MOTTO

“SUCCESS IS ONLY FOR THOSE WHO KNOW HOW

FAILURES AND SORROWS SHOULD BE DEALT IN

BALANCE WITH INTENTION AND HARD WORK.”

iv
 ABSTRACT

Desmin Marchelya Posiri (A 121 17 019). This Skripsi is entitled Correlation

between Vocabulary Mastery and Reading Comprehension of the Tenth Grade
Students of SMA Negeri 3 Palu. English Education Study Program, Language and
Art Education Department, Teacher Training and Education Faculty, Tadulako
University, under the supervision of Aminah.
The purpose of this research is to find out the correlation between vocabulary
mastery and reading comprehension of the tenth grade students of SMAN 3 Palu.
This research used quantitative with correlational approach. The sample was 32
students which was taken by using a purposive sampling technique. The instruments
used to collect the data were the vocabulary and reading comprehension test. All the
data gained in this research were analyzed using Pearson Product Moment Formula.
The result shows that the obtained r value is 0.731. It is categorized in “high”
correlation. In other words, vocabulary greatly affect the reading comprehension. In
addition, the result of the rtable is 0.349 and the rcounted is 5.964. It indicated that there
is high positive correlation between vocabulary mastery and reading comprehension
of the tenth grade students of SMAN 3 Palu. Vocabulary contributes significantly to
their reading comprehension. When they mastered the vocabulary, it will be easier for
them to comprehend the reading.
Key words: Correlation, Vocabulary Mastery, Reading Comprehension

v
 ABSTRACT

Desmin Marchelya Posiri (A 121 17 019). Skripsi dengan judul Hubungan

antara Penguasaan Kosakata dan Pemahaman Manbaca Siswa Kelas Sepuluh
SMA Negeri 3 Palu. Program Studi Pendidikan Bahasa Inggris, Jurusan Bahasa dan
Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tadulako., dibawah
bimbingan Aminah.
Penelitian ini bertujuan untuk mengetahui hubungan antara penguasaan
kosakata dengan pemahaman membaca siswa kelas sepuluh SMAN 3 Palu. Penelitian
ini merupakan penelitian kuantitatif dengan pedekatan korelasional. Sampel
berjumlah 32 siswa yang diambil dengan menggunakan teknik purposive sampling.
Instrumen pengumpulan data berupa tes pada penguasaan kosakata dan pemahaman
membaca. Seluruh data yang dihasilkan dalam penelitian ini dianalisis menggunakan
rumus Pearson Product Moment. Hasil penelitian menunjukan bahwa nilai r yang
diperoleh adalah 0,731. Hasil tersebut dikategorikan korelasi “tinggi”. Dengan kata
lain, kosakata sangat mempengaruhi pemahaman membaca. Pada penelitian ini, hasil
dari rtabel adalah 0,349 dan nilai rcounted adalah 5,964. Hal tersebut memperlihatkan
bahwa terdapat hubungan positif antara penguasaan kosakata dan pemahaman
membaca pada siswa kelas sepuluh SMAN 3 Palu. Kosakata memberi kontribusi
yang besar terhadap pemahan membaca mereka. Ketika mereka manguasai kosakata,
itu akan memudahkan para siswa dalam memahami bacaan.

Kata Kunci: Hubungan, Penguasaan Kosakata, Pemahaman Membaca.

vi
 ACKNOWLEDGMENT

Prise is directed to the Almighty God, Jesus Christ for His mercy that enables

the researcher to write this final project to fulfill one of the requirements for the

degree of Sarjana Pendidikan at the Teacher Training and Education Faculty

Tadulako University. This Skripsi could be completed with much help, support,

guidance, recommendation and motivation from all parties. Therefore, she would like

to express her appreciation and gratitude to those who have helped and encouraged

her in writing this Skripsi.

Firstly, The researcher would like to thank to the first reviewer, Dr. Hj.Rofiqoh,

M.Ed and the second reviewer Anjar Kusuma Dewi,S.Pd.,M.Ed for their ideas,

motivation, corections, revisions , and comments in this Skripsi. Greatest appreciation

and gratitude are expressed to her supervisor, Dr. Aminah, S.Pd., M.Pd., M.Ed for her

valuable guidance, helps, suggestion and revisions from the beginning to the end of

the skripsi.

Secondly, the researcher would like to express thanks and appreciation to the

Rector of Tadulako University, Prof. Dr.Ir .H. Mahfudz, MP, the Head of Teacher

Training and Education Faculty, Dr. Ir. Amiruddin Kade, S.Pd., M.Si, the Head of

Language and Art Education Department, Dr. Hj. Sriati Usman, M.Hum, and the

Coordinator of English Education Study Program, Dr. Hj. Rofiqoh, M.Ed, and all

staffs and lecturers of English Education Study Program for their help and

corporation concerning the academic.

vii
 Thirdly, the researcher would like to thank the Headmaster of SMA Negeri 3

Palu, H. Idris Ade, S.Pd, M.Si for his permission to conduct the research at the

school. The researcher would like also to thanks to Moh. Riswanto, S.Pd, M.Pd as the

English teacher who allowed the researcher to use the class as the sample. She also

thanks to the students of SMAN 3 Palu who have participated in this research.

Next, the researcher would like to express her deepest thanks and appreciation

to her beloved mother Reni Poili, S.Pd, her beloved late father Herman Posiri, her

beloved brother, Desmon Hari Yanto Posiri, Amd.Kep, and all of her family for their

countless love, all prayers, immeasurable understanding, wonderful advice, never

ending supports, motivation, and all they have given in her life.

Furthermore, the researcher sends her sincere appreciation to all of her best

friends, the SQUAD (Shanu, Haqiq, Imang, Dita, Jihan, Alissa, and Andy), 10 Step

Ahead (Vidya, Indah, Widya, Emma, Sania), Wahyu, Valen, Vina and Ace Class

2017 for their help, care, and support. Special thanks to her special friend De Jonry

Ivan Otay who always giving his best support until this skripsi is completed. Without

them, the researcher could not have finished her research.

Palu, May 24 2021

The Researche

viii
 TABLE OF CONTENT

Page

COVER i
APPROVAL ii
ABSRACT iv
ACKNOWLEDGEMENT vi
TABLE OF CONTENT ix
LIST OF TABLE xii
LIST OF APPENDICES xiii
CHAPTER I
INTRODUCTION 1
1.1 Background 1
1.2 Problem Statement 2
1.3 The Objective of Research 3
1.4 The Significance of Research 3
1.5 The Scope of Research 3
1.6 Definition of The Key Terms 3
CHAPTER II
RELATED STUDIES, LITERATURE REVIEW, THEORETICAL
FRAMEWORK, AND HYPOTHESIS 5
2.1 Related Studies 5
2.2 Literature Review 7
2.2.1 Vocabulary Mastery 7
2.2.1.1 Strategies in Learning Vocabulary 8
2.2.1.2 Level of Vocabulary 10
2.2.2 Reading Comprehension 11
2.2.2.1 Strategies in Reading Comprehension 12

ix
 2.2.2.2 The Level of Reading Comprehension 13
2.2.3 Descriptive Text 15
2.2.3.1 Generic Structure of Descriptive Text 15
2.2.3.2 Language Fitures in Descriptive Text 15
2.2.4 Correlation Between Vocabulary Mastery and Reading Coprehension 16
2.3 Theoretical Framework 17
2.4 Hypothesis 18
CHAPTER III
RESEARCH METHOD 19
3.1 Research Design 19
3.2 Population and Sample 19
3.2.1 Population 19
3.2.2 Sample 20
3.3 Research Variable 21
3.4 Instruments of Collecting Data 21
3.4.1 Test 21
3.5 Technique of Data Collection 23
3.6 Technique of Data Analysis 23
3.7 Testing Hypothesis 25
CHAPTER IV
FINDINGS AND DISCUSSION 27
4.1 Findings 27
4.1.1 The Result of Vocabulary Test 27
4.1.2 The Result of Reading Comprehension Test 29
4.1.3 Correlation Between Vocabulary Mastery and Reading Comprehension 31
4.2 Discussion 36
CHAPTER V
CONCLUTION, LIMITATION AND SUGGESTION 39
5.1 Conclusion 39

