THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION AND VOCABULARY MASTERY

THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION AND VOCABULARY MASTERY

A Research Based Paper

Submitted as the Requirement to Fulfill Statistika Terapan Assignment

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2014

Abstract

Reading helps in vocabulary acquisition by creating opportunities to infer word meaning from context. Vocabulary plays a pivotal role in understanding a text. Thus, vocabulary is a central aspect of language learning in general, and reading comprehension in particular. This research will attempt to find out the correlation between students’ reading comprehension and vocabulary mastery and to find out how high the correlation between them. The test of this research was done by. Edi Novianto students at one of vocational high school in Central Bangka Regency, Bangka Belitung Province. After knowing the correlation, teacher are expected to be able to choose appropriate strategies to teach their students. This study employed the quantitative research. Regarding the quantitative research, this study collects data and analyzes the data obtained from test. The findings showed that there were a strong correlation between students’ reading comprehension and vocabulary mastery. Which shown that r0 is higher than r table like 0.848 > 0.324 (5 %) and 0.848 > 0.418 (1 %). It means that H0 is rejected and H1 is accepted. It was found out that there is a high correlation between students’ reading comprehension and vocabulary mastery. Although the scores of reading and vocabulary test are different but the correlation is strong. It is recommended to use English in English classes, since it facilitate the students to learn materials efficiently. By using English as medium of instruction, it helps students increase their vocabulary.

Keywords: Correlation, vocabulary mastery, reading comprehension.

Introduction

This part will presents and discusses the background of the study, statement of the problem, scope of study, objective of the study, significance of the study, and definition of term.

Background of the study

For many years students from many places around the world learn English. Since it is considered as international language, learning English has become a necessity for everyone who wants to engage in international interaction. Mastering this language is not a simple thing to do. There are some skills that should be learnt and practiced. Such as listening, speaking, reading, and writing. They are the basic language skills especially in teaching English as a foreign language at schools, courses or other educational places whether they are formal or informal. But reading is considered the most important foreign language skills. This is in line with Harmer (2007: p.99) said that “read English text is an important part of teacher’s job, many students want to be able to read text in English either for their careers, for study purpose or simply for pleasure”. In addition, to the statement Brown (2001: p.298) that reading ability will be developed best in association with writing, listening, and speaking activites.

Reading also has a positive effect on students’ vocabulary knowledge Harmer (2007: p.99). Reading helps in vocabulary acquisition by creating opportunities to infer word meaning from context. Vocabulary plays a pivotal role in understanding a text. Thus, vocabulary is a central aspect of language learning in general, and reading comprehension in particular.

The interest in vocabulary acquisition and learning has become a prominent area of research over the past decades with a number of different researchers looking into the relationship between vocabulary knowledge and reading comprehension and various aspects of direct and indirect instruction and learning of vocabulary (Laufer, 2009; Nation, 1990).

In order to gain specific information, students at school should be taught how to read effectively and efficiently, such as making prediction about what will happen (Klinger, Vaughn and Boardman. 2007, p.3; cited in Furqon: 2013). Another way to help the students to understand the text without knowing all the vocabulary in the text is by finding key words. It is in line with Lehr & Oshborn (2001) cited in Furqon: 2013, who explain that to understand a text, we need to find the key words of the text. By doing this strategy, students can cover their vocabulary weaknesses since vocabulary knowledge is one of the major factor that influence reading comprehension (Roehrig and Guo, 2011).

One of the latest studies in relation to the correlation of reading comprehension and vocabulary mastery conducted by Salah (2008). It’s about the percentage of known words (vocabulary coverage) that the AFL intermediate learner needs to adequately comprehend two Arabic authentic texts (news articles). The study also examines whether there is a minimum threshold of vocabulary knowledge for reading comprehension of authentic text in Arabic as foreign language. The result of this study the means of the comprehension scores and the vocabulary knowledge showed that the subjects who have word coverage of 90% or more in the first passage scored 15 out 20 points in the comprehension test. Below this percentage, the subjects could not reach adequate comprehension. In passage two, the minimum percentage of word coverage needed for adequate comprehension was 86%.

