THE CORRELATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION OF THE EIGHTH YEAR STUDENTS OF SMP NEGERI 16 PALEMBANG PERPUSTAKAAN THESIS UNIVERSITAS MUHAMMADIYAH No. DAFTAR •. o^-yc ^c/^/^a TANGGAL : Y/-/-^^-^^^^ BY INTAN MAYASARI NIM 372008039 MUHAMMADIYAH UNIVERSITY PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION STUDY PROGRAM AUGUST 2012
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THE CORRELATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION OF THE EIGHTH YEAR STUDENTS OF
SMP NEGERI 16 PALEMBANG
P E R P U S T A K A A N THESIS UNIVERSITAS MUHAMMADIYAH
No. DAFTAR •. o^-yc ^c/^/^a
TANGGAL : Y/-/-^^-^^^^
BY INTAN MAYASARI
NIM 372008039
MUHAMMADIYAH UNIVERSITY PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM AUGUST 2012
THE CORRELATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION OF THE EIGHTH YEAR STUDENTS OF
SMP NEGERI 16 PALEMBANG
THESIS
Presented to Muhammadiyah University Palembang In partial fulfilbnent of tbe requirement
For tbe degree of Sarjana in Englisb Language Education
Br Intan Mayasari NIM 372008039
MUHAMMADIYAH UNIVERSITY PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM August 2012
i
This thesis written by Intan Mayasari has been certified to be examined
Palembang, 25 June, 2012
Advisor I ,
Drs. H. A. Rozi Zakaria
Palembang, 25 June, 2012
Advisor D,
HJ. Halimah Tbobir, S.Pd.
11
This b to certify that Sarfana's thesb of Intan Mayasari has been approved by tbe board of examiners as tbe requirement for the Sarjana degree in EngUsb Language Education
Drs. H. A. Rozi Zakaria, Chairperson
Hj. HaUmah Tbobir, S.P(t, Member
Daiilan, S.Pd., MJIum., Member
IF nfrytoaqpectnotbmg, butbeopenfin^anytfan^
settkfifranytfting Cess
IF Mo pain, no paBm. Mo tboms, no t&mu. Mo gaS, no gCoty. Mo cross, no cro%vn
(VVUBam<Ptnn)
Witb deep profonnd Covt, this tbesis is dtdkaud to:
amtpartsU>wbattbtybavedbneform€. Ibey are my erarytbing. ^ My CoveCy brotbers fbpndi Mabendra and¥abmi Manzi) and my Covefy 6tt& sisUr
(Metia ttpza). Ybanbffor pray and encourage me. I Cove you so muck ^ My bigfamdy ' 'Rpnyamicba's ¥am£'. Ybanbja Cot for your great support. ^ My bonorabCe advisors, Mr. A Zabgria and Mrs. HaBaiab Ibobir, tbanbjbr
your guidance, advice, patient and encouragement mfmisbing tbis tbesis. ^ Someone m somewben, tbard§ for your support, advice, projects, cares. Carves and
prays. Motbmg comparts to wbatyou ftave done and given for me,
^ !bty best fiend Vbsrttaand<DbindaUCCn6'tbatgw
andcares
^ Tbe big family ofCbtssA tbanbjor your great moments and togetbemess. I'Snot fbrgetH.
^ Mmy fiends of BPL SM<P M^ 16 <faCem6aag and rXH .13 VCu. Tbanbjbr
beautfd moments tbatyou given me. ^ A^acmater and green Campus ^ Mysefand my beautfdfuture.
^ Also ejymdcdadofwbo helped to compCeU tbis tbesis tbat can not be mentioned one by one.
ABSTRACT
Mayasari, Intan. 2012. The Correlation between Vocabulary Mastery and Reading Comprehension of the Eighth Year Students of SMP Negeri 16 Palembang. Thesis, English Education Study Program, Sarjana Degree (SI), Faculty of Teacher Training and Education Muhammadiyah University Palembang. Advisors (I) Drs. H. A. Rozi Zakaria, (II) Hj. Halimah Thohir, S.Pd.
This thesis is entitled "The Correlation between Vocabulary Mastery and Reading Comprehension of the Eighth Year Students of SMP Negeri 16 Palembang". The main purpose of this study was to find out whether there is any correlation between Vocabulary Mastery and Reading Comprehension of the eighth year students of SMP Negeri 16 Palembang. The hypotheses of this study are, (1) there is no correlation between vocabulary mastery and reading comprehension. (2) there is a positive correlation between vocabulary mastery and reading comprehension. The problem of this study was: is there any correlation between vocabulary mastery and reading comprehension of the eighth year students of SMP Negeri 16 Palembang? The population of this study was the eighth year students of SMP Negeri 16 Palembang. The sample of this study was 80 students which were taken cluster random sampling from two classes. To conduct this study, descriptive method was used. The data were analyzed by using, (1) percentage analysis, and (2) Pearson Moment Product Coefficient. The results of the data analysis, it showed that the average score of the eighth year students in doing vocabulary test was 70.75 %, and the average of reading comprehension test was 64.5 %, it means that the students' vocabulary mastery was good and the students' competency in reading comprehension was fair. Based on the finding, it was found that the correlation coefficient obtained is 0.99. It shows that there is a positive and highly correlation between vocabulary mastery and reading comprehension. It means that the students who get high score in vocabulary mastery also gets high score in reading comprehension, and the students who get low score in reading comprehension also gets low score in vocabulary mastery.
