A CORRELATION STUDY BETWEEN STUDENT’S READING INTEREST TOWARD THEIR VOCABULARY MASTERY (A Correlative Study of the Fourth Semester of English Department Students of Salatiga in Academic Year of 2012/2013)
GRADUATING PAPER Submitted to the Board of Examiners as a Partial of the Requirments for the degree of Sarjana Pendidikan Islam (S.Pd.I) In English Department
By : AJ BASTIAN NIM : 113 08 118 118
ENGLISH DEPARMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2013
MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITTUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. (0298) 323706 Salatiga 50271 Website: Website: www.stainsalatiga.ac.id Email: Email: administrasi@stainsalatiga,ac.id
DECLARATION
In the name of Allah, the most Gracious and the most Merciful. Herby the writer fully declares that the graduating paper is made by the writer himself and it is not containing materials written or has been published by other people’s ideas except the information from the references. The writer is capable to account for this graduating paper if in the future it can be proved
of containing others’ ideas or in fact the writer imitates the others’ graduating paper. Likewise, the declaration is made by the writer and he hopes that this declaration can be understood.
th
Salatiga, August 23 , 2013 The Writer,
AJ BASTIAN NIM: 113 08 118
MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITTUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. (0298) 323706 Salatiga 50271 Website: Website: www.stainsalatiga.ac.id Email: Email: administrasi@stainsalatiga,ac.id
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Rr. Dewi Wahyu Mustikasari, M.Pd.
Salatiga, August 23 , 2013
The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga
ATTENTIVE CONSELOR NOTES
Case: AJ Bastian’s Graduating Paper Dear The Head Master of State Islamic Studies Institute of Salatiga
Assalamu’alaikum. Wr. Wb. After reading and correcting AJ Bastian’s graduating paper entitled “A CORRELATION STUDY BETWEEN STUDENT’S READING INTEREST TOWARD THEIR VOCABULARY MASTERY” , I have dedicated and would like to propose that if
could be accepted by educational faculty, I hope it would be examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
MOTTO
MOTHER’S LOVE IS LOVE IS NEVER ENDING YOU’LL NEVER BE ALONE BE ALONE PEACE, LOVE, UNITY AND RESPECT
DEDICATION
This graduating paper dedicated to :
My beloved father (Almadi) and my beloved mother (Kutri Yuliati), thanks for your attention, support, trust, finance, encouragement, and everlasting prayer.
My beloved wife (Eni Irawati) thanks for your support, motivation and spirit.
My wonderful sisters and brothers “Mbak Danie, Mas Arif, Dek Dwik, and Dek Feri” thanks for your prayer.
My best friend “Doni,
Fendi, Syafi’i” thanks for your prayer, support, and motivation to
make this graduating paper to be perfect.
My friends in TBI 08, especially TBI D.
The big family of Al Mina Islamic Islamic Primary School.
All STAIN Salatiga lecturers especially for those who have taught in my class.
ACKNOWLEDGEMENT
Assalamualaikum Wr. Wb
Alhamdulillah …. , in the name of Allah, the lord of universe. Our blesses and praises always go to our prophet Muhammad (peace be upon him) who bring us from darkness to the lightness. Praise to Allah, the compassionate, the merciful for his blessing which come to the writer, in form of support and encouragement to finish this graduating paper.
’s will and effort there are some However, the writer realize that besides the writer ’s helps from many people, friends, and relatives, which made the process of writing much easier, by giving their great helps, and love. In this special occasion, the writer would like to express the special gratitude to : 1. Drs. Imam Sutomo, M. Ag. as the Rector of State Islamic Studies Institute of Salatiga. 2. Mr. Suwardi, M.Pd. as the Chief of Education Program. 3. Mrs. Maslikhatul Umami, S. Pd.I M.A as the Chief of English Department Program. 4. Mrs. Rr. Dewi Wahyu Mustikasari, M.Pd. as the consultant who gives support, guidance, and useful advice. Thanks for all …… 5. All of the lecturers in English Department. 6. All administration staffs and the librarians staffs for their help in both of areas. 7. All of my classmates at TBI D 2008. 8. The big family of STAIN Salatiga.
9. My best friends,
Syafi’i, Fajar, Mas Da’im, Jalu, Andi, Nanang, Subur, and Dimas.
Special thanks to Mr. Deka always support me whenever. 10. For everyone that I cannot mention one by one, thank you very much for everything.
No one is perfect, for better every little thing he does, the writer needs all constructive criticism, opinion, and suggestion. Wassalamualaikum Wr. Wb.
Salatiga, August , 2013
AJ BASTIAN NIM. 113 08 118
ABSTRACT
AJ Bastian : A CORRELATION STUDY BETWEEN STUDENT’S READING INTEREST TOWARD THEIR VOCABULARY MASTERY of the Fourth Semester of English Department Students of Salatiga in Academic Year of 2012/2013. This research analyzed the correlation between reading interest and vocabulary mastery. The objectives of the research are to know the score of reading interest, the score of vocabulary mastery, and to proven the significant correlation between reading interest and vocabulary mastery. This graduating paper intended to be a descriptive quantitative research. The writer applied questionnaire to found the score of student’s reading interest, and the writer applied test to found the score of vocabulary mastery of the Fourth Semester of English Department Students of Salatiga. Then, the writer applied correlation formula to proven the significant correlation between reading interest and vocabulary mastery. The result of this research showed that score of reading interest of the Fourth Semester of English Department Students of Salatiga is good. It can be seen from the result of reading interest score is 77.31%. It showed that the students have interest in reading English book because they often went to library to read English book and did the assignment for presentation which given by lecturer. In this research also showed that score of vocabulary mastery the respondents is excellent. It was known from the result of score of vocabulary test is 83.70%. It showed that the student did most of vocabulary tests and also understood the verb of the text. In this research they understand lecturer’s explanation about vocabulary study. Then the result of correlation formula showed that the r -calculation -calculation is 0.483. To know the significance of variable X to variable Y, r Y, r -calculation -calculation is compared with r -table -table with the number of sample (27) students and the level of significance 5% (0.05), which is 0.381. It proved that r -calculation -calculation is almost the same with r -table -table because r -calculation -calculation is 0.483 while r table is 0.381. It also proved that there was positive correlation between reading interest and vocabulary mastery. Because the correlation between reading interest and vocabulary mastery are significance.
Key words: correlation study, reading interest, vocabulary mastery.
TABLE OF CONTENT
Page
TITLE PAGE ……………………………… ………………………………………………………… …………………………………………………….. ………………………….. .i ………………………………………………………… ………………………………………………...ii ……………………...ii DECLARATION ……………………………… ATTENTIVE COUNSELOR NOTES …………………………………………………………..iii …………………………………………………………..iii STATEMENT OF CERTIFICATION …………………………………………………………..iv …………………………………………………………..iv MOTTO ……………………………… …………………………………………………………… ……………………………………………………… ……………………………..v …..v DEDICATION ………………………………………………………… …………………………………………………………………………………..vi ………………………..vi ACKNOWLEDGMENT ……………………………… ………………………………………………………… ………………………………………..vii ……………..vii ABSTRACT ……………………………………………………… ………………………………………………………………………………… …………………………… … viii TABLE OF CONTENT ……………………………………………………… ………………………………………………………………………… ………………… ix LIST OF TABLES ……………………………… …………………………………………………………… ……………………………………………….x ………………….x Chapter 1
INTRODUCTION A.
