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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
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.
AJ BASTIAN
NIM: 113 08 118
reading
and
correcting
AJ
Bastians
graduating
paper
entitled
MOTTO
DEDICATION
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.
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.
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
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
CHAPTER I
INTRODUCTION
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.
writer is going to investigate and prove that the first variable (x) contributes to the second
one (y).
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.
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.
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
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
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).
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.
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.
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 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.
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:
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
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 :
o Demonstration
(English)
Demonstrasi (Indonesian)
o Production
(English)
Produksi
(Indonesian)
o Performance
(English)
Performa
(Indonesian)
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.
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
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.
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.
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
Saya suka membaca materi kuliah bahasa inggris dari internet, buku, majalah dan Koran.
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.
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.
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.
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.
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.
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
= 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%
NXY (X)(Y)
r=
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
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
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
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=
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.
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
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
r=
nXY (X)(Y)
{nX - (X)} {nY - (Y)}
TABLE 4.4
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=
r=
XY : 176265
X
: 2086
: 2260
: 27
: 165472
: 191900
nXY (X)(Y)
{nX - (X)} {nY - (Y)}
r=
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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