Based on the explanation above, reading comprehension and vocabulary mastery have a strong relationship. It is in line with Sedita (2005) cited in Furqon (2013) who states that vocabulary knowledge is crucial in reading comprehension and determining how well students are able to comprehend the texts. That is why this reasearch attempts to find out how long the vocabulary mastery influences the reading comprehension. After knowing the correlation, teacher are expected to able to choose appropriate strategies to teach their students.

From the description above, the present study attempts to find out the correlation between students’ reading comprehension and vocabulary mastery and to find out how high the correlation between them. The test of this research was done by. Mr. Edi Novianto’s students at vocational high school in Central Bangka Regency, Bangka Belitung Province. The results of this research are expected to enrich students’ reading comprehension and vocabulary mastery.

Statement of the problems

To make the problem clear, it is necessary to limit the problem. The limitation of the problem as follows: The correlation between students’ reading comprehension and vocabulary mastery. Based on the statement above, the writer formulates the problem is: “Whether students’ reading comprehension has a correlation with their vocabulary mastery in third grade students of Pangkalan Baru Vocational High School in Central Bangka Regency?”

Research Objectives

Accordance with the research questions, the present research objective is: to find out the correlation of students’ reading comprehension and vocabulary mastery.

Scope of the study

This research focuses on finding out the correlation between students’ reading comprehension and vocabulary mastery in the 3rd grade of Vocational high school because as we know that they were prepared for facing the national examination. The reading comprehension also included as the part of national examination test. There are 37 students’ involved in the present research.

Significance of the study

Theoritically the aim of this research is to find out the correlation between students’ reading comprehension and vocabulary mastery in vocational high school. Practically, this study also expected to give significant contribution especially for English teacher and future researchers. When the teachers know the correlation between reading comprehension and vocabulary mastery, it may help them to figure out some appropriate strategies in order to help their students to comprehend the texts.

Research Organization

This study is devided into five chapters. First Chapter deals with an introduction, covering background of the study, statement of the problem, scope of study, objective of the study, significance of the study, and definition of term

Second Chapter tries to introduce literatures review related to the study. It is also concern of theories of vocabulary and reading comprehension.

Third Chapter present the research design, location of research, source and kinds of data, research subject, research instrument, procedure of collecting data, and data analysis.

The fourth chapter covers the discussion and findings. The last or the fifth chapter presents conclusion, implications, and recommendation related to the research’s findings.

Definition of Terms

To avoid misunderstandings and misinterpretation of the study, definitions of some keys terms are provided. They are as follows:

Correlation means mutual relation of two or more parts. It gives an understanding to the readers that, at least, two things or more are linked by a cause.

Afterward, a common definition of students’ vocabulary mastery tells the readers on how well the students understand of using certain vocabularies. Thus, it clears enough to be known that the correlation between students’ reading comprehension and vocabulary mastery is significant.

The definition of reading comprehension is simply recognized as a competency of comprehending certain texts. The reading comprehension will be easily mastered if the students have already had some stock of words.

Literature review

This part will be discussed that are relevant to the research. It is concern to the theories of reading comprehension and vocabulary mastery.

Reading comprehension

Some experts have been introduced some concepts of reading. They have looked at reading from different perspectives, approaches, and purposes. Most of the concepts reflect the ideas to search meaning. Reading is defined as reacting to a written text as a piece of communication. By reading people can assume some communicative intent on the writer’s part which the reader has some purpose in attempting to understand (Wallace, 1992: p.4, Gebhard 1999: p.197). This means that the way of people perceive reading behavior is linked to different reader purposes that are linked to situation context and also their social expectation. According to Alexander (1989: p.12), reading is interactive process in which a reader’s prior knowledge of the subject and purpose for reading operate to influence what is learning from the text.