Background of the Study …………………………………………………… …………………………………………………… .1
…………………………………………………... 2 B. Limitation of the Problems …………………………………………………... …………………………………………………...3 C. Statement of the Problems …………………………………………………...3 D. Objectives of the
Study ……………………………………………………... ……………………………………………………... .3
Stud y …………………………………………………... …………………………………………………... .4 E. Significance of the Study …………………………………………………... ..5 F. Definition of Key Terms …………………………………………………... G. Previous Studies ……………………………………………………………. .6
…………………………………………………………………... …………... 7 H. Hypothesis ……………………………………………………… …………………………………………………………. …. 8 I. Thesis Organization ………………………………………………………
Chapter II
THEORITICAL FRAMEWORK ………………………………………………9 A. Reading ……………………………………………………………………...9 1. Definition of Reading
………………………………………………...…9 ………………………………………………...…9
2. Purposes for Reading
………………………………………………...….9 ………………………………………………...….9
3.
Benefit of Reading Readin g Skill ………………………………………………..11 ………………………………………………..11
……………………………………………………...14 ……………………...14 4. Reading Strategies ……………………………… ………………………………………………………. ………………………. .16 5. Reading Interest ……………………………… B.
Vocabulary ……………………………… …………………………………………………………… ………………………………… …… 18 1.
Definition of Vocabulary ……………………………………………….18
2. Mastery on Vocabulary ………………………………………………… 19 3. Classes of Vocabulary …………………………………………….….....19
Chapter III
4.
Aspect of Learning Vocabulary ……………………………………… ...22
5.
Influence of Reading Interest to Vocabulary Mastery …………………24
RESEARCH METHODOLOGY ………………………………………………26 A.
Research Methodology M ethodology ……………………………….……………………..26 ……………………………………………………26 1. Type of the Research ……………………………………………………26 ………………………………………………………… ………………………………..26 ……..26 2. Approach ……………………………… 3.
Setting of the Research ………………………………………………….26 ………………………………………………….26
Resear ch …………………………………………………..27 4. Object of the Research 5. Technique of Collecting Data 6.
…………………………………………...28 ……………………………… …………...28
Technique of Data Analysis …………………………………………….30
B.
History and General Situation of STAIN Salatiga …..……………………...32
………………………………………………………………32 ………32 C. Teaching Staff ……………………………………………………… ………………………………………………………………...33 ………...33 D. Official Staff ……………………………………………………… E. Chapter IV
Facilities of STAIN Salatiga ……………………………………………… ..33
DATA ANALYSIS …………………………………………………………….35 A.
Hypothesis……………….…………………………………………………..35
B.
Testing Validity and Reliability of the Questionnaire …………………… ...36
C.
Student’s Reading Interest ………………………………………………….39 ………………………………………………….39
D.
Student’s Vocabulary Vocabular y Mastery ……………………………………………...43 ……………………………………………...43
E.
Correlation between Student’s Reading Interest and Student’s ………………………………………………………...43 ………………………...43 Vocabulary Mastery ………………………………
F. Chapter V
Result of Theoretical Analysis …………………………………………...…46
CLOSURE ……………………………………………………………………...48
………………………………………………………………….48 …………….48 A. Conclusion …………………………………………………… B. Suggestion …………………………………………………………………. 49
BIBLIOGRAPHY APPENNDIX
LIST OF TABLES
Table 3.1 The number of the fourth semester students of English Department of STAIN Salatiga on the academic year 2012/2013 …………………………………………..27 Table 3.2
Indicator of Questionnaire ………………………… ..………………………………29
Table 3.3 The number of Lecturers Staff Staff of STAIN Salatiga on the academic year
…………………………………………………………………………...33 ……………………...33 2012/2013 …………………………………………………… Table 3.4 The number of Official Staff of STAIN Salatiga on the academic year 2012/2013 …………………………………………………………………………...34 Table 4.1
Reliability Calculation
…………………………………...……………………….38
……………………………………………………...41 ……………………...41 Table 4.2 The Questionnaire Calculation ……………………………… Table 4.3 Student’s Vocabulary Test ………………………………………………………… ………………………………………………………….43 .43 Table 4.4 Correlation between Reading Interest and Vocabulary Mastery of Students ……...45
CHAPTER I INTRODUCTION
A. Background of the Study
People use language to ask for and give people information, but as we know that
most knowledge’s information in Indonesia is not only spread orally. People also read by books. Furthermore, both of them are the window of knowledge. The statement above shows that reading is very important. One of important skill in learning English is reading. Reading is important aspect
of student’s learning activity. Reading is an understanding a message explained by the writer through visual and non visual. This activity involves an interaction between thought and language. For the process, the reader processes his background knowledge and text using specific skills and strategies to form expectations or predictions of the meaning of text, then selecting, and using the most productive clues to confirm or reject those predictions (Fauziati, 2005: 139). Reading texts provide opportunities to study language about vocabulary, grammar, punctuation, and the way that construct sentence, paragraphs, and texts. Furthermore, good reading texts can introduce interesting topics, stimulate discussion, and excite imaginative responses (Harmer, 2001:68). Vocabulary is central to language and of critical importance to typical language learner. Without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral and written form. Having a limited vocabulary is also a barrier that
precludes learners from learning a foreign language. When they do not know how to enrich their vocabulary, for example, they often gradually lose interest in learning (Fauziati, 2005: 155). Vocabulary is commonly defined as "all the words known and used by a particular person". Knowing a word, however, is not as simple as simply being able to recognize or use it. There are several aspects of word knowledge which are used to measure word knowledge. Students have to master rich vocabularies to develop and express their ideas in target language because it is the foundation to apply the integrated skills namely listening, speaking, reading, and writing. In language learning, vocabulary takes a very important role. How the learners can understand what they listen, speak, read, and write if they do not understand any word? A learner should keep learning new vocabulary items every day so as to make his or her understanding English better. Based on the explanation above, the writer is
interested in conducting a research entitled “A Correlation Study between Student’s Reading Interest toward their Vocabulary Mastery”.
B. Limitation of the Problems
The writer needs to limit this research because there are many factors that
influence student’s vocabulary mastery. Therefore, the writer choose the factor that influence vocabulary mastery namely reading interest. Reading interest is the independent variable (x) and vocabulary mastery is the dependent variable (y). The writer assumes that reading interest is contributes a lot to vocabulary mastery. Therefore, the
writer is going to investigate and prove that the first variable (x) contributes to the second one (y).
C. Statement of the Problems
The writer formulates the statement of the problems are as follow: 1. How far is the score of reading interest of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013? 2. How far is the score of vocabulary mastery of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013? 3. Is there a correlation between reading interest and vocabulary mastery of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013?
D. The Objectives of the Study
The general objective of the study is to prove that reading interest contributes a lot to vocabulary mastery. The objectives are then specified into the following goals: 1. To find out the score of reading interest of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013. 2. To find out the score of vocabulary mastery of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013.
3. To find out the correlation of reading interest to vocabulary mastery of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013.
E. Significance of the Study
The writer hopes that the result of this research can give information about the
level of student’s reading interest and vocabulary mastery. The writer also hopes that it beings some benefits for the teachers, students, and school especially the students of English Department of STAIN Salatiga.
1. For the College Teacher The positive result of this research can support the English college teacher in their teaching vocabulary. They will know the significance
of reading interest as a student’s
habit that can improve student’s vocabulary mastery. 2. For the University Students The positive result of this research can support the university students to master
English vocabulary. It also will improve the student’s interest of reading. 3. For the English Department
The result of this research also can support the English Department to develop the curriculum of English teaching and learning. The English Department can give recommendation for English college teacher who want to apply the curriculum that make university students reading English actively.
