1

THE CORRELATION BETWEEN STUDENTS COMPETENCE IN

VOCABULARY MASTERY AND READING COMPREHENSION TO THE
TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL AISYIYAH 1
OF PALEMBANG

1. Background

English has become one of the international language that is used throughout the
world. In this common trend, English in Indonesia has become one of the important
and compulsory subjects at schools, from primary school up to university. There are
four basic language skills that must be mastered by students in English language
learning namely listening, speaking, reading and writing. The mastery of basic
English language skills require mastery of the English vocabulary. The students in
learning process are often difficult to master basic English language skills due to
limited knowledge of vocabulary in English.
Vocabulary is one of the important skills in a language. According to Kamil and
Hiebert (2005:2), vocabulary is the knowledge of meaning of words. Vocabulary
mastery will support the understanding of language skills. It becomes a limited factor
for students and one of the problems confronted by English language learners. A
Limited English vocabulary mastery by students causes limited in practice English
skills, the students cannot communicate clearly and do not understand the
conversation and writing in English.
According to Becker in Hackman (2008:5), identifying poor vocabulary
knowledge is as the primary causes of academic failure. This means that children
with low vocabularies need to be targeted early, since catching up is very difficult.
So to achieve the success in the learning process in English language skills, students
2

should master the English vocabulary. The acquisition of a large number of
vocabularies can help the students read, speak, listen, and write better. According to
Biemiller in Hackman (2008:5), vocabulary is a strong indicator of reading succes. In
addtion, Chal et all in Hackman (2008:5) state that the students show declining
reading comprehension as their narrow vocabulary limited what they can understand
from texts. The more vocabulary students have, the bigger possibility to have a skill
to use the language. So the quality of language skill depends on the quantity and
quality of students vocabulary.
One of English language skills is reading. According to Daiek and Anter
(2004:5), reading is an active process that depends on both the authors ability to
convey meaning using words and the readers ability to create meaning from them.
In a foreign language class, reading is one of the main sources of the input for the
students. The ability to read allows them to continue developing other skills that they
have acquired in the classroom. By reading, the students can develop and enlarge
their knowledge. Learning reading skill is not simple thing to do, especially in
foreign language.
There are many possible reason why students think that reading in English is
difficult. In order to understand the reading text, the readers have to able to recognize
words rapidly, know the meaning almost all of the words, and connect the meaning
sequentially into a coherent message. When the writer observed the learning process
by the tenth grade students of Senior High School Aisyiyah 1 of Palembang, the
writer found that most of the students' are lack of reading comprehension because
they do not know what they have read. So the purpose of reading cannot be achieved.
3

Moreover, the problem most of students who experience reading difficulties is the
problem to acquire fluent word identification skill. Those troubles can inhibit their
comprehension in reading the text. According to Anggis thesis (2010), there are
significant correlation between students vocabulary mastery and their reading
comprehension achievment to the eighth grade students of SMPN 16 Palembang.
The main purpose of reading skill by students is to understand what they read.
Learning reading is not easy because many students still have problems to have a
good comprehension what has been read and the main points of the text. To achieve
those purpose, students need a lot of words of English to master.
Based on the description of vocabulary and reading above, it shows that they
have close correlation. The reason for choosing this topic is to know the significant
correlation between students competence in vocabulary mastery and reading
achievement. It is therefore this study is entitled the Correlation Between
Students Competence in Vocabulary Mastery and Reading Comprehension to
the Tenth Grade Students of Senior High School Aisyiyah 1 of Palembang .

2. Problem
The problem of this research is about students lack in reading comprehension
due to limited knowledge of English vocabulary. There are many possible reasons
students lack in reading comprehension. The writer interests in the correlation
between students competence in vocabulary mastery and reading comprehension.
The problem of this study deals with the terms of (1) limitation of the problem and
(2) formulation of the problem.
4

2.1 Limitation of the Problems
In this study will focus on vocabulary and reading skills. The vocabulary is
about synonyms, antonyms and meaning of the words in descriptive texts. There are
about 30 keywords need to be learned by students in descriptive texts. In addtion, in
reading comprehension there are reading subskills need to be learned by the students
from the passage as well as namely: (1) identifying the main ideas, (2) scanning for
specific informations and (3) giving the meaning of the words.

