THE RELATIONSHIP BETWEEN

STUDENTS VOCABULARY MASTERY

AND LISTENING COMPREHENSION
ABILITY AT 11th GRADE IN FIRST
TERM ON CITRA UTAMA VOCATIONAL
HIGSCHOOL
IN 2015/2016 ACADEMIC YEARS
WRITEN BY MUH. ANGGA WINDU

Background

Language is the ability to acquire and use complex

systems of communication, particularly the human ability
to do so, and a language is any specific example of such
a system. Many regions have kind of language and
different language. English is a West Germanic language
that was first spoken in early medieval England and is
now a global lingua franca. It is an official language and
used by all countries including Indonesia. Indonesia has
many region languages, but its not useful when they
would like to speak to foreign. They should use English to
speak. All of us know that English is one of the most used
languages all over the world. Many scientific books are
written in English. In fact, English is spoken by many
people. English is an international language. Whenever
we want to know what is happening on the other side of
the world we get the news in English only.

 English

has been considered to be the

first foreign language in Indonesia. It
functions to help the development of the
state and nation, to build relations with
other nations, and to run foreign policy
including as a language used for wider
communication in international forum. In
relation to that Indonesia has been
carrying out teaching EFL in almost level
of schools, starting to be taught in basic
primary school until secondary school.

Type of listening

There are two main types of listening as the foundations of

all listening sub-types are:

Discriminative Listening is first developed at a very early age

perhaps even before birth, in the womb. This is the most basic form
of listening and does not involve the understanding of the meaning
of words or phrases but merely the different sounds that are
produced. In early childhood, for example, a distinction is made
between the sounds of the voices of the parents the voice of the
father sounds different to that of the mother.

Comprehensive Listening involves understanding the

message or messages that are being communicated. Like
discriminative listening, comprehensive listening is
fundamental to all listening sub-types. Comprehensive listening
is complimented by sub-messages from non-verbal communication,
such as the tone of voice, gestures and other body language. These
non-verbal signals can greatly aid communication and
comprehension but can also confuse and potentially lead to
misunderstanding. In many listening situations it is vital to seek
clarification and use skills such as reflection aid comprehension.

Listening

comprehensionencompasses the
multiple processes involved in
understanding and making sense of
spoken language. These include
recognizing speech sounds,
understanding themeaningof
individual words, and/or
understanding the syntax of
sentences in which they are
presented.

 While

vocabularyis a list of words used

by lexicographers to write dictionary
definitions. The underlying principle goes
back toSamuel Johnson's notion that
words should be defined using 'terms
less abstruse than that which is to be
explained',and a defining vocabulary
provides the lexicographer with a
restricted list of high-frequency words
which can be used for producing simple
definitions of any word in the dictionary.

 There

are 4 types of vocabulary:

Listening Speaking Reading

Writing The first two constitute spoken
vocabulary and the last two, written
vocabulary. Children begin to acquire
listening and speaking vocabularies
many years before they start to build
reading and writing vocabularies. Spoken
language forms the basis for written
language. Each type has a different
purpose and, luckily, vocabulary
development in one type facilitates
growth in another.

 Vocabulary

and language ability has

almost exclusively focused on the skill of
reading. To fully uncover the role of
vocabulary knowledge in L2 proficiency,
an empirical investigation of the extent
to which vocabulary knowledge
contributes to other language skills is
needed. The present study reports on
such an investigation that explored the
contribution of depth and breadth of
vocabulary knowledge to advanced L2
learners listening comprehension in
English.

 The

writer sees that nowadays, children

in Indonesia are too influenced by the
technology. They spend more than 4
hours a day and almost all their gadget
have English as language. The children
love games and their games produce
sound in English. Because of that
phenomenon, the writer raised the issue
about the relationship between
vocabulary skill and listening
comprehension that is taught to the 11th
grade students of Citra Utama
Vocational High School, Jakarta in

THE IDENTIFICATION OF THE

PROBLEMS
1.

To what extent are vocabulary size and depth of

vocabulary knowledge associated with listening
comprehension?

2.

To what extent does depth of vocabulary knowledge, in

addition to vocabulary size, contribute to successful
listening comprehension?

3.

Is there any significant relationship between student

vocabulary mastery and student listening
comprehension ability in the 11th grade students of Citra
Utama Vocational High School, Jakarta in 2014/2015
Academic Years?

LIMITATION OF THE PROBLEM

there

is significant relationship between

student vocabulary mastery and student
listening comprehension ability in the 11th
grade students of Citra Utama Vocational High
School, Jakarta in 2014/2015 Academic Years

THE STATEMENT OF THE

PROBLEM
Based

on the background above, the writer

includes a question, The research question
of this research is formulated as follow Is
there any significant relationship between
students vocabulary mastery and listening
comprehension ability at the 11 th grade
students of Citra Utama Vocational High
School, Jakarta in 2014/2015 Academic
Years?

THE PURPOSE OF THE STUDY

There is significant relationship between
students vocabulary mastery and
students listening comprehension ability
at the 11th grade students of Citra Utama
Vocational High School, Jakarta in
2014/2015 Academic Years

THE SIGNIFICANCE OF THE

STUDY
For

the student
For the teacher
For the school