Reading comprehension is defined as a process in which the reader constructs meaning and interacts with text trough combination of prior knowledge and previous experience, information in the text, the stance she or he takes in relationship to the text, and immediate, remembered or anticipated social interaction and communication (Rudell, et, al 1994). In reading the reader need to comprehend the text. This is in line with Smith 1994, 53 in Gebhard 1999, 197 states that comprehension may be regarded as relating what we attend to in the world around us – the visual information of print in the case of reading to what we already have in our heads as a consequence of attending to the world around us. In addition, reading comprehension involves taking meaning to text in order to obtain meaning from the text (Turner cited in Alexander 1989). As a conclusion, reading comprehension is an active process between the reader and the text. In this case the readers have to connect the ideas of the text they have already read and the process of constructing meaning from the text.

Connecting with the comprehension, Sadeghi (2007) states there are two factors which may influence reading comprehension, namely internal and external factors. The internal factors relates to reader variable. This refer to everything related the reader. For example his/her background knowledge, cognitive abilities and strategies, and affective characteristics. While the external factors refers to text variable, context variable and writer variable.

Reading comprehension involves taking meaning, Davis (1968 in Alderson 2000:9) identifies eight skills in comprehend the text. There are (1) recalling word meaning; (2) drawing inferences about the meaning of a word in context; (3) finding answers to questions answered explicitly or in paraphrase; (4) weaving together ideas in the content;(5) drawing inferences from the content; (6) recognizing a writer’s purpose, attitude, tone and mood; (7) identifying a writer’s technique;(8) following the structure of a passage.

Vocabulary mastery

Vocabulary is one of the language aspect which should be learnt. Learning vocabulary is important because we are able to speak, write, and listen nicely we have to know vocabulary first. According to Nation & Newton (1997) vocabulary is knowledge of words and word meaning. 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. It is according to Miller & Gildea (1987) who state that knowing a word by sight and sound and knowing its dictionary definition are not the same as knowing how to use the word correctly and understanding it when it is heard or seen in various contexts.

Building up a useful vocabulary is central to the learning of a forign language at primary level (Cameron, 2001). Someone who has a lot of vocabulary of foreign language could learn language easily. Since vocabulary is all about words and good mastery of vocabulary, it helpfull to someone understand language. It is also supported by wallace (1982) who says that vocabulary is one of the most important parts of languages, because when speaking a language, the speakers need several words to convey ideas. When a learner intends to learn foreign language, they also learn the vocabulary of the foreign language first. Wallace (1982) mentions two importancesof vocabulary:

1.    Language exist in two forms, spoken and written, both of them need vocabulary to develop the existence itself.

2.    Vocabulary is one of important of four language skills. Therefore, vocabulary is very needed for production in learning English as foreign language rather than only needed for recognize it. 

 Furthermore, lehr & osborn (2001) explain two kinds of vocabulary, describes as follow: First, words come in two forms, oral and print:

1.      Oral vocabulary includes the words that are recognized and used in listening and speaking.

2.      Print vocabulary includes the words that are recognized and used in reading and writing.

Second, words knowledge is composed of two forms, receptive and productive:

1.      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.

2.      Productive vocabulary includes words that are recognized when we speak or write. It is an active ability which is used in speaking or writing.

Furthermore, knowing and understanding words mean knowing their “form” (how they sounds, how they spelt, grammatical change taht could be made to them), their “meaning” (their conceptual content, and how they relate to other words and in particular types of language use (Cameron, 2001).

Related research report

Previous research conducted by Salah (2008). It’s about the percentage of known words (vocabulary coverage) that the AFL intermediate learner needs to adequately comprehend two Arabic authentic texts (news articles). The study also examines whether there is a minimum threshold of vocabulary knowledge for reading comprehension of authentic text in Arabic as foreign language. The result of this study the means of the comprehension scores and the vocabulary knowledge showed that the subjects who have word coverage of 90% or more in the first passage scored 15 out 20 points in the comprehension test. Below this percentage, the subjects could not reach adequate comprehension. In passage two, the minimum percentage of word coverage needed for adequate comprehension was 86%.