2.2 Formulation of the Problem
The main problem of this study is formulated in the following question: is
there a significant correlation between students competence in vocabulary mastery
and reading comprehension to the tenth grade students of Senior High School
Aisyiyah 1 of Palembang ? .

3. Objective of the Study
Based on the problem above, the objective of this research is to find out
whether or not there is a significant correlation students competence in
vocabulary mastery and reading comprehension to the tenth grade of Senior High
School Aisyiyah 1 of Palembang.

4. Significance of the Study
The significances of this study are as follow:
1) To the Teachers of English
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a. It is expected that the result of the study can contribute a lot of for the
teachers of English especially for increase vocabulary mastery to improve
reading comprehension.
b. The result of this study can give valid information to the English teachers at
the school concerning the significant correlation between students
competence in vocabulary mastery and reading comprehension to the
students.
2) To the Students
The students especially for the tenth grade students of Senior High School
Aisyiyah 1 of Palembang will enhance learning about vocabulary by adding new
vocabulary to develop the English language skills, especially reading comprehension.
3) For the Writer Herself
The writer can surely enlarge her knowledge and get experience in doing the
researh.
4) For the Other Researchs
This study can be one of the sources of information for futher study.

5. Literatur Review
This part of study presents the following points: (1) the concept of vocabulary,
(2) the importance of vocabulary, (3) the concept of vocabulary mastery, (4) the
concept of reading, (5) the aims of reading, (6) the concept of reading
comprehension, (6) the concept of correlation, (7) the correlation between
6

vocabulary and reading, (8) related previous study, (9) hypothesis and (10) the
criteria for testing the hypothesis.

5.1 The Concept of Vocabulary
According to Jackson and Amvela (2004:1), vocabulary or lexicon (from Greek
lexis, word, lexsikos of/for words) is the stock of words in a given language.
According to Kamil and Hiebert (2005:2), vocabulary is the knowledge of
meaning of words. The words come in at least two forms:
1) Oral vocabulary is the set of words for which we know the meaning when we
speak or read orally.
2) Print vocabulary consists of those words for which the meaning is known
when we write or read silently.
In addition, knowledge of words also come in at least two forms. The first,
productive vocabulary is the set of words that an individual can use when writing and
speaking. And the second, receptive or recognition vocabulary is the set of words for
which individual can assign meanings when listening or reading (Hiebert and Kamil,
2005:3).
Vocabulary can be defined as the words of a language. It is central to foreign
language learning and usefull for communication and acquiring knowledge.
Vocabulary is one of important aspect in language skill.
5.2 The Importance of Vocabulary
Vocabulary is obviously a very important element within a language.
Vocabulary knowledge is important because it encompasses all the words to acquire
7

knowledge, express ideas, communicate effectively and also learn about new
concepts.
According to Petty, Herold and Stol in (Graves, 2004:1), the importance of
vocabulary is daily demostrated in school and out. In the classroom, the achieving
students possess the most adequate vocabularies. Because of the language skills and
the verbal nature of most classroom activities. Knowledge of words and ability to
use language are essential to success in these activities. After schooling has ended,
adequacy of vocabulary is almost equally essential for achievment in vocations and
in society.
Saleh in (Erlangga, 2010:9) states that the second of language is words or
vocabulary or the lexis, all the words in a language. Because vocabulary
refers to words, so knowing the words is a significant asset for the student in
all learning areas.
In conclusion, the writer assumes that vocabulary is an important factor to
improve English language skills.
5.3 The Concept of Vocabulary Mastery
According to Culson (1987:1050), mastery is skill to use the knowledge. It
means that mastery is ability to use ones knowledge. Swannel (1994:656) states that
mastery is comprehensive knowledge.
It can be said that vocabulary mastery is the competence or complete knowledge
of a list or a set of words that make up a language which might be used by a
particular person, class, or profession. Vocabulary mastery is one component to
master English as a foreign language in elementary, intermediate and advanced
8

