A CORRELATION STUDY BETWEEN STUDENTS READING

INTEREST TOWARD THEIR VOCABULARY MASTERY

(A Correlative Study of the Fourth Semester of English Department Students of Salatiga
in Academic Year of 2012/2013)

GRADUATING PAPER
Submitted to the Board of Examiners as a Partial of the Requirments
for the degree of Sarjana Pendidikan Islam (S.Pd.I)
In English Department

By :
AJ BASTIAN
NIM : 113 08 118

ENGLISH DEPARMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2013

MINISTRY OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITTUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. (0298) 323706 Salatiga 50271
Website: www.stainsalatiga.ac.id Email: administrasi@stainsalatiga,ac.id

DECLARATION

In the name of Allah, the most Gracious and the most Merciful.
Herby the writer fully declares that the graduating paper is made by the writer himself
and it is not containing materials written or has been published by other peoples ideas except the
information from the references.
The writer is capable to account for this graduating paper if in the future it can be proved
of containing others ideas or in fact the writer imitates the others graduating paper.
Likewise, the declaration is made by the writer and he hopes that this declaration can be
understood.

Salatiga, August 23th, 2013

The Writer,

AJ BASTIAN
NIM: 113 08 118

MINISTRY OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITTUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. (0298) 323706 Salatiga 50271
Website: www.stainsalatiga.ac.id Email: administrasi@stainsalatiga,ac.id
Salatiga, August 23th, 2013

Rr. Dewi Wahyu Mustikasari, M.Pd.

The Lecturer of Educational Faculty
State Islamic Studies Institute of Salatiga

ATTENTIVE CONSELOR NOTES

Case: AJ Bastians Graduating Paper
Dear
The Head Master of State Islamic
Studies Institute of Salatiga
Assalamualaikum. Wr. Wb.
After

reading

and

correcting

AJ

Bastians

graduating

paper

entitled

CORRELATION STUDY BETWEEN STUDENTS READING INTEREST TOWARD

THEIR VOCABULARY MASTERY, I have dedicated and would like to propose that if
could be accepted by educational faculty, I hope it would be examined as soon as possible.
Wassalamualaikum Wr. Wb.

MOTTO

MOTHERS LOVE IS NEVER ENDING

YOULL NEVER BE ALONE
PEACE, LOVE, UNITY AND RESPECT

DEDICATION

This graduating paper dedicated to :

My beloved father (Almadi) and my beloved mother (Kutri Yuliati), thanks for your
attention, support, trust, finance, encouragement, and everlasting prayer.
My beloved wife (Eni Irawati) thanks for your support, motivation and spirit.
My wonderful sisters and brothers Mbak Danie, Mas Arif, Dek Dwik, and Dek Feri
thanks for your prayer.
My best friend Doni, Fendi, Syafii thanks for your prayer, support, and motivation to
make this graduating paper to be perfect.
My friends in TBI 08, especially TBI D.
The big family of Al Mina Islamic Primary School.
All STAIN Salatiga lecturers especially for those who have taught in my class.

ACKNOWLEDGEMENT

Assalamualaikum Wr. Wb
Alhamdulillah . , in the name of Allah, the lord of universe. Our blesses and
praises always go to our prophet Muhammad (peace be upon him) who bring us from
darkness to the lightness. Praise to Allah, the compassionate, the merciful for his blessing
which come to the writer, in form of support and encouragement to finish this graduating
paper.
However, the writer realize that besides the writers will and effort there are some
helps from many people, friends, and relatives, which made the process of writing much
easier, by giving their great helps, and love. In this special occasion, the writer would like
to express the special gratitude to :
1. Drs. Imam Sutomo, M. Ag. as the Rector of State Islamic Studies Institute of
Salatiga.
2. Mr. Suwardi, M.Pd. as the Chief of Education Program.
3. Mrs. Maslikhatul Umami, S. Pd.I M.A as the Chief of English Department Program.
4. Mrs. Rr. Dewi Wahyu Mustikasari, M.Pd. as the consultant who gives support,
guidance, and useful advice. Thanks for all
5. All of the lecturers in English Department.
6. All administration staffs and the librarians staffs for their help in both of areas.
7. All of my classmates at TBI D 2008.
8. The big family of STAIN Salatiga.

9. My best friends, Syafii, Fajar, Mas Daim, Jalu, Andi, Nanang, Subur, and Dimas.
Special thanks to Mr. Deka always support me whenever.
10. For everyone that I cannot mention one by one, thank you very much for everything.

No one is perfect, for better every little thing he does, the writer needs all
constructive criticism, opinion, and suggestion.
Wassalamualaikum Wr. Wb.

Salatiga, August , 2013

AJ BASTIAN
NIM. 113 08 118

ABSTRACT
AJ Bastian : A CORRELATION STUDY BETWEEN STUDENTS READING INTEREST
TOWARD THEIR VOCABULARY MASTERY of the Fourth Semester of English Department
Students of Salatiga in Academic Year of 2012/2013.
This research analyzed the correlation between reading interest and vocabulary mastery.
The objectives of the research are to know the score of reading interest, the score of vocabulary
mastery, and to proven the significant correlation between reading interest and vocabulary
mastery. This graduating paper intended to be a descriptive quantitative research. The writer
applied questionnaire to found the score of students reading interest, and the writer applied test
to found the score of vocabulary mastery of the Fourth Semester of English Department Students
of Salatiga. Then, the writer applied correlation formula to proven the significant correlation
between reading interest and vocabulary mastery. The result of this research showed that score of
reading interest of the Fourth Semester of English Department Students of Salatiga is good. It
can be seen from the result of reading interest score is 77.31%. It showed that the students have
interest in reading English book because they often went to library to read English book and did
the assignment for presentation which given by lecturer. In this research also showed that score
of vocabulary mastery the respondents is excellent. It was known from the result of score of
vocabulary test is 83.70%. It showed that the student did most of vocabulary tests and also
understood the verb of the text. In this research they understand lecturers explanation about
vocabulary study. Then the result of correlation formula showed that the r-calculation is 0.483.
To know the significance of variable X to variable Y, r-calculation is compared with r-table with
the number of sample (27) students and the level of significance 5% (0.05), which is 0.381. It
proved that r-calculation is almost the same with r-table because r-calculation is 0.483 while rtable is 0.381. It also proved that there was positive correlation between reading interest and
vocabulary mastery. Because the correlation between reading interest and vocabulary mastery
are significance.

Key words: correlation study, reading interest, vocabulary mastery.

