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T H E CORRELATION BETWEEN STUDENTS* MASTERY OF VOCABULARY AND READING ABILITY AT T H E BEGINNER L E V E L

OF HASANAH EDUCATION INSTITUTE PALEMBANG

THESIS

BY EVITMANDASARI

NIM 372002127

MUHAMMADIYAH UNIVERSITY PALEMBANG FACULTY OF T E A C H E R TRAINING AND EDUCATION

ENGLISH EDUCATION STUDY PROGRAM AUGUST 2006

y

T H E CORRELATION BETWEEN STUDENTS' MASTERY OF VOCABULARY AND READING ABILITY AT THE BEGINNER L E V E L

OF HASANAH EDUCATION INSTITUTE PALEMBANG

THESIS

PrcseBtedto Mahuanadiyah Uaivcnity Pakaabaag

ia Partial FalfUamt <tf the Reqairemeats for the dcfrec of Smjmmm ia EagUah Laagaage Edacatioa

By Erit Maada Sari NIM 372002177

MUHAMMADIYAH UNIVERSITY PALEMBANG FACULTY OF T E A C H E R TRAINING AND EDUCATION

ENGLISH EDUCATION STUDY PROGRAM Aagust 2006

i

Thii TiMsiiWrtttea by E T H Maada Sari has bcca ccrtifield to be czaiaiBcd

Palembaag, Jaly 27,2006 Advisor I ,

PakMbaag, Jaly 27,2006 Advkorll,

HJ. Halimah Thohir, SJPd.

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Thm h to certify that this thesn has bcca approved by the Board of Examiaers as the reqairemeat for the Stujtuim degree ia Eagliih Laagaage Edacattoa

Dr.RMmaa Roai, hLP«L, Chawpcnoa

m- HalbMh Thohir, S-PiL, Mcaiber

Dfs. A. Ron Zakaria, Member

Certified by Approved by The Head of The Deaa of

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My great (DeScatkm UK

dC My go£jiOakS1A^vf(eo tent many Sfiessing and dC My Prophet MuhammadSM^nfho afways Hove us never the end dC My Behyved Parents, (AhmadP>enan EffiruH dC !Naisah) Uumh^ afways give me

support, love andpray to my happiness. I'm proud Being your daughter, el My (Beloved (Brothers and Sisters (Mtfit Muthoharoh, <Biffy Marisa, <Desyy

MeGyanti, Cify Mustihg Sari). Thanfiffor your fove and pray. dC MyJbats^andlJrule, IhanhlJoryour Cove end Pray. dL My (Big Pamify, Phanfsfor your Cove and Pray that afwaysjbrme. dC My (Beloved Priends in PI I (Pefajar Isfam Indonesia) Phanh§ for your hefy dL

support, you afways give me motivation and kam many things (Cayoa.H! ffep our friendship andMay god<BCess our fighting '^Oahuafi^r....')

dL My Maestro (Pko Hfiisar, M<BA ) and Jiff of Partners in VPO, Phanft^ for your success spirit (go (Bekjar, go<Beriatih, godFKSM, goBTfJ&i, go Intemationaf)

dL My Pkarest Peachers m PngGsh (Department, who afways he^ me in writing this thesis with a lot of vahtahle advice and input

dL Aff My Priends in the Pacufty of Peacher Pruimng and Pducation Muhammadiyah Vniversity Palemhang, thanhg for your cooperation and encouragement

dL APpsople who cannot he mentioned one 6y one, thanf^Jbr afways hewing and encouraging me.

dL My AGnamater (green Oxmpus)MuhammarByah Vniversity (P^^

iv

A B S T R A C T

Manda Sari, Evit. 2006. The Correlation Between Students' Mastery of Vocabulary and Reading Ability at the Beginner Level of Hasanah Education Institute Palembang. Thesis, English Education Study Program, Sarjana Degree (SI), Faculty o f Teacher Training and Education Muhammadiyah University Palembang. Advisor: (I) Dr. Rusman Roni, M.Pd.. (II) Hj. Halimah Thohir. S.Pd.

Key words: correlation, vocabulary mastery, reading ability

The problem of this study was "Was there any significant correlation between the vocabulary mastery and the reading skill o f the Beginner Level students o f Hasanah Education Institute Palembang?" therefore, the objectives of this study was to find out whether or not there was a significant correlation between the vocabulary mastery and reading skill of the Beginner Level students of Hasanah Education Institute Palembang. Descriptive method was used to conduct this research. The population o f the study was the beginner level o f Hasanah Education Institute Palembang in the term March-June 2006 consisting o f 30 students. A l l o f the students in the population were taken as the samples o f this study. The data were collected by means of a vocabulary test and a reading test. Then the data were analyzed by using the Pearson Product Moment Correlation Coefficient formula. The correlation coefficient obtained was 0.240. the r obtained was higher than r table is .4487, so Ho was rejected and H | was accepted, it means that there was a positive significant correlation between the vocabulary and the reading skill o f the Beginner Level students of Hasanah Education Institute Palembang.

V

A C K N O W L E D G E M E N T S

Thanks just for Allah SWT, this thesis has been accomplished although it is stilt

far from being perfect. This thesis was written as one o f the most important

requirements for getting Sarjana Degree (SI) at the English Study Program, Faculty o f

Teacher Training and Education, Muhammadiyah University Palembang.

There were a number of people who have helped the writer in the process o f

writing this thesis. Therefore, the writer would like to express her gratitude lo those

people. First of all. the writer would like to her greatest gratitude to her two advisors;

Dr. Rusman Roni. M.Pd and Hj. Halimah Thohir. S.Pd. for their serious guidance,

support and valuable advice during the process of writing this thesis.

Second, she is also very grateful to the Dean of the Faculty o f Teacher Training

and Education, the Head of Language and Art Department and the Head of English

Education Study Program for their help in administrative matters, Next, the writer

would like to thank all o f the lecturers who taught her much valuable knowledge during

her study at this faculty.

Then, she is also very grateful to the Head of Hasanah Education Institute

Palembang, their teachers and students of the Beginner Level A, B, C of Hasanah

Education institute Palembang for their help and good cooperation during the research.

In addition, she would also like to direct her thanks to her beloved parents for

their encouragement and serious prayer.

Finally, she realizes that this thesis is still far from being perfect. Therefore, any

suggestions, comments and crilicms are welcome.

Palembang, August 2006 The writer

EMS

vi

C O N T E N T S

Page

T I T L E i

AGREEMENT i i

APPROVAL iii

MOTTO iv

ABSTRACT v

ACKNOWLEDGEMENTS vi

CONTENTS vii

LIST OF T A B L E S ix

LIST OF APPENDIXES x

CHAPTER I INTRODUCTION

1.1 Background 1 1.2 Problems of the Study 4 1.3 Objective of the Study 5 1.4 Significances of the study 5

CHAPTER II LITERATURE REVIEW

2.1 The meaning of Vocabulary 6 2.2 Mastery of Vocabulary 7 2.3 Technique of Teaching Vocabulary 8 2.4 The Meaning of Reading 11 2.5 Developing the Reading Ability 12 2.6 Three Different Reading Methods 15 2.7 Technique of Teaching Reading 16

vi i

CHAPTER III RESEARCH METHOD AND PROCEDURES

3.1 Melhode of the Research 21 3.2 Operational Definition 22 3.3 Population and Sample 23 3.4 Techniques for Collecting the Data 24 3.5 Techniques for analyzing the Data 26

CHAPTER iV FINDINGS AND INTERPRETATION

4.1 Findings of the study 28 4.1.1 Result of the Vocabulary Test 28 4.1.2 Result of the Reading Test 29 4.2 Statistical Analysis 29 4.3 Interprelalion of the study 30

