cl9 ¹⁶ 80 6400

C20 14 70 4900

C21 13 65 4225

Table 4.1

The Students' Vocabulary Score

The result of Students' score in Vocabulary Mastery as follow:

S

=

80

S=~ xlOO

20

S=--

n

xlOO

N

38

frequency distribution as follows:

Based on the Vocabulary score result, the writer created the students' score was 90 and the lowest score was 3 5.

211750. Then based on the data above, it can be concluded that the highest score Based on the calculation of variable X, it was found that LX= 3020 and LX2 =

C22 16 80 6400

C23 10 50 2500

C24 16 80 6400

C25 11 55 3025

C26 12 60 3600

C27 13 65 4225

C28 7 35 1225

C29 15 75 5625

C30 14 70 4900

C31 12 60 3600

C32 8 40 1600

C33 10 50 2500

C34 12 60 3600

C35 14 70 4900

C36 13 65 4225

C37 18 90 8100

C38 16 80 6400

C39 14 70 4900

C40 16' 80 6400

C41 13 65 4225

C42 11 55 3025

C43 12 60 3600

C44 16 80 6400

C45 17 85 7225

Total 3020 211750

N

⁼

total number of students n

⁼

number of students P

=

Percentage

Where:

P=-- n x

100%

N

used the following formula:

In order to determine the percentage. of students score distribution, the writer achieved score

O - 50.

score 60 - 70, six students who achieved score 50 - 60 and five students who

80 - I 00,

ten students who achieved score

70 - 80,

ten students who achieved vary. From the table we know that there .are fourteen students who achieved score Eighth Grade Students of S:MP Negeri I Permata Kecubung, the score results are Based on the data above, it can be seen that from fourty five students' of

No. Category Frequency

I Score 80 - I 00 14

2

Score70-80

IO

3

Score 60- 70

10

4

Score50-60 6

5

ScoreO>- 50 5

Total 45