V
L
ACKNOWLEDGEMENT
Alhamdulillahirabbiralamin. Praise to ALLAH SWT who has given his
blessing so that this thesis could be finished. The title of this thesis is "The
Correlation between Vocabulary Mastery and Reading Comprehension of the
Eighth Year Students of SMP Negeri 16 Palembang. It was also fully aware that this
thesis can never be finished without the help of others during the process of writing.
Therefore, in this occasion the deepest gratitude and appreciation to her advisors:
Drs. H. A. Rozi Zakaria as the first advisor and Hj. Halimah Thohir,S.Pd. as the
second advisor who have given her their guidance and encouragement in writing
this thesis and all of the lecturers who had been taught during studying at the
Faculty of Teacher Training and Education of Muhammadiyah University
Palembang.
The great appreciation to Drs. Usman, M.M. the Headmaster of SMP Negeri
16 Palembang, all the staff members, the teachers and especially for the eighth year
students of SMP Negeri 16 Palembang who contributed a good deal to collect the
data for this thesis. The deepest love is dedicated to my beloved parents Hermanto
and Yanti Mala, my lovely brothers and sister for their loving, praying and
supporting, also extended all of who helped to complete this thesis.
This thesis is very far from being perfect. Therefore, comments and creative
criticism are always welcome. Finally it is hoped that this thesis may given some
benefits for all us.
Palembang, June 2012
The writer
I.Ms
vi
CONTENTS
Page T I T L E i
AGREEMENT >i
APPROVAL iii
MOTTO AND DEDICATION iv
ABSTRACT v
ACKNOWLEDGEMENT vi
CONTENTS vii
LIST OF TABLES «
LIST OF APPENDICES x
CHAPTER I INTRODUCTION
1.1 Background 1 1.2 Problems of the Study 7 1.2.1 Limitation of the Problem 7 1.2.2 Formulation of the Problem 8 1.3 Objective of tbe Study 8 1.4 Significances of tbe Study 8 1.5 Hypothesis 9 1.6 Tbe Criteria of Testing Hypothesis 10
CHAPTER II LITERATURE REVIEW
2.1 Tbe Concept of Correlation Research 11 2.2 Tbe Concept of Vocabulary Mastery 12 2.3 Tbe Concept of Reading Comprehension 13 2.4 Tbe Definition of Reading Comprehension 14 2.5 Previous Related Study 16 2.5.1 Tbe Similarity 17 2.5.2 Tbe Differences 17
vu
.MSViv,
CHAPTER HI RESEARCH PROCEDURE 3.1 Method of Research 19 3.2 Variable of the Study 19 3.3 Operational Definition 20 3.4 The Population 21 3.5 Sample 22 3.6 Techniques for Collecting Data 23 3.7 Technique for Analyzing Data 24 3.7.1 The Validity of Test 27 3.7.2 The Reliability of Test 27 3.7.3 Correlation Formula 28
CHAPTER IV FINDING AND INTERPRETATION
4.1 Findings 29 4.1.1 Tbe Result of Students' Test in Vocabulary and
Reading Comprehension 29 4.1.2 Tbe Result of Vocabulary Test in Filling in the
Blank and Match Test 30 4.1.3 The Result of Test Score of Reading Comprehension
In Multiple Choice Test 34 4.1.4 The Correlation between Vocabulary Mastery (X)
And Reading Comprehension (Y) 38 4.2 Interpretation of tbe Study 42
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions 44 5.2 Suggestions 45 5.2.1 Englisb Teachers 45 5.2.2 Students 46 5.2.3 School Authority / Government 46
REFERENCES 47
APPENDICES 49
viii
LIST OF TABLES
Tables Page
1. Tbe Population of the Samples 22
2. Number of tbe Sample of tbe Investigation 23
3. Conversion of Score Range 25
4. The Degree of Correlation Coefficients 26
5. Tbe Result of Vocabulary Test in Filling in tbe Blank and
Match Test 30
6. The Result of Test Score of Reading Comprehension in
Multiple Choice Test 34
7. Tbe Correlation between Vocabulary Mastery (X) and
Reading Comprehension (Y) 38
ix Y^-^"^^
LIST OF APPENDICES
Appendices Page
Appendix A Instruments 49
Appendix B Key Answer of Vocabulary Test 54
Appendix C Key Answer of Reading Comprehension Test 55
Appendix D tbe Pearson Product-Moment Correlation
Coefficient Distribution 56
Appendix E Students' Score in Vocabulary Test and Reading
Comprehension Test 58
Appendix F Surat Keputusan Dekan FKIP 62
Appendix G Surat Usui Judul dan Pembimbing Skripsi 63
Appendix H Surat Riset dari FKIP Muhammadiyah 64
Appendix I Surat Izin Penelitian dari Diknas Palembang 65
Appendix J Surat Keterangan Telab Meneliti 66
Appendix K Permohonan Untuk Simulasi Proposal Skripsi.... 67
Appendix L Undangan Simulasi Proposal 68
Appendix M Daftar Hadir Simulasi Proposal 69
Appendix N Surat Persetujuan Skripsi 72
Appendix O Kartu Bimbingan Skripsi 73
Appendix P Laporan Kemajuan Bimbingan Skripsi 74
v w y i .
CHAPTER I
INTRODUCTION
This chapter consists of 1) background, 2) problems of the study, 3)
objectives of the study, 4) significances of the study, 5) hypothesis and 6) the
criteria of testing hypothesis
1.1 Background
Mastering a foreign language is one of the important things that are needed in
modem society and globalization era. Because language is one of instrument this is
important function in communication. The importance can be seen from some sides
of life, for example job requirement, one of the requirements is language
competence, both of spoken and written form. Then, there are a lot of education
books that are written in foreign languages so it can be said that mastering foreign
language is very important to survive in life.