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion 31 5.2 Suggestions 31

5.2.1 Teachers 31 5.2.2 Students 32 5.2.3 Institution 32

REFERENCES 33

APPENDIXES 35

vi i i

L I S T O F T A B L E S

Page

Table 1. The Possible Class Performance 26

Table 2. The Degree of Correlation Coefficients 27

Table 3. The Score Distribution of the Vocabulary Test 28

Table 4. Test Score Distribution of Reading Test 29

ix

L I S T O F A P P E N D I X E S

Page

Appendix A. Vocabulary Test 35

Appendix B. Reading Test 36

Appendix C. The Result of the Vocabulary Test 39

Appendix D. The Result of the Reading Test 40

Appendix E. The Critical Values of the Pearson Product-Moment

Correlation Coefficient 41

Appendix F. Correlations 42

Appendix G. The Result of the Students Score in Vocabulary 43

Appendix H. The Result of the Students Score in Reading 44

Appendix I . Permohonan Judul Skripsi dan Pembimbing Skripsi 46

Appendix J. Surat Permohonan Izin Penelitian 47

Appendix K. Surat Keterangan telah Melaksanakan Penelitian 48

Appendix L. Kartu Bimbingan Skripsi 49

Appendix M. Blangko Perbaikan Skripsi 50

Appendix N. Biography 51

X

C H A P T E R 1

I N T R O D U C T I O N

This chapter presents ( I ) Background, (2) Problems of the study, (3) Objective

of the study, (4) Significances, and (5) Operational definition.

1.1 Background

Reading has become a need for almost every one in the area o f globalization in

our religion Islam, muslims are recommanded to read a lot, as stated in Al-Alaq

epistle (1-5). Reading is not only important for the students, but it is also for common

people, because by reading a lot, they can gel a lot o f information and knowledge

from the script that they read. In Indonesia, English is one o f the foreign language

which is not only taught to the students o f Junior and Senior High School but also for

the children and secondary class. Teaching English at these levels cover the four

basic skills of language, i.e. listening, speaking, writing and reading. Listening may

concern with understanding of the spoken language. Speaking may concern with use

of language orally. Writing refers to express the written language in writing in order

that people can understand. Reading is understanding the main supporting ideas o f

the written language. It involves so many different elements; structure, pronunciation,

vocabulary, idiom, punctuation and comprehension.

Recognizing words and understanding the reading materia! critically are

the basic skills that supply all reading situation. These skills are necessary for

I

2

ihe specialized reading that students do in sciences, mathemalic and social studies.

Learning to read with a high level of efficiency requires instruction beyond the

elementary and secondary grade when the students who wants to continue his or her

knowledge or study at the further higher level where the reading content may become

more difficult. The reading material must be understood, and he or she must learn

faster. The reading practice must begin at the primary or elementary levels, and then

it is extended and refined at the junior and senior high school levels.

Knowledge that he or she gets from reading is important to use in daily

activities. Sign o f reading may include the ability to recognize and select useful

material and to appreciate good writing.

One of the problems which the students have is the use of vocabulary in

context, because some of teachers do not encourage the students to put their

vocabulary into practice with their classmate and other students. So using the

vocabulary in context is necessary. That it is not, they wi l l have trouble to understand

English.

According to the 1994 English curriculum, it is said that:

"Pelajaran bahasa Inggris di sekolah lanjutan tingkat pertama mencakup ketrampiian membaca, menyimak, berbicara dan menulis dalam bahasa yang sedapat mungkin disajikan secara terpadu namun demikian, penekanannya lerutama pada keterampilan membaca". {English at junior high school involves the ability o f reading, listening, speaking and writing in English that should be presented integralcdly, however the emphasis of the subject is on the reading skills).

3

Due lo the reason above, the topic o f the research is " The Correlation Between

Students' Mastery of Vocabulary and Reading Ability at the Beginner Level of

Hasanah Education institute Palembang

Reading is a good ability, activity or hobby for us, because the most dominant

skill is learning any subject. Bright and M.C. Geotge (1982: 128) state that:

"As the students leave school, it does not mean that their education is over. They can achieve knowledge and skill by using their reading ability. Futher education of students depends on the quality and quantity of reading since many resources o f knowledge are written in English."

Bond, Trinker and Wilson (1979) said that:

"The ability to read is one of the person's most available achievements. It would be difficult to find any activity whether in school, at home, on the farm, in business, in the office or even recreational pursuits, that docs not require, at least siunc reading ability".

Reading English as a foreign language has several factors which may effect the

students ability to learn:

1) Conceptual development based on external and internal to learn;

2) Experiental background;

3) Language competency.

The ability to read English as a foreign language (EFL) presupposes a

knowledge o f the sound pattern of English it is difficult to decide, and without

knowledge of the structure elements and vocabulary is impossible to comprehend

(English Teaching Forum, 1993: 12).

Reading is very important for the readers, especially for the students. Reading is

not only used for answering the questions existing in the exam but also supporting

4

their activity in the future life. They can develop their knowledge through reading in

daily activities.

1.2 Problems of the Study

The teaching and learning English at the beginner student always face some

difficulties o f reading materials especially in answering comprehension to get the

main idea and specific information. And it has not satisfactory results yet in reading

English. The students have difficulty in comprehending a passage. The problems that

the writer would like to discuss is in this thesis in accordance with the title " The

Correlation Between Students' Mastery of Vocabulary and Reading Abili ty at the

Beginner Level of Hasanah Education Institute Palembang " are as follows: firstly,

what problem might they face in doing reading comprehension? And secondly, is

there a relationship between the mastery of vocabulary and reading ability?.

1.2.1 Limitation of the Problems

To explain the problems area in this research the problems need to be limited.

This research was carried out at special education institute namely Hasanah

Education Institute Palembang..There are three levels in this course the Beginner A,

the Beginner B and the Beginner C in the term of March-June 2006.

There are two variable researches, namely vocabulary and reading

comprehension. The text item consists of vocabulary in the disgestive system. The

5

reading passage which was tested in the area of vocabulary learned during the third

levels.

1.2.2 Formulation of the Problems

In this research, the writer formulates the problems as follows, " Is there any

correlations between students' mastery of vocabulary and reading ability at the

beginner levels of 1 lasanali Education Institute Palembang ? ".

1.3 Objective of the Study

The objective o f the study is to find out whether or not there is a significant

correlation between the vocabulary mastery and the reading skill of the Beginner

Level at Hasanah Education Institute Palembang.

1.4 Significance of the Study

This study would be for useful for the Beginner Level students o f Hasailah

Education Institute Palembang to understand the correlation between vocabulary and

reading so that they wouold be motivatied to expand their vocabulary in oeder to

improve their writing. This study would also be useful for teachers o f English to

understand the correlation between vocabulary and writing so that the teachers could

be better prepared to teach their students, this study would improve their English and

give some experience of conducting an educational reseach.

CHAPTER 2

L I T E R A T U R E R E V I E W

This chapter presents (1) The meaning of vocabulary, (2) Mastery o f

vocabulary, (3) Technique o f teaching vocabulary, (4) The Meaning o f reading, (5)

Developing the reading ability, (6) Three Different reading methods, and (7)

Technique of teaching reading.

2.1 The Meaning of Vocabulary

Saleh (1985: 79) states that: "vocabulary is the total number of words in a

language. At the beginner level vocabulary is contmed to common words frequently

used in daily conversation. Words like have, buy, begin, and finish are common

words, but their synonym posses, purchase, commence, and termonate are not to

common words ".

Panner and McConnel (1963: 85) state that: "a large number of vocabulary

helps students express their ideas more accurately and more efficiently". The

scientific Sir Robert Wetson Watt (1958: 77) says, "in a world o f promising scientific

and technical projects, 1 am convienced that there are more such projects which have

failed because of bad English than Mathematics".

Having a good vocabulary Is specially important for us in our school work.

Knowing words to increase our skill and this increased reading skill help us in doing

assignments as well as in our leisure reading. Having the right words at our command

6

7

is also helpful in our class recitation and written compositions. What is more, being

able to express something "just right" provides great personal satisfaction (Mellle

John. Pouline M, Yates and Edward N. De Laney, 1974).