x
 5.2 Limitation 39
5.3 Suggestion 40
REFERENCES 41
APPENDICES 44

xi
 LIST OF TABLE

Table Page

3.1 Population Distribution of Students in each Class 20

3.2 Scoring Rubric of Vocabulary Mastery 22

3.3 Scoring Rubric of Reading Comprehension 22

3.4 The Criterion for Evaluation and Interpretation of Correlation Coefficient 25

4.1 Students’ Score of Vocabulary Test 28

4.2 Students’ Score of Reading Comprehension Test 29

4.3 Distribution Score of Vocabulary and Reading 31

4.4 The Correlation between Vocabulary mastery and reading Comprehension

Using SPSS Version 25 34

xii
 LIST OF APPENDICES

Page

1. Vocabulary Test 45
2. Reading Test 46
3. The Answer Key of Vocabulary and Reading Comprehension Test 52
4. Table Distribution of rtable Significance at 5% and 1% 53
5. The Result of Students’ Vocabulary Test 54
6. The Result of Students’ Reading Comprehension Test 55
7. Research Schedule 56
r

xiii
 CHAPTER I
INTRODUCTION

1.1 Background

Reading is an important language skill that defined as a cognitive process

that involves decoding symbols to arrive at meaning. Reading also an active process

of constructing meanings of words. By reading, people may get a lot of information.

The more they read, the more information they will get. Reading makes a person

smarter and more creative.

In reading, the students need comprehension skill. According to Snow

(2002:11), Reading comprehension is called as the result from an interactive process

between the reader and the text. Students should have well understanding and

comprehending the communication through the reading. In general, the aim of

teaching reading is to develop the students’ ability in reading the material, getting

information and understanding the text.

Reading comprehension has always affected by vocabulary mastery.

Students will have difficulty understanding the text if they do not have a large of

vocabulary. By mastering the vocabulary, students will more easily interpret

messages from the author and reduce misunderstandings. in other words, vocabulary

mastery really supports reading activities. A previous study done by Djuarsa (2017)

stated that vocabulary gives a big contribution in order to comprehend the reading.

1
 2

At school, teaching reading and vocabulary are integrated. Teaching

vocabulary enables students to understand unfamiliar concepts of words, to gain more

words, to use words successfully, while teaching reading helps students understand a

text or a message.

This research is expected to contribute in learning process, especially in

teaching reading. By understand the relation between vocabulary mastery and reading

comprehension, teacher can be easier to prepare themselves in teaching practice.

From the explanation above, the researcher will conduct research on the

tenth grade students of SMA N 3 Palu. She wants to find out whether there is a

correlation between students' vocabulary mastery and their reading comprehension. In

this research, the researcher will collect data or information using reading

comprehension and vocabulary test. Then, she will spread the test to students by

online.

1.2 Problem Statement

As mentioned in the background, students get difficulty in understanding

the reading because they were lacking of vocabulary. Therefore, the researcher was

carried out the research to decide the relation between vocabulary mastery and

reading comprehension. From those problems, the research question formulated as

follows :

Is there any correlation between vocabulary mastery and reading comprehension of

the tenth grade students of SMAN 3 Palu?

 3

1.3 The Objective of Research

Based on the problem statement above, the objective of this research is to

find out the correlation between vocabulary mastery and reading comprehension of

the tenth grade students of SMAN 3 Palu.

1.4 The Significance of Research

This research are expected to give benefaction for students, other

researchers, and also in teaching practice. For the students, the real conditions of

reading and vocabulary are very useful for them to improve their quality in form of

the score. For other researchers, this research can be used as the essential concern to

conduct further study. Also in teaching practice this research can be a guidelines.

1.5 The Scope of Research

The researcher focuses the research on reading comprehension in

descriptive text more specific in content words (nouns, adjectives, and verbs).

1.6 Definition of The Key Terms

This research provides three terms that have be defined. The terms are

shown below :

1. Correlation is a relation existing between vocabulary and reading

comprehension.

2. Vocabulary mastery is complete skill to understand the stock of words and

their meanings of a particular language.

 4

3. Reading comprehension is the act of combining information in a passage with

prior knowledge in order to construct meaning. .

 CHAPTER II
RELATED STUDIES, LITERATURE REVIEW, THEORETICAL
FRAMEWORK, AND HYPOTHESIS

2.1 Related Studies

In this research, there are some related studies that had been done by the

previous researchers. The first research has been done by Hayati (2016) under the

title “The correlation between Indonesian students’ vocabulary mastery and reading

comprehension”. This research used correlational study and the data were collected

from 70 students taken through cluster random sampling. Vocabulary and reading test

were employed to determine the correlation between students’ vocabulary mastery

and their reading comprehension. In conclusion, there was a high positive correlation

between students’ vocabulary mastery and their reading comprehension at the fourth

semester students of STKIP Dharma Bakti Lubuk Alung.

The second research was carried out by Furqon (2013) with the title “The

correlation between vocabulary mastery and reading comprehension”. In this

reasearch, the researcher used correlation research design. The data were collected

from 34 second grade students. The technique used to collect data in this study is

achievement test. The test items of reading comprehension and vocabulary mastery

were given to the students to measure their level of reading comprehension and

vocabulary mastery.The findings showed that there is a strong correlation between

5
 6

students’ vocabulary mastery and their reading comprehension. He also stated that

vocabulary mastery was contributive in helping the students to comprehend the texts.

Finally, the study done by Lusianah (2017) which entitled Reading Habit,

Vocabulary Mastery and Reading Comprehension Of Secondary School Students Of

Patra Mandiri. This study applied the correlation research method. The aims of the

study is to find out whether or not there were significant correlations between reading

habit and reading comprehension, between the aspects of reading habit and reading

comprehension, between vocabulary mastery and reading comprehension and

between the predictor variables (Reading Habit and Vocabulary Mastery) and

criterion variable (Reading Comprehension). The data were collected by using a

reading habit questionnaire and vocabulary and a reading test. The study revealed that

there is a low positive correlation between vocabulary mastery and reading

comprehension.

Based on the researches above, the researcher claimed that those of the

researches have a similarities in their research design and data collection technique

but the result of their studies were different. They used correlational research design

and used test instrument in collecting the data. It used for measure the students’ level

of vocabulary mastery and reading comprehension. The first research and the second

research have a similar result which showed there is high positive correlation between

vocabulary mastery and reading comprehension whereas the last study revealed that

there was low positive correlation between vocabulary mastery and reading

comprehension.
 7

2.2 Literature Review

2.2.1 Vocabulary Mastery

Vocabulary is one of the language aspects which should be learnt. Learning it

is important because in order to be able to speak, write, and listen learners have to

know vocabulary first. A person said to ‘know ‘a word if they can recognize its

meaning when they see it (Cameron, 2001: 75). It means that in learning vocabulary

learners have to know the meaning of it and also understand and can use it in

sentence context.

Vocabulary mastery is the competence or complete knowledge of a list or a

set of word that make up a language which might be used by particular person, class,

profession. Vocabulary mastery is one component to master English as a foreign

language in elementary, intermediate, and advanced levels. In brief, vocabulary

mastery can be defined as a number of vocabulary (words) in a language which

contains information about its meaning, form, and usage in context of

communication. It is the basic knowledge that students should master first before

mastering English.

The vocabulary mastery is not a spontaneous process which is easy to be

done. The process of vocabulary mastery begins when someone is still an infant.