As it is known, there are so many kinds of foreign language. English is one
of the important foreign languages. It has been discussed before foreign language
has many functions, so has English. It has a function as a bridge for all aspects of
human life, such as trade, communication, education, science, technology, society,
and culture.
1
2
In education, English is one of the foreign languages used to improve
students' ability. As quoted in Undang-Undang Sisdiknas (2003: 15) "Foreign
language can be used as the language of instruction in a particular educational
unit to support foreign language learners". That is the most important reason why
English is learned at school.
Actually, teaching English at junior high school is extremely important
because it is still the basis for the higher level. Brewster, Ellis, and Girard (1992:
23-24) define some reasons for starting to learn a foreign language earlier. First,
teaching English to young students is aimed at increasing the total number of years
spent learning language. Second, the indisputable fact those young learners have a
greater facility for understanding and imitating what they hear than adult. Third, the
aim of early foreign language learning is to prepare young learner linguistically,
psychologically, and culturally for language learning.
Singleton in Brumfit (1997: 7) also defines some reasons for teaching
English at primary level, they are:
1) The need to expose children from an early age to understanding of
foreign cultures so that they grow up tolerant and sympathetic to others.
2) The need to link communication to imderstanding of view concepts.
3) The need for maximum learning time for important languages, the earlier
you start the more time you get.
3
4) The advantage of starting with early second language instruction so that
later the language can be used as a medium of teaching.
From some statements above, it can be concluded that studying foreign
language, especially English language, at junior high school is very important. By
learning foreign language earlier, it prepares young students to make a link of
communication to understand concept of communication it self.
It also maximizes learning time for learning foreign language, the earlier
they start the more time they get. They will more understand what they have
learned. For enhancing all aspects in foreign language, especially English skills
(listening, speaking, writing, and reading), the students need something to do.
Firstly, the students need to understand the meaning of words. The words here
means as vocabulary. For beginners, vocabulary mastery is the basic knowledge in
learning English. Coady and Huckin (1998: 5) say that vocabulary is the central to
language and of critical importance to language learning for the young learners.
Vocabulary supports all of the English skills. It should not be neglected by anyone
who learns a language. Then, knowing words is the key for understanding and being
understood. So it can be concluded that vocabulary takes the important aspect to
master English well as a foreign language. Knowing more words in English
language, it will make other person understand or make ourselves understood easily.
The importance of reading in many of the other pages of advice on this site
the writer has emphasized how important reading is as far as learning English is
4
concerned. However, there is a further, very important reason why ESL students
should try to develop their reading skills: Educational researchers have found that
there is a strong correlation between reading and academic success.
In other words, a student who is a good at reading is more likely to do well
in school and pass exams than a student who is a weak at reading. Good readers can
imderstand the individual sentences and the organizational structure of a piece of
writing. They can comprehend ideas, follow arguments, and detect implications.
They know most of the words in the text already, but they can also determine the
meaning of many of the unfamiliar words from the context - failing this, they can
use their dictionary effectively to do so.
In summary, good readers can extract from the writing what is important for
the particular task they are employed in. And they can do it quickly! Educational
researchers have also found a strong correlation between reading and vocabulary
knowledge. In other words, students who have a large vocabulary are usually good
readers. This is not very surprising, since the best way to acquire a large vocabulary
is to read extensively, and if you read extensively you are likely to be or become a
good reader! So if you want your child to be successful at school encourage him or
her to read. Reading non-fiction in English is probably the most important, but
English fiction and any reading in the mother tongue if done extensively will help
your child develop the reading competence that is essential for academic
achievement.
5
"Research findings in applied linguistics and reading research consistently
show a strong correlation between reading proficiency and academic success at all
ages, from the primary school through to university level: students who read a lot
and who understand what they read usually attain good grades." Pretonus, E.Paul
Shoebottom 1996-2012.
Reading is indeed very important in learning a foreign language. To give
reading its due importance in Indonesian system of language learning, it is a dire
need of time to understand the importance of reading in second language learning
with particular to learning English as a second language. Language skills are usually
grouped as receptive skills i.e. reading and listening, and productive skills i.e.
speaking and writing. "People who use a language have a number of sub - skills
within each of the four main skills." ( Lucantoni, 2001: 4)
The basic purpose of reading in first language learning is somehow different
from that of second language learning. "In FL (Foreign Language) learning, reading
is often used for purposes which are different from those found in mother - tongue.
The most typical use of reading in a foreign language class is to teach the language
itself." In this way, vocabulary, structures and other things can be learnt through
reading in a foreign language and to extend command over that particular language
(Nuttall, 1982: 19).
"Everything we do with language to improve our comprehension of what we
read" (Fry, 1965: 127). Practice in writing improves reading comprehension as the
6
accuracy and power of expression are important. Likewise language is learnt
through talking and listening to others. Any improvement in spoken language helps
with the written language as well. Everyday life experiences enhance vocabulary
development. All this in a way or the other, contribute towards understanding of
written language. The natural sequence of learning a language is that first it is
listened and spoken, and then it is read and written. In case of English in
Indonesian, it is first read and written, and then some attention is paid towards the
speaking of it. The global need of communication however emphasizes that one
should be fluent in speaking and to listen to it with fiill comprehension.