2.2 Mastery of Vocabulary

The mastery of vocabulary is one aspect o f the process o f learning English.

English vocabulary itself wil l have great influence in the achievement of the students,

competence of reading comprehension. In addition, Boning (1982: i i i ) states that:

"There are some ways lo enlarge or expand English vocabulary, such as: through derivation; through central ideas, through contexts. To study vocabulary through contexts means the study o f a word by ralating the menaing of the word with clues, or sentences".

There are some skills concerning the vocabulary mastery, such as:

a) Word-formation: Derivation and Compounding

It means the skills of improving vocabulary from derivation of words and

compound words, for examples: the word 'art' becomes 'artist'. Prefix "dis ' becomes

'disagree' and the word 'bookstore' as a copound noun and the word 'blackboard' as

a compound noun.

b) Lexical range: Choices and Restrictions

It means the skills of choosing a suitable meaning of the word, for example: the

book is bound in leather. The children are bound to have some accidents as they grow

up. The word "bound' in this sentence has the same symbol and sound but difference

8

in meaning. The word 'bound' in the first sentence is passive constraction. While the

word 'bound' in the second sentence is an adjective that means 'susceptible',

c) Vocabulary in Context: Using Context Cluse to Meaning

It means the skills o f guessing the meaning o f the word from their context. Here

is the example of the sentence: unlike his sister, who is truly a beautiful woman. The

cluse of the sentence is the world 'unlike'. By using context cluse, the meaning of the

word 'ugly' can be guessing in this context.

In guessing the meaning o f the words, there are some points that should be kept

in mind:

1) Use the meaning from the other words in the sentence (or paragraph) and the

meaning o f the sentence as a whole to reduce the number.

2) Use grammar and punctuation cluse which point to be relationship among the

various parts of the sentence.

3) Be content with a general idea about the unfamiliar words: the exact diflnition

or synonym is not always necessary.

4) Team to recognize the situation in which is not necessary lo know the meaning

of the word (Boudoin, 1975: 4).

2.3 Technique oi Teaching Vocabulary

Saleh (1985: 80) says that: there are some principles o f the teaching vocabulary,

such as:

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1) Concrete word -words with the meaning that can be perceived through the five

senses- are easier to teach and to learn abstract words.

2) Vocabulary should always be presented in context, simple sentences in familiar

structures.

3) Idioms, like look for and make up, should be taught as a single units.

4) The learners should be taught and practiced in how to use dictionary and always

be made to use it.

2.3.1 Presenting the Meaning of New Vocabulary Item

Saleh (1985: 80) says, a new vocabulary item can be presented by means o f

realia, pictures, demonstration, known words or translation.

1) Using realia

Some words can be taught by using classroom object, such as chair, table,

chalk, blackboard, may be employed to teach words, like today, yesterday,

tomorrow, last week, next month, the name of days, years, and many others.

2) Using pictures

Words which can not be taught by realia may be presented taught pictures.

Words o f these types are airplane, boat, camel, lion, elephant, etc. The pictures should

be clear and big enough (about 15 cm by 20 cm) for the whole class to see it. It is

important for every teacher to have a big collection of pictures from various sources,

like magazines, newspapers and calendars.

3) Using demonstrations

10

Action verbs and some adjectives can be taught by demonstrations

Using known words

Some words can be taught by using known words.

a) Synonym and antonym out of context.

A synonym means a word or phrase with the same or nearly the same

mening as another in the same language. Antonym means a word that is

opposite in meaning to another word. For examples: synonym of near is not

far, and antonym of sweet is sour.

b) Synonym and antonym out o f context.

Using the new word in the sentence that contain a synonym or antonym.

Like examples: Albert is worn out. Shinta is also tired. Robby is lazy but his

sister Nera is industrious. My brother works all the time.

c) Categories

Name of categories can be taught using words known to learners.

An Apple is a fruit A grape is a fruit,too.

Give me some other examples of fruits.

d) Definition and Paraphrases

Some words can be taught by definition or paraphrases in English.

A butcher is a person who sells meat

A carpenter is a person who makes furniture.

She goes to school on foot, she walks to school.

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5) Using translation

Very abstract words can be taught by using translation, such words are pretty,

heaven, hungry, believe, and thirsty.

The sample procedure below can be considered in the planning o f vocabulary

lesson.

Step 1: Say the senteces and words several time.

Step 2: Ask the clause to repeat the senteces and words.

Step 3: Present the meaning of the items.

Step 4: Write the senteces in the board.

Step 5: Give some drills and practice.

Step 6: Close the lesson by asking the students to say the main points o f the material.

2.4 The Meaning of Reading

Reading is the most important skill among skills o f language (speaking,

listening, and writing) because by having reading of ability, other skills o f language

can be developed easily. To develop the ability of reading, it should be known first

what reading is and what reading concerns. Many experts give meaning o f the

reading as follows.

Hilman (1981: 4) states:

"Reading is interacting with the language that hs been coded into print. The product of interacting with pointed language should be comprehension. Reading ability is closely related to oral language ability. Reading is an active and going process that is effected directly by an individual interesting with his environment".

12

Luhulima(198l:2) states:

'Reading is the skills of bringing meaning and getting meaning pointed or written material.'

From those meaning, we may conclude that reading skill involves the other skill

o f language. It has close relation to the writing and speaking skill. When one reads an

article, it mean that he or she reads one' writing.

Reading is looking at and understanding something written or printed. Such as

book, magazine, newspapers etc. They can be found in libraries, bookstore etc.

Students posses school or public library or other record indicate that students are

increasing the volume or their indepentdent reading over a period o f time.

That may often use and retain in everytime and everywhere, i t concern not only

assigning English written words, but also the understand o f what is written. Giving

reading skill to the students at course or school. They were going to get information,

vocabulary, and to improve pronunciation.

Students spontanuously talk about what they have read. In discussions students

cite points of view developes from their reading. Students can cite instance in which

they have used reading as a source of ideas to solve their own personal and

educational problems.

2.5 Developing the Reading Abi l i ty

Learning may take place in many ways, e.g. talking with people, by doing

something such as writing a letter, or by travelling and so on. One o f the most

13

important ways of learning, however is through reading. Success in course or school

and in life many depend upon large part of the students ability to read.

People differ widely in their ability to read. They differ in the speed with which

they read, in their ability to recognize new words, to recognize the author's ideas to

improving the students' reading ability for increasing the afficiency as a reader.

According to Saleh (1990: 79) states that there are four majors o f reading skills:

1) Skimming is reading quickly to get general information.

2) Scanning Is reading quickly to get specific information.

3) Guessing meaning from context is using the other words to know the meaning the

word.

4) Understanding the details is reading between the lines to know explanation.

2.5.1 Reading Comprehension

Comprehension is the ability to use previously acquired information to

constracl meaning for a giving text. This area focuses primarily on students' ability to

give reason to their way through a text by the integrating existing knowledge with

new information, drawing inferences, forming and testing hypothesis. The goal o f

comprehension is the constraction of an integrated representation of the information

suggested by a text that is appropiate for the reading purpose. Other activities that are

critical lo good comprehension include establishing purposes o f reading, identifying

important elements on information and their relation within text, monitoring one's

14

comprehension and dealing with failures to comprehend (Baker and Brown in Lipson

and Wixson, 1984:52).

Furthermore, comprehension has the same meaning as studying, whereas

studying is a specialized form of comprehension. Therefore, comprehension is a

reading for understanding, and studying is reading to learn and remember what has

been comprehended or understood from the text. There are three primary activities

involved in effective studying. First, students must be able to preview text lo

familiarize themselves with its form and content and to make plan for reading.

Second, .students must be able to locate specific information within the test.