TABLE OF CONTENT
Page
TITLE PAGE ...i
DECLARATION ...ii
ATTENTIVE COUNSELOR NOTES ..iii
STATEMENT OF CERTIFICATION ..iv
MOTTO ..v
DEDICATION ..vi
ACKNOWLEDGMENT ..vii
ABSTRACT viii
TABLE OF CONTENT ix
LIST OF TABLES .x
Chapter 1

INTRODUCTION
A. Background of the Study .1
B. Limitation of the Problems ...2
C. Statement of the Problems ...3
D. Objectives of the Study ....3
E. Significance of the Study ....4
F. Definition of Key Terms .....5
G. Previous Studies ..6
H. Hypothesis ...7
I. Thesis Organization .8

Chapter II

THEORITICAL FRAMEWORK 9
A. Reading ...9
1. Definition of Reading ...9
2. Purposes for Reading ....9
3. Benefit of Reading Skill ..11
4. Reading Strategies ...14
5. Reading Interest ..16
B. Vocabulary 18
1. Definition of Vocabulary .18
2. Mastery on Vocabulary 19
3. Classes of Vocabulary ......19
4. Aspect of Learning Vocabulary ...22
5. Influence of Reading Interest to Vocabulary Mastery 24

Chapter III

RESEARCH METHODOLOGY 26
A. Research Methodology ...26
1. Type of the Research 26
2. Approach ..26
3. Setting of the Research .26
4. Object of the Research ..27
5. Technique of Collecting Data ...28
6. Technique of Data Analysis .30

B. History and General Situation of STAIN Salatiga .....32

C. Teaching Staff 32
D. Official Staff ...33
E. Facilities of STAIN Salatiga ..33
Chapter IV

DATA ANALYSIS .35

A. Hypothesis...35
B. Testing Validity and Reliability of the Questionnaire ...36
C. Students Reading Interest .39
D. Students Vocabulary Mastery ...43
E. Correlation between Students Reading Interest and Students
Vocabulary Mastery ...43
F. Result of Theoretical Analysis ...46

Chapter V

CLOSURE ...48
A. Conclusion .48
B. Suggestion .49

BIBLIOGRAPHY
APPENNDIX

LIST OF TABLES

Table 3.1 The number of the fourth semester students of English Department of STAIN
Salatiga on the academic year 2012/2013 ..27
Table 3.2 Indicator of Questionnaire ..29
Table 3.3 The number of Lecturers Staff of STAIN Salatiga on the academic year
2012/2013 ...33
Table 3.4 The number of Official Staff of STAIN Salatiga on the academic year
2012/2013 ...34
Table 4.1 Reliability Calculation

....38

Table 4.2 The Questionnaire Calculation ...41

Table 4.3 Students Vocabulary Test .43
Table 4.4 Correlation between Reading Interest and Vocabulary Mastery of Students ...45

CHAPTER I
INTRODUCTION

A. Background of the Study

People use language to ask for and give people information, but as we know that
most knowledges information in Indonesia is not only spread orally. People also read by
books. Furthermore, both of them are the window of knowledge. The statement above
shows that reading is very important.
One of important skill in learning English is reading. Reading is important aspect
of students learning activity. Reading is an understanding a message explained by the
writer through visual and non visual. This activity involves an interaction between
thought and language. For the process, the reader processes his background knowledge
and text using specific skills and strategies to form expectations or predictions of the
meaning of text, then selecting, and using the most productive clues to confirm or reject
those predictions (Fauziati, 2005: 139).
Reading texts provide opportunities to study language about vocabulary,
grammar, punctuation, and the way that construct sentence, paragraphs, and texts.
Furthermore, good reading texts can introduce interesting topics, stimulate discussion,
and excite imaginative responses (Harmer, 2001:68).
Vocabulary is central to language and of critical importance to typical language
learner. Without a sufficient vocabulary, one cannot communicate effectively or express
his ideas in both oral and written form. Having a limited vocabulary is also a barrier that

precludes learners from learning a foreign language. When they do not know how to
enrich their vocabulary, for example, they often gradually lose interest in learning
(Fauziati, 2005: 155).
Vocabulary is commonly defined as "all the words known and used by a
particular person". Knowing a word, however, is not as simple as simply being able to
recognize or use it. There are several aspects of word knowledge which are used to
measure word knowledge. Students have to master rich vocabularies to develop and
express their ideas in target language because it is the foundation to apply the integrated
skills namely listening, speaking, reading, and writing.
In language learning, vocabulary takes a very important role. How the learners
can understand what they listen, speak, read, and write if they do not understand any
word? A learner should keep learning new vocabulary items every day so as to make his
or her understanding English better. Based on the explanation above, the writer is
interested in conducting a research entitled A Correlation Study between Students
Reading Interest toward their Vocabulary Mastery.

B. Limitation of the Problems

The writer needs to limit this research because there are many factors that
influence students vocabulary mastery. Therefore, the writer choose the factor that
influence vocabulary mastery namely reading interest. Reading interest is the
independent variable (x) and vocabulary mastery is the dependent variable (y). The writer
assumes that reading interest is contributes a lot to vocabulary mastery. Therefore, the

writer is going to investigate and prove that the first variable (x) contributes to the second
one (y).

C. Statement of the Problems

The writer formulates the statement of the problems are as follow:
1. How far is the score of reading interest of the fourth semester of English Department
students of STAIN Salatiga in academic year of 2012/2013?
2. How far is the score of vocabulary mastery of the fourth semester of English
Department students of STAIN Salatiga in academic year of 2012/2013?
3. Is there a correlation between reading interest and vocabulary mastery of the fourth
semester of English Department students of STAIN Salatiga in academic year of
2012/2013?

D. The Objectives of the Study

The general objective of the study is to prove that reading interest contributes a lot
to vocabulary mastery. The objectives are then specified into the following goals:
1. To find out the score of reading interest of the fourth semester of English Department
students of STAIN Salatiga in academic year of 2012/2013.
2. To find out the score of vocabulary mastery of the fourth semester of English
Department students of STAIN Salatiga in academic year of 2012/2013.

3. To find out the correlation of reading interest to vocabulary mastery of the fourth
semester of English Department students of STAIN Salatiga in academic year of
2012/2013.

E. Significance of the Study

The writer hopes that the result of this research can give information about the
level of students reading interest and vocabulary mastery. The writer also hopes that it
beings some benefits for the teachers, students, and school especially the students of
English Department of STAIN Salatiga.

1. For the College Teacher

The positive result of this research can support the English college teacher in their
teaching vocabulary. They will know the significance of reading interest as a students
habit that can improve students vocabulary mastery.
2. For the University Students
The positive result of this research can support the university students to master
English vocabulary. It also will improve the students interest of reading.
3. For the English Department

The result of this research also can support the English Department to develop the
curriculum of English teaching and learning. The English Department can give
recommendation for English college teacher who want to apply the curriculum that make
university students reading English actively.

F. Definition of the Key Terms

1. Correlation
Correlation is the connection between two things in which one thing changes
as the other does (Oxford University Press, 2003: 94).

2. Reading
Reading is useful for other purposes too: any exposure to English (provided
students understand it more or less) is a good thing for language students. At the very
least, some of the language sticks in their minds as part of the process of language
acquisition, and, if the reading text is especially interesting and engaging, acquisition
is likely to be even more successful (Harmer, 1998: 68).
3. Interest
Interest is the feeling of a person whose attention, concern, or curiosity is
particularly engaged by something (Oxford University Press, 2003: 197).
4. Vocabulary
Vocabulary is a powerful carrier of meaning. Beginners often manage to
communicate in English by using the accumulative effect of individual words. A

learner, recognizing the communicative power of vocabulary, might reasonably aim

to acquire a working knowledge of a large number of words. The long lists of words
and their translations in our exercise books somehow always seem to defy memory,
and even when we can recall the word we want, it doesnt always seem to fit
comfortably into our own sentences (Scrivener Jim, 1994: 73).
5. Mastery
Mastery is complete control or the commitment to the ongoing evolution of
skill and wisdom in an area of thought or activity through practice, contemplation,
application and exploration (Oxford University Press, 2003: 230).