However, the importance of reading skill nevertheless is minimized with
this change in global perspective. Rather, it has increased the importance to develop
reading skill manifold. Nobody denies the importance of a properly learnt reading
skill for learning of other language skill.
Based on the statement above, reading English is very important. It is
important to improve the reading mastery of vocabulary as one the influencing
factors in learning English as foreign language. It is clear that mastery of vocabulary
plays an important role the students learning as a foreign language.
Beside vocabulary, the students of junior high school level also have
problem in reading comprehension. Based on the description above, the researcher
would like to conduct a research to analyze and to know the correlation between
7
vocabulary mastery and reading comprehension faced by the eighth year students of
SMP Negeri 16 Palembang.
The result must be useful for teachers of English in improving students'
vocabulary. The problems are necessary to be investigated and the result will be
written in a scientific report in the form of thesis entitled
"The Correlation between Vocabulary Mastery and Reading Comprehension of the
Eighth Year Students of SMP Negeri 16 Palembang"
1.2 Problems of tbe Study
This study is about the correlation between vocabulary mastery and reading
comprehension achievement in learning reading to the eighth year students of SMP
Negeri 16 Palembang. It is formulated as follow: Is there a correlation between
vocabulary mastery and reading comprehension to the eighth year students of SMP
Negeri 16 Palembang?
1.2.1 Limitation of tbe Problems
The problems are limited to:
1) The subject of this investigation is only the eighth year students of SMP
Negeri 16 Palembang
2) The theme of the reading comprehension investigated is only about
"Animals"
8
1.2.2 Formulation of the Problem
The problem of this research is: Is there any correlation between vocabulary
and reading comprehension of the eighth year students of SMP Negeri 16
Palembang?
1.3 Objective of the Study
The objective of the study is to find out whether there is any correlation between
vocabulary mastery and reading comprehension of the eighth year students of SMP
Negeri 16 Palembang.
1.4 Significances of tbe Study
Hopefully, the result of this study may be useful to the teachers, students and
researcher,
a. Teachers
This research is expected to provide the eighth students' the information
about vocabulary and reading comprehension, in which the teachers will help their
students facing some problems in mastering both of them.
English teachers can use the result of the study as feedback on teaching
reading activities so that the objectives of the English teaching program (especially
reading goals) can be achieved.
9
b. Students
By learning reading comprehension, the students can take some information
to identify their problems in mastering both vocabulary and reading comprehension.
Furthermore, they can also increase their ability in vocabulary and reading
comprehension.
c. Institution
It is expected that reading the final project will have not find any difficulties
in understanding the vocabulary mastery and reading comprehension.
d. The researcher
By doing the research it is hoped that she can study and get information to
identify the problem in mastering both vocabulary and reading comprehension.
Besides, the research will get new experience and knowledge for the future of her
life.
1.5 Hypothesis
According to Arikunto (2010:113), hypothesis is a tentative answer to
research problem. The hypothesis of this research consists of two hypotheses: they
are the null hypothesis (Ho) and the altemative hypothesis (Ha). The hypotheses are
stated below:
Ho : There is a negative correlation between vocabulary and reading
comprehension
10
Ha : There is a positive correlation between vocabulary and reading
comprehension
1.6 The Criteria of Testing Hypothesis
For testing the hypotheses formulated above, the critical value will be used.
The critical value presents a table for Pearson Product Moment correlation.
A correlation can differ from degree or strength of relationship (with the
Pearson Product Moment correlation coefficient that correlation in linear). "Zero"
mean have high correlation between the two variable and r=0.99. Note: the symbol
(r) coefficient for sample the Greek letter rho (r) was used for population the
strongest correlation.
CHAPTER H
LITERATURE REVIEW
This chapter discusses, (1) The Concept of Correlation Research, (2) The
Concept of Vocabulary Mastery, (3) The Concept of Reading Comprehension, (4)
The Definition of Reading Comprehension, (5) Previous Related Study.
2.1 The Concept of Correlation Research
In general, a correlation study is a quantitative method of research in which
you have 2 or more quantitative variables from the same group of subjects, & you
are trying to determine i f there is a relationship (or co variation) between the 2
variables (a similarity between them, not a difference between their means).
Theoretically, any 2 quantitative variables can be correlated (for example, midterm
scores & number of body piercings!) as long as you have scores on these variables
from the same participants; however, it is probably a waste of time to collect &
analyze data when there is little reason to think these two variables would be related
to each other. Try to have 30 or more participants; this is important to increase the
validity of the research.
Your hypothesis might be that there is a positive correlation (for example,
the number of hours of study & your midterm exam scores), or a negative
correlation (for example, your levels of stress & your exam scores).
11
12
A perfect correlation would be an r = +1.0 & -1.0, while no correlation
would be r = 0. Perfect correlations would almost never occur; expect to see
correlations much less than + or - 1.0. Although correlation can not prove a causal
relationship, it can be used for prediction, to support a theory, to measure test-retest
Correlation 0.99 means high correlation, indicating variables which can be
considered very highly correlated.
The percentage of the total correct answer on the vocabulary mastery test was:
X = -^^x 100% 80x10
= 70.75 %
The percentage of the total correct answer on reading comprehension test was:
Y = - ^ ^ x 100% 80x10
= 64.5 %
4.2 Interpretation of the Study
From the analysis, the average score of the eighth year students in doing
vocabulary test was 70.75 %, and the average of the eighth year students in reading
comprehension test was 64.5 %, it means that the students' vocabulary mastery was
good and the students' competency in reading comprehension was fair.