F. Definition of the Key Terms
1. Correlation Correlation is the connection between two things in which one thing changes as the other does (Oxford University Press, 2003: 94).
2. Reading Reading is useful for other purposes too: any exposure to English (provided students understand it more or less) is a good thing for language students. At the very least, some of the language sticks in their minds as part of the process of language acquisition, and, if the reading text is especially interesting and engaging, acquisition is likely to be even more successful (Harmer, 1998: 68). 3. Interest Interest is the feeling of a person whose attention, concern, or curiosity is particularly engaged by something (Oxford University Press, 2003: 197). 4. Vocabulary Vocabulary is a powerful carrier of meaning. Beginners often manage to communicate in English by using the accumulative effect of individual words. A
learner, recognizing the communicative power of vocabulary, might reasonably aim to acquire a working knowledge of a large number of words. The long lists of words and their translations in our exercise books somehow always seem to defy memory,
and even when we can recall the word we want, it doesn’t always seem to fit comfortably into our own sentences (Scrivener Jim, 1994: 73). 5. Mastery Mastery is complete control or the commitment to the ongoing evolution of skill and wisdom in an area of thought or activity through practice, contemplation, application and exploration (Oxford University Press, 2003: 230).
G. Previous Studies
In this graduating paper, the writer took some previous studies from the other graduating paper as comparison. The writer used the other graduating paper, and the title
is “a Correlative Study between Vocabulary Mastery and the Ability to Translate English into Indonesian” by Titik Nurkhasanah in 2005. She was the student of State Islamic Studies Institute of Salatiga. In this graduating paper, she analyzed that there was a significant correlation between Vocabulary Mastery and the Ability to Translate English into Indonesian. The second previous studies to this research, the title
is “a Correlation between
Vocabulary Mastery and Grammatical Competence Towards Translation Skill of a Correlation between Vocabulary Mastery and Grammatical Competence towards Translation Skill of second year students of Smu Muhamadiyah 4 Andong Boyolali in the
academic year 2003/2004, by Shofwan in 2004. He was the student of State Islamic Studies Institute of Salatiga. In this graduating paper, he analyzed that there was a significant correlation between Vocabulary Mastery and the Grammatical Competence Towards Translation Skill.
The third previous studies to this research, the title is “The Correlation Study between Students’ Activeness in Watching English TV Programs and their Vocabulary Mastery”, which has been researched by Sri Widyaningsih in 2004. She was the student of State Islamic Studies Institute of Salatiga. In this graduating paper, she analyzed that
there was a significant correlation between vocabulary mastery and the student’s activeness in watching English TV programs. My research is different from the previous studies because of the reasons: 1. This graduating paper emphasized on o n reading interest of the students. 2. The object of this graduating paper is the fourth semester of English Department students of STAIN Salatiga.
H. Hypothesis
Hypothesis is a predicated answer of research problem with data (Arikunto, 2006:102). Hypothesis is a temporary answer to the problem of research, and the validity still must to be tested empirically. The steps of the research present in this chapter are a summary from the theoretical conclusion which gets from previous studies. Hypothesis is an answer toward research problem which considered most possible and has highest validity (Suryabrata, 1995:69). The writer tries to determine the hypothesis of this
research. The hypothesis of this research is “There is a significant correlation study between students’s reading interest toward their vocabulary vocabular y mastery”.
I. Thesis Organization
This thesis is divided into five chapters. Chapter I contains of introduction. It consists of the background of the study, limitation of the problems, statement of the problems, the objectives of the study, significance of the study, definition of the key terms, previous studies, hypothesis, and thesis organization. Chapter II contains of the Theoretical Framework. The writer explains what the meaning of reading interest, some theories of vocabulary mastery and possible relation between reading interest and vocabulary vo cabulary mastery. Chapter III, the writer describes about research methodology that consist of type of the research, approach, setting of the research, object of the research, technique of collecting data, and technique of data analysis. Furthermore, history and general situation of STAIN Salatiga, teaching staff, official staff and facilities of STAIN Salatiga. In chapter IV, the writer explains the data analysis that consist of hypothesis, testing validity and reliability of the
questionnaire, student’s reading interest, student’s vocabulary mastery, correlation between student’s s tudent’s reading interest and student’s vocabulary mastery, the last is result of theoretical analysis. In Chapter V, the writer ends the graduating paper by giving conclusion and suggestion.
CHAPTER II
THEORETICAL FRAMEWORK FRAMEWORK
A. Reading 1. Definition of Reading
There are many definitions and the goal of reading because of the complexity of the reading process. It is the suitable reason to discuss the difference of it. According to Nababan (1993:164) that reading is a complex activity because it depends on the language skill and the level of intellectual activity of the reader. According to Fauziati (2005:138) briefly it states that comprehending a text is
an interactive process between the reader’s background knowledge and the text. Efficient comprehension, thus, requires the ability to relate the textual material to
one’s own knowledge. It can be inferred that reading is an interactive and interpretative process. The reader process his background knowledge and the printed text using specific skills and strategies to form expectations or predictions about the text, selecting and using the most productive cues to confirm or reject those predictions. This process takes place until the reader is satisfied with the information he gets from the printed message, and then, reacts to it accordingly (Fauziati, 2005: 139).
2. Purposes for Reading
According to Risdianto (2012:94), there are some purposes for reading, namely:
a. For pleasure or for personal reasons to find general information such as what a book is mostly about. b. To find a specific topic in a book or article. c. To learn subject matter that is required for a class. Once students have mastered the basic decoding skills, they will begin to read for a variety of purposes. If they are reading a book or article for fun or if they simply want to know about a particular subject such as frogs, they may want to read fast. It
isn’t necessary for them to read every word or even know the meaning of every word in the text. According to Risdianto (2012:95), they can do some of this step: a. Skimming for General Information
Students who want to find general information about a subject such as “Frogs” will want to skim through a book or several books to determine how the books are organized and what they cover. When they skim, they run or flip through the pages of the book or article quickly to find out whether it might cover the information they need. b. Scanning for Specific Information When a student wants to know how tadpoles (Indonesian:berudu, cebong) become frogs, he will need to scan a book or article about amphibians or frogs to find out whether the material covers tadpoles. When he scans, he will look at the title, the table of contents, the headings, and the index to find out if the material gives information about tadpoles. c. Reading to Learn
Another purpose for reading calls for reading carefully and slowly. When a student studies for a test, he will want to skim the book or chapter first to see what it covers. Then he will read the headings and subheadings to discover how the book is organized. He should try to make connections between the material and what he already knows.
3. Benefit of Reading Skill
In addition, reading has many benefits and function. There are 8 (eight) reading functions according to St. Y. Slamet (2007) as quoted by P Iwuk (2007:8). The functions of reading such as: a.
Intellectual Function Reading has intellectual function if with reading the learner can improve
intellectuality and our brain power. For example: when the learner read research report, journal, or graduating paper. The material like that can be helping everyone to brain sharpen. b.
Increase the Creativity After usually in reading the learner often fell challenging for doing something
new or new things. The new things appear because the learner gets some information from reading. For example: read the material of text which built the inspiration for write a poem. c.
Practically Function The practically function of reading when the learner read, the learner get some
information which have the practically quality or building on practice. The
information which has the practically quality is information in our mind about the real activity or bring into reality. For example: reading about the manner of make a kite, prescription to make beverage and food, take a picture technique, etc. d.