As with word recognation and comprehension, the succesful accomplishment o f

studying activity require the use o f variety o f strategies. These strategies may include

outlining, note taking, summarizing, self questioning, diagramming or mapping text,

and underlining, as well as many strategies that are used in comprehending, what is

most important for studenls'ability to select and apply these strategies in manner that

is appropiate to study test at hand. It is not a question o f the study.

The creativities of students to select the effective o f study strategies are the best

way for them to get the success in their learning.

Understanding vocabulary means the ability to understanding the meaning o f

words he or she reads: understnding the main detail refers to the reader who must

identify a fact that is states in the material. Understanding the main idea o f the

sentences. The ability to imply means the ability to graps the meanings, those are not

clearly states in the context of the reading material.

15

2.6 Three Different Reading Methods

John, Yates and De Laney (1974: 18) say that "the skillful reader does three

different kinds of reading, namely careful reading, skimming, and scanning. He learns

lo use the method that is best suited to the material being real and his purpose in

reading it".

2.6.1 Careful Reading

I f the material to be read is difficult, or i f a students do not get complete

information from it, he or she must read carefully. His or her rate wi l l tend to be slow

because he or she must understand the meaning of each sentence before he or she

must try him or herself to concentrate. This is a kind o f reading required in his or her

studies. Careful reading is especially important when he or she is taking tests or

filling information blanks.

2.6.2 Skimming

Skimming is a way of reading to find out the general idea about the text before

you read it in detail and give us direction in our reading (Rosent and Rowland, 1975:

154).

For example; i f the students are skimming an article to find out when edision

inveted the healthy, he or she wi l l slide quickly over the material, to let his or her

eyes come to rest only when he or she finds a date. He or she wi l l see at glance

through each sentence containing a date until he or she finds one in which the word

16

"healthy" appears. He or she wi l l answer his or her question. Skill in skimming saves

lime and effort. Heading, topic sentence, and key word can help him or her; be sure to

notice the student.

2.6.3 Scanning

Scanning is also to say reading to find specific information or to locate the

specific information without reading all the material (Nurhadi, 1987: 53). For

example; i f a student is scanning an idea or conclusion of a story, he or she w i l l see in

the introduction or the conclusion of the story itself.

2.7 Technique of the Teaching Reading

This technique is an adaptation of the strategy described by Kerstain Klein

(1993: 14-17) for teaching young learners with an electic methodology - methodology

is made coined by mixing the best techniques o f all the methodologies available— The

lesson is designed for the first lesson of the first term in the first year o f junior

secondary school. The students are eleven to thirteen years old who are supposed to

study English as a foreign language in a formal classroom setting for the first time.

The topic o f the lesson is "introduction" derives from the theme "personal detail".

The functuational skills are ( I ) introduction oneself, (2) greeting, (3) expressing

gratitude, (4) introducing people, and (5) asking about a person's identity. Beside the

grammatical focus is the verb to be (am, is, are), pronouns (I,you, they, we, he, she,

it), possesive adjective (my, your, their, our, her, his), and question words (what.

17

where, when, why, who). In addition, the vocabulary items are realated family

members, basic number, and daily used things. The activities are conducted by means

of the semantic approach with an electic methodology which includes audiolingual

strategies, such as choral or single drills. The lesson takes 90 minutes, two teaching

period. Finally, the principal source o f the material is the started textbook entiteled

"English.! for the first year of junior secondary school written by Djunaidi and

published by the Departement o f Education and Culture (Balai Pustaka Jakarta in

1995)".

In the during-activity stage, several activities are performed. First, showing a

picture of a boy and a girl, the teacher introduce the two children, "this is a boy". His

name is Wahyu. He is twelve years old. He lives at Jaian Mawar number 279. This is

a girl. Her name is Annisa. She is eleven years old. She lives at Jaian Kembang

number 567. After the teacher explain the meaning of the sentences (in Indonesian),

the teacher do a repetation drill in chorus and individually, saying the sentence after

the teacher. Second, the students work in pair doing the task in the textbook, after'the

teacher reads and presents the meaning (in Indonesian) o f every utterances. Third, the

students do the task on the language focus. The students read the stuff, and raise

questions about the utterances. Before giving the answer, the teacher lets the students

themselves solve the problem first.

Forth, the students do the task, after practicing the pronunciation o f numbers in

chorus and individually. Fifth, the students work in pair or in small group make rules

18

or geiicralizalions about the verb to be and possesive adjective, and questions, when

necessary.

In the post-activity stage, the students make a summary of the main points o f

the lesson. The teacher makes a general evaluation o f the students' achievement by

observing their oral and written work. Finally, the students are given an assignment to

do at home, giving written answers to the problems the tasks o f the textbook.

The sample procedure below can be considered in the planning o f a reading

lesson.

Reading passage (adapted from: LKS English language, HB).

My father used to be a taxi driver. One morning a man slopped his taxi. "Please

take to Imam Bonjol Street," the man said. " A l l right", my father said. When they

arrieved there, the man took some money and paid my father. Then the man

quickly walked into a nearby building. When my father wanted to leave, he saw a

wallet in his taxi. His picked it up and opened it carefully. He was very surprised

when he founs that the wallet was full o f money.

" I must return this wallet to the man", he said to himself. He decided to go into

the office to look for the man. He asked a lady in the building, "Does Mr. Rahmat

work in this office?", "yes", the lady said, He is our manager, "Can I see him,

please? he left his wallet in my taxi," said my father.

"Thank you very much. You are an honest man. Wil l you work for me?", the man

said when my father relumed the wallet lo him. My father accepted the otTer and

I 19 I

[ began to work there. Now my father has a better job, and he can earn more

I money.

To comprehend the story, Saleh (1985: 145) devide it into nine steps with the

I following procedures:

^ Step 1: Motivate the class by using the most effective set o f induction. One o f the

I' following activities can be employed.

a) State the objective of the lesson; or

• b) Give a brief summary o f the lesson; or

c) Ask the class about the main points that have something to do with the

story.

Step 2: Ask the class to open the book and speed read the story by skimming

activities.

Identify the words and then read the text aloud.

Step 3: Close the book, ask the class what the story is about.

What is the story about?

Who are the main actors of the story?

Step 4: Ask the students to read and note the words or structure they do not know.

Step 5: The students tell the teacher the words or structure they do not know. The

teacher writes them on the board and then explain each in a brief simple

way.

Step 6: Do step 4 and 5 again with the other parts of the story, take five lines each

time.

20

Step 7: Give the class comprehension questions.

Step 8: Give communicative practice.

Devide the students into pairs and have them ask each other comprehension

questions on the story.

Step 9: Close the lesson by asking the students about what they have learned from

the story.

CHAPTER 3

RESEARCH M E T H O D A N D PROCEDURES

This chapter presents (1) Methode o f the research, (2) The operational

definitions, (3) The population and sample, (4) The techniques for collecting the

data, and (5) The techniques for analyzing the data.

3.1 Method of the Research

The research used a descriptive method. According to Tjokrosujaso {1995: 95)

cilied in Winzuiy. Descriptive method is one of research methodologies which is

planned in gelling information bout a phenomenon or case when the research is done.

There is no manipulation to object research by the researcher. It was a case study by

giving a written test and a questionnaire. These were steps taken in doing the

research:

1) Defining problem,

2) Analyzing previous studies,

3) Selecting research strategy,

4) Selecting developing instruments for collecting data,

5) Collecting the data,

6) Interpreting the data, and

7) Writing the research report.

21

22

3.2 Operational Definitions

Operational definiton are very important to do research because they could

make the readers understand more clearly what is being studied. In order not to cause

misunderstanding the vocabulary read as the text. The writer gives the definition o f

the word related to this research; they are definition o f competency. In this study

"competency" means ability. According to Hornby (1995: 2), ability is the mental or

physical capacity or skill require to do something.