Basically, the baby‟s first language comes from the mother tongue. They will master

the vocabulary through the simple words by listening the words which are uttered by

someone else. It is known that English vocabulary learning cannot run successfully
 8

without English ability (English skills) because both of them are very important in

English teaching and learning process. The students cannot do well in comprehension

without large vocabulary, for the passages and questions involve a range of words

much wider than that of daily conversation.

2.2.1.1 Strategies in Learning Vocabulary

Vocabulary learning strategies are steps taken by the language learners to

acquire new English words. There are a wide range of different vocabulary learning

strategies as demonstrated by the classifications of vocabulary learning strategies

which are proposed by different researchers (Stoffer, 1995 Nation, 2001 and Gu,

2003, as cited in Azadeh Asgari, June, 2011). In addition, there is a wide-ranging

inventory of vocabulary learning strategies developed by Schmitt. While a variety of

definitions of the vocabulary learning strategies have been suggested In learning

vocabulary strategies Norbert Schmitt there are five sub-categories in learning

vocabulary strategies, they are:

1. Determination strategies

According to Schmitt (1997), determination strategies are used when

students discover the meaning of a new word without using the experience of

another person. In this strategy, students try to guess and discover the

meaning of the new words with the help of context, structural knowledge and

reference material. That means students find the meaning of the words on

their own.
 9

2. Social strategies

Social strategies provide interaction and more empathetic

understanding which also are two important factors in reaching

communicative competence. Social strategies include the actions the learner

chooses to take in order to interact with other learners or native speakers of

the language. Eventually the strategies can act in specific ways to foster

certain aspects of that competence, such as grammatical, sociolinguistic,

discourse and strategic elements (Oxford, 1990, as cited in The Use of

Vocabulary Learning Strategies, 2017).

3. Memory strategies

Memory strategies involve correlating the word with previously

learned information using some image or grouping format. It emphasizes that

using visual materials is much more useful and effective than using verbal

materials. Underwood also says that pictures will be remembered better than

words. In addition, he implies that associating words with pictures is a

stronger recollection system.

4. Cognitive Strategies

According to Schmitt (1997), cognitive strategies of his taxonomy are

similar to memory strategies but they do not concentrate on manipulative

mental processing but rather on repetition and mechanical means to study

vocabulary. The traditional and popular examples of these are written and

verbal repetition writing or saying a word over and over again. Word list,
 10

flash cards and taking notes as well as using study aids such as language

textbooks are also classified as cognitive strategies.

5. Metacognitive Strategies

According to Oxford (1990), metacognitive strategies help learners to

regulate their own cognition and focus in addition to planning and evaluating

their progress. Cohen (1998, as cited in The Use of Vocabulary Learning

Strategies, 2017) states that metacognitive strategies deal with pre-assessment,

pre-planning on-line planning and evaluation and post-evaluation of language

learning activities and of language use events. Schmitt (1997), mentions that

effective metacognitive strategies are getting maximum exposure to language

learner, for example, by reading books, watching movies and interacting with

native speakers. Also efficient use of time and knowing when to actively

study a new word are useful metacognitive strategies.

2.2.1.2 Level of Vocabulary

According to Laufer and Nation (1999), it is necessary to set the vocabulary

of English in a series of levels based on the frequency of occurrence. They then

suggest to list a group of 1,000 words for each level starting from the most frequent

to less frequent words. One of well-known word lists is the one developed by Nation

(2006). He develops a word list based on British National Corpus that makes up a

fourteen word levels starting from the most frequent words to the less frequent words.

The high frequency words are words from the 1st 1,000 level to the 2nd 1,000 levels
 11

(Nation, 2008) or from the 1st 1,000 level to 3rd 1,000 level (Schmitt & Schmitt,

2014). The mid frequency words are in the list between 3rd 1,000 level to 9th 1,000

level and low frequency words are in list between 9th 1,000 level to 14th 1,000 level.

The development of the word list is useful in terms of vocabulary instruction

and assessment. Teachers can easily set their vocabulary focus for their vocabulary

instruction by picking up from the most frequent word list. For instance, a teacher

firstly needs to teach the 1 st 1,000 level for his students, and once it has been

mastered he should pick the 2nd 1,000 level for the next instruction focus. In fact, it

is not necessary to really need to start the vocabulary development program from the

1st 1,000 word level. Instead, a teacher needs to set the vocabulary focus based on

their students‟ need. Therefore, it is necessary for teachers to able to measure their

students‟ vocabulary mastery by administering a test such as Vocabulary Levels Test

(Schmitt 2001). The results of the test will inform teachers about their students‟

present vocabulary levels such as the levels that they have mastered and the levels

that they lack of. However, teachers should focus firstly on the high frequency words

and secondly on the academic word lists if learners attempt to pursue their study at

universities (Nation, 2008).

2.2.2 Reading Comprehension

Reading is the process of looking at a series of written symbols and getting

meaning from them. When we read, we use our eyes to receive written symbols

(letters, punctuation marks and spaces) and we use our brain to convert them into
 12

words, sentences and paragraphs that communicate something to us. Reading can be

silent (in our head) or aloud (so that other people can hear).

The definition of comprehension refers to your ability to understand

something, or your actual understanding of something. Reading comprehension is

explained as the ability to understand what has been read. Comprehending involves

strategies that students learn to use when reading independently. Teachers focus on

several key comprehension skills. These are inferring, predicting, comparing and

contrasting, sequencing and summarizing. Students usually learn how to use these

strategies in a small group guided by the teacher who demonstrates their use. Students

then practice comprehension techniques with a partner by discussing what they read,

making connections with prior knowledge and identifying the main ideas in the story.

Reading comprehension is the act of combining information in a passage with

prior knowledge in order to construct meaning. In addition, reading comprehension

can be defined as a thinking process through which readers become aware of an idea,

understand it in terms of their experiential background, and interpret it in relation to

their own needs and purposes (Khoiriyah:2010:1)

Based on the explanation above, it can be concluded that comprehending is

the main focuses in reading. Reading comprehension is the purpose of the reading

which the reader are expected to get information and understand the reading.

2.2.2.1 Strategies in Reading Comprehension

There are some strategies that students’ can apply in reading;

 13

1. Look for the main idea

Identifying the main idea of a paragraph or article can help you

determine the importance of the article. Understanding why what you’re

reading is important can give you a better comprehension of what the author

is trying to convey. When reading, pause every few paragraphs and see if you

can decipher what the main idea is. Then, try to put the main idea in your own

words for even further understanding.

2. Write a summary of what you read

A great way to increase your knowledge of what you have read is to

write a summary. Summarizing requires you to decide what is important in

the text and then put it in your own words. Summarizing allows you to

determine if you truly understand what you have read and better remember

what you have read in the long term.

3. Break up the reading into smaller section

If you are reading longer or more challenging text, consider breaking it

up into smaller sections. For example, you could read two paragraphs at a

time and then pause to quickly summarize what you just read in your mind.

Breaking up what you are reading can help you feel less overwhelmed and

give you a better chance of truly comprehending the information in the text.

2.2.2.2 The Levels of Reading Comprehension

Heilman (1981:246) identifies the following comprehension skill levels:

 14

1. Literal Level

This level is the simplest level. It means that what the reader needs to

do is to reproduce the fact as they are related by the writer. At this level,

Questions are factual and detailed. The skills needed for this level are nothing

factual data, sequence, chronology, and enumeration.

2. Interpretive Level

This level requires the reader to go beyond the information given by

the writer. The reader is required to see the significance of the data; to note

various relationships such as cause effect and relation of the part to the whole,

to make comparison, to draw conclusion and inference and to make

generalizations.

3. Critical Level

At this level, the students learn to evaluate and judge the information

and the writer’s use of language for guiding the reader’s interpretation;

notingevidence of the writer’s bias, his qualifications, his point of view, intent

and truthfulness.