Recreatively Function The meaning of reading with recreatively function is reading to get some
entertainment. For example: reading the popular novel, funny stories, or pictures stories. e.
Informative Function The meaning of reading with informative function is reading to get some
information. The information can organized as anything what the learner need in daily life.
After The learner get some information, maybe the learner don’t do
anything. However, the learner still remembers the information in our mind. The learner can put outside or using some information anytime the learner need. f.
Religious Function In this function, reading can using for improve the faithful, right thinking, and
near himself with god. For example: when the learner read the material which has the quality religious, like spiritual magazine or holy book. g.
Social Function Reading with social function is reading in an oral manner and high pitched.
When the learner read the others people can get some information from listened what the learner read. The learner can give some benefit from reading activity with attitude instruction such as pronounce, deed, and think. The example of reading activity is like reading news, reading belles letters, and reading announcement.
h.
Disappearance of Quiet Function The learner get the reading function as disappearance of quiet when the
learner have some purpose to fill the time off. The learner wants to read just for spending the time. For example: reading magazine or a news paper when the learner
waiting friends or doesn’t have activity except reading a book. In teaching and learning process, reading is very important for achieving success for teachers and students. The students will have more positive activities if they use part of their time to read English book continually, they can plan how long they need to read an English book. Then the teachers will have an important part of their job. Many of them want to be able to read texts in English for achieving their careers, for study purposes and others. Reading is a good thing for language students. At very least, some of the language aspect that in their minds as part of the process of language acquisition and it will be more successful if reading text is especially interesting and engaging (Harmer, 2001:68). Beside that, the students also have their purposes why they read English book or others. The purpose of the reader is an important aspect of reading. It is also useful for understanding process of entire reading, and the purpose of reading can be found (Djiwandono, 2001:76). According to Nababan (1993:164) that there are two purposes of reading: a. To know the contents of text tex t efficiently. b. To get information:
Cognitive and intellectual information, this is applied by reader who want to add their own knowledge.
Reference and factual information, it is applied by reader who want to know the real facts in the world.
Effective and emotional information, this is applied by reader who want to discover the enjoyment in reading.
4. Reading Strategies
There are many strategies of reading. It is applied by many readers. They will choose different way to read. According to Johan (2004: 1-10) that there are five macro skills of reading: a. Deducing the meaning of words from contexts Deducing the meaning of words from contexts is reading by looking for the attending words and phrase of words. In order to know the functions of words and the kinds of the words. So, the meaning of word can be found. b. Understanding the form and meaning of non-idiomatic phrases. Meaning of Non-idiomatic phrases is the definite meaning. For example: Noun phrase, gerund, participial phrases, etc. c. Understanding sentence meaning through syntactical structures This skill is the application of the grammatical knowledge especially in syntax. It is in the word and phrase identification, or the functional sub-clause such as subject, verb, object, and complement. d. Recognizing and understanding rhetorical structures
Understanding rhetorical structures are include the understanding of meaning, function of words, phrase, discourse markers, and a certain structure that is used by writers to explain their idea. Rhetorical structures can be found in the level of sentence, paragraph or inter-sentences, and level of the text entirely. e. Critical reading skills
Understanding the purpose of the writer For example: the writer wants to give information, guessing the idea, or influence the reader, etc.
Understanding point of view of the writer The writer sees the problem from many points of views such as: economic, politic, education, religion, etc.
Understanding intonation of the writer The writers have humor or serious intonation for their written. According to Fauziati (2005:141) that to be to read well, learners have to
detect and select the right clues to form concepts or meaning. There are some activities which are done by the readers in order to understand texts-based processing skills. a. Recognizing word To find the word means by using context clues. Then, figure out the unfamiliar word by word analysis that is recognizing the p arts of word. b. Recognizing Phrases In order to enable the reading learners understand the meaning of the word, they have to be able to recognize the position of the word in phrases. For that
purpose, they should see and understand the characteristics of the phrase and know how it is functionally constructed. c. Recognizing Structures Students learn about the types of sentences: simple, compound, and complex sentences. They are also familiar with the classification of sentence into declarative, interrogative, and imperative sentences. d. Discourse Analysis Discourse analysis enables students to get interpretation meanings of ideas those carried by reading text. The students need to be familiarized with sentences.
5. Reading Interest
Reading interest is a feeling that accompanies or causes special attention to reading. The students will read actively if they are interest in reading. Because it can make them consider reading activity as a habitual activity for them. Interest is very influence for reading activeness. Because of reading for and achievement in reading
are also dependent upon the student’s motivational reading, and poor reading or reading failure may be caused by lack of interest. To achieve in reading, the students must want to learn. The students generally come to school wanting to learn to read. However, when the students are disabled readers, they almost certainly do not want to read. Teachers must know how to get the disabled reader interested in reading and they must also be concerned with the type and the readability of reading materials that will
encourage extensive and that will raise the
student’s general level of reading interests
and tastes. According to Ortlieb (2010:2) that is imperative that teachers use nontraditional texts to engage readers so that students do not become disinterested in the reading process. Too many times, students develop a dislike toward reading, which can last a lifetime. Beneath layers of frustration and previous failures, there lies an urge to read within every student. Often, students love to read other types of printed text such as magazines and newspapers while they would not even consider reading a book. According to Ortlieb (2010:5) interests are positive attitudes of attraction toward objects or events. They are learned responses which predispose the organism to certain lines of activity and which facilitate attention. Interest is the set of attending, the tendency to give selective attention to something. Interests arise through the interaction of basic needs and the means used to satisfy them. The child who is interested in reading is usually the child for whom reading satisfies the basic needs of personal adequacy or o r self-esteem, esteem of others, curiosity, or success.
B. Vocabulary 1. Definition of Vocabulary
Vocabulary is one of the elements of language learning. Vocabulary is one of the most obvious components of language and one of the first things applied linguists turned their attention to (Richard, 2001:4). Vocabulary is one of the most important
parts of language. Without vocabulary, a language langu age will not be formed. Any language in this world has vocabulary which is different from one and other, either in the way of pronunciation or writing, thought the purpose of giving the meaning is the same to express the existence of something either an abstract o r concrete thing. The existence of vocabulary has an important role in any language event.
Accordingly, it’s necessary to know the meaning or definition of vocabulary. Vocabulary is a powerful carrier of meaning. Beginners often manage to communicate in English by using the accumulative effect of individual words. A learner, recognizing the communicative power of vocabulary, might reasonably aim to acquire a working knowledge of a large number of words. The long lists of words and their translations in our exercise books somehow always seem to defy memory,
and even when we can recall the word we want, it doesn’t always seem to fit comfortably into our own sentences (Scrivener Jim, 1994: 73). However, a new vocabulary item may be more than a single word, for example : public- car, father in law, etc. which are constructed of more than one word but expressing one single meaning unit. In learning vocabulary, it is important for students to understand the meaning of the new language. People talk in order to express the meaning of their thoughts, and they listen in order to discover the meaning of what other say. Without meaning there would be no real point in language. Based on the explanation above, the writer concludes that vocabulary is the total number of words, written or spoken that has certain meanings from a certain group of people.