In doing vocabulary mastery test the students who get 80 score was 32
students, 70 was 24 students, 60 was 22 students and 50 was 2 students. In reading
comprehension test, the student get 80 score was 6 students, 70 were 33 students, 60
were 32 students and got 50 were 9 students. In short, the highest score was 80 and
the lowest one was 50.
43
Based on the finding, it was found that the correlation coefficient obtained
was 0.99. It shows that there was a positive and highly correlation between
vocabulary mastery and reading comprehension. It means that the students who get
high score in vocabulary also gets high score in reading comprehension, and the
students who get low score in reading comprehension also gets low score in
vocabulary mastery.
BAB V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of the study followed by suggestions to
English teacher, students and school.
5.1 Conclusions
From the data gathered during the research. There are three conclusions that
can be made. First, the average of vocabulary mastery score was 70.75 %. It can be
concluded that the students' competency in vocabulary was good. Secondly, the
average of reading comprehension score was 64.5 %. It can be concluded that
students' reading comprehension was fair, it is based on the test items given to the
eighth year students of SMP Negeri 16 Palembang.
In doing vocabulary mastery test the students who get 80 score is 32
students, 70 is 24 students, 60 was 22 students and 50 was 2 students. In reading
comprehension test, the students who get 80 score is 6 students, 70 are 33 students,
60 are 32 students and got 50 are 9 students. In short, the highest score is 80 and the
lowest one is 50.
Finally, it was found that correlation coefficient obtained was 0.99.
According to the average of reading comprehension and vocabulary mastery scores,
44
45
it indicated that there is a positive correlation between their vocabulary and reading
comprehension.
The students getting high score in vocabulary also get high score in reading,
and the students getting low score in reading, also get low score in vocabulary. But,
it is denied i f the students' vocabulary and reading comprehension are also
influenced by other factors, such as: the students' grammar and pronunciation.
5.2 Suggestions
To improve the students' command in English, there are some suggestions to
be considered.
5.2.1 English Teachers
English teachers are suggested to:
Q Give more practice in vocabulary and reading
tX Teach more effectively, interesting and motivate the students in learning
vocabulary in the class room,
n Create an interesting lesson which is relevant to the students' needs
especially vocabulary in reading.
Q Teach reading comprehension and vocabulary, and explained as clearly
as possible and also give the students homework
n Give meaning of unfamiliar words in the pre-reading activity
46
5.2.2 Students
Students are suggested to:
n Increase reading activities in English
tX Have dictionaries in reading lesson
tt Listen carefully and pay attention to the teacher's explanation
D The students should ask to the teacher i f there is something that they
don't understand
n The students are hoped to be active and creative in enriching their
vocabularies
5.2.3 School Authority / Government
The school / government should provide:
n More facilities, such as library with sufficient books, news paper, and
dictionary so the students can get a lot of knowledge and enrich their
vocabulary and improve their reading ability.
Q Media to the English teacher in teaching English like pictures, globes,
maps, etc.
47
REFERENCES
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktek , Jakarta:
Rineka Cipta.
Brewster, Jean and Ellis Gail. 1992. The Primary English Teaching Guide. Oxford: Oxford University Press.
Brumfit, C. Moon, J and Tongue, R. 1997. Teaching English to Children. From Practice to Principle. Collins ELT: Longman.
Burton, 1982. Mastering English Language. New York. The Mai Million Press Ltd.
Coady, James and Huckin, Thomas. 1997. Second Language Vocabulary Acquisition. London: Cambridge University Press.
Direktorat Jendral Pendidikan Dasar dan Menengah. 2003. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Jakarta: Dirjen Pendidikan Dasar dan Menengah.
Fraenkei, Jack R and Norman E. Wallen. 1993. Educational Research: A Guide to the Process. New York: McGraw-Hill, Inc.
Haryadi, 2011. Pedoman Penulisan Skripsi. Palembang: FKIP, Universitas Muhammadiyah.
Hatch, Evelyn and Anne Lazaraton, 1991. The Research Manual Design and Statistics for Applied Linguistic. Los Angeles: Newbury House Publishers.
Heaton. J.B and Methold. K.1973. Reading with Understanding. Yogyakarta. Kanisius.
http://mol2006busan.org/58/importance-of-reading-comprehension-in-second-language learning. Palembang: March 8, 2012.
http://www.antimoon.coni/how/readhow.htm Palembang; March 10, 2012.
Jauharri, Tin. 2005. The Correlation between Vocabulary Mastery and Reading Ability of the First Year Students at SMP Nadatu! Ulama Palembang. Unpublished Undergraduate Thesis, Palembang. FKIP, University PGRI Palembang.
Saleh, Yuslizal. 1992. Technique of Teaching as Foreign Language. Unpublished Monograph Faculty of Teacher Training and Education, University of Sriwijaya.
Sugiyono, 2011. Metode Penelitian Pendidikan ( PendekatanKuantitatif, Kualitatif and R&D. Bandung: Alfabeta.
Tinambunan, Wilmar. 1988. Evaluation of Students Achievement. Jakarta: LPTK, Depdiknas.
NAME
CLASS
I. Reading Test
Textl
THE CLEVER PARROT
A man had a parrot. It was a very beautiful bird and every day the man talked
to it.
"Pretty Polly", he said. "You are a pretty Polly".
"Pretty Polly", the parrot said. "You are a pretty Polly". Every day the man spoke new words to the parrot. "Hallo", he said and
"goodbye".