4. Creative Level

This level requires the reader’s involvement with the information

presented as he uses it to formulate or rethink ideas of his own. Question at

this level might consist of open-ended queries which require the reader to

include his own knowledge, view, and value.

 15

2.2.3 Descriptive Text

According to Zumarkhin (2005) in Faliyanti (2015), text to describe

something such as people, thing and animal is descriptive text. Descriptive

text is very important for us when the students want to descriptive about

something. In addition Kane (2000:352) Descriptive text is the description

and identification of the structure text such us person and thing.

2.2.3.1 Generic Structure of Descriptive text

According to Bamanti and Oktaviani (2011:50) the generic structure of

descriptive text is divided into two parts, there are:

1) Identification It is generic part of paragraph which introduces or identifies

the character.

2) Description It is a part of paragraph which describes the character.

2.2.3.2 Language Features of Descriptive text

1. Descriptive often uses adjectives, numbering, and, classifying. For

example; is really cool, it has very thick fur, etc.

2. Tense which is often used is simple present tense. However, sometimes it

uses past tense if the thing to be described doesn’t exist anymore for example;

go, fly, cook, etc.

3. Descriptive text uses thinking verbs (believe, think, etc.) and feeling verbs

(feel)
 16

4. Descriptive text also uses adverbs to give information about character or

adjective that explained. Example; it is extremely high, it runs definitely past,

etc.

2.2.4 Correlation Between Vocabulary Mastery and Reading Comprehension

Someone could learn easily if she or he has a lot of vocabulary of

foreign language. Since vocabulary is all about words, and good mastery of

vocabulary helps someone understand language (Cameron, 2001). It is

supported by Wallace (1982) who says that vocabulary is one of the most

important parts of languages, because when speaking a language, the speakers

need several words to convey ideas. Therefore, people can understand what

the speakers mean. When a learner intends to learn foreign language, he/she

has to learn the vocabulary of the foreign language first.

Reading comprehension is the process of making meaning in written

word. Through reading, people try to draw the meaning from the printed page

and interpret the information appropriately. It requires more than knowing the

meaning of individual words but people also know how individual words

combined together to produce meaningful sentences (Lestari 2018:2).

Roehrig and Guo (2011) stated that vocabulary knowledge is one of the main

factors that affect reading comprehension. It is also supported by Sedita (2005)

who states that vocabulary knowledge is crucial in reading comprehension and

determining how good the students are in comprehending the texts.

 17

2.3 Theoretical Framework

Reading is one of skills in English that very essential for us, because by

reading we can get information from the text. It is an active attempt to know writer’s

messages that can establish communication between the writer and the reader.

Moreover, it is a complex activity which requires close relation of the body and brain.

Reading comprehension is the ability to understand what has been read.

Comprehending involves strategies that students learn to use when reading

independently. Teachers focus on several key comprehension skills. These are

inferring, predicting, comparing and contrasting, sequencing and summarizing.

Students usually learn how to use these strategies in a small group guided by the

teacher who demonstrates their use.

Vocabulary is the most important language component. With understanding of

vocabulary, we can understand and arrange sentences correctly. By having a lot

vocabulary, the students understand in reading comprehension. The students who

have a lot of vocabulary will be easy to use English in spoken or written.

Vocabulary devided into two types; productive or achieve and receptive or

receive. But very often it has been observed that there is no flawless division made

between productive knowledge also known as achieve and receptive knowledge also

known as receive. It has been observed that a person’s receptive vocabulary is larger

than productive vocabulary. For Example : a child who cannot speak, write or sign

can follow quite a number of instructions given in language which he or she is used
 18

to. But when the child learns to speak, sign, write then his or her vocabulary becomes

active.

In other word, productive vocabulary are those words that are produced in

reference to any suitable perspective and those words or those vocabulary should

match the envisioned connotation of the speaker . Receptive vocabulary is those

words or that vocabulary which we get to hear or which we receive from somebody

else in the language we are exposed to.

In sum, there is a correlation vocabulary mastery and reading comprehension.

When students could master a lot vocabulary, it can make them easier to understand a

reading. And once they understand the reading, they will get more information to

advance their ideas through the information obtained.

2.4 Hypothesis

Hypothesis is an assumption that can be right and can be wrong. Hypothesis is

the provisional answer to the problem of the research that can be found through the

data that is collected. It is should be found and tested by the researcher. According to

the problem statement and the objective of this research, the hypothesis of this

research can be formulated there is a positive correlation between students’

vocabulary mastery and their reading comprehension.

 CHAPTER III
RESEARCH METHOD

3.1 Research Design

This research applied a correlational design. Therefore, through this study the

researcher intends to investigate the relation between reading comprehension and

vocabulary mastery of the Tenth grade students of SMA N 3 Palu. This study used

two kind of tests. They were vocabulary and reading comprehension tests. The aim of

these tests are to measure the students vocabulary mastery and reading

comprehension.

3.2 Population and Sample

3.2.1 Population

The population of this research was the tenth grade students of SMAN 3 Palu.

The total number of the population was 449 students, devided into 14 parallel classes.

It can be seen in the following Table:

19
 20

Table 3.1

Population Distribution of each Class

Number of
No Grades
Students
1 X MIA 1 32
2 X MIA 2 31
3 X MIA 3 32
4 X MIA 4 32
5 X MIA 5 32
6 X MIA 6 32
7 X MIA 7 32
8 X MIA 8 31
9 X MIA 9 30
10 X IIS 1 33
11 X IIS 2 34
12 X IIS 3 32
13 X IIS 4 33
14 XIIS 5 33
Total 449

3.2.2 Sample

In choosing the sample, the researcher used purposive sampling technique.

The objective of the sampling is to limit the research object. Related to the statement,

the researcher applied purposive sampling method by choosing X MIA 1 which

consisted of 32 students.
 21

3.3 Research Variables

There were two variables in this research, vocabulary mastery and reading

comprehension. Vocabulary mastery symbolized by X and the reading

comprehension symbolized by Y. The diagram could be seen below :

Vocabulary Mastery (X) Reading Comprehension (Y)

3.4 Instrument of Data Collection

In conducting this research, the researcher used test as the instruments. The

tests consisted of 40 items, 20 items for vocabulary mastery test and 20 items for

reading comprehension test. The test was adopted from the tenth grade English

textbook entitled “Developing English Competencies” and “Interlanguage: English

for Senior High School Students X”.

3.4.1 Test

In this research the tests were devided into two, vocabulary mastery test

consist of 20 items which is devided into 15 matching items and 5 fill in the blank

items. Reading comprehension test also consist of 20, 15 items for multiple choice

and 5 items for true or false. For the vocabulary test the items were about content

word (noun, verb, adjective). For the reading test the text was about descriptive text.
 22

Table 3.2
Scoring Rubric of Vocabulary Mastery

No. Type of Number of Score of Criteria Total

Test Items item Score
1. Matching 15 1 If the answer is
items correct

20
0 If the test is
incorrect

2 Fill in the 5 1 If the answer is

blank items correct

0 If the test is
incorrect

Table 3.3
Scoring Rubric of Reading Comprehension

No. Type of Number of Score of Criteria Total

Test Items item Score
1. Multiple 15 1 If the answer is
choice items correct

20
0 If the test is
incorrect

2 True or false 5 1 If the answer is

items correct

0 If the test is
incorrect
 23

3.5 Technique of Data Collection

In order to collect the data, the researcher spreaded the test by online using google

form as the media. The researcher shared the google form link to students on their

online class group.

3.6 Technique of Data Analysis

The scores of the students were obtained by using the formula by Arikunto

(2019:240). The test consisted of 40 items, 20 items for vocabulary mastery and 20

items for reading comprehension.