Some people hold the native belief that reading is merely a matter of phonic

(the study o f relationships between sound and their spelling), but it is far more than

that. Learning to read involves complicated psycological process. That does not mean

it is difficult to learn; speaking is a complex act, yet students learn to speak

apparently without difficulty "the reading meets individual needs" (Badraw, 1992).

On the other hand, for collecting in are; observation, questionnaire, and testing.

3.2.1 Observation

In this study, the activities of teaching and learning english ability at the

Beginner Level of Hasanah Education Institute Palembang were observed. This

observation was carried out to get information of teaching technique used by the

teachers of English and difficulties encoutered by the students and teachers in their

learning and teaching proccesses.

23

3.2.2 Questionnaire

Questionnaire is used to get a clear description about the condition of the

students and teachers. By giving the questionnaire is to know the students and

teachers problems in teaching and learning proccess.

3.2.3 Testing

Tests are given the students as the tool to measure the students' ability. There

are two tests given to the students.

The first, test is pre test, given before teaching, and the second one is post test,

given after teaching reading.

3.3 Population And Samples

3.3.1 Population

The Population is the entire set o f individuals, items, or scores from which a

simple is drawn (Morris, 1975: 120). The population in this reseach are all 4he

students ability at the Beginner Level o f Hasanah Education Institute Palembang of

the term March - June 2006 that are derived into three classes, the total o f their are 30

students.

3.3.2 Sample

Wiersma (1991: 21) states that a sample is subset o f the population to which the

researcher intends to generalize the result. The sample o f the study was taken o f the

24

total number of the population in this reseach are all the students at the Beginner

Level o f Hasanah Education Institute Palembang.

3.4 Techniques for Collecting the Data

In collecting the data, firstly direct observation was used and the observation

was done to observe how to teach reading comprehension, secondly using interview

to complete the data which the writer gels from the students and their teachers o f

English, thirdly the writer gave the students a test. A test is a means for measuring

ability, achievement, interest and other traits. In this case, the vocabulary and reading

comprehension test was given to measure the students' achievement in vocabulary

mastery corelated with reading comprehension.

3.4.1 Test

A test is a method of measuring students' ability or knowledge in a given area.

The writer wi l l use written test as instrument for collecting the data.

3.4.2 Validity

According lo Tinambunan (1988: 11) validity is the most important in judging

the educate o f a measurement instrument. According to Gronlund (1993: 160) citied

in Anggraini (2000) validity refers to appropriateness, meaningfulness, and

usefulness olThe specific inferences made from test scores. The validity of test item is

used in the content validity.

25

3.4.3 Reliability

According to Tinambunan (1986: 14) "reliability refers to the consistency o f the

test scores. That is, how consistent the scores or other evaluation result are from one

measurement to another." The reliability o f the test materials was evaluated through

the internal consistency reliability. "The reliability also the test scores is typiccally

reportes by means o f a reliability coefficient or the standard error o f measurement.

(Tinambunan: 1988: 15)." It is a measurement o f the degree to which the items or

parts of a test has homogeneous or consistent with each other (Ricard, et al, 1985:

146) citied in Anggraini. Thus, reliability also means the consistency with which a

test measure the same think all them.

1) , Individual Score

IS - — X 100 N

IS = Individual Score

R - Total number o f correct answer

N = Number o f items

2) . Mean Score

M s = ? ^ Ns

Ms = Mean Score

N = Total number score obtained

Ns = Number o f students

26

3.4,4 Score Range

The score range is used to interpret the student's individual scores. The range is

as follows:

Table 3.1 The Possible Class Performance

Score Range Category

9 0 - 100 Very good 75 - 89 Good 60 - 74 Fair 40 - 59 Poor

0 - 3 9 Very poor

3,5 Techniques for Analyzing the Data

To analyze the data from the vocabulary test and the reading test, the was used

the Pearson Product Moment Correlation Coefficient formula and the calculation was

done by the APAA. The formula of the Pearson Product Moment Correlation

Coefficient is as follows (Brown, 1991: 155):

_ X ( ) - - r ) ( A ' - A )

NxSxS^

27

Where: = standard devision on test Y

Fxy = Pearson Product Moment ^

Correlation Coefficient

- each student's score on test Y

(the reading lest)

= mean on test test Y

X

Sx

N

= each student's score on lest X

(the vocabulary lest)

= mean on test X

= standard deviation on test X

= the number o f students who

took the two tests

The following table shows the degree o f correlation coefficients (Sigiyono,

200lcitied in Heri,2003: 30)

Table 3.2 The Degree of Correlation Coefficients

Coefficient Interval Degree of Correlation

0.00-0.199 0.20-0.399 0.40 - 0.599 0.60 - 0.799 0 .80- 1.000

Very weak Weak Fair

Strong Very strong

C H A P T E R 4

FINDINGS AND I N T E R P R E T A T I O N

This chapter presents (1) Findings, (2) The result o f the test, and (3)

Interpretation o f the study.

4.1 Findings of the study

The findings of the study were (1) the result o f the vocabulary test and (2) the

result o f the reading test.

4.1.1 Result of the vocabulary test

The highest score of the vocabulary test was 20, the lowest score was 4, and the

mean score was 15.466. Appendix C gives the complete results o f the vocabulary test.

The following table shows the score distribution of the vocabulary test.

Table 4.1 The Score Distribution of the Vocabulary Test

Score Range Category Frequency Percentage

9 0 - 1 0 0 Very good 16 53.33 7 5 - 8 9 Good 7 23.33 6 0 - 7 4 Fair 2 6.67 4 0 - 5 9 Poor 2 6.67

0 - 3 9 Very poor 3 10.00

Table 4.1 indicates that 16 students (53.33 % ) of the students were in very good

category, 7 students (23.33%) were in good category, 2 students (6.67 % ) were in

28

29

fair category, 2 students (6.67 % ) were in poor category, and 3 students (10.00 % )

were in very poor category.

4.1.2 Result of the reading test

The highest score of the reading test was 9, the lowest score was 3, and the

mean score was 7.066. Appendix D gives the complete result o f the reading test. The

following table shows the score distribution of the reading test.

Table 4.2 The Score Distribution of the Reading Test

Score Range Category Frequency Percentage

9 0 - 1 0 0 Very good 0 0 7 5 - 8 9 Good 3 10.00 6 0 - 7 4 Fair 10 33.33 4 0 - 5 9 Poor 13 43.33

0 - 3 9 Very poor 4 13.33

Table 4.2 indicates that none student (0.00 %) was in very good category, 3

students (10.00 % ) were in good category, 10 students (33.33 % ) were fair category,

13 students (43.33 %) were in poor category, and 4 students (13.33 %) were in very

poor category.

4.2 Statistical Analysis

Based on the calculation by using the SPSS computer program (Appendix F),

the correlation coefficient was +0.240. at the significant level p<0.01 in two-tailed

30

lest with N=30, the critical value of r-table 0.4487. since the value o f r-obtained was

higher than tha critical value o f r-table, the null hyphothesis (Ho) was rejected and

threfore, the reseach hypothesis (Hi) was accepted. It means there was a positive

significant correlation between vocabulary mastery and reading ability of the

beginner level students o f Hasanah Education Institute Palembang.

4.3 Interpretation of the Study

On the based of the finding o f the study, it was found that there was a

significant correlation between the students' vocabulary mastery and the reading

ability. The results of the tests showed that the students who have a better knowledge

of vocabulary or who got higher scores on vocabulary test tended to answer

questions effectively in reading than those who have a limited mastery o f vocabulary.

So, it could be concluded that there was a close relationship between students'

mastery of vocabulary and reading ability. The mastery o f vocabulary and reading

ability cannot be separated. They infiuence and support each other.

C H A P T E R 5

C O N C L U S I O N S AND S U G G E S T I O N S

This chapter presents ( I ) Conclusion, and (2) Suggestions.