G. Previous Studies
In this graduating paper, the writer took some previous studies from the other
graduating paper as comparison. The writer used the other graduating paper, and the title
is a Correlative Study between Vocabulary Mastery and the Ability to Translate English
into Indonesian by Titik Nurkhasanah in 2005. She was the student of State Islamic
Studies Institute of Salatiga. In this graduating paper, she analyzed that there was a
significant correlation between Vocabulary Mastery and the Ability to Translate English
into Indonesian.
The second previous studies to this research, the title is a Correlation between
Vocabulary Mastery and Grammatical Competence Towards Translation Skill of a
Correlation between Vocabulary Mastery and Grammatical Competence towards
Translation Skill of second year students of Smu Muhamadiyah 4 Andong Boyolali in the

academic year 2003/2004, by Shofwan in 2004. He was the student of State Islamic
Studies Institute of Salatiga. In this graduating paper, he analyzed that there was a
significant correlation between Vocabulary Mastery and the Grammatical Competence
Towards Translation Skill.

The third previous studies to this research, the title is The Correlation Study
between Students Activeness in Watching English TV Programs and their Vocabulary
Mastery, which has been researched by Sri Widyaningsih in 2004. She was the student
of State Islamic Studies Institute of Salatiga. In this graduating paper, she analyzed that
there was a significant correlation between vocabulary mastery and the students
activeness in watching English TV programs.
My research is different from the previous studies because of the reasons:
1. This graduating paper emphasized on reading interest of the students.
2. The object of this graduating paper is the fourth semester of English Department
students of STAIN Salatiga.

H. Hypothesis
Hypothesis is a predicated answer of research problem with data (Arikunto,
2006:102). Hypothesis is a temporary answer to the problem of research, and the validity
still must to be tested empirically. The steps of the research present in this chapter are a
summary from the theoretical conclusion which gets from previous studies. Hypothesis is
an answer toward research problem which considered most possible and has highest
validity (Suryabrata, 1995:69). The writer tries to determine the hypothesis of this

research. The hypothesis of this research is There is a significant correlation study

between studentss reading interest toward their vocabulary mastery.

I. Thesis Organization
This thesis is divided into five chapters.
Chapter I contains of introduction. It consists of the background of the study,
limitation of the problems, statement of the problems, the objectives of the study,
significance of the study, definition of the key terms, previous studies, hypothesis, and
thesis organization. Chapter II contains of the Theoretical Framework. The writer
explains what the meaning of reading interest, some theories of vocabulary mastery and
possible relation between reading interest and vocabulary mastery. Chapter III, the writer
describes about research methodology that consist of type of the research, approach,
setting of the research, object of the research, technique of collecting data, and technique
of data analysis. Furthermore, history and general situation of STAIN Salatiga, teaching
staff, official staff and facilities of STAIN Salatiga. In chapter IV, the writer explains the
data analysis that consist of hypothesis, testing validity and reliability of the
questionnaire, students reading interest, students vocabulary mastery, correlation
between students reading interest and students vocabulary mastery, the last is result of
theoretical analysis. In Chapter V, the writer ends the graduating paper by giving
conclusion and suggestion.

CHAPTER II

THEORETICAL FRAMEWORK

A. Reading
1. Definition of Reading
There are many definitions and the goal of reading because of the complexity
of the reading process. It is the suitable reason to discuss the difference of it.
According to Nababan (1993:164) that reading is a complex activity because it
depends on the language skill and the level of intellectual activity of the reader.
According to Fauziati (2005:138) briefly it states that comprehending a text is
an interactive process between the readers background knowledge and the text.
Efficient comprehension, thus, requires the ability to relate the textual material to
ones own knowledge. It can be inferred that reading is an interactive and
interpretative process. The reader process his background knowledge and the printed
text using specific skills and strategies to form expectations or predictions about the
text, selecting and using the most productive cues to confirm or reject those
predictions. This process takes place until the reader is satisfied with the information
he gets from the printed message, and then, reacts to it accordingly (Fauziati, 2005:
139).

2. Purposes for Reading

According to Risdianto (2012:94), there are some purposes for reading,
namely:

a. For pleasure or for personal reasons to find general information such as what a
book is mostly about.
b. To find a specific topic in a book or article.
c. To learn subject matter that is required for a class.
Once students have mastered the basic decoding skills, they will begin to read
for a variety of purposes. If they are reading a book or article for fun or if they simply
want to know about a particular subject such as frogs, they may want to read fast. It
isnt necessary for them to read every word or even know the meaning of every word
in the text. According to Risdianto (2012:95), they can do some of this step:
a. Skimming for General Information
Students who want to find general information about a subject such as Frogs
will want to skim through a book or several books to determine how the books are
organized and what they cover. When they skim, they run or flip through the pages of
the book or article quickly to find out whether it might cover the information they
need.
b. Scanning for Specific Information
When a student wants to know how tadpoles (Indonesian:berudu, cebong)
become frogs, he will need to scan a book or article about amphibians or frogs to find
out whether the material covers tadpoles. When he scans, he will look at the title, the
table of contents, the headings, and the index to find out if the material gives
information about tadpoles.
c. Reading to Learn

Another purpose for reading calls for reading carefully and slowly. When a
student studies for a test, he will want to skim the book or chapter first to see what it
covers. Then he will read the headings and subheadings to discover how the book is
organized. He should try to make connections between the material and what he
already knows.

3. Benefit of Reading Skill

In addition, reading has many benefits and function. There are 8 (eight)
reading functions according to St. Y. Slamet (2007) as quoted by P Iwuk (2007:8).
The functions of reading such as:
a.

Intellectual Function
Reading has intellectual function if with reading the learner can improve

intellectuality and our brain power. For example: when the learner read research
report, journal, or graduating paper. The material like that can be helping everyone to
brain sharpen.
b.

Increase the Creativity

After usually in reading the learner often fell challenging for doing something

new or new things. The new things appear because the learner gets some information
from reading. For example: read the material of text which built the inspiration for
write a poem.
c.

Practically Function
The practically function of reading when the learner read, the learner get some

information which have the practically quality or building on practice. The

information which has the practically quality is information in our mind about the real
activity or bring into reality. For example: reading about the manner of make a kite,
prescription to make beverage and food, take a picture technique, etc.
d.

Recreatively Function
The meaning of reading with recreatively function is reading to get some

entertainment. For example: reading the popular novel, funny stories, or pictures
stories.
e.

Informative Function
The meaning of reading with informative function is reading to get some

information. The information can organized as anything what the learner need in
daily life. After The learner get some information, maybe the learner dont do
anything. However, the learner still remembers the information in our mind. The
learner can put outside or using some information anytime the learner need.
f.

Religious Function
In this function, reading can using for improve the faithful, right thinking, and

near himself with god. For example: when the learner read the material which has the
quality religious, like spiritual magazine or holy book.
g.

Social Function
Reading with social function is reading in an oral manner and high pitched.

When the learner read the others people can get some information from listened what
the learner read. The learner can give some benefit from reading activity with attitude
instruction such as pronounce, deed, and think. The example of reading activity is like
reading news, reading belles letters, and reading announcement.

h.