𝑋
∑ = 𝑁 × 100

Where:

∑ = gained score
X = students Score
N = Maximum Score
100 = Constant Number/reduction factor

In order to find out the mastery of two variables, computing the mean of each

variable is neccesary. The formula proposed by Arikunto (2019) to compute mean as

follows:

∑𝑥
Mx = 𝑁

∑𝑦
My = 𝑁
 24

Where :
Mx = Mean x (Vocabulary Mastery)
My = Mean y (Reading Comprehension)
∑x = The sum of x scores
∑y = The sum of y scores
N = Number of participants

To find out the correlation between both variables, the researcher used

Pearson Product Moment coefficient of correlation by Bungin (2011). The formula is

𝑁∑𝑋𝑌−(∑𝑋)(∑𝑌)
r xy = √(𝑁(∑𝑋 2 )−(∑𝑋)2 ))(𝑁(∑𝑌 2)−(∑𝑌)²)

Where :

r = product moment correlation / correlation coefficient

x = vocabulary mastery
y = reading comprehension
∑X = the sum of scores of vocabulary mastery
∑Y = the sum of scores of reading comprehension
∑XY = the sum of product of vocabulary mastery and reading
comprehension
∑X² = the sum of squared scores of vocabulary mastery
∑Y² = the sum of the squared scores of reading comprehension
N = the number of students/participant

To interpret the result of the coefficient value of the correlation of two

paired variables, the researcher used criteria for evaluation and interpretation

of a correlation coefficient by Best and Khan (2011), as follows:

 25

Table 3.4
The Criterion for Evaluation and Interpretation of Correlation
Coefficient

Coefficient Relationship

0.00-0.199 Negligible

0.20-0.399 Low

0.40-0.599 Moderate

0.60-0.799 High

0.80-1.000 High to very high

3.7 Testing Hypothesis

In testing the significance, the researcher used significance of coefficient

correlation formula which was determined by Best and Khan (2013:421) as follows :

𝑟 √𝑛−2
tr =
√1−𝑟²

Where :

tr = t-counted
r = the coefficient correlation
n = number of sample

The criterion of hypothesis is in the following. If the t-counted is higher

than t-table, it means that the hypothesis of the research is accepted. It means

that there is a positive correlation between the two variables. While, if the t-
 26

counted is lower than t-table, it means that the hypothesis of this resarch is

rejected. Definitely there is a negative correlation.

 CHAPTER IV

FINDINGS AND DISCUSSION

4.1 Findings

In this chapter, the researcher presents the data collected by testing

students’ vocabulary mastery and reading comprehension. The findings of this

study were about the result of vocabulary test, reading comprehension test,

and also the correlation between vocabulary mastery and reading

comprehension. To find out the correlation between these variables, the

researcher administered the test to the X MIA 1 of the tenth grade students of

SMAN 3 Palu virtually. The total number of samples in this research was 32

students.

4.1.1 The Result of Vocabulary Test

The researcher gave the test to find out the vocabulary mastery of the

students. The test consisted of 20 multiple choice items. All of the students

can answer the questions although there were several students who answer

incorrectly. The students’ score of vocabulary tests can be seen in the

following table:

27
 28

Table 4.1
Students’ Score of Vocabulary Test
Number Number of Answer Score
No Initial of Item Correct Incorrect (%)

1 AMR 20 16 4 80
2 ALS 20 19 1 95
3 AAP 20 20 0 100
4 CCA 20 20 0 100
5 CAT 20 19 1 95
6 DAP 20 20 0 100
7 DPR 20 19 1 95
8 DWU 20 17 3 85
9 DIW 20 19 1 95
10 EYP 20 17 3 85
11 FAR 20 20 0 100
12 FTR 20 16 4 80
13 FZA 20 15 5 75
14 KTP 20 11 9 55
15 KSK 20 20 0 100
16 MDK 20 15 5 75
17 MFH 20 9 11 45
18 MZL 20 20 0 100
19 MZN 20 14 6 70
20 MGU 20 16 4 80
21 MSY 20 14 6 70
22 NJA 20 16 4 80
23 PWA 20 20 0 100
 29

24 RVD 20 12 8 60
25 RAR 20 16 4 80
26 RSY 20 14 6 70
27 RAT 20 15 5 75
28 SCJ 20 12 8 60
29 SDF 20 20 0 100
30 SHZ 20 16 4 80
31 WON 20 20 0 100
32 WHN 20 18 2 90

4.1.2 The Result of Reading Comprehension Test

In this tests, there were 20 items of reading comprehension tests. The tests

consisted 15 multiple choice items and 5 for true or false items. All of the

students can answer the questions although there were several students who

answer incorrectly. The students’ score of vocabulary tests can be seen in the

following table:

Table 4.2
Students’ Score of Reading Comprehension Test
Number Number of Answer Score
No Initial of Item Correct Incorrect (%)
1 AMR 20 16 4 80
2 ALS 20 18 2 90
3 AAP 20 19 1 95
4 CCA 20 19 1 95
 30

5 CAT 20 18 2 90
6 DAP 20 19 1 95
7 DPR 20 19 1 95
8 DWU 20 16 4 80
9 DIW 20 18 2 90
10 EYP 20 20 0 100
11 FAR 20 20 0 100
12 FTR 20 17 3 85
13 FZA 20 16 4 80
14 KTP 20 17 3 85
15 KSK 20 18 2 90
16 MDK 20 17 3 85
17 MFH 20 10 10 50
18 MZL 20 15 5 75
19 MZN 20 17 3 85
20 MGU 20 14 6 70
21 MSY 20 16 4 80
22 NJA 20 18 2 90
23 PWA 20 18 2 90
24 RVD 20 13 7 65
25 RAR 20 20 0 100
26 RSY 20 15 5 75
27 RAT 20 14 6 70
28 SCJ 20 12 8 60
29 SDF 20 19 1 95
30 SHZ 20 18 2 90
 31

31 WON 20 19 1 95
32 WHN 20 18 2 90

4.1.3 Correlation Between Vocabulary Mastery and Reading

Comprehension

In order to find out the correlation between Vocabulary Mastery (X) and

Reading Comprehension (Y), the researcher applied Pearson Product Moment

Correlation formula. The researcher presented both of the result in the following

table.

Table 4.3
Distribution Scores of Vocabulary and Reading

Variables Cross Squares

No Initial Product
X Y XY X² Y²
1 AMR 80 80 6400 6400 6400
2 ALS 95 90 8550 9025 8100

3 AAP 100 95 9500 10000 9025

4 CCA 100 95 9500 10000 9025

5 CAT 95 90 8550 9025 8100

6 DAP 100 95 9500 10000 9025

7 DPR 95 95 9025 9025 9025

8 DWU 85 80 6800 7225 6400

9 DIW 95 90 8550 9025 8100

10 EYP 85 100 8500 7225 10000

11 FAR 100 100 10000 10000 10000
 32

12 FTR 80 85 6800 6400 7225

13 FZA 75 80 6000 5625 6400

14 KTP 55 85 4675 3025 7225

15 KSK 100 90 9000 10000 8100

16 MDK 75 85 6375 5625 7225

17 MFH 45 50 2250 2025 2500

18 MZL 100 75 7500 10000 5625

19 MZN 70 85 5950 4900 7225

20 MGU 80 70 5600 6400 4900

21 MSY 70 80 5600 4900 6400

22 NJA 80 90 7200 6400 8100

23 PWA 100 90 9000 10000 8100

24 RVD 60 65 3900 3600 4225

25 RAR 80 100 8000 6400 10000

26 RSY 70 75 5250 4900 5625

27 RAT 75 70 5250 5625 4900

28 SCJ 60 60 3600 3600 3600

29 SDF 100 95 9500 10000 9025

30 SHZ 80 90 7200 6400 8100

31 WON 100 95 9500 10000 9025

32 WHN 90 90 8100 8100 8100

Total 2675 2715 231125 230875 234825

Mean 84 85

From the table above, the total score of vocabulary mastery (X) is 2675 while

the total score of reading comprehension was (Y) is 2715. After getting the total score
 33

of variables, the mean score of variable X is 84 and the mean score of variable Y I s