5.1 Conclusions

The results of the tests showed that the mean score o f the vocabulary test was

and the mean score o f the reading test was . Based on the data analysis, there was a

significant correlation between the vocabulary mastery and the reading ability o f the

Students of the Hasanah Education Institute Palembang.

5.2 Suggestions

From the conclusion above, the writer would like to offer some suggestions to

the teachers, students, and instittution.

5.2.1 Teachers

The English teacher is suggested to:

a) Improve the students English ability especially in using dictionary.

b) Create an interesting lesson, which relevant to the students' needs.

c) For motivation in teaching reading, teachers can show the some pictures that

related to the text being taught. Then, they can give some questions to the

students about the pictures shown. These activities should be done before

31

32

students read the text. By doing so, students are much motivated to read a

passage or a text.

5.2.2 Students

a) The students should have motivate to increase their knowledge in English with

mastery ot" vocabulary.

b) The students are expected to have dictionaries in reading lesson.

c) The students are expected to increase reading activities in English.

5.2.3 Institution

a) Supply imporlanl facilities to support the students' knowledge in studying

English, especially about vocabulary and reading skills.

b) Expected to be able to provide books in English, in order that the students have

much opportunity to apply reading skill and to develop reading habit

particularly in the English language.

R E F E R E N C E S

Arikunto. 1993. Prosedur Penelitian. Jakarta: PT Rineka Cipta.

Brown, James Dean. 1991. Testing in Language Programs. Upper Saddle River, New Jersey: Prentice Hall Regents.

Cameron, Lynne. 2001. Teaching English to Yuong Learners. Cambridge: Cambridge University Press.

Casanova and William. 1987. The Active Reader An Introductory Reading. New Jersey: Pretice-Hall. Inc Englewood Cliffs.

Corly, Mark W. 1992. Content Reading Introduction A Communication approach. New York: Megraw-HIll, Inc.

Dane, Francis C. 1990. Research Methods. Pasific Grove, CA: Brooks/ Cole Piblishing Company.

Djumiani. 2005. English Teaching Strategies for Reading of the First Yaer Students al M'TS Nesgeri I Palembang Unpublished Undergraduate Thesis. Palembang: FKIP, Universitas Muhammadiyah Palembang.

Echoism M . John, Hasan Shadily. 1980. Kamus Inggris - Indonesia. Jakarta: PT.Gramedia.

Fakultas Keguruan dan llmu Pendidikan. 2005. Pedoman Penulisan Skripsi. Palembang: Universitas Muhammadiyah Palembang.

Hadi Sutrisno.1993. Melodologi Research I . Yogyakarta: Universitas Gajah Mada.

1 lodges, Richard E. 2000. Vocabulary. ERIC Clearing House on Reading and Communication Skills. Urbana IL. Available (online) http://www.ericdigesl.org/pre-92/vocabuIary.htm. Accesed on January 9, 2005

lsmalinda.2002."Teaching Vocabulary through Matching Games to the Fourth Grde Students of SD Negeri 585 Palembang." Unpublished Undergraduate Thesis. Faculty of Teacher Training and Education, Sriwijaya University, Indralaya.

Langan, Jhon. 1991. English Skill with Reading. 2"'' ed. New York, NY: Mc-Graw Hi l l , Inc.

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34

Marksheffel, Ned D. 1966. Better Reading in Secondary School. New York, Ny: The Ronald Press Company.

Mikulecky, Beatrice S and Jeffries, Linda. 2004. More Reading Power second edition. USA: Longman.

Qian, David D. 1999. Assesing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension. Canadian Modem Language Review, vol. 56(2) Available (online) http;/www.utpjoumals.com/product/cmlr/562/562-qiant.html. Accesedon November 23. 2004.

Saleh, Yusli/.al. 1985. Method of Teaching English as a Foreign Language: Fundamental of Language Teaching for Indonesia Teachers of English, Palembang: Faculty of Teaching and Education, Sriwijaya University.

1997. Methodology of TEFL in Indonesian Context. Palembang: Faculty of Teaching and Education, Sriwijaya University.

Stoller, Fredricka and William Grabe. 1993. Second Language Reading and Vocabulary Learning: Implication for L2 Vocabulary Acquicition and Instruction from LI Vocabulary Research. Norwood, NJ: Ablex.

Vallcle, Rebcca M . 1977. Modern Language Testing. New York, NY: Harcour5t Brace Jovanovich, Inc.

Appendix A

V O C A B U L A R Y T E S T

!. Complete these sentences using the words !

Live Wait Watch Play Much

Beautiful Sings Eat Read Visit

1. My sister is a woman. 2. Shinta a song on the stage. 3. I my breakfast at seven o'clock. 4. We on Jaian Kenanga no. 234. 5. Jhon and Anna their grandmother in the village. 6. Her friends the magazine together. 7. How money do you have ? 8. They football in the school yard. 9. The children television on Sunday. 10. Mother for her daughter in the veranda.

IL Matching A. Match the words in column a with the words in column B which have the same

meaning !

Column A Column B 1. not far a. return 2. come back b. see 3. look c. take place 4. a lot of d. many 5. take care e. near

B. Match the words in column a with the words in column B which have different meaning !

Column A Column B

1. nice a. bad 2. forget b. leave 3. come c. remember 4. tall d. old 5. young e. short

35

Appendix B

R E A D I N G T E S T Read this text

Shinta wakes al halt'past five and gets up al six o'clock in the morning. She takes a bath and brushes her teeth. Then she helps her mother to prepare their breakfast. She usually has fried rice with fried egg and a glass of milk for breakfast.

After that Shinta prepares her books, pen, pencil and ruler. At five minutes past seven she goes lo school. She usually walks to school because her school is not far from her house. It take ten minutes to walks to school her school, she usually gets to school before the bell rings.

Her school begin at half seven and end half past one. When the school is over, Shinta goes home together with her friends. She arrives at her house at a quarter to two. Shinta has lunch at two o'clock.

In the evening she revieews her lasson. At half past nine she usually goes to bed.

After reading the text carefully, answer the following question!

1. At what time does Shinta get up in the morning ? a. 05:25pni e. 06: 00 am b. 06:35 pm d. 04: 30 am

2. What does she do after get up ? a. she prepares her breakfast b. she takes a bath and brushes

her teeth c. she goes to school d. she has breakfast

3. Does Shinta help her mother to prepare breakfast? a. Yes. She does b. No. He isn't

c. No. You aren't d. Yes. I am

4. How does she go to school ? a. she usually walks to school b. she never walks to school c. she walk to school d. she usally go to school

5. What does Shinta have 'for breakfast ? a. a bread and fried egg b. fried noodle and egg c. fried rice and a glass of tea d. fried rice and a glass of milk

36

Read this text

Mr. and Mrs. Aldo live in Yogyakarla. They have two children, a boy and a girl. The boy is Redi and the girl is Wulan.

Mr. Aldo is a doctor. His office is beside his house. Many people come to his office every afternoon except Sunday. Mr. Aldo goes to the hospital every morning in his blue car. He is a friendly doctor.

Mrs. Aldo was an English teacher, but she doesn't teach anymore. Their children, Redi and Wulan are students of junior high school in Yogyakarta. They are both diligent students in the school.