Disappearance of Quiet Function

The learner get the reading function as disappearance of quiet when the

learner have some purpose to fill the time off. The learner wants to read just for
spending the time. For example: reading magazine or a news paper when the learner
waiting friends or doesnt have activity except reading a book.
In teaching and learning process, reading is very important for achieving
success for teachers and students. The students will have more positive activities if
they use part of their time to read English book continually, they can plan how long
they need to read an English book. Then the teachers will have an important part of
their job. Many of them want to be able to read texts in English for achieving their
careers, for study purposes and others.
Reading is a good thing for language students. At very least, some of the
language aspect that in their minds as part of the process of language acquisition and
it will be more successful if reading text is especially interesting and engaging
(Harmer, 2001:68).
Beside that, the students also have their purposes why they read English book
or others. The purpose of the reader is an important aspect of reading. It is also useful
for understanding process of entire reading, and the purpose of reading can be found
(Djiwandono, 2001:76).
According to Nababan (1993:164) that there are two purposes of reading:
a. To know the contents of text efficiently.
b. To get information:

 Cognitive and intellectual information, this is applied by reader who want to

add their own knowledge.
Reference and factual information, it is applied by reader who want to know
the real facts in the world.
Effective and emotional information, this is applied by reader who want to
discover the enjoyment in reading.

4. Reading Strategies
There are many strategies of reading. It is applied by many readers. They will
choose different way to read. According to Johan (2004: 1-10) that there are five
macro skills of reading:
a. Deducing the meaning of words from contexts
Deducing the meaning of words from contexts is reading by looking for
the attending words and phrase of words. In order to know the functions of words
and the kinds of the words. So, the meaning of word can be found.
b. Understanding the form and meaning of non-idiomatic phrases.
Meaning of Non-idiomatic phrases is the definite meaning. For example:
Noun phrase, gerund, participial phrases, etc.
c. Understanding sentence meaning through syntactical structures
This skill is the application of the grammatical knowledge especially in
syntax. It is in the word and phrase identification, or the functional sub-clause
such as subject, verb, object, and complement.
d. Recognizing and understanding rhetorical structures

Understanding rhetorical structures are include the understanding of

meaning, function of words, phrase, discourse markers, and a certain structure
that is used by writers to explain their idea. Rhetorical structures can be found in
the level of sentence, paragraph or inter-sentences, and level of the text entirely.
e. Critical reading skills
Understanding the purpose of the writer
For example: the writer wants to give information, guessing the idea,
or influence the reader, etc.
Understanding point of view of the writer
The writer sees the problem from many points of views such as:
economic, politic, education, religion, etc.
Understanding intonation of the writer
The writers have humor or serious intonation for their written.
According to Fauziati (2005:141) that to be to read well, learners have to
detect and select the right clues to form concepts or meaning. There are some
activities which are done by the readers in order to understand texts-based processing
skills.
a. Recognizing word
To find the word means by using context clues. Then, figure out the
unfamiliar word by word analysis that is recognizing the parts of word.
b. Recognizing Phrases
In order to enable the reading learners understand the meaning of the word,
they have to be able to recognize the position of the word in phrases. For that

purpose, they should see and understand the characteristics of the phrase and know
how it is functionally constructed.
c. Recognizing Structures
Students learn about the types of sentences: simple, compound, and complex
sentences. They are also familiar with the classification of sentence into declarative,
interrogative, and imperative sentences.
d. Discourse Analysis
Discourse analysis enables students to get interpretation meanings of ideas
those carried by reading text. The students need to be familiarized with sentences.

5. Reading Interest
Reading interest is a feeling that accompanies or causes special attention to
reading. The students will read actively if they are interest in reading. Because it can
make them consider reading activity as a habitual activity for them. Interest is very
influence for reading activeness. Because of reading for and achievement in reading
are also dependent upon the students motivational reading, and poor reading or
reading failure may be caused by lack of interest. To achieve in reading, the students
must want to learn.
The students generally come to school wanting to learn to read. However,
when the students are disabled readers, they almost certainly do not want to read.
Teachers must know how to get the disabled reader interested in reading and they
must also be concerned with the type and the readability of reading materials that will

encourage extensive and that will raise the students general level of reading interests
and tastes.
According to Ortlieb (2010:2) that is imperative that teachers use nontraditional texts to engage readers so that students do not become disinterested in the
reading process. Too many times, students develop a dislike toward reading, which
can last a lifetime. Beneath layers of frustration and previous failures, there lies an
urge to read within every student. Often, students love to read other types of printed
text such as magazines and newspapers while they would not even consider reading a
book.
According to Ortlieb (2010:5) interests are positive attitudes of attraction
toward objects or events. They are learned responses which predispose the organism
to certain lines of activity and which facilitate attention. Interest is the set of
attending, the tendency to give selective attention to something. Interests arise
through the interaction of basic needs and the means used to satisfy them. The child
who is interested in reading is usually the child for whom reading satisfies the basic
needs of personal adequacy or self-esteem, esteem of others, curiosity, or success.

B. Vocabulary
1. Definition of Vocabulary
Vocabulary is one of the elements of language learning. Vocabulary is one of
the most obvious components of language and one of the first things applied linguists
turned their attention to (Richard, 2001:4). Vocabulary is one of the most important

parts of language. Without vocabulary, a language will not be formed. Any language
in this world has vocabulary which is different from one and other, either in the way
of pronunciation or writing, thought the purpose of giving the meaning is the same to
express the existence of something either an abstract or concrete thing.
The existence of vocabulary has an important role in any language event.
Accordingly, its necessary to know the meaning or definition of vocabulary.
Vocabulary is a powerful carrier of meaning. Beginners often manage to
communicate in English by using the accumulative effect of individual words. A
learner, recognizing the communicative power of vocabulary, might reasonably aim
to acquire a working knowledge of a large number of words. The long lists of words
and their translations in our exercise books somehow always seem to defy memory,
and even when we can recall the word we want, it doesnt always seem to fit
comfortably into our own sentences (Scrivener Jim, 1994: 73).
However, a new vocabulary item may be more than a single word, for
example : public- car, father in law, etc. which are constructed of more than one word
but expressing one single meaning unit. In learning vocabulary, it is important for
students to understand the meaning of the new language. People talk in order to
express the meaning of their thoughts, and they listen in order to discover the
meaning of what other say. Without meaning there would be no real point in
language. Based on the explanation above, the writer concludes that vocabulary is the
total number of words, written or spoken that has certain meanings from a certain
group of people.

2. Mastery on Vocabulary
Every language has vocabulary and the mastery on vocabulary plays a very
significant part in learning new language. We can not master a language well unless
we have a good mastery on vocabulary we are learning. In learning a foreign
language is basically a matter of learning the vocabulary of language. The English
language has a vocabulary of half a million words. The mastery on vocabulary is the
vital aspect in learning language. As Burton and Humpries (1992:65) said that, your
vocabulary is the range of words that you can use. The larger it is, the better will be
your performance in all aspects of English language work. A large vocabulary helps
you to express your ideas precisely, vividly, and without repeating yourself in
composition. Therefore, vocabulary has an important role because it is the basic
instrument of language.