One day the parrot was not in its cage. It was flying about the room. The man came to the room and saw the parrot."What are you doing?" he said.
"What are you doing?" the parrot said.
The man laughed. Then he went out to visit his friends.
That evening a thief came to the house. He walked round the house and looked into the windows. There was no one at home. The thief broke open the door and entered the house. First he went into the sitting-room. In the sitting-room he found some books and papers. He put them into a bag. Then he went into the bedroom. In the bedroom he found a gold watch and some money. He put these into the bag, too. He stole many things from the house and put them into his bag.
The bag was soon full. The thief put it over his shoulder and walked to the door. He opened the door and looked out. There was no one there.
"What are you doing?" a voice said.
The thief jumped high into the air and dropped his bag. Then he ran out of the house and down the road.
"What are you doing?" the voice said again. "Pretty Polly. Hallo. Goodbye. What are you doing?"
Choose the correct answer. Write only A, B, C or D for each answer.
1. To whom did the parrot belong? A. Pretty Polly B. A man C. A thief D. A beautiful bird
2. Whom did the man visit? A. His friends B. A thief C. No one D. A funny man
3. What did the thief try to steal in the bedroom? A. A gold watch and some money B. The parrot C. The key to the door D. Some books and papers
4. Whom did the thief hear? A. A policeman B. The owner of the house C. The parrot D. The owner's friends
5. Why did the thief run out of the house? A. Someone saw him B. He made a loud noise C. He heard a policeman D. The parrot frightened him
Text 2
THE FIERCE DOG
A farmer had a very fierce dog. The dog ran round the farm all day and all night. It barked and growled at everyone. Sometimes it bit people. One day bit a small boy.
"Your dog bit my son" the boy's mother said to the farmer.
"What was your son doing on my farm?" the farmer asked.
"He was only going for a walk. He wasn't doing anything wrong".
" I did not ask your son to walk on my farm", the farmer said.
" I don't know your son. My dog doesn't know your son. It always bites people it doesn't know".
Another time the dog bit a young girl. The girl's father was very angry.
"Your dog bit my daughter", the man said to the farmer.
"What was your daughter doing on my farm?" the farmer asked.
"She was only getting her ball. She was playing in the road and her ball went into your field".
The farmer laughed. " I did not ask your daughter to come into my field. I don't know your daughter. My dog doesn't know your daughter. It always bites people it doesn't know".
The people of the village did not go near the farm after this. They didn't went the dog bite them.
One day a stranger went to the farm. He wanted to speak to the farmer. He opened the gate and walked in. the fierce dog ran up and bit his leg. The stranger ran back to the village.
"The farmer's dog bit me", the stranger said.
"It bites everybody", the people in the village said.
" I have some money for the farmer", the stranger said," but I shall not go to the farm again. Who will go to the farmer and tell him I want to see him? I will wait here".
No one in the village spoke. No one wanted to go to the farm. Everyone was frightened of the dog.
"Then I shall go away", the stranger said. "Here is my money. Please give it to the farmer".
But nobody gave the money to the farmer because of the dog. They gave it to the poor.
Choose tbe correct answer. Write only A, B, C or D for each answer.
6. What did the dog do all day and all night? A. It bit people B. It barked and growled C. It ran round the farm D. It helped the farmer
7. Why did the dog bite the boy? A. Because he hit it B. Because the farmer told it to do this C. Because the boy was doing something wrong D. Because it did not know the boy
8. Whose leg did the dog bite? A. The farmer's B. The young girl's C. The stranger's D. No one's
9. Why did the stranger want to see the farmer? A. To tell the farmer about the dog B. To tell him to wait for someone C. To give him some money D. To give him his address
10. Why did no one give the stranger's money to the farmer? A. The people did not know the farmer B. They were afraid of the dog C. They were frightened of the stranger D. They did not like the stranger
NAME
CLASS
II. Vocabulary Test
Put tbe correct word the following list in place of each set stars. Remember to write the verb in tbe correct tense.
1. I ... my uncle last night and had a long talk with him. 2. The teacher ... the classroom and the students stood up. 3. The careless servant... the book. 4. I left my pen on my desk but it is not here now. Someone . 5. Ali and Amat are ... to a film tonight.
. it.
Find tbe correct meaning in List B for each word in List A. each word must have the same meaning which it has in the passage.
List A
6. Fierce
7. Bite
8. Angry
9. Frightened
10. Red-faced
7 u ListB
A. Very afraid
B. Tame
C. Shy
D. Very annoyed
E. Savage
F. In a bad temper
G. Cut with one's teeth
KEY ANSWER OF READING TEST
1. A
2. A
3. A
4. C
5. D
6. B
7. D
8. C
9. C
10. B
KEY ANSWER OF VOCABULARY TEST
1. Visited
2. Entered
3. Dropped
4. Stole
5. Going
6. Fierce —> Savage
7. Bite —> Cut with one's teeth
8. Angry —»In bad temperature
9. Frightened —> Very afraid
10. Red-facedShy
Critical Values of the Pearson Product-Moment Correlation Coefficient
d f - « - 2 Level of Significance (Q)for Two-Tailed Test
KEPUTUSAN DEKAN FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PALEMBANG
Nomor 37.08 039/G.17,2/KPTS/FKIP UMP/XII/2011
Tentang
Pengangkatan Dosen Pembimbing Penulisan Skripsi Mahasiswa FKIP Universitas Muhammadiyah Palembang
/lEMPERHATIKAN: Hasil Rapat Pimpinan diperluas Fakultas Keguruan dan llmu Pendidikan Universitas Muhammadiyah Palembang tentang pembimbing penulisan skripsi
^ENIMBANG: a. bahwa untuk kelancaran mahastswa FKIP UMP dalam menyetesaikan program
I studinya, diperlukan pengangkatan dosen pembimbing penulisan skripsi b bahwa sehubungan dengan buttr a di atas, dipandang perlu diterbttkan surat keputusan
pengangkatan sebagai landasan hukumnya.