1. What is Mr. Aldo ? a. He is a dentist b. He is a nurse c. He is a doctor d. He is an engineer

2. How many children are they have? a. Two b. Three c. Four d. Five

3. Where is Mr. Aldo'office ? a. Beside his house b. In his house

c. Behind her house d. On his house

4. When Mr. Aldo go to hospital ? a. Every afternoon b. Every morning c. Every monday d. Every Sunday

5. How many persons are there in the text? a. Three persons b. Four persons c. Five persons d. Eight persons

37

K E Y A N S W E R S

V O C A B U L A R Y T E S T

1. beautiful 2. sings 3. eat 4. live 5. visit 6. read 7. much 8. play 9. watch ] 0. wait

1. near 2. return 3. see 4. many 5. take place 6. bad 7. remember 8. leave 9. short 10. old

R E A D I N G T E S T

1. C 2. B 3. A 4. A 5. D 6. C 7. A 8. A 9. B 10. B

38

Appendix C

1 he Result of the Vocabuiaiy Test

Student Test Item Total Number i 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 0 1 1 1 1 0 15 2 1 1 1 1 0 1 1 1 0 0 1 1 1 1 0 1 1 1 1 0 15 3 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 19 4 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 18 5 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 1 0 14 6 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 18 7 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 0 1 16 8 1 0 1 0 0 1 0 1 0 1 0 1 0 1 0 1 0 0 1 0 9 9 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 18 10 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 18 11 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 14 12 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 13 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 19 14 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 18 15 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1 17 16 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 17 0 0 0 1 0 1 0 0 1 0 0 0 0 1 0 0 1 0 0 0 5 18 1 0 1 1 0 1 0 0 1 1 0 0 0 1 0 0 1 1 0 0 8 19 1 0 0 0 1 0 0 1 0 0 0 0 0 1 0 0 1 1 0 0 4 20 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 17 21 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 19 22 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 18 23 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 18 24 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 18 25 0 0 1 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 0 0 4 26 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 27 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 18 28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19 29 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 27 30 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 0 1 1 1 0 25

Total ^ 467_ Mean 15.466

Appendix D

The Result of the Reading Test

Student Number

Test Item Total Score

Student Number 1 2 3 4 5 6 7 8 9 10

Total Score

1 0 I 1 1 t 1 1 1 1 0 8 2 0 0 1 1 1 1 1 i 1 0 7 3 0 1 0 1 1 1 1 1 1 ) 1 7 4 i 0 I 1 1 0 1 1 1 0 7 5 1 1 0 1 1 0 I 0 1 1 7 6 1 1 1 0 1 1 0 1 I 0 7 7 1 0 1 0 0 1 1 1 1 0 6 8 0 1 0 1 0 1 1 1 0 1 6 9 0 I I 0 1 1 1 1 1 0 7 10 1 0 1 I 1 1 0 1 1 0 7 11 0 1 1 1 0 0 1 1 1 1 7 12 0 1 1 1 1 1 1 1 1 1 9 13 0 I 1 1 1 1 1 1 1 1 8 14 0 1 1 1 1 1 1 0 1 1 8 15 0 1 1 I 1 1 0 1 1 0 7 16 1 1 0 1 I 1 1 1 1 0 8 17 0 0 0 0 0 1 1 0 1 0 3 18 0 0 1 1 1 0 1 0 1 0 5 19 0 1 0 0 0 1 1 0 1 0 4 20 n 1

\J 1 1 0 s

21 1 1 0 1 1 1 1 1 1 1 9

22 1 1 0 , 1 1 1 , 1 0 8 23 1 1 I 0 1 1 1 1 1 0 8 24 0 1 0 1 1 1 1 1 0 1 7 25 0 1 0 0 1 1 0 1 0 0 4 26 0 1 1 1 1 1 1 1 1 0 8 27 0 1 0 1 1 1 1 I 1 0 7 28 0 1 0 1 1 1 1 1 I 1 8 29 1 I 0 1 1 1 1 0 1 1 8 30 1 1 1 1 1 1 1 1 1 0 9

Total 212 Mean 7.066 Note: 1 = corret

0= incorret

Appendix E

The Critical Values of the Pearson Product-Moment Correlation Coefficient

Directinoal Non-Directional Decision Decision

(N-2) 95% 99% 95% 99% Certenly Certenty Certenty Certenty p< .05 p< .01 p < .05 p< .01

1 .9877 .9995 .9969 1.000 2 ,9000 .9800 .9500 .9900 3 ,8054 .9343 .8783 .9587. 4 ,7293 .8822 .8114 .9172 5 .6694 .8329 ,7545 .8745 6 .6215 .7887 ,7067 .8343 7 .5822 .7498 .6664 .7977 8 ,5494 .7155 ,6319 .7646 9 5214 ,6851 ,6021 .7348 10 ,4973 ,6581 ,5760 .7079 11 .4762 ,6339 .5529 .6835 12 .4575 ,6120 5324 6614

• \J\J I *T 13 .4409 ,5923 .5139 .6411 14 .4259 ,5742 .4973 .6226 15 4124 ,5577 .4821 .6055 20 .3598 ,4921 .4227 .5368 25 .3233 ,4451 .3809 .4869 30 .2960 .4093 ,3494 .4487 35 .2746 ,3810 .3246 .4182 40 .2573 .3578 .3044 .3932 45 .2428 .3384 .2875 .3721 50 ,2306 .3218 .2732 .3541 60 ,2108 .2948 .2500 .3248 70 ,1954 ,2737 .2319 .3017 80 .1829 ,2565 .2172 .2830 90 ,1726 .2422 .2050 .2673 100 .1638 ,2301 .1946 .2540

(FBhr and YatBS. n63 GitBd ii Brown, nai Vd]

4!

Appendix F

Correlations

Descriptive Statistics

Mean N Vocabulary 15.566 30

Reading 7.066 30

Correlations

Vocabulary Reading Vocabufary Pearson

Correlation 1 .240 (")

Sig. (2-tailed) N 30

.000 30

Reading Pearson Correlation

.240 (") 1

Sig, (2-tailed) N

.000 30 30

"Correlation is significant et the 0,01 level (2-tailed)

42

Appendix G

The Result of the Students Score in Vocabulary

No Number Correct incorrect Score Percentage of Items Answer Answer

1 20 15 5 75 75% 2 20 15 5 75 75% 3 20 18 2 90 90% 4 20 18 2 90 90% 5 20 14 6 70 70% 6 20 18 2 90 90% 7 20 16 4 80 80% 8 20 9 11 45 45 % 9 20 18 2 90 90% 10 20 18 2 90 90% II 20 14 6 70 70% 12 20 20 0 100 100% 13 20 19 1 95 95% 14 20 18 2 90 90% 15 20 17 3 85 85 % 16 20 20 0 too 100% 17 20 5 15 25 25% 18 20 8 12 40 40% 19 20 4 16 20 20% 20 20 17 3 85 85% 21 20 19 1 95 95 % 22 20 18 2 90 90% 23 20 18 2 90 90% 24 20 18 2 90 90% 25 20 4 16 20 20% 26 20 20 0 100 100% 27 20 18 2 90 90% 28 20 19 1 95 95% 29 20 17 3 85 85 % 30 20 15 5 75 75 %

Total 467 133 4670 4670 %

43

Appendix 11

The Result of the Students Score in Reading

No Number of Items

Correct Answer

Incorrect Answer

Score Percentage

1 10 8 2 80 80% 2 10 7 3 70 70% 3 10 7 3 70 70% 4 10 7 3 70 70% 5 ID 7 3 70 70% 6 10 7 3 70 70% 7 10 6 4 60 60% 8 10 6 4 60 60% 9 10 7 3 70 70% 10 10 7 3 70 70% 11 10 7 3 70 70% 12 10 9 1 90 90% 13 10 8 2 80 80% 14 10 8 2 80 80% 15 10 7 3 70 70% 16 10 8 2 80 80% 17 10 3 7 30 30% 18 10 5 5 50 50% 19 10 4 6 40 40% 20 10 8 2 80 80% 21 10 9 1 90 90% 22 10 8 2 80 80% 23 10 8 2 80 80% 24 10 7 3 70 70% 25 10 4 6 40 40% 26 10 8 2 80 80% 27 10 7 3 70 70% 28 10 8 2 80 80% 29 10 8 2 80 80% 30 10 9 1 90 90%

Total 212 88 2120 2120%

44

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. (0711)

Fax (0711) 513078, E-mail; fkip_ump@yahoo.com

KEPUTUSAN DEKAN FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PALEMBANG Nomor. 37.02.336/G.17.2/KPTS/FKIP UMP/2006

Tentang

Pengangkatan Dosen Pembimbing Penulisan Skripsi Mahasiswa FKIP Universitas Muhammadiyah Palembang

MEMPERHATiKAN

MENIMBANG

MENGINGAT

VIENETAPKAN : ^ertama

Cedua

Surat permohonan mahasiswa kepada Dekan Fakultas Keguruan dan llmu Pendidikan Universitas Muhammadiyah Palembang untuk pembimbing penulisan skripsi

a. bahwa untuk keiancaran mahasiswa FKIP UMP dalam menyelesaikan program studinya, diperlukan pengangkatan dosen pembimbing penulisan skripsi

b. bahwa sehubungan dengan butir a di atas, dipandang perlu diterbitkan surat keputusan pengangkatan sebagai landasan hukumnya.