2. Mastery on Vocabulary
Every language has vocabulary and the mastery on vocabulary plays a very significant part in learning new language. We can not master a language well unless we have a good mastery on vocabulary we are learning. In learning a foreign language is basically a matter of learning the vocabulary of language. The English language has a vocabulary of half a million words. The mastery on vocabulary is the
vital aspect in learning language. As Burton and Humpries (1992:65) said that, “your vocabulary is the range of words that you can use. The larger it is, the better will be your performance in all aspects of English language work. A large vocabulary helps you to express your ideas precisely, vividly, and without repeating yourself in
composition.” Therefore, vocabulary has an important role because it is the basic instrument of language.
3. Classes of Vocabulary
According to Victoria Fromkin (1999:64), there are two classes of words, namely: a. Lexical content words In English, nouns, verbs, adjectives, and adverbs make up the largest part of the vocabulary. They are the content words of language, which are sometimes called the open class of lexical items because we can and regularly do add new words to them. Modem, for example, was added to the classes or nouns as a result of developments in personal computing. b. Function words
Conjunction such as and and or , preposition such as in or of , the articles the and the and a/an, a/an, part of the class of determiners, determiners, and pronouns have been referred to as closed class words that words that is called grammatical called grammatical or function words w ords.. It is not easy to think of new conjunction or preposition or pronouns that have recently entered the language. According to Brown (1995:372) that have been analyzing to more than 100 ESL students, that resulted in a very clear model where the strategies fall into five essential steps :
Encountering new words The first essential step for vocabulary learning is encountering new
words, that is having a source for words. The student’s strategies here included learning new words by reading books, listening to TV and radio or reading newspapers and magazines. As far as incidental learning of vocabulary goes, this step is obviously the most vital.
Getting the word from The second essential step to vocabulary learning is getting the word form. This step was shown in comments such as associating new words with words that have similar sound in native language, in example :
o
Demonstration
(English)
Demonstrasi
(Indonesian)
o
Production
(English)
Produksi
(Indonesian)
o
Performance
(English)
Performa
(Indonesian)
Getting the word meaning
The third essential step in vocabulary learning is getting the word meaning. In this step learners often get close to the meaning of the English word based on the context. In example, upon, as used in the test sentence does relate to time, but it does not mean since, after, once or by. Usually learners guessing the words meaning from the situation, discourse, and context.
Consolidating word form and meaning in memory
The fourth necessary step revealed by Brown and Payne’s analysis is the consolidation of form and meaning in memory. This step may be become the hardest step for the learners, but this difficulty can solve with, using flashcards, covering one side of the aired lists (words and their meanings) and trying to guess the other, drawing lines between words in one list and their meaning in another list with a different order. Although this method may not be as curtaining as others, there are sufficient persons who have learned languages in this way.
Using the word The final step in vocabulary learning is using the word. Some would argue that this step is not necessary if all that is desired is a receptive knowledge of the word. However, if the goal is to help learners move as far along the continuum of word knowledge as they can, word use is essential. Based on explanation above, the writer concludes that learning vocabulary of a language needs more practices and patients. The learner
can not learn it from one source only. They should try many ways that can help them in enlarge their vocabulary and the last, learner can not master many vocabularies of a language in a short time.
4. Aspect of Learning Vocabulary
In learning vocabulary to get the appropriate meaning of the words of sentences, the thing that must be considered is sense relation. It is important to distinguish the meaning of individual item of what they mean in the real word, their meaning in relation to other words within the vocabulary system of the language Mccharty (1990:14). Beside that there are many important aspects in learning vocabulary. They are : a. Synonym Synonym means that two or more words have the same meaning Mccharty (1990:16). Many words in English appear very close in the meaning to each other. For example :
Short
=
small
Good
=
better
Finish
=
end
Toilet
=
lavatory
b. Antonym Antonym means that the word that is opposite in meaning to the other Mcharty (1990:17). For example :
Large
><
small
Close
><
open
Difficult
><
easy
Little
><
big
c. Homonym Homonym is word spelt and pronounced like another word but with a different meaning, for example :
Beach
-
bitch
Head
-
hat
See
-
sea
Peace
-
piece
Our
-
hour
d. Idioms Idiom is group of words with a meaning that is different from the meaning of all the individual words. For example :
At last
(finally)
Called up
(telephone)
Get on
(entire)
Talk over
(discussion)
e. Quantifiers Victoria Neufeldt (1991:1099) defines quantifiers is logic word, term, prefix, symbol, etc. that quantifies. Examples: Someone
anyone
everyone
no one
Somebody
anybody
everybody
no body
none
Something
anything
nothing
From the explanation above, the writer concludes that in general, vocabulary can be classified into some parts covering all words in language. After knowing some points of vocabulary, it is clear that the students should have a great skill on vocabulary. Not only mastery in a rich vocabulary but also recognize and understand about the words and words meaning adequately.
5. Influence of Reading Interest to Vocabulary Mastery
Reading has been the skill most emphasized in traditional Foreign Language (FL) teaching, and even today is the mainstay of English as Foreign Language (EFL) instruction in many countries (Risdianto, 2012:35). Reading interest has a significant correlation with the advance of country. Especially for English language study, reading interest is very useful for students. By reading as a habitual activity, they will use their time to do positive activity. It is believed that they will get information little by little. Reading texts also provides opportunities to study language, vocabulary, grammar, punctuation, and the way that construct sentence, paragraphs, and texts. Finally, good reading texts can introduce interesting topics, stimulate discussion, and excite imaginative responses (Harmer, 2001:68). Therefore, the writer can assume that reading interest can influence the other aspects of language study especially vocabulary mastery. Thus, in this research the students can improve their vocabulary mastery by reading English text or other.
CHAPTER III RESEARCH METHODOLOGY
A. Research Methodology 1. Type of the Research
This is a correlation research. A correlation research is a detection of the correlation between one variable and others based on the available correlation coefficient (Suryabrata, 2009:82).
2. Approach
In this research the writer applies a quantitative approach. Quantitative is a process of getting knowledge by using a number numbe r of data as instruments to explain the subject (Margono, 2005:105). 3. Setting of the Research
The research conducted at English Department of STAIN Salatiga, located on Jl. Tentara Pelajar No. 2. It is one of principle Islamic University in Salatiga and it has one of good Islamic English education in the right environment to improve the English subject. The students who want to study there should have good achievement in their Senior high school.
4. Object of the Research
a. Population
According to Suharsimi Arikunto (2010:173) “Population is all research objects. The research is a population research. When there are someone wants to make research all elements in the research area, the study or research is also being the
population study or census study. “ The population took as source of this research was all the fourth semester students of the English Department of STAIN Salatiga on academic year 2012/2013. The total numbers of this population were 134 students. The detail data of population as follows: Table 3.1
The number of the fourth semester students of Eng lish Department of STAIN Salatiga on the academic year 2012/2013 No.
Class
Male
Female
Total
1
TBI A
8
20
28
2
TBI B
10
17
27
3
TBI C
9
15
24
4
TBI D
8
22
30
5
TBI E
10
15
25
45
89
134
Total Resource: Academic Stain Salatiga
b. Sample Sample is a part of the population which is investigated (Arikunto, 2006: 131). The writer used the method of population research, if the research subject less than 100 is better to take all of it. Thus, it is regarded as a population research. If the research subject more than 100, the researcher can takes 10-15% or 20-25% from the population (Arikunto, 2006:134). Because of the population of this research are more than 100, so the writer takes 20% of the population to represent total of 27 students. The random sampling chosen because the writer
took sampling with “mixing” the subject of population research and all subjects were having the same characteristic. Thereby, the researcher gave equal right to choose the subjects of study as the sample.