3. Classes of Vocabulary
According to Victoria Fromkin (1999:64), there are two classes of words,
namely:
a. Lexical content words
In English, nouns, verbs, adjectives, and adverbs make up the largest part
of the vocabulary. They are the content words of language, which are sometimes
called the open class of lexical items because we can and regularly do add new
words to them. Modem, for example, was added to the classes or nouns as a result
of developments in personal computing.
b. Function words

Conjunction such as and and or, preposition such as in or of, the articles
the and a/an, part of the class of determiners, and pronouns have been referred to
as closed class words that is called grammatical or function words. It is not easy
to think of new conjunction or preposition or pronouns that have recently entered
the language.
According to Brown (1995:372) that have been analyzing to more than
100 ESL students, that resulted in a very clear model where the strategies fall into
five essential steps :

Encountering new words

The first essential step for vocabulary learning is encountering new
words, that is having a source for words. The students strategies here
included learning new words by reading books, listening to TV and radio
or reading newspapers and magazines. As far as incidental learning of
vocabulary goes, this step is obviously the most vital.

Getting the word from

The second essential step to vocabulary learning is getting the
word form. This step was shown in comments such as associating new
words with words that have similar sound in native language, in example :

o Demonstration

(English)

Demonstrasi (Indonesian)

o Production

(English)

Produksi

(Indonesian)

o Performance

(English)

Performa

(Indonesian)

Getting the word meaning

The third essential step in vocabulary learning is getting the word

meaning. In this step learners often get close to the meaning of the English
word based on the context. In example, upon, as used in the test sentence
does relate to time, but it does not mean since, after, once or by. Usually
learners guessing the words meaning from the situation, discourse, and
context.

Consolidating word form and meaning in memory

The fourth necessary step revealed by Brown and Paynes analysis
is the consolidation of form and meaning in memory. This step may be
become the hardest step for the learners, but this difficulty can solve with,
using flashcards, covering one side of the aired lists (words and their
meanings) and trying to guess the other, drawing lines between words in
one list and their meaning in another list with a different order. Although
this method may not be as curtaining as others, there are sufficient persons
who have learned languages in this way.

Using the word

The final step in vocabulary learning is using the word. Some
would argue that this step is not necessary if all that is desired is a
receptive knowledge of the word. However, if the goal is to help learners
move as far along the continuum of word knowledge as they can, word use
is essential.
Based on explanation above, the writer concludes that learning
vocabulary of a language needs more practices and patients. The learner

can not learn it from one source only. They should try many ways that can
help them in enlarge their vocabulary and the last, learner can not master
many vocabularies of a language in a short time.

4. Aspect of Learning Vocabulary

In learning vocabulary to get the appropriate meaning of the words of
sentences, the thing that must be considered is sense relation. It is important to
distinguish the meaning of individual item of what they mean in the real word, their
meaning in relation to other words within the vocabulary system of the language
Mccharty (1990:14). Beside that there are many important aspects in learning
vocabulary. They are :
a. Synonym
Synonym means that two or more words have the same meaning Mccharty
(1990:16). Many words in English appear very close in the meaning to each other.
For example :
Short

small

Good

better

Finish

end

Toilet

lavatory

b. Antonym
Antonym means that the word that is opposite in meaning to the other
Mcharty (1990:17). For example :
Large

><

small

 Close

><

open

Difficult

><

easy

Little

><

big

c. Homonym
Homonym is word spelt and pronounced like another word but with a
different meaning, for example :
Beach

bitch

Head

hat

See

sea

Peace

piece

Our

hour

d. Idioms
Idiom is group of words with a meaning that is different from the meaning
of all the individual words. For example :
At last

(finally)

Called up

(telephone)

Get on

(entire)

Talk over

(discussion)

e. Quantifiers
Victoria Neufeldt (1991:1099) defines quantifiers is logic word, term,
prefix, symbol, etc. that quantifies. Examples:
Someone

anyone

everyone

no one

Somebody

anybody

everybody

no body

none

Something

anything

nothing

From the explanation above, the writer concludes that in general,

vocabulary can be classified into some parts covering all words in language. After
knowing some points of vocabulary, it is clear that the students should have a
great skill on vocabulary. Not only mastery in a rich vocabulary but also
recognize and understand about the words and words meaning adequately.

5. Influence of Reading Interest to Vocabulary Mastery

Reading has been the skill most emphasized in traditional Foreign Language
(FL) teaching, and even today is the mainstay of English as Foreign Language (EFL)
instruction in many countries (Risdianto, 2012:35). Reading interest has a significant
correlation with the advance of country. Especially for English language study,
reading interest is very useful for students. By reading as a habitual activity, they will
use their time to do positive activity. It is believed that they will get information little
by little.
Reading texts also provides opportunities to study language, vocabulary,
grammar, punctuation, and the way that construct sentence, paragraphs, and texts.
Finally, good reading texts can introduce interesting topics, stimulate discussion, and
excite imaginative responses (Harmer, 2001:68).
Therefore, the writer can assume that reading interest can influence the other
aspects of language study especially vocabulary mastery. Thus, in this research the
students can improve their vocabulary mastery by reading English text or other.

CHAPTER III
RESEARCH METHODOLOGY

A. Research Methodology
1. Type of the Research
This is a correlation research. A correlation research is a detection of the
correlation between one variable and others based on the available correlation
coefficient (Suryabrata, 2009:82).

2. Approach
In this research the writer applies a quantitative approach. Quantitative is a
process of getting knowledge by using a number of data as instruments to explain the
subject (Margono, 2005:105).
3. Setting of the Research
The research conducted at English Department of STAIN Salatiga, located on
Jl. Tentara Pelajar No. 2. It is one of principle Islamic University in Salatiga and it
has one of good Islamic English education in the right environment to improve the
English subject. The students who want to study there should have good achievement
in their Senior high school.

4. Object of the Research

a. Population
According to Suharsimi Arikunto (2010:173) Population is all research
objects. The research is a population research. When there are someone wants to
make research all elements in the research area, the study or research is also being the
population study or census study.
The population took as source of this research was all the fourth semester
students of the English Department of STAIN Salatiga on academic year 2012/2013.
The total numbers of this population were 134 students. The detail data of population
as follows:
Table 3.1

The number of the fourth semester students of English Department of STAIN Salatiga
on the academic year 2012/2013
No.

Class

Male

Female

Total

TBI A

20

28

TBI B

10

17

27

TBI C

15

24

TBI D

22

30

TBI E

10

15

25

45

89

134

Total
Resource: Academic Stain Salatiga

b. Sample
Sample is a part of the population which is investigated (Arikunto, 2006:
131). The writer used the method of population research, if the research subject
less than 100 is better to take all of it. Thus, it is regarded as a population
research. If the research subject more than 100, the researcher can takes 10-15%
or 20-25% from the population (Arikunto, 2006:134). Because of the population
of this research are more than 100, so the writer takes 20% of the population to
represent total of 27 students. The random sampling chosen because the writer
took sampling with mixing the subject of population research and all subjects
were having the same characteristic. Thereby, the researcher gave equal right to
choose the subjects of study as the sample.