Furqon (2013) found that there is a correlation between students’ vocabulary mastery and reading comprehension. The finding also show that the ability of students’ vocabulary mastery, the strategy and background knowledge of the text help students comprehend the text.

Methodology

This parts elaborates the matters related to research methodology arranging from research design, participants, data collecting and analysis, and time and procedures.

This study employed the quantitative research. Regarding the quantitative research, this study collects data and analyzes the data obtained from test. Dornyei (2007: p.102) and Cresswell (2008: p.54) argue that the quantitative are gathered to measure and find out what participants think about the variable. The statement is relevant to this study in the research.

Correlation method is considered appropriate, since this research concerns on the investigation to find out the correlation between students’ reading comprehension and vocabulary mastery. It is in line with Sudjana (1996) who state that correlation method is a process to find out the relationship between two or more variable and how strong the relationship is. Another statement comes from Hatch & Farhady (1982) state that correlation is a statistical technique that can show whether and how strong pairs of variables are related. Therefore in this study, the variables to be correlated are reading comprehension and vocabulary mastery.

This study was conducted in one of the vocational high school in Pangkalan Baru, Central Bangka Regency, Bangkabelitung Province by the English teacher, Mr. Edi Novianto, S.Pd. The population of the research are the twelve grade students in that school. The sample of this study is accounting class which consists of 14 boys and 23 girls. It is also in line with, Gay, Mills, and Airasian (2006) who suggest that there should be at least 30 participants in correlation study to establish a relationship and indicate that the data was normal. The time data were collected on September 18th, 2014 for a vocabulary test and October 9th and October 16th, 2014 for a reading test.

In this study, the writer conducted two kinds of test. They were vocabulary test and reading comprehension test. The data got from students’ vocabulary scores and reading comprehension scores. They are analyzed and correlated in order to find out the correlation between students’ achievement in reading comprehension and vocabulary mastery, particularly in the research site. The writer uses the correlation formula by Pearson Product Moment Correlation Formula to test the significant correlation between them.

Hatch & Farhady (1982)

 has the formula used as:

rxy =

N            = Number of respondent

X            = The students’ score in vocabulary

Y            = The students’ score in reading

             =  The sum of vocabulary scores

             =  The sum of reading scores

2          =  The sum of sequence of vocabulary scores

2          =  The sum of sequence of reading scores

()2       =  The sequares of the sum of vocabulary scores

()2       =   The sequares of the sum of reading scores

       =  The sum of multiplication of vocabulary scores and reading scores

Hypothesis is a prediction about what you expected to happen in the study (Sudjana, 1996). There are two types of hypothesis, alternative hypothesis (Ha) and null Hypothesis (H0). According to Weaver (2005) Alternative Hypothesis that states that there is a relation between the phenomenon under investigation. Null Hypothesis (H0) is the opposite of Alternative Hypothesis, in order words there is no relation between the phenomena under investigation.

Findings and discussion

This part present the result of this research, including the findings at its discussions, through this part, the present study tries to present the answer of the research questions. As stated previously, the research questions are as follows:

“Whether students’ reading comprehension has a correlation with their vocabulary mastery?”