levels.
In learning the reading skill, vocabulary is one basic component to be mastered.
The development of extensive vocabulary and understanding word meanings are
essential to be successful and fluid comprehension in reading.
5.4 The Concept of Reading
According to Daiek and Anter (2004:5), reading is an active process that
depends on both the authors ability to convey meaning using words and the readers
ability to create meaning from them. In a foreign language class, reading is one of
the main sources of the input for the students.
Weaver (2002:14) states that reading is a process very much determined by what
the readers brain and emotions and beliefs bring to the reading: the
knowledge/information (or misinformation, absence of information), strategies for
processing text, moods, fears and joysall of it.
According to Howards (1980:35), reading is commonly referred to as a process.
Among the most relevant processes involved in learning how to read are
psychological, physical, intellectual, cultural, linguistic and educational. In addition,
reading requires knowledge of the interrelated and interdependent skills in word
recognition, meaning and study skills.
According to Walch (1998:57), the reading skills are skimming and scanning.
Skimming is organized search for seeking information about an article, chapter, or a
book. Whereas, scanning is hunt, skip and search technique for locating answer to
specifics question.

9

5.5 The Aims of Reading
Grellet (1999:5) states the aims of reading are:
a. Reading for details and fact is reading to know what is done by the subject of
the story.
b. Reading for main ideas is reading to get the problem statement.
c. Reading for sequence of organization is reading to know each part of the
story.
d. Reading for inference is reading to know what is the writer meant by its
story.
e. Reading for classifying is reading to find unusual things.
f. Reading for evaluating is reading to know the value of the story.
g. Reading for comparing or contest is reading to compare the way of life of the
story with the way of life of the reader.
According to Cohen in (Djiwandono, 2001:76), the obvious aim of reading in
early reading will help the readers decide to read scanning, skimming, responsive
reading, reading for entertainment, and etc.
So, the aims of reading is depend on the reader. A person may read for many
aims and the aim helps to comprehend more what is read by people.
5.6 The Concept of Reading Comprehension
A reading comprehension entails an interaction between the reader and text. One
important factor in teaching reading comprehension is that students must be actively
involved in the processing and integration of the reading material (Herrel and Jordan,
2006:3).
10

According to Johnson in (Herrel and Jordan, 2006:3), reading comprehension is
viewed as the process of using ones own prior knowledge and the writers cues to
infer the authors intended meaning.
Reading comprehension is an essential part of reading instruction. Reading
comprehension is the level of understanding the text and the process of transforming
print to meaning. It is a complex intellectual process involving words meaning and
reasoning with verbal concept.
5.7 The Concept of Correlation
Richards and Schmidt (2002:128), correlation is a measure of the strength of the
relationship or association between two or more sets of data.
According to Fraenkel, et all (2012:331), Correlational research is also
sometimes referred to as a form of descriptive research because it describes an
existing relationship between variables.
The correlation shows that there is relationship between two or more
comparators. Correlation refers to statistical relationships involving dependence. The
higher of relationship between two or more comparators, the higher of the
dependency each other.
5.8 The Correlation between Vocabulary and Reading
Vocabulary and reading cannot be separated, because of them relate to each
other. According to Simmons and Kameenui in (Herrel and Jordan, 2006:2), the
interdependence between reading achievement and vocabulary knowledge is very
strong.
Daiek and Anter (2004:34), written words are meaningless if the reader do
11