5. Technique of Collecting Data

This research used a question and a test as instrument. In this case, the writer
gave the reading interest question and vocabulary test to get the data or information

about the students interest in reading and their vocabulary mastery. The techniques
for collecting the data the writer has used two techniques, they are:
a. Questionnaire
Questionnaire is commonly used as a research method chosen to collect
the data. According Arikunto questionnaire is the number of written questions that
used to acquire information from respondents (Arikunto, 2006: 151).
Questionnaire in this research was question or statement about students reading
interest that given to the students to find out information about how far their
reading interest. The writer chose columns of scale as an indication for strongly
agree, agree, disagree, and strongly disagree. The questionnaire consists of 20
items of statements.
This is the dependent variable. The students interest in reading English
indicated by the following 7 indicator :
Table 3.2
Indicator of Questionnaire
NO

Indikator 1 : Many experiences in reading

Saya suka membaca materi kuliah bahasa inggris dari internet, buku, majalah dan Koran.

Saya selalu membaca materi kuliah sebelum perkuliahan.

Indikator 2 : Habitually in reading

3
4
5

Saya selalu mempersiapkan materi kuliah bahasa inggris secara mandiri atau berkelompok.
Saya selalu meluangkan waktu saya dengan membaca teks berbahasa inggris seperti buku,
novel, dan Koran.
Saya selalu memanfaatkan lirik lagu, movie/film untuk menambah vocab/kosa-kata saya.

Indikator 3 : Reading Hobbies

6

Saya suka membaca teks-teks bahasa inggris yang berkaitan dengan mata kuliah saya.

7
8

Saya sering membeli buku, novel, dan Koran berbahasa inggris di toko buku.
Hobi membaca buku-buku berbahasa inggris sangat menyenangkan dan tidak ketinggalan
zaman.

Indikator 4 : To know something / to get information

9

10

11

Saya selalu mencatat dan mengingat kata-kata bahasa inggris yang sulit kemudian untuk
dicari artinya.
Ketika ada teks berbahasa inggris yang sulit dipahami, saya selalu mendiskusikannya dengan
teman dan dosen.
Saya sering mencari dan membaca buku-buku berbahasa inggris di perpustakaan dan online
resources di internet untuk membuat tugas yang diberikan dosen.

Indikator 5 : Pursuit achievement

12

13
14

Saya membaca banyak resources books seperti teks narrative, descriptive, genre dll, untuk
membuat teks yang baik.
Saya selalu menyisihkan uang saku untuk membeli buku mata kuliah bahasa inggris,
makalah atau presentasi.
Saya selalu mempersiapkan, membaca dan mengerjakan tugas presentasi bahasa inggris.

Indikator 6 : Satisfaction in reading

15

16
17

Saya berlangganan novel, majalah dan Koran berbahasa inggris untuk menambah kosa-kata
baru.
Kegiatan membaca teks narrative, descriptive, genre dll membuat motivasi belajar saya terus
meningkat.
Kegemaran mendengarkan lirik lagu dan film berbahasa inggris menambah kosa-kata saya.

Indikator 7 : Support and motivation

18

19
20

Orang tua saya selalu menyuruh untuk selalu rajin membaca teks berbahasa inggris setiap
hari.
Tugas dari dosen memotivasi saya untuk membaca pembuatan teks/genre melalui tugas
presentasi.
Fasilitas hotspot area mendukung saya dalam proses membaca yang lebih baik.

b. Test

Test is a stimulus instrument which is given to a person, which the

purpose to get the answer which is used to decide a score number (Margono,
2004:170). Testing provides a form of feedback, both learners and teachers.
Moreover, testing has a useful backwash effect: if learners know they are going to
be tested on their vocabulary learning, they are may take vocabulary learning
more seriously (Thornbury, 2002:129). This method was to know the score of
students vocabulary mastery. The writer used single test double trial technique,
with this technique the writer only used one test but doing as many twice try out.
The test that given to the students divided into ten variables, that was
objective test to know the level of students reading interest and vocabulary
mastery test in the form developing a topic of subjects. This method was to know
the score of students vocabulary mastery.
Based on the vocabulary test there were 10 variables that tested, there
were 20 numbers depend on the each variables :
Content words on the test number 2 and 9
Function words on the test number 1, 11 and 12
Encountering new words on the test number 13
Getting the word form on the test number 16 and 18
Getting the word meaning on the test number 14 and 15
Consolidating word form and meaning in memory on the test
number 3
Using the word on the test number 8 and 10
Synonym on the test number 19 and 20

 Antonym on the test number 17

Deducing meaning from the form on the test number 4, 5, 6 and 7

6. Technique of Data Analysis

To calculate the data obtained, the writer used the data as follows:
1. To calculate the score of reading interest, the writer applied the following
formula:

= X

x 100%

N x 100
P
X
N

: Percentage
: The sum of reading interest score
: Number of the samples

2. To calculate the score of vocabulary mastery, the writer applied the following
formula:

= Y
N x 100

P
X
N

: Percentage
: The sum of reading interest score
: Number of the samples

x 100%

3. To calculate the correlation between reading interest and vocabulary mastery,

the writer applied correlation formula:

NXY (X)(Y)

r=

{NX - (X)} {NY - (Y)}

: Product moment correlation coefficient of variable X and Y

XY : The sum of the product multiplying of vocabulary test scores and

the questioners scores
X

: The sum of the reading interest scores

: The sum of vocabulary mastery scores

(X) : The sum of reading interest square

(Y) : The sum of vocabulary mastery square
N

: The total number of samples

B. History and General Situation of STAIN Salatiga

Since established until now, STAIN Salatiga has passed the long history, and
many time institutional changes. In the beginning STAIN Salatiga established because of
the desire of islamic society in Salatiga to have islamic studies institute. Finally the hope
of islamic society in Salatiga had been answered. In 1997, STAIN Salatiga established,
with notarical document of Indonesian President Number 11/ 1997, exactly on March 21.
With this decision, STAIN Salatiga become an independent institution under supervisor
of Indonesian Religion Department. Therefore STAIN Salatiga has same position and
function with other institution or university. The location of STAIN Salatiga is on
Tentara Pelajar street number 2 Salatiga.

C. Teaching Staff
In teaching learning process, teachers have important roles. Their existence is
always needed in every school or education institution. They gave material of subjects.
There were data of STAIN Salatiga about the teachers or lecturers :
Table 3.3
The number of Lecturers Staff of STAIN Salatiga on the academic year 2012/2013
No.

Education degree

Male

Female

Total

S3

15

15

S2

63

26

89

S1

82

30

112

Total

Resource: Academic Stain Salatiga

D. Official Staff
To manage the educational activities, every institution needs official staff. It is
expected that every activity can be performed effectively and efficiently, so that the goal
of teaching can be achieved. The official staffs are hoped that the duties which are given
to them can be done well, so the official can help the educational activities. There are the
data about the official staff of STAIN Salatiga:

Table 3.4
The number of Official Staff of STAIN Salatiga on the academic year 2012/2013
No.

Education Degree

Male

Female

Total

S2

S1

23

16

39

SMA

33

20

53

Total

Resource: Academic Stain Salatiga

E. Facilities of STAIN Salatiga

To develop the quality of education, teaching learning process equipment and
facilities have the main role in the educational process. The institution must try to fulfill
them. Therefore, the teaching learning process can be successful. Especially in English
department, they have language laboratory to conduct teaching learning process. The
students do not always go to the laboratory, they can go to the classroom for studying
English. There are students chairs, a table, and a chair for lecturer, a white board and
electric lamp.
Other facilities are the library and internet. The library is one of major supporting
facility to fulfill scientific information needed by the students. Meanwhile, the library
could become an assessment of quality in the institution.