5. Technique of Collecting Data
This research used a question and a test as instrument. In this case, the writer gave the reading interest question and vocabulary test to get the data or information
about the students’ interest in reading and their vocabulary mastery. The techniques for collecting the data the writer has used two techniques, they are: a. Questionnaire Questionnaire is commonly used as a research method chosen to collect the data. According Arikunto questionnaire is the number of written questions that used
to
acquire
information
from
respondents
(Arikunto,
2006:
151).
Questionnaire in this research was question or statement about student’s reading interest that given to the students to find out information about how far their reading interest. The writer chose columns of scale as an indication for strongly agree, agree, disagree, and strongly disagree. The questionnaire consists of 20 items of statements.
This is the dependent variable. The student’s interest in reading English indicated by the following 7 indicator : Table 3.2 Indicator of Questionnaire NO
Indikator 1 : Many experiences in reading
1
Saya suka membaca materi kuliah bahasa inggris dari internet, buku, majalah dan Koran.
2
Saya selalu membaca materi kuliah sebelum perkuliahan.
Indikator 2 : Habitually in reading 3 4 5
Saya selalu mempersiapkan materi kuliah bahasa inggris secara mandiri atau berkelompok. Saya selalu meluangkan waktu saya dengan membaca teks berbahasa inggris seperti buku, novel, dan Koran. Saya selalu memanfaatkan lirik lagu, movie/film untuk menambah vocab/kosa-kata vocab/kos a-kata saya.
Indikator 3 : Reading Hobbies 6
Saya suka membaca teks-teks bahasa inggris yang berkaitan dengan mata kuliah saya.
7 8
Saya sering membeli buku, novel, dan Koran berbahasa berbahasa inggris di toko buku. Hobi membaca buku-buku berbahasa inggris sangat menyenangkan dan tidak ketinggalan zaman.
Indikator 4 : To know something / to get information 9
10
11
Saya selalu mencatat dan mengingat kata-kata bahasa inggris yang sulit kemudian untuk dicari artinya. Ketika ada teks berbahasa inggris yang sulit dipahami, saya selalu mendiskusikannya dengan teman dan dosen. Saya sering mencari dan membaca buku-buku berbahasa inggris di perpustakaan dan online resources di internet untuk membuat tugas yang diberikan dosen.
Indikator 5 : Pursuit achievement 12
13 14
Saya membaca banyak resources books seperti teks narrative, descriptive, genre dll, untuk membuat teks yang baik. Saya selalu menyisihkan uang saku untuk membeli buku mata kuliah bahasa inggris, makalah atau presentasi. Saya selalu mempersiapkan, membaca dan mengerjakan tugas presentasi bahasa inggris.
Indikator 6 : Satisfaction in reading 15
16 17
Saya berlangganan novel, majalah dan Koran berbahasa inggris untuk menambah kosa-kata baru. Kegiatan membaca teks narrative, descriptive, genre dll membuat motivasi belajar saya terus meningkat. Kegemaran mendengarkan lirik lagu dan film berbahasa inggris menambah kosa-kata kosa-ka ta saya.
Indikator 7 : Support and motivation 18
19 20
Orang tua saya selalu menyuruh untuk selalu rajin membaca teks berbahasa inggris setiap hari. Tugas dari dosen memotivasi saya untuk membaca pembuatan teks/genre melalui tugas presentasi. presentasi. Fasilitas hotspot area mendukung saya dalam proses membaca yang lebih baik.
b. Test
Test is a stimulus instrument which is given to a person, which the purpose to get the answer which is used to decide a score number (Margono, 2004:170). Testing provides a form of feedback, both learners and teachers. Moreover, testing has a useful backwash effect: if learners know they are going to be tested on their vocabulary learning, they are may take vocabulary learning more seriously (Thornbury, 2002:129). This method was to know the score of
student’s vocabulary mastery. The writer used single test double tr ial ial technique, with this technique the writer only used one test b ut doing as many twice try out. The test that given to the students divided into ten variables, that was objective test to know the level of students reading interest and vocabulary mastery test in the form developing a topic of subjects. This method was to know
the score of student’s vocabulary mastery. Based on the vocabulary test there were 10 variables that tested, there were 20 numbers depend on the each variables :
Content words on the test number 2 and 9
Function words on the test number 1, 11 and 12
Encountering new words on the test number 13
Getting the word form on the test number 16 and 18
Getting the word meaning on the test number 14 and 15
Consolidating word form and meaning in memory on the test number 3
Using the word on the test number 8 and 10
Synonym on the test number 19 and 20
Antonym on the test number 17
Deducing meaning from the form on the test number 4, 5, 6 and 7
6. Technique of Data Analysis
To calculate the data obtained, the writer used the data as follows: 1. To calculate the score of reading interest, the writer applied the following formula:
P
= ∑ X
x 100%
N x 100 P
: Percentage : The sum of reading interest score : Number of the samples
∑X N
2. To calculate the score of vocabulary mastery, mastery, the writer applied the the following formula:
P
= ∑ Y
x 100%
N x 100 P
∑X N
: Percentage : The sum of reading interest score : Number of the samples
3. To calculate the correlation between reading interest and vocabulary mastery, the writer applied correlation formula:
– (∑X)(∑Y) N∑XY – (∑X)(∑Y)
r=
√{N∑X² - (∑X)²} {N∑Y² - (∑Y)²}
r
: Product moment correlation coefficient of variable X and Y
∑XY : The sum of the product multiplying of vocabulary test scores and the questioner’s scores ∑X
: The sum of the reading interest scores
∑Y
: The sum of vocabulary mastery scores
∑(X)² : The sum of reading interest interest square ∑(Y)² : The sum of vocabulary mastery square N
: The total number of samples
B. History and General Situation of STAIN Salatiga
Since established until now, STAIN Salatiga has passed the long history, and many time institutional changes. In the beginning STAIN Salatiga established because of the desire of islamic society in Salatiga to have islamic studies institute. Finally the hope of islamic society in Salatiga had been answered. In 1997, STAIN Salatiga established, with notarical document of Indonesian President Number 11/ 1997, exactly on March 21. With this decision, STAIN Salatiga become an independent institution under supervisor of Indonesian Religion Department. Therefore STAIN Salatiga has same position and function with other institution or university. The location of STAIN Salatiga is on Tentara Pelajar street number 2 Salatiga.
C. Teaching Staff
In teaching learning process, teachers have important roles. Their existence is always needed in every school or education institution. They gave material of subjects. There were data of STAIN Salatiga about abou t the teachers or lecturers : Table 3.3 The number of Lecturers Staff of STAIN Salatiga on the academic year 2012/2013 No.
Education degree
Male
Female
Total
1
S3
15
0
15
2
S2
63
26
89
3
S1
3
5
8
82
30
112
Total
Resource: Academic Stain Salatiga
D. Official Staff
To manage the educational activities, every institution needs official staff. It is expected that every activity can be performed effectively and efficiently, so that the goal of teaching can be achieved. The official staffs are hoped that the duties which are given to them can be done well, so the official can help the educational activities. There are the data about the official staff of STAIN Salatiga:
Table 3.4 The number of Official Staff of STAIN Salatiga on the academic year 2012/2013 No.