The score was taken from 37 students randomly and analyzed those scores in order to find out whether there is any correlation between the scores of reading comprehension and those scores of vocabulary mastery by using Pearson r Formula. So the totals are 74 scores because the sample had 2 sets of scores: reading scores and vocabulary scores. The data of students scores of reading and vocabulary can be seen as follow:

Table. 1

The result of Reading Test score

No	Students’ names	Reading (X)
1	Students 1	85
2	Students 2	85
3	Students 3	90
4	Students 4	95
5	Students 5	80
6	Students 6	70
7	Students 7	85
8	Students 8	75
9	Students 9	70
10	Students 10	85
11	Students 11	80
12	Students 12	80
13	Students 13	65
14	Students 14	75
15	Students 15	90
16	Students 16	85
17	Students 17	75
18	Students 18	100
19	Students 19	65
20	Students 20	65
21	Students 21	75
22	Students 22	90
23	Students 23	80
24	Students 24	75
25	Students 25	80
26	Students 26	75
27	Students 27	50
28	Students 28	75
29	Students 29	80
30	Students 30	70
31	Students 31	65
32	Students 32	85
33	Students 33	70
34	Students 34	75
35	Students 35	85
36	Students 36	85
37	Students 37	80

From the data above we can obtain the information that the lowest score in reading comprehension test is 50 and the highest score is 100. The result of the reading score test is as variable X.

Table. 2

The result of Vocabulary Test score

No	Students’ names	Vocabulary (Y)
1	Students 1	82
2	Students 2	80
3	Students 3	90
4	Students 4	92
5	Students 5	76
6	Students 6	50
7	Students 7	86
8	Students 8	86
9	Students 9	80
10	Students 10	90
11	Students 11	82
12	Students 12	80
13	Students 13	60
14	Students 14	76
15	Students 15	88
16	Students 16	88
17	Students 17	80
18	Students 18	96
19	Students 19	56
20	Students 20	62
21	Students 21	76
22	Students 22	86
23	Students 23	76
24	Students 24	76
25	Students 25	88
26	Students 26	70
27	Students 27	44
28	Students 28	76
29	Students 29	76
30	Students 30	76
31	Students 31	60
32	Students 32	90
33	Students 33	70
34	Students 34	70
35	Students 35	70
36	Students 36	74
37	Students 37	80

From the data above can be attain that the minimum scores in vocabulary test is 44 and the highest one is 92. The result of this vocaulary test is as variable Y.

Table. 3

The result test of Pearson Product Moment Table

No	Students’ names	X	Y	X2	Y 2	XY
1	Students 1	85	82	7225	6724	6970
2	Students 2	85	80	7225	6400	6800
3	Students 3	90	90	8100	8100	8100
4	Students 4	95	92	9025	8464	8740
5	Students 5	80	76	6400	5776	6080
6	Students 6	70	50	4900	2500	3500
7	Students 7	85	86	7225	7396	7310
8	Students 8	75	86	5625	7396	6450
9	Students 9	70	80	4900	6400	5600
10	Students 10	85	90	7225	8100	7650
11	Students 11	80	82	6400	6724	6560
12	Students 12	80	80	6400	6400	6400
13	Students 13	65	60	4225	3600	3900
14	Students 14	75	76	5625	5776	5700
15	Students 15	90	88	8100	7744	7920
16	Students 16	85	88	7225	7744	7480
17	Students 17	75	80	5625	6400	6000
18	Students 18	100	96	10000	9216	9600
19	Students 19	65	56	4225	3136	3640
20	Students 20	65	62	4225	3844	4030
21	Students 21	75	76	5625	5776	5700
22	Students 22	90	86	8100	7396	7740
23	Students 23	80	76	6400	5776	6080
24	Students 24	75	76	5625	5776	5700
25	Students 25	80	88	6400	7744	7040
26	Students 26	75	70	5625	4900	5250
27	Students 27	50	44	2500	1936	2200
28	Students 28	75	76	5625	5776	5700
29	Students 29	80	76	6400	5776	6080
30	Students 30	70	76	4900	5776	5320
31	Students 31	65	60	4225	3600	3900
32	Students 32	85	90	7225	8100	7650
33	Students 33	70	70	4900	4900	4900
34	Students 34	75	70	5625	4900	5250
35	Students 35	85	70	7225	4900	5950
36	Students 36	85	74	7225	5476	6290
37	Students 37	80	80	6400	6400	6400
TOTAL		2895	2838	229925	222748	225580