yiENGINGAT: 1. UU Rl Nomor 20 tahun 2003 2. Qaidah Perguruan Tinggi Muhammadiyah 3. Peraturan Pemerlntah Nomor: 60 Tahun 1999 4. Piagam Pendirian UMP Nomor: 036/III.SMs.79/80 5. Keputusan MPT PPM Nomor: 173/KEP/I.3/D/2011
<edua Keputusan ini berlaku sejak tanggal ditetapkan. dengan ketentuan bahwa segala sesuatu akan diubah dan/atau diperbaiki sebagaimana mestinya apabila terdapat kekellruan dalam keputusan ir>j.
^Syiifudin, M.Pd. WON 854917/0001056201
Palembang 06 Muharam 1433 H 01 Oesember 2011 M
Tembusan; 1. Ketua Program Studi ?. Dosen Pembimbing
UNIVERSITAS M U H A M M A D I Y A H PALEMBANG F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS D I S A M A K A N /TERAKREDITASI Alamat: Jin. Jend. Ahmad Yani 13 Ulu Palembang Telp.(07U) 510842.
Fax (0711) 513078, E-mail: fkip umpfSjyahoo. com
USUL J U D U L DAN P E M B I M B I N G S K R I P S I Nomor: 37.08.039/0.17.2/ KPTS/FKIP UIVlP/XII/2011
Nama
NIM
Jurusan
Program Studi
Judul Sknpsi
Intan Mayasari
37 2008 039
Pendidikan Bahasa dan Seni
Pendidikan Bahasa Inggris
1. The Correlation Between Vocabulary Mastery and Reading Comprehension of the Eighth Year Students of SMP Negeri 16 Palembang
2. The Effectiveness of Using Students' Worksheet in Increasing Students' Vocabulary of the Second Year Students of SMP Negeri 16 Palembang
3. Improving Students' Speaking Skill by Using Daily-Activity Pictures to the Second Year Students of SMP Negeri 16 Palembang
Judul yang diusuikan Pembimbing I Pembimbing II
Usatu) Drs. H. A. Rozi Zakaria / \ J J Hj. Halimah Thohir, S.Pif
Dibuat rangkap tiga 1. Ketua Program Studi 2. Pembimbing 1 3. Pembimbing n
UNIVERSITAS MUHAMMADIYAH PALEMBANG
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN STATUS DISAMAKAN / TFRAKREDITASI
A l a m a t : JI. Jend. A. Yani 13 l U u Palembang 30263 Tclepon 510842
Nomor : 2591/G.17.3/FKIP UMP/IV/2012 Hal : Permohonan Riset
12 Jumad i lAwa l 1433 H 04 April 2012 M
Yth. Kepala Dinas Pendidikan Pemuda dan Olahraga Kota Palembang
Assalamualaikum w.w.,
Kami mohon kesediaan Saudara memberikan bantuan kepada mahasiswa:
untuk melakukan riset di lingkungan SMP Negeri 16 Palembang dalam rangka
menyusun skripsi dengan judul "The Correlation between Vocabulary
Mastery and Reading Comprehension of the Eighth Year Students of SMP
Negeri 16 Palembang ".
Atas perhatian dan kerjasama yang baik, diucapkan terima kasih.
Nama Intan Mayasari NIM 372008039
Jurusan Pendidikan Bahasa dan Seni
Program Studi : Pendidikan Bahasa Inggris
Billahitaufiq walhidayah
PEMERINTAH KOTA PALEMBANG DINAS PENDIDIKAN, PEMUDA DAN O L A H R A G A
Jalan Dr. Wahidin No. 03 Tclp./Fax. 0711-350665-353007 Website : vvww.disdikpora.palembang.eo.id email : disdikpora [email protected]
P A L E M B A N G
Palembang, 9 April 2012
NoniPr Lam pi ran Perihal
Tembusan :
070/06?<l /26.8/PN/2012
Izin Penelitian
Kepada Yth. Dekan F K I P Univ-Muhamadiyah di-
Paiembang
Sehubungan dengan surat Saudara Nomor : 2591/G.17.3/FKIP UMP/IV/2012 tanggal 4 April 2012 perihal tersebut diatas. dengan ini kami sampaikan bahwa pada prinsipnya kami tidak berkeberatan memberikan izin penelitian yang dimaksud kepada :
Nama
N 1 M
Jurusan
Program Studi
: INTAN M A Y A S A R I
: 372008039
: Pendidikan Bahasa dan Seni
: Pendidikan Bahasa Inggris
Untuk mengadakan Penciltian/Riset di SMP Negeri 16 Palembang dalam rangka peii}usunaii skripsi dengan judul "THF. CORRFLATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION OF THE EIGHTH YEAR STUDENTS OF SMP NEGERI 16 PALEMBANG". Dengan catatan : 1. Sebelum melakukan penelitian terlebih dahulu melapor kepada Kepala
U P T U Dikpora Kec. Seb. Ulu II Palembang dan Kepala SMP Negeri 16 Palembang
2. Penelitian tidak diizinkan menanyakan soal poiitik dan melakukan penelitian yang sifatnya tidak ada hubungannya dengan judul yang telah ditentukan.