Education Degree
Male
Female
Total
1
S2
4
2
6
2
S1
23
16
39
3
SMA
6
2
8
33
20
53
Total
Resource: Academic Stain Salatiga
E. Facilities of STAIN Salatiga
To develop the quality of education, teaching learning process equipment and facilities have the main role in the educational process. The institution must try to fulfill them. Therefore, the teaching learning process can be successful. Especially in English department, they have language laboratory to conduct teaching learning process. The students do not always go to the laboratory, they can go to the classroom for studying
English. There are student’s chairs, a table, and a chair for lecturer, a white board and electric lamp. Other facilities are the library and internet. The library is one of major supporting facility to fulfill scientific information needed by the students. Meanwhile, the library could become an assessment of quality in the institution.
CHAPTER IV DATA ANALYSIS
In this study the writer analyzed data collected from twenty seven students of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013. Analyzing the data included calculating and interpretation of the research finding. Interpretation of research finding needed a research finding. Interpreting of the research needs a research hypothesis. Therefore, the writer tried to review the hypothesis first. A. Hypothesis
Hypothesis is the temporary answer in a research until the end of a research
(Arikunto, 2010: 110). In this research, the writer found out the correlation of student’s reading interest toward their vocabulary mastery. There were two variables that analyzed in this graduating paper, namely: 1.
Independent variable ( X ) is student’s reading interest.
2.
Dependent variable ( Y ) is student’s vocabulary mastery.
Based on the description above, the researcher has two hypothesis as follow: 1. Ho ( statistical / null hypothesis): there is no correlation between students reading interest toward their vocabulary mastery. 2. Ha ( calculative hypothesis): there is correlation between students reading interest toward their vocabulary mastery. B. Testing Validity and Reliability of the Questionnaire of Pilot Study
1. Validity
Validity is the something measure to show the precise and reasonable an instrument. A validity instrument has high validity value. On the contrary, if validity instrument minus it shows that low validity (Arikunto, 2006: 168). In this step, the writer gave the questionnaire to 27 respondents (they are not the samples of the study) to analyze the validities using validity external with deviation price to find out the significance of the variable, with r table (n= 27, {α1%
= 0.505 } {α5% = 0,396 }. The
example to established testing validity (the questionnaire calculation for number 1, for number 2 – 20 calculation using the Microsoft excel program. The other result can be seen on the questionnaire validity table).
Where :
n = 27
r calculation calculation = 0,6513 r tabel tabel= 0,396 (5%) 0,505 (1%) Thus, because of r-calculation r-calculation ≥ r -table, -table, so the questionnaire number 1 Valid.
2. Reliability Table 4.1 Reliability Calculation
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Ganjil (X) 42 22 38 33
Genap (Y) 41 18 31 30
33 28 32 34 34 28 26 46 23 28 41 29 36 20 33
33 28 31 30 37 32 30 43 24 27 36 27 34 18 36
2
2
X
Y
XY
1764
1681
1722
484
324
396
1444
961
1178
1089
900
990
1089
1089
1089
784
784
784
1024
961
992
1156
900
1020
1156
1369
1258
784
1024
896
676
900
780
2116
1849
1978
529
576
552
784
729
756
1681
1296
1476
841
729
783
1296
1156
1224
400
324
360
1089
1296
1188
27
21 36 35 34 32 37 36 28
22 33 30 37 32 32 34 27
SUM
801
772
20 21 22 23 24 25 26
441
484
462
1296
1089
1188
1225
900
1050
1156
1369
1258
1024
1024
1024
1369
1024
1184
1296
1156
1224
784
729
756
26697
24738
25588
where: n = 27
r=
27 x 25588 – (2086) (2260) 2
2
√ {(27 x 26697 – (801) } {27 x 24738 – (772) }
The next calculation value r 11 with Spearman-Brown formula :
Compare with rtabel value (5% 0,396 dan 1% 0,505) R11>rtabel , so the questionnaire is reliable.
From the result above, the writer saw that the questionnaire has score reliability 0,939. Thus, because of r-calculation r-calculation ≥ r -table, -table, so the questionnaire that is used by writer can be believed. On On the strength of validity and and reliability on the table 4.1 4.1 and 4.2 can be concluded that that the instruments can be accepted.
C. Student’s Student’s Reading Interest
The purpose of this graduating paper was to
discuss the correlation between student’s
reading interest and student’s vocabulary mastery. The students should be read English text or book in order to improve their vocabulary mastery. Reading interest in this research is the level of reading interest habit. Those habits is reading English story book, magazine, text narrative, descriptive, genre, etc. That be done by the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013. The writer was able to give information
about student’s reading interest score of the
fourth semester of English Department students of STAIN Salatiga in academic year of
2012/2013. To know the percentage of student’s reading interest score, the writer showed the questionnaire calculation (Table 4.2).
Table 4.2 The Questionnaire Calculation
1.
0
ANSWER 2 3 4 0 5 7
2. 3. 4. 5. 6.
4 0 0 0 0
12 3 2 3 8
4 8 13 9 8
0 6 5 7 4
0 3 0 1 0
4 0 0 0 0
24 6 4 6 16
12 24 39 27 24
0 24 20 28 16
0 15 0 5 0
40 69 63 66 56
50 86.25 78.75 82.5 70
7. 8. 9.
0 0 0
4 0 2
10 16 5
5 4 13
1 0 0
0 0 0
8 0 4
30 48 15
20 16 52
5 0 0
63 64 71
78.75 80 88.75
10. 11. 12. 13. 14.
3 4 1 0 5
2 3 6 1 4
7 7 9 9 10
8 5 2 10 1
0 1 2 0 0
3 4 1 0 5
4 6 12 2 8
21 21 27 27 30
32 20 8 40 4
0 5 10 0 0
60 56 58 69 47
75 70 72.5 86.25 58.75
15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.
1 0 0 0 6 0 8 0 3 0 2 2 0
4 2 7 1 10 3 7 3 5 2 1 2 3
14 5 10 8 4 5 2 8 3 10 8 6 8
1 0 1 8 42 7 6 0 4 15 3 0 0 14 30 11 0 0 2 24 0 0 6 20 12 12 0 0 6 15 0 3 8 14 6 6 3 0 6 24 2 7 3 10 9 3 5 0 4 30 7 2 2 2 24 10 0 2 4 18 6 3 0 6 24 SUM OF SUBJECT SCORE
4 28 12 44 0 48 0 24 8 12 28 40 24
0 30 0 0 0 0 15 15 35 25 10 0 15
55 77 56 70 38 69 43 69 65 71 66 64 69
68.75 96.25 70 87.5 47.5 86.25 53.75 86.25 81.25 88.75 82.5 80 86.25 2087.5
NO
1
P
=
5 40
TOTAL
TOTAL X (10/8)
0
SCORE 2 3 4 0 15 21
76
95
5 8
∑ X
1
x 100%
N x 100 Where is
:
∑ X
: 2087.5
N P
=
: 27
∑ X
x 100%
N x 100 P
=
2087.5
x 100%
27 x 100 P
=
2087.5 27
P
= 77.31% From the questionnaire result, it can be known that among 27 students have different levels of reading interest score. The highest score is 96.25 and the lowest score is 47.5 from total score 100. Thus, the entire percentage of reading interest score of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013 is 77.31%.
It means that the student’s reading interest is good. The result of
the analysis is first, the students often read English texts such as English story book, magazine, text narrative, descriptive, genre, etc. The result of the analysis is first, the students often read English texts such as English story book, magazine, text narrative, descriptive, genre, etc. They also like watching English movie. Beside that, most of them used their time to read English text when have assignment from their teacher and to got a good mark.
D. Student’s Vocabulary Mastery
The writer was able to give information about the student’s vocabulary mastery in the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013 based on the result of vocabulary test.