not understand or think about what they have read. Increasing vocabulary mastery
will make the reader know the meaning of more words and how to use them. It is an
important reading strategy. Mastery a words meaning is very different from just
recognizing or knowing how to pronounce it. Knowing what a word means provides
the key to understanding what the reader read. Not knowing what words mean
accounts for a large percentage of all reading comprehension problems.
The development of extensive vocabulary and understanding of words meanings
are essential to succesful and fluid comprehension in reading. Addition, by
developing vocabulary, students are constantly building repetoire of words and
words meaning that will serve to increase their understanding of text and improve
their descriptive writing (Herrel and Jordan, 2006:6).
5.9 Related Previous Study
To get more information about educational research related to the study, the
writer does a library research. There is a previous study related to the writers study
at the library of University of PGRI Palembang entitled The Correlation
Between The Eighth Grade Students Vocabulary Mastery and Their Reading
Comprehension Achievment at SMPN 16 Palembang written by Anggi Permatasari
in 2011. The objective of the study was to find out significant correlation between
the eighth grade students vocabulary mastery and their reading comprehension
achievment at SMPN 16 Palembang.
There are some similarities and differences between Anggis study and the
writer present study. The similarities are both of these deal with vocabulary mastery
and reading skill. The differences are in Anggis thesis, she investigated the eighth
12

grade of SMPN 16 Palembang, while the writers present study is about conducting
a research studying the tenth grade of Senior High School Aisyiyah 1 of Palembang.
In addition, Anggis thesis is about conjunction vocabulary in reading
comprehension, while the writers present study is about synonym, antonym, and
meaning of words in descriptive texts. The result of Anggis research shows that
there is a correlation between vocabulary mastery and reading comprehension. The
degree of freedom (df=N-nr) is 40 (38-2=37). The table of significance of 5% is
0,393 for two tailed and the score is 0,99. So, that null hypothesis (Ho) is rejected
and alternative hypothesis (Ha) is accepted.

6. Hypotheses
From the conceptual framework, the writer will formulate a hypothesis
concerning the significant correlation between students competence in vocabulary
mastery and reading comprehension to the tenth grade students of Senior High
School Aisyiyah 1 of Palembang. Biegier and Gerlach (1996:4) states that a research
hypothesis usually a predictive statement that represents a very specific proposed
answer to the problem statement.
The hypothesis of this study are in the forms of null and alternative hypothesis
as stated below:
a. Null Hypothesis (Ho)
There is no significant correlation between students competence in vocabulary
mastery and reading comprehension to the tenth grade students of Senior High
School Aisyiyah 1 of Palembang.
13

b. Alternative Hypothesis (Ha)
There is a significant correlation between students competence in vocabulary
mastery and reading comprehension to the tenth grade students of Senior High
School Aisyiyah 1 of Palembang.

7. Criteria for Testing the Hypothesis
For testing the hypothesis above, the writer will use the correlation formula
Pearson Product Moment Correlation to test the significant correlation between
vocabulary mastery and reading comprehension. The number of the sample of this
study is 38 students. The writer will take the scores of vocabulary test and the scores
of reading test of students and analyze by Person r formula. The degree of freedom
(df=N-nr) is 38 (38-1=37). The significance level is 5%. The table of significance of
5% is 1,687 for one tailed.
Therefore, if the t-obtained is more than 1,687 the null hypothesis (Ho) will be
rejected and the alternative hypothesis (Ha) will be accepted, if t-obtained is less than
1,687, the alternative (Ho) will not rejected. The null hypothesis (Ho) is rejected. It
means there is correlation between students achievement in vocabulary and reading
ability.





14

8. Research Procedure
This part describes (1) operational definitions, (2) research variables, (3)
Method of research, (4) population and sample, (5) techniques for collecting the
data, and (6) technique for analyzing the data.
8.1 Operational Definitions
This part present: 1) Correlation, 2) Vocabulary Mastery, and 3) Reading
Comprehension.
1) Correlation
Correlation is a statistical measure of the relationship between two or more
comparators. In this study, correlation was conducted to find out correlation between
students competence in vocabulary mastery and reading comprehension to the tenth
grade students of senior high school Aisyiyah 1 of Palembang.
2) Vocabulary Mastery
Vocabulary mastery is the competence or complete knowledge of a list or a set
of words that make up a language which might be used by a particular person, class,
or profession.
3) Reading Comprehension
Reading comprehension is the ability to understand of the text and the process of
interpretation text to meaning. Reading comprehension is one of the pillars of the act
of reading.
8.2 Research Variables
According to Wiersma in (Biegier and Gerlach, 1996:2), a variable is a
characteristic that may take on different values. Additon, there are some variables
15