3. Dalam melakukan penelitian dapat mentaati Peraturan Pcrundang-undangan yang herlaku.
4. Apabila ada izin penelitian telah habis masa berlakunya, sedangkan tugas penelitian belum selesai maka harus ada perpanjangan izin.
5. Surat izin herlaku tiga (3) bulan lerhitung tanggal dikduarkan. 6. Setclah selesai mengadakan penelitian harus menyampaikan laporan
tertulis kepada Dinas Dikpora Kota Palembang meiaiui Subag Umum. Demikianlah surat izin ini dibuat untuk dapat digunakan sebagaimana mestinya.
a.n Kepala Dinas Dikpora Kota Palembang Sekrelaris,
\T1 . S.Pd. MM ma 19601201!981102002
1, Kepala LiPTD Dikpora Kec. Seb. Din II Palembang 2. Kabul SMP/SMA/SMK 3, Kepala SMP Negeri 16 Palembang 4. Arsip
PEMERINTAH KOTA PALI 'BANG DINAS PENDIDIKAN, PEMUDA D \N OLAHRAGA
SMP NEGER116 PALEMBANG Jalan Mahamem 16 Ulu Palemb.^ HJ, Prov'm- Sumatera Sniatan
Telepon (0711) 511?.'7 Kode Pos 30265
SURAT KETERANGAN Nomor: 070/534/SMPN 16/2012
Kepala SMP Negeri 16 Palembang. dengan mi menerangkan bahwa Mahasiswa Universitas Muhammadiyah Palembang:
Nama
N I M
Jurusan
Program Studi
INTAN MAYASARI
372008039
Pendidikan Bahasa dan Seni
Pendidikan Bahasa Inggris
Telah mengadakan penelitian di SMP Negeri 16 Palembang dari tanggal 11 s.d. 14 April
2012, dalam rangka penyusunan skripsi dengan judul: "THE CORRELATION BETWEEN
VOCABULARY MASTERY AND READING COMPREHENSION OF THE EIGHTH YEAR
STUDENTS OF SMP NEGERI 16 PALEMBANG".
Berdasarkan surat izin penelitian Kepala Dinas Dikpora Kota Palembang Nomor
070/0025/26.8/PN/2012 tanggal 06 Januari 2012
Demikian surat keterangan ini di buat, untuk digunakan sebagaimana mestinya.
Palembang, 17 April 2012 •PALA SMPN 16 PALEMBANG,
Pembina NIP 196201111984031003
U N l V F R S r i A S AIUHAMMA!>rvAH F A L E M B A N G mat , jin .ieiid- A Vai u 13 Liu i 'dir-:;.t,.- • 9'yy_C j •JZ.Z^^t'.^Z ''l/fls-'-f^l^ ''-^^ •• Fri^ii-^^^-': ' -w k-isite. wjm'.umpalembanu.ac id
7 " \ ' ~ " \
SURAT KETERANGAN
Yang bertanda tangan dibawah ini, menyatakan dengan sesungguhnya bahwa :
HcqJwsan Nama
Nim
Fakultas
Jurusan
Alamat
n t a n ,
2>?. Y^od 030)
^ K I P
^cHJft i J ^ l i 1^0- ? 4 ( ; RT- b- P U 5 u
Telah melunasi seiuruh BPP/SKS dari Semester Pertama sampai dengan SemesterTerakhir. ^ ^ m ^ ^ x/fp. ajqf
Demikian Surat Keterangan in! dipergunakan untuk menglkuti Ujian Komprehenshif di Universitas Muhammadiyah Palembang.
.Men
'•).... "i
(••••••
hul Rektor I I ,
Palembang, LJ.^}.[ 20.LR
Bagian BPP,pfq p
(Pascasar)ana Program Studi llmu Hukum dan llmu manajemen y (ultas Teknik. Ekonomi Keguruan dan llmu Pendidikan Pertanian Hukum. Aqama Islam dan Kedokteran)
F O R M 1
Palembang, 26 Maret 2012
p : Satu lembar
; Permohonan untuk Simulasi Proposal Skripsi
Ketua Program Studi
jidikan Bahasa Inggris
gan hormat,
a yang bertandatangan di bawah ini:
iia : Intan Mayasari
4 : 372008039
gram Studi : Pendidikan Bahasa Inggris
ul Proposal : The Correlation between Vocabulary Mastery and Reading Comprehension to
the Eighth Year Students of SMP Negeri 16 Palembang.
ngajukan permohonan untuk melaksanakan simulasi proposal skripsi.
s perhatian Bapak/Ibu, saya ucapkan terima kasih.
Hormat saya.
Intan Mayasari
NIM: 372008039
Nama
NIM
lYogram Studi
Judui Penelitian
UNIVERSITAS MUHAMMADIYAH PALEMBANG FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
STATUS DISAMAKAN/TERAKREDITASI Alamat: JI. Jend. Ahmad Yani 13 Ulu Palembang30263 Telp. 0711-510842
The Correlation between Vocabulary Mastery and Reading
Comprehension of the Eighth Year Students of SMP Negeri 16
Palembang
Dosen Pembimbing
Drs. H. A. Rozi Zakaria
I ^ . Ifl. Halimah Thohir
Paraf
Paraf
Hari, Tanggal Pukul Tempat
Kamis, 29 Maret 2012 09.00 WIB s/d selesai Lab. Bahasa
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