Table 4.3
Student’s Vocabulary Test NO
NAME CODE
1 2 3 4
LA FM IS FWN
90 80 95 85
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
RI AF MI SS LG SR FF RAF AR DR FQA PRF DSAP MH IL HA AK
95 90 75 85 90 85 85 90 70 70 70 90 75 95 60 90 90
22 23 24 25 26 27
RH IN IR SA MS NA SUM
=
P
SCORE (Y)
∑ Y N x 100
Where is
:
∑ Y
: 2260
N
: 27
x 100%
100 75 100 75 80 75 2260
P
=
∑ Y
x 100%
N x 100 P
=
2260
x 100%
27 x 100 P
=
2260 27
P
= 83.70%
The score of student’s vocabulary mastery of the fourth semester of English Department students of STAIN Salatiga is excellent. It is proven by result of vocabulary test that highest score is 100 and the lowest score is 60 from total score 100. Therefore the entire percentage of vocabulary test score of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013 is 83.70%. It meant that between
the questionnaire’s result 77.31% and vocabulary test’s result were
elation came near. The next point, the writer explained the corr elation
between questionnaire’s
result and vocabulary test’s result in order to know the detail result of the research.
E. Correlation between Student’s Reading Interest and Student’s Vocabulary Mastery
In order to find out a good arrangement, the writer applied a statistic formula to
observe correlation between students’ reading interest and student’s vocabulary mastery. The analyzed of the correlation for both variables as follow:
The correlation formula is as follow:
r=
n∑XY – (∑X)(∑Y) – (∑X)(∑Y) √ n X² -
X²
n Y² -
Y²
TABLE 4.4
CORRELATION BETWEEN READING INTEREST AND VOCABULARY MASTERY OF STUDENTS NO
NAME
X
Y
X²
Y²
XY
1
LA
95
90
9025
8100
8550
2
FM
50
80
2500
6400
4000
3
IS
86
95
7396
9025
8170
4
FWN
79
85
6241
7225
6715
5
RI
82
95
6724
9025
7790
6
AF
70
90
4900
8100
6300
7
MI
79
75
6241
5625
5925
8
SS
80
85
6400
7225
6800
9
LG
89
90
7921
8100
8010
10
SR
75
85
5625
7225
6375
11
FF
70
85
4900
7225
5950
12
RAF
72
90
5184
8100
6480
13
AR
87
70
7569
4900
6090
14
DR
59
70
3481
4900
4130
15
FQA
69
70
4761
4900
4830
16
PRF
96
90
9216
8100
8640
17
DSAP
70
75
4900
5625
5250
18
MH
87
95
7569
9025
8265
19
IL
47
60
2209
3600
2820
20
HA
86
90
7396
8100
7740
21
AK
54
90
2916
8100
4860
22
RH
86
100
7396
10000
8600
23
IN
81
75
6561
5625
6075
24
IR
89
100
7921
10000
8900
25
SA
82
75
6724
5625
6150
26
MS
80
80
6400
6400
6400
27
NA
86
75
7396
5625
6450
2086
SUM
2260
165472
191900
n∑XY – (∑X)(∑Y) – (∑X)(∑Y)
r=
√{n∑X² - (∑X)²} {n∑Y² - (∑Y)²} Where
r=
∑XY : 176265
:
∑X
: 2086
∑Y
: 2260
N
: 27
∑X²
: 165472
∑Y²
: 191900
n∑XY – (∑X)(∑Y) – (∑X)(∑Y) √{n∑X² - (∑X)²} {n∑Y² - (∑Y)²}
r=
(27 x 176265) – (2086) (2086) (2260)
√ {(27 x 165472 – (4351396)} (4351396)} {27 x 191900 – (5107600)} (5107600)} =
4759155 - 4714360
√ 116348 x 73700 =
44795
√8574847600 =
44795 92600,473000951
=
0.483
176265
The analysis showed that the r-calculation is 0.483. It meant that there was a positive correlation between reading interest and vocabulary mastery. Because the correlation between reading interest and vocabulary mastery are significance. To know the significance of variable X to variable Y, the r-calculation should be compared with r-table with the number of sample (27) students and the level of significance 5%(0.05), which is 0.381. It proven that arithmetic calculation is almost same with r-table because of r-calculation is 0.483 while r-table is 0.381. F. Result of Theoretical Analysis
A student’s reading interest was based was based on the level of student’s reading interest. Those interests were reading English story book, magazine, text narrative, descriptive, genre, etc.
The result of reading interest scores is 77.31%. It was a good score. They did some efforts to read such as reading English story book, magazine, text narrative, descriptive, genre, etc. Furthermore, they prefer to watch English movie. Moreover, to get a good score, they read English texts. The result of reading vocabulary scores is 83.70%. It was an excellent score. They did some efforts to study such as understand the material of encountering new words, getting the word form, getting the word meaning, consolidating word form and meaning in memory and using the word or the vocabulary material which their lecturer teaches because they understand lecturer’s explanation about vocabulary study. The result of
correlation between students’ reading interest and student’s
vocabulary mastery scores is 83.70%. There was a positive correlation between reading
interest and vocabulary mastery of the fourth semester of English Department students of STAIN Salatiga in academic year of 2012/2013. The level of significance 5% (0.05), which is 0.381. It proven that r-calculation is almost same with r-table because of rcalculation is 0.483 while r-table is 0.381. It meant that there is a significant correlation between reading interest and vocabulary mastery.
CHAPTER V CLOSURE
This research involved
two variables namely student’s reading interest and student’s
vocabulary mastery. There were
three points describing student’s reading interest, student’s
vocabulary mastery and to predicted
the correlation between student’s reading interest and
vocabulary mastery of the Fourth Semester of English Department Students of Salatiga in Academic Year of 2012/2013. A. Conclusion
Based on the previous theoretical review and data analysis, the writer drew the conclusion of this graduating paper were as follow: 1. The score of reading interest of the respondents showed a good result because they achieved 77.31%. 2. The score of vocabulary mastery of the respondents showed an excellent result because they achieved 83.70%. 3. There was a positive correlation between reading interest and vocabulary mastery. Because the correlation between reading interest and vocabulary mastery are significance. It can be described the level of significance 5% (0.05), which is 0.381. It
proven that r-calculation is almost same with r-table because r-calculation is 0.483 while r-table is 0.381. B. Suggestion
Considering the conclusion above and the analysis result, the writer would like to propose some suggestions, which hopefully would be useful for teachers, students, and researcher. 1. For the Teacher
Teacher should have the abilities to motivate the students’ habit and reading by using other sources, not n ot only the text books. Using the new method can be a good alternative or variation in their teaching reading are as follows : a. To teacher, it is better for them to find other sources of reading material in order
to avoid the students’ boredom. b. The teacher should be careful in selecting extensive reading materials for their students since proper selection will lead them to gain better comprehen sion. 2. The Students The students have to develop their reading comprehension skill by doing much practice. Reading English books can be a suggestion and a help to improve their reading skills and motivate them to read in an enjoyable situation are as follows: a. The students should read more English books. b. The students can choose what kind of reading they like, such as short stories, novels, magazine, text narrative, descriptive, genre and other resources to improve their skills.
c. The students should read English book, such as short stories, novels, magazine, text narrative, descriptive, genre because their vocabulary especially the English expression could be enriched. 3. The other Researcher The result of this research may be reference to the following research. The other researcher can observe the same title of this research with different objectives or methodology.
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Resource: Academic Stain Salatiga