are used in experimental research as follows:
a. The independent variable is a variable that affects (or is assumed to affect) the
dependent variable under study and is included in the reserach design so that its
effect can be determined.
b. The dependent variable is a varible being affected or assumed to be affected by
the independent variable.
c. The intervening variable is a variable whose existence is inferred but that cannot
always be manipulated or measured.
d. The control variable is a variable, other than the independent variable of primary
interest, whose effects are determined by the research.
e. The moderator variable is a variable that may or may not be controlled but has
an effect on the research situation.
Meanwhile, in this research, there are two variables, they are: vocabulary (X)
and reading comprehension (Y). The Two variables are expected to be correlated to
each other in order to decide the level of students vocabulary mastery and their
ability in reading comprehension.
8.3 Method of Research
In this study the writer will use the correlation method with formula of Pearson
Product Moment Correlation. Correlation is a statistical measure of the relationship
between two or more comparators. According to Biegier and Gerlach (1996:4), the
coefficient of correlation is a number that varies between -1.0 and +1.0 and that
indicates the strength of the relationship between two variables. A correlation
coefficient of +1.0 indicates that there is a perfect positive relationship between the
16

two variables. A correlation -1.0 indicates a perfect negative relationship between
two variables.
8.4 Population and Sample
8.4.1 Population
According to Frankel and Wallen in (Erlangga, 2010:16), population is the
large group to which one hope to apply the result. The population of this study is all
the tenth grade students of senior high school of Aisyiyah 1 of Palembang. It is
shown in table 1 as follow :
TABLE 1
THE POPULATION OF RESEARCH
No. Class Number
1. X.1 38
2. X.2 38
3. X.3 38
4. X.4 37
Total 151
(Source: Senior High School of Aisyiyah 1 of Palembang in academic of year 2013/2014)

8.4.2 Sample
According to Biegier and Gerlach (1996:97), sample is subgroup of population
is selected in the research. Addtion, sampling essentially refers to choosing a portion
of the target population for research, rather than studying entire target population.
In this research, the writer will choose cluster random sampling. According to
Biegier and Gerlach (1996:4), random sampling involves selecting a sample from
specified strata or subpopulations. The number chosen from each stratum may be
equal or proportional to the number in each stratum. In addition, according to Biegier
and Gerlach (1996:98), cluster random sampling involves choosing a sample from
intact mutually exclusive groups, such as school classes. The cluster may be
17

randomly selected from a set of available cluster. All members of the cluster can be
included in the sample.
According to Arikunto in (Erlangga, 2010:17), If the subjects are less than 100,
it will be better to take them all as the sample so the research serves as the population
of research. Then if the subject are more than 100, the sample can be taken between
10% and 15% or 20% and 25% or more of the whole population.
Based on the statement above, there are 151 students and the writer take 25 %
of the whole population. So there are 38 students as sample of this study. It is shown
in table 1 as follow :
TABLE 2
THE SAMPLE OF RESEARCH
No. Class Number
1. X.1 38
Total 38
(Source: Senior High School of Aisyiyah 1 of Palembang in academic of year 2013/2014)

8.5 Techniques for Collecting the Data
In this research, the writer will use an instrument which is called test. in this
case, the objective test which is the multiple choice type for both the vocabulary and
reading comprehension. The test consist of the multiple choices with 70 items and
there will be 90 minutes for the pupils do the test.
According to Heaton (1988:27), multiple choice items can provide a useful
means of teaching and testing in various learning situations (particularly at the lower
levels).
The objective test which is the multiple choice is used to obtain the score of
the vocabulary mastery and reading comprehension. The construction of the test is
18

described bellow:
a. Vocabulary Test
The vocabulary test is taken from the exercises, which is made by the
teacher. The number items of the test are 40 items of a multiple choice type test
with five options: A, B, C, D, E.
b. Reading Comprehension Test
The reading comprehension test is a standardized test taken from the exercises to
reading comprehension that compiled from many sources. The number items of test
are 30 items of a multiple choice type test with five options: A, B, C, D, E.