CHAPTER IV
DATA ANALYSIS

In this study the writer analyzed data collected from twenty seven students of the
fourth semester of English Department students of STAIN Salatiga in academic year of
2012/2013. Analyzing the data included calculating and interpretation of the research
finding. Interpretation of research finding needed a research finding. Interpreting of the
research needs a research hypothesis. Therefore, the writer tried to review the hypothesis
first.
A. Hypothesis
Hypothesis is the temporary answer in a research until the end of a research
(Arikunto, 2010: 110). In this research, the writer found out the correlation of students
reading interest toward their vocabulary mastery. There were two variables that analyzed
in this graduating paper, namely:
1. Independent variable ( X ) is students reading interest.
2. Dependent variable ( Y ) is students vocabulary mastery.
Based on the description above, the researcher has two hypothesis as follow:
1. Ho ( statistical / null hypothesis): there is no correlation between students reading
interest toward their vocabulary mastery.
2. Ha ( calculative hypothesis): there is correlation between students reading interest
toward their vocabulary mastery.
B. Testing Validity and Reliability of the Questionnaire of Pilot Study
1. Validity

Validity is the something measure to show the precise and reasonable an

instrument. A validity instrument has high validity value. On the contrary, if validity
instrument minus it shows that low validity (Arikunto, 2006: 168). In this step, the writer
gave the questionnaire to 27 respondents (they are not the samples of the study) to
analyze the validities using validity external with deviation price to find out the
significance of the variable, with r table (n= 27, {1% = 0.505 } {5% = 0,396 }. The
example to established testing validity (the questionnaire calculation for number 1, for
number 2 20 calculation using the Microsoft excel program. The other result can be
seen on the questionnaire validity table).

Where :

n = 27

rcalculation = 0,6513
rtabel= 0,396 (5%)
0,505 (1%)
Thus, because of r-calculation r-table, so the questionnaire number 1
Valid.

2. Reliability
Table 4.1
Reliability Calculation

No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

Ganjil
(X)
42
22
38
33
33
28
32
34
34
28
26
46
23
28
41
29
36
20
33

Genap
(Y)
41
18
31
30
33
28
31
30
37
32
30
43
24
27
36
27
34
18
36

X2
1764
484
1444
1089
1089
784
1024
1156
1156
784
676
2116
529
784
1681
841
1296
400
1089

Y2
1681
324
961
900
1089
784
961
900
1369
1024
900
1849
576
729
1296
729
1156
324
1296

XY
1722
396
1178
990
1089
784
992
1020
1258
896
780
1978
552
756
1476
783
1224
360
1188

20
21
22
23
24
25
26
27
SUM

21
36
35
34
32
37
36
28

22
33
30
37
32
32
34
27

801

772

441
1296
1225
1156
1024
1369
1296
784
26697

484
1089
900
1369
1024
1024
1156
729
24738

462
1188
1050
1258
1024
1184
1224
756
25588

where: n = 27

r=

27 x 25588 (2086) (2260)

{(27 x 26697 (801)2} {27 x 24738 (772)2}

The next calculation value r11 with Spearman-Brown formula :

Compare with rtabel value (5% 0,396 dan 1% 0,505) R11>rtabel , so the questionnaire is reliable.

From the result above, the writer saw that the questionnaire has score reliability 0,939.
Thus, because of r-calculation r-table, so the questionnaire that is used by writer can be
believed. On the strength of validity and reliability on the table 4.1 and 4.2 can be concluded that
the instruments can be accepted.

C. Students Reading Interest

The purpose of this graduating paper was to discuss the correlation between students
reading interest and students vocabulary mastery. The students should be read English text
or book in order to improve their vocabulary mastery. Reading interest in this research is the
level of reading interest habit. Those habits is reading English story book, magazine, text
narrative, descriptive, genre, etc. That be done by the fourth semester of English Department
students of STAIN Salatiga in academic year of 2012/2013.
The writer was able to give information about students reading interest score of the
fourth semester of English Department students of STAIN Salatiga in academic year of
2012/2013. To know the percentage of students reading interest score, the writer showed the
questionnaire calculation (Table 4.2).

Table 4.2
The Questionnaire Calculation

NO
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.

ANSWER
SCORE
2
3
4
5
1
2
3
4
0
5
7
8
0
0
15
21
12
4
0
0
4
24
12
0
3
8
6
3
0
6
24
24
2
13
5
0
0
4
39
20
3
9
7
1
0
6
27
28
8
8
4
0
0
16
24
16
4
10
5
1
0
8
30
20
0
16
4
0
0
0
48
16
2
5
13
0
0
4
15
52
2
7
8
0
3
4
21
32
3
7
5
1
4
6
21
20
6
9
2
2
1
12
27
8
1
9
10
0
0
2
27
40
4
10
1
0
5
8
30
4
4
14
1
0
1
8
42
4
2
5
7
6
0
4
15
28
7
10
3
0
0
14
30
12
1
8
11
0
0
2
24
44
10
4
0
0
6
20
12
0
3
5
12
0
0
6
15
48
7
2
0
3
8
14
6
0
3
8
6
3
0
6
24
24
5
3
2
7
3
10
9
8
2
10
3
5
0
4
30
12
1
8
7
2
2
2
24
28
2
6
10
0
2
4
18
40
3
8
6
3
0
6
24
24
SUM OF SUBJECT SCORE

1
0
4
0
0
0
0
0
0
0
3
4
1
0
5
1
0
0
0
6
0
8
0
3
0
2
2
0

x 100%

N x 100
Where is

: 2087.5

5
40
0
15
0
5
0
5
0
0
0
5
10
0
0
0
30
0
0
0
0
15
15
35
25
10
0
15

TOTAL
76
40
69
63
66
56
63
64
71
60
56
58
69
47
55
77
56
70
38
69
43
69
65
71
66
64
69

TOTAL X (10/8)
95
50
86.25
78.75
82.5
70
78.75
80
88.75
75
70
72.5
86.25
58.75
68.75
96.25
70
87.5
47.5
86.25
53.75
86.25
81.25
88.75
82.5
80
86.25
2087.5

N
P

: 27
X

x 100%

N x 100
P

2087.5

x 100%

27 x 100
P

2087.5
27

= 77.31%
From the questionnaire result, it can be known that among 27 students have
different levels of reading interest score. The highest score is 96.25 and the lowest score
is 47.5 from total score 100. Thus, the entire percentage of reading interest score of the
fourth semester of English Department students of STAIN Salatiga in academic year of
2012/2013 is 77.31%. It means that the students reading interest is good. The result of
the analysis is first, the students often read English texts such as English story book,
magazine, text narrative, descriptive, genre, etc. The result of the analysis is first, the
students often read English texts such as English story book, magazine, text narrative,
descriptive, genre, etc. They also like watching English movie. Beside that, most of them
used their time to read English text when have assignment from their teacher and to got a
good mark.
D. Students Vocabulary Mastery
The writer was able to give information about the students vocabulary mastery in
the fourth semester of English Department students of STAIN Salatiga in academic year
of 2012/2013 based on the result of vocabulary test.
Table 4.3