85. The formula is as follows:

𝑁∑𝑋𝑌−(∑𝑋)(∑𝑌)
r xy =
√(𝑁(∑𝑋 2 )−(∑𝑋)2 ))(𝑁(∑𝑌 2 )−(∑𝑌)²)

Where :

r = product moment correlation / correlation coefficient

x = vocabulary mastery
y = reading comprehension
∑X = the sum of scores of vocabulary mastery
∑Y = the sum of scores of reading comprehension
∑XY = the sum of product of vocabulary mastery and reading
comprehension
∑X² = the sum of squared scores of vocabulary mastery
∑Y² = the sum of the squared scores of reading comprehension
N = the number of students/participant

The calculation of variable X and variable Y used Person Product Moment by

Microsoft Excel program can be seen bellow:

𝑁∑𝑋𝑌−(∑𝑋)(∑𝑌)
r xy =
√(𝑁(∑𝑋 2 )−(∑𝑋)2 ))(𝑁(∑𝑌 2 )−(∑𝑌)²)

32𝑥231125−(2675)(2715)
r xy =
√(32(230875)−(2675)2 ))(32(234825)−(2715)²)

7396000−7262625
r xy =
√(7388000−7155625)(7514400−7371225)

133375
r xy =
√(232375)(143175)

133375
r xy =
√(33270290625)

133375
r xy =
182401
 34

r xy = 0.731

Based on the calculation above, it was found that the rvalue or rxy is 0.731. It

means that there is a high correlation between students’ vocabulary mastery and

reading comprehension.

Furthermore, to make the the result accurately, the researcher also used the

program of SPSS Statictic Version 25 to find out the correlation between students’

vocabulary mastery and reading comprehension. The result can be seen below:

Table 4.4
The Correlation Between Vocabulary Mastery and Reading Comprehension
Using SPSS version 25

Correlations
Vocabulary Reading
Vocabulary Pearson Correlation 1 .731**
Sig. (2-tailed) .000
N 32 32
**
Reading Pearson Correlation .731 1
Sig. (2-tailed) .000
N 32 32
**. Correlation is significant at the 0.01 level (2-tailed).

From the result of SPSS Program, the researcher also found the correlation

between two variables is 0.731 that classified as high positive correlation.

In testing hypothesis, the researcher used formula by Best and Khan (2013).

The criterion hypothesis: if the t r or r-counted is higher that r-table, the hypothesis of
 35

this research is accepted. It means that there is positive correlation between

vocabulary mastery and reading comprehension. While if the r-counted or tr is lower

that the r-table, it means that the hypothesis is rejected. The formula as follows:

𝑟√𝑛 − 1
𝑡𝑟 =
√1 − 𝑟 2
Where :

tr = t-counted
r = the coefficient correlation
n = number of sample

the calculation of this formula is as follows:

𝑟√𝑛 − 1
𝑡𝑟 =
√1 − 𝑟 2
0.731√32 − 1
=
√1 − 0.7312
(0.731)(5.568)
=
0.682
4.070
= = 5.964
0.682

According to the calculation above, the result of r-counted was 5.964. In this

case the r-table was known by looking to the table significance 5% or 0.05 with the

degree of freedom (df=N). After looking the table of significance, the value of r-table

is 0.349. It means that the r-counted is higher than the r-table (5.964>0.349). In other
 36

word there is significant correlation between vocabulary mastery and reading

comprehension. Vocabulary gives a big contribution in comprehending the reading.

4.2 Discussion

From the data analysis, the result of this study shows that the r-counted was

higher than r-table. It means that there is positive correlation between vocabulary

mastery and reading comprehension. The category of the relationship is high. The

result of this study supports the previous study done by Hayati (2016) which showed

that there is positive correlation between vocabulary mastery and reading

comprehension. The result of both recent and previous study showed most of students

who get the high score in vocabulary test, they also get a high score in their reading

comprehension test. It can be summed up that vocabulary mastery profoundly

affected the reading comprehension. The importance of having an adequate

vocabulary for reading is also supported by various studies. Huang (1997) stated

that a lack of vocabulary knowledge is the major cause of the Taiwanese college

students’ difficulty in comprehending English textbooks. According to Nation (2001),

we cannot understand the reading well if we do not recognize the meaning of the

word. It is connected with the statements that stated by Armykirana (2017), students

cannot comprehend the reading without knowing most of the word mean.

However, there also various studies investigating the correlation between

vocabulary mastery and reading comprehension performance had been conducted

which show different result. Ratnawati (2006) found that vocabulary mastery and
 37

reading comprehension had a moderate positive correlation among the seventh-grade

students of SMP N 13 Semarang. Lusianah’s (2017) study revealed that vocabulary

mastery and reading comprehension had a low positive correlation among junior high

and senior high school students. The results of these studies revealed different

conclusions. Those study showed that vocabulary just give a small contribution to the

reading comprehension. Besides the different students levels, there is also other

factors that can influence reading comprehension

In both types of the tests students choose whether each of the questions

correct or incorrect and the questions given specifically only focused on content

words (noun, verb, and adjective). The researcher concluded that vocabulary is one of

essential components besides motivation, interest, and effective strategy in reading

comprehension should not be ignored because without mastering vocabulary, it

would make reading difficult to understand.

According to Best and khan (2006), a perfect positive correlation is +1.00, a

perfect negative correlation is -1.00, and a complete lack of relationship is zero (0). A

positive correlation means that the increase of students’ mastery on vocabulary is

followed by the increase of their reading comprehension. Interpreting the result with

the criterion of interpretation of correlation coefficient, the relationship of those

variables was high.

Based on the statements above, it was related to the result of the study done

by Faridl (2015) which stated that there is positive significant correlation between

students` vocabulary mastery and their reading comprehension of narrative text. The
 38

coefficient correlation between students` vocabulary mastery and their reading

comprehension is found to be very high correlation. It means that vocabulary plays a

great role in understanting the reading.

Regarding to the result of this study, there is a significant correlation between

variable X and variable Y. Those variables are related each other. In other words, if

students vocabulary is good, their reading comprehension also will be good. While if

the students’ vocabulary is bad or not good enough, they may getting hard in

understand the reading. It is supported by Djuarsa (2017). He stated that vocabulary

gives a big contribution to comprehend the reading. Connecting to the statements

above, there is also correlation between vocabulary mastery and reading

comprehension especially in teaching materials. We can take an examples specifically

in senior high school, students should learn some of texts such as descriptive,

narrative, and recount text. To comprehend those reading texts, they obviously

needed the directives vocabulary teaching depend on the kinds of the text.

Furthermore, the researcher concludes that there is a positive and significant

correlation between vocabulary mastery and reading comprehension of the tenth

grade students of SMAN 3 Palu. The result is similar with the previous studies done

by and Furqon (2013) that there is a positive and strong correlation between students’

vocabulary mastery and reading comprehension. It means that those vaiables were

related to each other.

 CHAPTER V

CONCLUSION, LIMITATION AND SUGGESTION

5.1 Conclusion

This study focuses on the correlation between vocabulary mastery and

reading comprehension. Regarding to the research question, there is a positive

correlation between vocabulary mastery and reading comprehension of the

tenth grade students of SMAN 3 Palu. Vocabulary mastery greatly affected

the reading comprehension based on the result of this study that have been

elaborated in the previous chapter. Although the score obtained on these both

types of the tests is different, the correlation remains strong. Students who

have high score in vocabulary also have high score in reading comprehension.

In addition, there are some factors that helps students to comprehend the

reading materials such as motivation, interest, and effective strategy. Those

factors may help students in comprehending the reading materials.