8.5.1 Validity of the Test
According to Biegier and Gerlach (1996:97), validity, which is derived from
the Latin word validus, meaning strong, refers to the degree with which correct
inferences can be made from the results of a research study.
In this study, validity of the test material is estimated throughout content
validity and it measures sample of the subject matter content. The writer uses the
table of test specification is to define the scope of the test clearly. It insures
correlation between the learning objectives for the students and the content of the
test. In order to know if the contents of the test items given is appropiate, the test
materials is checked to the content of the syllabus, besides it will be discussed with
the theses advisors and the teacher of English at Senior High School of Aisyiyah 1
of Palembang.

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TABLE 3
THE TEST SPECIFICATION
FOR THE READING COMPREHENSION TEST
No. Objective Indicator Types of Test Test Items
1.

Students are
able to
comprehend
the reading
text
1. Students are
able to
identify for
the main
ideas
2. Students are
able to scan
for spesific
information
3. Students are
able to gues
the meaning
of words
through the
context
Multiple choice




Multiple choice



Multiple choice

10 items




15 items



15 items
Total Number 40


TABLE 4
THE TEST SPECIFICATION
FOR THE VOCABULARY TEST
No. Objective Indicator Types of Test Test Items
1. Students are
able to
understand /
identify the
meaning of
vocabulary
1. Students are
able to
identify the
synonyms.
2. Students are
able to
identify the
antonyms
3. Students are
able to use
the context to
guess the
meaning of
the words
Multiple choice



Multiple choice



Multiple choice
10



10



10


Total Number 30

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8.5.2 Reliability
According to Frankel and Wallen in (Erlangga, 2010:18), reliability is the
consistency of scores or answer from one adminstration of an instrument to another,
and from one set of items to another. Addition, the most frequently employed method
for determining internal consistency is the Kuder-Richard 21 formula. A frequently
used version of the KR21 formula as follows :

]
Where :
KR-21 : Kuder-Richardson Reliability Coefficient
K : Number of Items in the Test
M : Mean of Sets of the Test
SD : Standard Deviation of the Test Scores
To get standar deviation, the formula is as follows :

Mean :
N = Number of items test
X = The Scores of items test
Dealing with it, Fraenkel and Wallen in (Erlangga, 2010:19) states that for
research purposes, a useful rule is that the reliability coefficient should be at least
0.70 and preferably higher.



21

8.6 Technique for Analyzing the Data
To find out the correlation between students competence in vocabulary mastery
and reading comprehension, the writer uses the correlation formula by Pearson
Product Moment Correlation to test significant correlation between them.
According to Biegier and Gerlach (1996:4), the formula used as follows :

} ) ( }{ ) ( {
) )( (
2 2 2 2
Y Y n X X n
Y X XY n
r
xy

Mean :
N = the Number of Student Respondents
X = the Students Score in Vocabulary
Y = the Students Score in Reading Comprehension
X = the Sum of Vocabulary Score
Y = the Sum of Reading Comprehension Score
X
2
= the Sum of Square of Vocabulary Scores
Y
2
= the Sum of Square of Reading Comprehension Scores
(X)
2
= the Square of the Sum of Vocabulary Scores
(Y)
2
= the Square of the Sum of Reading Comprehension Scores
XY

= the Sum Multiplication of Vocabulary Scores and Reading
Comprehension Scores.
Correlation Pearson Product Moment denoted (r). According to Biegier and
Gerlach (1996:4), the coefficient of correlation is a number that varies between -1.0
and +1.0 and that indicates the strength of the relationship between two variables. A
correlation coefficient of +1.0 indicates that there is a perfect positive relationship
22

between the two variables. A correlation -1.0 indicates a perfect negative relationship
between two variables. While the price of the meaning of r will be consulted with the
interpretation table r as follows :
TABLE 4
TABLE r PERSON PRODUCT MOMENT
Interval Coefficient Interpretation
0,80 1,000
0,60 0,799
0,40 0.599
0,20 0,399
0,00 0,199

Very High
High
Moderate
Low
Very Low

















23

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