Students Vocabulary Test

NO
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27

NAME CODE
LA
FM
IS
FWN
RI
AF
MI
SS
LG
SR
FF
RAF
AR
DR
FQA
PRF
DSAP
MH
IL
HA
AK
RH
IN
IR
SA
MS
NA
SUM

Y
N x 100

Where is

: 2260

: 27

x 100%

SCORE (Y)
90
80
95
85
95
90
75
85
90
85
85
90
70
70
70
90
75
95
60
90
90
100
75
100
75
80
75
2260

x 100%

N x 100
P

2260

x 100%

27 x 100
P

2260
27

= 83.70%
The score of students vocabulary mastery of the fourth semester of English

Department students of STAIN Salatiga is excellent. It is proven by result of vocabulary

test that highest score is 100 and the lowest score is 60 from total score 100. Therefore
the entire percentage of vocabulary test score of the fourth semester of English
Department students of STAIN Salatiga in academic year of 2012/2013 is 83.70%. It
meant that between the questionnaires result 77.31% and vocabulary tests result were
came near. The next point, the writer explained the correlation between questionnaires
result and vocabulary tests result in order to know the detail result of the research.

E. Correlation between Students Reading Interest and Students Vocabulary Mastery

In order to find out a good arrangement, the writer applied a statistic formula to
observe correlation between students reading interest and students vocabulary mastery.
The analyzed of the correlation for both variables as follow:
The correlation formula is as follow:

r=

nXY (X)(Y)
{nX - (X)} {nY - (Y)}
TABLE 4.4

CORRELATION BETWEEN READING INTEREST AND VOCABULARY

MASTERY OF STUDENTS
NO

NAME

XY

LA

95

90

9025

8100

8550

FM

50

80

2500

6400

4000

IS

86

95

7396

9025

8170

FWN

79

85

6241

7225

6715

RI

82

95

6724

9025

7790

AF

70

90

4900

8100

6300

MI

79

75

6241

5625

5925

SS

80

85

6400

7225

6800

LG

89

90

7921

8100

8010

10

SR

75

85

5625

7225

6375

11

FF

70

85

4900

7225

5950

12

RAF

72

90

5184

8100

6480

13

AR

87

70

7569

4900

6090

14

DR

59

70

3481

4900

4130

15

FQA

69

70

4761

4900

4830

16

PRF

96

90

9216

8100

8640

17

DSAP

70

75

4900

5625

5250

18

MH

87

95

7569

9025

8265

19

IL

47

60

2209

3600

2820

20

HA

86

90

7396

8100

7740

21

AK

54

90

2916

8100

4860

22

RH

86

100

7396

10000

8600

23

IN

81

75

6561

5625

6075

24

IR

89

100

7921

10000

8900

25

SA

82

75

6724

5625

6150

26

MS

80

80

6400

6400

6400

27

NA

86

75

7396

5625

6450

2086

SUM

2260

165472

191900

nXY (X)(Y)

r=

{nX - (X)} {nY - (Y)}

Where

r=

XY : 176265
X

: 2086

: 2260

: 27

: 165472

: 191900

nXY (X)(Y)
{nX - (X)} {nY - (Y)}

r=

(27 x 176265) (2086) (2260)

{(27 x 165472 (4351396)} {27 x 191900 (5107600)}

4759155 - 4714360
116348 x 73700

44795
8574847600

44795
92600,473000951

0.483

176265

The analysis showed that the r-calculation is 0.483. It meant that there was a positive
correlation between reading interest and vocabulary mastery. Because the correlation
between reading interest and vocabulary mastery are significance. To know the significance
of variable X to variable Y, the r-calculation should be compared with r-table with the
number of sample (27) students and the level of significance 5%(0.05), which is 0.381. It
proven that arithmetic calculation is almost same with r-table because of r-calculation is
0.483 while r-table is 0.381.
F. Result of Theoretical Analysis
A students reading interest was based on the level of students reading interest.
Those interests were reading English story book, magazine, text narrative, descriptive,
genre, etc.
The result of reading interest scores is 77.31%. It was a good score. They did
some efforts to read such as reading English story book, magazine, text narrative,
descriptive, genre, etc. Furthermore, they prefer to watch English movie. Moreover, to
get a good score, they read English texts.
The result of reading vocabulary scores is 83.70%. It was an excellent score. They
did some efforts to study such as understand the material of encountering new words,
getting the word form, getting the word meaning, consolidating word form and meaning
in memory and using the word or the vocabulary material which their lecturer teaches
because they understand lecturers explanation about vocabulary study.
The result of correlation between students reading interest and students
vocabulary mastery scores is 83.70%. There was a positive correlation between reading

interest and vocabulary mastery of the fourth semester of English Department students of
STAIN Salatiga in academic year of 2012/2013. The level of significance 5% (0.05),
which is 0.381. It proven that r-calculation is almost same with r-table because of rcalculation is 0.483 while r-table is 0.381. It meant that there is a significant correlation
between reading interest and vocabulary mastery.

CHAPTER V
CLOSURE

This research involved two variables namely students reading interest and students
vocabulary mastery. There were three points describing students reading interest, students
vocabulary mastery and to predicted the correlation between students reading interest and
vocabulary mastery of the Fourth Semester of English Department Students of Salatiga in
Academic Year of 2012/2013.
A. Conclusion
Based on the previous theoretical review and data analysis, the writer drew the
conclusion of this graduating paper were as follow:
1. The score of reading interest of the respondents showed a good result because they
achieved 77.31%.
2. The score of vocabulary mastery of the respondents showed an excellent result
because they achieved 83.70%.
3. There was a positive correlation between reading interest and vocabulary mastery.
Because the correlation between reading interest and vocabulary mastery are
significance. It can be described the level of significance 5% (0.05), which is 0.381. It

proven that r-calculation is almost same with r-table because r-calculation is 0.483
while r-table is 0.381.
B. Suggestion
Considering the conclusion above and the analysis result, the writer would like to
propose some suggestions, which hopefully would be useful for teachers, students, and
researcher.
1. For the Teacher
Teacher should have the abilities to motivate the students habit and reading
by using other sources, not only the text books. Using the new method can be a good
alternative or variation in their teaching reading are as follows :
a. To teacher, it is better for them to find other sources of reading material in order
to avoid the students boredom.
b. The teacher should be careful in selecting extensive reading materials for their
students since proper selection will lead them to gain better comprehension.
2. The Students
The students have to develop their reading comprehension skill by doing
much practice. Reading English books can be a suggestion and a help to improve
their reading skills and motivate them to read in an enjoyable situation are as follows:
a. The students should read more English books.
b. The students can choose what kind of reading they like, such as short stories,
novels, magazine, text narrative, descriptive, genre and other resources to improve
their skills.

c. The students should read English book, such as short stories, novels, magazine,
text narrative, descriptive, genre because their vocabulary especially the English
expression could be enriched.
3. The other Researcher
The result of this research may be reference to the following research. The
other researcher can observe the same title of this research with different objectives or
methodology.

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Resource: Academic Stain Salatiga