5.2 Limitation

The researcher realizes that this research is still far from being perfect.

In this researcher, there are some weaknesses during the data collection.

Firstly, is the procedure in collecting the data. This research was conducted

during the pandemic in which all of school activity were from home so that

the researcher cannot meet the students directly so the researcher cannot be

sure wheteher the students do the test themselves or with the helps of others,

39
 40

susch as their parents or teachers. Secondly, The researcher provided the

online test by using google form which needs the internet connections and

sometimes the network is error and unstable so it takes a long time because of

the bad connection of internet.

5.3 Suggestion
Regarding to the result of this research some suggestions are primarily

addressed to the teacher, the students, and the future researcher. The students

should be more active in order to improve their vocabulary so that they will be

more easier to comprehend the reading. Even though the result on their

vocabulary and reading test is excellent, they still need to make a better

improvement.

The teacher should motivate the students to be more active in learning

English especially in vocabulary mastery and reading comprehension. They

also should prepare a suitable learning materials especially for vocabulary. For

the further researcher, this study could be a reference for them to get a better

result. In addition, data retrieval in research should be done directly with the

students so that it will be more effective in reducing problems such as bad

internet connections.
 41

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 44

A
P
P
E
N
D
I
C
E
S
 45

VOCABULARY TEST
Look at these following words then match the with their meanings or synonyms!
Word Meaning or Synonym
1. Visitor a. A hollow place in the side of hill
2. Fantastic b. Humor
3. Plump c. A hard crystalline form of limestone
4. Represent d. The natural home or environmental of an animal,
plant, or other organism
5. Sacred e. A journey in which you go somewhere
6. Marble f. Chubby
7. Beautiful g. Tourist
8. Mausoleum h. Holy
9. Cave i. Tomb
10. Famous j. Good-looking
11. Habitat k. Fortunate
12. Trip l. Pleasant
13. lucky m. Symbolize
14. Charming n. Marvelous
15. Joke o. Popular

Complete the following text about Mike Mohede with the words in the box!
The Cute Mike

Michael Prabawa Mohede was born on November 7, 1983. He is better

known as Mike. He has a beautiful voice. He is the winner of the second season of
Indonesian Idol. He also represented Indonesia in Asian Idol.
Mike has a (1)… smile. His body is (2)… His (3)… cheeks make him cute.
Mike is a nice and (4)… person. He is very (5)… to everyone. Some of his fans call
him “Teddy Bear” because of his plump body and nice character.

cheerful friendly plump beautiful chubby

 46

READING COMPREHENSION TEST

Read the following text to answer the question 1-5!

TANJUNG PUTING NATIONAL PARK
Tanjung Puting National Park is an internationally famous ecotourism
destination, which is located in the southwest of central Kalimantan peninsula.
Visitors from foreign countries come to this park because of its amazing nature. This
is called a park, but unlike any park that you have seen in your city, this is a jungle! It
is a real jungle, which is home to the most interesting animal in the world:
orangutans.
Though the park is home to many animals, seeing orangutans is usually the
visitors‟ main reason to visit the park. Orangutans, which literally mean the man of
the forest, are the largest arboreal animal on the planet. Most of their lives are spent
in tress where orangutans travel from branch to branch by climbing or swinging with
their long arms.
To see orangutans, we should go to Camp Leakey, which is located in the
heart of Tanjung Putting National Park. Camp Leakey is a rehabilitation place for ex-
captive orang utans and also a preservation site. It is also a famous center for research
about orangutans which has been conducted by the famous primatologist Dr. Birute
Galdikas since 1971. Here visitors can see daily feedings to orangutans at jungle
platforms as part of the rehabilitation process to their natural habitat. This event gives
them opportunity to see orangutans up close.
To reach the place, we should take a boat down Sekonyer river. The boat is
popularly called perahu klotok which is a boathouse that can accommodate four
people. The trip by the boat to Camp Leakey takes three days and two nights. You
sleep, cook, and eat in that klotok, night and day during your journey into the jungle.
The traveling in the boat offers an unforgettable experience. In daylight, on your way
to Camp Leakey, you can see trees filled with proboscis monkeys, monkeys that have
enormous snout which can only be found in Kalimantan.
The monkeys anxiously await klotok arrivals. A troop of 30 light-brown
monkeys may plunge from branches 10 meters or higher into the river and cross
directly in front of the boat. These monkeys know that the boat‟s engine noise and
the threat of its propeller scare crocodiles,which find these chubby monkeys
delicious. At night, you can enjoy the clear sky and the amazingly bright stars as the
only lights for the night. With such exotic nature, no wonder many tourists from
foreign countries who love ecotourism frequently visit Tanjung Putting National
Park.
 47

1. What is the main idea in the first paragraph?

a. Camp Leakey is a rehabilitation place for ex-captive orang utans and also
a preservation site. It is also a famous center for research about orangutans
which has been conducted by the famous primatologist Dr. Birute
Galdikas since 1971.
b. It is a real jungle, which is home to the most interesting animal in the
world: orangutans.
c. Orangutans, which literally mean the man of the forest, are the largest
arboreal animal on the planet.
d. Tanjung Puting National Park is an internationally famous ecotourism
destination, which is located in the southwest of central Kalimantan
peninsula.
2. Where is Tanjung Puting National Park located?
a. In Kalimantan peninsula
b. In west Java
c. In southwest Sumatra
d. In Airhitam gulf
3. What is the main reason for visitors when they visit Tanjung Puting National
Park?
a. To see some animals
b. To take a picture
c. To enjoy the scenery
d. To see orangutans
4. Where exactly we can see the orangutans?
a. In Kalimantan peninsula
b. In the heart of Tanjung Puting National Park
c. In camptivity
d. In a tall tree
5. The following are the activities that tourist can do in Tanjung Puting National
Park. Except….
a. Eat, cook, and sleep in the boat
b. Enjoy the clear sky at night
c. Meet the oranutans
d. Play with all of the animals

Questions number 6-9 are based on the following text!

TAJ MAHAL
Taj Mahal, an epitome of love, is actually a mausoleum. Standing majestically
on the banks of River Yamuna, the Taj Mahal is synonymous to love and romance.
Taj Mahal was constructed by Mughal Emperor Shah Jahan in the memory of his
 48

beloved wife and queen. The name “Taj Mahal” was derived from the name of Shah
Jahan‟s wife, Mumtaz Mahal, which means crown of palaces.
Taj Mahal represents the finest architectural and artistic achievement. The
mausoleum was constructed of pure white marble. The white marble is inlaid with
semi-precious stones (including jade, crystal, lapis lazuli, amethyst and turquoise)
that form the intricate designs. Its central dome reaches a height of 240 feet (73
meters). The dome is surrounded by four smaller domes. Four slender towers, or
minarets, stand at the corners. Inside the mausoleum, an octagonal marble chamber
adorned with carvings and semi-precious stones house the false tomb of Mumtaz
Mahal. Her actual remains lie below, at garden level.
Taj Mahal shows shades of magnificent beauty at different time during the
day. At dawn when the first rays of the sun hits the dome of this epic monument, it
radiates like a heavenly pinkish palace. At daytime, when the sky is bright and clear,
the Taj looks milky white. At a moonlit night when the full moon rays fall on the
glistening white marble, the cool moon rays reflect back from the white marble and
give the Taj Mahal a tinge of blue color. It‟s simply breathtaking! With such beauty,
no wonder that Taj Mahal becomes one of the Seven Wonders of the World.

6. What is Taj Mahal actually?

a. An expensive building
b. A big mosque
c. A museum
d. A mausoleum
7. What is the purpose of the text?
a. To amuse the readers with Taj Mahal
b. To describe Taj Mahal
c. To persuade the readers to visit Taj mahal
d. To promote Taj Mahal as a tourist destination
8. How high is the Taj Mahal dome?
a. 71 meters
b. 72 meters
c. 73 meters
d. 74 meters
9. Where was the queen actually buried?
a. At garden level of Taj Mahal
b. At the building roof of Taj Mahal
c. At the royal funeral
d. Somewhere else in India

Questions number 10-15 are based on the following text!