From the data above it can be simply concluded that almost almost the students’ who gain the better score in vocabulary test also get the better score in reading test too. It means the vocabulary mastery is important for reading comprehension. And it also shows that vocabulary mastery could support students’ reading comprehension.  But, these data can not be say valid yet. So, to get the valid answer about the correlation between reading comprehension and vocabulary mastery the analysis and interpretation of data, analyzed below:

N            = 37

             =  2895

             =  2838

2          =  229925

2          =  222748

()2       =  8381025

()2       =  8054244

N

       =  225580

rxy =        

	37

 

rxy =

}

8346460

rxy =

130450

rxy =

130450

rxy =

	130450

 

153,798.30428193

rxy =

rxy = 0.8481888055                 rxy = 0.848

To know the correlation between reading comprehension and vocabulary mastery in the level of significant 5 % and 1 %, the researcher used r table with the formula: df = N – nr

df            = Degree of freedom

N            = Total number of respondents

Nr          = Number of variable (X and Y)

*df = N – nr is 37 – 2 = 35 (“r” value consultation table)

*df = 35, so it still used df of 35.

Critical value at the level of significant of 5 % is 0.324

Critical value at the level of significant of 1 % is 0.418

The researcher has mantioned the hypothesis previously from the hypothesis it can be categorized into the test hypothesis:

If r0 > rt the alternative hypothesis (Ha) is accepted and Null Hypothesis (H0) is rejected. It means that there is a correlation between students’ reading comprehension and vocabulary mastery.

If r0 < rt the alternative hypothesis (Ha) is rejected and Null Hypothesis (H0) is accepted. It means that there is no correlation between students’ reading comprehension and vocabulary mastery. The level of influence is a follow Sudjiono (2008: p.193):

Table. 4

The r Pearson Product Moment Table

Product Moment r	Interpretation
0.00 – 0.20	Very low
0.20 – 0.40	Low
0.40 – 0.70	Moderate
0.70 – 0.90	High
0.90 – 1.00	Very High

According to the table of critical value, it can be seen that df 35 is appropriate with r Pearson Product Moment table. So, the Pearson Product Moment final result of rxy = 0.848. Regarding to this, r0 is higher than r table like 0.848 > 0.324 and 0.848 > 0.418, from that result it can be concluded that Null Hypothesis (H0) is rejected and alternative Hypothesis (Ha) is accepted. In conclusion, there is a high significant correlation between reading comprehension and vocabulary mastery.

Conclusion and recommendation

This part delineates the conclusion and recommendation of the research. The conclusions are formulated from the research questions, while the recommendations present for the further research and related parties.

This study focus on the correlation between students’ reading comprehension and vocabulary mastery. Referring to the findings and discussions that have been elaborated in the previous part, it was found out that there is a high correlation between students’ reading comprehension and vocabulary mastery. Although the scores of reading and vocabulary test are different but the correlation is strong. It may caused by the vocabulary difficulties in test items. But, students who have high score in reading they also have high in vocabulary.

There are many factors that could help students to improve their reading comprehension and vocabulary mastery. The result show most students are still weak to achieve their vocabulary mastery and reading comprehesion. To improve their achieve we can do this; for example, using dictionary is helpful for them to find out the meaning of Words or when they found unknown words they could guess the meaning of unknown words by refering them to the text.

After drawing the inferences, there are several recomendations that hopefully can give the ideas for the reader, especially for English teachers and future researchers. Considering to the result that may students lack of vocabulary knowledge, it is recommended to use English in English classes, since it facilities the students to learn materials efficiently. By using English as medium of instruction, it helps students increase their vocabulary. Although using Indonesian language is also needed in English class to overcome misunderstanding that may occur in mostly second language setting. The teacher also may use different kinds of methods in teaching reading skill to make English class more fun and interesting.

Furthermore, the future reseachers can also investigate the correlation between students’ reading comprehension and vocabulary mastery more depth to reinforce better result.

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