1. UU Rl Nomor 20 tahun 2003 2. Qaidah Perguruan Tinggi Muhammadiyah 3. Peraturan Pemerintah Nomor: 60 Tahun 1999 4. Piagam Pendirlan UMP Nomor: 036/111.SMs.79/80 5. Keputusan MPT PPM Nomor: 44//KEP/1.3/C/2003

MEMUTUSKAN

Mengangkat dosen pembimbing penulisan skripsi Universitas Muhammadiyah Palembang

mahasiswa FKIP

Name NIM Dosen Pembimbing Evit Manda Sari 372002127 1. DR. Rusman

2. Hj. Halimah Thohir, S.Pd.

Keputusan Ini berlaku sejak tangga! ditetapkan, dengan ketentuan bahwa segala sesuatu akan diubah dan/atau diperbaiki sebagaimana mestinya apabila terdapat kekellruan dalam keputusan Ini.

^Ditetapkan d ^ . ^ a tangga!

Palembang 01 Rabiulawal 1427 H. 31 Maret 2006 M.

. H. A. Hussein Fattah, M.M.

embusan: Ketua Program Studi Dosen Pembimbing

45

U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G F A K U L T A S K E G U R U A A N DAN I L M U PENDIDIKAN

STAl'US DISAMAKAN/TERAKREDITASI JI. Jend.A.Yani 13 Ulu Palembang 30262 Telp. (0711) 510842

Fax (0711) 513078, E-mail: fkip_ump@yahoo.com

USULAN J U D U L DAN P E M B I M B I N G S K R I P S I Nomor: (439 /G. 17.2/KPTS/FKIP/UMP/2006

ama : Evit Manda Sari

IM :372002127

irusan : Bahasa dan Sen!

rogram Studi: Pendidikan Bahasa Inggris

idul Skripsi :

1. S T U D E N T ' S M O T I V A T I O N IN S T U D Y I N G E N G L I S H O F

S T U D E N T S A T T H E B E G I N N E R L E V E L O F HASANAH

E D U C A T I O N I N S T I T U T E P A L E M B A N G

2. D E V E L O P I N G R E A D I N G S K I L L USING V A R I O U S T E S T F O R M S

A T T H E B E G I N N E R L E V E L O F HASANAH E D U C A T I O N

I N S T I T U T E P A L E M B A N G

3. T H E C O R R E L A T I O N B E T W E E N S T U D E N T S ' M A S T E R Y O F

V O C A B U L A R Y AND R E A D I N G A B I L I T Y A T T H E B E G I N N E R

L E V E L O F HASANAH E D U C A T I O N I N S T I T U T E P A L E M B A N G

iusulkan Judul Nomor ;mbimbing i :mbimbing 11 itas Waktu Penyelesaian

mat Rangkap Lima: . Kclua Program Studi

!. I'cmbimbing 1 . Pembimbing Pembanlu •. Kasubag Akademik

Mahasiswa Bersangkutan

46

UNIVERSITAS M U H A M M A D I Y A H PALEMBANG FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

STATUS D I S A M A K A N / TERAKREDITASI Alamat : Jin. Jend. Ahmad Yani 13 Ulu Palembang Telp. (0711) 510842,

Fax (0711) 513078, E-mail: fkip_ump@yahoo.com

or: 69? /G.17.3/FKIPUMP/ V /2006 4 Rabi.'ulakhir 14-27 2 . ; Permohonan Riset 2 Met 2006 M,

Pimpinan Lembaga Kursus Hasanah embanK

lamualaikum w. w.,

Kami mohon kesediaan Saudara mcmberikan bantuan kepada mahasiswa:

Nama

N i M

Jurusan

Program Studi

Evit Mimda Sari 5 7 2 0 0 2 1 2 7 Pendidikan Bahasa dan Seni

Pendidikan Bahasa Inggris

melakukan riset di lingkungan: Lembaga Kursus Hasanah Palembang

n rangka menyusun skripsi dengan judul: The Correlation Between i e n t a * h h i s t e r y of Vocabula.ry and Reading Abil i ty at The .nner J-»evel of Hasanah Oou.vse Institute Palembang.

Atas perhatian Saudara, kami ucapkan terima kasih.

littaufiq walhidayah.

47

LEMBAGA PENDIDIKAN HASANAH YAYASAN AN-NUUR

IVAHID HASYIM 4 ULU NO. 1714 C ( DEPAN POLSEKTA S.U. I ) » ( 0 7 1 1 ) 618380 PALEMBANG 30266

S U R A T K E T E R A N G A N

Nomor: 001 / I M l / LPH.l / PJS.2 / 06 / 2006

Yang bertanda langan ini , Pimpinan Lembaga Pendidikan Hasanah Palembang

nenerangkan bahwa :

Nama

N i m

Jurusan

Program Sludi

Evit Manda Sari

372002127

Pendidikan Bahasa dan Seni

Pendidikan Bahasa Inggris

Memang benar telah melaksanakan riset dalam rangka menyusun skripsi yang berjudul

The Correlation Between Students' Mastery of Vocabulary and Reading Abil i ty at

Beginner Level o f Hasanah Education Institute Palembang, pada tangga! 6 - 1 3 Juni

2006.

Demikianlah surat keterangan ini dibuat dengan sebenamya untuk dapat dipergunakan

sebagaimana mestinya.

Palembang, 13 Juni 2006

^Pjmpinan Lembaga Pendidikan Hasanah

Akmal, S.Ag

48

UNIVERSITAS M U H A M M A D I Y A H P A L E M B A N G FAKULTAS KEGURUAN D A N I L M U PENDIDIKAN

Nama

N I M

Judul

L A P O R A N K E M A J U A N

B I M B I N G A N S K R I P S I

E v i t ^ndd San

$7Z0OZ]27

The Correlatiori Beiueeg Students ' f lader j Vocabuiarij and Reading /ibiliit/ al the

^dUmbanq le^inner Uv^l o( Ha^dnah Education I g d l t u t c

'embimbing . Dh Rusman Roni. N,Pd. 2. Hj. Halimak Thohir. 5-Pi

luaii Pokok Bahasan Catatan/Komentar Pa ra f&Tg l . Konsultasi

Tanggal Selesai

? / 7 V J .

c ? - < •

^ -

OK

O f : (Pjc- 3Aff zf^ i \ A K f ! / d L ^

Pertemuan ke- Pokok Bahasan

/ r '

17-18-

Catatan/Komentar Pa ra f&Tgl Konsultasi

r

/ fkbuH

Reference! Oiteivfc

ok

fO\0€.0

6k

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B I O G R A P H Y

Evil Manda Sari was born in Palembang, South Sumatera on November 27,

1982. She is the first daughter from A D Effendi and Naisah. She has two brothers and

two sisters. Her primary's school up to high school has been taken up in her

hometown, Palembang, South Sumatera. She graduated from Primary School in 1994,

from Junior High School in 1997, Senior High School in 2000, and Diploma One

{ D l ) i n 2001.

Her study was continued in Faculty o f Teacher Training and Education English

Study Program Muhammadiyah University Palembang and graduated in 2006.

51