 49

My Best Friends

I believe that a friend is an angel who lifts us off our feet when our wings
have trouble remembering how to fl y. It means that our friends are people who will
always be there for us any time we need them.
I’m so lucky because I have three best friends. They are Firsty, Ronald and
Jonathan. We have known each other since we were four years old. We met in the
kindergarten. Since then, we always go to the same school. Moreover, our houses are
still in the same block. We do everything together. Our motto is “United we stand,
divided we fall”. It means “together we are stronger”. Now, let me introduce my
friends one by one.
Firsty is the youngest among us because she was born in December. We call
her “The Sweety Firsty”. Her father is French. She is tall and slim. She’s about 171
cm. She has long straight hair. Actually the color of her hair is blonde. However, she
dyed her hair black since last year. She has beautiful blue eyes, an oval face and
pointed nose. “The Sweety Firsty” is a cheerful, confident, and determined girl.
However, she is a little bit careless and stubborn. She has many cats in her house.
There are about nine cats. She loves them all. One of her favourite is a little orange
cat. She calls her ‘Shinny’. Firsty loves to dance and sing. Nevertheless, she wants to
be a model.
Ronald’s nickname is Ron. Most of girls in our school love and adore him.
There’s no doubt about his good looking. We call him “The Charming Ron”. His
height is 176 cm. Ron has straight hair and perfect face. He is an intelligent and
introvert person. Above all, he is humble. He was crowned as The Best Student this
year. He won so many prizes on Math, Chemistry and Physic competition. However,
his favourite subject is Chemistry. He wants to be a chemist someday.
Jonathan is a funny person. He can always find a way to make the people
around him laugh. I wonder what it is in his head for he can create jokes
spontaneously. Jonathan’s nick name is Jo. He is plump. He’s about 168 cm tall. His
weight is 80 kg. That’s why we call him “The Big Jo”. He has a round face with
brown eyes. His spiky hairstyle makes him easily recognized. Jo is a humorous,
friendly and an easy going person. He is a movie freak. He would never miss any new
movie in the cinema. He dreams of becoming a famous actor one day.
About me? Well, my name is Hana. I’m the shortest one among them. I’m
about 160 cm tall. I have long wavy hair with round face. My friends call me “The
Chubby Hana” because I also have a chubby check. Most people, even my parents
say that I’m a careful, generous and diligent person. They also say that I’m a bit
sensitive. I love painting. I spend much time in my small studio just painting.
That’s all about me and my best friends. Even though we are quite different,
we love each other and will keep this relationship for good.

10. The purpose of the text is …

a. to describe persons and characters
 50

b. to tell a sequence of events

c. to entertain the readers
d. to persuade the readers to have many friends
11. The statement is correct about Firsty character?
a. cheerful, humorous, and sensitive
b. cheerful, confident, and strong-minded
c. serious, sensitive, and funny
d. determined, humorous, sensitive
12. What is Jonathan like?
a. He is fat, easy going, and funny.
b. He is fat, stubborn, and funny.
c. He is chubby, diligent, and sensitive.
d. He is plump, humble, and sensitive.
13. What is Hana’s favourite?
a. She loves Chemistry.
b. She loves cats.
c. She loves watching TV.
d. She loves painting.
14. Which statement is true according to the text?
a. Firsty has a round face.
b. Ron wants to be an artist.
c. Hana has long straight hair.
d. Jonathan is plump..
15. A word in the text that has the same meaning as “strong-minded” is …
a. sensitive
b. friendly
c. determined
d. confident

Read the following stetements then decide whether they are true (T) or false (F)
and give the check (√)!

a.The pyramids of Giza (Al Jizah) stand on the west bank

of the Nile River outside Cairo. There are 10 pyramids at Giza,
b.
including three of the largest and best preserved of all Egyptian
c. They were built for kings in about 2600 to 2500 B.C.
pyramids.
d. was built for King Khufu. The second was built for
The largest
e.
King Khafre, and the third for King Menkaure. A huge statue of
a sphinx, called the Great Sphinx, was probably built for Khafre.
It stands near his pyramid.
 51

No. Statements T F
1 There is only one pyramid at Giza.
2 Giza is located near the Nile River.
3 Pyramids are built for king's servants.
4 The largest pyramid was built for King Khufu.
5 The Great Sphinx was built for King Khufu.
 52

The Answer Key Of The Vocabulary Test

1. g 11. d
2. n 12. e
3. f 13. k
4. m 14. l
5. h 15. b
6. c 16. beautiful
7. j 17. plump
8. i 18.chubby
9. a 19. cheerful
10. o 20. friendly

The Answer Key Of Reading Test

1. d 11. b
2. a 12. a
3. d 13. d
4. b 14. d
5. d 15. c
6. d 16. F
7. b 17. T
8. c 18. F
9. a 19. T
10. a 20. F
 53

DISTRIBUTION OF 𝒓𝒕𝒂𝒃𝒍𝒆 SIGNIFICANCE AT 5% AND 1%

The Level of The Level of

N Significance N Significance
5% 1% 5% 1%
3 0.997 0.999 38 0.32 0.413
4 0.95 0.99 39 0.316 0.408
5 0.878 0.959 40 0.312 0.403
6 0.811 0.917 41 0.308 0.398
7 0.754 0.874 42 0.304 0.393
8 0.707 0.834 43 0.301 0.389
9 0.666 0.798 44 0.297 0.384
10 0.632 0.765 45 0.294 0.38
11 0.602 0.735 46 0.291 0.376
12 0.576 0.708 47 0.288 0.372
13 0.553 0.684 48 0.284 0.368
14 0.532 0.661 49 0.281 0.364
15 0.514 0.641 50 0.279 0.361
16 0.497 0.623 55 0.266 0.345
17 0.482 0.606 60 0.254 0.33
18 0.468 0.59 65 0.244 0.317
19 0.456 0.575 70 0.235 0.306
20 0.444 0.561 75 0.227 0.296
21 0.433 0.549 80 0.22 0.286
22 0.432 0.537 85 0.213 0.278
23 0.413 0.526 90 0.207 0.267
24 0.404 0.515 95 0.202 0.263
25 0.396 0.505 100 0.195 0.256
26 0.388 0.496 125 0.176 0.23
27 0.381 0.487 150 0.159 0.21
28 0.374 0.478 175 0.148 0.194
29 0.367 0.47 200 0.138 0.181
30 0.361 0.463 300 0.113 0.148
31 0.355 0.456 400 0.098 0.128
32 0.349 0.449 500 0.088 0.115
33 0.344 0.442 600 0.08 0.105
34 0.339 0.436 700 0.074 0.097
35 0.334 0.43 800 0.07 0.091
36 0.329 0.424 900 0.065 0.086
37 0.325 0.418 1000 0.062 0.081
 54

The Result of Students’ Vocabulary Test

 55

The Result of Students’ Reading Comprehensiom Test

 CURRICULUM VITAE

I. GENERAL
1. Name : DESMIN MARCHELYA POSIRI
2. Place and Date of Birth : Malewa, December 20th 1999
3. Gender : Female
4. Family Names : a. Father : Herman Posiri
b. Mother : Reni Poili
c. Brother : Desmon Hari Yanto Posiri
5. Religion : Christian
6. Address : BTN. Jingga Land Petobo 2 Blok A5 No.13
II. EDUCATION
1. Elementary School : SD GKST Gontara (2006-2011)
2. Junior High School : SMP Negeri 9 Palu (2011-2014)
3. Senior High School : SMA Negeri 3 Palu (2014-2017)
4. University : Tadulako University (2017-2021)